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This paper reports the findings of a survey conducted in Australia in 2007/08 that investigated the experiences of online social network users aged between 15-65 years. This research is underpinned by two socio-cultural theories of learning: Situated Cognition and Activity Theory, and has a particular emphasis on online identity creation.
Both quantitative and qualitative data are reported on issues of privacy, relationship between online and offline friends, time spent engaged in online social networking activities, use of photographs and status features and positive and negative experiences associated with
online social networking. The findings are then interpreted from a socio-cultural perspective of learning.
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