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Learning Analytics and Knowledge (LAK) pre-conference workshop on Writing Analytics Literacy - Call for Participation
by Simon Knight 11 Nov '16

11 Nov '16

Learning Analytics and Knowledge (LAK) pre-conference workshop on Writing Analytics Literacy - Call for Participation ---------------------- The 2nd Learning Analytics and Knowledge (LAK) pre-conference workshop, to be held in Vancouver March 13-17th. Workshop website: http://wa.utscic.edu.au/events/lak17wa/ This workshop will be of interest to a wide range of LAK delegates including: students and researchers actively engaged in writing research, text analytics or writing analytics specifically; educators in schools, universities and businesses; leaders and policymakers; and companies active or potentially active in the field. We particularly invite participants who’re thinking about the question: “How can I use learning analytics to improve student writing” - whether as technologists, linguists, or teachers. Participation: Those interested in participating are invited to submit short (1 page maximum) applications for one of the following roles briefly describing which role you would like to participate in at the workshop and what you bring to the position (e.g., past experience working with student writing or writing analytics, how this area relates to your research interests). The workshop chairs will select contributions from a balance of roles, to ensure the workshop runs successfully. Participation roles include the following: - Pedagogic presenters: those who submit short documentation of a specific learning context in which writing analytics could be applied - Data presenters: those who provide a salient dataset for discussion of its properties and potential analyses - Analytic presenters: those who provide an analytic technique or tool that has been developed, along with resources describing particular pedagogic contexts in which it might be integrated - Commentators: those who commit to reading, and responding to, at least one of the above kinds of submission - note that we welcome commentators with all backgrounds and levels of experience Submission Guidelines ------------------------- Applications to participate should be submitted via email to sjgknight(a)gmail.com by December 18th Important Dates ------------------ - December 18, 2016: Submission deadline - January 8, 2017: Notifications of acceptance sent out (prior to earlybird deadline of January 13th) - March 13-17, 2017: LAK17 Conference (Workshop March 14th, full day)

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Peacekeepers Promise of Love in Dark Times
by Karyn Hollis 10 Nov '16

