Information Studies

Permanent URI for this communityhttp://hdl.handle.net/1903/2249

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Author: search.filters.author.Vitak, Jessica

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    Unpacking Social Media’s Role in Resource Provision: Variations across Relational and Communicative Properties
    (MDPI, 2014-10-23) Vitak, Jessica
    New information and communication technologies (ICTs) challenge existing beliefs regarding the exchange of social resources within a network. The present study examines individuals’ perceived access to social, emotional, and instrumental resources by analyzing relational and Facebook-specific characteristics of dyadic relationships. Results suggest that the social and technical affordances of the site—including visibility of content and connections, as well as streamlined processes for interacting with a large audience—may augment existing perceptions of resource access for some ties while providing a major (or sole) outlet to interact and exchange resources with others. Specifically, weaker ties appear to benefit more than strong ties from engagement in directed communication and relationship maintenance strategies, while additional variations were observed across relationship category, dyad composition, and geographic proximity. In summary, these findings provide new evidence for how positive relational gains may be derived from site use.
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    Strengthening Children’s Privacy Literacy through Contextual Integrity
    (Cogitatio, 2020-11-10) Kumar, Priya C.; Subramaniam, Mega; Vitak, Jessica; Clegg, Tamara L.; Chetty, Marshini
    Researchers and policymakers advocate teaching children about digital privacy, but privacy literacy has not been theorized for children. Drawing on interviews with 30 families, including 40 children, we analyze children’s perspectives on password management in three contexts—family life, friendship, and education—and develop a new approach to privacy literacy grounded in Nissenbaum’s contextual integrity framework. Contextual integrity equates privacy with appropriate flows of information, and we show how children’s perceptions of the appropriateness of disclosing a password varied across contexts. We explain why privacy literacy should focus on norms rather than rules and discuss how adults can use learning moments to strengthen children’s privacy literacy. We argue that equipping children to make privacy-related decisions serves them better than instructing them to follow privacy-related rules.