Frances Ryan DARTS5 presentation
Transcript of Frances Ryan DARTS5 presentation
Presented by Frances VC RyanEdinburgh Napier UniversityCentre for Social Informatics
“Personal online reputations: Managing what you can’t control”
DARTS5 Conference:Discover Academic Research, Training, and Support
2nd June 2016, Dartington Hall, Totnes, England
[email protected] | @cleverfrances | www.JustAPhD.com
Overview of presentation
Research themes and questions Literature review Theoretical framework Methods of investigation Early findings Next steps Discussion
What’s the research about?
How online information contributes to the building, maintenance, and evaluation of personal reputations
― Personal reputation: Private individuals, rather than corporate identity and brand
Two broad research themes: (1) The means by which people evaluate or assess the personal reputations of others from the online evidence available to them
(2) How people manage their own personal reputations through their use of online information, and to what extent those behaviours are intentional
© Frances Ryan
RQ2: How do individuals use online information to build and manage their
reputations?
RQ4: To what extent do individuals actively practise identity and reputation building and evaluation online?
RQ1:
How do individuals
build identities for
themselves online?
RQ3:
How do individuals evaluate
the identities and
reputations of others based
on the online information
available to them?
The research questions
How do individuals build identities for themselves online?
How do individuals use online information to build and manage their reputations?
How do individuals evaluate the identities and reputations of others based on the online information available to them?
To what extent do individuals actively practise identity and reputation building and evaluation online?
Where’s the literature found?
(Almost) Everywhere!
Information science Everyday life information seeking (ELIS) Citation analysis
Computing Employment research Human-computer interaction Human resources management Information systems Management and organisational studies Marketing Media and communication studies Physical and mental health
© Frances Ryan
Created by the individual that the identity represents – and others
Different presentations of self for different audiences
“Representations of self/selves” that individuals create for or about themselves
Key terms: Identity
© S
tefa
no M
orte
llaro
© Red Rose Exile
© José Luís Agapito
Key terms: Reputation
Everyone has (at least) one!
Determined by others based on the information available to them
The personal opinions and character judgements one individual has for another
© Martin Tews
© Sarah Reid
Key terms: “Real world”
Blurred lines
Intentional transfer of offline activities to online environments
Trading information for online conveniences
If you’re not online, are you real?
© Frances Ryan
Key themes in the literature
Information sharing
Information quality and accuracy
Employment and career opportunities
Friends and friends-of-friends
“Real names”, pseudonyms,and anonymity
© Frances Ryan
What does the literature tell us?
Employers conduct social media reviews pre- and post-employment
© Frances Ryan
What does the literature tell us?
Friends and friends-of-friends can impact reputation
© Frances Ryan
At least some self-regulation and censorship by individuals
What does the literature tell us?
© Horatio3K
Mind the gap! (1)
To what extent are individuals evaluating the reputations of others based on the information found about them online?
What processes do individuals follow to identify and collect online information about others?
How is online information about individuals rated, assessed, or validated for the purposes of reputation evaluation?
To what extent does the quality of information collected impact the determination of individuals’ reputations?
Mind the gap! (2)
How do individuals manage online information regarding their combined professional and private reputations?
How do individuals manage their online and offline reputations as one “real world” reputation?
To what extent do individuals feel more or less free or restricted because of the blurred lines between their online and offline worlds?
To what extent do individuals actively monitor their online footprints for the purpose of reputation management? If so, how and to what extent?
How do people relate to, seek, and use information?
(Bates, 1999, p. 6)
How do we handle ideas and knowledge, both our own and other people’s?
(Howkins, 2009, p. 1)
Alignment with some “big questions”
© Frances Ryan
Developing a theoretical framework for empirical work
Difficult: What literature should be considered?
1. General materials related to research themes across many domains(e.g. Human resources, marketing, information systems,
physical and mental health)
2. Specific material on academic reputations evident in citation analysis
3. Contextual material from everyday life information seeking (ELIS) studies
Developing a theoretical framework for empirical work
Difficult: Which literature should be considered?
