On the social web, age is a factor.
Older people don’t use social networking just because it’s really not that useful. I’ll be brave and speak for the group here: using social media throughout the day basically just shows you who’s bored and who’s wasting time at work. how do you buy instagram followers The things people tweet are random thoughts that interrupt others while willingly exposing your interests to marketers.t’s an anime social network site that’s very well done but the age group there appears to be mostly teenagers even though I’m a member mostly due to what the site is about and not necessarily the people I associate with. I would have liked to seen the avg age of this site as well.This is an interesting report, but do you have the sources? I know you said “To get consistent age data for the various sites we used site demographics information for the United States gathered from Google’s Ad Planner service and then did some additional calculations to get all the data we needed.”, but it’d be good to have the details of your “additional calculations
Digital Literacy and Ecologies of Practice.
Lankshear and Knobel (2008) define digital literacy as “a shorthand for the myriad social practices buy instagram followers for $5 and conceptions of engaging in meaning making mediated by texts that are produced, received, distributed, exchanged, etc., via digital codification” (p. 5). The authors argue that while New Literacy Studies has a tradition of studying literacy in context, and also studying self-sponsored or “unofficial” literacy practices, they contend that most work in New Literacy Studies does not consider “new literacy” practices, particularly digital literacies. They call for research that considers writers’ digital literacy practices in a variety of contexts. From the New London Group’s (1996) discussion of multiliteracies, through Selfe and Hawisher’s (2004) study of the technological literacy histories of Americans, to the extensive work of a wide array of scholars in analyzing and producing multimodal texts, I extend their notions of literacy and digital literate practice to social network sites specifically.1In the tradition of these scholars, digital literacy practices must be seen within larger systems of literate activity and larger literacy ecologies. Since the “social turn” more than 20 years ago, writing studies has treated writing as a collaborative process situated within specific social and cultural contexts (Bizzell, 1994; Bruffee, 1984). Cooper (1986) describes an ecological framework in which literacy is “an
activity through which a person is continually engaged with a variety of socially constituted systems” (p. 367). One of the important systems in this ecology is technology (DeVoss, McKee, & Selfe, 2009; Fleckenstein, Spinuzzi, Rickly, & Papper, 2008; Nardi & O’Day, 2000; Selfe & Hawisher, 2004). buy instagram followers free Brooke (2009), in his book Lingua Fracta, argues for an attention to “ecologies of practice” with a focus on “conscious, directed activity” in order to trace the ways that rhetorical work happens across an interface and to shift focus from investigating “textual objects” to researching “medial interfaces” (p. 6). Our continued disciplinary emphasis on static text, and our reliance on theories derived from print texts, as Brooke and Prior and Hengst (2010) note, not only puts us out of step with students and the larger culture, but also blinds us to many of the rhetorical affordances of new media. Brooke presents a view of writing processes that do not culminate in products, books or essays but are “special, stabilized instances of an ongoing process conducted at the level of interface” In focusing on medial interfaces, Brooke argues for an emphasis not on stable products as the results of digital writing, but rather on the digital interface itself as where continuous writing activity happens. Studying social network sites through a focus on ecologies of practice would emphasize the continuous literate activity that takes place on social network sites rather than the distinct texts created through them. In Brooke’s words, this would allow us to consider “the strategies and tactics that we bring to bear on new media at the same time that our technologies constrain and empower us”