User talk:Daynawithadaisytattoo

Hello. My name is Dana Martin. My unofficial spelling has a y in it 'Dayna'. I am currently participating in a class project in 2019. Daynawithadaisytattoo (discuss • contribs) 15:30, 26 February 2019 (UTC)

Wiki Exercise #1: Online Visibility and Footprint

My visibility online is dependent on the social media platforms. My main social media platforms that I use regularly are Snapchat, Facebook and Instagram. There are many other social media platforms that I have accounts on and do not use; such as Reddit and Twitter. Therefore, there is information on myself that is out on the internet across many platforms with various privacy setting formats.

The extent of how visible I am is the direct result of the privacy settings I chose on my social media accounts. On multiple platforms there is an option to have a private or public profile, therefore giving an option to be visible. On my own platforms, other than Snapchat, I am very easy to find. Thinking about the Always-On culture, it is easy to point out that visibility could be troubling issue. The Facebook Messenger app registers your device as online when using it, despite not being on the app. A person’s device can show those on their friend list that they are on their device and as a result making the person visible in that sense. I personally only use my phone and my laptop, so my visibility is limited to how much time I spend time on them.

The kind of information online about myself is somewhat limited to the platform. On Facebook, my age is hidden however the information about my High School and where I live isn’t. On Facebook my interests, likes, comments and posts are visible to only my friend list as I consider this a platform that is rather personal to me. The same for Snapchat, I post on Snapchat almost daily, meaning for a 24-hour timeframe anyone that is added to my friend list can see my story where I post my interests or what I am doing.

On Instagram both my age and location are not posted, though it is obvious I live in Scotland. My Instagram is public and therefore anyone can see it. I am very selective with the information and photos I post on Instagram compared to any other platform as I am aware that I can be seen by anyone on Instagram. I post videos with music playing over of them or photos of myself. None of the information I post on Instagram is personal, I do not post pictures of my friends or family as I feel that I do not want the strangers or companies that I follow to start contacting them. I present a different version of my identity on Instagram as I view it as more professional platform as I post my photography on there.

Newer models of smartphones have a location setting on them where the device can see the location, making it visible. If you do not know how to turn these settings off, is not always in your control. For example, Snapchat can tell your location with the extension of Snapmaps. This can be easily turned off but if a person chose not to, their friends can see where they are. Personally, I have mine on as I do not mind if people can see where I am and I accept this kind of visibility.

On Facebook and Snapchat, I add anyone I know and I do not add strangers. Therefore, the information I have chosen to share with those people are a lot more personal to myself. The kind of content I post on these platforms involve my family and perhaps videos in which my friends, family or myself are seen and heard. Whereas on platforms where my account is public I do not post any images or videos like this as it is too personal. Therefore, my visibility on the internet is varied as it is entirely dependent to the platform. Daynawithadaisytattoo (discuss • contribs) 11:19, 1 March 2019 (UTC)

Instructor Feedback on Wiki Exercise #1
Posts and comments on other people’s work, of this standard, roughly corresponds to the following grade descriptor. Depending on where your actual mark is in relation to the making criteria as outlined in the relevant documentation, it should give you an idea of strengths and weaknesses within the achieved grade band overall:


 * Good. Among other things, good entries will make a clear point in a clear way. They will relate concepts to original examples in a straightforward fashion. They will make effective use of the possibilities of the form (including links, as well as perhaps copyright-free videos and images, linked to from Wiki Commons). They may also demonstrate a broader understanding of the module's themes and concerns, and are likely to show evidence of reading and thinking about the subject material. The wiki markup formatting will be very clear.


 * This work is at the lower end of this grade band, so there’s clearly room for improvement here. I think in order to engage with the wiki exercises a bit more, it might be useful for you to look at the Grade Descriptors and criteria in the module handbook to get more of an idea of how to hit those targets. Less instrumentally, and more in relation to this particular post, making more use of the wiki functionality and markup would have gone a long way to improving fluidity and functionality of posts. I suspect that, if you become more familiar and proficient with the platform, that this would have made a considerable difference.


