A shift from offline to online: Adolescence, the internet and social participation

Kennedy, Jessica; Lynch, Helen

doi:10.1080/14427591.2015.1117523

Cited by 20 publications

(28 citation statements)

References 38 publications

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“…In order to analyze people's relations in internet era, William [24] and Tiwari et al [25] differentiated between online and offline relationship. Yet, Kennedy and Lynch [26] and Neves et al [27] argue that distinguishing acquaintances based on online and offline acquaintances seems irrelevant since both have merged in the accumulation of interactions. Most people manage their offline ties via online interactions.…”

Section: Introductionmentioning

confidence: 99%

Social Interaction of Indonesian Rural Youths in the Internet Age

et al. 2019

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The internet penetration on young villagers gives rise to question about its effects on the social interaction and behavior patterns as it accelerates the interaction with the wider network. However, the internet could possibly decrease both the social interaction with local people at the village and the dependency toward native villagers as internet utilization allows the users to be more selective in terms of interactions according to their interests. This research aims to examine the impacts of the Internet through a dystopian view by comparing the degrees of senses of place, participation in local activities, and social capital among internet and non-internet users using a statistical approach. The analysis of variance and linear regression were employed in the present study. The results revealed that the internet did strengthen both broad and local social capital. It also supported young villager's participation in local activities. Nevertheless, the internet was observed to decline the villager's sense of place, especially the desire to remain a resident in the native village. Better access to information and network gained by the users elevated their chances to move outside the village when better opportunities were observed elsewhere.Sustainability 2020, 12, 115 2 of 26 face-to-face and traditional communication by which deep relationship could be considerably formed. This action strengthened social capital (SC) within local community [5] and reinforced one's attachment and dependency on the local community and living place. Later, the involvement of a resident on the internet afterwards allows him to be more selective in accordingly interacting with his interests [6]. It can accelerate, and shorten the time of, one's interaction with the network beyond space [7]. But, in the dystopian view, it possibly decreases the intensity of interaction with local people as a person needs time and effort as well to manage the other acquaintances [6].Besides transformed social interaction, the immediate impact felt by internet users is the easy access to information. Abundant information can support young villagers in making decisions in daily matters [8][9][10]. The internet, with its various derivative applications, also modifies rural youth's ways to do activities such as shopping, playing games, reading, and watching videos by simply going online. Things brought about by the internet in some cases are the answers to the needs of villagers (e.g. Stern et al. [11]). For instance, the information on job vacancies or skill training can easily reach rural youths' gadgets. However, sources of prospective self-improvement carriers are generally outside the native village.The new style of rural social life, however, could bring both negative and positive impacts. The internet inevitably improves people's networks, understanding of the outside world, lifestyle, and other personal aspects [7]. Since the rural areas mostly have limited facilities to meet a higher lifestyle, there would be a tendency in the people to feel mor...

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Section: Introductionmentioning

confidence: 99%

Social Interaction of Indonesian Rural Youths in the Internet Age

et al. 2019

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“…Emerging research indicates that social interactions among adolescents are moving online with 45% of teens now using social media every day, and 10% of those individuals spending more than nine hours a day on various social networking websites (Common Sense Media, 2015;Kennedy & Lynch, 2016). While there are many benefits to social media use, the documented negative effects of extensive media use on neurotypical adolescents reflects issues with off-task behaviors (Hollis & Was, 2016), stress, anxiety, and depression (Woods & Scott, 2016), empathy (Vossen & Valkenburg, 2016), loneliness (Pittman & Reich, 2016), and awareness of others (Hwang, 2015).…”

Section: Social Emotional Learningmentioning

confidence: 99%

Social Media Literacy as an IEP Intervention for Social and Emotional Learning

Probst¹

2017

JMLE

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Media literacy and special education communities have largely ignored the impact of digital media use on special education students with Autism spectrum disorder and Emotional and Behavioral Disorder. This paper investigates the possibility of using social media literacy education as part of an individualized education plan (IEP) intervention for improving the social and emotional learning outcomes of students with disabilities. Using the example of a "provocative selfie" as a form of media production and consumption, this paper provides a framework for using the NAMLE key questions to teach specific CASEL Social and Emotional (SEL) competencies and address IEP goals and objectives of students with social and emotional deficits. By using the key questions of media literacy to teach the CASEL competencies, educators can provide special education students with strategies for analyzing, evaluating, creating, and acting responsibly in the digital world while remediating poor social and emotional skills commonly associated with many social, emotional, and behavioral disorders.

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“…The World Health Organization's (2001) definition -involvement in life situations -does not capture its complexity (Hemmingsson & Jonsson, 2005), as it has been used in various collocations, such as participation in everyday life (e.g., Häggblom Kronlöf, 2007;Larsson Lund, 2004), participation in occupations (e.g., Law, 2002Law, , 2013, occupational participation (e.g., Kielhofner, 2008), and social participation (e.g., Kennedy & Lynch, 2016;Levasseur, Richard, Gauvin, & Raymond, 2010). Several authors (Hammel et al, 2008;Sakiyama, Josephsson, & Asaba, 2010;Silva, Thorén-Jönsson, Sunnerhagen, & Dahlin-Ivanoff, 2016) view it as a process, or a negotiation of individual, social, and societal needs and values, that can provide opportunities to experience meaning and satisfaction, as well as develop identity and worth.…”

mentioning

confidence: 99%

“…Personal computers, smartphones, and computer tablets -including applications that accompany these devicescombined with the Internet and the World Wide Web are steadily replacing earlier methods (e.g., landline telephone [Mann, Belchior, Tomita, & Kemp, 2005], vinyl records and tapes [Utterback & Acee, 2005], cash payment services [Dahlberg, Mallat, Ondrus, & Zmijewska, 2008]). At the same time, new technologies are augmenting existing methods and expanding possibilities for participation in various life domains (e.g., education [Nguyen, Barton, & Nguyen, 2015], socializing [Kennedy & Lynch, 2016]). Among older adults, digital technology has been found to be useful in managing one's finances, keeping in contact with others, and procuring services, products, and information online (Aguilar, Boerema, & Harrison, 2010;Gatto & Tak, 2008).…”

mentioning

confidence: 99%