So a popular topic that I have talked about frequently on this blog and throughout my writing class is the beloved union of parents and Facebook. The topic never ceases to evoke laughter, cause controversy and create awkward situations. So I just cannot let it go.
I am writing to introduce my new favorite website. It is called "Oh Crap. My Parents Joined Facebook." The site is a blog created by two young women whose parents apparently joined Facebook and when they realized they were not alone, they created a place where all the disgruntled and horrified kids can rant and expose the embarrassing things their older relatives have done on Facebook. Each post comes complete with a web shot that documents the horrific occurrence of parental embarrassment. Posts range from strange profile info, humiliating status updates, awkward private messages and a multitude of other instances of parents trying to be "hip" on the website and miserably failing. At first you kind of feel bad for the parents featured on the site- they are just trying to be cool and fit in, we should not make fun! But then again, if you are willing to put it on cyber space, that is motive enough for others to use it for their comedic pleasure. Well, we all knew that parents and older relatives on Facebook was a source for potential conflict. But who knew it could be so funny!
Here’s a personal favorite:
P.S.: Something I have been meaning to mention: in class a few weeks ago, my professor explained how he avoids Facebook interaction with his students due to what he called the “creepy tree house effect.” I thought the phrase was absolutely brilliant. He explained professor-student interaction on Facebook as if Facebook was like a tree house you had in your backyard. The tree house is that special, exclusive place where you go with your friends to kick-back and relax and do “kid stuff.” Well imagine your Uncle Jim decided to climb up one day while you and your friends where hanging out in the tree house, just to join in on the “hang.” Boom- suddenly way awkward. The creepy tree house effect explained. Thanks Coach.
The How I remember being a child, stuck bored at home during the summer while my parents were away at work. What to do, what to do...play outside? 30 minutes later, the Texas summer heat gets to me and I am back inside. How about some good old television? T.V. during the day time consists of soap operas, infomercials and raunchy talk-shows with subjects such as “Who’s my baby’s daddy?” and “Help, my teen is a monster!” Sounds like great programming for our kids stuck at home to watch right? Wrong. With LAUSD canceling its summer school programs, there are a huge number of kids stuck at home on the couch thinking the same thing, what to do? I myself was blessed enough to come from a family who could afford to send me to day camps and enrichment programs, so my summer days bored on the couch were few and far between. But what about those who are not so privileged, whose parents count on summer school to occupy their kids while they are at work or whose children need the extra instruction because they are struggling during the normal school year? What are they supposed to do now? Spend their summers sinking on the couch, watching Judge Judy?
Well, with the initial push given to us by our writing professor Mark Marino, or “Coach” as he prefers to be called, my class and I created a resource to save the sinking summers of LAUSD youth called SOS Classroom. SOS stands for Save Our Summer and that is what our compilation of online educational resources does for kids; it saves them from a summer without learning. But we are not providing long division worksheets, vocabulary tests or mundane times tables drills. We are providing kids with the tools to learn in a fun environment. Hey, if LAUSD is going to cancel summer school, we can bring the summer school to the kids via the internet. That is our drive behind the site: as individuals who know the importance of an education, we saw the need and made a small step to fill the gap.
I personally feel connected to the Save Our Summer project because I love the way it utilizes technology to facilitate learning. As it is evident from my blog, I consider myself to be a technology geek: I always want to know the latest gadget or web tool and I enjoy finding new resources to help me be a better student. I also love internet games. No, I am not a World of Warcraft fanatic or a Second Life enthusiast, but I do love my casual web games. And what does SOS Classroom do for kids? It provides fun online resources, such as games, that also have an educational component so that kids can have fun and learn at the same time. So your kid wants to spend his time on the computer playing computer games? Okay, deal: have him go online and play one of the games featured on our site; I think he will be surprised that there are educational games that are fun to play as well.
