- Air-L - lists.aoir.org

Call for Participation - RDA/ADHO Workshop: Evaluating Research Data Infrastructure Components and Engaging in their Development
by Lindsay Poirier 04 May '16

04 May '16

RDA/ADHO Workshop: Evaluating Research Data Infrastructure Components and Engaging in their Development Schedule: July 12, 2016 9:30am-4:00pm Workshop URL: https://rd-alliance.org/groups/digital-humanities-workshops.html Please come to a full-day workshop, sponsored by the Research Data Alliance (RDA), leading up to the DH2016 <http://dh2016.adho.org/> conference in Kraków, Poland. The workshop will be focused on evaluating and engaging data infrastructure in the humanities. RDA is an international initiative to facilitate the development of effective data practices, standards and infrastructure in particular research domains, and across domains. It aims to enhance capacity to archive, preserve, analyze and share data, and for collaboration both within and across research communities. The purpose of this workshop is to conduct a meaningful examination of the data fabric and infrastructure components being defined by the RDA, to test their relevance and applicability to the needs of the digital humanities community, and to discuss opportunities for humanities engagement in further standards development. This will be a full day workshop in the format of a hands-on round-table and open discussion. Participants will be asked to come prepared to discuss details of particular use cases, as well as solutions and needs relevant to two of the initial outputs of the RDA: the Persistent Identifier (PID) Types <https://rd-alliance.org/group/pid-information-types-wg/outcomes/pid-informa…> and Data Types Registry (DTR) <https://rd-alliance.org/group/data-type-registries-wg/outcomes/data-type-re…>. In advance of the workshop, organizers will provide summaries of these outputs and detailed examples of their analysis for use cases in humanities and other relevant domains. We are seeking workshop participants with both established and emerging projects. Leading up to the workshop, we will ask participants to fill out a questionnaire and create a use case. If you are interested in attending this workshop, please contact Lindsay Poirier, poiril(a)rpi.edu, for further information. Workshop Leaders: Bridget Almas, Tufts University, bridget.almas(a)tufts.edu; Kim Fortun, Rensselaer Polytechnic Institute, fortuk(a)rpi.edu; Natalie Harrower, Digital Repository of Ireland, n.harrower(a)ria.ie; Eveline Wandl-Vogt, Austrian Academy of Sciences, Dariah-EU, Eveline.Wandl-Vogt(a)oeaw.ac.at Conference: This workshop will take place at the Digital Humanities 2016 conference in Kraków, Poland, July 11-16. Registration: To participate in this workshop, individuals should register for DH2016 at http://dh2016.adho.org/registration/ and be sure to also register for the workshop. *Contact:* Lindsay Poirier, poiril(a)rpi.edu -- Lindsay Poirier Lead Platform Architect, PECE RDA Data Share Fellow PhD Student, Teaching Assistant Science and Technology Studies | Rensselaer Polytechnic Institute poiril(a)rpi.edu | lindsaypoirier.com

1 0

Re: [Air-L] Free access - JCAL special issue on "Learning analytics in massively multi-user virtual environments and courses"
by Lee, Mark 04 May '16

