Affordances Of Social Media Research Articles

A Strategic Social Action Framework: Theorizing and analyzing the alignment of social media affordances and organizational social action

ABSTRACTSocial media is a relatively new and dynamic field dealing with the development and use of social media technologies by individuals and more recently by organizations. Although several frameworks and models have been proposed for studying social media, most provide only limited insights into the complex social activities that are supported by the strategic usage of social media in organizational settings. In this article, we take up this challenge and introduce a Strategic Social Action Framework for analyzing social media technologies and their strategic usage in and by organizations. This framework is based on Habermas’ theory of social action and the idea that social media platforms serve as sets of rules and resources that mediate strategic organizational (inter-)actions involving these platforms. We demonstrate the value of the framework by theoretically delineating the appropriateness of the framework to specific social media tools, as well as by empirically analyzing the strategic use of two publicly available social media platforms—Facebook and Twitter—by three large airlines—Delta, KLM Royal Dutch Airlines, and JetBlue. Our findings reveal that when implementing social media in organizational contexts, developers and managers should critically evaluate (a) the need for supporting a rich variety of action types, (b) the possible role of social media support in the specific action situation, and (c) the strategic alignment of social media affordances and specific social action categories. Finally, we discuss theoretical and practical implications as well as directions for future research.

Incidental Effects of Automated Retweeting: An Exploratory Network Perspective on Bot Activity During Sri Lanka’s Presidential Election in 2015

The role of automated or semiautomated social media accounts, commonly known as “bots,” in social and political processes has gained significant scholarly attention. The current body of research discusses how bots can be designed to achieve specific purposes as well as instances of unexpected negative outcomes of such use. We suggest that the interplay between social media affordances and user practices can result in incidental effects from automated agents. We examined a Twitter network data set with 1,782 nodes and 5,640 edges to demonstrate the engagement and outreach of a retweeting bot called Siripalabot that was popular among Sri Lankan Twitter users. The bot served the simple function of retweeting tweets with hashtags #SriLanka and #lk to its follower network. However, the co-use of #Sri Lanka and/or #lk with #PresPollSL, a hashtag used to discuss politics related to Sri Lanka’s presidential election in 2015, resulted in the bot incidentally amplifying the political voice of less engaged actors. The analysis demonstrated that the bot dominated the network in terms of engagement (out-degree) and the ability to connect distant clusters of actors (betweenness centrality) while more traditional actors, such as the main election candidates and news accounts, indicated more prestige (in-degree) and power (eigenvector centrality). We suggest that the study of automated agents should include designer intentions, the design and behavior of automated agents, user expectations, as well as unintended and incidental effects of interaction.

Second Screening as Convergence in Brazil and the United States

Second screening is widespread worldwide, particularly in younger populations. We analyze a survey of college students in Brazil and the United States to compare second screening frequency, types, platforms, and motivations between the two countries. Despite lower Internet penetration, Brazilians second screen significantly more than Americans, a result of the country’s tradition of interacting with producers of television. In both countries, those who use the interactive affordances of social media are more likely to second screen. As such, we posit this unique audience-driven act works to bridge Web-connected devices and television to create a converged atmosphere.

Social Media as a Communication Tool to Support University Student - Services: Affordances, Limitations and Opportunities for Innovations

This study titled Social Media as a Communication Tool to Support University Student-Services: Affordances, Limitations and Opportunities for Innovations sought to determine the affordances of social media as a communication tool to support student services as perceived by the administrators, faculty, and students; the identified limitations and glitches of social media as a communication tool to support student services as experienced by the respondents and ways to address these limitations and glitches; and the opportunities to enhance usage of social media for university student services. Department academic chairs, faculty coordinators and faculty members (8 respondents), and students (123 respondents) from seven academic departments participated in the study. A qualitative approach through open-ended survey was employed. The Theory of Affordances by James J. Gibson served as the theoretical underpinning of the study. The respondents declared that the use of social media has significantly aided them in their enrollment concerns, academic department-student collaboration and academic department-student communications in general. Opportunities for continuous interactions to discuss student concerns that should be attended to by their respective academic departments were found to be favorable. Blocking of social media in the university premises is the major glitch identified. Faculty and students depended on their Internet connections in their respective houses or outside of the university to coordinate with each other online. Security/privacy, language, content and behavioral issues were other concerns that could be addressed in a social media use guideline.

