Changing Facebook's Architecture (pre-publication)

8/11/2019 Changing Facebook's Architecture (pre-publication)

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Part 6

(Re)Configuring Facebook


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Chapter 19

Changing Facebooks Architecture

Sky Croeser

Curtin University

There are increasing pressures on tertiary-eve educators to adopt !ace"oo# in their teaching$ or at

the very east to ac#no%edge its roe in in&or'a earning. (t the sa'e ti'e$ co''entators are

e)pressing concerns a"out !ace"oo#*s use$ 'any o& %hich &ocus on issues reating to socia

privacy$ our a"iity to i'it access to persona in&or'ation to speci&ic groups o& peope +,aynes-

odie$ 2010. This chapter argues that in addition to considering potentia vioations o& socia

privacy$ educators need to "e a%are o& ris#s associated %ith institutiona privacy threats to

!ace"oo# users posed "y institutions$ incuding !ace"oo# itse&$ other co''ercia organiations$

and govern'ent agencies. (s a coroary to this$ educators shoud "e addressing the ethica

i'pications o& using a pat&or' that ses users* data and that ses users the'seves as an audience

to advertisers.

n considering these issues$ it is i'portant to consider !ace"oo#*s architecturethe user

inter&ace and a&&ordances o& the pat&or'as %e as !ace"oo#*s state'ents o& poicy. !or

e)a'pe$ athough it is technicay possi"e &or users to have &ine-grained contro over their privacy

settings$ in practice the ocation o& these settings in a 'enu structure separated &ro' content

discourages users &ro' doing so. i'iary$ athough users are a"e to i'it the a'ount o&


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in&or'ation they share %ith !ace"oo#$ 'any aspects o& the pat&or'*s design encourage users to

share in&or'ation a"out others$ as %e as a"out the'seves. ducators* responses to !ace"oo#

there&ore need to consider %ays to engage %ithand disruptthe pat&or'*s architecture directy.

5ro%ser e)tensions o&&er one avenue &or doing this$ as they ao% users to disrupt !ace"oo#*s

'echanis's &or gathering in&or'ation$ and !ace"oo#*s targeted advertising.

Facebooks Use in ertiary !"ucation# $enefits an"

Concerns

!ace"oo# has "eco'e an increasingy popuar service$ %ith over ninety percent o& students at so'e

universities reporting that they have accounts +e%$ 2011$ p. 633. The service no% hods a uni7ue

position in the onine in&or'ation ecoogy$ o&&ering an a-enco'passing e)perience %hich

incorporates an increasing range o& services$ such as onine chat$ e-'ai-i#e 'essaging$ groups$

and the sharing o& content +(en$ 2012$ p. 214. These &eatures and !ace"oo#*s popuarity are

pro'pting a nu'"er o& educators to suggest that teachers e)pore %ays to use the service &or

tertiary education +see 5osch$ 20098 uno : To%ner$ 20098 ,o"yer$ c;anie$


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argues that concerns a"out the %ays in %hich !ace"oo# %ea#ens "oundaries "et%een &or'a and

in&or'a "ehaviors are 'ispaced pedagogica research tends to suggest that "urring &or'a and

in&or'a earning strengthens$ rather than under'ines$ earning. (t the very east$ ,o"yer et a.

+2010 suggest that !ace"oo# can serve as a practica %ay &or teachers to contact students +p. 13>.

ven %hen teachers do not activey engage %ith !ace"oo#$ students 'ay create their o%n groups to

support their earning +particuary &or onine study. Ties &or'ed through these groups$ ?can ast &ar

onger than any singe unit$ and seeing onine students se&-organise socia and support

opportunities that persist is highy signi&icant in the' heping each other en@oy earning onine %ith

the sa'e opportunities as ca'pus "ased &ace to &ace studentsA +Beaver$ 2012$ p. 10. Dot ony

does !ace"oo# o&&er ne% possi"iities &or supporting students* earning$ "ut students are aso i#ey

to use !ace"oo# as an in&or'a support structure &or their studies %hether teachers encourage its

use.