04 May '16

I have received a few emails in response to my last message, asking for instructions on how to use the access code. Apologies for neglecting to include this information in the original message; I hadn’t tried using the access code myself and so didn’t realize the process wasn’t intuitive! I also wanted to take this opportunity to clarify that the access code will provide free access to ALL JCAL articles—not just those in the special issue—for the remainder of the year. 1. You will need to register for an account on the Wiley website at http://www.onlinelibrary.wiley.com/user-registration if you have not already done so. 2. Log in to Wiley Online Library (http://onlinelibrary.wiley.com) with your email and password. 3. Once you have logged in, go to the trial access page within your profile at http://www.onlinelibrary.wiley.com/myprofile/trials. Enter the access code JCALLAK16 in the "Trial Access Code" dialog box, then click "Submit Code." You should now have access to all JCAL content (not just the special issue). If you encounter any difficulty, please email jcal.specialissues(a)gmail.com and I will endeavor to assist you. Kind regards, Mark > On May 4, 2016, at 1:06 PM, Mark J. W. Lee <malee(a)csu.edu.au> wrote: > > Dear colleague, > > Following my earlier email about the publication of the the special issue of Journal of Computer Assisted Learning (JCAL) on "Learning analytics in massively multi-user virtual environments and courses", Wiley has been kind enough to provide an access code that will permit free access to the content of the journal for the remainder of the year—but only for the first 300 users. > > The code is: JCALLAK16 > > If you DO NOT have access to JCAL via your institution’s library, we strongly encourage you to make use of this code, as Wiley will be monitoring its uptake to facilitate future decision-making on whether to make this special issue, along with other selected content, permanently free and open access. > > The contents of the special issue are included below again, for your reference. > > EDITORIAL > > Learning analytics in massively multi-user virtual environments and courses > M.J.W. Lee, P.A. Kirschner and L. Kester > http://dx.doi.org/10.1111/jcal.12139 > > SPECIAL ISSUE ARTICLES > > A MOOC based on blended pedagogy > S. Rayyan, C. Fredericks, K.F. Colvin, A. Liu, R. Teodorescu, A. Barrantes, A. Pawl, D.T. Seaton and D.E. Pritchard > http://dx.doi.org/10.1111/jcal.12126 > > Understanding MOOC students: motivations and behaviours indicative of MOOC completion > B.K. Pursel, L. Zhang, K.W. Jablokow, G.W. Choi and D. Velegol > http://dx.doi.org/10.1111/jcal.12131 > > The role of students' motivation and participation in predicting performance in a MOOC > P.G. de Barba, G.E. Kennedy and M.D. Ainley > http://dx.doi.org/10.1111/jcal.12130 > > Who are the top contributors in a MOOC? Relating participants' performance and contributions > C. Alario-Hoyos, P. J. Muñoz-Merino, M. Pérez-Sanagustín, C. Delgado Kloos and H. A. Parada G. > http://dx.doi.org/10.1111/jcal.12127 > > Connecting performance to social structure and pedagogy as a pathway to scaling learning analytics in MOOCs: an exploratory study > S.P. Goggins, K.D. Galyen and J.M. Laffey > http://dx.doi.org/10.1111/jcal.12129 > > Towards general models of effective science inquiry in virtual performance assessments > R.S. Baker, J. Clarke-Midura and J. Ocumpaugh > http://dx.doi.org/10.1111/jcal.12128 > > CLOSING COMMENTARY > > The MOOC and learning analytics innovation cycle (MOLAC): a reflective summary of ongoing research and its challenges > H. Drachsler and M. Kalz > http://dx.doi.org/10.1111/jcal.12135 > > > Kind regards, > > > > Mark J.W. Lee, Paul A. Kirschner and Liesbeth Kester > Editors

1 0

CFP Extended: Union for Democratic Communications 2016 Conference (Detroit. Sep. 29-Oct. 1, 2016)
by Doug Tewksbury 04 May '16

04 May '16

CFP: The Union for Democratic Communications 2016 Conference Troubled Waters: Structural Inequalities, Structural Responses Location: Wayne State University. Detroit, MI. Date: September 29 – October 1, 2016 Deadline to submit extended to: May 20, 2016 Paper Submission: http://www.democraticcommunications.org Call for Papers: As global inequality reaches staggering levels and capitalism becomes increasingly unstable, people of color increasingly face disproportionate impacts of environmental degradation, pauperization, and state repression. Media and communications systems play an important role in enabling and resisting such phenomena across the globe, from Europe’s refugee crisis, to police violence in the U.S., to the illegal occupation of Palestine, to the displacement of people across the Global South due to climate change. The global phenomenon of racialized inequality has poignantly played out in Detroit, the site of this year’s conference. The city, once a symbol of the United States’ industrial dominance, has been reconstructed over the last 40 years as one of decay in the popular imaginary. From lead-tainted drinking water to crumbling schools, southeastern Michigan has felt the suffering that stems from the failures of the corporate state and institutionalized racism. Unfortunately, Detroit’s experience is not unique, but rather must be seen as part of a broader war on the working-class and people of color under neoliberalism, facilitated by utopian myths around digital technology and the post-industrial economy. Though these problems are the result of varied historical and deep-seated racial and social injustices, their continued existence is not a foregone conclusion. This UDC conference will draw attention to the relationship between neoliberal culture and ideology and institutional racism, both domestically and internationally. Specifically, the conference organizers encourage submissions that examine how systematic, institutionalized racism shapes our physical, social, cultural, ecological, and mediated environments; we also encourage submissions that identify promising avenues of institutional and social transformation. We invite abstract submissions to this year’s conference from new, emerging and established scholars; graduate students; artists; activists; and media practitioners. We welcome proposals for paper presentations, workshops, theme panels, film screenings, artistic interventions, and other formats. Abstracts should be between 300-500 words. Graduate students who want to be considered for the Brian Murphy Student Paper Award should submit a full paper along with their abstract. All submissions are subject to double-blind review and can be submitted at www.democraticcommunications.org -- Any questions? Please email udc.steering(a)gmail.com Union for Democratic Communications www.democraticcommunications.org — Doug Tewksbury, Ph.D. Associate Professor Communication Studies Department 334 Dunleavy Hall PO Box 1922 Niagara University, NY 14109 p: 716.286.8338 e: dtewksbury(a)niagara.edu

