CBSE BOARD X, asked by salonigamilcom9802, 7 months ago

Right Perspective in social networking

Answers

Answered by Anonymous
33

Answer:

Last night I was out giving one of my Arto-lectures on a school in Aalborg. This is always a nice input in everyday academic life making me see new approaches to social networking. The comments and questions from the people in the audience, who were mainly school teachers and principals, made me think of the many different ways to view social networking sites.

Answered by Anonymous
17

Answer:

perspectives on online social networking:

  1. The consumer perspectiveSocial networking sites are money-making machines creating a need for added value among young people causing them to spend all their pocket money on extra features such as VIP profiles, widgets, gifts for friends and so on
  2. The youth perspective

Social networking sites are places that help young people be young and let them “practice” youth. Therefore, the sites are mainly a reflection of youth culture.

3. The friendship perspective

Social networking sites are placesSocial networking sites are places where young people can maintain and nurse their existing (offline) friendships and create new (online) friendships.

4. The identity perspective

Social networking sites are spaces for identity construction. Here, young people are continuously constructing, re-constructing and displaying their self-image and identity. Also, the network sites make them co-constructors of each other’s identities.

5.The body and sex perspective

Social networking sites are sexual playgrounds for young people where they portray themselves in a provocative or soft porn-style manner. It is all about appearance and body making the youngsters superficial and shallow.

6.The paedophile and predator perspective

Social networking sites are an eldorado for paedophiles and predators who want to harm young people. The people behind the sites are not in control of safety and do not put enough effort into keeping predators out of the sites..

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