ducationa use o& !ace"oo# necessariy raises concerns$ 'any o& %hich reate to the %ays

in %hich !ace"oo#*s architecture under'ines the "oundaries and hierarchies traditionay ta#en &or

granted in the cassroo'. (s 5aran*s +2010 research suggests$ students are uni#ey to 'a#e a cear

distinction "et%een their in&or'a$ socia co''unication on !ace"oo# and 'ore &or'a earning

and co''unications on the pat&or'. !urther'ore$ !ace"oo#*s atte'pts to encourage the use o&

rea na'es and signi&icant sharing o& persona content 'ean that

anyuse o& !ace"oo# %i necessariy con&ront "oth teachers and students %ith the&act that$ in an onine environ'ent %hich is so cosey ent%ined %ith rea identities$

rea paces and persistent co''unication$ they are a%ays e)picity negotiating the

"oundaries "et%een &or'a and in&or'a. +(en$ 2012$ p. 223. Ee'phasis in

originaF


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This overap "et%een o&&ine and onine space$ and "et%een in-cass and e)terna identities$ 'ay

have educationa "ene&its$ "ut it aso eads to uneasiness a"out privacy &or "oth teachers and

students.

Gn the %hoe$ privacy concerns a'ong users reate to socia privacy$ rather than

institutiona privacy threats to privacy &ro' !ace"oo# itse&. ocia privacy has aso "een the

pri'ary concern o& educationa schoars %riting a"out !ace"oo#$ %ho %orry that students 'ay

share in&or'ation on !ace"oo# that is inappropriate &or other students$ teachers$ or &uture

e'poyers to see or that teachers 'ay e)pose 'ore o& their ives to students than is desira"e.

(c7uisiti and ross +2006$ p. 16$ &or e)a'pe$ %orry that a signi&icant proportion o& users do not

#no% %hether privacy contros e)ist on !ace"oo#$ or ho% to use the'$ %hereas e% +2011 notes

that students* concerns a"out ?un%anted !ace"oo# audiences +e.g.$ current or &uture e'poyers$

university ad'inistrators$ and corporations sho%ed no reationship %ith in&or'ation reveationA

+p. 666$ and ri''e'an +2009$ p. 116> discusses the potentia conse7uences o& authority &igures

having access to students* !ace"oo# pro&ies. Concern a"out teachers* privacy is o&ten in#ed to the

idea o& 'aintaining distance "et%een teachers and students in order to rein&orce teachers* authority.

o'e schoars reco''end that teachers i'it se&-discosure onine in order to ?'aintain a eve o&

pro&essionais' that does not cross the "oundary o& the teaching-student reationshipA +uno :

To%ner$ 2009$ p. =. These issues are i'portant. tudents have &aced serious penaties %hen

in&or'ation shared on !ace"oo# reached unintended audiences +Hohnson$ 20108 Hones$ 20128

yte#a$ 2013$ and even teachers %ho %ish to chaenge the traditiona roe o& teacher-as-

authority-&igure %i need to navigate !ace"oo# care&uy. o%ever$ 'ore attention needs to "e paid

to the institutiona aspects o& privacy on !ace"oo#.


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Concerns a"out the vou'e o& in&or'ation shared %ith !ace"oo# and the %ays in %hich this

in&or'ation 'ay "e used need to "e put in the conte)t o& !ace"oo#*s architecture. (s Peterson

+2010$ p. 22 notes$ !ace"oo# 'a#es its 'oney &ro' users* data$ and it is in the co'pany*s interests

to "uid an architecture that ena"es and &aciitates sharing. !ace"oo# provides peope %ith

po%er&u privacy settings that ao% users to divide their !riends into groups$ and contro access to

particuar statuses or content$ "ut this happens %ithin the conte)t o& an environ'ent %hich does not

priviege privacy or &aciitate the use o& these settings +Peterson$ 2010$ p. 29.


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inspired "y Iuc#er"erg*s conviction that 'ore openness and sharing %i ead to a "etter %ord

+,aynes-odie$ 2012$ pp. 14=K1>2$ it is aso in#ed to the !ace"oo# "usiness 'ode.

