The workload needed for managing privacy and publicness in current social network services (SNSs) is placed on individuals, yet people have few means to control what others disclose about them. This paper considers SNS-users' concerns in relation to online disclosure and the ways in which they cope with these both individually and collaboratively. While previous work has focused mainly on individual coping strategies, our findings from a qualitative study with 27 participants suggest that collaborative strategies in boundary regulation are of additional importance. We present a framework of strategies for boundary regulation that informs both theoretical work and design practice related to management of disclosure in SNSs. The framework considers disclosure as an interpersonal process of boundary regulation, in which people are dependent on what others choose to disclose about them. The paper concludes by proposing design solutions supportive of collaborative and preventive strategies in boundary regulation that facilitate the management of disclosure online.

At first blush, mobile media may appear a promising solution to the problem arising from the fact that parents in the present-day kindergarten institution rely almost solely on teachers' retrospective reports on their child's daily activities. However, a kindergarten is a delicate social fabric that mixes professional roles (the teachers') with socio-emotional relationships (parenting and caring) and involves stakeholders who are dependent on adults in the use of technology (the children). To date, no studies have been reported that critically examine the boundary conditions for successful mobile media applications in such settings. We present a study of Meaning, a one-button capture-and-push-to-Web solution that was used by a Finnish kindergarten for a month. Interviews and the amount of media sent suggest that the intervention was a success, and we report on seven uses of media. However, all uses were critically affected by the users' social fabric, in which the teachers were the nexus. We conclude by discussing various ways in which the heterogeneity of the user group affected mobile media use.