Introducing danah boyd

In many social media circles, danah boyd is a woman who needs no introduction. Next Thursday, I get to introduce her to attendees of danah’s social media practices master class, presented by HigherEdExperts.com.

danah boyd
danah boyd (@zephoria on Twitter)
This masterclass — officially titled “Embracing a Culture of Connectivity: Understanding the Social Media Practices of Young Adults” — offers a rare chance to hear from one of the leading social media researchers of our time. And from what I’ve heard and read, she’s also one of the most engaging presenters on social media.

(If you haven’t yet signed up for this master class, better hurry. Registration closes next Tuesday, July 12.)

danah (@zephoria on Twitter) is probably best known for her 2008 Ph.D. dissertation, Taken Out of Context: American Teen Sociality in Networked Publics (PDF). That dissertation provides some revealing insights into how teens essentially lifehack via social networks to navigate their adolescence. I hope she shares some of those insights with us next Thursday.

I also hope danah delves into her latest project, a literature review on risky behavior and online safely. She recently released for public feedback a draft of that research, and Boing Boing followed up by posting an excerpt from the document:

Concerns about online predators are pervasive, but the image that most people hold doesn’t necessarily match with the data about sexual crimes against minors. For starters, the emphasis on what takes place online tends to obscure the fact that most cases of sex crimes against children do not involve the Internet at all. As we seek to help youth who are victims, we must continue our efforts to address victimization in the home and in the community; addressing Internet- initiated victimization alone will not help the vast majority of children who are victimized. When facing interventions to address Internet-initiated victimization, we must be attentive to research that highlights that some youth are more at-risk than others. Youth who have psychosocial issues, family and school problems, and those who are engaged in risky behaviors are far more likely to be victimized than the average youth using the Internet. Targeting those who are more at-risk will allow us to help more youth. Research also suggests that most youth who are victimized are not deceived about the abuser’s age, do discuss sex online before meeting up offline, and are aware of the abuser’s sexual intentions when they decide to meet them. These youth often believe that they are in love and have no mental model for understanding why statutory rape is a crime. In order to help these youth, we cannot focus solely on preventing adults from engaging with youth; we must also help youth recognize that these encounters are abusive before they occur.

While the Internet has affected the contours of bullying and harassment, research continues to emphasize the interplay between what occurs online and what takes place offline. Many of the same youth are susceptible to victimization and those who engage in online bullying are not wholly distinct from those who bully offline. While much research is still needed to stabilize definitions and measurements, there is little doubt that bullying is prevalent both online and offline, affecting all communities even if it doesn’t affect all individuals. We need interventions that get at the root of bullying, regardless of where it takes place. Because research consistently shows a connection between psychosocial troubles, family and school issues, and bullying, we cannot presume that parents are always equipped or present to intervene (and may in fact be part of the problem). Although countless programs have been developed to educate kids about bullying, far too little is known about the effectiveness of these programs. Finally, what happens online is more visible to adults, but we cannot assume that the most damaging acts of bullying are solely those that we are able to witness.

I’m looking forward to hearing what danah has to say next week. I’m also very honored that my friend Karine Joly asked me to introduce danah.

P.S. – My Caps Lock key is not broken. danah boyd intentionally writes her name in all-lowercase letters, so I’m sticking with her preference.

Envisioning tech’s future: the kids are all right

Update, July 11, 2010: Part II of this study — on creation, design and digital optimism — was posted on July 8.

Kids these days. They want their computers to know what they’re thinking, display images in 3-D holographs, and convert images of food into the real thing.

Um, come to think of it, those are all pretty good ideas.

"I'd like it if my computer could convert images of food and make them real." - Joanna, Age 10
I'd like it if my computer could convert images of food and make them real. - Joanna, Age 10

Those and other brainchildren of kids ages 12 and under are reported in this summary (PDF) of recent research by Latitude Research and ReadWriteWeb. In this study, researchers asked kids to illustrate their “future requests” for computer and web technologies. The results were innovative — I really like the idea of turning on-screen images of food into the real thing — but also, according to RWW’s report, “surprisingly down-to-earth.” Only 4 percent of the ideas were beyond the realm of possibility for today’s developers.

Even bigger than the practicality of the ideas was the possible shift it signals in the future of technology.

“For kids today,” RWW reports, “true synchrony between physical and digital worlds is becoming an expectation rather than a novelty. And the demand for it is expanding beyond the realm of visual media.” What’s more, says Jessica Reinis, who headed up the study, the future of technology could be “a shift from smartphones that can go anywhere to The Internet of Things which is everywhere.”

The two opportunities cited in the study’s summary document offer some insight into how today’s educators may need to adjust for these future college students. Those opportunities are:

  • Create Action, Not Just Information. “[T]oday’s kids will continue to break down the digital-physical divide. This generation will expect to use realtime technologies that anticipate and assist action; they will demand more applications for The Internet of Things (when objects are connected to the Internet via RFID tags, sensors and barcodes), optimized for everyday life.” Institutions of the future “will need to reach beyond merely delivering information to sensing and organizing information — then converting it to intelligent action automatically.”
  • Offer True Interactivity. The technology and media developers of tomorrow “should construct ways for people to interact not just with the technology but with the actual story being told through the device.”

These two points are opportunities indeed for higher education. Will we seize them?