March 2011 - Air-L - lists.aoir.org

CfP: social media and knowledge management
by Robert Mason 05 Mar '11

05 Mar '11

Call for submissions Now that the deadline for IR12 has passed and you've been thinking about research papers (!), consider submitting (and/or serving as a reviewer) for this mini-track at HICSS. Contact the chairs at any time for feedback on ideas-this is a first time mini-track, so we're interpreting the scope pretty broadly. HICSS 45<http://www.hicss.hawaii.edu/> January 4-7, 2012: Grand Wailea, Maui, Hawaii Mini-track on Knowledge Management and Social Media Knowledge Management and Social Media: the Challenge Papers solicited for this mini-track cover issues, challenges, ideas, and solutions for two aspects of knowledge management (KM) and social media (SM). On the one hand, SM offers unprecedented opportunities for sharing information and knowledge both among colleagues closely bound by shared interests but also among those representing the "strength of weak ties" (Granovetter, 1973). On the other hand, SM, because of the ease with which information can be disseminated, threatens organizational control of information and increases the risk of the loss of intellectual property and proprietary knowledge. For this track, we encourage authors from academia, industry, governments, and non-profits, especially collaborations among these groups to address the tension between both these aspects of KM and SM. We solicit early stage concepts, case studies, works-in-progress, and collaborative action research among academics, executives, and policy makers that illustrate innovative approaches and solutions. We especially seek papers that offer conceptual models combined with empirical evidence. Co-Chairs Robert M. Mason The Information School, University of Washington rmmason(a)uw.edu<mailto:rmmason@uw.edu> Dianne P. Ford Faculty of Business Administration Memorial University of Newfoundland dpford(a)mun.ca<mailto:dpford@mun.ca> Key Dates: Abstracts to co-chairs for feedback: any time Papers due: June 15, 2011

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best intro level org comm book?
by Nancy Baym 05 Mar '11

05 Mar '11

I've been asked this question: "Specifically, I am interested to understand better how e-mail affects corporate communications. For example, if i e-mail my boss, my boss's boss, all the way up the ladder, then how does that change the chain of command. Isn't there some element of information protection in a chain of command? I realize we can sit down for quite some time and speak about the implications, but my main question for you is can you direct me to a book or academic publication that can point me in the right direction?" Could those with expertise in this area point me to a solid readable introduction for an interested non-specialist? Thanks Nancy

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Cyber crime
by Bella Minw 05 Mar '11

05 Mar '11

I am writing a book chapter on Cyber crime in Africa focusing on four countries - Egypt, Kenya, South Africa and Nigeria. The focus is on various cybercrimes and activities relating to Africa, various means by which individual and corporate African organizations protect themselves from various crimes that have been perpetrated through the internet, African legislative regulations with the aim of determining their effectiveness in curbing cybercrimes over the years, definition of privacy in Africa and how various government interventions have violated the issue of personal and corporate privacy in Africa, just to mention a few. Any suggestion will be appreciated. ~Bella Ezumah, PhD

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CfP: Game Love- call for chapters
by Jessica Enevold 05 Mar '11

