for the second day of the three-day conference.
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How do likes and reactions as interactional features on Facebook status updates posted in 2016 extend narrative evaluation? |
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| While previous research has investigated Facebook likes, their role in evaluating online content, and expanding evaluative practices in an online environment, in 2016 reactions were newly-released on Facebook, and have not yet received much scholarly attention. Therefore, in this study I analysed the meanings attributed to likes and reactions by Facebook users and how they were actually employed to respond to Facebook status updates. I compared my results with previous studies to determine how far the use of likes and reactions have extended |  Debut presentation at ULAB17 conference, University of Cambridge |
evaluative practices of status updates on Facebook. Three stages of data have been collected: a self-report survey, a sub-sample of status updates, and a contextual questionnaire for status update authors. The results suggest that likes and reactions have afforded an increase in, and an extension to, evaluative practices on Facebook when compared with past studies. Despite reactions being intended to clarify evaluations in a continuum of emotion, likes are still used considerably more than reactions in 2016. It is argued that this could be due to numerous factors: likes' familiarity and integration in Facebook-user habits and competency compared to reactions; multiple meanings already attributed to likes before reactions were released; and the ease of practical and functional affordances of using likes as a "minimal effort response" over reactions.
| ULAB17 Abstract |
