Instant messaging in teen life

By Rebecca E. Grinter, Leysia Palen. Conference on Computer Supported Cooperative Work, 2002

502 citations recorded by the source corpus.

Subfields: Communication, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/33f29dda02a1592c0b37135e7b1de2cb24af19a3

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Communication

In Sociology and Political Science

Citations in the corpus

Privacy Concerns Versus Desire for Interpersonal Awareness in Driving the Use of Self-Disclosure Technologies: The Case of Instant Messaging in Two Cultures (2011, background): “the largest IM user group and the workforce of the future [38].”
Facebook® and academic performance (2010, background): “As implicated above and found in previous research, social networking via the computer (e.g., instant messaging) represents computer time for young individuals, because this activity is engaged in parallel with other computing activities such as doing homework (Grinter & Palen, 2002).”
Social matching: A framework and research agenda (2005, background): “Teenagers, for example, have been especially enthusiastic and innovative users of communications technology, from landline phones to mobile phones and text messaging [Ling and Yttri 1999; Grinter and Eldridge 2001; Grinter and Palen 2002].”
The character, functions, and styles of instant messaging in the workplace (2002, methodology): “Instant Messaging (IM), in contrast, has become of great interest to the CSCW community because it is a tool that successfully supports informal communication [ 5 , 6, 13, 14].”
Security in the wild: user strategies for managing security as an everyday, practical problem (2004, background): “Perhaps what is most surprising about this ability to rate technological mediums for security is that the same phenomenon is reported in other settings [14].”
Preadolescents' and adolescents' online communication and their closeness to friends. (2007, background): “However, recent research has demonstrated that Internet-enhanced intimate self-disclosure is not limited to online communication between strangers; it also occurs during online communication between existing friends ( Grinter & Palen, 2002; Leung, 2002; Schiano et al,, 2002).”
The Effects of Instant Messaging on the Quality of Adolescents’ Existing Friendships: A Longitudinal Study (2009, background): “IM is currently not only a staple of adolescents’ communication with existing friends (Lenhart et al., 2005) but it is also often used to share personal information with these friends (Boneva et al., 2006; Grinter & Palen, 2002; Gross, 2004; Schouten, Valkenburg, & Peter, 2007).”
The Effects of Cell Phone Usage Rules on Satisfaction in Romantic Relationships (2012, unknown): “Baron (2008) focused on what it means to be ‘‘always on,’’ and Grinter and Palen (2002) argued that partners feel the need to ‘‘be on or be out’’ (p. 23).”
Digital Footprints: Opportunities and Challenges for Online Social Research (2014, methodology): “When Internet access took place primar- ily at a desk, the temporal patterns of electronic social interaction typically matched the temporal patterns of school and work (Golder et al. 2007, Grinter & Palen 2002).”
Precursors and Underlying Processes of Adolescents' Online Self-Disclosure: Developing and Testing an “Internet-Attribute-Perception” Model (2006, background): “First, not only do adolescents use IM more often than do adults, but they also have integrated IM more fully into their lives (Grinter & Palen, 2002; Lenhart et al., 2005).”
Online Communication and Adolescent Well-Being: Testing the Stimulation Versus the Displacement Hypothesis (2007, methodology): “Second, whereas chat is more often used to form relationships, IM is typically used to maintain relationships (Grinter & Palen, 2004).”
Unpacking "privacy" for a networked world (2003, background): “Teenagers’ use of IM in their homes illustrates other kinds of privacy regulation behaviors [ 17 ].”