March 2004 - Air-L - lists.aoir.org

fiinal program German Online Research 2004
by Uwe Matzat 16 Mar '04

16 Mar '04

Dear colleagues, please find the final program of the sixth international conference German Online Research at the following url: http://www.gor.de/gor04/programm_en.html We have sessions on online groups, social networks online and offline, e-democracy, the digital divide, e-learning, and other fascinating topics that make us -as researchers- crazy. As always, there is a stream of sessions on methods of internet research. Additionally, we offer a tutorial workshop program the day before and after the conference on the following topics: * The Analysis of Online Groups * The Analysis of Social Networks in the field of Internet Research * On-line Experimenting * Non-Reactive Methods of Data Collection on the Internet * Online Employee Surveys * How the Visual Layout of Questions Influences Answers to Web and Other Self-Administered Surveys The conference itself takes place March 30 + 31, 2004 at the University Duisburg-Essen (Germany). More information concerning registration can be found at http://www.gor.de/gor04/index_e.htm. On behalf of the program committee, Uwe Matzat ======================================= Uwe Matzat Sociology Section Sub-Department of Technology and Policy Department of Technology Management Eindhoven University of Technology P.O. Box 513, 5600 MB Eindhoven The Netherlands phone: +31 40 247-8392 email: u.matzat(a)tm.tue.nl http://www.tue-tm-soc.nl/~matzat/ =======================================

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freedom and related issues
by ET 16 Mar '04

