Web 2.0: Social Software Foundations and Implications

Web 2.0: Social Software Foundations and Implications
Kevin R. Guidry Indiana University

Agenda Part 1: Web 2.0 Part 2: Social Network Sites Part 3: Technical Foundations and Examples Introduce yourself and have attendees introduce themselves

The Machine is Us/ing Us
Video removed; you can view it at

Part 1: Web 2.0

Examples of Web 2.0 Exercise: For 2 minutes, silently list the best examples of Web 2.0 tools on a piece of scrap paper Afterwards, write down examples on white board/poster board

Conceptions of Web 2.0 Corporate buzzword Source: Thomas Milne,

Conceptions of Web 2.0 Development methodology Source: hlb,

Conceptions of Web 2.0 Next evolution of tools from user’s viewpoint Source: sensesmaybenumbed,

Properties of Web 2.0 Exercise: For 2 minutes, silently list the properties common to many of our identified Web 2.0 tools. Write each property on a separate Post-It note.

Properties of Web 2.0 Exercise: For 3 minutes, silently place the properties into meaningful groups. Do this in groups.

Properties of Web 2.0 Exercise: For 2 minutes, continue placing the properties into meaningful groups and label those groups. You may now talk. Review and compare answers

Properties of Web 2.0 Tim O’Reilly’s definition of Web 2.0: “Web 2.0 is the business revolution in the computer industry caused by the move to the internet as platform, and an attempt to understand the rules for success on that new platform. Chief among those rules is this: Build applications that harness network effects to get better the more people use them. (This is what I've elsewhere called ‘harnessing collective intelligence.’)” First Web 2.0 conference held in 2004 organized by Tim O’Reilly Network effect: related to Metcalfe’s Law (n(n-1))/2 O’Reilly, T. (2006, Dec 10). Web 2.0 compact definition: Trying again. Retrieved October 8, 2008, from

Properties of Web 2.0 Other Tim O’Reilly rules of Web 2.0:
The perpetual beta Don't treat software as an artifact, but as a process of engagement with your users. O’Reilly, T. (2006, Dec 10). Web 2.0 compact definition: Trying again. Retrieved October 8, 2008, from

Small pieces loosely joined Open your data and services for re-use by others, and re-use the data and services of others whenever possible. O’Reilly, T. (2006, Dec 10). Web 2.0 compact definition: Trying again. Retrieved October 8, 2008, from

Software above the level of a single device Don't think of applications that reside on either client or server, but build applications that reside in the space between devices. O’Reilly, T. (2006, Dec 10). Web 2.0 compact definition: Trying again. Retrieved October 8, 2008, from

The law of conservation of attractive profits Remember that in a network environment, open APIs and standard protocols win, but this doesn't mean that the idea of competitive advantage goes away. O’Reilly, T. (2006, Dec 10). Web 2.0 compact definition: Trying again. Retrieved October 8, 2008, from Images:

Data is the Intel Inside Chief among the future sources of lock in and competitive advantage will be data, whether through increasing returns from user-generated data (eBay, Amazon reviews, audioscrobbler info in last.fm, /IM/phone traffic data as soon as someone who owns a lot of that data figures out that's how to use it to enable social networking apps, GPS and other location data), through owning a namespace (Gracenote/CDDB, Network Solutions), or through proprietary file formats (Microsoft Office, iTunes). O’Reilly, T. (2006, Dec 10). Web 2.0 compact definition: Trying again. Retrieved October 8, 2008, from

Draw of Web 2.0 Fighting Disinhibition You don’t know me
Dissociative anonymity Anonymity convinces people that their online behaviors “aren’t me at all” (dissociation) Suler, J. (2004). The Online Disinhibition Effect. Retrieved October 5, 2008, from

Draw of Web 2.0 Fighting Disinhibition You can’t see me
(Physical) Invisibility Lack of physical cues; why psychoanalysts sit behind patients Suler, J. (2004). The Online Disinhibition Effect. Retrieved October 5, 2008, from

Draw of Web 2.0 Fighting Disinhibition See you later
Asynchronicity Reactions do not have to be immediate; we can act and then “run away” to postpone reactions Suler, J. (2004). The Online Disinhibition Effect. Retrieved October 5, 2008, from

Draw of Web 2.0 Fighting Disinhibition It’s all in my head
Solipsistic introjection Without being able to see others, we may believe that everything is taking place within our imagination Suler, J. (2004). The Online Disinhibition Effect. Retrieved October 5, 2008, from

