June 2020 - Air-L - lists.aoir.org

Job Opening: Kimmelman Internet Policy Fellowship
by Joly MacFie 26 Jun '20

26 Jun '20

{Just passing this along FYI] https://www.publicknowledge.org/job-opening-kimmelman-internet-policy-fello… *Public Knowledge Seeking Candidates for **Kimmelman Internet Policy Fellowship* *Fall/Winter 2020-Fall/Winter 2021* *Summary:* Public Knowledge is seeking candidates for a public interest fellowship learning and practicing federal advocacy. The fellow will promote diversity of viewpoints and free expression on the internet, competition among digital economy platforms, and access to broadband and other communications technologies for low-income and marginalized communities. This fellowship is named for Gene Kimmelman, former President and CEO of Public Knowledge, who has spent his career advocating for competition, diversity, and free expression in communications policy and training early career advocates. *Position: *Kimmelman Policy Fellow *Location:* Washington, DC *Position Summary: *Public Knowledge fellowships provide an opportunity for recent graduates to learn valuable analytical and policy making skills in an on-the-job setting that includes advocacy with Congress and federal agencies. Fellows promote fundamental human rights in the digital economy by working to create and execute strategies that promote the open internet, balanced intellectual property rights and communications competition. The fellowship length is one year. *Essential Responsibilities and Tasks:* Provide input, strategic advice, and advocacy to shape laws and regulations that support open internet policy, communications competition, and balanced intellectual property law. Serve as author on advocacy documents that support public interest positions. Partner with government relations and communications staff to develop and execute strategy on Capitol Hill, with government agencies, in coalitions including other public interest groups, and with the press. Oversee, design, and facilitate development of presentations for meetings with policy makers, the press, internal staff, and other public interest groups. Develop expertise in a select set of national, and where appropriate, global or state-based Internet technology or related policy issues. Other responsibilities and tasks, as needed. *Required Education, Experience, Knowledge, Skills, and Ability:* Bachelor’s or advanced degree. Ability to digest and understand underlying legal or policy documents as a prerequisite to strategic and policy planning. Strong analytical skills, including the ability to think quickly and devise legislative and political strategies to attain a projected outcome. Substantive knowledge of some communications policy issues or transferable policy experience. Ability to conduct research and analyze data. *Attributes:* Demonstrated dedication to the fight for civil liberties, human rights, and a more open and competitive communications environment. Excellent communications skills, including the ability to translate complex ideas into understandable written and oral statements and messages to persuade, influence, or inform others, including public opinion leaders and the media. *Compensation and Application Process* Compensation is $65,000 per year plus benefits. Application Process: To apply, recruiting(a)publicknowledge.org <https://mail.google.com/mail/?view=cm&fs=1&tf=1&to=recruiting@publicknowled…> Please send a resume, cover letter (including your experience and interest in public interest work), transcript if you have been out of school fewer than two years (official or unofficial), at least two references who are former supervisors and can speak to your substantive work, and a writing sample or excerpt of less than five pages (can be legal, policy, or an area of interest to you). Applications will be considered until July 15, 2020, and the position will begin some time after September 8, 2020. The fellowship will begin by remote means if Public Knowledge is closed due to the Covid-19 pandemic. For more general information about PK’s advocacy training program, click here <https://www.publicknowledge.org/public-interest-advocacy-training-at-public…> . -- -------------------------------------- Joly MacFie +2185659365 -------------------------------------- -

1 0

Teaching computing, race, and policing -- a lesson about surveillance, AI, and facial recognition
by Christian Sandvig 26 Jun '20