16 Mar '04

Two interesting topics popped up recently on this list - the academic freedom post by Maximilian Forte and the number fetishism post by Alex Kuskis, and I 'd like to tie them into one by starting with my recent experiences. Last weekend I travelled to Melbourne for the graduation party of a family member. Amongst the gathering there were about 10-12 people who were studying at university or had recently finished. The discussion started with a complaint about a directive in the Graduation Notes that instructed graduates when receiving their degrees to "bow to the Dean". All those listening to the discussion expressed amazement that in the year 2004 a university should demand that students bow to a member of the staff. Its even more absurd when one considers that universities seem to be hot beds of political correctness, yet demand this kind of nonsense. The discussion then turned to the authoritarian manner in which universities operate, and the obsession with "doing it their way" without question. Universities did not come out smelling of roses :-) (Before I go any further I should point out that there are, no doubt, many wonderfully liberated people working in universities who do not fit the comments I am making nor are my comments a reflection of my own experiences at Curtin University. I am actually enjoying my experience with them - most of the time!) Should any of us be surprised that the kind of organisations that demand students bow to staff members would be purging staff websites? Should any of us be surprised that organisations that demand strict obedience to process should disregard the basic human rights and freedoms of staff and students alike? Should any of us be surprised that elements of one academic "faction" feel under siege from a larger faction? All of this comes back to human rights, and the respect, or lack of respect, that is generated in universities. We are all different, I doubt if any two human brains work in exactly the same manner, yet it seems to me that in universities there is an obsession, at times, with rigid adherence to process rather than stimulating or even allowing individual students to develop their own, and perhaps better, process. In every field there appears to be the same rigid and sad cycle. Group A creates a new idea/field/ discipline etc. They create a mass of new labels and processes and demand adherence because that keeps them in a position of control in that field. After a while a rebellion develops amongst those who disagree with Group A. They create Group B and equally demand strict adherence to their philosophy to ensure they are different to Group A and have a distinct position of authority. Ultimately more reasonable people come along and declare that there are good points to the views of Group A and good points to the views of Group B and they create Group C - using a combination of both previous philosophies but still demanding conformity with process. None of the above is good for the world because it is oppressive. All of the above is about process, but the world is totally disinterested in process, the world wants results. The world doesnt want another 50 conferences on how to feed the worlds starving. The world wants food to go into the mouths of the hungry. Universities seem obsessed with process and, in demanding obedience, create a culture of oppression that tends to ignore the basic human rights of students and others involved. And this culture is bad for the students and its bad for learning. Allow me to explain using an example - the art of referencing. University A will demand that all students use referencing system A. No ifs or buts - you must copy the system they promote or you are marked down. This obsession with process adds nothing to the knowledge or ability of the individual student. University B will demand that all students use referencing system B and again, no ifs or buts. None of this is good for learning nor is it good for the students. The poor student merely copies what he is told to follow without thinking about it, without understanding it. He enjoys no right to freedom of expression, no right to freedom of thought and is not stimulated to think for himself at all. Could there be a better way??? Yes. Let us imagine that the university, rather than taking a hardline and authoritarian stance, instead respected the students and their basic human rights and freedoms. Let us imagine that the university directed the student to two or three major examples of referencing, and then announced that the student could use any referencing system they chose, including using any referencing system they might create. If a student can create a referencing system that allows the lecturer to understand where the material was sourced from as clearly as any "official" system then the student has succeeded. If the lecturer has no difficulty understanding where the referenced material came from, then the result has been achieved and we should be unconcerned by the process involved. Is such a system useful? Of course it is. The student has to make decisions. They have to scrutinise different referencing systems, consider if they can make a better one, and then make a value judgement that may cost them marks as to what system they will employ. They are thinking, they are using the braiways available to them in their one way, they have to make decisions, they are teaching themselves and their right to freedom of expression is still intact. No oppression, no authoritarianism, plenty of freedom. All of which takes me back to the comments of our Latvian blooded colleague. I dont know if Alex was referring to me when he wrote...." This is for our friend from Oz who is so keen on quantitative analysis to the exclusion of all else" or to someone else, but the sentiments expressed are again a classic example of the problems I see in academia and the Estonian and Scandinavian social democratic blood in me , mixed in with my usual Australian arrogance, wont allow me to keep quiet :-) One group of people latches onto a particular way of doing things and begin to believe this is the only way or the best way. Another group opposes them and launches into an equally militant stance way whilst a third group develops who want to take a middle path. All obsess over process rather than focussing on the end result. We must remember that we are all different. We all have different abilities and skills. Not everybody can appreciate or understand the quantitative path because its not in their brainways to do so. Similarly not everyone can appreciate or understand the qualitative path. The process by which one arrives at a result is completely irrelevant as long as it can be followed by other people. If person A wants to use a qualitative process to achieve a result then good on them. If person B wants to use a quantitative process to achieve a result then good on them too. And if person C, a student, wants to create a new process called the "person C freewheeling- throw the tea leaves over the shoulder" method and it is published in such a manner that it can be easily understood how they obtained their result, then that also MUST be respected by academia because failure to do so is disregards the human rights and freedoms of that student. We can not talk about freedoms on one hand insofar as university staff websites is concerned if we do not support the right to intellectual freedom of the student. Students must have the right to explore new methods, and new pathways and to be given every chance to achieve top marks through individuality.Through this respect for human rights the individual is better off, academia is better off because it allows for a greater infusion of new ideas and humankind can not be worse off for this respect of freedoms. Whether we are talking about the demand for students to bow before a university official, whether we are talking about purged university staff websites or whether we are talking about the process used to achieve a research result, we should always ensure that we are putting the rights of the individual first, because through the respect for human rights at all levels comes a more dignified, mature and advanced society. Only through a respect for human rights do we develop as a society, we do not develop by having an obsession with process. It is important, in my opinion, that the rights of the individual be respected and that in a university environment the respect for rights should begin with full respect of, and encouragement of, the individual students right to freedom of thought and communication. regards, Eero Tarik Adelaide, South Australia -- "If you feed monkeys caviar, they are still monkeys!"

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Media monitoring applied online, election administration and the Internet
by Steven Clift 15 Mar '04