10 Nov '16

Hi All-- Here's something I found inspiring for your office door. Please print out, post and pass it on! Karyn Hollis, Villanova University Peacekeepers Promise of Love in Dark Times If you wear a hijab, I’ll sit with you on the train. If you’re trans, I’ll go to the bathroom with you. If you’re a person of color, I’ll stand with you if the cops stop you and/or whenever you need me. If you’re a person with disabilities, I’ll hand you my megaphone. If you’re LGBTQ, I won’t let anybody tell you you’re broken. If you’re a woman, I’ll fight by your side for all your rights. If you’re an immigrant, I’ll help you find resources. If you’re a survivor, I’ll believe you. If you’re a Native American, I’ll stand with you to protect our water, your burial grounds, and your people. If you’re a refugee, I’ll make sure you’re welcome. If you’re a union member, fighting for one, or fighting for $15/hour, I’ll be there. If you’re a veteran, a college student, a member of the working or middle class, I’ll fight against austerity measures and for more publically funded assistance for all. If you’re sick or just human, I’ll take up the fight for universal healthcare. If you’re tired, me too. If you need a hug, I’ve got an infinite supply. If you need me, I’ll be with you. All I ask is that you be with me too. -----Original Message----- From: Air-L [mailto:air-l-bounces@listserv.aoir.org] On Behalf Of air-l-request(a)listserv.aoir.org Sent: Thursday, November 10, 2016 7:57 AM To: air-l(a)listserv.aoir.org Subject: Air-L Digest, Vol 148, Issue 12 Send Air-L mailing list submissions to air-l(a)listserv.aoir.org To subscribe or unsubscribe via the World Wide Web, visit https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Flistserv.ao… or, via email, send a message with subject or body 'help' to air-l-request(a)listserv.aoir.org You can reach the person managing the list at air-l-owner(a)listserv.aoir.org When replying, please edit your Subject line so it is more specific than "Re: Contents of Air-L digest..." Today's Topics: 1. Deadline approaching - Digital Methods Winter School 2017 - Amsterdam (Richard Rogers) 2. Lesson plans for teaching for a peaceful, diverse world that is safe for everyone (Jill Walker Rettberg) 3. Re: Lesson plans for teaching for a peaceful, diverse world that is safe for everyone (Ian O'Byrne) 4. Re: Lesson plans for teaching for a peaceful, diverse world that is safe for everyone (Cristian Berrio Zapata) 5. Re: Lesson plans for teaching for a peaceful, diverse world that is safe for everyone (Brian Butler) 6. Re: Lesson plans for teaching for a peaceful, diverse world that is safe for everyone (Ezequiel Pablo Korin) 7. Re: Lesson plans for teaching for a peaceful, diverse world that is safe for everyone (Chris Peterson) ---------------------------------------------------------------------- Message: 1 Date: Thu, 10 Nov 2016 11:01:33 +0100 From: Richard Rogers <rogers(a)govcom.org> To: air-l(a)listserv.aoir.org Subject: [Air-L] Deadline approaching - Digital Methods Winter School 2017 - Amsterdam Message-ID: <DD909C74-5082-4FB1-81A5-4442EBCA21D4(a)govcom.org> Content-Type: text/plain; charset=utf-8 Call for applications - Digital Methods Winter School 2017 - Amsterdam Data infrastructures: Database stories, dumps and query driven narratives Digital Methods Winter School 2017 Amsterdam 9-13 January 2017 https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwiki.digit… <https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwiki.digit…> Everyday Winter School location: Digital Methods Initiative University of Amsterdam Turfdraagsterpad 9 1012 XT Amsterdam Digital Methods Winter School, Data Sprint and Mini-Conference * The Winter School will include a project on ‘Trump tweets’, which explores longitudinally Donald Trump’s Twitterverse. * The Digital Methods Initiative (DMI), Amsterdam, is holding its annual Winter School on Data Infrastructures. The format is that of a (social media and web) data sprint, with hands-on work for telling stories with data, together with a programme of keynote speakers and a Mini-conference, where PhD candidates, motivated scholars and advanced graduate students present short papers on digital methods and new media related topics, and receive feedback from the Amsterdam DMI researchers and international participants. Participants need not give a paper at the Mini-conference to attend the Winter School. For a preview of what the event is like, you can view short video clips from previous editions of the Summer School in 2015 <https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.youtub…> and 2014 <https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.youtub…>. The DMI Winter School is pleased to have Geoffrey Bowker (Univ California Irvine) give the opening keynote. He is author (among other works) <https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fmitpress.m…> of Memory Practices in the Sciences and (with Susan Leigh Star) Sorting Things Out: Classification and its Consequences, both published by MIT Press. He is joined as keynote speaker by Shannon Mattern (The New School, New York City) whose work in the journal Places <https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fplacesjour…> includes discussions of Infrastructural Tourism as well as the History of the Urban Dashboard. Data infrastructures provide the conditions of possibility for social action as well as ways of seeing the world. Among them, online data infrastructures these days range widely from social media API query environments as Facebook’s and Twitter's and secrets repositories and dumps as Wikileaks to interactive databases of missing migrants, uncounted police killings as well as war deaths put together by social researchers and leading newspapers such as the New York Times and the Guardian. Beneath them are data collection regimes with multifarious goals such as corporate data science, state data transparency and investigative data journalism. These data infrastructures have in common with ‘information infrastructures’ studied by G. Bowker and S. Leigh Star often enormous assemblages of socio-epistemological work invisible to the "the user-at-terminal”. The entire project of scanning the library books and putting into place the query infrastructure, the n-gram viewer, of Google Books (to mention another data infrastructure Bowker also pointed to) has been called ‘infrastructuring,’ which may be mapped out with considerable effort. Indeed, certain of the data collection work — whether vast and automated, laborious and manual and/or stealthy — as well as its ‘databasing’ have been visualised in a form of deconstruction that strives to demonstrate the crucial choices about what to collect and make available to the web browser user. For example, Facebook no longer makes friends data accessible, so as to enhance user privacy but it also forestalls research opportunities such as a like analysis of Donald Trump’s friends. This is one contribution digital methods may make to data infrastructure studies by providing a critical diagnostics of infrastructure by examining the data fields available and outputted by the query machine, and the limitations inhering therein. Researchers may reverse engineer the query design and initial outputs, as was the case with the studies of the ICWatch database (on surveillance workers) and the JD database (concerning Fukushima). In an exploration of the ICWatch database, an activist project that sourced intelligence workers' profiles from the social networking sites, LinkedIn and Indeed, researchers also provided network-analytical techniques to clean the database, making the open secrets more credible but also created a typical profile of the surveillance worker. In the Fukushima project researchers found with the use of an historical tweet collection-maker that to check and enrich the (limited) Twitter data set about the Fukushima debates would cost over $10,000. Apart from such critical diagnostics, or the identification of the mechanisms behind the outputs served, digital methods may also repurpose original or typical uses of the databases, and re-narrate the data space and thus the kind of stories they may tell. Stories told from Wikileaks data, for example, often concern how the release of the confidential is endangering or benefits certain states. Indeed one recent narrative (in the New York Times) has it that the leaks benefit the Russian government. Could Wikileaks be put to uses that Julian Assange once called ’scientific journalism’ or tell data stories of other kinds? In one brief study researchers found that Wikileaks data (Afghan warlogs) is rarely used by journalists and bloggers, hardly linking to the original leak as Assange once envisaged. When stories were told, they typically were scandalous, national stories (e.g., supposed military cover-ups). The 2017 Digital Methods Winter School critiques and repurposes data infrastructures and dumps online so as to re-narrate their current dominant uses. References Infrastructuring, “the user-at-terminal” and Bowker’s remarks on Google Books, https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.cambrid… <https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.cambrid…> Facebook Algorithmic Factory by Share Lab, https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Flabs.rs%2F… <https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Flabs.rs%2F…> Exploration of the ICWatch database, Digital Methods project, https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwiki.digit… <https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwiki.digit…> Exploration of the JD Archive (Fukushima), Digital Methods project, https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwiki.digit… <https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwiki.digit…> Faces of the dead, New York Times, https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.nytimes… <https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.nytimes…> The Counted, The Guardian, https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.theguar… <https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.theguar…> Migrant Files, https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.themigr… <https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.themigr…> Wikileaks and data-driven user-generated journalism, Digital Methods project, https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwiki.digit… <https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwiki.digit…> Digital Methods Mini-Conference at the Winter School The annual Digital Methods Mini-Conference at the Winter School, normally a one-day affair, provides the opportunity for digital methods and allied researchers to present short yet complete papers (5,000-7,500 words) and serve as respondents, providing feedback. Often the work presented follows from previous Digital Methods Summer Schools. The mini-conference accepts papers in the general digital methods and allied areas: the hyperlink and other natively digital objects, the website as archived object, web historiographies, search engine critique, Google as globalizing machine, cross-spherical analysis and other approaches to comparative media studies, device cultures, national web studies, Wikipedia as cultural reference, the technicity of (networked) content, post-demographics, platform studies, crawling and scraping, graphing and clouding, and similar. Applications: Key dates The deadline for application is 17 November 2016. To apply please send along a letter of motivation, your CV (including postal address), a headshot photo, 100-word bio as well as a copy of your passport (details page only) to winterschool [at] digitalmethods.net <https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fdigitalmeth…>. Notifications of acceptance will be sent on 18 November. If you are participating in the mini-conference the deadline for submission of your paper is 2 December. The mini-conference takes place on Friday 13 January 2016. Please send your mini-conference paper to winterschool[at] digitalmethods.net <https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fdigitalmeth…> . To attend the Winter School, you need not participate in the mini-conference. The full program and schedule of the Winter School and Mini-conference are available on 4 January 2017. Fees & Logistics The fee for the Digital Methods Winter School 2017 is EUR 695 (both credits and non-credits options), and upon completion participants receive certificates and/or 6 ECTS. To complete the Winter School successfully all participants must co-present the final presentation and co-author the final project report, evidenced by the presentation slides as well as the final report itself. Bank transfer information is sent along with the notification on 15 November 2016. Participants must pay the fee by 22 December 2016. Students at the University of Amsterdam do not pay fees. Participants from LERU <https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.leru.or…> as well as U21 <https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.univers…>universities receive a tuition waver of EUR 500 <https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.uva.nl%…>. The Winter School is self-catered. The venue is in the center of Amsterdam with abundant coffee houses and lunch places. Participants are expected to find their own housing (airbnb and other short-stay sites are helpful), or we have available accommodations at the Student Hotel: The Student Hotel Amsterdam Jan van Galenstraat 335 1061 AZ Amsterdam, The Netherlands Tel: +31 20 760 4000 info-amsterdam [at] thestudenthotel.com <https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fthestudenth…> Arrival: 8 January 2017 Departure: 14 January 2017 The Student Hotel Amsterdam West website <https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.thestu…> If you would like to have accommodations at the Student Hotel, please write to the student hotel