 * Re: responses to other people’s posts – none undertaken. This would effectively halve your mark in assessed work.

GregXenon01 (discuss • contribs) 12:01, 18 March 2019 (UTC)

Wiki Exercise #2 To what extent are my online and offline identities aligned?

The offline and online idea of self is clear if you take the common notion that being online and offline is similar to performing on stage. The version of yourself that you may present on stage is a practiced-out version of yourself designed to have little imperfections and is portrayed on stage as yourself. Offstage the pressure of performing is not there but does suggest that the online self is a character to play. This is how I view myself online and offline.



Ibrahim (2018) says that a district part of our online identity relies on validation from others. This shows that the online identity as a concept is not only formed through the individual that creates the online identity but also formed through the people who validate and have an impression on the identity. For example, photos of myself and my hobbies are posted more regularly than my other photos I post online as I feel like I get the biggest response from them. This shows how my offline and online identity are not completely aligned as online this validation and recognition is important to my identity, offline it is not. My online identity has little effect offline one.

Ibrahim (2018) also has a point that the two identities must be interlinked as our identities are formed through peer communities. This meaning that due to our social situation our offline and online social identities must be aligned with each other. However, the community or social group that the offline and online self may not match, so the social identity in both areas may be different. Online platforms change and so does the individual and therefor there must be some misalignment as both offline and online identities grow and change. Taking this from my personal life and from the example before, I post regularly about myself and my hobbies but that doesn’t include family or friends. Therefore, these identities are not the same as I have learned not to post friends and family online as I like to keep that aspect of my life separate. And as my friends and family circumstances change, my online identity does not always change with that as my online identity evolves in a separate way.



Though I do see the importance of intertwining offline and online identities, I think it is important to keep them separate. Bollmer (2018) talks about this and how people keep different aspects of their social identity to certain apps as certain apps had a group assigned with it. Facebook is seen as something related to family quite often, my family are on Facebook so anything I deem inappropriate for them to see does not go in there. However, on Snapchat my friends are on there, so I can post on there and not have to worry about family members. Burgess et al. (2017) comments on this as well saying that people use specific platforms are for select connections, which therefore hides our identities to certain groups in our online lives.

In conclusion, my identities are not aligned and for good reason. I think it is important not to post every aspect of your offline life online as some things should be kept offline as they should not need to be validated online. Although it is important to be authentic as possible on the internet, it is also important to portray a version of yourself that you are comfortable people knowing. If you post personal parts of your life for the internet to see they are no longer private, and that can dwell on your happiness in your offline life.

Resources

 * Bollmer, G. (2018) Theorizing digital cultures
 * Burgess, J., Marwick, A.E, & Poell, T. (2017) The Sage Handbook of Social Media


 * Ibrahim, Y. (2018) Production of the 'Self' in the Digital Age

Peer Comments for Exercise #2
Hi, Dana. I think your essay has very clear organization and logic. You use some personal examples to prove the idea of online and offline should be separated.Withal, I can identify with you, the Internet is just a platform for us to communicate, but all the content still comes from our daily life. Distinguishing between online and offline identities is not only a protection for oneself, but also for the privacy of others. Furthermore, You used good references to prove your views which make your essay more rigorous. Finally, you chose the appropriate photos which make the full page more attractive.Quincy1861 (discuss • contribs) 22:34, 14 March 2019 (UTC)

Hey I think the stage metaphor at the beginning of your exercise is especially relevant. Identities are often learned and choreographed accordingly to achieve the desired aesthetic. I am also glad you can look at your own social media use in a critical way since looking at peer-reviewed sources on the matter - admitting that validation drives most of my online interactions is difficult to admit, so I'm happy you included this tidbit. Your views on the separation of true self and digital self also ring entirely true in terms of privacy obstructing the "authentic" self for reasons other than vanity, which is what I usually see written about more often than any of the other factors. Well done! :) also, not to go on, but the way you formatted your pictures is especially pleasing to the eye. Springicon (discuss • contribs) 20:51, 17 March 2019 (UTC)springicon

