While much attention is given to young people’s online privacy practices on sites like Facebook, current theories of privacy fail to account for the ways in which social media alter practices of information-sharing and visibility. Traditional models of privacy are individualistic, but the realities of privacy reflect the location of individuals in contexts and networks. The affordances of social technologies, which enable people to share information about others, further preclude individual control over privacy. Despite this, social media technologies primarily follow technical models of privacy that presume individual information control. We argue that the dynamics of sites like Facebook have forced teens to alter their conceptions of privacy to account for the networked nature of social media. Drawing on their practices and experiences, we offer a model of networked privacy to explain how privacy is achieved in networked publics.

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Networked privacy: How teenagers negotiate context in social media

Technology is a critical part of undergraduate students’ experiences in higher education. This study explores technology ownership, use patterns, and expectations as they relate to the student experience. Colleges and universities can use the results of this study to better engage students in the learning process. Furthermore, institutions can use the data to improve information technology (IT) services, increase technology-enabled productivity, prioritize strategic contributions of IT to higher education, plan for technology shifts that impact students, and become more technologically competitive among peer institutions.

ECAR Study of Undergraduate Students and Information Technology, 2014.

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“Technoference”: The interference of technology in couple relationships and implications for women’s personal and relational well-being.

Cyberbullying is a problem affecting a mean- ingful proportion of youth as they embrace online com- munication and interaction. Research has identified a number of real-world negative ramifications for both the targets and those who bully. During adolescence, many behavioral choices are influenced and conditioned by the role of major socializing agents, including friends, family, and adults at school. The purpose of this study was to determine the extent to which peers, parents, and educators influence the cyberbullying behaviors of adolescents. To explore this question, data were analyzed from a random sample of approximately 4,400 sixth through twelfth grade students (49 % female; 63 % nonwhite) from thirty-three schools in one large school district in the southern United States. Results indicate that cyberbullying offending is associated with perceptions of peers behaving similarly, and the likelihood of sanction by adults. Specifically, youth who believed that many of their friends were involved in bullying and cyberbullying were themselves more likely to report cyberbullying behaviors. At the same time, respon- dents who believed that the adults in their life would punish them for cyberbullying were less likely to participate. Implications for schools and families are discussed with the goal of mitigating this behavior and its negative outcomes among adolescent populations.

Social influences on cyberbullying behaviors among middle and high school students.

To date, little research has documented how teens might misuse technology to harass, control, and abuse their dating partners. This study examined the extent of cyber dating abuse—abuse via technology and new media—in youth relationships and how it relates to other forms of teen dating violence. A total of 5,647 youth from ten schools in three northeastern states participated in the survey, of which 3,745 reported currently being in a dating relationship or having been in one during the prior year (52 % were female; 74 % White). Just over a quarter of youth in a current or recent relationship said that they experienced some form of cyber dating abuse victimization in the prior year, with females reporting more cyber dating abuse victimization than males (particularly sexual cyber dating abuse). One out of ten youth said that they had perpetrated cyber dating abuse, with females reporting greater levels of non-sexual cyber dating abuse perpetration than males; by contrast, male youth were significantly more likely to report perpetrating sexual cyber dating abuse. Victims of sexual cyber dating abuse were seven times more likely to have also experienced sexual coercion (55 vs. 8 %) than were non-victims, and perpetrators of sexual cyber dating abuse were 17 times more likely to have also perpetrated sexual coercion (34 vs. 2 %) than were non-perpetrators. Implications for practice and future research are discussed.

The Rate of Cyber Dating Abuse among Teens and How It Relates to Other Forms of Teen Dating Violence.

How American teens navigate the new world of "digital citizenship" Social media use has become so pervasive in the lives of American teens that having a presence on a social network site is almost synonymous with being online. Fully 95% of all teens ages 12-17 are now online and 80% of those online teens are users of social media sites. 1 We focused our attention in this research on social network sites because we wanted to understand the types of experiences teens are having there and how they are addressing negative behavior when they see it or experience it. As they navigate challenging social interactions online, who is influencing their sense of what it means to be a good or bad " digital citizen " ? How often do they intervene to stand up for others? How often do they join in the mean behavior? Many log on daily to their social network pages and these have become spaces where much of the social activity of teen life is echoed and amplified—in both good and bad ways. In our survey, we follow teens' experiences of online cruelty – either personally felt or observed – from incident to resolution. We asked them about how they reacted to the experience and how they saw others react. We asked them about whether they have received and where they sought advice – both general advice about online safety and responsibility and specific advice on how to handle a witnessed experience of online cruelty on a social network site. We also probed the environment around teens' online experiences by examining their privacy controls and practices, as well as the level of regulation of their online environment by their parents. We further sought insight into more serious experiences that teens have in their lives, including bullying both on-and offline and the exchange of sexually charged digital images. What follows are the main findings from a report conducted by the Pew Research Center's Internet & American Life Project in partnership with the Family Online Safety Institute and supported by Cable in the Classroom. The data discussed in this report are the result of a three-part, multi-modal study that included interviews with experts, seven focus groups with middle and high school students, and a nationally representative random-digit-dial telephone survey of teens and parents. The survey was fielded April 19 through July 14, 2011, and was administered by landline …

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Teens, Kindness and Cruelty on Social Network Sites: How American Teens Navigate the New World of "Digital Citizenship".

Teens, Kindness and Cruelty on Social Network Sites

These complex and at times contradictory judgments emerge from 1) an online survey of more than 2,000 middle and high school teachers drawn from the Advanced Placement (AP) and National Writing Project (NWP) communities; and 2) a series of online and offline focus groups with middle and high school teachers and some of their students. The study was designed to explore teachers’ views of the ways today’s digital environment is shaping the research and writing habits of middle and high school students. Building on the Pew Internet Project’s prior work about how people use the internet and, especially, the information-saturated digital lives of teens, this research looks at teachers’ experiences and observations about how the rise of digital material affects the research skills of today’s students.

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How Teens Do Research in the Digital World.

Overview A survey of teachers who instruct American middle and high school students finds that digital technologies are impacting student writing in myriad ways and there are significant advantages from tech-based learning. Some 78% of the 2,462 advanced placement (AP) and National Writing Project (NWP) teachers surveyed by the Pew Research Center’s Internet & American Life Project say digital tools such as the internet, social media, and cell phones “encourage student creativity and personal expression.” In addition: 96% agree digital technologies “allow students to share their work with a wider and more varied audience” 79% agree that these tools “encourage greater collaboration among students” According to teachers, students’ exposure to a broader audience for their work and more feedback from peers encourages greater student investment in what they write and in the writing process as a whole. At the same time, these teachers give their students modest marks when it comes to writing and highlight some areas needing attention. Asked to assess their students’ performance on nine specific writing skills, teachers tended to rate their students “good” or “fair” as opposed to “excellent” or “very good.” Students received the best ratings on their ability to “effectively organize and structure writing assignments” and their ability to “understand and consider multiple viewpoints on a particular topic or issue.” Teachers gave students the lowest ratings when it comes to “navigating issues of fair use and copyright in composition” and “reading and digesting long or complicated texts.”

The impact of digital tools on student writing and how writing is taught in schools

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Kristen Purcell

Papers

Teens, Kindness and Cruelty on Social Network Sites: How American Teens Navigate the New World of "Digital Citizenship".

Teens, Kindness and Cruelty on Social Network Sites

How Teens Do Research in the Digital World.

The impact of digital tools on student writing and how writing is taught in schools

Library Services in the Digital Age.