directly. To avoid disappointment, please write to them as early as possible. The Winter School closes on Friday with a festive event, after the final presentations. Here is a guide to the Amsterdam new media scene <https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.digita…>. For further questions, please contact the organizers, Alex Gekker, Jonathan Gray and Liliana Bounegru at winterschool [at] digitalmethods.net <https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fdigitalmeth…> . Please bring your laptop computer, your European plug as well as the VGA adaptor for connecting to the projector. About DMI The Digital Methods Winter School is part of the Digital Methods Initiative (DMI), Amsterdam, dedicated to developing methods for Internet-related research. The Digital Methods Initiative holds the annual Digital Methods Summer Schools <https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwiki.digit…> (ten to date), which are intensive and full time, 2-week undertakings in the Summertime. The 2017 Summer School (dedicated to ‘Visual Methodologies’) will take place from 26th June to the 7th July 2017. The Digital Methods <https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fmitpress.mi…> book (MIT Press, 2015) provides an introduction to the methodological outlook that frames and informs the work of the DMI. There is also a companion volume about mapping social and political issues with digital methods: Issue Mapping for an Ageing Europe <https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fen.aup.nl%2…> (Amsterdam University Press, 2015), which is also freely available on the web <https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.oapen.o…> as an open access monograph. Further information and resources about digital methods can be found at digitalmethods.net <https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.digital…> - including links to example projects <https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwiki.digit…>, publications <https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwiki.digit…> and tools <https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwiki.digit…> as well as an introductory "founding narrative <https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwiki.digit…>" about the Digital Methods Initiative and details about associated researchers <https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwiki.digit…>. The coordinators of the Digital Methods Initiative are Dr. Sabine Niederer and Dr. Esther Weltevrede, and the director is Richard Rogers, Professor of New Media & Digital Culture, University of Amsterdam. Liliana Bounegru is the managing director. Social For those of you that use Twitter we are using the #DMI17 hashtag <https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Ftwitter.co…> as the backchannel for communication. Some pictures from Winter School 2015 <https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.flickr…>. Here is the Facebook Group <https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.facebo…> from one year. Here are pictures from a variety of DMI Summer and Winter School <https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.flickr…> flickr streams. We would very much look forward to welcoming you to Amsterdam! Prof. Richard Rogers Department Chair Professor of New Media & Digital Culture Media Studies University of Amsterdam https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.digital… <https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.digital…> r.a.rogers(a)uva.nl <mailto:r.a.rogers@uva.nl> ------------------------------ Message: 2 Date: Thu, 10 Nov 2016 10:57:47 +0000 From: Jill Walker Rettberg <Jill.Walker.Rettberg(a)uib.no> To: "<air-l(a)listserv.aoir.org>" <air-l(a)listserv.aoir.org> Subject: [Air-L] Lesson plans for teaching for a peaceful, diverse world that is safe for everyone Message-ID: <707C5056-C70F-4AD5-9CAE-F72916998F93(a)uib.no> Content-Type: text/plain; charset="utf-8" Dear all, After the US elections I am sure many of us, whereever we live, are thinking about how to plan next semester’s teaching so that it helps equip the next generation to deal with an increasingly frightening world. Within internet research, some obvious topics we can discuss are things like polarisation of polticial views, filter bubbles, algorithmic news filtering and the increasing spread of fake news. More generally, we can design activities that foster critical thinking, empathy, understanding of people who are not like oneself, and relate this to technology/internet/media. Maybe this would also be a good time to bring discussions of pre-internet media and technology and their role in the years before WW2, or even earlier dangerous times, and to compare this to social media etc today? I don’t yet have very clear ideas about this, but I would love to share ideas with other internet researchers who teach and who want to do the best we can in our teaching to counteract the racism, sexism, hatred, distrust of government and of others, and general division that is not only affecting the USA but obviously Europe and other parts of the world as well. I know many of us already teach these things, but maybe not in as focused a way as I think we may need to do in future? Or maybe the resources I’m longing for already exist? If you have ideas, please share them! If this is something several of us are interested in, we could set up a syllabus/Google doc / Facebook group or something. I’m thinking case studies with readings and lesson plans would be a really useful resource and might be a way we could do some good in all this. Jill Jill Walker Rettberg Professor of Digital Culture Dept of Linguistic, Literary and Aesthetic Studies University of Bergen Postboks 7800 5020 Bergen + 47 55588431 Blog - https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fjilltxt.net… Twitter - https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Ftwitter.com… My book "Seeing Ourselves Through Technology: How We Use Selfies, Blogs and Wearable Devices to See and Shape Ourselves" is out on Palgrave as an open access publication - buy it in print or download it for free! https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fjilltxt.net… ------------------------------ Message: 3 Date: Thu, 10 Nov 2016 12:12:21 +0000 From: "Ian O'Byrne" <wiobyrne(a)gmail.com> To: Jill Walker Rettberg <Jill.Walker.Rettberg(a)uib.no>, "<air-l(a)listserv.aoir.org>" <air-l(a)listserv.aoir.org> Subject: Re: [Air-L] Lesson plans for teaching for a peaceful, diverse world that is safe for everyone Message-ID: <CAJ=QRMzyxy0MAqze_Y7r00dBq2-e=0V2BuRqri_d56K27s7BXw(a)mail.gmail.com> Content-Type: text/plain; charset=UTF-8 Hi Jill, Thank you for starting this thread. I think it's terribly important and I'd like to identify a space/place to start collecting these resources and continuing the dialogue. To your list of topics, I'm also interested in continuing discussions about privacy and security as we build (and teach others to build) our digital identities. I'm also interested in researching/teaching about critically searching/sifting information, dealing with filter bubbles, but also negotiating fact and emotion in discussion. I'm planning on scheduling a series of podcast interviews to discuss/define: trust, truth, facts, empathy, voice in writing, etc. I think this is a global discussion as we examine the role of global hackers, content farms, social networks, and online information/disinformation in the mix. Looking forward to learning from everyone. -Ian -- _________________________ W. Ian O'Byrne, Ph.D. College of Charleston wiobyrne.com Be sure to subscribe to my newsletter. On Thu, Nov 10, 2016 at 5:58 AM Jill Walker Rettberg < Jill.Walker.Rettberg(a)uib.no> wrote: > Dear all, > > After the US elections I am sure many of us, whereever we live, are > thinking about how to plan next semester’s teaching so that it helps equip > the next generation to deal with an increasingly frightening world. > > Within internet research, some obvious topics we can discuss are things > like polarisation of polticial views, filter bubbles, algorithmic news > filtering and the increasing spread of fake news. More generally, we can > design activities that foster critical thinking, empathy, understanding of > people who are not like oneself, and relate this to > technology/internet/media. > > Maybe this would also be a good time to bring discussions of pre-internet > media and technology and their role in the years before WW2, or even > earlier dangerous times, and to compare this to social media etc today? > > I don’t yet have very clear ideas about this, but I would love to share > ideas with other internet researchers who teach and who want to do the best > we can in our teaching to counteract the racism, sexism, hatred, distrust > of government and of others, and general division that is not only > affecting the USA but obviously Europe and other parts of the world as well. > > I know many of us already teach these things, but maybe not in as focused > a way as I think we may need to do in future? Or maybe the resources I’m > longing for already exist? > > If you have ideas, please share them! If this is something several of us > are interested in, we could set up a syllabus/Google doc / Facebook group > or something. I’m thinking case studies with readings and lesson plans > would be a really useful resource and might be a way we could do some good > in all this. > > Jill > > > Jill Walker Rettberg > Professor of Digital Culture > Dept of Linguistic, Literary and Aesthetic Studies > University of Bergen > Postboks 7800 > 5020 Bergen > > + 47 55588431 <+47%2055%2058%2084%2031> > > Blog - https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fjilltxt.net… > Twitter - https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Ftwitter.com… > My book "Seeing Ourselves Through Technology: How We Use Selfies, Blogs > and Wearable Devices to See and Shape Ourselves" is out on Palgrave as an > open access publication - buy it in print or download it for free! > https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fjilltxt.net… > > > > _______________________________________________ > The Air-L(a)listserv.aoir.org mailing list > is provided by the Association of Internet Researchers https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Faoir.org&da… > Subscribe, change options or unsubscribe at: > https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Flistserv.ao… > > Join the Association of Internet Researchers: > https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.aoir.or… -- _________________________ W. Ian O'Byrne, Ph.D. Assistant Professor of Literacy Education Department of Teacher Education College of Charleston wiobyrne.com Want more insight into literacy, technology, & education? <https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwiobyrne.co…> ------------------------------ Message: 4 Date: Thu, 10 Nov 2016 09:20:45 -0300 From: Cristian Berrio Zapata <cristian.berrio(a)gmail.com> To: Jill Walker Rettberg <Jill.Walker.Rettberg(a)uib.no> Cc: AOIR list <air-l(a)listserv.aoir.org> Subject: Re: [Air-L] Lesson plans for teaching for a peaceful, diverse world that is safe for everyone Message-ID: <CA+=zPaxcAYe9cMpTB6g8fCkwsfpPODby9tc2NKn5+oLCuKUyoA(a)mail.gmail.com> Content-Type: text/plain; charset=UTF-8 Dear Jill: I try to tech this as my believe is that technology acts as a magnifying lens: good wold be better, wrong will be catastrophic. I propose you and our colleagues to engage in small videoconferences to talk to our students around the world. I can arrange some sessions where you can make a brief intervention to show what is happening in you region, and your perspective about it. Most of us people, students also, live in our little boxes with our petty problems, too busy to look ahead the cellphone or Facebook. The global information society has been used to divide and reign, but not to awake the mind of youngsters and take them out of the box. I already did this with a professor in the USA and it was a good experience. Talk to others with video conference or recording a video message; get students to know each other and talk about what is happening here in Brazil with the impeachment, in Colombia the plebiscite for peace, in UK with brexit, and now with the Trump era in the USA. There is the problem of language and translation, time zone differences, technicalities, but we can solve it all if we join. That would be my proposal and invitation. Now, in regard to the topics to share, I think we can create a webpage, a blog or Facebook group, to get the topics together. I would help in maintaining it if it helps. Again, there the language barrier might be a problem so, we have to think how to use the web's transition in our advantage. If you agree, I am open to discuss this via Skype, Facebook, WhatsApp, Hangouts or Telegram and make a plan. Greedy corporate leaders and unscrupulous politicians are already joined into global networks. We citizen are not. This can be an opportunity. Thanks for you invitation. Em 10 de nov de 2016 7:58 AM, "Jill Walker Rettberg" < Jill.Walker.Rettberg(a)uib.no> escreveu: > Dear all, > > After the US elections I am sure many of us, whereever we live, are > thinking about how to plan next semester’s teaching so that it helps equip > the next generation to deal with an increasingly frightening world. > > Within internet research, some obvious topics we can discuss are things > like polarisation of polticial views, filter bubbles, algorithmic news > filtering and the increasing spread of fake news. More generally, we can > design activities that foster critical thinking, empathy, understanding of > people who are not like oneself, and relate this to > technology/internet/media. > > Maybe this would also be a good time to bring discussions of pre-internet > media and technology and their role in the years before WW2, or even > earlier dangerous times, and to compare this to social