!ace"oo#*s i''ense success as a co'pany is reiant on the data shared "y users$ as %e as

"y the ti'e users spend on the site. ;ata are sod to 'ar#eting services$ %hereas !ace"oo# ses

advertisers a custo'ied audience$ %hich %i ao% the' to ?reach the right audience &or your

"usiness and turn the' into custo'ersA +!ace"oo#$ 2013a. !ace"oo#*s architecture and de&auts

encourage users to share arge a'ounts o& in&or'ation a"out their interests and ives$ %hie

the structure o& the pages even &aciitates this se&-categorising "y providing a preset

seection o& categories. The vaue o& this pre-categorised data &or 'ar#eting anaysis

is o"vious$ and !ace"oo# ao%s 'ar#eters to access 'uch o& it so they can create

?ocia(dsA targeted to the individua user. +endry : ooda$ 2010$ p. 6

Done o& the privacy settings contro !ace"oo#*s access to one*s content +endry : ooda$ 2010$

p. 8 ,aynes-odie$ 2012$ p. 10>$ athough so'e o& the settings isted under ?(dvertsA do i'it

the %ays in %hich !ace"oo# can share that content. This 'eans that even i& a person is care&u

a"out his or her socia privacy on !ace"oo#$ success&uy navigating the co'picated privacy

settings in order to i'it content to intended groups$ one is sti sharing a his or her data

incuding in&or'ation on !riends and on ho% one co''unicates %ith the'%ith !ace"oo#.

( user is aso$ "y e)tension$ sharing his or her in&or'ation %ith third parties. n 2013$

!ace"oo# announced that it %oud "e "uiding partnerships %ith data "ro#ers in order to hep

'ar#eters ?reach their current custo'ers %ith reevant ads on !ace"oo#A +!ace"oo#$ 2013c. ;ata

"ro#ers 'atch non-!ace"oo# data +such as 'ar#eting data "ased on a user*s purchases %ith

!ace"oo# data in %ays that 'ay "e unsetting &or users


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coupes trying to get pregnant coud &ee %hen su"@ect to advertise'ents suggesting they 'ight "e

in&ertie +5ec#'an$ 200=. i'iary$ %hereas the pace o& advertising 'ore generay$ incuding

onine advertising$ in schoos has received so'e attention +see onar$ 5oninger$ arris$ Bi""y$ :

!ogarty$ 20138 onar$ 5oninger$


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?cheatA "y not &oo%ing the Ter's o& ervice$ or "y using the pat&or' in %ays discouraged "y the

architecture. Gne o& the 'ost co''on tactics advocated is &or teachers to i'it the a'ount o&

in&or'ation shared on the pat&or'$ and reco''end that students do the sa'e. This dra%s on

e)isting ?su"versive privacy practices$A %hich ,aynes-odie +2010 descri"es so'e users as

engaging in$ such as ?%a ceaningA +periodic deetion o& content. The 'ost e)tre'e &or' o& this

is the suggestion 'ade "y so'e university ad'inistrations that students deete !ace"oo# pro&ies

entirey "e&ore appying &or @o"s +Peterson$ 2010$ p. =. ore 'oderate advice &ro' uno and

To%ner +2009$ pp. =K9 reco''ends that teachers cutivate a ?pro&essionaA !ace"oo# pro&ie$ "oth

&or pedagogica purposes and to set an e)a'pe &or students$ %hich i'picity suggests i'iting

%hich #inds o& in&or'ation are shared on the site. uch o& the advice suggesting that "oth students

and teachers pay care&u attention to in&or'ation shared %ith !ace"oo# is use&u$ particuary &or

addressing concerns over socia privacy. o%ever$ it is i'portant to re'e'"er that the architecture

o& !ace"oo# continuay encourages 'ore sharing$ and that !ace"oo#*s agree'ents %ith data

"ro#ers 'ean that privacy threats reated to the site do not ony originate %ith content shared on

!ace"oo#.