26 Jun '20

Dear AoIR colleagues, Yesterday the Wayne County Prosecutor publicly apologized to the first American known to be wrongfully arrested by a facial recognition algorithm: a black man arrested earlier this year by the Detroit Police. The statement cited the unreliability of software, especially as applied to people of color. With this context in mind, some university and high school instructors teaching about technology may be interested in engaging with the Black Lives Matter protests by teaching about computing, race, and surveillance. I'm delighted that thanks to the generosity of Tawana Petty and others, ESC can share a module on this topic developed for an online course. You are free to make use of it in your own teaching, or you might just find the materials interesting (or shocking). The lesson consists of a case study of Detroit’s Project Green Light, a new city-wide police surveillance system that involves automated facial recognition, real-time police monitoring, very-high-resolution imagery, cameras indoors on private property, a paid “priority” response system, a public/private partnership, and other distinctive features. The system has allegedly been deployed to target peaceful Black Lives Matter protesters. Here is the lesson: Race, Policing, and Detroit's Project Green Light http://esc.umich.edu/project-green-light/ The lesson includes videos, readings (including yesterday's apology), and suggested discussion questions and assessment. With some tuning, this lesson is suitable for courses in Information Science, Computer Science, Science & Technology Studies (STS), Information Technology, Sociology, Criminology, Media Studies, Public Policy, Law, Urban Planning, Ethnic Studies, and Applied Ethics. If you know of a mailing list that would reach instructors of these courses who would be interested, please feel free to forward this email. This lesson is offered as part of the "Emergency ESC" initiative from the Center for Ethics, Society, and Computing. If you are an instructor and you are willing to share similar material, ESC would be happy to act as a clearinghouse for these lessons and to promote them, whether or not you are affiliated with our center. Please e-mail esc-center(a)umich.edu to suggest or contribute. We will share selections on the "Emergency ESC" page in the future (http://esc.umich.edu/emergency/) Sincerely, Christian -- Christian Sandvig Director, Center for Ethics, Society, and Computing (ESC) H. Marshall McLuhan Collegiate Professor, School of Information; Dept. of Communication & Media; Center for Political Studies University of Michigan http://umich.edu/~csandvig - http://esc.umich.edu/

3 2

WEBCAST TODAY: How IXPs are supporting the Internet during COVID-19
by Joly MacFie 25 Jun '20

25 Jun '20

This has started. It will be available after. Real Time Text is at https://www.streamtext.net/player?event=CFI-ISOC ISOC Live posted: "On Thursday 25 June 2020, from 06:00-7:15 UTC, the Internet Society Asia Pacific Bureau hosts a virtual meeting 'How IXPs are supporting the Internet during COVID-19'. Major IXPs in the region will provide insights on how they have dealt with increased vo" [image: livestream] <http://livestream.com/internetsociety/apacixps>On *Thursday 25 June 2020*, from *06:00-7:15 UTC*, the *Internet Society Asia Pacific Bureau <https://www.internetsociety.org/regions/asia-pacific/>* hosts a virtual meeting '*How IXPs are supporting the Internet during COVID-19 <https://www.internetsociety.org/events/how-ixps-are-supporting-during-the-i…>*'. Major* IXPs <https://www.internetsociety.org/issues/ixps/>* in the region will provide insights on how they have dealt with increased volume of traffic, and how COVID-19 has tested capacity and resilience of local infrastructure. *LIVESTREAM http://livestream.com/internetsociety/apacixps <http://livestream.com/internetsociety/apacixps>* *PANELISTS* *Rupesh Shrestha*, Internet Exchange Nepal *Raja Mohan Marappan*, Malaysia Internet Exchange (MyIX) *Katsuyasu Toyama*, Japan Network Access Point (JPNAP) *Kenneth Chan*, Hong Kong Internet Exchange (HKIX) *MODERATOR* *Aftab Siddiqui*, Internet Society *TWITTER @ISOCapac #IXPs <https://bit.ly/3hp10L4> * *SIMULCASTS* *https://www.pscp.tv/ISOC_Live/ <https://www.pscp.tv/ISOC_Live/>* *https://www.twitch.tv/isoclive <https://www.twitch.tv/isoclive>* *https://www.facebook.com/pg/InternetSociety/videos/ <https://www.facebook.com/pg/InternetSociety/videos/>* *Permalink* https://isoc.live/12248/ -- -------------------------------------- Joly MacFie +2185659365 -------------------------------------- -

1 0

Call for Papers: Digital Technology, Lockdown and the Post-Pandemic University
by Mark Carrigan 24 Jun '20