05 Mar '11

Call for Chapters Game Love - an anthology Editors: Jessica Enevold & Esther MacCallum-Stewart The editors seek to assemble an edited collection of papers on the subject of Love and Games. Whilst much has been written on violence and sex in games, the representation, creation and expression of love in and for games has hitherto been sparse, but is now gathering increased attention and interest. The authors have wished to assemble this collection for some time, and feel that Games Studies has reached a point of maturity during which such a study will help further some of the complex debates emerging in this area. Digital romances are reportedly complicated to tell in game form–whether it be story articulation or graphical rendition–still, attempts have been made both to convey stories of love and to engage the player emotionally in games. But how, and to what effect? What are the limitations and affordances of the game format when it comes to love? Moreover, love frequently evolves digitally among gamers–both for the game and for each other, but their stories seldom get told other than in forums or occasional journalistic sprees disclosing the behind the scenes of gaming. What are the specific qualities of games, gamers and gaming to bring such digitally inspired love about? Lastly, celebratory invocations of games and declarations of affection for individual avatars or favorite game characters abound, in fan, media and academic texts. If looked at more closely, what do they tell us about games and players, today and historically? The collection Game Love attempts to address some of the key debates in current Games Studies. We invite papers that draw from the topics listed below as a starting point from which to direct your investigations. The framework drawn up is based on earlier studies into the definition of love in and for games begun here into the definition of love in and for games begun here: http://gamingmoms.files.wordpress.com/2010/11/enevold-j-2008-2010-game-love…. 1. The Game itself: Semiotics–representation, narrative, cinematographic elements such as cut scenes or mono/duologues, asides or intertextuality; Mechanics–interface options, verbs, changes in game state related to love; Design– technique, design structure and theory, avatar and emotional design. 2. Player-generated love, paraludic action or interaction among players. Performative aspects of gaming– roleplay, fan fiction, machinima, webzines.Fan cultures and production.Gaming as romance.Sociological, autoethnographic or other studies of love in games.Love for or of specific foci, such as avatar, place or specific title 3. Game Discourse Critical and Media Debates surrounding the issue of love in/and for games, Gaming history, Socio-cultural understandings of love and its relation to games and gaming.Critical approaches to love and games– for example gendered readings or other critical standpoints. Critical fan discussion on games, the language of reviewers etc. Media responses to love in games. 4. Love for Games Ludophobia, ludophilia, ludomania, which may be interpreted in a number of ways; Excess and moral panics; Addiction – strongly connected to the theme of love – other perspectives will be tested for relevance We welcome challenges and alternative perspectives to this framework, as well as lively debate within the collection as to the nature and manifestation of love in and for games. You can also read the complete abstract here: http://gamingmoms.wordpress.com/2011/03/04/call-for-chapters-anthology-on-g… Timelines are as follows: 30th April 2011 - Deadline for abstracts 30th May - contributors informed of selection 1st December 2011 - first draft due in July 2012 - Estimated date of publication Please send abstracts to both Esther MacCallum-Stewart (Neveah(a)gmail.com) and Jessica Enevold (Jessica.enevold(a)kultur.lu.se) Dr Jessica Enevold Researcher and Lecturer, Department of Arts and Cultural Sciences Lund University, Sweden www.kultur.lu.se Mg. Editor Game Studies - www.gamestudies.org Dr Esther MacCallum-Stewart Vice President, Digital Games and Research Association Lecturer in Games, New Media and Online Communities The University of Chichester, UK. SMARTlab, UK