Making history. Representing “Bloody Sunday” in Wikipedia

Abstract – With web users increasingly taking on the role of producers/consumers (prosumers) of information, thanks to the technological affordances of social media, the representation of historical events may be subject to a number of centrifugal forces which allow virtually any and every user have their say. Thus, while the academia, the traditional media, and other institutions have apparently lost part of their privileged positions as information content providers and source of monologic accounts, the patterns of negotiation and conflict inherent in any representation of events is foregrounded and made visible through the new media. It is against this background that the present article explores the impact of Web 2.0 technologies on the representation of particularly controversial events through platforms devoted to the sharing of User Generated Content like Wikipedia. More specifically, the article provides a detailed critical analysis of the Wikipedia entry for “Bloody Sunday”, through a reading of all subsequent revisions by individual users. The methodology consists in applying Critical Discourse Analysis to the revised versions which make up the so-called “history” of this specific entry. Each stage of editorial change has been analyzed with a focus on major changes, i.e changes not simply involving correction of typos, format or other minor superficial changes. For each editorial change the resulting version is discussed in terms of transitivity (processes, participants, circumstances) as well as intertextuality and interdiscursivity. Particular attention is devoted also to edits that lay bare strategies of (de)legitimation of in-groups and out-groups. The preliminary results of the investigation seem to suggest that the textual and discoursal negotiation taking place in the history of this specific Wikipedia entry reflects - but also reconstructs, reshapes and to some extent re-enacts - the real-life conflict, and provides a case in point to reconsider the role played by new technology in making conflicting perspectives in the representation of reality visible and accessible worldwide.

Online kinship. Social media as a site for challenging notions of gender and family.

The article shows how the technology of social media sites facilitates new kinds of kinship. It ana-lyzes how ‘donor families’ – i.e., families in which the children are conceived via sperm and/or egg donations – negotiate kinship, family formations and gender when connecting with each other online. Family formation and parenting are closely connected with gender and gender norms, and online donor families, therefore, offer an opportunity for understanding gender and gender for-mations in contemporary times and contemporary media. By analyzing commentary threads of a Facebook group connecting donor families as well as interviews with users of this Facebook group, the article shows how the affordances of social media, especially the Facebook application for smart phones, are central to the formation and maintenance of new kinship relations. Furthermore, the article illustrates how conventional practices regarding gender and families on one hand are chal-lenged by the creation of new types of families, while simultaneously being maintained in discus-sions about choice of donor. Here, a longing for traditional family values seems to run underneath the discussion between members of these new families.

Investigating the educational value of social learning networks: a quantitative analysis

Purpose The emergence of Education 2.0 enabled technology-enhanced learning, necessitating new pedagogical approaches, while e-learning has evolved into an instrumental pedagogy of collaboration through affordances of social media. Social learning networks and ubiquitous learning enabled individual and group learning through social engagement and social distribution of knowledge. Nevertheless, these developments have not been supported with extensive studies focusing on quantifying the impact of technology-enhanced learning on students’ progress and achievement. The purpose of this paper is to investigate how a quantitative overview of Facebook’s influence on students’ progress can be incorporated in a proposed e-moderation model of teaching and learning. Design/methodology/approach The approach is based on extending Salmon’s (2003) e-moderation model, which provides an emphasis on the theoretical perspectives that support socially situated learning environments of social networks such as Facebook. The findings revealed that students’ grades were positively influenced by the complementary use of Facebook on their courses of study. Findings The use of a social learning network also triggered a significant increase in student participation in learning activities delivered over Facebook. Research limitations/implications The main research limitations were due to the fact that a single social network was chosen for conducting the experiments. Furthermore, the investigation was narrowed down to a selected range of sessions offered to college and university students as part of their course. Originality/value The paper’s contribution is twofold, as it offers an original set of guidelines for conducting social learning network experiments and provides valuable quantifiable findings on the educational value of such networks.

“A real double-edged sword:” Undergraduate perceptions of social media in their learning

This study investigates undergraduate perceptions of the social media technologies (SMTs) they use in their learning. This mixed methods inquiry employed 30 semi-structured interviews and an online survey (N = 679) to explore why and how undergraduates from across disciplines view SMTs to be a meaningful part of their university learning. Findings shed new insights into student perspectives on and uses of social media, and the variety of ways in which undergraduates intentionally choose (or, choose not) to incorporate social media into their university learning in meaningful ways. Student perceptions formed an overarching theme of social media as a double-edged sword that both informs and distracts, having the potential to both help and hinder learning. Together, the interviews and the open-ended survey results demonstrate that several contextual relationships exist, underscoring the importance of considering affordances of social media for learning. Rather than taking an approach founded upon technological determinism, learning context and social media affordances become key. Undergraduate perceptions of educational interactions via social media illustrate the prominence of student-student and student-content, rather than faculty-student, interactions via social media in their learning, allowing for an updated understanding of previous educational interactions models.