(nother tactic suggested "y the iterature is &or teachers and/or students to ta#e steps to

separate their o&&ine identities &ro' their !ace"oo# pro&ies. ,aynes-odie +2010 discusses the

use o& aiases on !ace"oo# as a su"versive privacy practice %hich potentiay ao%s users o& the

pat&or' to re'ain ?invisi"eA to un%anted o"servation teachers 'ay prevent students &ro' "eing

a"e to see their persona pro&ies8 students 'ay prevent university authorities$ e'poyers$

cass'ates$ or other un%anted audiences &ro' "eing a"e to access potentiay da'aging

in&or'ation +such as photographs that suggest heavy drin#ing. ,eated to this$ uno and

To%ner*s suggestion that teachers create a co'petey separate pro&essiona pro&ie i'pies using an


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aias to ?hideA their pro&essiona pro&ie. Presu'a"y$ students coud aso create a persona pro&ie

that is hidden "y use o& an aias or privacy settings and coud use a di&&erent pro&ie &or educationa

purposes. (necdotay$ there are aready 'any teachers and students using aiases and/or 'utipe

accounts to hide their !ace"oo# pro&ie &ro' an education setting or to separate out educationa and

persona pro&ies. There are$ ho%ever$ severa pro"e's %ith these tactics. !irst$ they are contingent

on !ace"oo#*s un%iingness or ina"iity to en&orce its ter's o& service$ %hich prohi"it "oth the use

o& aiases +!ace"oo#$ 2013"and the creation o& 'utipe accounts +!ace"oo# ep Centre$ 2012.

econd$ they 'ay "e ine&&ective. The huge a'ount o& data %hich !ace"oo# is a"e to access and

anaye$ in co'"ination &ro' the data avaia"e through data "ro#ers$ 'eans that !ace"oo#

identities are o&ten veri&ied through e-'ai addresses$ phone nu'"ers$ and net%or#s o& !riends$

rather than 'erey through the pro&ie na'e. !ace"oo#*s recent ac7uisition o& a &acia recognition

start-up +Man rove$ 2012creates &urther potentia &or our ?reaA identities to "e 'atched %ith

aiases. (s %e as the i'pications &or institutiona privacy$ !ace"oo#*s a"iity to create in#s

"et%een our pro&ies and other aspects o& our identity can create i'portant "reaches o& socia

privacy. ven %ith an aias$ it is 7uite possi"e that !ace"oo# %i suggest a person to unintended

audiences in the ?peope you 'ay #no%A seections.

The 'ost co''on tactic educators advocate %hen it co'es to !ace"oo# is$ unsurprisingy$

education. (c7uisti and ross*s +2006 co'parison o& visi"e user pro&ies on !ace"oo# "e&ore and

a&ter a survey %as ad'inistered on privacy issues notes that even %ithout speci&ic instructions$ the

survey itse& 'otivated so'e users to change their privacy settings +p. 20$ suggesting that even

'ini'a interventions can "e 'eaning&u. o'e authors advocate speci&ic instructions to students

a"out privacy settings +uno : To%ner$ 2009$ p. 9$ %hereas others suggest a &or' o& education

a"out potentia har's o& !ace"oo#$ and responses that 'a#e &uer use o& privacy settings$ that is$


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"ased on discussion and rooted in the e)periences o& students* !ace"oo# use +reenho%$ ,o"eia$

: ughes$ 2009$ p. 2>38 ri''e'ann$ 2009$ p. 1204. (though these tactics are use&u$ they are

necessariy i'ited. (s noted earier$ privacy settings reate ony to socia privacy and do not ao%

users to i'it !ace"oo#*s access to their in&or'ation. (dditionay$ education a"out privacy on

!ace"oo# 'ust contend %ith the &act that the pat&or'*s entire architecture is geared to%ard

sharing$ and &re7uent Jprivacy urches* 'a#e it di&&icut even &or in&or'ed users to #eep trac# o&

their privacy settings.

The i'itations to tactica responses to privacy issues on !ace"oo# suggest that it 'a#es

sense to co'pe'ent these %ith 'ore strategic responses. de Certeau +19=4 distinguishes tactics

&ro' strategies %hereas tactics respond to e)isting architectures$ strategies reate to the structure o&

syste's and totaiing discourses$ the %ay in %hich spaces are organised and controed +p. 3=.