Wiki Exercise #3: Annotated Bibliography Exercise (Part B)

'''McEwan, B. (2015). Identities in Networked Locations. In Navigating new media networks : understanding and managing communication challenges in a networked society (pp.33-36). Available at https://ebookcentral.proquest.com/lib/stir/reader.action?docID=4085721 [Accessed 21 March 2019]'''

In this chapter, McEwan discusses how impression management works in relation to identity performance and brings discussions about the terminology used to describe offline and online identities. The aim of the text is to discuss impression management on social networks and the many approaches to identity and representation of the self. The research focuses on the various types on identity performances and focuses on fixed and flexible networks spaces. To demonstrate this, McEwan uses different concepts, approaches and references to case study from an array of authors. A strength of this chapter is the explanation of all concepts approached in the text and the small examples to demonstrate the concepts. A limitation of this chapter is the lack of explanation towards other’s case studies use and the overall relevancy to the topic. This article is useful to the research for my research as it has very precise descriptions to the various terms and concepts that are relevant to my research like the | The Glass Self  and |  Anonymity. This article will not a primary source for my research, but it will be useful for explaining concepts that my research will include. (192 words) Daynawithadaisytattoo (discuss • contribs) 18:58, 21 March 2019 (UTC)

Wiki Exercise #4: Collaborative Essay Critical Evaluation – What ARE Wikis?

Wikibook covers topics in a significant amount of detail in a digital textbook format. In this evaluation I will be discussing what Wikibook and Wiki’s is in relation to online platforms and how my understanding of digital media and Wiki's combine. I will be evaluating my own experience to draw my conclusions about Wikibook and Wiki' as an online platform.

Wikibook is an online textbook in which people work on a collaborative book discussing a specific topic. This is a similar concept to Wiki’s in general as they are described as a tool for collaborative writing and editing. Wiki’s are then a platform in which many different writing styles and opinions on topics can create a professional and in-depth content. This is extremely useful when facilitating research as the levels of quality, knowledge and writing styles are essential when writing, editing and proof-reading the Wikibook. This emphasises its device culture and principles of Wiki’s as in it’s core principles Wiki’s need to have a neutral point-of-view and be verifiable. Therefore, online emancipation is very difficult to achieve on this platform as the platform requires evidence and citations that are not your own findings. For the Wikibook project I was working on, the group work was done in a manner that allowed everyone to have a say in what was going in the final product and required all of us to make sure there was enough evidence to support our book.

In my personal experience, the discussion page worked well to organise the thoughts of everyone in the group and helped decide who would be best when discussing which part and was the main area of the collaboration process. It was very important to hear the explanations to why certain topics were added in. The discussion page also helped sort sources and helped create a bank of material that can be used in the book and for many of us helped when writing the finishing product to find or keep a track of sources for our own contribution. This helped with my understanding of the Wiki community as the Wiki community are working towards the same goal of a creating content to inform people and emphasising online collectivism that contributes to informing people.

INSTRUCTOR FEEDBACK: ENGAGEMENT ON DISCUSSION PAGES & CONTRIBS
Grade descriptors for Engagement: Engagement on discussion pages, and contribs of this standard attain the following grade descriptor. Whereas not all of the elements here will be directly relevant to your particular response to the brief, this descriptor will give you a clearer idea of how the grade you have been given relates to the standards and quality expected of work at this level:
 * Good. Among other things, good contributions will make a clear point in a clear way. They will relate concepts to original examples in a straightforward fashion. They will make effective use of the possibilities of the form (including formatting, links, as well as perhaps copyright-free videos and images, linked to from Wiki Commons). They may also demonstrate a broader understanding of the module's themes and concerns, and are likely to show evidence of reading and thinking about the subject material, discussing this in a transparent way with fellow researchers on the Discussion Pages. The wiki markup formatting will be very clear.