1. General materials related to research themes across many domains(e.g. Human resources, marketing, information systems,
physical and mental health)
2. Specific material on academic reputations evident in citation analysis
3. Contextual material from everyday life information seeking (ELIS) studies
Lots of options:- Quantitative - Qualitative
Developing a theoretical framework for empirical work
Difficult: Which literature should be considered?
1. General materials related to research themes across many domains(e.g. Human resources, marketing, information systems,
physical and mental health)
2. Specific material on academic reputations evident in citation analysis
3. Contextual material from everyday life information seeking (ELIS) studies
Mostly Quantitative
Developing a theoretical framework for empirical work
Difficult: Which literature should be considered?
1. General materials related to research themes across many domains(e.g. Human resources, marketing, information systems,
physical and mental health)
2. Specific material on academic reputations evident in citation analysis
3. Contextual material from everyday life information seeking (ELIS) studies
Largely Qualitative
How best to investigate both research themes?
The challenge? Establishing a way to examine both research themes simultaneously
Qualitative methods deemed most appropriate
Semi-structured, in-depth interviews to discuss participants’ own practices
Answering questions on evaluation of others proved more difficult
Four potential solutions …
Option 1: Profile mock-ups
Create false user profiles
Information mimics situations from literature
Participants review mock-ups
Interviews to discuss how reputations are evaluated
© W
ireframeS
ketcher
© PitchStock
Option 2: Participant screen shots
Screen shots of participants’ online profiles
Others evaluate the reputations of each other based on the screen shots
Interviews to discuss how reputations are evaluated
© Frances Ryan
Option 3: Observation
Participants discuss evaluation of others during interview
Participants interacting with social media accounts with interviewer present
Ethical issues regarding consent from participants’ connections© Jason Jenkins
Option 4: Diaries and interviews
Participants keep diary for one week
Simple instructions regarding what to write about
No formatting guidelines
After diary, participants take part in a semi-structured interview
© Frances Ryan
Best option: Diaries and interviews
Tradition in everyday life information seeking (ELIS) research
Rich data are reliable sources of information and eliminate the potential for inaccurate reporting
(Narayan, Case, & Edwards, 2011, p. 3)
Several studies use a combination of diary-keeping and interviews (Agosto & Hughes-Hassell, 2005; Dervin, 1983; McKenzie, 2003; Rieh, 2004)
Although studies vary, they share a common theme: combining the robustness of two forms of data
How did the diary work?
Participants kept diary for one week
Simple instructions; no formatting guidelines
Got participants thinking about their information behaviours
Diaries helped form interview guides© Frances Ryan
Collecting the data
Sample of 45 UK-based participants
Gen Y, Gen X, and Baby boomers
Short background survey
Diary for one week (electronic or hand-written)
One-hour semi-structured interviews (face-to-face or Skype)
Social media an extension of everyday lives
Varying levels self-censorship behaviours
Deleting posts
Intentional practices based on platform use
Managing “the blur”© Horatio3K
Generation X: Early findings
Difficult to convey evaluations of others
Negative views when opinions are in stark contrast to their own
Conflicting views on anonymous accounts and pseudonyms used by others
More forgiving or lenient when known in an offline environment
Generation X: Early findings
© Martin Tews
© Sarah Reid
Progress and next steps
Pilot study completed Main empirical work in progress Data analysis Thesis write-up Doctor Ryan Main empirical work Sample of 45+ participants Gen Y, Gen X, and Boomers Data analysis Thesis write-up © Frances Ryan
© Frances Ryan
Indicative bibliographyAusloos, J. (2012). The “Right to be forgotten”: Worth remembering? Computer Law & Security Review, 28(2), 143–152.