15 Mar '04

For all those "websphere" research buffs, how would you apply your tools and techniques to daily monitoring of major web sites during election periods? This is a possible extension of media monitoring to promote free and fair elections. Think global, developing democracies ... What tools and practices would you recommend? The general idea is that weekly reports could be generated about major media sites, government run sites, etc.. for bias/balance in coverage, etc.. Also, from a campaign regulation approach on party/candidate/individual sites, issues of liable, right of reply, etc. are also included in the research request below. Thanks, Steven Clift Election Administration and the Internet Research Request --------------------------------------------------------------- This is NOT a research request about electronic voting. This research request is about the use of the Internet in the electoral process. This request covers all levels of election administration, law, and campaign practice around the world as these issues relate to the use of the Internet. Specifically: 1. Strategic use of the Internet by government Election Management Bodies. 2. Campaign regulations and laws related to the use of the Internet in elections. 3. The process of independent "media monitoring" to promote free and fair elections as applied to the Internet. Please reply by _April 1, 2004_ to: clift(a)publicus.net - More Detail - Of interest are best practice examples, research, reports, plans and proposals in any language related to: 1. Strategic use of the Internet by government Election Management Bodies. This includes online information and multimedia provision, two-way communication, administrative transactions (campaign finance reporting, updating or verifying voter registration/electoral roll, etc.), administrative communication and online coordination, voter education, and outreach to target and marginalized groups. Again, my research request does not cover voting technology nor remote Internet voting. 2. Campaign regulations and laws related to the use of the Internet in elections. This includes the use of the Internet during election campaign periods by political parties, candidates, governments, the media, major or minor web sites, interest groups, individuals and others. This includes the application of existing laws and rules on campaign and media practices online. 3. The process of independent "media monitoring" to promote free and fair elections as applied to the Internet. This includes standard practices related to online analysis and monitoring of the web sites and e-mail efforts of traditional media organizations, governments, and other large reach online information and news providers in election periods. I am conducting this research for the International Foundation for Election Systems <http://www.ifes.org>. It is part of a comprehensive effort to review new electoral practices as they relate to election administration standards. Electoral standards represent the foundation of democratic expectations necessary to ensure free and fair elections in any country. If you are not sure whether the information or research that you have is of interest, please send it in <clift(a)publicus.net> regardless. Suggested contacts are also valuable. If you would like to learn about the specific results of this research, please check with IFES. I will announce any important public news about this effort on my Democracies Online Newswire e-mail announcement list <http://www.dowire.org> as well. Sincerely, Steven Clift E-democracy expert and speaker clift(a)publicus.net http://publicus.net Steven Clift - http://publicus.net - Reply to: clift(a)publicus.net Join DoWire: http://e-democracy.org/do Speaking requests: http://publicus.net/speaker.html Watch my BBC World interview: http://publicus.net/media.html

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Inquiry on research about how readers read, and changes in recent decades
by Andy Oram 15 Mar '04

15 Mar '04

For a presentation I am making about the evolution of technical documentation at a computing conference this summer, I'm seeking research about how people read and absorb information from books. Specifically, how it this activity have changed over the decades as radio and then TV became pervasive? Have people's expectations and ability to make their ways through linear expositions changed? ---------------------------------------------------------------------- Andy Oram O'Reilly & Associates email: andyo(a)oreilly.com Editor 90 Sherman Street voice: 617-499-7479 Cambridge, MA 02140-3233 fax: 617-661-1116 USA http://www.praxagora.com/andyo/ Stories at Web site: The Bug in the Seven Modules Code the Obscure The Disconnected ----------------------------------------------------------------------

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re conference
by susan.aaron＠utoronto.ca 15 Mar '04

15 Mar '04

There was notice re a conference of "Blacks" on-line not too long ago, but I can't locate it. Do you have a way of searching for that, within the last few weeks? thanks -- Susan Aaron, MA 416-544-9415 80 Montclair Ave, #303 Toronto, ON M5P 1P8

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Fwd: Computers, Freedom and Privacy 2004
by Dan L Burk 15 Mar '04

15 Mar '04

These items may be of interest to many on the list. Regards, DLB On 10 Mar 2004, Deirdre Mulligan wrote: > A quick reminder that CFP 2004 is open for registration and some info > on another upcoming conference at UCB. > > Computers, Freedom and Privacy 2004 > April 20-23, 2004 > http://www.cfp2004.org/program/ (program overview) > http://www.cfp2004.org/program/cfp04_mailer_web.pdf (detailed program > with panel descriptions and speakers) > http://www.regmaster.com/cfp2004.html (registration) > > > China's Digital Future: Advancing the Understanding of China's > Information Revolution > April 30 & May 1, 2004 > Sponsored by the Berkeley China Internet Project, the Western Knight > Center for Specialized Journalism Training, and the New Media Program at > the Graduate School of Journalism, University of California, Berkeley > http://journalism.berkeley.edu/conf/chinadf/index.html > > -- > Deirdre K. Mulligan > Director > Samuelson Law, Technology & Public Policy Clinic > Acting Clinical Professor > Boalt Hall > University of California > 346 North Addition > Berkeley, CA 94720-7200 > > v 510.642.0499 > f 510.643.4625 > dmulligan(a)law.berkeley.edu > http://www.samuelsonclinic.org > > >