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Childhood Studies Grad Student Forum
by Patrick Cox 05 Mar '11

05 Mar '11

The graduate students of the Department of Childhood Studies at Rutgers University-Camden are pleased to invite you to a conversation about Childhood Studies. The Grad Student Forum of the The Multiple Childhoods/Multidisciplinary Perspectives Conference (MC/MP) <http://www.camden.rutgers.edu/multiple-childhoods/> http://www.camden.rutgers.edu/multiple-childhoods/ will bring together new and emerging scholars engaged in the study of children and childhood who wish to connect across disciplinary boundaries, share experiences, discuss their research, learn where the field of Childhood Studies is going, and meet the diverse range of fellow scholars around the world who will be taking it there! The majority of the conference will consist of traditional papers, panels, keynotes, and posters, so the Forum will be composed of roundtable discussions amongst the participants. Each discussion will be on one of the topics described below. The topics stem from the conference theme and are, we believe, core to the field of Childhood Studies but applicable for anyone studying children and childhood from any disciplinary or multi-disciplinary perspective. The Forum discussions will address the following themes: --Doing multidisciplinary studies--how, why, perils, pitfalls and rewards. --Interrogating “the child” -- who is a child? when is a child? age, development, society, culture? --Exploring Childhood Studies--an ongoing discussion, what is this new field, where does it come from, what does it entail now, and where are we as emerging scholars going to take it. --other topics you care to propose related to the overall theme of Multiple Childhoods/ Multidisciplinary Perspectives: Interrogating Normativity in Childhood Studies To join the conversation, please send a 1-2 page written statement on one of the above topics. Statements will be circulated amongst participants in advance of the Forum and will serve as springboards for the roundtables. This statement is neither a formal paper nor an abstract for a paper presentation. It should provide other participants a preliminary glimpse into what you would like to discuss with fellow researchers: what particular aspects of the above topics interests you most; how do you approach or even begin to address some of the questions or related issues; what are some of your own experiences of, and questions about, the topic you’d like to have a conversation about. Roundtables will be moderated by a graduate student who will (hopefully!) ensure fruitful debate, conversation, and discussion emerging from the thoughts in the statements. To participate, please submit a 1-2 page statement on any one of the above topics by March 26, 2011 to Martin Woodside: mlwoodside(a)gmail.com, with the subject line “Charting the Course.” The Forum will take place at the MC/MP Conference at The Hotel Palomar, Philadelphia, on May 19th, and will be followed by a less formal gathering of all graduate students attending MC/MP during happy hour at the Palomar Bar! And this will be immediately followed by the Conference opening reception, also at the Hotel Palomar. For any further questions please contact Anandini Dar ( anandini(a)camden.rutgers.edu) or Patrick Cox (ptcox(a)camden.rutgers.edu) We look forward to your interest! Graduate Student Forum Committee. -- Patrick Cox PhD Student 2010-2011 David K. Sengstack Fellow Department of Childhood Studies, Rutgers University http://childhood.camden.rutgers.edu/ 2010 ChLA Hannah Beiter Graduate Student Research Award Recipient https://email.rutgers.edu/mailman/listinfo/exploring_childhood_studies <https://email.rutgers.edu/mailman/listinfo/exploring_childhood_studies> http://www.camden.rutgers.edu/multiple-childhoods/ "In the depths of winter I finally learned there was in me an invincible summer." --Albert Camus "Don't let your studies interfere with your education." --Colonel Henry Rutgers "the jUdges of nOrmalitY are present everywhere." --Foucault, of course