Negotiating privacy and intimacy on social media: Review and recommendations.

Social media pose a privacy paradox: Most users indicate that they are concerned about their privacy, yet they share personal information widely on social media platforms. The affordances of social media (connectivity, visibility, social feedback, persistence, and accessibility) and their ability to enhance social communication and interpersonal relationships help to explain their attraction for users. At the same time, the risks to privacy are real and serious. We review privacy issues in a variety of domains of social media use including friendships, romantic relationships, parental, workplace/professional, and therapist/client. Resolving the privacy paradox and fully protecting privacy will likely require changes in laws, technology, and individual and social practices. These changes are worth pursuing so that people can reap the benefits of social media use without losing the many benefits of privacy.

Queer identity online: Informal learning and teaching experiences of LGBTQ individuals on social media

In this study, we explored how social media, particularly social networking sites, serve as informal learning environments for lesbian, gay, bisexual, transgender, questioning, and otherwise-identified (LGBTQ) individuals during formative stages of their evolving LGBTQ identity. We conducted semi-structured interviews (N = 33) probing LGBTQ individuals’ use of social media and identified three educational uses tied to online information seeking: traditional learning (e.g., information seeking about LGBTQ-related issues), social learning (e.g., observing role models or other LGBTQ individuals’ behavior and experiences), and experiential learning (e.g., experimenting with online dating sites and dating apps). These experiences were especially common during the coming out process. Participants also reported a fourth educational function, teaching (e.g., sharing information with others about their experiences as an LGBTQ individual). Teaching was more common among individuals who were out and those with less common identities (e.g., asexual and transgender). Several affordances of social media, including visibility, association, persistence, anonymity, and interactivity enabled these learning experiences.

Performative trolling: Szubanski, Gillard, Dawson and the nature of the utterance

In 2012 the Australian public witnessed three important examples of trolling play out in the public sphere that are the focus of this paper: the trolling of Julia Gillard’s Facebook page when she attempted to discuss education policy, the anonymous trolling of Charlotte Dawson’s Twitter page, and the trolling of Magda Szubanski on YouTube after she came out on The Project. These attacks may seem similar in that a public persona has been ridiculed and denigrated in flamboyant onslaughts. However, we will argue that there are important differences in the effects of these attacks, and that underpinning these are differences relating to the individual persona, the social medium and the nature of the utterance. The attacks on Gillard and Szubanski are primarily descriptive attacks on a deliberate and somewhat stage-managed public performance of identity, not a call to action. On the other hand, the anonymous trolling of Charlotte Dawson, which led directly to her attempted suicide, is clearly a performative utterance from the start, meant to have consequences on the object of attack. In Dawson’s case, the separation between her public persona and her private self is far less distinct than in the case of Gillard or Szubanski. These instances demonstrate that trolling exists on a performative continuum, engaging in constant disruption, but also lending itself to the production of social action. The kind of impact trolling will have depends, thus, on the affordances of social media, the persona under attack, and on the very nature of the utterance itself.

Sharing as rescripting: Place manipulations on YouTube between narrative and social media affordances

Drawing on sociolinguistic studies of language and place and on small stories insights and methods, I put forth rescripting as a social media-enabled practice of sharing that systematically exploits visual and/or verbal manipulations of the taleworld place of already circulated stories, so as to present the new tales as parody or satire of the originals. YouTube videos such as spoofs, memes, remixes, and mashups, form typical instances of rescripting, but other verbal activities should also be recognized as part of this practice, e.g. circulars of jokes about an incident on online blogs. Using as a case study a critical moment incident related to the Greek crisis that was repeatedly shared in social media, I examine rescripting as it occurs in the intersections between story making and social media affordances, arguing that it can productively open up the current sociolinguistic focus on resemiotizations of circulated activities. I show how changes in the place of the taleworld ultimately lead to changes in emplotment on the basis of the spatial semiotic repertoires associated with the new settings. Participation frameworks are decisively shaped by these changes, as commenters mainly engage with the current tale and telling, going along with the ostensibly 'fictional’ scenarios and engaging in active storytelling, that is, creating further plots on their basis. I discuss the implications of rescripting place for the study of sharing practices and vernacular participation as well as for the study of place as constitutive of narrative plots.