As instructed in the labs, and outlined in the assessment brief documentation, students should be engaging at least once a day, for the duration of the project. The following points illustrate how this engagement is evaluated.

Evidence from contribs to both editing and discussion of content (i.e. volume and breadth of editorial activity as evidenced through ‘contribs’). These are primarily considered for quality rather than quantity, but as a broad guideline:
 * Each item on a contribs list that are 3000+ characters are deemed “considerable”
 * Each item on a contribs list that are 2000+ characters are deemed “significant”
 * Each item on a contribs list that are 1000+ characters are deemed “substantial”
 * Items on a contribs list that are <1000 characters are important, and are considered in the round when evaluating contribs as a whole because of their aggregate value

Overall:
 * Fairly consistent engagement in evidence throughout the project period. A large number of small to fairly small constribs here, with one or two annotations that might be deemed substantial.

Engagement with and learning from the community on Discussion Pages
 * Evidence of peer-assisted learning and collaboration
 * Good
 * Evidence of reading, sharing, and application of research to the essay
 * Good
 * Evidence of peer-review of others’ work
 * Excellent

Reflexive, creative and well-managed use of Discussion Pages
 * Excellent
 * Clearly labelled sections and subsections
 * Good
 * Contributions are all signed
 * Good

Civility. Your conduct is a key component of any collaboration, especially in the context of an online knowledge-building community. Please respect others, as well as observe the rules for civility on wiki projects. All contribs are moderated.
 * Good

GregXenon01 (discuss • contribs) 15:47, 1 May 2019 (UTC)

Instructor Feedback on Wiki Exercise Portfolio
Posts and comments on other people’s work, of this standard, roughly correspond to the following grade descriptor. Depending on where your actual mark is in relation to the making criteria as outlined in the relevant documentation, it should give you an idea of strengths and weaknesses within the achieved grade band overall:


 * Good. Among other things, good entries will make a clear point in a clear way. They will relate concepts to original examples in a straightforward fashion. They will make effective use of the possibilities of the form (including links, as well as perhaps copyright-free videos and images, linked to from Wiki Commons). They may also demonstrate a broader understanding of the module's themes and concerns, and are likely to show evidence of reading and thinking about the subject material. The wiki markup formatting will be very clear.


 * Generally very well written, good quality work in evidence in your portfolio. This work is at the lower end of this grade particular band however, because there are some elements missing (in particular the peer-reviewed element for Ex4). So there’s clearly room for improvement here. I think in order to engage with the wiki exercises a bit more, it might be useful for you to look at the Grade Descriptors and criteria in the module handbook to get more of an idea of how to hit those targets. Paying closer attention to the details in the assessment briefs would also be a good idea.
 * While there are some good uses in evidence, making more use of the wiki functionality and markup would have gone some way to improving fluidity and functionality of posts. I suspect that, if you become more familiar and proficient with the platform, that this would make a difference.


 * Re: responses to other people’s posts – these are fairly good, where submitted. Remember that the comments are "worth" as much as posts themselves. The reason for this is not only to help encourage discussion (a key element of wiki collaboration!) but also to get you to reflect upon your own work. This can all, of course be used to fuel ideas that might form part of your project work.

General:
 * Reading and research: evidence of critical engagement with set materials; evidence of independent reading of appropriate academic and peer-reviewed material – all good.


 * Argument and analysis: well-articulated and well-supported argument; evidence of critical thinking (through taking a position in relation to key ideas from the module, and supporting this position); evidence of relational thinking (through making connections between key ideas from the module and wider literature, and supporting these connections); evidence of independent critical ability – all good.


 * Presentation: good use of wiki markup and organisational skills.

GregXenon01 (discuss • contribs) 16:40, 1 May 2019 (UTC)