1 0

Master of Social Informatics at the University of Ljubljana, Faculty of Social Sciences
by Sara Atanasova 04 May '16

04 May '16

(We kindly ask you to forward this email to your students or colleagues) *** Apologies for cross-postings *** *Apply now to the Master of Social Informatics at the University of Ljubljana, Faculty of Social Sciences* Applications are now open for the second level Master study programme of Master of Social Informatics at the *Faculty of Social Sciences at the University of Ljubljana <http://www.fdv.uni-lj.si/en/> -* a study programme with more than 30 years old tradition at the University of Ljubljana. Students will gain advanced knowledge of social science research methodology, understand information society, data science and project management applicable on design, implementation and evaluation of new ICTs. While the ability of overcoming the traditional gap between social sciences and computer sciences is one of the most valuable job skills in the digital market, other competences, such as the ability to conduct independent research on an advanced level, to successfully manage a project from start to finish, to be able to use the “R” computer program for statistical and other purposes, and to know how to conceptualize and evaluate a web service, are also of equal importance. Numerous visiting lecturers from various companies and foreign universities help bring students’ competencies closer to the needs of labour market. *Integration of social sciences, research methodology, data analytics and computer sciences is becoming a necessity and an important competitive advantage in contemporary data-driven information society.* Graduates of Social informatics are highly employable and start to establish links with potential employers, organizations and companies in public and private sector already during the study through project-based courses. For more information on the programme, please contact the programme coordinator, Dr. Gregor Petrič (gregor.petric(a)fdv.uni-lj.si <gregor.petric(a)fdv.uni-lj.si?subject=Master%20of%20Social%20Informatics>) or visit the <http://www.fdv.uni-lj.si/en/study/study-at-the-FDV/masters-programmes/study…>programme website <http://www.fdv.uni-lj.si/en/study/study-at-the-FDV/masters-programmes/study…> . For any information concerning the application process, please contact our Office for postgraduate studies <masterstudies(a)fdv.uni-lj.si>. We encourage you to apply early to meet all enrolment deadlines. Note that your previous study will be assessed in the procedure for recognition of foreign higher education credentials or diplomas. You can find out more about enrolment on our website <http://www.fdv.uni-lj.si/en/study/study-at-the-FDV/masters-programmes/notif…>. *Deadline for applicants: *31 May 2016 for non-EU students, 1 September for EU citizens