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Twitter no longer allowing use for scholarship
by Rhiannon Bury 04 Mar '11

04 Mar '11

I just came across this article via RWW twitter feed: http://www.readwriteweb.com/archives/how_recent_changes_to_twitters_terms_o… Does anyone here know anything more or has anyone been directly affected? Rhiannon Rhiannon Bury, PhD Associate Professor, Women's and Gender Studies Athabasca University Canada's Open University rbury(a)athabascau.ca

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Twitter no longer allowing use for scholarship
by Rhiannon Bury 04 Mar '11

04 Mar '11

I just came across this article via RWW twitter feed: http://www.readwriteweb.com/archives/how_recent_changes_to_twitters_terms_o… Does anyone here know anything more or has anyone been directly affected? Rhiannon Rhiannon Bury, PhD Associate Professor, Women's and Gender Studies Athabasca University Canada's Open University rbury(a)athabascau.ca

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CfP: Journal of Community Informatics - Special Issue on Open Data / Open Government Data
by Tim Davies 04 Mar '11

04 Mar '11

==Journal of Community Informatics: Call for Papers for Special issue on Open Data== **Call for Proposals** The Journal of Community Informatics (http://ci-journal.net) is a focal point for the communication of research that is of interest to a global network of academics, Community Informatics practitioners and national and multi-lateral policy makers. We invite submission of original, unpublished articles for a forthcoming special edition of the Journal that will focus on Open Data. We welcome research articles, case studies and notes from the field. All research articles will be double blind peer-reviewed. Insights and analytical perspectives from practitioners and policy makers in the form of notes from the field or case studies are also encouraged. These will not be peer-reviewed. **Why a special issue on Open Data** In many countries across the world, discussions, policies and developments are actively emerging around open access to government data. It is believed that opening up government data to citizens is critical for enforcing transparency and accountability within the government. Open data is also seen as holding the potential to bring about greater citizens’ participation, empowering citizens to ask questions of their governments via not only the data that is made openly available but also through the interpretations that different stakeholders make of the open data. Besides advocacy for open data on grounds of democracy, it is also argued that opening government data can have significant economic potential, generating new industries and innovations. Whilst some open government data initiatives are being led by governments, other open data projects are taking a grassroots approach, collecting and curating government data in reusable digital formats which can be used by specific communities at the grassroots and/or macro datasets that can be used/received/applied in different ways in different local/grassroots contexts. INGOs, NGOs and various civil society and community based organizations are also getting involved with open data activities, from sharing data they hold regarding aid flows, health, education, crime, land records, demographics, etc, to actively sourcing public data through freedom of information and right to information acts. The publishing of open data on the Internet can make it part of a global eco-system of data, and efforts are underway in technology, advocacy and policy-making communities to develop standards, approaches and tools for linking and analysing these new open data resources. At the same time, there are questions surrounding the very notion of ‘openness’, primarily whether openness and open data have negative repercussions for particular groups of citizens in certain social, geographic, political, demographic, cultural and other grassroots contexts. In sum then, what we find in society today is not only various practices relating to open data, but also an active shift in paradigms about access and use of information and data, and notions of “openness” and “information/data”. These emerging/renewed paradigms are also configuring/reconfiguring understandings and practices of “community” and “citizenship”. We therefore find it imperative to engage with crucial questions that are emerging from these paradigm shifts as well as the related policy initiatives, programmatic action and field experiences. **Some of the questions that we hope this special issue will explore are:** 1) How are citizens’ groups, grassroots organizations, NGOs, diverse civil society associations and other public and private entities negotiating with different arms of the state to provide access to government data both in the presence and absence of official open data policies, freedom/right of information legislations and similar commitments on the part of governments? 2) What are the various models of open data that are operational in practice in different parts of the world? What are the different ways in which open data are being used by and for the grassroots and what are the impacts (positive, negative, paradoxical) of such open data for communities and groups at the grassroots? 3) Who/which actors are involved in opening up what kinds of data? What are their stakes in opening up such data and making it available for the public? 4) What are the different technologies that are being used for publishing, storing and archiving open data? What are the challenges/issues that various grassroots users and the stakeholders, experience with respect to these technologies i.e., design, scale, costs, dissemination of the open data to different publics and realizing the potential of open data? 5) What notions of openness and publicness are at work in both policies as well as initiatives concerning open data and what impacts do these notions have on grassroots’ practitioners and users? 6) Following from the above, what are the implications of opening up different kinds of data for privacy, security and local level practices and information systems? **Thematic focus** The following suggested areas of thematic focus (policy, technology, uses, impacts) give a non-exhaustive list of potential topic areas for articles or case studies. The core interest of the special issue is addressing each of these themes from, or taking into account, grassroots, local citizen and community perspectives. A) Different policy and practice approaches to open data and open government data B) Diverse uses of open data and their impacts C) Technologies that are deployed for implementing open data and their implications D) Critical assessments of stakeholders and stakes in opening up different kinds of data. **Submission** Abstracts are invited in the first instance, to be submitted by e-mail to jociopendata(a)gmail.com. - Deadline for abstracts: 31st March 2011 - Deadline for complete paper submissions: 15th September 2011 - Publication date is forthcoming Please send abstracts, in the first instance, of up to 300 words to jociopendata(a)gmail.com. For information about JCI submission requirements, including author guidelines, please visit: http://www.ci-journal.net/index.php/ciej/about/submissions#onlineSubmissions **Guest Editors** Zainab Bawa -Centre for Internet and Society (CIS) RAW fellow bawazainab79(a)gmail.com Tim Davies - Director, Practical Participation ( http://www.practicalparticipation.co.uk/odi/ tim(a)practicalparticipation.co.uk | @timdavies | +447834856303

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Call for Chapters: Virtual Professional Development and Informal Learning via Social Networks
by Jennifer Myers 04 Mar '11

