Chen, S. (2017). Review of "Discourse and Identity on Facebook" by Mariza Georgalou. Linguistlist.org (original) (raw)
Related papers
Negotiating and Constructing Identities through Facebook Communication
This study was premised on the observation that in the contemporary moment, the online construction and presentation of the self has become a general cultural practice. Using the idea of persona, a concept that explains the presentation of the self and masks that people " wear " to constructthemselves in real and virtual settings, this paper argues that the existence of multiple personas is clearly demonstrated in the context of Facebook communication. Using a " desktop " analysis of a selected Facebook pages, and a semi-structured interviewing of the owners of the selected Facebook pages, this study explored the construction of self by Facebook activists in order to identify how they negotiated and constructed personas that they deployed and employed in their everyday Facebook communication. This study also established the versions of identities that emanated from such constructions and how those versions came to prominence.
This article aims to expand the critical frameworks by which online social networking can be contextualised and understood within the broader cultural practices of identity and selfhood. Utilising Judith Butler's theories of performative identity, it is argued that the use of social networking sites are performative acts in and of themselves. Two facets of social networking are examined from theoretical and critical perspectives: (1) the use of social networking profiles (Info pages, taste selections, biographies) as a tool for performing, developing and stabilising identity as a narrative in line with cultural demands for coherence, intelligibility and recognition; (2) identity performances that occur through relationality among online friends through list maintenance and communication (wall posts, tagging, commentary), and how identity is reconfigured within a network morphology. Finally, the article aims to open discussion around the broad cultural practices and implications of online social networking by developing some theoretical approaches to understanding the incompatibilities between these two facets which compete and risk the 'undoing' of online identity coherence. Within the framework of the growing use of social networking sites as one area in which our selfhood and subjectivity are performed, this incompatibility and undoing has both risks and benefits for future the cultural production of identity.
Facebook and dramauthentic identity: A post-Goffmanian theory of identity performance on SNS
First Monday, 2014
Early and persistent scholarly concerns with online identity emphasized the ways that computer–mediated communications have allowed new, inventive, and creative presentations of self, and the lack of connection between online identity and the facts of off–line life. After the ascendency and following ubiquity of Facebook, we find our online lives transformed. We have not only seen online identity reconnected to off–line life, but we have seen, through the particular structures of social networking sites, our online lives subjected to newfound pressures to unify self–presentations from various constitutive communities; pressures different from and in some ways greater than those of off–line life. After describing identity in computer–mediated communications prior to Facebook, and investigating the kinds of changed conditions brought about in social networking sites, I put forth a dramauthentic model of post–Facebook online identity. This model is comprised of three methods of exposur...
The advent of the Internet has given rise to a wealth of online environments through which the everyday construction of identities are mediated by textual and multimodal tools involving what are arguably new literacies and communicative genres. In this chapter, we explore chronologically, and in some cases also ontologically, new language and literacy practices such as Internet-mediated intercultural communication, blogging and instant messaging, and fan fiction communities that enable learners to develop language skills as they participate in socially meaningful practices. Drawing upon socioculturally informed identity research (e.g., Block, 2007; Bucholz & Hall, 2005; Gee, 1996, 2004; Pavlenko & Lantolf, 2000), we describe Internet-mediated interactions that involve indexical linkages to macro-level categories and fluid shifts in language choice, stance and style that enable participants to move forward a variety of social actions. Through these analyses, we suggest that language development in online environments is intimately linked to the capacity to construct functional selves through interaction and empirically, we assess various Internet-mediated contexts as sites for such engagements.
Language and Identity in Cyberspace_A Multidisciplanary Approach_2017.pdf
Referenţi ştiinţifici: Prof. univ. dr. Ștefan Oltean Prof. univ. dr. Liana Pop ISBN 978-606-37-0112-2 © 2017 Autoarea volumului. Toate drepturile rezervate. Reproducerea integrală sau parţială a textului, prin orice mijloace, fără acordul autoarei, este interzisă şi se pedepseşte conform legii. Tehnoredactare computerizată: Cristian-Marius Nuna
The International Journal of Humanities & Social Studies, 2020
Identity is the source of meaning and experience for people. Identifying and self-defining, which is always a form of making, is never completely separable from how others are known. The process of meaning-making and identity-finding is based on a cultural feature or a coherent set of cultural traits. From the sociologists' point of view, identity is a process that is constantly subject to reconstruction, and the causes of this reconstruction vary socially, historically, and culturally. (Rafat Jah, 2004: 3). Thus, identity as Hall (1987) puts it, is an acquired phenomenon that forms the core of the first few years of life and is constantly changing through the acquisition of new information throughout life. In the past, people's identities were shaped in person-to-person interactions, but today with the advent of new technology and media, interactions have become virtualized, where face-to-face communications no longer determine the identity of individuals but they are created through the channel of virtual spaces, One has the opportunity to interact with people beyond the place and the time they are there. Mark Pasteur (1995) in the "second age of media" emphasizes that in the new era which internet and electronic communications dominate the society, it is virtual communities that make people's identities. Identities are in a completely new situation. Social structures influenced by information technology and communication reveal a new understanding of the mentality that views human beings as a multilayered, changeable and passive phenomenon, and it fights with any kind of identity consolidation. "The issue of media influence is one of the most important and debatable for the researchers. The importance of this issue doubled when Marshall McLuhan (1964) stated; 'media is the message'. 'technologies of the self' allow us not only to think about our identity and to transform the way we think of ourselves, but also to change ourselves to who we want to be' (Thurlow, Lengel and Tomic, 2004). Therefore, technologies enable us on virtual social networks to redefine our desirable identity online, which is distinct from our real or offline identity. This distinction puts us in a reciprocal space, constantly in conflict with or interacting with our true and virtual identity. One of the features of online and offline identity in virtual social networks is anonymity or forgery, which means concealing identity, affecting the multiplicity of social identities, and causing fluidity of the identity of users of these networks. This effect of identity and virtual social networks has been studied by various researchers, which suggests that identity in cyber space is undergoing transformation (
identity construction within discourses about Facebook and Twitter
The present thesis considers social identity construction produced in linguistic interaction by examining text samples that mention the lexical items facebook and twitter extracted from the Corpus of Contemporary American English (COCA) and seeks to understand the social nature of the social media sites Facebook and Twitter.
Facebook-Infused Identities: Learners’ Voices
International Education Studies, 2013
The National Higher Education Strategic Plan of Malaysia focuses on graduates who are innovative and knowledgeable to meet the standards and challenges of 21st century. This paper, then, explores how an innovation practice has taken place in a course entitled "Gender Identities: Malaysian Perspectives" where students scrutinize gender across Facebook "texts," as opposed to using literary texts. By using Facebook as baseline data to analyze online gender construction, students have learned the ways in which cyberspace deconstructs certain parameters of identity construction. Following this premise, this article discloses how students analyze gender identities. They analyze Facebook accounts of a male educator in United States, a female Malaysian college instructor residing in United States, and a law/politics Malaysian undergraduate. Firstly, the students revealed that identity in Facebook spaces is shown through genuine names and profile pictures; rightfully so for job, networking, and relationship purposes. Secondly, by selecting specific audiences, negotiating identities of a friend, co-worker, lover and most importantly future employee in Facebook is a difficult task. Conflicts usually occur while "masking" certain information on Facebook as they go about connecting with friends, students, parents, and prospective partners. Thirdly, societal constraints limit opposite gender's approval of friend requests. Lastly, identity construction reveals that having voices and emotions on Facebook have both positive and negative implications. Pedagogical recommendations are also presented as a result of this inclusion of Facebook in literature classrooms.