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Running Head: SOCIAL MEDIA AND ITS INFLUENCE ON THE TEENAGE POPULATION

Social Media and It’s Influence on the Teenage Population

Katie Dorsey and Erika Snider

University of West Georgia

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Abstract

This paper reflects the findings of social media and its diffusion of innovation within the teenage

population. The teenage population describes individuals who are nineteen years or younger. It is

estimated that 93% of teenagers ages12-17 go online and 63% of teenagers access the internet daily

(Lenhart, 2009). A total of twenty-one individuals were interviewed and asked a variety of questions

regarding their use and knowledge of social media in addition to describing the benefits and challenges

they encounter using social media applications. This paper will introduce qualitative and quantitative data

to support the statement that social media has many benefits to teenagers including communication,

educational support, and entertainment. The scope of this paper will utilize research findings from Everett

Rogers’ diffusion of innovation theory. Specifically Roger’s idea of triability and observability is applicable

because teenagers are exposed to social media through its mass use and are more apt to try new sites

and applications. Innovations that are more visible will generate communication and create more

accomplishment resulting in widespread use of social media tools. Teenagers are utilizing the internet

and social media at a rapid pace and this paper will introduce some of the benefits teenagers are

receiving as a result. Finally, this paper will explore the relationship between existing knowledge about

social media and how it influences gender specific social media use.

Keywords: social media, trialability, observability,teenagers, innovation theory, Rogers.

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Introduction

Social media is a growing and exciting field. Teenagers are the number one population that uses

social media for a variety of reasons including communication, school related use, and entertainment. The

research conducted for this paper will explore two relative questions; how does social media benefit

teenagers? And does the relationship between social media knowledge and social media use differ by

gender among teenagers? We hypothesize that there is a direct relationship between preexisting

knowledge and the types of applications and tools used with social media sites. Additionally, we

hypothesize that females have more knowledge and utilize social media more as a whole. This paper will

explore these questions through quantitative and qualitative research as well as using Rogers diffusion of

innovation theory as a backbone to process this data.

Literature

Ask anyone to describe social media and you may get more than you asked for. Does the

general public even know how to answer that question? So if you asked the various age groups, who

would be most accurate and what would each group say about social media? To understand their

answers you must first understand what social media is. Kietmann, Hermkens, McCarthy and Silvestre

(2011) describe social media as highly interactive platforms, used on mobile or web-based technologies,

where individuals and communities share, co-create, and communicate user generated content.

Merriam-Webster defines social media as “forms of electronic communication (web sites for social

networking and microblogging) through which users create online communities to share information,

ideas, personal messages, and other content (as videos)”. Others such as Smith (2009) describe it as

user-driven technologies such as blogs, social networks, and video sharing platforms. The question is

how teenagers describe social media.

Now that we have social media defined, we still wonder what exactly is available. What tools or

applications are teenagers using? In 2009, Smith stated that social media, a user driven technologies, are

dominating the way we use the internet. Social platforms such as Facebook, MySpace, YouTube, and

Twitter are redefining how the internet works (p. 559). Butler (2010), provides mention of Linkedin, a

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professional or job-related site; other “specific” sites such as BlackPlanet and GLEE (Gay, Lesbian, and

everyone else); and product or place reviewing sites such as Yelp.com.

There are numerous reasons why teenagers use social media. Butler (2010), reports that the

number one reason most teens use social media is to stay in touch with current friends. In many ways

social media is a form of entertainment and communication closeness (p. 6). Given that teenagers are

peer driven, many teens gravitate towards peers groups and this connection is part of a healthy

development (p. 6). For many, texting, emailing, chatting, and making “wall” posts are similar to making a

phone call (p. 6). Butler also reports the second reason teenagers use social media is staying in contact

with old friends and that almost three fourths of teenagers who use social media to communicate, rarely

see the person on the other end (p.7).

