Facing up to Facebook

Eberhardt, David

doi:10.1002/abc.219

Cited by 37 publications

(16 citation statements)

References 0 publications

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“…Others, such as Bugeja (2006), have raised the question of the effects of a student generation who are so committed to maintaining such networks while exhibiting a corresponding loss of engagement with the news media. Eberhardt (2007) commented on the way that a student body at a university can have a sense of community that also runs onto Facebook, looking at things like the way bullying can have a presence at this level. On the other hand, students can also seek out others with the same kinds of concerns and problems (2007: 22).…”

Section: 'Friending'mentioning

confidence: 99%

Cross-cultural Communication: Arab and Welsh students’ use of Facebook

Barry

Bouvier

2012

Journal of Arab &Amp; Muslim Media Research

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This study focuses on the major sociocultural attributes of communication via Facebook in two different geographical settings. It identifies cross-cultural differences among two different student cohorts in the UAE and the UK. Sociocultural specificities were addressed by means of quantitative surveying complemented by qualitative interviewing. The social information processing (SIP) theory and Geerte Hofstede theory of 'cultural dimensions' represented the epistemological framework for the study. The findings indicate that although the users shared similar responses in terms of their preferences and uses, the study shows that they differ in certain key points related to online behaviour and communication modes (e.g. preferences for contacting friends), conceptualization of Facebook (an extension to university life or a portal to the world) and issues of privacy (expressing oneself openly). These deviations reflect essentially a cultural dissimilarity, which is a core point of the study.

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Section: 'Friending'mentioning

confidence: 99%

Cross-cultural Communication: Arab and Welsh students’ use of Facebook

Barry

Bouvier

2012

Journal of Arab &Amp; Muslim Media Research

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“…Departy locations are construed as airtight gossip containers with slogans such as 'what happens in Ibiza stays in Ibiza', based on the premise that all departy antics will be kept secret to those who were not present (Thomas 2005;Briggs and Turner 2012;Thurnell-Read 2012;Reference removed 2012). This premise has become increasingly illusory, with departy antics now widely reported and fueled on social network sites and in the media (Eberhardt 2007;Niland et al 2014;Ellen 2014).…”

Section: Spatial Departuresmentioning

confidence: 99%

Departies: conceptualizing extended youth parties

Fjær

Tutenges

2016

Journal of Youth Studies

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Every year, millions of young people travel away from home to party for days or weeks on end in permissive environments, such as music festivals, dance parties, and nightlife resorts. The studies that have been conducted on these extended youth parties have focused primarily on specific risk-taking behaviors, such as drug use and violence. Here, we scrutinize the research on extended youth parties to identify general changes that young people undergo at these events. We call these celebrations departies, because they center on the organization and facilitation of momentary departures from the participants' everyday life. Participants depart (1) spatially, by traveling to locations that are constructed as sites of opportunity and excess; (2) temporally, by partying for several days in a row and focusing on immediate gratifications; (3) morally, by engaging in activities that are widely deemed immoral; (4) stylistically, by altering their stylistic expressions through dress, demeanor, and consumption; and (5) experientially, because the parties generate mood and mind alterations. These are overlapping and intertwined elements, the combination of which amounts to a distinct type of youth party. Departies constitute exceptional events in the lives of many young people, and ought to be studied from a comparative perspective.

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“…Desde nuestro punto de vista, investigadores, educadores y profesionales deberían mostrar más interés en el uso de Facebook en los contextos educativos. Algunos autores sugieren que se podrían desarrollar enfoques y estrategias para ayudar a los estudiantes a utilizar la red para mejorar su aprendizaje y desarrollo Eberhardt (2007) y Aydin (2012. Nuestro trabajo ha explicado su posible utilización para la preparación y mejora de tareas.…”

Section: Conclusionesunclassified