Strengthening choral community: The interaction of face-to-face and online activities amongst a college choir

Abstract This article reports on a small-scale study investigating the interaction of face-to-face and online group activities by members of a Dublin-based college choir (where the researcher is also a lecturer and choral leader) over a period of twelve months in 2009–2010. Research data are gathered by way of participation–observation of – and sometimes participation in – the choir’s Facebook page and through an extended real-time interview with a group of student choir members subsequently carried out in 2011. The overall analytic framework is sociological in orientation, utilizing distinctions between ‘sound’ and ‘musical–social’ groups, as well as ‘bonding’, ‘bridging’ and ‘maintained’ types of ‘social capital’. The review of literature examines notions of choral communities, online communities and the affordances of computer-mediated communication. Data analysis is presented in two sections: the first comprises a narrative interpretation of how face-to-face and online activities interacted over the period under review; the second raises a number of issues that emerge from the interview with students. Overall findings suggest a strong symbiotic relationship between the collective identity of the face-to-face choir and that of the online choral group. Affordances of social media and ‘clip culture’ are realized through series of mutually influential initiatives and interventions on the part of students and the choral leader, thereby bridging perceptions of the choir as institution and the choir as community.

The social scholar: re-interpreting scholarship in the shifting university

Purpose – This paper aims to provide a re-envisioning of traditional conceptualizations of scholarship informed by knowledge assets theory, trends shaping the modern university and technological advancements. We introduce social scholarship, a set of scholarly practices being envisioned within the conventional four domains of scholarship (i.e. discovery, integration, teaching and application). This paper provides concrete examples of the benefits and challenges of enacting social scholarly practices in light of Boisot’s theory of information flows, proprietary knowledge and the social learning cycle. Design/methodology/approach – This article is a cross-disciplinary conceptual exploration. Findings – In the model of social scholarship, access to knowledge is spreading faster than ever before; information flows are bi-directional in each domain (discovery, teaching, integration and application) where previously knowledge resided with the institution, flowing out to the public. Relationships between scholars and their university as well as between government, university, researchers and the public are being re-negotiated. Research limitations/implications – Certain limitations may exist, such as the conceptual alignment of a business model of knowledge generation to the university, which has particular cultures, service-orientations and power structures that are unique to academia. Practical implications – The alternative model for scholarship outlined in this paper has implications for those in higher education concerned with faculty recruitment, retention, professional development and performance review. The insights in this paper are also relevant for those concerned with the induction and training of doctoral students and preparation of future faculty programs. Social implications – The conceptualization of scholarship outlined in this paper has implications for a broad, non-specialist audience who seeks to access, critique and provide input on basic, interdisciplinary or applied research as well as teaching in higher education. Originality/value – Using a business model of knowledge generation, this paper introduces how current social media affordances and societal values can and are transforming conceptions of “the scholar,” “scholarship” and the university as knowledge-purveyor.

A community for grieving: affordances of social media for support of bereaved parents

The purpose of this paper was to study bereaved parents' use of a closed peer grief support community on Facebook and the features of the community that are important to them. The death of a child is an uncomfortable subject in most contemporary societies. This limits the exploration of experiences and possibilities for coping with grief. However, with the introduction of social media, this has changed. Theoretical perspectives on parental grief recognizing the importance of continued relational bonds with the lost child are used, together with the ontological assumption that social media enhance the dissolving of private/public and time/space. This study is based on questionnaire, interviews, and content from the closed peer grief support community, to which the research team has insider access. The community encompasses a diverse range of experiences and stages of grief, independent of the time elapsed since the loss of a child. Bereavement of children of all ages and from all conceivable causes of death is distributed among the members. The results show how the affordances of social media become vital resources for coping with grief in ways not available previously, comprising aspects of the closed nature of the group, shared experiences, time, and accessibility.

