Over 40% of blogs on the left adopt platforms with enhanced user participation features. Only about 13% of blogs on the right do so. While there is substantial overlap, and comments of some level of visibility are used in the vast majority of blogs on both sides of the political divide, the left adopts enabling technologies that make user-generated diaries and blogs more central to the site to a significantly greater degree than does the right. (p. 22.)

There are lots of other interesting results in the paper so I highly recommend reading it [pdf].
It’s very clearly written and summarizes related literature well so in case this is not an area you’ve been following, this is a good piece with which to start to familiarize yourself with related debates. If it is an area that you’ve been following then this is a must-read to see some truly original contributions to the literature.

For more on this elsewhere, Ari Melber has an interview with Yochai Benkler on this research in The Nation.

Back when the story broke, most media outlets ran with the claims made in the original press release or even took it to a next step by suggesting a causal relationship between Facebook use and lower grades. Only a few outlets took care in reporting, among them the Chronicle of Higher Education. In the last few days, the BBC has had a piece considering the various perspectives.

By the way, this is the quickest turn-around I’ve ever experienced with an academic publication. Below the fold is a bit more describing how it came about.

On Sunday, April 16th I went to bed realizing that a story would likely spread like crazy the next day as it claimed a negative relationship between Facebook use and academic achievement. I looked up what I could about it and was concerned as it didn’t seem like the study offered solid evidence of the claims, but it was precisely the time of piece the media love.

By the time I woke up on Monday, April 17th, people among my Facebook contacts had started posting the story.

At 7:55am ET I tweeted the following:
Based on my UIC data set (representative sample of 1K+): no correlation b/w any Facebook use or # of hrs of SNS use & students’ grades, fyi.

Siva Vaidhyanathan responded soon after (at 8:18am to be precise) with this tweet:
@eszter will you blog prelim results of sns/grade correlation?

I would have preferred not to, mainly because it was the first day in a long time that I had a full day for my own work. But throughout the day, an increasing number of media outlets (first in the UK then in the US and elsewhere) picked up the story. Following all that media coverage were people’s tweets plus blog and Facebook posts about the study.

I decided I should blog about it after all and posted an entry here a few hours later. There is only so much you can say in 140 characters allowed on Twitter, after all, and I decided this was worth more elaboration.

Soon after, my blog post was automatically reposted on my Facebook Wall. My contacts started commenting on it including Josh Pasek who noted that his data also did not suggest the purported relationship between Facebook use and grades (see Facebook snippet above).

Twenty minutes after posting on my Facebook Wall, Josh sent me an email asking whether I was interested in “working on a report” about all this. I said I’d be up for working on something more formal.

Josh brought on eian more from the University of Pennsylvania, we had a conference call a few hours later and Josh started writing the first draft of the paper. Dozens of emails and about ten drafts later, we sent the paper off for consideration and peer-review to First Monday. A few days later it was accepted and a few days after that, it was published.

Many thanks go to the editor of First Monday, Ed Valauskas, and the reviewers for recognizing that a quick turnaround here would be helpful.

Regarding the image above, note that Josh’s comment is the authentic one with the original time stamp while eian’s is one we added later for the illustration.

Reading the press coverage about this recent study from a researcher at Ohio State and one at Ohio Dominican University, it’s difficult to get enough information to offer a careful critique. All we’re told is that the findings concern “219 U.S. undergraduates and graduates“, but no idea as to how they were sampled or how the survey was administered. Additionally, there is no detail given in these articles as to how either Facebook use or grades were measured. Is this good and responsible reporting? Hardly.

Doing a search on the AERA’s annual meeting Web site for study author Aryn Karpinski brings up the abstract of the paper “A Description of Facebook Use and Academic Performance Among Undergraduate and Graduate Students”. It’s reasonable to assume that this is the study upon which the press coverage is based as the articles mention AERA. The abstract for a poster to be presented this Thursday reveals a bit more information about the study than the press coverage: a survey was administered to 71 undergraduate and 43 graduate students. It’s not clear how that adds up to 219 respondents as per the press coverage. Perhaps this is the wrong abstract, but I don’t see anything else that would fit the description better. Perhaps the study has been updated since the abstract was initially submitted. Nonetheless, this doesn’t help with transparency about the project.

The abstract suggests that the study is comparing the GPA of users vs non-users without regard to amount of time spent online. Comments by Karpinski in the press coverage, however, suggest measures of amount of time spent on the site: “Our study shows people who spend more time on Facebook spend less time studying.” Of course, it wouldn’t be the first time a researcher gets misquoted in the press so not clear if the researcher really said this (or perhaps the abstract doesn’t include everything that’s covered in the piece). Alternatively, “more time” here is simply meant to refer to “any time at all”, not exactly how I’d talk about having “any use” data, but I guess technically any use is more than no use. Point being, we’re not any closer to understanding the study’s scope and the extent to which we should put much faith in its findings.

