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Introduction

This tumblr page is my creative project that presents the culmination of my analysis of #Princetagram. 

What is it? 

#Princetagram is a hashtag originally employed by the university on Instagram and Facebook as a way to engage with its followers. Individual users post original content with this hashtag as part of the uploaded image’s caption. The successful use of #Princetagram involves visual and written communication objects passing through different mediums, mediation forces, and actors in a dynamic, yet still linear model of communication. The two main actors involved in this model are the original poster (OP) on Instagram and the university (as represented by an administrative employee managing the social media account) on Facebook. My final project’s findings come from: (1) a literature review of the topics relevant to this project; (2) brief interviews/discussions with 3 hashtag users and the university’s Social Media Strategist in charge of running the social media accounts, Ryan Maguire; (3) a visual data analysis of #Princetagram on Instagram, its associated photos featured on the University FB account, and the social media accounts of peer institutions. 

Why does it matter? 

In an era where social media has transformed the way we think about communication, my analysis seeks to make sense of this little-investigated topic area that is at the intersection of hashtag use, university social media use, and multi-level engagement mechanisms. In particular, very little has been written about university use of social media (Kelleher & Sweetser 2012). My analysis finds that this very unique form of communication between individual users and large, faceless entities like universities transpires over a digital communication pathway where the changes in context are conducive to producing changes in the originating message’s autonomy and meaning. In turn, this reveals how engagement mechanisms like photo-sharing used by universities and other large organizations have the potential for the creation of a communication where people are indeed willing to cede their autonomy, but for what in return, if anything? Lastly, hashtag use has been reported to showcase intriguing implications for the development of human language ( Daer, Hoffman & Goodman 2015). This analysis finds that the use of #Princetagram triggers both identifying and emphasizing functions in this communications model, and that this form of social tagging is but one of several byproducts of the democratization of photography.  

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What’s in a #Hashtag?

The literature on hashtags and Instagram reveals several key findings key for this analysis:

Hashtags allow for intentionality of the message for people that intend to have their posts grouped together with other posts using that tag. Hashtags can allow certain types of communities to emerge once the agreed upon tag sticks for a given theme. Hashtags also enhance the caption or description of the photograph (Highfield & Leaver 2014). #Princetagram is used mostly by people who are intending to group their photos within this digital exhibit gallery carrying a Princeton-specific theme.

Hashtag us can be seen as part of an electronic culture afforded by Instagram, relating to the concept of “renewing tribalism” within the “global village” evident in the digital era(McLuhan in Boyer 2007). #Princetagram is a signal. It is a marker to the digital world that one belongs to this Princeton tribe, as one who appreciates the campus, its student life, or is a current resident of it.

With the use of this hashtag, the user gives consent to distribute the image to a global audience. It is permissible for anyone to search that hashtag to see every image that has the hashtag in it’s caption. Without the #Princetagram, an individual post may not be viewed nor read by any Instagram user outside that user’s feed. Using a hashtag allows people to engage “with acts of sorting, finding, labeling, and clicking” (Daer et al. 2015). It allows people to simultaneously be the photographer, act as part curator, and consumer. This shows that there is greater accessibility both in taking and presenting photographs, and in viewing photograph collections.  

Of course, # use is not exclusive to Instagram. It was popularized with Twitter, and has since “been replicated across social media environments,” growing from an “organizational feature of social media” to taking on its present day role in “everyday language use” (Daer et al. 2015). 

Extending de Saussure’s (2011) discussion on the development of language to hashtags suggest that the popular use of a hashtag comes from modifications in human language representing the increasingly social nature of communication afforded by digital technologies like social media channels. Over time, a variety of shifts between the signified and the signifier among the IG community of speakers have allowed the adoption of #Princetagram to be exercised in the communication and speech events happening on these channels.

Likewise, extending Negroponte’s discussions in Being Digital, we can describe how certain IG features, like its asynchronous nature combined with a provision of real-time updates, allow users to conveniently check back in to IG to see what they missed. The hashtag allows users to see the specific grouping of posts that a user is most interested in seeing. At the same time, IG’s user photography illustrates exactly what Negroponte refers to in describing this era as one where users’ “expression can be more participative and live” (1996). 