media etc today? > > I don’t yet have very clear ideas about this, but I would love to share > ideas with other internet researchers who teach and who want to do the best > we can in our teaching to counteract the racism, sexism, hatred, distrust > of government and of others, and general division that is not only > affecting the USA but obviously Europe and other parts of the world as well. > > I know many of us already teach these things, but maybe not in as focused > a way as I think we may need to do in future? Or maybe the resources I’m > longing for already exist? > > If you have ideas, please share them! If this is something several of us > are interested in, we could set up a syllabus/Google doc / Facebook group > or something. I’m thinking case studies with readings and lesson plans > would be a really useful resource and might be a way we could do some good > in all this. > > Jill > > > Jill Walker Rettberg > Professor of Digital Culture > Dept of Linguistic, Literary and Aesthetic Studies > University of Bergen > Postboks 7800 > 5020 Bergen > > + 47 55588431 > > Blog - https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fjilltxt.net… > Twitter - https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Ftwitter.com… > My book "Seeing Ourselves Through Technology: How We Use Selfies, Blogs > and Wearable Devices to See and Shape Ourselves" is out on Palgrave as an > open access publication - buy it in print or download it for free! > https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fjilltxt.net… > > > > _______________________________________________ > The Air-L(a)listserv.aoir.org mailing list > is provided by the Association of Internet Researchers https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Faoir.org&da… > Subscribe, change options or unsubscribe at: https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Flistserv.ao… > listinfo.cgi/air-l-aoir.org > > Join the Association of Internet Researchers: > https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.aoir.or… ------------------------------ Message: 5 Date: Thu, 10 Nov 2016 07:27:47 -0500 From: Brian Butler <bsbutler(a)umd.edu> To: Cristian Berrio Zapata <cristian.berrio(a)gmail.com> Cc: AOIR list <air-l(a)listserv.aoir.org>, Jill Walker Rettberg <Jill.Walker.Rettberg(a)uib.no> Subject: Re: [Air-L] Lesson plans for teaching for a peaceful, diverse world that is safe for everyone Message-ID: <CAC47JUVrdDKDBLWFyvVo_2UJkJ-h08gLOJmX02CTNM8sYvozbQ(a)mail.gmail.com> Content-Type: text/plain; charset=UTF-8 > I try to te[a][ch this as my believe is that technology acts as a magnifying > lens: good wo[u]ld be better, wrong will be catastrophic. Just out of curiosity: Why the imbalance? Technology magnifies "good" incrementally and it magnified "bad" exponentially? It seems like it would be more helpful to encourage students to think about how technology takes human tendencies and change the world (i.e. good -> better and bad -> worse), not that good is better and bad is fatal/catastrophic/etc. Moreover, given that a key challenge of living in a truly diverse world is coming to consensus on what is "good" and what is "bad", how should we frame these conversations so they are useful/constructive/etc? Brian B. ————————————————————————————————— Brian S. Butler, Ph.D. UMD iSchool University of Maryland College Park, MD USA ————————————————————————————————— On Thu, Nov 10, 2016 at 7:20 AM, Cristian Berrio Zapata < cristian.berrio(a)gmail.com> wrote: > Dear Jill: > > I try to tech this as my believe is that technology acts as a magnifying > lens: good wold be better, wrong will be catastrophic. > > I propose you and our colleagues to engage in small videoconferences to > talk to our students around the world. I can arrange some sessions where > you can make a brief intervention to show what is happening in you region, > and your perspective about it. > > Most of us people, students also, live in our little boxes with our petty > problems, too busy to look ahead the cellphone or Facebook. The global > information society has been used to divide and reign, but not to awake the > mind of youngsters and take them out of the box. > > I already did this with a professor in the USA and it was a good > experience. Talk to others with video conference or recording a video > message; get students to know each other and talk about what is happening > here in Brazil with the impeachment, in Colombia the plebiscite for peace, > in UK with brexit, and now with the Trump era in the USA. > > There is the problem of language and translation, time zone differences, > technicalities, but we can solve it all if we join. > > That would be my proposal and invitation. Now, in regard to the topics to > share, I think we can create a webpage, a blog or Facebook group, to get > the topics together. I would help in maintaining it if it helps. Again, > there the language barrier might be a problem so, we have to think how to > use the web's transition in our advantage. > > If you agree, I am open to discuss this via Skype, Facebook, WhatsApp, > Hangouts or Telegram and make a plan. > > Greedy corporate leaders and unscrupulous politicians are already joined > into global networks. We citizen are not. This can be an opportunity. > Thanks for you invitation. > > Em 10 de nov de 2016 7:58 AM, "Jill Walker Rettberg" < > Jill.Walker.Rettberg(a)uib.no> escreveu: > > > Dear all, > > > > After the US elections I am sure many of us, whereever we live, are > > thinking about how to plan next semester’s teaching so that it helps > equip > > the next generation to deal with an increasingly frightening world. > > > > Within internet research, some obvious topics we can discuss are things > > like polarisation of polticial views, filter bubbles, algorithmic news > > filtering and the increasing spread of fake news. More generally, we can > > design activities that foster critical thinking, empathy, understanding > of > > people who are not like oneself, and relate this to > > technology/internet/media. > > > > Maybe this would also be a good time to bring discussions of pre-internet > > media and technology and their role in the years before WW2, or even > > earlier dangerous times, and to compare this to social media etc today? > > > > I don’t yet have very clear ideas about this, but I would love to share > > ideas with other internet researchers who teach and who want to do the > best > > we can in our teaching to counteract the racism, sexism, hatred, distrust > > of government and of others, and general division that is not only > > affecting the USA but obviously Europe and other parts of the world as > well. > > > > I know many of us already teach these things, but maybe not in as focused > > a way as I think we may need to do in future? Or maybe the resources I’m > > longing for already exist? > > > > If you have ideas, please share them! If this is something several of us > > are interested in, we could set up a syllabus/Google doc / Facebook group > > or something. I’m thinking case studies with readings and lesson plans > > would be a really useful resource and might be a way we could do some > good > > in all this. > > > > Jill > > > > > > Jill Walker Rettberg > > Professor of Digital Culture > > Dept of Linguistic, Literary and Aesthetic Studies > > University of Bergen > > Postboks 7800 > > 5020 Bergen > > > > + 47 55588431 > > > > Blog - https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fjilltxt.net… > > Twitter - https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Ftwitter.com… > > My book "Seeing Ourselves Through Technology: How We Use Selfies, Blogs > > and Wearable Devices to See and Shape Ourselves" is out on Palgrave as an > > open access publication - buy it in print or download it for free! > > https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fjilltxt.net… > > > > > > > > _______________________________________________ > > The Air-L(a)listserv.aoir.org mailing list > > is provided by the Association of Internet Researchers https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Faoir.org&da… > > Subscribe, change options or unsubscribe at: https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Flistserv.ao… > > listinfo.cgi/air-l-aoir.org > > > > Join the Association of Internet Researchers: > > https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.aoir.or… > _______________________________________________ > The Air-L(a)listserv.aoir.org mailing list > is provided by the Association of Internet Researchers https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Faoir.org&da… > Subscribe, change options or unsubscribe at: https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Flistserv.ao… > listinfo.cgi/air-l-aoir.org > > Join the Association of Internet Researchers: > https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.aoir.or… > ------------------------------ Message: 6 Date: Thu, 10 Nov 2016 12:35:30 +0000 From: Ezequiel Pablo Korin <ekorin(a)uga.edu> To: Brian Butler <bsbutler(a)umd.edu> Cc: AOIR list <air-l(a)listserv.aoir.org>, Jill Walker Rettberg <Jill.Walker.Rettberg(a)uib.no> Subject: Re: [Air-L] Lesson plans for teaching for a peaceful, diverse world that is safe for everyone Message-ID: <7E3CE26A-F2FD-4CB0-944B-2DD97920CA3A(a)uga.edu> Content-Type: text/plain; charset="Windows-1252" I agree with Brian's basic premise that there should be no differentiation in the magnitude in which we frame the positive/negative impact of technology and that the resulting categories (good/bad) are socially constructed. However, I think that the key here is not to qualify the outcomes (or even the process itself), but to provide tools & framing for a critical approach toward the use of technology. Promoting that students question - and ultimately understand - the reasons for the decisions they make regarding the use of technology from a solid theoretical space seems to be the key here, at least for me. E. Korin Sent from my iPhone On Nov 10, 2016, at 7:28 AM, Brian Butler <bsbutler(a)umd.edu> wrote: >> I try to te[a][ch this as my believe is that technology acts as a > magnifying >> lens: good wo[u]ld be better, wrong will be catastrophic. > > Just out of curiosity: Why the imbalance? > > Technology magnifies "good" incrementally and it magnified "bad" > exponentially? > > It seems like it would be more helpful to encourage students to think about > how technology takes human tendencies and change the world (i.e. good -> > better and bad -> worse), not that good is better and bad is > fatal/catastrophic/etc. > > Moreover, given that a key challenge of living in a truly diverse world is > coming to consensus on what is "good" and what is "bad", how should we > frame these conversations so they are useful/constructive/etc? > > Brian B. > > ————————————————————————————————— > Brian S. Butler, Ph.D. > UMD iSchool > University of Maryland > College Park, MD USA > ————————————————————————————————— > > On Thu, Nov 10, 2016 at 7:20 AM, Cristian Berrio Zapata < > cristian.berrio(a)gmail.com> wrote: > >> Dear Jill: >> >> I try to tech this as my believe is that technology acts as a magnifying >> lens: good wold be better, wrong will be catastrophic. >> >> I propose you and our colleagues to engage in small videoconferences to >> talk to our students around the world. I can arrange some sessions where >> you can make a brief intervention to show what is happening in you region, >> and your perspective about it. >> >> Most of us people, students also, live in our little boxes with our petty >> problems, too busy to look ahead the cellphone or Facebook. The global >> information society has been used to divide and reign, but not to awake the >> mind of youngsters and take them out of the box. >> >> I already did this with a professor in the USA and it was a good >> experience. Talk to others with video conference or recording a video >> message; get students to know each other and talk about what is happening >> here in Brazil with the impeachment, in Colombia the plebiscite for peace, >> in UK with brexit, and now with the Trump era in the USA. >> >> There is the problem of language and translation, time zone differences, >> technicalities, but we can solve it all if we join. >> >> That would be my proposal and invitation. Now, in regard to the topics to >> share, I think we can create a webpage, a blog or Facebook group, to get >> the topics together. I would help in maintaining it if it helps. Again, >> there the language barrier might be a problem so, we have to think how to >> use the web's transition in our advantage. >> >> If you agree, I am open to discuss this via Skype, Facebook, WhatsApp, >> Hangouts or Telegram and make a plan. >> >> Greedy corporate leaders and unscrupulous politicians are already joined >> into global networks. We citizen are not. This can be an opportunity. >> Thanks for you invitation. >> >> Em 10 de nov de 2016 7:58 AM, "Jill Walker Rettberg" < >> Jill.Walker.Rettberg(a)uib.no> escreveu: >> >>> Dear all, >>> >>> After the US elections I am sure many of us, whereever we live, are >>> thinking about how to plan next semester’s teaching so that it helps >> equip >>> the next generation to deal with an increasingly frightening world. >>> >>> Within internet research, some obvious topics we can discuss are things >>> like polarisation of polticial views, filter bubbles, algorithmic news >>> filtering and the increasing spread of fake news. More generally, we can >>> design activities that foster critical thinking, empathy, understanding >> of >>> people who are not like oneself, and relate this to >>> technology/internet/media. >>> >>> Maybe this would also be a good time to bring discussions of pre-internet >>> media and technology and their role in the years before WW2, or even >>> earlier dangerous times, and to compare this to social media etc today? >>> >>> I don’t yet have very clear ideas about this, but I would love to share >>> ideas with other internet researchers who teach and who want to do