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failed media
by Jonathan Sterne 15 Mar '04

15 Mar '04

At 12:01 PM -0500 3/11/04, air-l-request(a)aoir.org wrote: >Message: 5 >From: "Mattia Miani" <katanankes(a)yahoo.com> >To: <air-l(a)aoir.org> >Date: Wed, 10 Mar 2004 21:16:56 +0100 >Subject: [Air-l] Re: Air-l digest, Vol 1 #1001 - 8 msgs >Reply-To: air-l(a)aoir.org > >Hi all. > >Time ago, i believe, someone issued on the list a call for chapters for a >book aimed at exploring how forms of new media have failed in the past. An >intriguing question. Does anybody know id they came out with the book? > >Mattia Miani >University of Bologna Hi Maria, I have no idea who posted that call. There is a dead media database somewhere online, and failure is an ongoing theme in the history of communication technology. For a good theoretical take, check out John Durham Peters _Speaking Into the Air_ and Briankle Chang _Deconstructing Communication_ (especially the last chapter). Otherwise, I'd recommend any of the classic media histories available -- most of them deal at some length with ulternatives and unrealized plans. Charles Acland at Concordia is editing a book called _Residual Media_ (in which I have a chapter on computer obsolescence) and I am working on a book about abject moments in the 20th century history of communication technology (pretty US-centric but not exclusively) -- failure, obsolescence, decline, absurdity. There's also an upcoming conference at a school in Florida (forget which one) on media disasters. Best, --J -- Jonathan Sterne, Assistant Professor Department of Communication, University of Pittsburgh http://www.pitt.edu/~jsterne

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CFP: Special Issue on Campus Institutional Review Boards
by Lois Ann Scheidt 14 Mar '04

14 Mar '04

Since several people on this list are interested in IRB issues I am forwarding this announcement to all. I am not connected with the journal so please address any questions as instructed on their website, http://www.ku.edu/~jacr/ ______________________________________________________________________ Special Issue on Campus Institutional Review Boards Journal of Applied Communication Research Call for Contributions Institutional Review Boards (IRBs) have become a mainstay of all university campuses in the United States that receive federal funding or grants. Over the years IRBs have become increasingly active in their oversight of communication scholarship. This oversight can be particularly constraining for applied communication scholars who often study at risk populations (e.g. prisoners, physically abused women, children) and/or uncontrolled contexts (e.g. health care settings, anarchist gatherings, workplace violence). The purpose of this special issue of the Journal of Applied Communication Research is to explore the experiences of communication scholars with IRBs and the practices communication scholars use to manage the IRB process. The general approach of this special issue will be similar to the special issue on sexual harassment published in JACR in 1992. To explore these topics, we request submissions of brief narratives on any of the following topics: 1. Positive experiences working with a campus IRB. 2. Negative experiences working with a campus IRB. 3. Advice for gaining IRB approval. 4. Resistance strategies used to cope with a campus IRB. Contributors may submit narratives for more than one category or may combine categories in their narratives. Narratives may vary in length from a few sentences to a maximum of four double spaced pages and may be single authored or coauthored. Narratives can be written in either the 1st or 3rd person. Narratives need to avoid revealing individual, departmental, and institutional identities. Narratives should be based on personal experience. Reports of direct interaction with others describing their experiences, advice, or strategies may be included. Avoid including rumors and hearsay examples without direct knowledge of the accuracy of the information. Due to the sensitive nature of this topic, the narratives will be published anonymously. However, scholars who wish to be recognized for their contributions will have the option of being listed alphabetically at the end of all the narratives, whether their narratives are selected for publication or not. For an example of this approach see the special issue on sexual harassment published in JACR in 1992. The special issue will include an introductory essay on the purpose and functions of IRB, representative narratives from those submitted, and one or more essays analyzing the narrative contributions. Your Consent: By submitting a narrative you are consenting to have your narrative published anonymously and you are also consenting to have other scholars analyze your published narrative. The benefit of your participation in this project will be your contribution to an important scholarly conversation concerning the way research is conducted by applied communication scholars. There is a slight risk that your local IRB could discover your participation in this project and take punitive actions against you for what you have written. However, since the narratives will be published anonymously and written so that individuals and institutions cannot definitively be identified, this is a minimal risk, even less than might be experienced by sharing the stories with colleagues. Submission guidelines: 1) Do not submit narratives electronically. Electronic submissions will not be considered. 2) Include two printed copies of your narrative and a computer disk (floppy or CD) with a word file of your narrative. Do not include any personal identifiers on the printed copies or on the computer disk or file. Narratives should be double spaced and follow APA 5th edition guidelines. 3) In an accompanying letter, indicate which category or categories of narrative you feel best describes your contribution. 4) In the same letter, indicate whether you wish to be listed alphabetically as a contributor of a narrative. 5) In the same letter, include a statement indicating that you are giving your consent to have the narrative published in JACR and are consenting to have it analyzed by other scholars. Send contributions by April 30th, 2004 to: Special Issue on IRB Debbie Dougherty/Michael Kramer, editors 115 Switzler Hall Department of Communication University of Missouri Columbia, MO 65211 DoughertyD(a)Missouri.edu KramerM(a)Missouri.edu Lois Ann Scheidt MPA MIS SPHR CCP Doctoral Student School of Library and Information Science Indiana University Bloomington IN USA Webpage: http://www.loisscheidt.com Blog: http://www.professional-lurker.com

