This paper examines the distinction between social networking and social media, arguing that while social networking does not require social media, the two are increasingly intertwined. Drawing on studies of Facebook, YouTube, and other platforms, the paper explores how users form and maintain social networks online, the uses and gratifications that drive participation, and the civic and political outcomes that can result. The paper also investigates theoretical frameworks for understanding social network dynamics and considers how digital communication technologies are eroding traditional boundaries between public and private life. Findings suggest that social media amplifies existing social networks while also creating new forms of community engagement and identity expression.
The objective of this study is to examine social networking and how it does not require social media, and yet how social networking is increasingly utilizing social media. This work discusses how one's social networks in real life may or may not connect with their social networks online.
Matt Goddard, in his work "Social Networking vs. Social Media," states that social networking and social media "both have the word 'social' in them, but they should not be confused as the same thing" (nd, p. 1). Goddard describes social networking as "the what" and social media as "the how" (nd, p. 1). Social networks are comprised of peers "seeking and giving advice to make better decisions. Advanced social networking science can even tell us which people give out the most advice in the network and have the most influence. These people are called opinion leaders" (Goddard, nd, p. 1). Social networks connect through traditional means such as "face-to-face conversations, but we also use new-fangled approaches, such as blogs, syndicated videos, social bookmarks, and more, which we call social media. Unlike social network theory, which involves decision behaviors based on patterns of advice seeking, social media pertains to how this information can be shared online" (Goddard, nd, p. 1).
Park, Kee, and Valenzuela (2009) report that Facebook had 67 million active users in 2008, and that more than half of those users returned daily and spent an average of 20 minutes each day on the site. Park, Kee, and Valenzuela (2009) additionally note that the ability of college student populations to "form friends on the site" has resulted in huge success for Facebook, as it provides users with a way to "bridge their online and offline contacts." A great many studies "have been conducted to figure out the link between Facebook use and civic and political involvement based on social capital theory. However, it is not clear what specific features of Facebook produce those effects. Among the diverse applications of Facebook, Facebook Groups is a particularly popular and useful module that allows discussion forums and threads based on common interests and activities" (Park, Kee, and Valenzuela, 2009, p. 5).
The application's ability to "recruit members and spread messages easily through social networking" means that diverse political, social, and other special-interest organizations are creating online groups and utilizing the enhancements of Facebook Groups (Park, Kee, and Valenzuela, 2009, p. 5). It is reported that once an individual belongs to a political or civic group on Facebook, they "can receive mobilizing information that may not be available elsewhere. These individuals may also encounter more opportunities to engage in political activities" (Park, Kee, and Valenzuela, 2009, p. 5).
Park, Kee, and Valenzuela (2009) report that prior studies "have argued that specific gratifications and uses of social network sites (SNSs) may mediate different social outcomes such as civic and political involvement" (p. 5). Additionally, one study indicated that "increasing SNS use stemming from information motivations is more related to higher levels of social involvement than to entertainment purposes" (Park, Kee, and Valenzuela, 2009, p. 5). Furthermore, "the social needs of these online groups strengthen social contacts, community engagement and attachment by connecting the whole community through networks" (Park, Kee, and Valenzuela, 2009, p. 5).
Previous studies did not, however, examine different applications on Facebook and how they function in unique ways to satisfy different user needs. While some users leave short messages for their friends — messages involving interpersonal communication — there are also groups created specifically for the purpose of organizing meetings or events and for sharing or discussing common issues about campus, community, politics, or casual topics (Park, Kee, and Valenzuela, 2009, p. 5).
Park, Kee, and Valenzuela (2009) state that the "two-way nature of online technologies such as e-mail, bulletin boards, and chat rooms requires audience members to be active users" (p. 1). Previous studies have demonstrated that "life satisfaction and social trust are significant factors that influence the relationship between individuals' SNS use and political and civic involvement" (Park, Kee, and Valenzuela, 2009, p. 5). A factor analysis performed by Park, Kee, and Valenzuela (2009) shows that the top motivations for participating in Facebook Groups include:
(1) Socializing: receiving peer support; meeting interesting people; belonging to a community; talking about something with others; staying in touch with people.
(2) Entertainment: it is entertaining, funny, and exciting.
(3) Self-status seeking: peer pressure to participate; making oneself look cool; developing a career through group participation.
(4) Information seeking: getting information about events both on and off campus; obtaining useful information about products and services. (Park, Kee, and Valenzuela, 2009, p. 6)
Pempek, Yevdokiya, Yermolayeva, and Calvert (2009) report that media use provides "an important backdrop for the social, emotional and cognitive development of youth, accounting for a large portion of their time" (p. 227). One type of online application that has experienced rapid growth and gained popularity is "social networking on the Internet. Social networking websites, such as Facebook, MySpace, Friendster, LiveJournal, and Bebo, are member-based Internet communities that allow users to post profile information, such as a username and photograph, and to communicate with others in innovative ways such as sending public or private online messages or sharing photos online" (Pempek, Yevdokiya, Yermolayeva, and Calvert, 2009, p. 228). Nielsen/NetRatings data from spring 2006 reported that the top ten social networking sites in the United States "grew in number of users from 46.8 million to 68.8 million during the previous year. These sites reveal important information about how adolescents and young adults are interacting with one another in the information age" (Pempek, Yevdokiya, Yermolayeva, and Calvert, 2009, p. 228).
The design of social networking sites encourages "social interaction in a virtual environment. In general, communication is facilitated through information posted in the profile (i.e., the user's personal page), which often includes a photograph of the member and personal information describing his or her interests, both of which provide information about one's identity. Members can view one another's profiles and can communicate through various applications similar to email or online message boards. Such interactions can potentially address many concerns of adolescence and emerging adulthood, such as the need for friendship and peer feedback" (Pempek, Yevdokiya, Yermolayeva, and Calvert, 2009, p. 229).
Previous studies have indicated that a strong link between social networking sites and social capital exists. Surveys of teens and college students reveal that "youth primarily use these [social networking] sites to stay in touch with friends they see often and those whom they see rarely" (Pempek, Yevdokiya, Yermolayeva, and Calvert, 2009, p. 230). Additionally, approximately 50% of teens "use social networking sites to make new friends and about half of college students use them to let others 'know about me'" (Pempek, Yevdokiya, Yermolayeva, and Calvert, 2009, p. 230). The study conducted by Pempek, Yermolayeva, and Calvert (2009) reported the following percentage breakdown of social media networking site use by college students:
(1) Communicating with friends not on campus (old friends, friends at other schools, etc.) — 50.00%
(2) Communicating with friends on campus — 17.39%
(3) Communicating with friends seen rarely — 13.04%
(4) Looking at or posting photos — 35.87%
(5) Entertainment (to pass time, to fight boredom, to procrastinate, etc.) — 25.00%
(6) Finding out about or planning events — 25.00%
(7) Sending or receiving messages — 13.04%
(8) Making or reading wall posts — 11.96%
(9) Getting to know people better (friends or people recently met) — 11.96%
(10) Getting contact information (email address, phone number, etc.) — 8.70%
"Media circuits and social network theory"
"Fractal model of public and private online spaces"
"Key findings on networking, media, and outcomes"
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