Having done related work, I didn’t recall any such relationship between Facebook use and grades so I went back to my data set this morning to check. Indeed, based on data about 1,060 first-year students at the University of Illinois, Chicago collected on a paper-pencil survey in Winter, 2007 (data set described in detail here), I find no relationship between whether someone uses Facebook and self-reported GPA (collected in categories, not in specific grade-point average terms). Additionally, I also have data on number of times the respondent used a social networking site the day before taking the survey and there is no correlation between that measure and grades either.

It is also worth noting that an important finding of my study was how Facebook use is not randomly distributed among participants (e.g., parental education, race, ethnicity predicted adoption) so it’s helpful to look at the relationship of various factors such as grades (or whatever else) to Facebook usage while controlling for other variables.

There are lots of reasons why one may or may not find a relationship between Facebook use and grades. I won’t get into that here, it could make for a very long essay. The point of this post is mainly to suggest a careful approach to what we see in the press and at conferences.

A caveat: I woke up this morning with a million immediate things to do and happy that I’d finally get to do them. Then I realized this story had kept spreading since last night and some people asked me to blog about it. I may have missed some relevant resources in my search for background material and others may show up after I post this. Feel free to post updates below with relevant information.

Hello Eszter,
my name is [Firstname Lastname]
I’m a [nationality] student in [Country]
It will be really great if you could help me !
Im doing a work about your paper “Second Level Digital Differences in people’s online skills ”
I need to criticism your method of research and your conclusion and I really don’t know how to start..

Waiting for your answer , Thank you very much ….

[Firstname]…

Since I got this on April 1st, I wasn’t sure if it was a joke, but somehow I don’t think so. (BTW, the title of the paper is misquoted.)

The Pew Internet & American Life Project (PIP), a very important source on data about Americans’ Internet uses, has completely revamped its Web site. Among other things, it is now even easier to download their data than before. These are made available in SPSS format only. I use StatTransfer in such cases (for conversion to Stata), any other tools that have worked well for folks?

They also have a handy tool for searching their data base of questions. We’ve been working on something similar in my lab for a bunch of Internet-related surveys although stopped the process due to lack of funding. Pew was smart to work with the Roper Center for Public Opinion Research at UCONN on this since they have so much experience in this domain. Perhaps worthy of note is the fact that a search on the same term on the Roper and the PIP sites does not yield the same results. While some Pew data seem to be available through the Roper site, these seem to originate from the Pew Research Center for the People & the Press and not from PIP. That’s something to keep in mind when looking for Internet-related data.

For those not interested in accessing the raw data directly, PIP’s full reports continue to be easily available by topic on the site as are some stand-alone figures from these. Overall, the amount of material PIP is making easily available is a wonderful resource so many thanks to the great folks there!

It is great to see an administration again that cares about information technologies (see related comments in Obama’s weekly address from two weeks ago). However, it’s important to realize that achieving a knowledgeable Internet citizenry is not simply a technological problem and thus cannot be resolved by a solely technical solution. There is plenty of research now that shows how mere access to the Internet does not level the playing field when it comes to achieving universal Internet literacy. Rather, coupling technical access with education about uses is an important part of the puzzle. Of course, even if one accepts all this, solutions are far from obvious. I got lots of really good questions from the people in the room and was thrilled by the conversation.

Afterward, walking down the hall, I saw on the doors the names of lots of people who have been in the news recently. It’s wonderful and encouraging to see the number of smart and knowledgeable people on this team.

The Department of Communication Studies at Northwestern University’s School of Communication seeks to hire three tenure-track appointments beginning September 1, 2009. Two positions will be at the level of assistant professor, and one will be open as to rank.

We are looking for candidates who can work in a strong interdisciplinary program and advance a vital area of research. Possible areas of expertise include but are not limited to: media industries, institutions, publics, and policy; digital media; media and social networks; technology, work, and organizations; computer-mediated communication, human-computer interaction, global media, information infrastructures, and history of communication and information technologies.

The Department of Communication Studies supports a popular undergraduate major and graduate programs in Media, Technology, and Society, Interaction and Social Influence, and Rhetoric and Public Culture. Scholarship includes leading work on new media, technology and society, social networks, and the cultural determination of the public sphere. Through special resources for research support and scholarly event programming, the department is able to offer rich opportunities for scholarly development.

