The change in user and IT dynamics: Blogs as IT-enabled virtual self-presentation

Using the blogosphere as an enabling IT environment, this paper investigates how self-concept influences virtual self-presentation behavior and the use of IT artifacts. Self-presentation theory is adapted from the social psychology literature to develop a theoretical research model of virtual self-presentation. We tested the research model and hypotheses with data collected from 312 bloggers. Structural equation analysis of this data reveals a nomological net of self-concept leading to IT-enabled virtual self-presentation and the use of IT artifacts. Our findings provide a new perspective of users as heterogeneous individuals who have various self-concepts that change the sequence and dynamics among users, IT artifacts, and tasks. In contrast to traditional systems, in the social context of virtual self-presentation, users are the primary and essential drivers who determine vaguely defined tasks and systems.     

Visualizing the evolution of a web-based social network

Weblogs are dynamic websites updated via easy-to-use content management systems and organized as a set of chronologically ordered stories, frequently built around a link or including links to other weblogs. Since they are managed by individuals, their links tend to mirror or, in some cases, establish new types of social relations, thereby creating a social network. Studying the evolution of this network allows the discovery of emerging social structures and their growth trends. In this paper, we demonstrate the advantages of using the self-organizing maps (SOM) to visualize the evolution of a social network formed by a set of blogs, from their beginning to their current state. By observing the position a weblog is mapped to, it is easy to see what communities it belongs to nowadays, and how and when it became a part of those communities. The proposed procedure gives some insight on how communities are formed and have evolved. In this study, we apply this method to Blogalia, a blog-hosting site from which we have obtained a complete set of data and, by using SOM projections, we have drawn some conclusions on what drives the evolution of its implicit social network.     

Inside the rings of Saturn

Kress’ multimodality and design approaches are applied in a rhetorical play on the online mediation of the recent space mission to Saturn. Activity theory provides an educational framing for Kress’ multimodal semiosis. Links are made to mythical texts on Saturn and to blogs. Social network software is now seen as central to performative, multilogical web discourse.     

The Effects of Anonymity on Self‐Disclosure in Blogs: An Application of the Online Disinhibition Effect

The connections between anonymity and self‐disclosure online have received research attention, but the results have been inconclusive with regard to self‐disclosure in blogs. This quantitative content analysis of 154 personal journal blogs tested some assumptions of the online disinhibition effect in order to examine the effect of types of anonymity on the amount, breadth, and depth of self‐disclosure in blog entries. Results showed that participants disclosed more information in their blog entries when they were more visually identified (sharing a picture of themselves), contrary to the assumptions of the online disinhibition effect. Overall, a trend emerged where visual anonymity led to less disclosiveness, and discursive anonymity (sharing one's real name) led to less disclosiveness for particular types of bloggers.     

Interacting is believing? Examining bottom‐Up credibility of blogs among politically interested Internet users

This study examines how politically interested Internet users perceive blogs as a credible source of news and information. More specifically, this study aims to identify a new possible factor that has a moderating impact on blog credibility assessment in the collaborative nature of digital media circumstances. This study found that blog credibility was predicted by the interaction between blog reliance and online news activity, indicating that those who more actively interact with news and with other users judge blogs as more credible than those who do less so. Implications of the findings were discussed for future research.     

Respect and Disrespect in Deliberation Across the Networked Media Environment: Examining Multiple Paths of Political Talk

There is extensive research dedicated to civility in online deliberation, but empirical studies on mutual respect are still scarce. By adopting a systemic approach to deliberation, this study identifies different targets of disrespect (conversation partners, arguments, actors and groups involved in a certain conflict, profanity without a clear target), and investigates their relations with deliberation in different online contexts. This paper argues that the nature of digital affordances related to anonymity and homophily influences the expression of foul language, but not as significantly as was originally assumed. Analysis reveals that online social norms help to explain the configuration of interactions and practices of reasoning together in YouTube, blogs, and Facebook; and the extent to which profanity affects justification and reciprocity.     

Using blogs to support learning during internship

Blogging has been recommended as a suitable tool for learning during internship due to its associated usefulness in collaborative learning, reflection, communication, and social support. In this study, blogging was incorporated into the internship activities of two discipline-specific groups of interns: information management (n = 53) and nursing (n = 28). In examining the behavior, perceptions and processes of blogging among interns from the two disciplines, a mixed-methods design was used to obtain quantitative and qualitative data through structured interviews and blogging entries. Results revealed that the interns engaged regularly in the writing and reading of their own blogs, and commented on others’ blog-writing. The interns perceived blogs to be useful during internship in providing an avenue for knowledge construction, problem solving, reflection, and communicating their emotions. Positive perceptions were not influenced by discipline background, frequency of use, or blogging platform. Qualitative analyses of blog contents indicated that the students engaged in cognitive, metacognitive-reflective, affective, and social-collaborative learning processes in blogging. Higher engagement was found in cognitive and metacognitive processes. Responses to open-ended probes suggest that pedagogical factors (e.g., grading system, supervision) may also have influenced students’ blogging behaviors and perceptions. Overall, this study offers evidence to support the use of blogging during internship as computer-based support for learning.     

Web Technologies of the Self: The Arising of the “Blogger” Identity

Drawing on Michel Foucault's theories of subjectivity, this paper conceptualizes early blogging and online diary writing as “technologies of the self,” that is, procedures through which practitioners enacted certain identities as Internet users. This study combines archival research, close analysis of websites, and interviews with their creators. It analyzes how the most defining practices associated with the emergence of these websites in the second half of the 1990s enabled the performance of specific modes of identification for their users, expressed by concepts such as the “online diarist” and the “blogger.” The study broadens our understanding of technologies of the self by considering the role of websites as artifacts in processes of self‐formation on the Internet.     

Blog-enhanced ICT courses: Examining their effects on prospective teachers’ ICT competencies and perceptions

Blogs are used as a technology support tool in teaching-learning processes in contemporary schools, especially in higher education. This paper examines the effects of using blogs on prospective teachers’ perceived ICT competencies and perceptions in blog-enhanced ICT courses. Both quantitative and qualitative research approaches were used in the data collection and analysis processes. The findings indicate that most of the participants perceived blogs to be an important tool that changed their ICT perceptions in a positive way and familiarized them with ICT. The participants also perceived the use of blogs as important for the acquisition of ICT competencies.     

The role of social media in higher education classes (real and virtual) – A literature review

The ubiquity of social media (e.g., Facebook, Twitter) is no more apparent than at the university. Social media are increasingly visible in higher education settings as instructors look to technology to mediate and enhance their instruction as well as promote active learning for students. Many scholars argue for the purposeful integration of social media as an educational tool. Empirical evidence, however, has lagged in supporting the claim. Most of the existing research on the utility and effectiveness of social media in the higher education class is limited to self-reported data (e.g., surveys, questionnaires) and content analyses. This paper summarizes the scholarly writings as well as reviews the findings of empirical investigations. Some limitations are discussed, and future areas of research are proposed.