Student Social Media Self-Evaluation: Addressing the Posting Paradox in the Age of Cybervetting

Autor/inn/en	Melton, James; Miller, Robert; Dunn, Paul
Titel	Student Social Media Self-Evaluation: Addressing the Posting Paradox in the Age of Cybervetting
Quelle	In: Journal of Technical Writing and Communication, 51 (2021) 3, S.273-292 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Melton, James)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2816
DOI	10.1177/0047281620927014
Schlagwörter	Student Evaluation; Social Media; Job Applicants; Self Evaluation (Individuals); Privacy; Computer Mediated Communication; Classification; Employment; Users (Information) + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Soziale Medien; Bewerber; Privatsphäre; Computerkonferenz; Classification system; Klassifikation; Klassifikationssystem; Dienstverhältnis; Benutzerprofil; Nutzer
Abstract	Cybervetting, or the review of job applicants' social media accounts, is a common practice. This study investigates the use of a typology to increase students' self-awareness by asking them to assess their social media presence. The majority of Facebook users concluded they post content that is appropriate for potential employers, while most Twitter users concluded they post questionable content. Yet most Facebook users restricted access to their accounts, while most Twitter users left them public. When subsequently asked about the prospect of changing posting behavior, students with questionable content were more open to change, supporting the potential viability of the typology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01