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    Ellison and Boyd 2013

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    lanreharlen

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    © All Rights Reserved
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    Ellison and Boyd 2013

    Uploaded by

    lanreharlen
    5 views2 pages

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    5 views2 pages

    Ellison and Boyd 2013

    Uploaded by

    lanreharlen

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    Ellison and Boyd (2013) defined social networking sites as “a networked

    communication platform in which participants have uniquely identifiable


    profiles that consist of user-supplied content, content provided by other users,
    and/or system-level data can publicly articulate connections that can be
    viewed and traversed by others; and can consume, produce, and/or interact
    with streams of user-generated content provided by their connections on the
    site. This definition emphasizes three defining features of social networking
    sites.

    First, social networking sites allow users to create uniquely identifiable


    profiles animated by both user- and system-supplied information. Examples
    of these user- and system-supplied information that define a user’s profile on
    social networking sites include biographic details, self-descriptions, photos,
    interests and activities (Ellison & Boyd, 2013). These pieces of information
    facilitate online peer-to-peer networking by revealing users’ identities (Kane et
    al., 2014; Zhang & Leung, 2015). Second, social networking sites allow users to
    articulate connections that can be viewed and traversed by others. These
    connections are typically manifested in the form of friends lists, followers lists,
    group memberships, liked pages and so on. These publicly stated connections
    enable users to discern other users’ social connections, further facilitating
    peer-to-peer networking activities on the platforms (Ellison & Boyd, 2013).
    Zhang and Leung (2015) maintained that the ability to traverse and view other
    users’ connections and activities is an innovative feature of social networking
    sites that is virtually unknown in traditional forms of communication. Finally,
    social networking sites allow users to consume, produce and interact with the
    streams of user-generated content provided by their connections (Kane et
    al., 2014). Users create their content by combining text, images, videos,
    emoticons, animations and so forth—all languages of social networking sites
    (Dumpit & Fernandez, 2017). As well as sharing their own content, users can
    consume and interact with other users’ content, by liking, sharing and
    commenting on them, thereby creating a dynamic and continuous cycle of
    online interaction and engagement, which is essential to the vitality of social
    networking sites (Masrom et al., 2021; Smith, 2017).
    College students rely heavily on social networking sites for their daily
    communication, entertainment and information needs (Ansari & Khan, 2020;
    Doleck et al., 2018; Ifinedo, 2016; Lemay et al., 2020). Studies tracking college
    students’ social media habits have indicated that students spend a significant
    amount of time daily, switching between multiple social networking sites such
    as Facebook, Twitter, Instagram, YouTube and Snapchat (Alhabash &
    Ma, 2017; Dumpit & Fernandez, 2017; Felisoni & Godoi, 2018; Smith, 2017;
    Wang et al., 2015). College students use social networking sites for various
    purposes including opinion sharing, information acquisition, entertainment,
    self-documentation, self-expression and social interactions, among others
    (Alhabash & Ma, 2017; Chawinga, 2017; Lemay et al., 2020). Educational use
    of social networking sites, such as accessing course information, organizing
    group work, receiving feedback and interacting with instructors, have also
    been noted in the literature (Al-Qaysi et al., 2021; Al-Rahmi et al., 2020;
    Ansari & Khan, 2020; Hoi, 2021; Raza et al., 2020; Smith, 2017).

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