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CFP -- JIAD Special Issue on Interactive Advertising
by sjmcmill 13 Mar '04

13 Mar '04

Apologies for Cross Posting ***** CALL FOR PAPERS JOURNAL OF INTERACTIVE ADVERTISING Special Issue on Interactivity and Its Relationship to Advertising, Marketing, and Communication The Journal of Interactive Advertising (an electronic journal published at http://www.jiad.org) is pleased to announce a special issue addressing interactivity and its relationship to advertising, marketing, and communication. Interactivity is often viewed as central to new media technologies, but the concept is often under-defined and poorly conceptualized. The goal of the special issue is to improve our understanding of interactivity in the context of advertising, marketing, and communication. JIAD encourages both academicians and practitioners from diverse disciplines interested in expanding the body of knowledge of this fundamental area to submit manuscripts. RESEARCH TOPICS Any topic that addresses the impact of interactivity on advertising, marketing, or communication is appropriate for this special issue with particular emphasis placed on empirical research, conceptual papers, and insightful case studies. All research methods are welcome. Suggested topics include but are not limited to: *Historical trends in interactivity *Defining interactivity conceptually and operationally *Measuring interactivity *Applications of interactivity to various forms of advertising, marketing, and communication including examination of how interactivity affects professional practices such as media planning and buying and development of persuasive messages *Relationships between interactivity and other key variables such as involvement, attitude, and purchase intent *Effects of interactivity *Consumer responses to interactivity *Social impacts of interactivity *Cross-cultural issues related to interactivity *Industry trends and forecasts related to interactivity SUBMISSION INFORMATION The submission deadline is September 30, 2004. Submitted manuscripts will be subject to a double-blind peer review process and must not have been published, accepted for publication, or presently under consideration for publication elsewhere. Electronic submission is expected via email in either Word or PDF format, with all manuscripts following the JIAD guidelines (www.jiad.org) The target publication date for this special issue is Spring 2005. QUESTIONS AND ARTICLE SUBMISSIONS SHOULD BE DIRECTED TO THE SPECIAL ISSUE EDITOR. Dr. Sally J. McMillan Guest Editor, Journal of Interactive Advertising School of Advertising and Public Relations 476 Communication Building The University of Tennessee Knoxville, TN 37996-0343 (865) 974-5097 sjmcmill(a)utk.edu

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The Serendipity Machine & the Components of Navigation
by George Lessard 13 Mar '04