Draw of Web 2.0 Fighting Disinhibition It’s just a game
Dissociative imagination Without face-to-face interaction, we may go further and believe that our interactions aren’t real Suler, J. (2004). The Online Disinhibition Effect. Retrieved October 5, 2008, from

Draw of Web 2.0 Fighting Disinhibition We’re equals
Minimization of authority No status markers Suler, J. (2004). The Online Disinhibition Effect. Retrieved October 5, 2008, from

Part 2: Social Network Sites (SNSes)

Undergraduate Use of SNSes
ECAR (N=12,007) Use SNSes daily 81.6% Do not use SNSes daily 18.4% Salaway, G., & Caruso, J. B. (with Nelson, M. R.). (2008). The ECAR study of undergraduate students and information technology, Retrieved October 12, 2008, from

CIRP YFCY (N= 31,500) None 6% < 1 hr/wk 14% 1-2 hr/wk 29% 3-5 hr/wk 30% 6-10 hr/wk 12% 11-15 hr/wk 4% 16-20 hr/wk 2% > 20 hr/wk 3% Higher Education Research Institute. (2007). College freshmen and online social networking sites(HERI research brief). Retrieved October 12, 2008, from

2008 Profile of Today's College Student (N=12,790) More than 5 times per week % 3-5 times per week % 1-2 times per week % 2-3 times per month % Once a month or less % Never % Older studies: Ellison, Steinfield, & Lampe (2006): 94% of MSU freshmen Stutzman (2006): In week 1, 85% of UNC freshmen; by week 16, 94% Vanden Boogart (2006): 94.4% of participants at 4 different institutions Not everyone is using SNSes; will return to later. NASPA. (2008). Technology use (Results from 2008 Profile of Today’s College Student survey). Retrieved October 12, 2008, from

SNS Definition Exercise: For 2 minutes, silently list the best examples of social network sites on a piece of scrap paper Write down responses on a white board/poster for next exercise

SNS Definition Exercise: For 3 minutes, collaborate with your group to identify common characteristics of the SNSes we just identified Write down results on white board or poster

SNS Definition Web-based services that allow individuals to:
Construct a public or semi-public profile within a bounded system Articulate a list of other users with whom they share a connection View and traverse their list of connections and those made by others within the system. Compare results from previous exercise; stress that this is not “the RIGHT answer” but theirs are equally valid boyd, d. m., & Ellison, N. B. (2007). Social Network Sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1). Retrieved October 5, 2008, from

Properties of SNSes Video removed; in the video, danah boyd laid out her four properties of mediated communities which are listed on the next slide and further explained in the paper cited in the next slide

Properties of SNSes Persistence Searchability Replicability
Invisible audiences Persistence: Unlike the ephemeral quality of speech in unmediated publics, networked communications are recorded for posterity. This enables asynchronous communication, but it also extends the period of existence of any speech act. Searchability: Because expressions are recorded and identity is established through text, search and discovery tools help people find like minds. While people cannot currently acquire the geographical coordinates of any person in unmediated spaces, finding one’s digital body online is just a matter of keystrokes. Replicability: Hearsay can be deflected as misinterpretation, but networked public expressions can be copied from one place to another verbatim such that there is no way to distinguish the “original” from the “copy.” Invisible audiences: While we can visually detect most people who can overhear our speech in unmediated spaces, it is virtually impossible to ascertain all those who might run across our expressions in networked publics. This is further complicated by the other three properties, since our expression may be heard at a different time and place from when and where we originally spoke. boyd, d. (2007). Why youth ♥ social network sites: The role of networked publics in teenage social life. In Youth, Identity, and Digital Media (D. Buckingham, ed.). Retrieved October 5, 2008, from

Why Youths Use SNSes Video removed; in the video, danah boyd explains her thesis explaining why youths use social network sites and I again refer you to the paper cited in the previous slide

Why Youths Use SNSes Blank slide and talk!
Socialization and psychosocial identity development; they’re figuring who they are, who they want to be, and how they fit in with everyone else Common theories of identity (Hegel, Cooley, George Herbert Mead) state that self-identity is built off the reflections of others Goffman discusses how we present ourselves to others through dramaturgy Together, these ideas mean that we (attempt to) actively shape who we are by what we do

