The adolescent bricoleur: constructing identities through social networking sites
Bibliographic record
Abstract
Adolescents are at a stage in life where their sense-of-self and identity are evolving. With increasing access to ever-more advanced technologies, it is important to explore the implications for the adolescents who use them. This research aimed to examine the construction, deconstruction and reconstruction of adolescent identities through an exploration of the design choices and social practices of elementary students on two social networking sites. Using a mixed-method research approach of qualitative case study analysis and quantitative surveying, we investigated the relationship between a multiliteracies pedagogy and the development of adolescent digital literacies and identity. Findings from the research indicate that social networking sites provide youth a platform in which to explore their identity. With such features as status updates, video/photo uploads, discussion threads and the 'like' and comments functions, these sites facilitated social interaction and identity performance amongst the students during class time and after-school. To maximise the academic and social affordances, however, it is necessary to build in lessons and/or scaffolding to encourage thoughtful and genuine online interaction.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".