Childrens Plural Identities on Social Media - Research Paper Example

Ellison (2013) defines identity as how individuals think about themselves and their role in society as expressed through social interactions (2). Plurality of identity refers to chosen or multiple identities (Miller 2013, 2). Real identity is an aggregate of selves or identity aspects in various contexts and real identity is not subject to manipulation (Cocking 2009, 127; 135). Online identities might correspond to real identities and multiple identities are virtually possible on the same or different online platforms (Ellison 2013, 10; 14). Social media enables users to manipulate, diversify, or distort identities for legitimate reasons such as privacy or deliberate misinformation. Cocking (2009) asserts that computer-mediated communication enables showcasing of users, entrance, and contribution to interest groups and communities (123).

Factors Influencing Plural Identities’ Formation
Digital technologies have enabled the modification of identity or the creation of several identities (Ludovico, n.d.). Miller (2013; Ludovico, n.d.) refers to the 1993 New Yorker cartoon of a dog telling another that virtually, nobody knows it is a dog to explain virtual identities (3). The dissolution of real-life identity by technological advances results in fragmentation illustrated by a multiplicity of identities and interconnections in various digital media. Private content postings result in partial representations of real-life identity which are disjointed and rarely match the original. Ludovico likens the phenomenon to opening up to strangers not likely to be met again. These online identities are unpredictable since they are constantly updated to create fictitious characters and exaggerate real ones in identity experimentation.

In pre and post-web 2.0 standards, social media influenced the formation of plural identities. Web 2.0 sites enable user-generated content as opposed to the preexisting commercially and institutionally generated content (Vallor 2012; Pasquier 2010, 21). Vallor 2012 asserts that early use of these sites linked estranged individuals, and later graduated to individual expression of self on social networks bolstered by online recognition and forging of new relations (Pasquier 2010, 22).
Virtual Supporting Mechanisms

Pasquier (2010) observes that teenagers hang out on social networks as opposed to traditional joints for social interaction (17). These virtual meetings are just a continuation of real-life personalities and activities as youths connect with familiar persons online. Connections with strangers are rare, stigmatized, and risky; rather the main teenage challenges remain inclusion, exclusion, avoiding offending, and retention of desired identity away from parents and siblings. To this end, youths aspire towards reassuring friends through reciprocity and attracting comments on their postings (Pasquier 2010, 18; 20).

Cocking (2009) opines that the major concern about social networks is whether persons can be persons online as intimacy is limited and the possibility for deception or distortion is high (124). The carefully constructed profiles in social media cannot be achieved in real life. Facebook, while anchoring identity on real networks, allows the manipulation of virtual identity to user satisfaction (Vallor 2012). According to Vallor, plural identities can be created in personal profiles or groups which can be both negative and positive. While social media can show true identity through timelines and for selected audiences, these and other tools can also be used to create identities that transcend reality. In line with this thinking, Ellison (2013) ascertains that social media brands individuals by creating personas, sharing personal information, making illusory intimate connections, and strategic maintenance of audiences (4). Social media gives users control over posted content through mechanisms such as masking or misrepresentation to create impressions. A user shares only what they desire to be known.

Effects of Plural Identities
Pasquier (2010) reports that research on the effects of social media is inconclusive, backed by moral panic, and proves no causal relationship between usage and youth attitudes (3). Vallor (2012) agrees that implications are complex because various stakeholders are involved and affected differently. Miller (2013) is categorical that the effects of identities are unclear since social networks have internal and external contradictions and ambiguity is found in the elevation of real-world issues into online platforms as well as the tendency of effects to cut both ways (4, 6, 8). Positively, Ellison (2013) believes that identity manipulation can also boost children's confidence (7).

Negatively, children’s plural identities distort offline reality as Hubert Dreyfus (quoted in Vallor 2012) opines. Plural identities are distinguishable from reality as they lack risk and commitment such as ignorance of baggage and diversity of human nature. Sherry Turkle (quoted in Vallor 2012 and Miller 2013) asserts that virtual identities distract children from reality and physical context in the ‘Alone together’ effect. Ellison (2013) finds that the comparison of online identities and the combination of diverse offline selves such as home and work identities virtually can create low esteem (7). Additionally, online tools such as location broadcasts and face recognition garner information from multiple identities exposing minors to crime (Vallor 2012). Cocking (quoted in Vallor 2012) opines that plural identities compromise passive modes of self-representation like body language, expressions, gestures, and emotions.

Small Communities’ Encouragements/Deterrents
Pasquier (2010) avers that the size of the community does affect children’s formation of plural virtual identities significantly (22). Children, just like adults, will form such identities with or without encouragement or deterrents. Research on the area is inconclusive. Read More