The web is an enormous, often times confusing space where kids can get lost and stumble upon the wrong content, yet I think the internet has the potential to do just as much good as it can harm. SOS Classroom provides the key to unlocking the great resources that are out there amongst the garbage that seems to try to consume us all. Out with the garbage, in with the learning! The Why What is it again that you are supposed to do when you are working with children? Do you speak slowly and not use big words? Or do you tell a funny joke? Oh wait, aren’t you supposed to go around and give them all high fives? Jeez why does it feel like it was ages ago when I was a volunteer for vacation bible school back in high school? Just be yourself, everyone says you are great with kids and don’t forget they are just a bunch of seven year olds…they cannot be that brutal. Okay they are lining up outside the door. Coach, why don’t you take the reins here and tell them what to do. I’ll chime in where I feel comfortable. Wait, you are introducing me? I am going to tell them about the site? Crap. And now twenty four pairs of beady eyes atop little fidgety bodies are staring at me, “Miss Michele.” When did I become Miss Michele? Why did I volunteer to come here…I knew I should have signed up to be secretary or something like that for this project. Oh well, here I go…
And that is how my trip to Champions summer camp began. My individual job title for the SOS project was Impact Researcher, meaning that I was responsible for following up with how the site was doing in achieving our goal: saving the kids’ summers. My job was to get feedback regarding the functionality of the site and find out what the kids thought about the site and how we could improve our product. This meant that I had the opportunity make a trip with “Coach,” our professor, to visit Champions summer camp, the day camp for children grades kindergarten through eighth grade with whom we paired to test our site. At Champions, each of the age groups were given an allotted amount of time in the computer lab where they were allowed to explore the site and try out all the games, activities and online resources that we had compiled thus far. It was really exciting to get to see the kids using our site first hand as it was an opportunity to see all of our class’s hard work brought to life.
The group of kids that I worked with during my visit were boys and girls in the second grade and younger. Having to stand and talk in front of a group of around twenty five, six and seven year olds was a lot more intimidating than I had imagined. One thing was for sure: they were full of energy and had attention spans that lasted mere seconds. But one thing was also for sure: they loved working on the computer and loved what resources our site had to offer. Looks like my class, a group of 19 and 20 something college students, actually knew how to compile some great content. Once we got them logged on and exploring away on Tumblebooks.com, it was hard to get them to acknowledge my presence, let alone answer the questions I had for them regarding the site! Luckily, one girl was willing to give her input on the website and had some really bright comments on the sites she liked, what content she had seen before, and what she would change. All in all, I made it past the initial anxiety and had a very insightful and enjoyable trip to Champions.
In addition to my Impact Researcher work, I had other duties that I performed for our Save Our Summer project. Two smaller tasks I had were finding resources for the math grades six through eight section of the website and translating our promotional flyer into Spanish so that we would be able to reach the Latino population as well. I was also able to utilize my social media savviness and helped one of our publicity staff search the Twitter stratosphere for education activists, parents and anyone who might find the SOS project useful.
When I signed up for this section of Writing 340, I knew I was going to be working with blogs but I had no idea that I would also be utilizing Web 2.0 tools in a socially conscious manner in order to do something worthwhile for the greater community. Working on the Save Our Summer project in conjunction with WRIT 340 really gave a unique edge to my USC writing experience in that as the course comes to an end, I leave something in addition to a collection of insightful essays (and insightful they were!). I, along with my class, am leaving a site where kids can learn and have fun at the same time. As a child who loved working with computers, what more could I provide for those coming after me! And with all this academic enrichment, maybe they will eventually end up a Trojan!
So kids, grab onto our life preserver that we have cast out for you amidst the vast digital ocean and save your summer!
The Presentation Question: What do you get when you combine a talented tuba player, Saucy the learning life-preserver, and sub-par Microsoft Movie maker skills?
Answer: The SOS Classroom theme song music video!