Negotiating a Media Effects Model: Addendums and Adjustments to Perloff’s Framework for Social Media’s Impact on Body Image Concerns

This paper is written in response to Perloff’s article for the Feminist Forum that proposes an agenda and a related model to guide future research conducted in the area of social media effects on young women’s body image concerns, especially as they occur in the United States. The current paper offers suggestions and considerations for ways to renegotiate and reconfigure Perloff’s agenda and model. Specifically, this paper argues for a model that makes space for both deleterious and salutary effects, not only the former, as a means to create a model that is malleable enough to provide heuristic value for future empirical research in this area. The current paper includes a United States-focused review of the recent research about online social support groups (OSGs) and internet-based health interventions that include social media applications and suggests that these media and their related effects be included in the proposed model moving forward. The current paper also contends that more concerted and prominent attention to the form, function, attributes and/or affordances of social media is needed in the proposed agenda and related model. The theory of affordances offers a comprehensive way to address the complexity of how social media is used and the related outcomes they bring about for a particular group of people (i.e., young women with body image concerns) and is therefore also suggested as an addition to the proposed model. Other related augmentations, addendums and revisions are suggested near the end of the current paper.

Potential and Challenges for Social Media in the Neighborhood Context

Many studies have focused on new media's role in connecting interest-based communities across vast geographic distances; fewer studies have examined how viable social media is as a communication tool within the neighborhood context. This study investigates the ways in which established modes of place-based neighborhood association, connection, and communication coincide or conflict with the perceived affordances of connection and association available in social networking sites. As a case study, we identified a neighborhood association that had seen its participation rates dwindle. The association's steering committee decided to turn to popular social media platforms (Facebook and Twitter) to revitalize. After the initial launch, they garnered only five “likes,” three Twitter followers, and two members for the e-mail listserv out of a possible 550 households. A survey of neighborhood residents showed some potential for social media use but also significant mismatches between the perceived affordances of social media and residents’ understanding of the place-based context and condition of the neighborhood. We found three main categories where perceptions and expectations of neighborhood communication did not mesh with social media affordances: perceived intimacy within the neighborhood; desired attributes of neighborhood communication; and expectations of digital and physical space and place.

Social media and social marketing in relation to facilitated communication: Harnessing the affordances of social media for knowledge translation

In this reply to Lilienfeld, Marshall, Todd, and Shane (2015) we provide a social marketing perspective on ways that facilitated communication (FC) is presented and discussed on social media platforms, in the field of augmentative and alternative communication (AAC). The growth in uptake and use of FC in recent years has occurred in the context of rapid growth in mobile technologies and AAC integrated with social media and online learning. Social media have been used to disseminate both materials that are supportive of FC and materials that provide scientific evidence of facilitator influence over authorship in FC. In order to illustrate how social media are being used to spread information about FC, we present a limited scan of two social media sites—TwitterTM and YouTubeTM—for information about FC. In this paper we discuss barriers to evidence and facilitators for FC in social media and consider the role that social marketing might play in relation to FC. Clinical implications for using social media to counter FC and directions for future research are discussed.

Advocacy Organizations’ Evaluation of Social Media Information for NGO Journalism

This article contributes to the emergent literature on the use of social media at advocacy organizations. Much of this existing literature focuses on these organizations’ production of social media information; this article, however, explores the complementary and relatively unexamined consumption of social media information that can form part of advocacy work. By drawing parallels between journalism and advocacy, the article develops two theoretical models of how advocacy organizations evaluate social media information as part of this consumption. These models differ according to the information values at their cores and according to how these values are evaluated in practice; correspondingly, the models interact differently with social media’s affordances. The key information value for the evidence model is the veracity of the information’s metadata, and this is largely evaluated through a time-intensive verification process requiring corroboration and drawing on human expertise. In contrast, the key information value pertaining to the engagement model is participation, which is evaluated by measuring the volume of participants in the information’s production and transmission. The affordances of social media are often hindrances for the evidence model, because they can make metadata more difficult to verify. In contrast, the engagement model capitalizes on social media affordances, because these affordances facilitate participation as well as the evaluation of participation volume using digital analytics. In addition to shedding light on approaches to social media information evaluation at advocacy organizations, this article urges researchers and practitioners to be alive to related barriers to pluralism as they study and use these approaches.

Self-Disclosure in Social Media: Extending the Functional Approach to Disclosure Motivations and Characteristics on Social Network Sites

This article introduces the functional model of self-disclosure on social network sites by integrating a functional theory of self-disclosure and research on audience representations as situational cues for activating interpersonal goals. According to this model, people pursue strategic goals and disclose differently depending on social media affordances, and self-disclosure goals mediate between media affordances and disclosure intimacy. The results of the empirical study examining self-disclosure motivations and characteristics in Facebook status updates, wall posts, and private messaging lend support to this model and provide insights into the motivational drivers of self-disclosure on Snss, helping to reconcile traditional views on self-disclosure and self-disclosing behaviors in new media contexts.