04 Mar '11

CALL FOR CHAPTER PROPOSALS Virtual Professional Development and Informal Learning via Social Networks Edited by Dr. Vanessa P. Dennen and Jennifer B. Myers, Florida State University Introduction People are increasingly engaged in profession-related learning via social networks supported by Web 2.0 tools. Some of these informal online learners are already actively engaged in a profession, whereas others are preparing to enter a profession. Regardless, their online interactions enhance their formal education and face-to-face professional experiences. These individuals represent a sub-set of their larger professional community, not all of which has sought or may wish to seek online interaction. Still, the robust nature of these online communities, often developed in a bottom-up fashion, indicates the value of Web 2.0-based interaction for at least some people. Informal, voluntary professional development activities allow professionals to focus on individual learning needs as they arise. These opportunities do not replace formal education and training, which should focus on core knowledge and skills within the profession. Instead, they enhance formal experiences by providing a platform through which individualization, social networking, mentoring, and knowledge brokering all may take place. Thus, the power of informal online learning and professional development is in supporting individuals as they determine their own learning needs and, typically through interaction with others, find pertinent and timely ways of meeting those needs. Ironically, these activities may not be validated by the organizations in which people work as true learning or professional development because they are free to participants, are not typically led by “experts” (or are led by self-proclaimed experts), are socially constructed, may include personal/off-topic chatter, are not formally assessed, and do not result in a certification or degree. Still, the activities fill an important gap in professional learning because they enable on-the-job knowledge exchange and teach what is not or what cannot be taught in formal environments. Objective of the Book This edited volume will examine how individuals and organizations are using Web 2.0 tools to create informal learning and professional development opportunities. Informal learning is learning which occurs outside of a formal educational context, typically driven by a personal question or an immediate need. In other instances, informal learning may occur as a by-product of other social interactions. In this context, we focus on informal learning that occurs through online social networks on a voluntary basis. Professional development, then, is defined as learning that will enhance one's job-related knowledge or career growth regardless of field. Some of the technologies that will be examined in this volume include but are not limited to Twitter, blogging, discussion forums, social bookmarking tools, You Tube, and Wikis. Particular phenomena that will be addressed include: knowledge brokering (e.g., cross-pollination of institutional knowledge); ongoing online support communities; event-based communities (e.g. conference tweeting, current event blogging); cognitive apprenticeship via shared online narratives; and informal development of knowledge and learning object repositories. Recommended topics The book will cover: · Theories of Social Networks for Professional Development and Informal Learning. · Development of Social Networks for Professional Development and Informal Learning. · Impact of Social Networks on Professional Development and Informal Learning. Suggested topics include, but are not limited to, the following: · pedagogical frameworks for informal online professional development · social networking frameworks for informal online professional development · technology support for informal online professional development · how professional development networks are designed and developed · how norms and practices develop in professional development networks · technologies used for professional development networks · case studies of social network development · evaluations of online professional development networks · empirical research on network interactions in professional development networks · case studies of cognitive apprenticeship, mentoring, and knowledge brokering through online social networks. Submission Procedure Authors are invited to submit chapter proposals on or before March 15 2011. The proposal should consist of a 2-3 page chapter proposal clearly explaining the mission and concerns of his or her proposed chapter. Authors of accepted proposals will be notified by April 15, 2011 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by August 15, 2011. All submitted chapters will undergo a double-blind review. Contributors may also be requested to serve as reviewers for this project. This publication is anticipated to be released in 2012. Important Dates March 15, 2011: Proposal Submission Deadline April 15, 2011: Notification of Acceptance August 15, 2011: Full Chapter Submission October 15, 2011: Review Results Returned November 15, 2011: Final Chapter Submission Inquiries and submissions can be forwarded electronically (Word document) or by mail to: Dr. Vanessa P. Dennen and Jennifer Myers Department of Educational Psychology and Learning Systems Florida State University, Tallahassee, FL USA 32306-4453 Tel.: +1 850-644-8783 • Fax: +1 850-644-8776 E-mail: vdennen(a)fsu.edu and jab07s(a)fsu.edu Joint account: dennen.myers.book(a)gmail.com

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Design Perspectives Lecture: The Story of Design Factory
by Ken Friedman 04 Mar '11

04 Mar '11

Dear Colleagues, If you are in Melbourne, Australia, on March 16th, we invite you to join us at Swinburne University for a presentation by Kalevi Ekman of the Helsinki Design Factory. Design Factory is a unique center of invention, innovation, and entrepreneurial action where students of technology, engineering, and design work in multi-disciplinary teams to solve real problems for business, industry, and the public sector. If you can join us, please do. Details below. Yours, Ken Friedman -- FREE PUBLIC LECTURE: 16 March 2011 Swinburne University Design Perspectives Lecture Series: Design Factory’s Kalevi Ekman The story of the Aalto University Design Factory, a passion-based co-creation platform for learning and entrepreneurial action When: Wednesday 16th March, 2pm to 3.30pm Where: Swinburne University of Technology Faculty of Design PA Building Lecture Theatre (PA309) Prahran Campus (144 High Street) Design Factory provides innovative programs in product development and entrepreneurship at Finland’s Aalto University. It embraces approaches to teaching, learning, and entrepreneurial action pioneered at Stanford University. Design Factory brings student teams together from design, economics, engineering and technology to develop new prototype products for Finnish industry. Commissioning corporations provide 15,000 Euros ($20,650 AUD) to support projects running for two semesters. Students collaborate with industry, and many students establish successful businesses while studying. Located in Otaniemi, Finland, the Design Factory building hosts courses, research projects, and start-up companies, as well as short-term co-operation projects. Kalevi Ekman (Eetu): Eetu is the Director of Design Factory and Professor of Machine Design at Aalto University School of Science and Technology. He also leads the Product Development Project and was named Otaniemi of the Year in 2009. For more about Design Factory go to: http://aaltodesignfactory.fi/ RSVP by Monday 14th March. Send RSVP to: hngo(a)swin.edu.au with the subject line: Design Factory or phone Henry Ngo on 03 9214 6871

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