As we can tell from the literature adults have tried to define social media, but there is a relative

lack of explanation and we are left with a broadly defined term. If you ask individuals of all ages, you may

very well find varying definitions among them as well. We might all agree that adults are more capable of

understanding social media than teenagers. If we cannot get a truly defined definition of social media, can

we expect that teenagers understand what it is too? Would they know the overall effects of social media?

Would they understand how it is changing their lives? In 2002, Tyler claimed that the internet alone was

changing the nature of people’s connection to others. He discussed the change as an electronic mail

system in comparison to the traditional mail system (p. 195). Tyler also finds that, what he calls the

communication revolution has not changed the nature of people relationships but the use of the internet

may be a “new way for people to do old things” (p. 195).

Teenagers have a growing need for acceptance and belonging. They are continuously forming

new friendships, ending some, and trying to “find” themselves through interests and abilities. Social media

has provided a platform for teenagers to discover similar interests, skills, and friends that fulfill a need to

belong. According to Livingstone (2008), teenagers have readily adopted and are drawn to social media

because it gives them a chance to explore and have their own individual space. Under the shadow of

parents, social media gives teenagers a chance to explore and create unique things. Livingstone (2008)

adds that creating and networking online is becoming an integral part of managing one’s identity, lifestyle,

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and social relationships. Social media adds many benefits for teenagers including, but not limited to self-

expression, sociability, community engagement, creativity, and new literacies Livingstone (2008).

O’Keeffe (2001) confirms that engaging in social media is a routine activity that research has

shown to benefit adolescents by enhancing communication, social connection, and even technical skills.

One of the biggest benefits of social media is linking shared interests among individuals. Tools and

applications like blogging, online journals, and Twitter give teenagers a chance to express themselves

and link to other individuals who share similar likes. O’Keeffe (2001) discusses further that research has

shown that 22% of teenagers log onto their favorite social media site more than ten times a day indicating

that a large part of their social and emotional development is occurring online. Social media has become

a solution for many teenagers who fear social acceptance and belonging. Teenagers can form

connections online, join shared interest groups, and even connect to complete strangers all from their

computer screen. This is extremely beneficial to teenagers who are shy, anxious, or just need a lot of

support before forming friendships.

Social and emotional support is not the only benefit for teenagers who use social media and

networking. O’Keeffe (2001) discusses how social media influences educational opportunities by allowing

teenagers to network out of school, exchange ideas about homework, and collaborate virtually. Many

schools use social media sites like blogs as a teaching tool to reinforce writing and editing skills.

Teenagers can simply e-mail or form a group on Facebook to discuss an upcoming project which makes

the task easier to accomplish and provides convenience. Additionally, social media allows teenagers to

educate themselves on health related topics. O’ Keeffe (2001) discusses how teenagers have a growing

need to understand their bodies and health concerns. Such topics that are of interest to teenagers include

sexually transmitted diseases, stress reduction, and signs of depression O’Keeffe (2001). Teenagers can

communicate and link with other individuals who are dealing with similar issues which provide a sense of

support and alliance. Many teenagers are apprehensive to open up to their parents about health concerns

and social media alleviates that fear by allowing them to form virtual support networks.

Rationale

Adults are not able to clearly define social media and we should not expect that teenagers will be

able to either. Social media is broadly defined as a web-based user-driven communication platform.

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Teenagers use all types of social media like Facebook, Twitter, and MySpace, and other “Specific” sites

to be entertained and to connect with friends. With teen use on the rise, Butler quotes Brody 2006, saying

“this digital technology is associated with self-absorption, narcissism, and isolation” (p. 8). Social media is

a new way to do old things, but how are teenagers doing what was previous done in the past. What tools

are they using to communicate? Understanding what teens are using will allow adults to appreciate teen

participation in social media and understand the implications it has on life. Many adults try to define the

benefits and effects of social media, but few have studied the teenagers’ own perceptions. This leads to a

lack of understanding in how teenagers perceive social media as beneficial. We could not find any

previous research in regards to teen knowledge in defining social media. If teenagers cannot define

social media, can they truly understand it and so further research should be conducted.

