SNS

The privacy issue concerning the popular SNS, Facebook, is a popular issue in todays society. I have been a Facebook user since I was a sophomore in high school, once I decided Myspace was “uncool” and no longer for me. Back then, I did not pay much attention to privacy settings and wanted everyone to see my profile. As years progressed, I began editing my settings to limit my presence. Today, I find myself utilizing every privacy setting offered and rejecting friend requests. 

My experience with Facebook reflects the points that boyd and ellison make and differ from my experience with myspace and the article I selected. Similar to the information Boyd and Ellison provide, I joined Facebook in high school after administration allowed me access to my network but was not able to completely share my profile with the public. On the other hand, I did not join Myspace because of bands and musicians but for the simple reason that everyone was doing it. My experience with Myspace, however, differs from some of those explained by Boyd and Ellison as well as the article I selected. I was not a victim of another adult predator nor was I assaulted. Instead, I used the advice given by Myspace and used internet safety and common sense to the best of my teenage ability.

Although Boyd and Ellison incorporate “Hacking” into their view on privacy, my main concern has always been others viewing my profile and obtaining my personal information.  The article states that “ The term "Friends" can be misleading, because the connection does not necessarily mean friendship in the everyday vernacular sense, and the reasons people connect are varied (boyd, 2006a).” I agree with this statement that Boyd makes because I experience it daily. When scrolling through my friend list, I do not know half of the people on it and I know I certainly do not have a few hundred friends. 

Mapping out ENSI

ENSI SITE SNAP SHOT:



ENSI site map


Current ENSI map

 Edited ENSI site map

Tollett and Williams: ENSI site

According to Tollett and WIlliams principles, the ENSI website is successful in one area known as repetition. The website uses constant repetition in stating the “ENSI” title, reminding the reader of the topic. ENCI’s use of repetition helps each page to look like it belongs to the same web site, company, and concept. The colors used as well as the font are also repeated and constant which tie the web site together.

The contrast of the ENSI web site are a major downfall for its design. Although the web site uses different colors, graphics, and arrangement, they do not work in favor of the visual appeal. The colors are very bold. Tollett and Williams suggest that, “If two elements, such as type, rules, graphic, color, textures, etc., are not the same, make them very different-don’t make them almost the same.” The ENSI web site does this, regarding color. However, it does not look good.  The colors do not complement each other or the background color, light blue. ENSI does include a focal point that is their logo on the top left of the page. When entering the web site, this logo may capture some readers attention, but can be instantly distracted by the bright yellow background on a news entry.

The ENSI website follows one rule in alignment which is using choosing one and using it on the entire page. The general alignment of the page is centered. Although the search bar is centered along with the rest of the page, it is separated by a line and located on the left. However, Williams and Tollett, discourage that beginners center everything on the site. ENSI’s website also uses borders around all of its writing. The overall proximity of the ENSI website creates confusion for the reader. Everything on the page is crammed together, making it a very unappealing visual.

Check out the site at: http://www.indiana.edu/~ensiweb/

Bullock: ENSI site

The purpose of the ENSI website at Indiana is to inform its reader about the Evolution and the Nature of Science Institutes, which is what ENSI stands for. The website includes various links including general information, the people, the lessons, teaching unites, archives, resources, papers and articles, a talk to us section, a site map and guided tour, and other links to further the readers knowledge on the topic.

The audience of ENSI website are those who support, wish to support, or are interested in the program thats goal is  “to improve the teaching of evolution in High School Biology courses by encouraging teachers to teach evolutionary thinking in the context of a more complete understanding of modern scientific thinking” (Website). This is clear through the extensive informative information provided.

The genre of the ENSI website is a profile that both informs and summarizes the programs history, current and past work, and goals. ENSI uses a serious and passionate stance in their writing. This is evident due to the informative information along with the evidence and hard work they provide on the website. Although the websites design needs much work, a lot of valuable information is present.

Media and design is a weakness of the ENSI website. In fact, the media/design choice uses mostly a textual modality with the exception of “The People” tab where it uses photographs of the faculty and groups. It also uses animated pictures every so often, however, utilizing a wider range of modalities would greatly benefit the site and capture the readers attention. 

Check out the site at: http://www.indiana.edu/~ensiweb/

Wikitravel Postwrite

After editing the information ecology, Wikitravel, it is fair to say that my previous conceptions on information ecologies have changed. I am all for the ability to share knowledge and learn from others. However, after reading the example of "keystone species" on the prompt and reviewing Nardi and O'days article on "Information Ecologies: Using Technology with Heart," I got a bit annoyed. 

The prompt provided a hint stating that, "As a hint, there are a couple of such roles/keystone species: 1) the defender of the page (each page, often has someone who is very protective of edits and changes to a page--wikipedia is even more protected and territorial--if you try to make a change that individuals will continuously hit the revert button and return the page back to it's original constitution); 2) the editor who revises all the content that others put on the page." This caught my attention because of a personal experience when I was creating my Wikitravel. First and foremost, I made the mistake of underestimating how serious these keystone species are about the editing of certain information ecologies. I learned this the hard way when I edited the Florence, Italy, Wikitravel, according to my own personal experience after living there for four months. Apparently, my advice did not "make the cut," so to speak and was revised and deleted off the page. 

Nardi and O'day argue that presence of these keystone species is crucial to the survival of the ecology, however, after my personal experience, I have to disagree. After all, these people fall into this category, they are not assigned to it. In other words, who are they to decide they are important enough or the most knowledgeable on the topic published on the information ecology itself.  And, how do they know what type of information the reader is searching for? I disagree with Nardi and O'day for the simple reason that these keystone species do not know. They are not mind readers, but everyday people with no higher rank than the next man. 

Due to this, I still support information ecologies but believe they should be worldly knowledge, as the creators of wiki intended them to be. Nardi and O'day state that "Ironically, their contributions are often unofficial, unrecognized, and seemingly peripheral to the most obvious productive functions of the workplace." I agree with this statement. The contributions are unofficial and unrecognized, this is a known fact to both editors and readers of the information ecology. So, then it should be left at that. If you want to feel important, go get published, otherwise, learn to live with the fact that an information ecology is open for additional information and worldly knowledge.