Context Collapse Everywhere in Social Media
I remember the first social media usage that I used a website named Damoim which connected students who went to the same schools- from middle school. I felt safe not to be exposed to strangers even though I used my real name. Also, there were clear boundaries of internet usage according to ages and purposes, and social media was regarded as teenagers' playground those days. However, after I started using Facebook in my undergraduate, I was so surprised the number of Facebook users and openness which is one of the biggest characteristics Facebook has. The connectedness with my phone number was the major 'threat' for me from the recommendation function. I got so many friend requests from anybody who I have their phone numbers or even their friends. I think this function facilitated context collapse.
Context collapse is “the flattening out of multiple distinct audiences in one’s social network, such that people from different contexts become part of a singular group of message recipient”s (Vitak, 2012). When I first read an article about context collapse in last spring semester, I was unsure why the context collapse is important in educational settings as well as general settings. But, Vitak (2012) described the characteristics of context collapse that social media users can quickly diffuse information across their entire network and facilitate interaction across diverse groups of individuals who would otherwise be unlikely to communicate. So, I learned context collapse can play an important role as an information diffuser. However, in terms of Facebook's real-name policy, it also can generate negative concerns about digital footprints and context collapse (Dennen & Burner, 2017). But, Dennen et al.'s (2017) another study showed that teenagers did not think about the context collapse in a serious way and they could manage the context collapse by using diverse social media.
Related to my research interests, I got a curiosity on teachers' perception of context collapse in their network activities. Because I heard that my teacher friends avoided using real name on social media because of their students, parents, and colleagues. However, they want to participate in professional learning networks for their professional development at the same time. Actually, I tried to join a teachers' community on Facebook recently, but I could not get any responses from the owner of the community. I could infer that they do not want to generate context collapse and rather want to keep their networks with teachers only. In these diverse interests and concerns, the perception of teachers' context collapse could help to understand their thoughts and community activities.
References
Dennen, V. P., Rutledge, S. A., Bagdy, L. M., Rowlett, J. T., Burnick, S., & Joyce, S. (2017, July). Context collapse and student social media networks: Where life and high school collide. In Proceedings of the 8th International Conference on Social Media & Society (p. 32). ACM.
Dennen, V. P., & Burner, K. J. (2017). Identity, context collapse, and Facebook use in higher education: putting presence and privacy at odds. Distance Education, 38(2), 173-192.
J. Vitak, 2012. “The impact of context collapse and privacy on social network site disclosures,” Journal of Broadcasting & Electronic Media, volume 56, number 4, pp. 451–470.
doi: http://dx.doi.org/10.1080/08838151.2012.732140
Context collapse is “the flattening out of multiple distinct audiences in one’s social network, such that people from different contexts become part of a singular group of message recipient”s (Vitak, 2012). When I first read an article about context collapse in last spring semester, I was unsure why the context collapse is important in educational settings as well as general settings. But, Vitak (2012) described the characteristics of context collapse that social media users can quickly diffuse information across their entire network and facilitate interaction across diverse groups of individuals who would otherwise be unlikely to communicate. So, I learned context collapse can play an important role as an information diffuser. However, in terms of Facebook's real-name policy, it also can generate negative concerns about digital footprints and context collapse (Dennen & Burner, 2017). But, Dennen et al.'s (2017) another study showed that teenagers did not think about the context collapse in a serious way and they could manage the context collapse by using diverse social media.
Related to my research interests, I got a curiosity on teachers' perception of context collapse in their network activities. Because I heard that my teacher friends avoided using real name on social media because of their students, parents, and colleagues. However, they want to participate in professional learning networks for their professional development at the same time. Actually, I tried to join a teachers' community on Facebook recently, but I could not get any responses from the owner of the community. I could infer that they do not want to generate context collapse and rather want to keep their networks with teachers only. In these diverse interests and concerns, the perception of teachers' context collapse could help to understand their thoughts and community activities.
References
Dennen, V. P., Rutledge, S. A., Bagdy, L. M., Rowlett, J. T., Burnick, S., & Joyce, S. (2017, July). Context collapse and student social media networks: Where life and high school collide. In Proceedings of the 8th International Conference on Social Media & Society (p. 32). ACM.
Dennen, V. P., & Burner, K. J. (2017). Identity, context collapse, and Facebook use in higher education: putting presence and privacy at odds. Distance Education, 38(2), 173-192.
J. Vitak, 2012. “The impact of context collapse and privacy on social network site disclosures,” Journal of Broadcasting & Electronic Media, volume 56, number 4, pp. 451–470.
doi: http://dx.doi.org/10.1080/08838151.2012.732140
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