Social media has perceived benefits for teenagers. It provides a sense of autonomy which is

something teenagers crave as they develop their emotional and physical sense of being. Teenagers

essentially crave social interaction and acceptance and social media platforms allow for those

connections to happen quickly and easily. Arnett (1995) discusses how social media has become a new

way for teenagers to develop their identities through witnessing trends in an online culture. In the past

teenagers developed their sense of culture through television and magazines, however now they are

forming a self-image through visiting blogs, current event websites, and fashion sites Arnett (1995). Social

media is impacting teenagers through identity formation, high sensation, coping, and youth culture

identification Arnett (1995). Social media has transformed the way teenagers interact and engage with

each other. The benefits of social media within emotional and educational support are continuing to rise

as teenagers explore more social media websites and improve their technology skills. Finally, social

media is also impacting adolescent education as it provides a support network and an opportunity to

communicate with classmates and peers.

Based on the lack of previous research driven by teenager perspectives, the rise of social media

use, and the need to understand the perceived benefits of social media for teenagers, the purpose of the

quantitative portion of this study will explain teenagers’ understanding of social media, what they are

using, and if it differs among girls and boys. The qualitative study will explore the perceived benefits of

social media among teenagers.

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Demographic Characteristics of Population

The individuals who participated in the interview process were representative of the teenage

population. Sixteen female teenagers and five male teenagers all participated in the interview process

resulting in a total of twenty one participants. The age range was fourteen years old to nineteen years old.

Race and ethnicity were not variable factors in the interview process.

Quantitative Study Methods

For the quantitative portion of this study all of the participants were independently interviewed by

class members of the University of West Georgia Diffusion of Innovations course, under Dr. Danilo

Baylen’s supervision. Each examiner collected the data and was required to input the data into a Google

Doc survey. Examiners were encouraged to be specific and very thorough. Once the data was collected,

Dr. Baylen provided our study team with the data from the twenty-one teen aged participants. There were

a total of 14 questioned asked which ranged from demographic information to perceptions which allowed

the team to collect both quantitative and qualitative data.

The survey questions used for this study consist of 1) gender, 2) age, 3) defining social media,

and 4) types of social media being used. Other questions allowed the team to discover challenges

associated with social media use and which social media sites had been used the longest by teens and

the top used social media site.

Findings

Table 1 reports the results of the interviews. For this study we see that 76% of the participants

were female and 25% were male. Fifty-seven percent were under the age of 18, 43% were ages 18-19

years of age. None of the participants were under the age of 13, which is most likely due to age

restrictions from social media sites like Facebook. For child privacy reasons, Facebook does not allow

children under the age of 13 to use their site. We see that significantly, 81% of the participants use

Facebook, 67% use Instagram, 43% use Twitter, 19% use YouTube, and 33% use other sites like Kik,

SnapChat, and MySpace. We also find that 52% of the teenagers reported Facebook to be their number

one tool or application used. And 19% reported Instagram, 5% reported Twitter, 5% YouTube, and 9%

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shockingly reported TV as their top social media site. Indicating TV is proof of lack of understanding of

social media. The participants who named a second favorite voted for Instagram reported at 28%, none

reported at 43%, where Twitter, MySpace, SnapChat, Glogster, and “Social networking sites” were under

10% each.

Table 2 reports the percentage of understanding each gender of teenager possessed. Four

percent of both males and females had no understanding of defining social media. Thirty-three percent of

females had some knowledge of social media compared to 14% of the males. For those participants who

seemed to be able to define social media in a broad sense, we find that only 4% of the males thoroughly

understood, while 33% of the female participants seemed to understand social media, which is

statistically significant.

Table 3 reports the percentage of participants who used more than three different social media

sites. We find that 4.7% of males use only one type of social media, where 14.2& of females use this

number of sites. Using two sites, males make up 9.5% and females 23.8%. Finally, for those participants

who used three or more sites, males make up 9.5%, while females again take the lead with 38%.