24 Jun '20

*Organised by Mark Carrigan, Ibrar Bhatt and Jeremy Knox. Please note this is a different conference to the one I circulated a couple of weeks ago. * In only a few months, the world has been transformed beyond recognition by Covid-19. As we face the prospect of many months, even years, until a vaccine can be produced and distributed, it seems increasingly clear there will be no return to normality. This online conference by the Society for Research into Higher Education’s Digital University Network inquires into the ‘new normal’ we face in higher education, as well as the role which digital technology has and will play in bringing about it. With the university campus still vacated by the vast majority of staff, there is mounting uncertainty about what the next academic year will hold given that the imperative of social distancing will reshape every aspect of academic life. It is clear that digital technology will be essential to teaching, research and administration under these conditions but it is far less obvious what this will look like in practice. Furthermore, this online pivot is being undertaken at such speed and under such difficult conditions that strategic considerations risk being subordinated to the imperative of keeping the university operating at a distance. There is a substantial body of expertise about the use of digital technologies for educational purposes but our understanding of their embedding in the organisational structures of the university is less well developed. For example platforms like Zoom and Microsoft Teams have enabled operations of the university to continue at a distance during the lockdown but there are urgent questions this raises about surveillance, safety and security. This online conference aims to bring together political, sociological and technological questions which speak to our uncertain moment and the many questions we confront about how to move forward from here. This might include: - Possible models of socially distanced teaching and learning - The logistical challenges of rapidly pivoting to distance education - Academic labour in the digitally mediated university - The impact of the digital transition on student experience - Strategies and techniques for creating community in a socially distanced university - The short, medium and long term impact of social distancing on research culture However these are only suggestions and we welcome contributions on any theme related to digital technology, lockdown and the post-pandemic university. If you would like to take part, please send a 300 word abstract by June 30th to mark(a)markcarrigan.net with the title ‘*Digital Technology, Lockdown and the Post-Pandemic University*’. We intend to confirm acceptance by July 5th for an online event to take place on July 31st using Zoom. It is our intention to produce a special issue of a journal building from this event so please indicate in your original message if this is something which you are interested in. *I often work flexible hours that are outside the ‘traditional’ 09.00-17.00, Monday to Friday only office hours. If this e-mail arrives outside of your own preferred working pattern, please do not feel obligated to respond until your office hours have resumed.* Postdoctoral Research Associate Faculty of Education, University of Cambridge www.markcarrigan.net | @soc_imagination <http://www.twitter.com/soc_imagination/> www.cpgjcam.net | @cpgjcam <http://www.twitter.com/cpgjcam/> *The Isolation Pod: *A theoretical podcast about Covid-19 https://anchor.fm/theisolationpod

1 0

New Research Papers.
by Gerard Cheshire 24 Jun '20

24 Jun '20

Dear Association of Internet Researchers, This is to notify you that Maria Manuscript (MS408) Plant Series Papers 9 & 10 are now available, along with a Lexicon of the words from papers 1 - 10. The language is Iberian Vernacular Latin, closest to Portuguese, Galician, Catalan. https://ling.auf.net/lingbuzz/005269 https://ling.auf.net/lingbuzz/005270 https://ling.auf.net/lingbuzz/005271 Enjoy, and please feel free to disseminate far and wide. Dr. Gerard Cheshire. Research Associate. University of Bristol. United Kingdom.

1 0

WEBCAST TODAY: ITU-D Webinar on Digital Accessibility during COVID-19
by Joly MacFie 24 Jun '20