Along with my classmate, Lyndsey Hoh, I created an almost five minute “Ode to the SOS Classroom” that provides a walkthrough and explains all the different resources that can be found on SOSClassroom.org. Lyndsey, a talented musician and music major, volunteered to put her talents to work and compose an original piece, complete with lyrics that showcased the site. I on the other hand, volunteered to complete the technical task of creating a slideshow that paired as a visual counterpart for the track. We wanted to create something that was child-friendly, playful and fun. Something that would get kids excited about the site and provides a mini “how-to.” So our YouTube video was born! You might recognize some of your favorite kids songs mixed in the jingle, just for a little walk down memory lane. Enjoy!
What is it again that you are supposed to do when you are working with children? Do you speak slowly and not use big words? Or do you tell a funny joke? Oh wait, aren’t you supposed to go around and give them all high fives? Jeez why does it feel like it was ages ago when I was a volunteer for vacation bible school back in high school? Just be yourself, everyone says you are great with kids and don’t forget they are just a bunch of seven year olds…they cannot be that brutal. Okay they are lining up outside the door. Coach, why don’t you take the reins here and tell them what to do. I’ll chime in where I feel comfortable. Wait, you are introducing me? I am going to tell them about the site? Crap. And now twenty four pairs of beady eyes atop little fidgety bodies are staring at me, “Miss Michele.” When did I become Miss Michele? Why did I volunteer to come here…I knew I should have signed up to be secretary or something like that for this project. Oh well, here I go…
And that is how my trip to Champions summer camp began. My individual job title for the SOS project was Impact Researcher, meaning that I was responsible for following up with how the site was doing in achieving our goal: saving the kids’ summers. My job was to get feedback regarding the functionality of the site and find out what the kids thought about the site and how we could improve our product. This meant that I had the opportunity make a trip with “Coach,” our professor, to visit Champions summer camp, the day camp for children grades kindergarten through eighth grade with whom we paired to test our site. At Champions, each of the age groups were given an allotted amount of time in the computer lab where they were allowed to explore the site and try out all the games, activities and online resources that we had compiled thus far. It was really exciting to get to see the kids using our site first hand as it was an opportunity to see all of our class’s hard work brought to life.
The group of kids that I worked with during my visit were boys and girls in the second grade and younger. Having to stand and talk in front of a group of around twenty five, six and seven year olds was a lot more intimidating than I had imagined. One thing was for sure: they were full of energy and had attention spans that lasted mere seconds. But one thing was also for sure: they loved working on the computer and loved what resources our site had to offer. Looks like my class, a group of 19 and 20 something college students, actually knew how to compile some great content. Once we got them logged on and exploring away on Tumblebooks.com, it was hard to get them to acknowledge my presence, let alone answer the questions I had for them regarding the site! Luckily, one girl was willing to give her input on the website and had some really bright comments on the sites she liked, what content she had seen before, and what she would change. All in all, I made it past the initial anxiety and had a very insightful and enjoyable trip to Champions.
In addition to my Impact Researcher work, I had other duties that I performed for our Save Our Summer project. Two smaller tasks I had were finding resources for the math grades six through eight section of the website and translating our promotional flyer into Spanish so that we would be able to reach the Latino population as well. I was also able to utilize my social media savviness and helped one of our publicity staff search the Twitter stratosphere for education activists, parents and anyone who might find the SOS project useful.
When I signed up for this section of Writing 340, I knew I was going to be working with blogs but I had no idea that I would also be utilizing Web 2.0 tools in a socially conscious manner in order to do something worthwhile for the greater community. Working on the Save Our Summer project in conjunction with WRIT 340 really gave a unique edge to my USC writing experience in that as the course comes to an end, I leave something in addition to a collection of insightful essays (and insightful they were!). I, along with my class, am leaving a site where kids can learn and have fun at the same time. As a child who loved working with computers, what more could I provide for those coming after me! And with all this academic enrichment, maybe they will eventually end up a Trojan!
So kids, grab onto our life preserver that we have cast out for you amidst the vast digital ocean and save your summer!