Table 4 provides a relationship between knowledge and use and gender. Analysis of the findings

shows that all of the participants used some form of social media with or without being able to define

social media. Overall, males and females compared similarly to having no knowledge, and used at least

two social networking sites. Females outscored the males 2 to 1 in having Some knowledge and using 1

site and again in Some knowledge and using 2 or more sites; 5 females to 2 males. For Broad

Knowledge and use 1 site; females 1, males 0. And last, we find that 7 females had broad knowledge and

used two or more social sites, where only one male had a broad understanding and used more than two

sites.

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Table 1. Single-item Scores for teenagers who were interviewed as part of the UWG study.

A)

Participant

B)

Gender

C)

Age

By end of

2013

D)

Define

Social

Media

E)

Tool or

Application Used

F)

Challenges

G)

Top 1

SM

Site

F)

Top

2

SM

Site

1 M 14 1 1,5 + FB Glogster

2 F 18 2 1,2 - FB Instagram

3 F 14 0 1,2 - FB Instagram

4 F 15 1 2,4,5 + Instagram

5 F 18 2 1 + FB

6 M 18 0 1,3 + FB Twitter

7 F 15 1 1,2,3 - TV Instagram

8 F 18 2 1,2,3 + Instagram

9 F 14 1 1,2 + Instagram

10 F 15 1 1,3,4,5 + FB MySpace

11 F 14 2 1,2,5 - Instragram SnapChat

12 F 15 1 2,3 + Twitter Instagram

13 M 18 2 1,2,3 + TV SNS

14 M 19 1 4 + YouTube

15 F 18 2 1,2,3 + FB

16 F 17 2 1,2,3,5 + FB Instagram

17 F 16 2 1,2,5 - FB Instagram

18 F 19 2 2,3 + Instagram

19 F 15 1 1 + FB

20 M 14 1 1,2,5 + Instagram SnapChat

21 F 18 1 1 + FB

Percentages M= 24%

F= 76%

Age 18-19= 43%

Age 14-17= 57%

0= 10%

1= 47%

2= 43%

1= 81%

2= 67%

3= 43%

- = 24%

+ = 76%

FB = 52%

INS= 29%

TW= 5%

INS= 28%

TW= 5%

MS= 5%

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4= 19%

5= 33%

YT = 5%

TV= 9%

SC= 9%

None= 43%

SNS= 5%

GLOG=5%

B) Gender- F=Female M=Male D) Define SM- 0 No Understanding, 1 Some understanding, 2 Broad Understanding.E) Tool or application used – 1= Facebook , 2 Instagram, 3 Twitter, 4 YouTube , 5 Others F) Challenges + indicated challenges - No challenges indicated. G) Top SM- FB Facebook, INS- Instagram, TW Twitter, YT- YouTube, TV- Television, MS- MySpace, SNS- Indicated Social Networking Sites, GLOG- Glogster, None- Did not proved a second

Table 2. Percentage of participants who were able to define social media.

Gender 0- No Understanding 1- Some

Understanding

2- Broad

Understanding

Male .047 .142 .047

Female .047 .333 .380

Table 3. Percentage of participants using social media sites.

Number of SNS Used Male Females

1 .047 .142

2 .095 .238

3 or more .095 .380

Table 4 Relationship between knowledge and use and gender.

Knowledge and Use Male Female

No Knowledge and no use 0 0

No knowledge and use 1 site 0 0

No knowledge and use 2 or more 1 1

Some knowledge and no use 0 0

Some knowledge and use 1 site 1 2

Some Knowledge and use 2 or more 2 5

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Broad knowledge and no use 0 0

Broad Knowledge and use 1 site 0 1

Broad Knowledge and use 2 or more

sites.