24 Jun '20

Good to see ITU-D tackling accessibility. Speakers include a couple of IGF DCAD <https://igf-dcad.org/> mainstays ISOC Live posted: "On Wednesday 24 June 2020, at 11:00-12:00 UTC ITU-D Study Groups will host a webinar 'Digital accessibility during COVID 19'. COVID-19 has emphasized the need to intensify all activities related to digital/ICT accessibility as a means to ensure digital in" [image: livestream] <http://livestream.com/internetsociety/itu-d>On *Wednesday 24 June 2020*, at *11:00-12:00 UTC* *ITU-D Study Groups <https://www.itu.int/net4/ITU-D/CDS/sg/index.asp>* will host a webinar '*Digital accessibility during COVID 19 <https://www.itu.int/en/ITU-D/Study-Groups/2018-2021/Pages/meetings/webinar-…>*'. COVID-19 has emphasized the need to intensify all activities related to digital/ICT accessibility as a means to ensure digital inclusion of all people, including those with disabilities. *ITU Study Group Q7/1 <https://www.itu.int/net4/ITU-D/CDS/sg/rgqlist.asp?lg=1&sp=2014&rgq=D14-SG01…>* deems it necessary to discuss the impact of unprecedented global pandemic, in the context of the Q7/1 mandate related to ICT accessibility which has risen as imperative to guarantee inclusive societies in the digital world. *OPENING REMARKS* *Doreen Bogdan Martin*, Director of the Telecommunication Development Bureau , International Telecommunication Union *SPEAKERS* *Daniela Bas*, Director Division for Inclusive Social Development, United Nations Department of Economic and Social Affairs (UNDESA) *Inmaculada Placencia- Porrero*, Senior Expert, Disability and Inclusion, DG Employment, Social Affairs and Inclusion, European Commission *Lidia Best*, Chair, National Association of Deafened People (NADP) of the United Kingdom *Axel Leblois*, President and Executive Director of the Global Initiative for Inclusive ICTs – G3ict *MODERATOR* *Amela Odobasic*, Rapporteur of Q7/1 *LIVESTREAM http://livestream.com/internetsociety/itu-d <http://livestream.com/internetsociety/itu-d> (open captions)* *PARTICIPATE VIA ZOOM https://bit.ly/2BuSutp <https://bit.ly/2BuSutp> (TIES account required) (closed captions)* *REAL TIME TEXT http://streamtext.net/player?event=ITU-D <http://streamtext.net/player?event=ITU-D>* *TWITTER @ITU #accessibility <https://bit.ly/2Yn7Hps>* *SIMULCASTS* *https://www.pscp.tv/ISOC_Live/ <https://www.pscp.tv/ISOC_Live/>* *https://www.twitch.tv/isoclive <https://www.twitch.tv/isoclive>* *Permalink* https://isoc.live/12328/ - -- -------------------------------------- Joly MacFie +2185659365 -------------------------------------- -

1 0

Big Data for Social Scientists two-day online course, 20-21 July
by Robert Ackland 24 Jun '20

24 Jun '20

Hello, I'm running a two-day online version of my "Big Data for Social Scientists" course, 20-21 July. The course covers an introduction to the collection and analysis of socially-generated 'big data' using the R statistical software, with a focus on social media networks (Twitter, YouTube and Reddit), and text data. Particularly useful to academics and PhD students who want to become more computationally literate, and those from technical disciplines who want to become more familiar with social science approaches to big data research. Also useful for people from industry and government whose work involves quantitative analysis of social media data. https://www.acspri.org.au/master-class-july-2020-big-data-analysis-online We'll be covering VOSON Lab R tools for collecting/analysing social media network data, other R packages for text analysis, and Gephi for network visualisation. The AUD is still pretty low and the fact it's an online course (via Zoom) makes it a great time for international colleagues who'd like some training in VOSON R tools (and SNA and text analysis in R)! -- Robert Ackland School of Sociology & VOSON Lab The Australian National University e-mail: robert.ackland(a)anu.edu.au <mailto:robert.ackland@anu.edu.au> homepage: https://researchers.anu.edu.au/researchers/ackland-rj project: http://vosonlab.net

1 0

New report examining relationship between teens’ tech use and mental health released
by Jamieson L Pond 23 Jun '20