What is the (linguistic) Function of a #? 

According to Daer et al. 2015, there are 5 primary linguistic functions in hashtag use:

Rallying

Used to bring awareness or support to a cause; also for use in marketing campaigns to gain publicity. Examples: #pitbullisnotacrime; #ASUfallwelcome.

Emphasizing 

Used to add emphasis or call attention to something in the post or something the post describes or refers to; usually expressed without judgment as a comment or reflection. Examples: #evidenceofspring; #lateafternoon.

Critiquing 

Used when the purpose of the post is express judgment or verdict regarding the object of discussion (a described experience, an image, etc.). Examples: #chefdamianisawesome; #whatishethinking.

Identifying 

Used to refer to the author of the post; functions to express some identifying characteristic, mood, or reflective descriptor. Examples: #ihatemyself; #diabeticinshape

Iterating 

Used to express humor by referring to a well-known internet meme or happening in internet culture (or popular culture, depending). Could also be a parody. Examples: #hashtag; WhatDoesItMean (attached to image of a “double rainbow).

By this literature, the use of #Princetagram fits in a mix between identifying, as it is used to refer to the location of the author of the message, and emphasizing, as it is used to call attention to the referential object of the message’s image. 

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A New Communications Model

The materiality of the different social media channels that the OP’s image travels through affects the context that the image gets circulated through. For this analysis’s purposes, the context of interest include the feedback loops, as well as the audiences that differentiate FB and IG. There are 2 feedback loops, but for purposes of simplicity, the figure only includes 1, as noted by the triangle.  

#1: Instagram 

At its origin, the image is entextualized in IG. This is the first stage in the communication model, represented on the figure above as the IG channel in white. Accompanying the image will be #Princetagram. This, on its own, functions as a discrete, textual unit of a communication object, among possible other hashtags and other texts in the caption. The image, of course, is the visual unit of the communication object. Together, both these objects compose the communication message. The large white dot represents the OP. The image the OP ultimately selects to communicate can undergo its own transformation on IG through the photo editing and filter features of IG, as represented by the white rounded square with orange chevron lines. The message is communicated directly to the followers of the OP, as represented in the figure by smaller white dots, and indirectly to searchers of the #Princetagram, where the university (big orange dot) is the primary searcher of interest. The message as a whole is then subject to IG-specific feedback (heart or comment that may or may not include a mention). At the IG stage, the OP is both the principal, author, and animator.

#2: Facebook 

Then, Ryan, the social media strategist employed by the university to represent it, will decontextualize the message in selecting the picture from the gallery of #Princetagram posts and recontextualize it on the university FB account. This is the second stage of communication, which is represented in the figure above as the FB channel in orange. This change in contexts is where the control is then transferred from the OP to the university, which is then subject to transformation in a new context. The degree of transformation depends on the the degree that the textual unit of communication is altered, since the image remains the same. Ryan makes the conscious decision to calibrate the message’s caption on FB based on the interests of the university. There are three primary cases of transformation of this caption Ryan elects, which will be discussed in the next post. In all of these cases, the animator will always be the university. Depending on the degree of transformation, in some cases, the OP can remain the author and principal. In other cases, the OP becomes only the co-author by virtue of the image being constant. Here, the university becomes co-author and the sole principal with a significant change in the accompanying text. Photo credit is always given to the OP by naming the OP’s IG username. The original image is then communicated directly to the fans of the university FB account, as represented in the figure as the smaller orange dots. Typically, this final destination is a much broader audience than that of the OP’s IG followers. The message is then subject to FB-specific feedback (like, comment that may or may not include a tag, or share). 

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Social Media Contexts of #Princetagram

INSTAGRAM

The date is timestamped by how old the post is.

Feedback is more limited on IG (just likes, mentions, and comments).

Usually, the OP has a smaller audience.