the >> best >>> we can in our teaching to counteract the racism, sexism, hatred, distrust >>> of government and of others, and general division that is not only >>> affecting the USA but obviously Europe and other parts of the world as >> well. >>> >>> I know many of us already teach these things, but maybe not in as focused >>> a way as I think we may need to do in future? Or maybe the resources I’m >>> longing for already exist? >>> >>> If you have ideas, please share them! If this is something several of us >>> are interested in, we could set up a syllabus/Google doc / Facebook group >>> or something. I’m thinking case studies with readings and lesson plans >>> would be a really useful resource and might be a way we could do some >> good >>> in all this. >>> >>> Jill >>> >>> >>> Jill Walker Rettberg >>> Professor of Digital Culture >>> Dept of Linguistic, Literary and Aesthetic Studies >>> University of Bergen >>> Postboks 7800 >>> 5020 Bergen >>> >>> + 47 55588431 >>> >>> Blog - https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fjilltxt.net… >>> Twitter - https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Ftwitter.com… >>> My book "Seeing Ourselves Through Technology: How We Use Selfies, Blogs >>> and Wearable Devices to See and Shape Ourselves" is out on Palgrave as an >>> open access publication - buy it in print or download it for free! >>> https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fjilltxt.net… >>> >>> >>> >>> _______________________________________________ >>> The Air-L(a)listserv.aoir.org mailing list >>> is provided by the Association of Internet Researchers https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Faoir.org&da… >>> Subscribe, change options or unsubscribe at: https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Flistserv.ao… >>> listinfo.cgi/air-l-aoir.org >>> >>> Join the Association of Internet Researchers: >>> https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.aoir.or… >> _______________________________________________ >> The Air-L(a)listserv.aoir.org mailing list >> is provided by the Association of Internet Researchers https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Faoir.org&da… >> Subscribe, change options or unsubscribe at: https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Flistserv.ao… >> listinfo.cgi/air-l-aoir.org >> >> Join the Association of Internet Researchers: >> https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.aoir.or… >> > _______________________________________________ > The Air-L(a)listserv.aoir.org mailing list > is provided by the Association of Internet Researchers https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Faoir.org&da… > Subscribe, change options or unsubscribe at: https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Flistserv.ao… > > Join the Association of Internet Researchers: > https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.aoir.or… ------------------------------ Message: 7 Date: Thu, 10 Nov 2016 07:56:31 -0500 From: Chris Peterson <chris(a)cpeterson.org> To: Ezequiel Pablo Korin <ekorin(a)uga.edu> Cc: Jill Walker Rettberg <Jill.Walker.Rettberg(a)uib.no>, AOIR list <air-l(a)listserv.aoir.org> Subject: Re: [Air-L] Lesson plans for teaching for a peaceful, diverse world that is safe for everyone Message-ID: <7BE2D7C4-6524-4343-8E5C-2EE5C3D08DCD(a)cpeterson.org> Content-Type: text/plain; charset=utf-8 Hi all — Last night, I was scheduled to teach an internet studies course here at MIT. I felt like cancelling it but ultimately moved it to Lobby 7 (where students had created an installation <https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.boston…> voicing their hopes and fears about the election). We spent the first hour of class talking about the election, different places that the students were coming from (geographically, culturally, politically, etc), the idea that there is a way forward, even if it is hard (can’t just wait for the next vote in four years), and the non-neutrality of whatever work one does in life (can’t simply solve math problems out of this). I also gave them an extension on their project which had been due. This is, of course, short/immediate term, not curricular. But a lot of students emailed me after that class saying they were very appreciative to have a space they could talk about this, to have an adult acknowledge their hopes/fears and also their agency, to say that yes, this isn’t a normal moment, and it shouldn’t feel normal, and we shouldn’t pretend it is normal, and the ability to recognize and build in the space for that is equally a part of a college education. A number of students emailed me after the class to thank me for doing that since not all of their professors had. All of which is to say that if you are teaching this fall, and your class hasn’t met since the election, trying to work this election in immediately and explicitly, as topic rather than as background, text rather than subtext, has value that complements the long-term curricular work that everyone has been sharing so helpfully below. Best, — Chris > On Nov 10, 2016, at 7:35 AM, Ezequiel Pablo Korin <ekorin(a)uga.edu> wrote: > > I agree with Brian's basic premise that there should be no differentiation in the magnitude in which we frame the positive/negative impact of technology and that the resulting categories (good/bad) are socially constructed. > > However, I think that the key here is not to qualify the outcomes (or even the process itself), but to provide tools & framing for a critical approach toward the use of technology. Promoting that students question - and ultimately understand - the reasons for the decisions they make regarding the use of technology from a solid theoretical space seems to be the key here, at least for me. > > E. Korin > > Sent from my iPhone > > On Nov 10, 2016, at 7:28 AM, Brian Butler <bsbutler(a)umd.edu> wrote: > >>> I try to te[a][ch this as my believe is that technology acts as a >> magnifying >>> lens: good wo[u]ld be better, wrong will be catastrophic. >> >> Just out of curiosity: Why the imbalance? >> >> Technology magnifies "good" incrementally and it magnified "bad" >> exponentially? >> >> It seems like it would be more helpful to encourage students to think about >> how technology takes human tendencies and change the world (i.e. good -> >> better and bad -> worse), not that good is better and bad is >> fatal/catastrophic/etc. >> >> Moreover, given that a key challenge of living in a truly diverse world is >> coming to consensus on what is "good" and what is "bad", how should we >> frame these conversations so they are useful/constructive/etc? >> >> Brian B. >> >> ————————————————————————————————— >> Brian S. Butler, Ph.D. >> UMD iSchool >> University of Maryland >> College Park, MD USA >> ————————————————————————————————— >> >> On Thu, Nov 10, 2016 at 7:20 AM, Cristian Berrio Zapata < >> cristian.berrio(a)gmail.com> wrote: >> >>> Dear Jill: >>> >>> I try to tech this as my believe is that technology acts as a magnifying >>> lens: good wold be better, wrong will be catastrophic. >>> >>> I propose you and our colleagues to engage in small videoconferences to >>> talk to our students around the world. I can arrange some sessions where >>> you can make a brief intervention to show what is happening in you region, >>> and your perspective about it. >>> >>> Most of us people, students also, live in our little boxes with our petty >>> problems, too busy to look ahead the cellphone or Facebook. The global >>> information society has been used to divide and reign, but not to awake the >>> mind of youngsters and take them out of the box. >>> >>> I already did this with a professor in the USA and it was a good >>> experience. Talk to others with video conference or recording a video >>> message; get students to know each other and talk about what is happening >>> here in Brazil with the impeachment, in Colombia the plebiscite for peace, >>> in UK with brexit, and now with the Trump era in the USA. >>> >>> There is the problem of language and translation, time zone differences, >>> technicalities, but we can solve it all if we join. >>> >>> That would be my proposal and invitation. Now, in regard to the topics to >>> share, I think we can create a webpage, a blog or Facebook group, to get >>> the topics together. I would help in maintaining it if it helps. Again, >>> there the language barrier might be a problem so, we have to think how to >>> use the web's transition in our advantage. >>> >>> If you agree, I am open to discuss this via Skype, Facebook, WhatsApp, >>> Hangouts or Telegram and make a plan. >>> >>> Greedy corporate leaders and unscrupulous politicians are already joined >>> into global networks. We citizen are not. This can be an opportunity. >>> Thanks for you invitation. >>> >>> Em 10 de nov de 2016 7:58 AM, "Jill Walker Rettberg" < >>> Jill.Walker.Rettberg(a)uib.no> escreveu: >>> >>>> Dear all, >>>> >>>> After the US elections I am sure many of us, whereever we live, are >>>> thinking about how to plan next semester’s teaching so that it helps >>> equip >>>> the next generation to deal with an increasingly frightening world. >>>> >>>> Within internet research, some obvious topics we can discuss are things >>>> like polarisation of polticial views, filter bubbles, algorithmic news >>>> filtering and the increasing spread of fake news. More generally, we can >>>> design activities that foster critical thinking, empathy, understanding >>> of >>>> people who are not like oneself, and relate this to >>>> technology/internet/media. >>>> >>>> Maybe this would also be a good time to bring discussions of pre-internet >>>> media and technology and their role in the years before WW2, or even >>>> earlier dangerous times, and to compare this to social media etc today? >>>> >>>> I don’t yet have very clear ideas about this, but I would love to share >>>> ideas with other internet researchers who teach and who want to do the >>> best >>>> we can in our teaching to counteract the racism, sexism, hatred, distrust >>>> of government and of others, and general division that is not only >>>> affecting the USA but obviously Europe and other parts of the world as >>> well. >>>> >>>> I know many of us already teach these things, but maybe not in as focused >>>> a way as I think we may need to do in future? Or maybe the resources I’m >>>> longing for already exist? >>>> >>>> If you have ideas, please share them! If this is something several of us >>>> are interested in, we could set up a syllabus/Google doc / Facebook group >>>> or something. I’m thinking case studies with readings and lesson plans >>>> would be a really useful resource and might be a way we could do some >>> good >>>> in all this. >>>> >>>> Jill >>>> >>>> >>>> Jill Walker Rettberg >>>> Professor of Digital Culture >>>> Dept of Linguistic, Literary and Aesthetic Studies >>>> University of Bergen >>>> Postboks 7800 >>>> 5020 Bergen >>>> >>>> + 47 55588431 >>>> >>>> Blog - https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fjilltxt.net… >>>> Twitter - https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Ftwitter.com… >>>> My book "Seeing Ourselves Through Technology: How We Use Selfies, Blogs >>>> and Wearable Devices to See and Shape Ourselves" is out on Palgrave as an >>>> open access publication - buy it in print or download it for free! >>>> https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fjilltxt.net… >>>> >>>> >>>> >>>> _______________________________________________ >>>> The Air-L(a)listserv.aoir.org mailing list >>>> is provided by the Association of Internet Researchers https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Faoir.org&da… >>>> Subscribe, change options or unsubscribe at: https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Flistserv.ao… >>>> listinfo.cgi/air-l-aoir.org >>>> >>>> Join the Association of Internet Researchers: >>>> https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.aoir.or… >>> _______________________________________________ >>> The Air-L(a)listserv.aoir.org mailing list >>> is provided by the Association of Internet Researchers https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Faoir.org&da… >>> Subscribe, change options or unsubscribe at: https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Flistserv.ao… >>> listinfo.cgi/air-l-aoir.org >>> >>> Join the Association of Internet Researchers: >>> https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.aoir.or… >>> >> _______________________________________________ >> The Air-L(a)listserv.aoir.org mailing list >> is provided by the Association of Internet Researchers https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Faoir.org&da… >> Subscribe, change options or unsubscribe at: https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Flistserv.ao… >> >> Join the Association of Internet Researchers: >> https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.aoir.or… > _______________________________________________ > The Air-L(a)listserv.aoir.org mailing list > is provided by the Association of Internet Researchers https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Faoir.org&da… > Subscribe, change options or unsubscribe at: https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Flistserv.ao… > > Join the Association of Internet Researchers: > https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.aoir.or… ------------------------------ Subject: Digest Footer _______________________________________________ The Air-L(a)listserv.aoir.org mailing list is provided by the Association of Internet Researchers https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Faoir.org&da… Subscribe, change options or unsubscribe at: https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Flistserv.ao… Join the Association of Internet Researchers: https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.aoir.or… ------------------------------ End of Air-L Digest, Vol 148, Issue 12 **************************************