23 Jun '20

New report offers insights into the relationship between social media use and youth wellbeing - Social Media and Youth Wellbeing: What We Know and Where We Could Go Report: https://youthwellbeing.online/Report-AIR Authors: Mimi Ito, Candice Odgers, and Stephen Schueller. Contributors: Jennifer Cabrera, Evan Conaway, Remy Cross, and Maya Hernandez. About the report: Fears abound about how social media, smartphones, and digital games are leading to depression, anxiety, and other mental health problems. What is under-discussed and under-investigated is how such technologies can foster social connection and engagement in ways that can build wellbeing among young people. The Social Media and Youth Wellbeing position paper highlights the need to move beyond the simple question of whether more time spent using social media causes mental health problems in adolescents. Instead, people should consider the specific forms of social media engagement that amplify or mitigate mental health risks for different adolescents. The team integrated findings from existing large-scale reviews, the voices of youth who have grown up on social media, and a systematic review of digital mental health apps available for youth. The paper found that young people are actively seeking information and support for mental health and wellbeing online, and that "most teens and tweens say social media help support social-emotional wellbeing, boosting confidence and alleviating anxiety, loneliness, and depression." The position paper is a product of the Wellbeing for Connected Youth project at the Connected Learning Lab at the University of California, Irvine, an interdisciplinary research institute dedicated to studying, designing, and mobilizing digital technology in youth-centered and equitable ways. The goal of the Youth Connections for Wellbeing project is to identify, support, test, and communicate new digital strategies for tapping young people’s insights, agency, and technology engagements to support wellbeing. >From the report: "We found that misplaced fears are deflecting attention from other real concerns, resulting in missed opportunities for leveraging technology and online communication to address adolescent mental health problems." "Our review of opportunities for intervention and design uncovered a significant gap between youth desire for mental health support and what is being offered by digital mental health professionals." "Substantial changes are required in the way we measure, conceptualize, and approach the questions of whether, for whom, and how social media engagement is influencing young people’s wellbeing." "The strongest signals we have that youth are struggling or require mental health support are not coming from tracking their social media usage or time online." Learn more and download the report: https://youthwellbeing.online/Report-AIR Respectfully, *Jamieson Pond, Communications Manager* Connected Learning Lab University of California, Irvine CLAlliance.org <https://clalliance.org/> | ConnectedLearning.uci.edu <http://connectedlearning.uci.edu/> Twitter: @TheCLAlliance <https://twitter.com/TheCLAlliance> | @TheCLSummit <https://twitter.com/TheCLSummit> Fb.com/ConnectedLearningAlliance <https://www.facebook.com/ConnectedLearningAlliance/> Connected Learning Newsletter <https://clalliance.org/newsletter>

1 0

2020 digital politics & advocacy guide - updated for a pandemic
by Colin Delany 23 Jun '20

23 Jun '20

Howdy, the 2020 edition of "How to Use the Internet to Change the World - and Win Elections" is now ready at Epolitics.com and in the Kindle ebook store on Amazon. Huzzah! http://www.epolitics.com/winning/ If you've picked up an earlier edition of the PDF before, you should have received an email with a code to unlock your free copy of the new one (drop me a line if you didn't). Unfortunately for past Kindle purchasers, Amazon required me to create this edition as an entirely new book, so you'll need to get a fresh copy. The 2020 edition includes:</p> * A new chapter and many other changes to reflect the realities of campaigning and communicating in a pandemic * Lessons from the Democratic presidential campaigns, the first months of the Biden-Trump showdown, and the George Floyd protests, as well as other updates to reflect the latest in digital politics & advocacy * An exploration of new channels for digital outreach, including relational organizing tools and social platforms like TikTok and Twitch * Big trends in online politics and advocacy * The latest online advertising opportunities -- and how to handle new restrictions * Eighteen chapters and 138 pages (PDF version) of digital-politics goodness The book's designed for campaigns, nonprofits, individual activists, students, journalists and others looking for a comprehensive overview of the field. I'm happy to send a review copy if you're considering it for an organization or a class -- it's required reading in university classes and communications firms across the U.S. and beyond. Let me know if you have any questions, and please help spread the word! Thanks for all your help. --cpd Colin Delany Epolitics.com -- digital strategy for politics and advocacy http://www.epolitics.com 202-422-4682 cpd(a)epolitics.com @epolitics

1 0

Online course development--what's a good contract?
by Patricia Aufderheide 23 Jun '20

23 Jun '20

Hi! We're in urgent need of understanding what good precedent is in negotiating faculty rights when universities develop online content. Who owns the content? What does the faculty member get paid to develop the content? What are the protections that the university won't just take the developed course and hire adjuncts to teach it? Any advice gratefully welcomed. Patricia Aufderheide, University Professor, School of Communication (she/her/hers) PhD Program Director Founder, Center for Media & Social Impact American University 4400 Massachusetts Av., NW American University, Washington, DC 20016-8017 McKinley Hall 323 @paufder @cmsimpact cmsimpact.org<http://cmsimpact.org> paufder(a)american.edu<mailto:paufder@american.edu> 202-885-2069 office 240-643-4805 mobile Reclaiming Fair Use--t<https://www.amazon.com/gp/product/022637419X?pf_rd_p=d1f45e03-8b73-4c9a-9be…>he second edition is out, with new stories, quizzes and entirely new chapters on the surprising success of fair use in enabling creativity!

4 3