Friendship and Relationships
Use of many social tools serves to build and strengthen relationships Source: carf,

Friendship and Relationships
Intuitive idea: Relationships are strengthened by more contacts It’s why we go out for beers with coworkers we like and why some resist using SNSes with particular populations (faculty don’t friend students in Facebook because they don’t want deep relationships with them) Sources: the other Martin Taylor, Hamed Saber, B Tal,

What Undergrads Do With SNSes
“The highest area for use on Facebook is staying connected to high school friends. One would expect more people using Facebook to connect to college peers; however a very small percentage (21.1%) are using it for this purpose.” Not used primarily to create or expand social networks but to keep in touch with existing contacts hence social NETWORK site not social NETWORKING site Note that friendships are deepened not by type of contact but by number and variety of contacts Vanden Boogart, M. R. (2006). Uncovering the social impacts of Facebook on a college campus. Unpublished Master of Science Thesis, Kansas State University, Manhattan, Kansas.

What Undergrads Do On Facebook
Friend functions: Accepting, adding, browsing through, or reviewing friends; seeing how friends are connected; showing friends other individuals Bumgarner, B. A. (2007). You have been poked: Exploring the uses and gratifications of Facebook among emerging adults. First Monday, 12(11). Photo: carf,

Personal information: Reading personal information, looking through photos, reading walls, etc. Bumgarner, B. A. (2007). You have been poked: Exploring the uses and gratifications of Facebook among emerging adults. First Monday, 12(11). Photo: Jill,

Practical information: Course and contact information Bumgarner, B. A. (2007). You have been poked: Exploring the uses and gratifications of Facebook among emerging adults. First Monday, 12(11). Photo: ASurroca,

Regulatory functions: Features that offer users control over their accounts, i.e., updating info or photos, privacy settings or editorial control over walls Bumgarner, B. A. (2007). You have been poked: Exploring the uses and gratifications of Facebook among emerging adults. First Monday, 12(11). Photo: Darwin Bell,

Groups: Features related to Facebook groups Bumgarner, B. A. (2007). You have been poked: Exploring the uses and gratifications of Facebook among emerging adults. First Monday, 12(11). Photo: vidrio,

Events: Finding or planning events Misc. features: Friend details; social timeline; “pulse”; poking; social Web visualization; being friends with high schoolers; etc. Bumgarner, B. A. (2007). You have been poked: Exploring the uses and gratifications of Facebook among emerging adults. First Monday, 12(11).

Why Undergrads Do On Facebook
Social utility: Using Facebook with friends; talking with others about Facebook Bumgarner, B. A. (2007). You have been poked: Exploring the uses and gratifications of Facebook among emerging adults. First Monday, 12(11). Photo: dan taylor,

Directory: Use as a directory and to keep track of people, such as for class information Bumgarner, B. A. (2007). You have been poked: Exploring the uses and gratifications of Facebook among emerging adults. First Monday, 12(11). Photo: mjecker,

Voyeurism: Learning about others from a distance; comparing oneself to others Bumgarner, B. A. (2007). You have been poked: Exploring the uses and gratifications of Facebook among emerging adults. First Monday, 12(11). Photo: mjasonprickett,

Herd instincts: Usage because everyone else does; not wanting to be left out Bumgarner, B. A. (2007). You have been poked: Exploring the uses and gratifications of Facebook among emerging adults. First Monday, 12(11). Photo: donjuanna,

Collection and connection: Amassing friends; organizing friends; feeling connected to others Bumgarner, B. A. (2007). You have been poked: Exploring the uses and gratifications of Facebook among emerging adults. First Monday, 12(11). Photo: labnol,

Personal expression: Expressing oneself, such as to develop relationships; gaining feedback on oneself; having others understand oneself Bumgarner, B. A. (2007). You have been poked: Exploring the uses and gratifications of Facebook among emerging adults. First Monday, 12(11). Photo: stop.down,

Initiating relationships: Meeting people, particularly for romantic or sexual reasons; finding parties or events Bumgarner, B. A. (2007). You have been poked: Exploring the uses and gratifications of Facebook among emerging adults. First Monday, 12(11). Photo: Lizzie engeance,

Is Anyone Not Using SNSes?
“Neither gender, ethnicity, nor income appeared to relate to propensity to join Facebook. Older students, and those who have been at school longer are significantly less likely to be on Facebook, probably reflecting an effect of the recency which with the MSU Facebook community began.” Not quite… Ellison, N., Steinfield, C., & Lampe, C. (2006). Spatially bounded online social networks and social capital: The role of Facebook. Dresden, Germany: Annual Conference of the International Communication Association.