FACEBOOK

The date is timestamped by the date posted.

Feedback is more expansive on IG (in addition to likes, comments, and tags, which are just the FB version of mentions, users can share the post to their respective audiences and recently, reactions have grown beyond likes to “love, laugh, thankful, haha, sad, angry, wow”).

Unlike IG, users can also “like” each other’s comments.

Usually, the university FB  account has has a much larger audience.

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Getting the University Interview

Getting the interview with the Social Media Strategist, Ryan Maguire, was relatively easy. After a series of email exchanges, I was able to conduct a ~35 minute interview with him to ask him questions about the university side of things. 

 22 Chambers St, Address of the Princeton University Office of Communications

                                                 Ryan’s Office Space 

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3 Cases of Recontextualization

CASE #1 

Instagram

Facebook

This first recontexualization case features the least amount of transformation as the OP’s message gets transferred from IG to FB. Representing the University, Ryan provides a direct & full quote of the OP’s original caption. There is minimal to no commentary made by Ryan. Even though the OP has lost control of the message, they still function as the message’s author and principal as their message travels to a larger audience. The university serves as animator. 

CASE #2

Instagram

Facebook

This seconds recontexualization case features a moderate amount of transformation as the OP’s message gets transferred from IG to FB. The University provides retains meaningful amount of the OP’s original caption via direct quote. Still, there is some also some commentary made by Ryan that was not part of the OP’s original caption. To varying degrees, the OP becomes co-author and co-principal with the University, with the university functioning as the animator. 

CASE #3

Instagram

Facebook

This third recontexualization case features the most amount of transformation as the OP’s message gets transferred from IG to FB. The university either provides very little direct quote of the OP’s original caption or no reference to it at all. The commentary made by Ryan is almost exclusively on behalf of the University. A caveat is that the university never includes the extraneous, non-Princetagram hashtags. For OPs that don’t include non-hashtag text in their IG caption (like @paledrunkmonk), their message will usually always fall into this third case as Ryan attempts to create a caption befitting the University’s social media presence. Still, as the other image caption by @dvcola13, the university does exercise it’s ability to completely disregard the original message’s caption. At this point, the university assumes the exclusive role of principal and animator. The only co-authoring function granted to the OP is that of the photographer’s credit, with the text not at all being authored by the OP. 

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I help people tell stories. I work with 50+ people across the university, who are managers of their respective social media accounts across the different departments and schools in order to make the best of their social media efforts. I am pretty unique in the sense that I am the only person on campus where social media is a full-time job.

Ryan Maguire, Social Media Strategist

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Interview with Ryan, an Excerpt

Me: What are the conditions pictures should meet for them to get featured on the university's Facebook?

Ryan: Usually it has to be a high quality photo, have a nice caption, be colorful, and current.

Me: What are the differences you observe between user-generated #Princetagram content and university-generated #Princetagram content?

Ryan: On behalf of the university social media accounts, I seek to project an image of an authentic day in the life of being on Princeton's campus. I prefer action and people shots featuring activities and students. The user-generated content tends to be campus beauty shots.

Me: Are there any university constraints placed on your role in managing the social media channels?

Ryan: I am given a relatively high degree of autonomy with decision making.

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Example of a textbook case of a #Princetagram image that will be shared by the Princeton University FB page. 

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More on Instagram...

#Princetagram works so well because of the similarities in sound and spelling to Instagram. Ryan detailed a bit more on how IG works as an engagement channel that the University uses. 

The university IG account has a very active user engagement in terms of audience feedback on the posts it publishes. IG is often the channel with the most user engagement.

It allows the university to have user-created content. Often, Ryan says there is a range of messages that students will find more effective coming from fellow students rather than a faceless university account. One example he noted is a student posting about “light at the end of the tunnel” with his #Princetagram message during exams period. He said yes, the university could have communicated this message, but when a current student authored it, it seems more genuine and carries a sense of solidarity.

Many social media channels have specific target demographics. IG is no different. It has a relatively young demographic that allows the university to easily communicate and engage with prospective students.