Here is a video, titled "The Fugly Twuth" or "F Twitter," that I was also forwarded not that long ago. It is a hilarious, homevideo Twitter -rant featuring Shane Nickerson, who is the co-executive producer of the T.V. shows "Rob & Big" and "Rob Dyrdek's Fantasy Factory" on MTV. Now the video needs to come with a disclaimer: Nickerson drops the F* bomb multiple, multiple times and he also seems to be recording this as he is driving, which is even more unsettling to me. But the profanity and wreckless driving aside, Nickerson provides a histarically insightful commentary on the narcissistic and obsessive behaviors that Twitter users begin to elicit after joining the community.
Nickerson dramatically reenacts the life of a Twitter addict; how one's days are comprised of constant wondering of who is Twittering and the intense craving to log on and see what is indeed going on. He vocalizes the self-conscious behavior and neurotic inner dialogue that goes behind a Tweet: "Maybe if I write something like this I will get re-tweeted. Please, re-tweet me!...I need to re-tweet that...I need to re-tweet myself.... RT @shanenickerson I rule RT." He comically explains the preoccupation with follower count and the panic behind the realization that you lost a follower. All in all, his 3 minute video clip is an authentic and insightful comedic portrayal of how Twitter can consume is user base.
Although I feel that the profanity could have indeed been left out, I think this video nonetheless has value. Here's an idea: I think that once a Twitter user Tweets their 20th Tweet they should be forced to watch this video. Or the first time a person exceeds 5 tweets a day, they should have to watch it. OR, when they reach 60 followers, guess what? They get to watch the video. Seeing a person hit rock bottom, as Nickerson depicts, can be a sobering experience...
So kudos, Shane Nickerson. You hit the nail on the head. Watch the video (with the disclaimer in mind!):
I was forwarded this image a while ago by my mother and it has resonated with me ever since. The image is absolutely brilliant- a no excuses, non sugar-coated representation of the core of social networking.
Now when I first saw this Venn diagram I could not help but laugh; these entities are exactly what each of these communities promotes. But sadly, as much as I would like to deny it, I also felt a little personally guilty by this image. I DO use Facebook and Twitter religiously every day. Heck, I even decided to dedicate my blog to these sites as I feel that they have such an effect and presence on my day to day life as a college student. Am I one of the narcissistic, ADHD-plagued stalkers that I like to poke fun of and laugh at?
That is a sobering thought and I am not going be in denial. I am a part of my generation; I use Facebook to post the highlights of my life for all others to see and take the time to view the highlights of others that are broadcast across the site for my viewing pleasure. I check Twitter on my iPhone via Tweetie multiple times a day, just to see what fun things people are doing. I may not Tweet every day myself, but I do check the Tweets of others.
I recently had a conversation with my mother regarding Twitter. I was attempting to explain to her the phenomenon and why people are so intrigued and obsessed with it; more importantly, I want to convince her as to why I thought she should jump on the band wagon. I figured the best way to get her to join Twitter was to tell her about all the awesome, positive things that can come out of a simple Tweet. As I explained to her how famous professors, politicians, research experts and even actors use Twitter for great reasons, i.e. sharing worthwhile news articles, spreading awareness, promoting causes, etc., I realized a sobering fact: my peers and I do not use Twitter in these same great ways.
I thought back to my friends recent Tweets: “At the beach with @soandso and @blahblah. Party On!” and “Wow, work is so boring. Can’t wait to get back home and then go out! Who’s up for hitting up Bar X?” All my friends Tweets were statements regarding what they were doing, what they did, or what they planned to do. Everything circled around them; it is all about me, me, me! I looked at my Tweets: although they were not as blatantly status updates, they more or less did the same thing. Why do we feel that anyone else would even care to have updates of what we were doing every two hours in the day? What makes us as individuals so interesting or important?