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Qualitative Study Methods

For the qualitative portion of collecting data, twenty one individuals were interviewed by students

at the University of West Georgia under the supervision of Dr. Danilo Baylen. Questions ranged from what

types of social media are teenagers using to their perceptions on how social media influences their life.

This allowed students to collect both quantitative and qualitative data. A total of fourteen questions were

asked giving a wide range of information to be collected. All data was submitted into a Google doc format

and then distributed to students for analysis.

Findings

Table 5 displays various perceptions that individuals had regarding their use of social media.

When hearing the word “social media”, eight individuals (38%) automatically reported that Facebook

came to mind. Three individuals (14%) reported that communication first came to mind when hearing

social media. Four individuals (19%) reported that Facebook and Instagram came to mind when first

hearing social media. One individual reported that when they heard social media they automatically

thought it is a waste of time. Other findings indicated that one person thought of news, one person was

unsure as to what they thought, and one individual thought about broadcasting.

When analyzing the findings of whether or not individuals were users or consumers of social

media the following findings were found. Fifteen individuals (71.4%) reported that they felt they were

users of social media websites, tools, and applications. On the other hand, five individuals (23.8%)

reported that they were consumers. The data varied depending on whether or not the individuals

accessed social media sites and tools regularly. One individual (4.7%) reported that they were neither a

user nor consumer of social media.

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When examining how social media influences a participants life, an overwhelming sixteen

individuals (76.1%) reported that social media provides a way for them to connect to friends and family.

This is significant because it yields such a high percentage of teenagers. Through previous research it

has been shown that teenagers develop a strong need for belonging and acceptance which could

describe how social media has benefited them through online connections. Two individuals (9.5%)

reported that social media benefits their life by helping with school work and educational purposes. Two

individuals (9.5%) indicated that social media helps them stay informed and aware of the news. One

individual reported that he uses social media to find out what is happening in other states and countries.

Table 6 reflects participant’s challenges, benefits, and advice to others in regards to social media

websites and applications. Five individuals (23.8%) reported having no challenges with social media

websites. Four individuals (19%) reported being frustrated when websites went down, experienced

glitches, or windows closed on them. Six individuals (28.5%) reported that they were frustrated with the

drama and fighting that occurred online. All six individuals described it as cyber bullying behaviors.

Twelve individuals (57.1%) reported that social media benefits their life through connecting them to

friends and family. One individual (4.7%) reported that social media primarily benefits his life through

school work and educational purposes. Two individuals (9.5%) said that social media provides an outlet

for fun and entertainment. An overwhelming 11 individuals (52.3%) said that the biggest advice they had

for other people was to be careful about the information shared online. Additionally, they reported not to

connect to strangers online and keep all personal passwords private. Two individuals (9.5%) said their

advice would be to tell someone to limit their time online and watch how long they are spending on social

media websites.

Table 5: Participants Perceptions of Social Media Influence

Participant Social Media Perception (What comes to mind when you hear

social media?)

Social Media User or Consumer

How Social Media Supports His/her

Life

1 Facebook User Connect with friends and finish school work

2 Internet User Keep up with friends and Instagram

3 News User Find out news

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4 Instagram Consumer Keep in touch with friends

5 Communication User Keep in touch with people

6 Unsure User Keep up with emails and Facebook

7 Facebook, Instagram & Twitter User Keep in touch with family

8 Instagram User Provide entertainment

9 Chatting with friends online User Keep in touch with friends

10 Communication User Stay connected to people

11 Instagram User Keep up with friends

12 Broadcasting User Connect with Instagram

13 Waste of time Neither Entertainment

14 Life/gateway to opportunity User School work

15 Communication User Talking with friends

16 Facebook/Instagram/Twitter Consumer Keep in touch with friends

17 Instagram/Facebook/Twitter Consumer Stay in touch with people

18 Facebook Consumer Stay busy and entertained

19 Instagram/Facebook User Stay updated

20 Facebook User Keep in touch with friends

21 Facebook Consumer Connect to Facebook

Table 6: Participants Challenges, Benefits, and Advice for Others

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Participant Challenges with Social Media