13 Mar '04

The Serendipity Machine David G. Green Information Technology, Monash University http://www.csse.monash.edu.au/~dgreen/books/serendipity/ serendipity_article.htm [excerpt] Predictions about the future of technology are notoriously risky. In the 1940s, Tom Watson, then chairman of IBM Corporation, made what must rank as one of the worst predictions of all time. "There is a need", he said, "for perhaps five computers in the world." By the year 2000, computers numbered in the hundreds of millions. In Watson's day, information was a rare and expensive commodity. Today it is abundant and cheap. That transition marks a revolution in the ways we do things, and even in the way we think and live. As anyone knows who has searched the Internet, abundant information means that we inevitably discover things that we never set out to look for. Serendipity, accidental discovery, is an everyday event. The importance of serendipity was driven home to me while building an environmental information system. The design focussed on crucial questions, such as "Where is species X found?" But as we gathered the necessary data, a curious phenomenon emerged. Data that we collected for one purpose yielded unexpected discoveries about other matters. For instance, data on species distributions, which we needed to describe different environments, could also help us interpret seasonal colour changes in satellite images. As the volume of data grew, the number of potential discoveries soon went off the scale. Since that time, new areas of computing, especially data mining, have arisen to exploit this "serendipity effect." ================================ The Serendipity Machine: Voyage of Discovery through Unexpected World of Computers (A Voyage of Discovery through the Unexpected World of Computers) The incredible advances in information technology during the second part of the 20th century have created a new form of complexity and have produced many surprising and totally unexpected consequences Table of Contents The information revolution The serendipity effect Divide and rule The platypus effect From the Net to the grid Nuggets of knowledge Talk to my agent Computing and nature Pandora's box The Internet turns green Virtual worlds The global village. Author : DAVID GREEN Format : Paperback ISBN : 186508655X Publisher : Allen & Unwin (Australia) Pty Ltd Publication Date (AUS) : January 2004 Pages : 216 Imprint : Allen & Unwin http://www.abbeys.com.au/items/25/65/26/ Abbey's Bookshops 131 York Street Sydney NSW 2000 Australia Phone: +61 2 9264 3111 or 1800 4 BOOKS (1800 426 657) Fax: +61 2 9264 8993 Book enquiries: books(a)abbeys.com.au ====================================================== The Serendipity Machine: A Voyage of Discovery Through the Unexpected World of Computers Paperback - ISBN: 186508655X - AU $22.95 http://www.publish.csiro.au/nid/18/pid/3882.htm Cover Image http://www.publish.csiro.au/covers/3882.jpg Description The incredible advances in information technology during the second part of the 20th century have created a new form of complexity and have produced many surprising and totally unexpected consequences. Computers, we love them and we curse them. No matter what we think about them, we know they have changed the world irrevocably. They have allowed us to make surprising, fantastic and unexpected discoveries. They are serendipity machines. However, computers have also made our world and our lives more complex. From mobile phones to the Internet, we use them to cope with rapid change and global crises. But what of their social impacts, especially when it comes to personal privacy and the role of the Internet in the globalisation of terror? The Serendipity Machine helps us make sense of recent developments in information technology. It explains how innovations such as data mining and evolutionary computing deal with the complexity by exploiting serendipity. It looks at possibilities raised by new technologies of personal agents and virtual communities. And it examines the growing influence of computers in new fields including biotechnology, environmental management and electronic commerce. It also reveals surprising connections between computing and everyday life. What do handbags, platypuses and traffic congestion have to do with computing? Why is computing becoming more and more like electricity supply? And why do computer scientists increasingly look to nature for inspiration? The Serendipity Machine is an engaging and insightful trek through the new worlds of information technology with plenty of chance discovery on the way. ================================= Components of Navigation http://www.izhd.uni-hamburg.de/paginae/Book/Ch2/Navigation.html [excerpt] ‘Lost in Hyperspace’ The topic of navigation is discussed by most hypermedia authors in close connection with the thesis formulated by Conklin (1987) that the user might »get lost« in the multitude of information contained in the interaction space, a risk that has been expressed in the catchphrase »lost in hyperspace« [Edwards/Hardman (1989)]. This thesis crops up in many studies, like a biblical quotation. Does it belong to the pedagogical myths that have grown around multimedia? Most authors conclude from this that it is necessary to develop transparent methods of navigation. I think that one can clearly see from the manner in which this argument is brought forward over and over again that the thesis of getting lost serves as a justification of introducing more strict forms of navigation for most authors. It seems to me that this topic therefore has a definite point of contact with the question of learner control, which I am going to discuss later. =============================

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