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CSCL Deadline extension and Dear Community Letter
by Gabriela T Richard 10 Nov '16

10 Nov '16

****Full papers, short papers, and symposia deadline extended to November 18, 2016**** Dear CSCL community, In recognition that this week has been difficult for many members of our community and in the spirit of this year’s theme - equity, access, and inclusion - we, the program committee, have decided to extend the deadline for full papers, short papers, and symposia to November 18th. Marcela Borge, Kyu-Yon Lim, Emma Mercier, & Brian K Smith Program co-chairs of CSCL 2017 --------------------------------------------------------- CSCL 2017: Call for Papers The 12th International Conference on Computer Supported Collaborative Learning June 18-22, 2017 Drexel University & The University of Pennsylvania Philadelphia, Pennsylvania USA Conference theme: Making a Difference — Prioritizing Equity and Access in CSCL Computer Supported Collaborative Learning is a premier conference of the International Society of the Learning Sciences that focuses on the study of social learning processes with and without technology as well as the development and evaluation of tools to enhance or improve collective thinking and learning. The conference is a major international event bringing together researchers with a wide variety of backgrounds and research interests including educational technology, design, HCI, information sciences, educational psychology, museum research, library science, curriculum and instruction, psychology, computer science, cognitive science, and many more. We welcome high quality conceptual, empirical, and theoretical contributions. This year's conference theme focuses on the need to consider issues such as equity, access, and inclusion in the design, implementation, and deployment of computer-supported learning environments. CSCL 2017 will prioritize keynote speakers, workshops and papers that champion research and tools focused on equity and access relative to CSCL. Hosted by a diverse leadership team in the Learning Sciences, the conference will highlight work that discusses ways to broaden the CSCL pipeline, promotes and/or celebrates out of the box thinking, or that brings a wide range of viewpoints or voices to CSCL topics or tools. Submissions We are currently seeking submissions for the following: • Full Papers (8 pages): Full papers are for mature work, requiring lengthy explanations of the conceptual background, methodology and data and analysis. Full paper submissions should state: (a) the major issue(s) addressed, (b) potential significance of the work, (c) the theoretical and methodological approach(es) pursued, (d) major findings, conclusions, implications, and (e) relevant scholarly references. • Short Papers (4 pages): Short papers are for work that makes significant contributions, but that is still in progress, of smaller scale, or that can be reported briefly. Otherwise, the same criteria apply as listed for full papers above. • Posters (2 pages): Posters are for work in early stages and for novel and promising ideas. The two page abstract should identify the aspect of the work that will likely lead to productive discussions with conference participants in a poster session, including figures exemplifying the visual support to be provided for these discussions in the poster. • Symposia (8 pages): Symposia are for conveying larger ideas or results about a specific issue. Discussion among members of the symposium and with the audience should be moderated to focus on certain positions or controversies. We expect symposia to address large issues of interest to CSCL, particularly those related to this year's conference theme. Deadlines Papers, Posters, and Symposia: Deadline extended to November 18, 2016 Pre-Conference Workshops, Tutorials, & Interactive Events: December 16, 2016 Early and Mid-Career Workshops + Doctoral Consortium: to be announced Further information For more information, see the conference website ( http://www.isls.org/cscl/2017) and/or contact cscl.philly(a)gmail.com. About ISLS The International Society of the Learning Sciences (ISLS) is a professional society dedicated to the interdisciplinary empirical investigation of learning as it exists in real-world settings and how learning may be facilitated both with and without technology. ISLS sponsors two professional conferences, held in alternate years. Visit the ISLS site at http://www.isls.org. -- *Gabriela T. Richard, Ph.D.* *Assistant Professor * Learning, Design, and Technology Program Department of Learning and Performance Systems College of Education, Penn State University

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Deadline approaching - Digital Methods Winter School 2017 - Amsterdam
by Richard Rogers 10 Nov '16