Is Anyone Not Using SNSes?
SES matters A person's gender, race and ethnicity, and parental educational background are all associated with use, but in most cases only when the aggregate concept of social network sites is disaggregated by service. Additionally, people with more experience and autonomy of use are more likely to be users of such sites. Unequal participation based on user background suggests that differential adoption of such services may be contributing to digital inequality. Hispanics and those whose parents have only a high school education are more likely to use MySpace than Facebook Hargittai, E. (2007). Whose space? Differences among users and non-users of social network sites. Journal of Computer-Mediated Communication, 13(1). Retrieved October 5, 2008, from

Part 3: Technical Foundation and Examples

Technical Foundation of Web 2.0
Tim O’Reilly rules of Web 2.0: The perpetual beta Let’s return to Tim O’Reilly’s properties. Rapid development and release. O’Reilly, T. (2006, Dec 10). Web 2.0 compact definition: Trying again. Retrieved October 8, 2008, from

Other Tim O’Reilly rules of Web 2.0: Small pieces loosely joined Open your data and services for re-use by others, and re-use the data and services of others whenever possible. O’Reilly, T. (2006, Dec 10). Web 2.0 compact definition: Trying again. Retrieved October 8, 2008, from

Other Tim O’Reilly rules of Web 2.0: Software above the level of a single device Don't think of applications that reside on either client or server, but build applications that reside in the space between devices. O’Reilly, T. (2006, Dec 10). Web 2.0 compact definition: Trying again. Retrieved October 8, 2008, from

Other Tim O’Reilly rules of Web 2.0: The law of conservation of attractive profits Remember that in a network environment, open APIs and standard protocols win, but this doesn't mean that the idea of competitive advantage goes away. O’Reilly, T. (2006, Dec 10). Web 2.0 compact definition: Trying again. Retrieved October 8, 2008, from

Other Tim O’Reilly rules of Web 2.0: Data is the Intel Inside Chief among the future sources of lock in and competitive advantage will be data, whether through increasing returns from user-generated data (eBay, Amazon reviews, audioscrobbler info in last.fm, /IM/phone traffic data as soon as someone who owns a lot of that data figures out that's how to use it to enable social networking apps, GPS and other location data), through owning a namespace (Gracenote/CDDB, Network Solutions), or through proprietary file formats (Microsoft Office, iTunes). O’Reilly, T. (2006, Dec 10). Web 2.0 compact definition: Trying again. Retrieved October 8, 2008, from

What’s important about open standards and APIs? They’re used to glue applications and data together (e.g. mashups). Source: CraftyGoat,

Implementation of Web 2.0 Video blog produced by the president of Gallaudet University, an institution serving primarily deaf and hard-of-hearing students Source:

Implementation of Web 2.0 Source: http://wiki.case.edu/Main_Page
Video blog produced by the president of Gallaudet University, an institution serving primarily deaf and hard-of-hearing students Source:

Implementation of Web 2.0 Video blog produced by the president of Gallaudet University, an institution serving primarily deaf and hard-of-hearing students Source:

Implementation of Web 2.0 ResNet Symposium website uses MediaWiki Mention RARG 2008 survey development process Source:

Implementation of Web 2.0 Source: http://connect.educause.edu/
EDUCAUSE’s Drupal implementation Source:

Implementation of Web 2.0 Michael Wesch’s (Kansas State University) Netvibes page Successful because of role modeling and required and interesting use; similar to other successful and failed implementations Rail against technological determinism Source:

Implementation of Web 2.0 Your examples?
Michael Wesch’s (Kansas State University) Netvibes page Successful because of role modeling and required and interesting use; similar to other successful and failed implementations Rail against technological determinism

Summary

Summary Let’s watch “The Machine is Us/ing Us” again, this time with a critical eye… Note that this didn’t happen in the SIGUCCS session; we were running short on time at this late point of the session

Summary No agreement on Web 2.0 or social software
Many powerful uses closely tied to fundamental human actions Glue is good

Kevin R. Guidry kguidry@indiana.edu http://mistakengoal.com
El Fin Kevin R. Guidry

Web 2.0: Social Software Foundations and Implications

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