Understanding user motivations for asking and answering a question on brainly, online social learning network

As an emergence of social question-answering (Q&A) services has spurred the growth of social information seeking through question-answering interactions in order to share knowledge and information for users’ need in their learning processes, the current study focuses on conceptualizing and gaining a holistic view of what motivates students to visit social Q&A services and engage in social interactions for sharing and seeking knowledge. The findings show that an immediate help, learning, verification are the top motivations for asking a question, while altruism, learning, and self-enjoyment are the top motivations for answering a question on Brainly, an online social learning Q&A service

Beyond the Individual Privacy Paradigm: Implications for Interpersonal Interactions on Facebook

Privacy is widely viewed as an interpersonal boundary regulation process in the context of online social networks (OSNs). Mediated by technologies provided by the OSNs, users manage both identity information and social relationships on OSNs. While previous studies mainly focus on users’ information sharing and disclosure behaviors from an individual perspective, this work looks into the social nuances of users’ interactional privacy concerns within their social circles from an interpersonal perspective. Through a case analysis of launching “Friendship Pages” by Facebook, we aim to examine the trigger conditions under which users perceive the launch of such feature to aggregate interpersonal interactions as privacy problems. This work calls for more research in conceptualizing and measuring users’ interpersonal privacy concerns in the context of OSNs. We conclude this work with a discussion on research challenges in support of mitigating users’ interpersonal concerns in OSNs

INFORMATION TECHNOLOGY ATTACHMENT AND CONTINUANCE

An important task in Information Systems research is to understand factors that influence the continuous use of information technology (IT). This study extends the literature by conceptualizing a construct called IT attachment to explain the phenomenon. Drawing upon the attachment theory in developmental and social psychology, it suggests that IT attachment, defined as an affective bond of the IT users to IT, is a determinant of the users’ satisfaction with IT and its continuance intention. Factors that influence the development of IT attachment are also analyzed, including IT confirmation, perceived usefulness, perceived ease of use, and IT playfulness

Civic engagement, social justice, and media literacy

Connecting media literacy to the ethical, social, and emancipatory aspects of information societies within media-saturated convergence culture is an essential task in conceptualizing active digital citizenship. In this chapter we argue that media literacy’s full potential cannot be expressed unless the transformative power of digital new media is garnered for social justice and civic agency. With rising political partisanship, economic inequalities, and global climate change, media literacy can and should empower and support citizens’ engagement through the processes of using and producing messages. We need to be intentional about incorporating antioppression pedagogy, media activism, and critical consciousness into media literacy education, research, teaching, and praxis

It’s more about the Content than the Users! The Influence of Social Broadcasting on Stock Markets

Social broadcasting networks facilitate the public exchange of information and contain a large amount of stock-related information. This data is increasingly analyzed by research and practice to predict stock market developments. Insights from social broadcasting networks are used to support the decision-making process of investors and are integrated into automatic trading algorithms to react quickly to broadcasted information. However, a comprehensive understanding about the influence of social broadcasting networks on stock markets is missing. In this study, we address this gap by conceptualizing and empirically testing a model incorporating three dimensions of social broadcasting networks: users, messages, and discussion. We analyze 1.84 million stock-related Twitter messages concerning the S&P 100 companies between January and April 2014 and corresponding intraday stock market data from NYSE and NASDAQ. Our research model is constructed applying factor analyses and tested using a fixed effects panel analysis. The results show that the influence of social broadcasting on stock markets is driven by the message and discussion dimensions whereas the user dimension has no significant influence. Specifically, the influence of user mentions, financial sentiment, discussion reach, and discussion volume has the largest impact and should carefully be considered by investors making trading decisions

Conceptualizing Democracy as Preparation for Teaching for Democracy

In this essay, a broad spectrum of the work of influential educational scholars was examined in order to identify crucial components of teaching for democracy. Synthesizing the literature with their experiences as middle level teachers and teacher educators, the authors determined those conceptions that would be most fruitful for moving in-service teachers to enact the more “muscular” concepts that foster civic participation and social justice. This collaboration resulted in the identification of four democratic practices as a foundation for designing a course on teaching for democracy. These included amplification of the voices of historically marginalized people, recognition that those in power must work to meet the needs of those without power, recognition of the advantages of diversity even at the potential expense of efficiency, and collaboration in order to teach for democracy

Cognitive Strategies of S²r Model Used by High Proficiency Learners of the English Department, Petra Christian University

This is a qualitative and quantitative study on cognitive strategies of S²R model and specific techniques employed by high proficient learners of the English Department, Petra Christian University. The high proficient learners represented by nine final-year students who have an average of very good grade (≥B+) in all language skill courses offered by the department. The data was taken by conducting interviews to each of learners based on Oxford (2011) theory. The findings showed all types of cognitive strategies are used by the high proficient learners. The highest percentage of cognitive strategies used was going beyond the immediate data (100%), the second highest was using senses to understand and remember (81%), the third highest was conceptualizing broadly (78%), then it followed by conceptualizing with details (76%), reasoning (67%), and activating knowledge (56%). Moreover, there were a lot of varieties of the specific techniques employed by the participants. The most common specific techniques used were guessing, watching English speaking films, skimming, comparing English to mother tongue, reading novels and magazine, and brainstorming. In conclusion, all proficiency learners use all cognitive strategies but they might employ different techniques in their learning process