doi:10.1016/j.clsr.2012.01.006Bates, M. J. (1999). The invisible substrate of information science. Journal of the American Society for Information
Science, 50(12), 1043–1050. doi:10.1002/(SICI)1097-4571(1999)50:12<1043::AID-ASI1>3.3.CO;2-OCronin, B. & Askins, H.B. (2000). The web of knowledge: a festschrift in honor of Eugene Garfield . Medford, NJ:
Information TodayDuguay, S. (2014). “He has a way gayer Facebook than I do”: Investigating sexual identity disclosure and context collapse
on a social networking site. New Media & Society, 1–17. doi:10.1177/1461444814549930Fieseler, C., Meckel, M., & Ranzini, G. (2014). Professional personae: How organizational identification shapes online
identity in the workplace. Journal of Computer-Mediated Communication, 1–18. doi:10.1111/jcc4.12103Finocchiaro, G. & Ricci, A. (2013). Quality of information, the right to oblivion, and digital reputation. In B. Custers, T.
Calders, B. Schermer, & T. Zarsky (Eds.), Discrimination and Privacy in the Information Society (Vol. 3, pp. 289–299). Berlin, Heidelberg: Springer Berlin Heidelberg. doi:10.1007/978-3-642-30487-3
Greidanus, E. & Everall, R. D. (2010). Helper therapy in an online suicide prevention community. British Journal of Guidance & Counselling, 38(2), 191–204. doi:10.1080/03069881003600991
Howkins, J. (2009). Creative ecologies: Where thinking is a proper job. St Lucia, Queensland: University of Queensland Press.
Kluemper, D. H. & Rosen, P. A. (2009). Future employment selection methods: Evaluating social networking web sites. Journal of Managerial Psychology, 24(6), 567–580. doi:10.1108/02683940910974134
Lingel, J. & boyd, d. (2013). “Keep it secret, keep it safe”: Information poverty, information norms, and stigma. Journal of the American Society for Information Science and Technology, 64(5), 981–991. doi:10.1002/asi.22800
Madera, J. M. (2012). Using social networking websites as a selection tool: The role of selection process fairness and job pursuit intentions. International Journal of Hospitality Management, 31(4), 1276–1282. doi:10.1016/j.ijhm.2012.03.008
Mesch, G. S. & Beker, G. (2010). Are norms of disclosure of online and offline personal information associated with the disclosure of personal information online? Human Communication Research, 36(4), 570–592. doi:10.1111/j.1468-2958.2010.01389.x
Ollier-Malaterre, A., Rothbard, N. P., & Berg, J. M. (2013). When worlds collide in cyberspace: How boundary work in online social networks impacts professional relationships. Academy of Management Review, 38(4), 645–669. doi:10.5465/amr.2011.0235
Savolainen, R. (2008). Everyday information practices: a social phenomenological perspective. Lanham, MD: Scarecrow Press.
Uski, S. & Lampinen, A. (2014). Social norms and self-presentation on social network sites: Profile work in action. New Media & Society, 1–18. doi:10.1177/1461444814543164
Vaast, E. (2007). Playing with masks: Fragmentation and continuity in the presentation of self in an occupational online forum. Information Technology & People, 20(4), 334–351. doi:10.1108/09593840710839789
Van Dijck, J. (2013). “You have one identity”: Performing the self on Facebook and LinkedIn. Media, Culture & Society, 35(2), 199–215. doi:10.1177/0163443712468605
Copyright attributions
Indicative bibliography (cont.)
Slide 8: Creative commons copyright (1) José Luís Agapito (www.flickr.com/blvesboy); (2) Red Rose Exile (www.flickr.com/redroseexile); (3) Stefano Mortellaro (www.flickr.com/fazen)Slide 9 and 32: Creative commons copyright (1) Martin Tews (www.flickr.com/airpark); (2) Sarah Reid (www.flickr.com/sarahreido)Slide 15 and 31: Creative commons copyright Horatio3K (www.flickr.com/horatio3k)Slide 24: Creative commons copyright (1) WireframeSketcher (wireframesketcher.com/mockups) (2) PitchStock (www.behance.net)Slide 26: Creative commons copyright Jason Jenkins (www.flickr.com/jdub1980)
All other images copyright Frances VC Ryan
Thank you!
[email protected]@cleverfrances
www.JustAPhD.com
Slides available at: www.slideshare.net/justfrances
© Frances Ryan