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E-grāmata: Designing the Social: Unpacking Social Media Design and Identity

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Designing the Social: Unpacking Social Media Design and IdentityPalielināt
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This book uses data collected from in-depth interviews with young people over the course of a year to explore the complex role of social media in their lives, and the part it plays in shaping how they understand and present their identity to a broad public on a wide array of platforms. Using this data, the book proposes and develops a new theoretical framework for understanding identity performances. Comic Theory, detailed in this book, centres on a consideration of the role of social media design in shaping identity, and explores the ways in which socio-culturally grounded users engage in acts of compromise, novelty, and negotiation with social media designs and digital technologies to produce unique identity performances.

Positioned within the field of educational research, this book overtly challenges assumptions and myths about the internet as a neutral source of knowledge, instead exploring the way in which designs and technologies shape who we interact with and how we understand what it is to be social. Moving beyond the over-used ‘digital natives’ paradigm, this book makes a clear case that educators and education researchers need to move beyond a focus on coding and digital skills alone, highlighting the pressing need to take explicit account of the overlaps between digital technology, culture, and education.

1 The Digital Metamorphosis
1(14)
1.1 Introduction
1(5)
1.2 Selecting and Introducing the Participants
6(6)
1.3 Dissecting Social Media
12(1)
References
13(2)
2 Defining Social Media It's Complicated
15(30)
2.1 Introduction
15(3)
2.2 Dispelling Some Myths and Moral Panics: What Young People Aren't Doing Online
18(5)
2.3 Understanding `Social Media'
23(5)
2.4 More than a Feature
28(3)
2.5 How Young People Define Social Media
31(5)
2.6 Implications for Educational Researchers, Policy Makers, and Educators
36(1)
References
37(8)
3 Devices and Technology: How the Way in Which We Access Social Media Affects Our Experiences, Uses, and Identities
45(26)
3.1 Introduction
45(1)
3.2 Technically Social
46(6)
3.3 Socio-Cultural Grounded Experiences of Technology: `Technology Is Neither Good, nor Bad, nor Is it Neutral'
52(3)
3.4 The Medium Is (Part of) the Message: Technology Changing Uses and Experiences of Social Media
55(3)
3.5 Platforms Are Not Universal Across Devices
58(1)
3.6 The Difference Between `Having' and `Having Access to' Technology
59(3)
3.7 Implications for Educational Researchers, Policy Makers, and Educators
62(4)
References
66(5)
4 What's `Social' About Social Media?
71(22)
4.1 Introduction
71(4)
4.2 From Networking to Not Working: Accounting for the Array of Online Social Experiences
75(4)
4.3 Uses of Social Media Beyond Content Production Alone
79(2)
4.4 Content Collapse: Negotiating Overlaps in Audiences
81(2)
4.5 Moving Beyond Content Production
83(3)
4.6 Implications for Educational Researchers, Policy Makers, and Educators
86(2)
References
88(5)
5 Enmeshing the User and Design: How Is Identity Managed Online?
93(24)
5.1 Introduction
93(4)
5.2 Different Platform, Different Design Features, and Different Social Performances of Identity
97(5)
5.3 The Use of Third-Party Apps to Augment Design and the Effects of This Upon Social Interaction
102(2)
5.4 Accounting for the Offline in Online Identity Performances
104(4)
5.5 Identity Boundary Negotiation Between User and Design: Tactics, Trade-Off, and Compromises
108(6)
5.6 Implications for Educational Researchers, Policy Makers, and Educators
114(2)
References
116(1)
6 Comic Theory: A New, Critical, Adaptive Theoretical Framework for Identity Presentation
117(38)
6.1 Introduction
117(2)
6.2 Positioning Identity
119(4)
6.3 Accounting for Socio-cultural Resources and Experiences in Identity Performances
123(3)
6.4 Accounting for the Role of `Staging' and `Props' in Identity Performances
126(7)
6.5 Agential Realism and Agential Cuts: Accounting for the Narratives Paths Not Chosen
133(3)
6.6 Narratives in Comic Book Studies: Closure, Intertextuality, and Extratextuality
136(4)
6.7 Introducing Comic Theory: Understanding Identity Performances in Social Media Through the Lens of Comic Books
140(7)
6.8 Conclusion: Designing an Identity
147(1)
References
148(7)
7 Critical Digital Citizenship: A Call to Action for Educators and Educational Researchers
155
7.1 Introduction
155(1)
7.2 Technology as Panacea: The Need to Readdress One-Size-Fits-All Educational Technology
156(7)
7.3 Comic Theory: Considering Design in Online Identity Performances
163(2)
7.4 Offering Closure
165(5)
References
170
Dr. Harry Dyer is a digital sociologist and lecturer in Education at the University of East Anglia. He has a broad academic background, with degrees in linguistics and social science research methods, as well as his PhD research, which revolved around exploring online identity presentation.  Harrys current research focus is on the lively field of Digital Sociology. His work explores a range of socio-cultural dynamics online, from broad questions around how identity manifests itself online to deeper explorations of emergent communities such as the flat-earth movement. Hes also looking into fake news, exploring how it has been covered by the media, how education is responding to fake news, and how young people are consuming news online. Harry serves as an editor for Digital Culture and Education, and is a member of the British Sociological Associations Digital Sociology group. He has taught extensively at the undergraduate and postgraduate level, including courses on research methodology, social theory, media and education, educational theory and practice, and research ethics. Given his broad background, Harrys research and teaching interests are equally expansive, and include digital sociology, identity theory, social theory, science and technology studies, research methodology, ethics, sociolinguistics, poststructuralism, and media and education.
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