10 Nov '16

Call for applications - Digital Methods Winter School 2017 - Amsterdam Data infrastructures: Database stories, dumps and query driven narratives Digital Methods Winter School 2017 Amsterdam 9-13 January 2017 https://wiki.digitalmethods.net/Dmi/WinterSchool2017 <https://wiki.digitalmethods.net/Dmi/WinterSchool2017> Everyday Winter School location: Digital Methods Initiative University of Amsterdam Turfdraagsterpad 9 1012 XT Amsterdam Digital Methods Winter School, Data Sprint and Mini-Conference * The Winter School will include a project on ‘Trump tweets’, which explores longitudinally Donald Trump’s Twitterverse. * The Digital Methods Initiative (DMI), Amsterdam, is holding its annual Winter School on Data Infrastructures. The format is that of a (social media and web) data sprint, with hands-on work for telling stories with data, together with a programme of keynote speakers and a Mini-conference, where PhD candidates, motivated scholars and advanced graduate students present short papers on digital methods and new media related topics, and receive feedback from the Amsterdam DMI researchers and international participants. Participants need not give a paper at the Mini-conference to attend the Winter School. For a preview of what the event is like, you can view short video clips from previous editions of the Summer School in 2015 <https://www.youtube.com/watch?v=5nTxwl_kA5I> and 2014 <https://www.youtube.com/watch?v=G0BHzUefGqA>. The DMI Winter School is pleased to have Geoffrey Bowker (Univ California Irvine) give the opening keynote. He is author (among other works) <https://mitpress.mit.edu/authors/geoffrey-c-bowker> of Memory Practices in the Sciences and (with Susan Leigh Star) Sorting Things Out: Classification and its Consequences, both published by MIT Press. He is joined as keynote speaker by Shannon Mattern (The New School, New York City) whose work in the journal Places <https://placesjournal.org/author/shannon-mattern/> includes discussions of Infrastructural Tourism as well as the History of the Urban Dashboard. Data infrastructures provide the conditions of possibility for social action as well as ways of seeing the world. Among them, online data infrastructures these days range widely from social media API query environments as Facebook’s and Twitter's and secrets repositories and dumps as Wikileaks to interactive databases of missing migrants, uncounted police killings as well as war deaths put together by social researchers and leading newspapers such as the New York Times and the Guardian. Beneath them are data collection regimes with multifarious goals such as corporate data science, state data transparency and investigative data journalism. These data infrastructures have in common with ‘information infrastructures’ studied by G. Bowker and S. Leigh Star often enormous assemblages of socio-epistemological work invisible to the "the user-at-terminal”. The entire project of scanning the library books and putting into place the query infrastructure, the n-gram viewer, of Google Books (to mention another data infrastructure Bowker also pointed to) has been called ‘infrastructuring,’ which may be mapped out with considerable effort. Indeed, certain of the data collection work — whether vast and automated, laborious and manual and/or stealthy — as well as its ‘databasing’ have been visualised in a form of deconstruction that strives to demonstrate the crucial choices about what to collect and make available to the web browser user. For example, Facebook no longer makes friends data accessible, so as to enhance user privacy but it also forestalls research opportunities such as a like analysis of Donald Trump’s friends. This is one contribution digital methods may make to data infrastructure studies by providing a critical diagnostics of infrastructure by examining the data fields available and outputted by the query machine, and the limitations inhering therein. Researchers may reverse engineer the query design and initial outputs, as was the case with the studies of the ICWatch database (on surveillance workers) and the JD database (concerning Fukushima). In an exploration of the ICWatch database, an activist project that sourced intelligence workers' profiles from the social networking sites, LinkedIn and Indeed, researchers also provided network-analytical techniques to clean the database, making the open secrets more credible but also created a typical profile of the surveillance worker. In the Fukushima project researchers found with the use of an historical tweet collection-maker that to check and enrich the (limited) Twitter data set about the Fukushima debates would cost over $10,000. Apart from such critical diagnostics, or the identification of the mechanisms behind the outputs served, digital methods may also repurpose original or typical uses of the databases, and re-narrate the data space and thus the kind of stories they may tell. Stories told from Wikileaks data, for example, often concern how the release of the confidential is endangering or benefits certain states. Indeed one recent narrative (in the New York Times) has it that the leaks benefit the Russian government. Could Wikileaks be put to uses that Julian Assange once called ’scientific journalism’ or tell data stories of other kinds? In one brief study researchers found that Wikileaks data (Afghan warlogs) is rarely used by journalists and bloggers, hardly linking to the original leak as Assange once envisaged. When stories were told, they typically were scandalous, national stories (e.g., supposed military cover-ups). The 2017 Digital Methods Winter School critiques and repurposes data infrastructures and dumps online so as to re-narrate their current dominant uses. References Infrastructuring, “the user-at-terminal” and Bowker’s remarks on Google Books, http://www.cambridgescholars.com/download/sample/61986 <http://www.cambridgescholars.com/download/sample/61986> Facebook Algorithmic Factory by Share Lab, https://labs.rs/en/facebook-algorithmic-factory-immaterial-labour-and-data-… <https://labs.rs/en/facebook-algorithmic-factory-immaterial-labour-and-data-…> Exploration of the ICWatch database, Digital Methods project, https://wiki.digitalmethods.net/Dmi/WinterSchool2016CareersInTheSurveillanc… <https://wiki.digitalmethods.net/Dmi/WinterSchool2016CareersInTheSurveillanc…> Exploration of the JD Archive (Fukushima), Digital Methods project, https://wiki.digitalmethods.net/Dmi/DmiSummer2014MappingTheJDArchive <https://wiki.digitalmethods.net/Dmi/DmiSummer2014MappingTheJDArchive> Faces of the dead, New York Times, http://www.nytimes.com/interactive/us/faces-of-the-dead.html?_r=0 <http://www.nytimes.com/interactive/us/faces-of-the-dead.html?_r=0> The Counted, The Guardian, http://www.theguardian.com/us-news/ng-interactive/2015/jun/01/the-counted-p… <http://www.theguardian.com/us-news/ng-interactive/2015/jun/01/the-counted-p…> Migrant Files, http://www.themigrantsfiles.com <http://www.themigrantsfiles.com/> Wikileaks and data-driven user-generated journalism, Digital Methods project, https://wiki.digitalmethods.net/Dmi/DataDrivenUserJournalism <https://wiki.digitalmethods.net/Dmi/DataDrivenUserJournalism> Digital Methods Mini-Conference at the Winter School The annual Digital Methods Mini-Conference at the Winter School, normally a one-day affair, provides the opportunity for digital methods and allied researchers to present short yet complete papers (5,000-7,500 words) and serve as respondents, providing feedback. Often the work presented follows from previous Digital Methods Summer Schools. The mini-conference accepts papers in the general digital methods and allied areas: the hyperlink and other natively digital objects, the website as archived object, web historiographies, search engine critique, Google as globalizing machine, cross-spherical analysis and other approaches to comparative media studies, device cultures, national web studies, Wikipedia as cultural reference, the technicity of (networked) content, post-demographics, platform studies, crawling and scraping, graphing and clouding, and similar. Applications: Key dates The deadline for application is 17 November 2016. To apply please send along a letter of motivation, your CV (including postal address), a headshot photo, 100-word bio as well as a copy of your passport (details page only) to winterschool [at] digitalmethods.net <http://digitalmethods.net/>. Notifications of acceptance will be sent on 18 November. If you are participating in the mini-conference the deadline for submission of your paper is 2 December. The mini-conference takes place on Friday 13 January 2016. Please send your mini-conference paper to winterschool[at] digitalmethods.net <http://digitalmethods.net/> . To attend the Winter School, you need not participate in the mini-conference. The full program and schedule of the Winter School and Mini-conference are available on 4 January 2017. Fees & Logistics The fee for the Digital Methods Winter School 2017 is EUR 695 (both credits and non-credits options), and upon completion participants receive certificates and/or 6 ECTS. To complete the Winter School successfully all participants must co-present the final presentation and co-author the final project report, evidenced by the presentation slides as well as the final report itself. Bank transfer information is sent along with the notification on 15 November 2016. Participants must pay the fee by 22 December 2016. Students at the University of Amsterdam do not pay fees. Participants from LERU <http://www.leru.org/index.php/public/home/> as well as U21 <http://www.universitas21.com/member>universities receive a tuition waver of EUR 500 <http://www.uva.nl/en/education/other-programmes/summer-winter/scholarships/…>. The Winter School is self-catered. The venue is in the center of Amsterdam with abundant coffee houses and lunch places. Participants are expected to find their own housing (airbnb and other short-stay sites are helpful), or we have available accommodations at the Student Hotel: The Student Hotel Amsterdam Jan van Galenstraat 335 1061 AZ Amsterdam, The Netherlands Tel: +31 20 760 4000 info-amsterdam [at] thestudenthotel.com <http://thestudenthotel.com/> Arrival: 8 January 2017 Departure: 14 January 2017 The Student Hotel Amsterdam West website <https://www.thestudenthotel.com/amsterdam-west> If you would like to have accommodations at the Student Hotel, please write to the student hotel directly. To avoid disappointment, please write to them as early as possible. The Winter School closes on Friday with a festive event, after the final presentations. Here is a guide to the Amsterdam new media scene <https://www.digitalmethods.net/MoM/NewMediaAmsterdam>. For further questions, please contact the organizers, Alex Gekker, Jonathan Gray and Liliana Bounegru at winterschool [at] digitalmethods.net <http://digitalmethods.net/> . Please bring your laptop computer, your European plug as well as the VGA adaptor for connecting to the projector. About DMI The Digital Methods Winter School is part of the Digital Methods Initiative (DMI), Amsterdam, dedicated to developing methods for Internet-related research. The Digital Methods Initiative holds the annual Digital Methods Summer Schools <https://wiki.digitalmethods.net/Dmi/DmiSummerSchool> (ten to date), which are intensive and full time, 2-week undertakings in the Summertime. The 2017 Summer School (dedicated to ‘Visual Methodologies’) will take place from 26th June to the 7th July 2017. The Digital Methods <http://mitpress.mit.edu/books/digital-methods> book (MIT Press, 2015) provides an introduction to the methodological outlook that frames and informs the work of the DMI. There is also a companion volume about mapping social and political issues with digital methods: Issue Mapping for an Ageing Europe <http://en.aup.nl/books/9789089647160-issue-mapping-for-an-ageing-europe.html> (Amsterdam University Press, 2015), which is also freely available on the web <http://www.oapen.org/download?type=document&docid=569806> as an open access monograph. Further information and resources about digital methods can be found at digitalmethods.net <http://www.digitalmethods.net/> - including links to example projects <https://wiki.digitalmethods.net/Dmi/ProjectsByTheme>, publications <https://wiki.digitalmethods.net/Dmi/PapersPublications> and tools <https://wiki.digitalmethods.net/Dmi/ToolDatabase> as well as an introductory "founding narrative <https://wiki.digitalmethods.net/Dmi/MoreIntro>" about the Digital Methods Initiative and details about associated researchers <https://wiki.digitalmethods.net/Dmi/DmiPeople>. The coordinators of the Digital Methods Initiative are Dr. Sabine Niederer and Dr. Esther Weltevrede, and the director is Richard Rogers, Professor of New Media & Digital Culture, University of Amsterdam. Liliana Bounegru is the managing director. Social For those of you that use Twitter we are using the #DMI17 hashtag <https://twitter.com/search?q=DMI17> as the backchannel for communication. Some pictures from Winter School 2015 <https://www.flickr.com/photos/130167703@N08>. Here is the Facebook Group <https://www.facebook.com/groups/DMIWinterSchool2015/> from one year. Here are pictures from a variety of DMI Summer and Winter School <https://www.flickr.com/search/?text=digital%20methods> flickr streams. We would very much look forward to welcoming you to Amsterdam! Prof. Richard Rogers Department Chair Professor of New Media & Digital Culture Media Studies University of Amsterdam http://www.digitalmethods.net/ <http://www.digitalmethods.net/> r.a.rogers(a)uva.nl <mailto:r.a.rogers@uva.nl>

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Student conf "Social informatics: Internet Research, Social Media, Computer Games etc."
by Olessia Koltsova 09 Nov '16