Bleh. There really is no way of getting around it: the Tweets by me and my peers are fueled by narcissism. But yet I still like to check my Twitter to see what people are up to even when I know how pathetic it is…what is wrong with me? There HAS to be more to Twitter…
Previous studies have been conducted regarding the relationship between privacy and social networking sites, all of which have come to the ultimate conclusion that privacy concerns do not lead to users’ withdrawal from the networking sites. Zeynep Tufekci from the University of Maryland conducted a study on 704 college students exploring the boundaries between public and private on the sites Facebook and MySpace (20). Tufekci concluded that there is “little to no relationship between online privacy concerns and information disclosure on online social networking sites” (20). Simply put, concerns for privacy did and do not lead to college students putting less information on Facebook or MySpace (Tufekci 20). Instead, college students adjusted their visibility, meaning who could see what (Tufekci 21). More importantly, Tufekci found that students are using “boundary mechanisms,” like how doors, walls and locks used in a physical realm, to keep certain people out (21). Summed up, the “MySpace Generation” is fighting to keep their “private space online…public to [their] friends, but private to [their] parents” (Lingstone 405). Which such a sharp division, the ability to maintain such a dynamic appears to be doomed for ultimate struggle.
With this concern to keep certain people out in conjunction with the relative ease with which an individual can access certain information, social sites like Facebook has created a new type of threat to privacy. Unlike the times of the past, these new “privacy threats” are result of “voluntary disclosure” (Tufekci 20). People no longer have to dig through your dumpster to steal your identity; they merely need access to your Facebook account to know all about you. Tufekci put it simply: “The kids want to be seen” (20). Tufekci argues that the central motivation for college students joining Facebook and MySpace is to “being seen by those we wish to be seen by, in ways we wish to be seen” (20). Therefore, current research has boiled down to college students’ fear of being seen on Facebook by “unwanted audiences” (Tufekci 24). This means that instead of worrying about an absolute stranger gaining access to their profile, they are more concerned that a parent, employer or teacher might be able to view their profile. Tufekci studied “unwanted audiences” such as future employers, potential romantic partners or government agencies (24). This paper is concerned with the new “unwanted audience” that is infiltrating Facebook: the college students’ parents.
Another scholar in the communication field, danah boyd, studied the notion of privacy on Facebook and deemed the relationship a “trainwreck.” In her article adequately titled “Facebook’s Privacy Trainwreck,” boyd studied how the implementation of the News Feed feature on Facebook upset users idea of privacy. Like Tufekci, boyd points out that students are voluntarily providing such information but their “privacy” becomes compromised when it becomes corrugated and broadcast in an obvious manner (13). boyd argues that students maintain “security through obscurity,” meaning that when their information is out there but not blatantly mass broadcasted, their sense of security is not threatened (15). It is an important characteristic that Facebook has been referred to as a “gray zone” between “secrets” and “purposely broadcasted info” (boyd 18). boyd exposed that news feeds disrupted the social dynamics, making Facebook no longer a comfortable “gray zone” but rather a place of vulnerability (18). Parents’ addition to Facebook has bulldozed that idea of a “grey zone,” as whatever a student puts on his or her profile is conceived by their parents as purposely broadcasted info, placing students in a position of vulnerability to parental judgment.
One important thing that boyd points out is that blocking certain data from others makes the person suspicious (16). The default on Facebook is “hyperpublic,” so therefore you have to block certain things from certain people if you want to maintain privacy (boyd 16). If certain information is obviously missing from your profile, one is naturally going to ask, “What do you have to hide?” (boyd 16). This inherent suspicion will have an important role in the relationship between parents and their children on Facebook.
I am a female undergraduate student on the west coast, between the ages of 18-24. I am studying communication and minoring in web technology and want to pursue a career in the entertainment industry, whether that is in film, television, fashion, new media, etc. I love everything to do with technology. In addition to my interest in technology I am also a member of the greek community here at my school and am constantly observing how new media trends are affecting interaction within the community.