Also, previous studies have confirmed that teens add more hashtags to their posts than adults, implying that they “may want to make their photos and themselves more exposed to others than adults” (Jang et al. 2015) In addition, teens have more comments and tags per photo, showing a higher predispostiion to be “expressive about themselves in their profiles and photos” (Jang et al. 2015). Considering that the average #Princetagram user is likely to be a current, college-aged student either in their teen or just out of their teen years, the literature suggests that their collective habits are conducive to ceding autonomy of their messages. 

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Correspondance with #Princetagram Users, an Excerpt

Me: Why do you use #Princetagram?

Anonymous Student #1: To get promotion for my dance company's shows on campus.

Anonymous Student #2: To get visibility for my photography account on instagram.

Anonymous Student #3: To get a shout out from the university facebook page.

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#PrincetagramPeers

How do other universities employ university/location-specific hashtags for engagement in their respective social media channels?   

Duke University 

Like Princeton, Duke is explicit in its mechanisms to use user-generated content from IG on its FB account. They employ #PictureDuke, and likewise display transformations to the OP’s initial message.

Columbia University also encourages its users to share photos with its #columbiauniversity, but it’s associated FB account does not share these user-generated message. It appears to be a one-sided engagement mechanism where user messages don’t get recontextualized by the university. 

University of Chicago has a few hashtags like #universityofchicago and #chicagogram, but they are not used as photo-sharing mechanisms in the way Princeton or Duke do it to engage its audience, but rather just to have its photos grouped together through a common identifier.

Others

Other universities I looked at included Harvard University (#Harvard), Yale (#Yale), and Stanford. However, none of these were true #PrincetagramPeers. 

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Bibliography

Boyer, D. (2007). Understanding Media: A Popular Philosophy. Chicago: Prickly Paradigm Press.

Daer, A., Hoffman, R., & Goodman, S. (2015). Rhetorical Functions Of Hashtag Forms Across Social Media Applications. Communication Design Quarterly Review, 3(1), 12-16.

Feldman, J. (2015, November 6). Every Picture Tells a Story. [Tumblr post]. Retrieved from http://princetonsocialmedia.tumblr.com/post/132682114218/every-picture-tells-a-story.

Ferrara, E., Interdonato, R., & Tagarelli, A. (2014). Online Popularity And Topical Interests Through The Lens Of Instagram. Proceedings from The 25th ACM Conference On Hypertext And Social Media (pp. 24-34). ACM.

Fiske, J. (1982). Introduction to Communication Studies. (pp. 1-23). London: Routledge.

Gershon, I. & Manning, P. (2014). “Media and Language.” In N.J. Enfield, P. Kockleman, & J. Sidnell (Ed.), The Cambridge Handbook of Linguistic Anthropology (pp. 559-76). Cambridge, UK: Cambridge University Press.

Highfield, T., & Leaver, T. (2014). A Methodology For Mapping Instagram Hashtags. First Monday, 20(1). Chicago.

Jang, J. Y., Han, K., Shih, P. C., & Lee, D. (2015). Generation like: Comparative characteristics in instagram. Proceedings from The 33rd Annual ACM Conference on Human Factors in Computing Systems (pp. 4039-4042). ACM.

Kelleher, T., & Sweetser, K. (2012). Social Media Adoption Among University Communicators. Journal of Public Relations Research, 24(2), 105-122.

McLuhan, M. (1964). "Introduction" and "The Medium is the Message." In Understanding Media: The Extensions of Man. (pp. 19-35). New York: McGraw Hill Book Company.

Negroponte, N. (1996). Being Digital. New York: Vintage.

de Saussure, F. (2011). Course in General Linguistics. Wade Baskin (Trans.) (pp. 11-23; 65-78). New York: Columbia University Press.

Tsur, O., & Rappoport, A. (2012). What's In A Hashtag?: Content Based Prediction Of The Spread Of Ideas In Microblogging Communities. Proceedings from The Fifth ACM International Conference On Web Search And Data Mining. (pp. 643-652). ACM.