Northwestern University is an equal opportunity, affirmative action educator and employer. Women and minorities are encouraged to apply. Hiring is contingent on eligibility to work in the United States.

Applications should be sent to Professor Noshir Contractor, Chair, MTS Search Committee, Department of Communication Studies, Northwestern University, 2240 Campus Drive, Evanston, IL 60208-3545. Applications should include a CV, evidence of teaching effectiveness, and three letters of recommendation.

Initial review of applications will begin on October 31, 2008, with continual reviews of subsequently-received applications until all positions are filled or a final review deadline of December 31, 2008 is reached.

Berkman sponsors some great events that are open to the public. This Tuesday evening will be one such event: a talk and reception celebrating the recent release of the book Born Digital by John Palfrey and Urs Gasser. I’m still working on a separate post about the book, but wanted to post a note now given the date of the event. This will be a great opportunity to meet lots of people affiliated with the Digital Natives project upon which the book is based.

Methodologically speaking, I find that it is worth disaggregating the general concept of social network site usage, because analyses looking at usage on the aggregate mask predictors of specific site use.

Of particular interest seem to be Facebook and MySpace since they are the most popular with this group. About three quarters of students use the former and over half use the latter in the sample.

I find statistically significant differences by race, ethnicity, parental education (a proxy for socioeconomic status) and living situation (whether a student lives with his or her parents or not) concerning the adoption of Facebook and MySpace. No point in reprinting the entire findings section here, so just quickly a few results: (1) Hispanic students are considerably more likely to be MySpace users and less likely to be Facebook users than others; (2) Asian and Asian American students are more likely to be Xanga and Friendster users and less likely to spend time on MySpace than others; (3) students whose parents have less than a high school education are more likely to be MySpace users, students whose parents have a graduate degree are considerably less likely to be MySpace users and students whose parents have a college education are more likely to be Facebook users than others; (4) students who live with their parents are considerably less likely to be Facebook users (no such difference for the other sites) than those in other living situations; (5) students who have Internet access at a friend of family member’s house – a measure of autonomy of use – are more likely to be users of both Facebook and MySpace than those who don’t. These findings hold when controlling for other factors such as age, gender and amount of time spent online (see Table 6). The results reinforce observations made by danah boyd over the summer based on her qualitative studies of high school students’ SNS uses.

Some people’s first reaction to all this is to figure out what it is about the aesthetic differences between these sites that might attract different types of people to them. Such an approach to the issue seems to me to be misplaced. While Facebook, MySpace and other SNSs may be different in looks, they are structurally different and I suspect that has a lot to do with who chooses to use which one.

Consider the history of Facebook and the restrictions it put on who could join during the first couple of years of the service. Initially, it was only open to Harvard undergraduates. Then it expanded to college students at a few select schools eventually including numerous higher educational institutions. Next came high schoolers and then some corporate networks. Finally, at the end of 2006 anyone could join. In contrast, MySpace was much more open to people from different backgrounds and thus social networks.

Obviously, the participants in my study are all at a university so would’ve been eligible to join Facebok even if the restrictions on college student status had been kept. However, some of the friends in their networks may not have had this option a year earlier. Research has shown that people use Facebook especially to keep in touch with their existing networks rather than to meet new people. This makes sense since the site – another structural feature – organizes people and one’s connections according to one’s existing offline networks. Again, especially in the beginning, what mattered most was a user’s school affiliation. If your friends who graduated from high school a year or two ago didn’t go to college then they probably didn’t join Facebook so if you want to keep in touch with them, that’s not the network where you’ll be able to do it best.

Of course, this doesn’t explain all issues. For example, why the differences in MySpace use? Perhaps it has to do with the number of social network sites any one person cares to use actively. I am working on another paper where I look at intensity of SNS use and I classify people as various types depending on sites used and frequency of use. I’m not far enough along in that project to comment yet, however.

My main point in this post is that the issues are likely more related to the composition of people’s offline networks and the structure of these sites rather than people’s aesthetic preferences. If anyone knows of research on the latter especially concerning Web site use or SNS use in particular, I’d be curious to hear details.

Why does any of this matter? It relates to discussions about the Internet’s potential to create opportunities for people. If people’s online networks mirror their offline networks and constraints placed on people in their everyday lives are reflected in their online interactions then that means that there is a limit – for some more than others – to what different people can get out of their online activities and interactions.

My paper appears in a special theme section of the Journal of Computer-Mediated Communication edited by danah boyd and Nicole Ellison on SNS. It includes several other related pieces including a helpful introduction on Social Network Sites: Definition, History, and Scholarship by the editors.