Tricky two-some: The interplay between radio personalities' personal online identities and online personal brands

Sympathy sockpuppets are false online identities used for purposes of extracting care work from others. While online community infiltration for nefarious purposes is a well-documented phenomenon, people may also join online communities using deceptive personas (“sockpuppet” accounts) for non-nefarious reasons, such as to gain sympathy or cultivate a sense of belonging in a group. In comparison with scamming and trolling, this more subtle form of online deception is not well understood, and to date, its impacts on individuals and communities have not been fully articulated. This knowledge gap leaves communities without guidance when managing the impacts of this sympathy sockpuppet deception. We interviewed people who had been members of online communities that discovered sympathy sockpuppets in their midst to explore and characterize the phenomenon of sympathy sockpuppetry and to provide guidance for other individuals and communities that encounter similar forms of online deception.

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Visible Privacy: Norms, Preferences, and Strategies

Worried About the Wrong Things ◽

10.7551/mitpress/9780262036023.003.0007 ◽

2017 ◽

Author(s):

Jacqueline Ryan Vickery

Keyword(s):

Social Media ◽

User Interface ◽

Young People ◽

Individual Choice ◽

And Control ◽

Online Identities

This chapter critiques the ways privacy is constructed as an individual choice or responsibility and instead draws attention to the ways privacy and identity are collective and networked via social media. Through an analysis of the ways Facebook’s algorithms and user interface have changed over the years, the chapter traces how young people’s expectations and privacy practices are often at odds with commercial platforms. Additionally it considers how corporate platforms conceive of privacy from a privileged perspective that overlook the risks marginalized young people, and specifically people of colour, face online. Young people employ creative strategies for maintaining degrees of visibility including deliberate disassociation from peers and managing different online identities for different purposes and control of privacy.

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Theory and Application

Online Credibility and Digital Ethos ◽

10.4018/978-1-4666-2663-8.ch016 ◽

2012 ◽

pp. 285-301 ◽

Cited By ~ 1

Author(s):

Misty L. Knight ◽

Richard A. Knight ◽

Abigail Goben ◽

Aaron W. Dobbs

Keyword(s):

Computer Mediated Communication ◽

Current Trend ◽

Online Forums ◽

Mediated Communication ◽

Computer Mediated ◽

Potential Benefits ◽

Online Identities

Scholars are increasingly engaging with their peers in synchronous and asynchronous online forums. In order to adapt to this current trend, librarians and faculty must consider the nuances of computer- mediated communication and learn to understand the potential benefits and hazards of creating online identities that may round out others’ perceptions. It can be overwhelming and confusing to determine how to best present oneself or to “create” a credible identity. Through the introduction and explanation of communication concepts and theories, this chapter discusses online credibility, or ethos, and examples of those who have successfully built online credibility.

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Consider Four Types of Online Identities for Teaching and Modeling Online Behavior

Teacher Education for Ethical Professional Practice in the 21st Century - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-1668-2.ch003 ◽

2016 ◽

pp. 48-71 ◽

Cited By ~ 1

Author(s):

L. Koh-Herlong ◽

Abbie Brown

Keyword(s):

Social Interaction ◽

Web 2.0 ◽

Online Behavior ◽

Online Identity ◽

Self Presentation ◽

Teaching Online ◽

Future Studies ◽

Potential Benefits ◽

Theoretical Foundations ◽

Online Identities

The purpose of this chapter is to provide data and suggestions to educators for teaching and modeling concepts and practices related to online identity. The capabilities introduced by Web 2.0 have changed the potential benefits and liabilities of using online identities. Because online identities can be different from a person's real, offline self, approaches for teaching online self-presentation will differ from the traditional methods of teaching about social interaction. The authors present two theoretical foundations to frame the concept of online self. After a discussion of issues and problems associated with online identities, the authors apply the findings from a recent study to help educators model and teach about online identities. The primary findings are the identification of four types of online identities that include real, desired, enhanced, and deceptive. The chapter concludes with recommendations for future studies to further this topic and extend the current research.

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Incorporating Students' Digital Identities in Analog Spaces

Advances in Educational Marketing, Administration, and Leadership - Deconstructing the Education-Industrial Complex in the Digital Age ◽

10.4018/978-1-5225-2101-3.ch015 ◽

2017 ◽

pp. 257-268

Author(s):

William J. Fassbender

Keyword(s):

Academic Work ◽

Careful Consideration ◽

The Past ◽

Classroom Conversations ◽

Technology Educators ◽

Digital Identities ◽

Out Of School ◽

Online Identities

Multiliteracies has gained significant favor in the past two decades due to the increased popularity of technology. Educators are not only finding new and exciting ways to make content relatable to students by including their digital lives in the classroom, but now the digital experience of teens is the topic of classroom conversations. The inclusion of students' online identities has certain advantages, as many students may find the bridge between academic work and their out-of-school lives advantageous to their learning. However, educators need to give careful consideration of how to safely include students' digital identities into the classroom, as these online lives are often carefully crafted for their networking platforms and are not necessarily intended for analog, classroom spaces. Throughout this article, the author explores the ways in which teachers incorporate teens' online identities and troubles the notion that teachers can safely include these identities without co-opting their out-of-school online practices.

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Online Identities in Virtual Worlds

Critical Design and Effective Tools for E-Learning in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-61520-879-1.ch003 ◽

2010 ◽

pp. 39-54

Author(s):

Andrew Power ◽

Gráinne Kirwan

Keyword(s):

Student Achievement ◽

Blended Learning ◽

Virtual Worlds ◽

Relevant Literature ◽

True Self ◽

E Learning ◽

Online Identities

Online identities need not reflect the true identity of the user. Relatively little is known about the use of online identities during e-learning and blended learning programmes, and if these reflect the students’ true self. Online identities may impact on student achievement and satisfaction and as such are an important consideration for educators. Following an overview of the relevant literature regarding online identities, this paper describes findings from a survey of students currently engaged in a programme delivered using these techniques and where an awareness of online identities is to the fore. Several strengths and weaknesses of online identities in education are identified, and while students generally felt that they were portraying their own true identity online, many felt that others in the group were not. Implications for practice are described.

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