09 Nov '16

Dear all, The annual HSE International Student Conf in St.Petersburg (Russia) announces call for participation in its Social informatics session. Dates Feb2-3, 2017 Deadline: Dec 1, 2016 Conf website https://spb.hse.ru/en/studresearch/ Session aims and scope: Social informatics both studies social aspects of information and communication technologies (ITC) and uses those technologies to do computationally complex social research. We welcome applications from students of all disciplines engaged in such interdisciplinary projects, in particular: sociology, psychology, political science, management, economics, linguistics, computer science, health and urban studies and others. The topics include, but are not limited to: online and gaming behavior, prediction with internet data, human-computer interaction, ICT adoption, health informatics, online experiments and interventions, urban informatics and spatial analysis, education through internet and gaming, and more. Olessia Koltsova Director, Laboratory for Internet Studies National Research University Higher School of Economics room 216, 55/2 Sedova St., 190008, St.Petersburg, Russia Phone: +7 (812) 560-00-55 www.linis.hse.ru E-mail: ekoltsova(a)hse.ru http://www.hse.ru/en/org/persons/202747 On Wed, Nov 9, 2016 at 11:18 AM, Jill Walker Rettberg < Jill.Walker.Rettberg(a)uib.no> wrote: > The University of Bergen’s MA program in Digital Culture is accepting > applications from international students until December 1. This is a > tuition-free, two year Master's degree taught in English in Norway, with > one year of course work and one year for writing a research-based MA thesis. > > You need a BA degree with at least a full year (60 ECTS if in Norway) of > courses that can be seen as equivalent to digital culture, and courses > equivalent to a half year that are relevant to the planned topic for your > MA thesis. For European students, you can send in final grades after > application, but for applicants outside Europe you do have to have > completed your BA before Dec 1 to be considered. Sorry about that. > > To get a residency permit, students from outside the EU/EEA/EFTA need to > have about USD 12,500 in a bank account to show they can cover living > expenses. There are no tuition fees. > > Here is information about applying to do an MA in Norway as an > international student, and about residency permits, health insurance and so > on. > http://www.uib.no/en/education/48934/international-masters- > degree-applicants-residing-abroad > > Here is information about the MA program and admission: > http://www.uib.no/en/studyprogramme/MAHF-DIKUL > > And here is general information about studying in Norway: > http://www.studyinnorway.no > > Please feel free to email me if you have questions about the program > itself. If you have practical questions about how to apply to do a degree > as an international student, you can email master(a)uib.no. > > We also expect to advertise a PhD fellowship within the next few months, > and I’ll post info about that to the list when we have it. > > Jill > > > Jill Walker Rettberg > Professor of Digital Culture > Dept of Linguistic, Literary and Aesthetic Studies > University of Bergen > Postboks 7800 > 5020 Bergen > > + 47 55588431 > > Blog - http://jilltxt.net > Twitter - http://twitter.com/jilltxt > My book "Seeing Ourselves Through Technology: How We Use Selfies, Blogs > and Wearable Devices to See and Shape Ourselves" is out on Palgrave as an > open access publication - buy it in print or download it for free! > http://jilltxt.net/books > > > > _______________________________________________ > The Air-L(a)listserv.aoir.org mailing list > is provided by the Association of Internet Researchers http://aoir.org > Subscribe, change options or unsubscribe at: > http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org > > Join the Association of Internet Researchers: > http://www.aoir.org/

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Researching Intimacies and New Media: Methodological Opportunities and Challenges
by Katherine Anne Blackburn Harrison 09 Nov '16

09 Nov '16

Dear all, A quick reminder about the upcoming deadline for abstracts for a special issue of Qualitative Inquiry. The special issue is provisionally titled "Researching Intimacies and New Media: Methodological Opportunities and Challenges" and the deadline for 500 word abstracts is 1 December. Full details of the call can be found here: http://qix.sagepub.com/site/includefiles/QI.Call2016.pdf I'm happy to talk more about it with anyone who might be interested in contributing...and I'd be very grateful if you would share this with your wider networks. Many thanks, Katherine Katherine Harrison, PhD Department of Media, Cognition and Communication University of Copenhagen Karen Blixens Vej 4 DK-2300 Copenhagen S Denmark email: tjx856(a)hum.ku.dk ”what is algorithm but ideology in executable form?” (Nakamura 2013)

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Tuition-free, English-language MA in Digital Culture in Norway - deadline 1 Dec
by Jill Walker Rettberg 09 Nov '16

09 Nov '16

The University of Bergen’s MA program in Digital Culture is accepting applications from international students until December 1. This is a tuition-free, two year Master's degree taught in English in Norway, with one year of course work and one year for writing a research-based MA thesis. You need a BA degree with at least a full year (60 ECTS if in Norway) of courses that can be seen as equivalent to digital culture, and courses equivalent to a half year that are relevant to the planned topic for your MA thesis. For European students, you can send in final grades after application, but for applicants outside Europe you do have to have completed your BA before Dec 1 to be considered. Sorry about that. To get a residency permit, students from outside the EU/EEA/EFTA need to have about USD 12,500 in a bank account to show they can cover living expenses. There are no tuition fees. Here is information about applying to do an MA in Norway as an international student, and about residency permits, health insurance and so on. http://www.uib.no/en/education/48934/international-masters-degree-applicant… Here is information about the MA program and admission: http://www.uib.no/en/studyprogramme/MAHF-DIKUL And here is general information about studying in Norway: http://www.studyinnorway.no Please feel free to email me if you have questions about the program itself. If you have practical questions about how to apply to do a degree as an international student, you can email master(a)uib.no. We also expect to advertise a PhD fellowship within the next few months, and I’ll post info about that to the list when we have it. Jill Jill Walker Rettberg Professor of Digital Culture Dept of Linguistic, Literary and Aesthetic Studies University of Bergen Postboks 7800 5020 Bergen + 47 55588431 Blog - http://jilltxt.net Twitter - http://twitter.com/jilltxt My book "Seeing Ourselves Through Technology: How We Use Selfies, Blogs and Wearable Devices to See and Shape Ourselves" is out on Palgrave as an open access publication - buy it in print or download it for free! http://jilltxt.net/books

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Must-reads on independent, social media-powered candidates?
by Luis E. Hestres 08 Nov '16

08 Nov '16

Hi AoIR, Can anyone recommend some must-read literature on independent candidates or brand-new parties that relied almost exclusively on social media to communicate and mobilize? I’m interested in doing a case study about a campaign happening right now (not in the US, or at least not as such..) and need some context for it. Also, if you’re a social media data ninja (particularly Facebook Live data) and you’re interested in collaborations, feel free to reach out. Bilingual colleagues are especially welcome. Thanks! Luis PS: I know I owe some response compilations from previous inquiries to people who have requested them…that’s one of my holiday break projects. Apologies! - - - - - Dr. Luis E. Hestres Assistant Professor Department of Communication The University of Texas at San Antonio One UTSA Circle San Antonio, TX 78249-0732 http://www.luishestres.com Want to support our tax deductible nonprofit work by contributing to the UTSA department of communication? Please visit: https://giving.utsa.edu/FriendsofCommunication Thanks for your support!

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WEBCAST TUE/WED: Latin America and Caribbean Regional Internet and Development Dialogue
by Joly MacFie 08 Nov '16

08 Nov '16

Just started. This is mostly, if not all, in Spanish. joly posted: "On Tuesday-Wednesday November 8-9 2016 the Latin America and Caribbean Regional Internet and Development Dialogue (LACRIDD) will take place in Buenos Aires, Argentina. The conference will consist of opening and closing sessions, plenary sessions as well a" [image: livestream] <https://livestream.com/internetsociety/lacridd/>On *Tuesday-Wednesday November 8-9 2016* the *Latin America and Caribbean Regional Internet and Development Dialogue <http://internetsociety.org/lac/ridd/>* (LACRIDD) will take place in Buenos Aires, Argentina. The conference will consist of opening and closing sessions, plenary sessions as well as panel discussions. With the theme '*The Internet of Opportunity: Building a sustainable future through an inclusive Internet*' LACRIDD will have a one and half day program covering a range of topical issues related to Internet and Development in the LAC region. Special attention will be given to the transformational potential of ICT and Internet for SDGs, as well as mainstreaming gender within topical discussions. The conference will offer open high-level discussions addressing the following dimensions: Connecting the Next Billion; ICTs and Sustainable Development; Digital Economy. A webcast is available via the *Internet Society Livestream Channel <https://livestream.com/internetsociety/lacridd/>*. Buenos Aires is 2 hrs ahead of NYC (UTC-3). *What: Latin America and Caribbean Regional Internet and Development Dialogue <http://internetsociety.org/lac/ridd/> Where: Buenos Aires, Argentina When: Tuesday-Wednesday November 8-9 2016 Program: http://internetsociety.org/lac/ridd/ <http://internetsociety.org/lac/ridd/> Webcast: https://livestream.com/internetsociety/lacridd/ <https://livestream.com/internetsociety/lacridd/> Twitter: #lacridd https://twitter.com/hashtag/LACRIDD <https://twitter.com/hashtag/LACRIDD>* Comment <http://isoc-ny.org/p2/8774#respond> See all comments <http://isoc-ny.org/p2/8774#comments> *Permalink* http://isoc-ny.org/p2/8774 <http://isoc-ny.org/p2/8774> -- --------------------------------------------------------------- Joly MacFie 218 565 9365 Skype:punkcast -------------------------------------------------------------- -

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Re: [Air-L] Sentiment analysis tool for Facebook comments
by Benj. N. Sugar 08 Nov '16

08 Nov '16

For those working in a pythonic domain: VADER: A Parsimonious Rule based Model for Sentiment Analysis of Social Media Text http://comp.social.gatech.edu/papers/icwsm14.vader.hutto.pdf https://github.com/cjhutto/vaderSentiment

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