Benefits of Social Media

Advice for Others

1 Websites not loading

Connecting with people far away

Make sure site is not blocked at

school

2 No challenges Keep up with friends from school

Be careful what you put out on the

internet

3 No challenges Keep up with the world/news

Don’t post personal information

4 Drama/fights on Facebook and

Instagram

Keeping in touch with others

Watch out with what you say/do

5 Separate yourself from lies and drama

Keeping in touch with others

Keep an open mind and know truth from

lies

6 Internet going down and losing information

Doing my school work and checking

e-mail, printing projects

Don’t give out e-mail passwords or

personal information

7 No challenges Staying connected with people far

away

Read and make sure the social

media is what they want

8 Accused of making a false Facebook

account

Entertainment and connect with friends

Don’t rant on social media websites

9 Inappropriate language and

behavior on social media sites

Keeping up with friends and family

Don’t be inappropriate

10 Drama and fighting Keeping up with friends and family

Be smart about what you say online

11 Drama on Instagram

Having fun Don’t follow strangers on

Instagram

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12 Delay of updates and consumption of

time

Entertainment and online chatting

Watch the amount of time you spend

online

13 YouTube shutting down for updates

You can see anything you want

on YouTube

Read a book and don’t get too

immersed in social media

14 Trying to connect all social media sites and keep up with

them

Connect to large groups of friends

Be careful what you post it can ruin relationships

15 It removes personal connections/value

Fun/connecting to people

Don’t let it be time consuming

16 No specific challenges

Entertainment/keep up with friends

Don’t post something you’ll

regret

17 No challenges Entertainment when bored

Don’t talk to people you don’t know

18 Glitches/websites not working

Keeping in touch with people

Use it to stay connected/helps

with job searching

19 People not liking things I have posted

Keeps you informed about drama

Don’t post stupid things

20 Drama and fighting Stay connected to friends

Be careful what you say online

21 Notifications are annoying

Keep in touch with friends and family

Don’t put too much information online

Study Limitations

One limitation of the present study is examiner error in documenting exact attitudes or

information. It is possible that some of the examiners did not capture the interviewee’s thoughts at a

100% rate. Another caveat is that the present study focused on teenagers who may or may not have

been privy to all the available technology due to parental restrictions. It seems that at least 2 participants

were subject to those parental restrictions. These possibilities should be considered in future research.

Implications

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In any case, what we find is that females are more knowledgeable about social media and are

using more social media tools and applications. The male participants seemed to be less knowledgeable

and only had “some or limited knowledge” and were using less social media sites. Females are spending

more time on social networking sites to stay connected with friends and family, where 60% of the males

report using the sites for school or entertainment. Butler (2010), reports that teens use social networking

sites to be entertained and connect with friends which is concurrent with this study’s findings.

Teens are communicating differently these days. “Social media is reorienting the economy”

(Tyler, 2002). No longer do they write letters or go see friends they want to communicate with. In the past,

adults were the ones who made phone calls, made business meetings, or wrote letters. With the previous

world of communication being controlled by professionals (Tyler, 2002), adults, parents, and educators

should consider the implications for teenagers’ social media use.

The rising number of teens using social media has caused some concern for many people. Much

of the debate, for years, has been on the negative effects of social media and how we should keep young

people away from it. However, in this study we found many of the teenagers realized the dangers of using

social media and they feel it supports their life in a positive way and so, we believe these are factors that

cannot be over-looked. They are listening to the warnings from adults and media news reports, more so

most believe in social media. Even though we do see that most teens are knowledgeable about social

media and its dangers, we feel more needs to be done.