(though de Certeau sees strategies as pri'ariy depoyed "y those in po%er and as reating to

physica spaces$ the con&igura"iity o& so&t%are 'eans that even those %ho do not contro !ace"oo#

as an institution have so'e &reedo' to engage in strategies that recon&igure their e)perience o& its

architecture. 5ro%ser e)tensions provide one %ay to do this$ as they can hep to create signi&icant

changes to users* e)perience o& the %e".

ducators %ho are concerned a"out the ethics o& re7uiring or encouraging students to

e)pose the'seves to targeted advertising in the course o& their education 'ay suggest the use o&

(d"oc# Pus or other e)tensions that stop advertise'ents &ro' appearing %ithin the "ro%ser.

o'e e)tensions$ such as !ash"oc#$ Docript$ and 5etter Pop Up 5oc#er$ target particuar scripts

or so&t%are types$ such as a Havascript or !ash o"@ects. (d"oc# Pus reies on a co'"ination o&

techni7ues$ incuding su"scription ists and 'anua "oc#ing o& o"@ects$ to "oc# advertise'ents.

This can radicay change users* e)perience o& the %e"$ incuding !ace"oo# s%itching "et%een ad-


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"oc#ed and nor'a "ro%sing o& !ace"oo# shoud de'onstrate this. o%ever$ the creator o&

(d"oc# Pus has e)picity stated that he hopes the e)tension %i go "eyond changing individua*s

"ro%sing e)perience$ eventuay 'a#ing the use o& intrusive onine advertising econo'icay

ine&&icient +Paant$ n.d.. This is uni#ey to co'e a"out at current usage eves (d"oc# Pus$ the

?'ost popuar e)tension &or Chro'eA +undach$ 2012$ is ony instaed "y appro)i'atey 10 per

cent o& Chro'e users$ and ony around 9 per cent o& users across "ro%sers have so'e sort o& ad-

"oc#ing e)tension$ athough this is higher &or visitors to technoogy-reated content +Carity,ay$

2012. Devertheess$ using e)tensions that "oc# advertising goes "eyond a tactica response to

!ace"oo#*s architecture$ &unda'entay under'ining one o& the centra piars o& the pat&or'*s

design and purpose.

(so a nu'"er o& "ro%ser e)tensions address so'e o& the privacy concerns reated to

!ace"oo#*s partnership %ith data "ro#ers. ducators %ho are currenty opening discussion %ith

students around socia privacy 'ay %ish to co'pe'ent this "y incuding 'ention o& anti-trac#ing

"ro%ser e)tensions that hep to protect institutiona privacy$ such as ;isconnect$ hostery$

;oDotTrac#e$ and Priv3. These "ro%ser e)tensions "oc# coo#ies$ scripts$ %idgets$ and other

'eans o& gathering users* data and have a ess noticea"e e&&ect on users* e)perience o& the


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Gther "ro%ser e)tensions 'ay aso hep to dea %ith educators* concerns a"out the use o&

!ace"oo# or other pat&or's. Beech"oc#$ &or e)a'pe$ can "e used "y students to i'it their use o&

!ace"oo# and other socia 'edia or to create cearer de'arcations "et%een study-reated and

recreationa nternet use. TTP very%here is aso strongy reco''ended &or 'ore secure

"ro%sing. The e)tensions 'entioned here can aso "e use&u in deaing %ith threats to institutiona

privacy "y other corporations 'any concerns have "een raised a"out the 'yriad o& ooge

services 'any peope use every day and the e)tent to %hich this 'ay a&&ect our privacy. There are

aso other strategies and tactics educators 'ay e)pore$ such as disa"ing coo#ies +(uer"ach$ 2012$

to dea %ith the co''odi&ication o& users* data and the e)tensive advertising on pat&or's %hich

%e use.

Conc%usion


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a"out the ethics o& using a service %hie si'utaneousy under'ining the &unda'entas o& its

"usiness 'ode. Un&ortunatey$ it is not possi"e &or educators to re'ain neutra i& %e %ish to

either activey or tacity use !ace"oo# in our teaching$ %e need to grappe %ith the co'pe) po%er

reations invoved in using a co''ercia service.

References

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