Fortunately, with education continually evolving, there is a huge opportunity to educate teenagers

on the dangers and benefits social media. There is also a need to educate students in the types of social

media that are available to them, Now that we have listened to the teenagers, found out what knowledge

they have, and what sites they actually use, we can see we need to take steps to educate the males, and

even the females, but also we need to explore how social media can enhance their life in ways other than

staying connected with friends. Tyler, suggests showing them that social media can be used for research

(p. 560). Research can be used in school, college, job searches, and in business. We just need to show

them how and build their understanding.

School personnel, community leaders, and parents could greatly help teens in understanding

social media. It would be beneficial for educators and community leaders to develop intervention

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technology plans and technology policies. These plans could include online safety teams of experts,

cyber-bullying prevention interventions, sexual risk taking preventions, and healthy online identities

(Butler 2010). Although we see some of the positive perceived benefits of teens using social media, we

still need to model and explicitly teach internet and social networking safety.

Conclusion

Social media has shown to be a valuable asset to teenagers. It provides a way for them to

communicate easily with friends, network with individuals who share interests, and showcase unique

contributions. The findings from this research paper have showcased many benefits to using social media

including connecting with friends and family, enhancing educational opportunities, and providing a source

of entertainment. Teenagers are discovering more social media websites and applications through

extended use and they are using them in a constructive and adaptive way. Teens are using social media

to network with peers on group projects and research topics for school which is changing the way our

educational framework is evolving. Teens are recognizing the possible dangers of social media websites

and are offering advice to positively interact with others online. Due to the overwhelming use of social

media, teenagers have “adopted” this innovation readily. Based on Rogers’ diffusion of innovation theory,

compatibility plays a major role on the impact of an innovation. Social media has created a compatible

fortress for teenagers through communication, networking, and individuality. Finally, social media is

changing the way teenagers interact on a daily basis which will continue to impact their future lives,

education, and career.

References

Arnett, J. (1995 October). Adolescents’ uses of media for self-socialization. Journal of Youth and Adolescence, 24 (5).

Butler, M. (2010 Spring). Online social networking and the impact on well-being: Implications for school counselors. Retrieved from https://repositories.lib.utexas.edu/bitstream/handle/2152/ETD-UT-2010-05-915/BUTLER-MASTERS-REPORT.pdf

Institute for Public Policy Research. (2004) Manifesto for a Digital Britain, Overview,on-line. London Institute for Public Policy Research. Retrieved from http://www.ippr.org/research/files/team34/project214/Manifesto%20-%20intro%20document

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http://www.ippr.org/research/files/team34/project214/Manifesto%20-%20intro%20document

https://repositories.lib.utexas.edu/bitstream/handle/2152/ETD-UT-2010-05-915/BUTLER-MASTERS-REPORT.pdf

https://repositories.lib.utexas.edu/bitstream/handle/2152/ETD-UT-2010-05-915/BUTLER-MASTERS-REPORT.pdf


Kietzmann, J.H., Hermkens,K. McCarthy,I. P.,& Silvestre, B.S. (2011).Social media? Get serious! Understanding the functional building blocks of social media. Business Horizon, 54 (241-251). Retrieved from http://academia.edu/959458/Social_Media_Get_Serious_Understanding_the_Functional_Building_Blocks_of_Social_Media

Livingstone, S. (2008 Spring). Taking risky opportunities in youthful content creation: teenagers' use of social networking sites for intimacy, privacy and self-expression. The London School of Economics, 10 (3) 393-411.

O’Keeffe, G. (2011 Spring). The impact of social media on children, adolescents, and families. Official Journal of the American Academy of Pediatrics, 127: 800

Smith, T. (2009, July). The social media revolution. International Journal of Market Research, 51(4) 559-561

Social Media. ( 2013). Merriam Webster, Encyclopedia Britannica. Retrieved from http://www.merriam-webster.com/dictionary/social%20media

Tyler, T. R. (2002). Is the internet changing social life? It seems the more things change, the more they stay the same. Journal of Social Issues, 58, 195–205. doi: 10.1111/1540-4560.00256

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http://www.merriam-webster.com/dictionary/social%20media

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