1 0

Call for Volunteers: AoIR Technical Advisory Group
by Axel Bruns 04 May '16

04 May '16

AoIR is now calling for expressions of interest from volunteers to serve on our Technical Advisory Group (TAG). From time to time, the Association faces various issues relating to our technical infrastructure - including the AoIR Website, the Selected Papers in Internet Research (SPIR) site, our conference submission and registration platforms, our mailing-list, and the integration between these different systems. Members of the TAG will be asked to help us make better strategic decisions about our technology choices, and to support the Association Coordinator and Exec in addressing any urgent issues - for example to clean up and better protect our sites after the hacking attacks we suffer on occasion. TAG members should have strong familiarity with technologies such as PHP, MySQL, Open Journal Systems, Wordpress, and/or ConfTool, as well as overall server admin skills. Experience in protecting Web servers from hackers would also be very welcome. AoIR is an almost entirely volunteer-based, non-profit organisation, so unfortunately we can't offer any payment for this work - other than the satisfaction of having made a significant contribution to our community. If you're interested in helping out, please email Axel Bruns (vp(a)aoir.org) with an expression of interest and some information about your tech skills and expertise. The first major point of focus for the TAG will be our conference publication, Selected Papers in Internet Research (SPIR). As you may have noticed, SPIR is currently offline; unfortunately, the site has been hacked, and we are hoping that with the help of TAG volunteers we'll be able to bring it back online as soon as possible. In the longer term, we hope to transition SPIR to a more secure, hosted setup. On behalf of the AoIR Exec, many thanks in advance. -- Dr Axel Bruns a.bruns(a)qut.edu.au - @snurb_dot_info ARC Future Fellow, 2014-17 http://www.amazon.com/author/axel.bruns/ Professor, Media & Communication http://mappingonlinepublics.net/ QUT Digital Media Research Centre http://qut.edu.au/research/dmrc/ Creative Industries Faculty, Z6-503, KG http://snurb.info/ Queensland University of Technology +61 7 3138 5548 GPO Box 2434, Brisbane, Qld 4001, Australia CRICOS No.: 00213J

1 0

Re: [Air-L] Instagram and body
by Benj. N. Sugar 04 May '16

04 May '16

Apologies if I'm not sending this correctly. I get the digest, and so I'm not sure how to reply such that it responds to the thread. In any event. My professor (Munmun De Choudhury) and one of her PhD students (Stevie Chancellor) do a fair amount of work in this area. Three of the papers below use Instagram, another Tumblr, and I can't recall the fifth at this moment. You can find the links here: http://www.munmund.net/publications.html Unfortunately, Stevie's publication links are down but here's her info: http://toppling-dominoes.com/ 1. Chancellor, S., Mitra, T., and De Choudhury, M. (2016). /Recovery Amid Pro-Anorexia: Analysis of Recovery in Social Media/. In Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems (San Jose, CA, May 7-12, 2016), to appear. CHI 2016. 2. Chancellor, S., Lin, Z., and De Choudhury, M. (2016). /“This Post Will Just Get Removed”: Characterizing Deviant Pro-Eating Disorder Social Media Content/. In Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems (San Jose, CA, May 7-12, 2016), to appear. CHI 2016. 3. Chancellor, S., Pater, J., Clear, T., Gilbert, E., and De Choudhury, M*.* (2016). /#thyghgapp: Instagram Content Moderation and Lexical Variation in Pro-Eating Disorder Communities/. In Proceedings of the 19th ACM Conference on Computer-Supported Cooperative Work and Social Computing (San Francisco, CA, Feb 27–Mar 2, 2016). CSCW 2016. 4. Chancellor, S., Lin, Z., Goodman, E., Zerwas, S., and De Choudhury, M. (2016). /Quantifying and Predicting Mental Illness Severity in Online Pro-Eating Disorder Communities/. In Proceedings of the 19th ACM Conference on Computer-Supported Cooperative Work and Social Computing (San Francisco, CA, Feb 27–Mar 2, 2016). CSCW 2016. 5. De Choudhury, M., Sharma, S., and Kiciman, E. (2016). /Characterizing Dietary Choices, Nutrition, and Language in Food Deserts via Social Media/. In Proceedings of the 19th ACM Conference on Computer-Supported Cooperative Work and Social Computing (San Francisco, CA, Feb 27–Mar 2, 2016). CSCW 2016.

2 1

Re: [Air-L] Instagram and body
by Samantha Shorey 03 May '16

03 May '16

Hi Evelina, I recommend Elizabeth Wissinger's new book *This Year's Model.* The book is very much about the visibility of bodies in digital media: Chapter 4 is especially relevant, on body management and photography, and Chapter 5 moves on to connect this to presentation of the self and labor. Best, Sam -- Samantha Shorey PhD student, Department of Communication University of Washington office: CMU 340 N twitter: @SamShorey ------------------------------ > > Message: 2 > Date: Tue, 3 May 2016 06:25:13 +0000 > From: Evelina Liliequist <evelina.liliequist(a)umu.se> > To: Air list <air-l(a)listserv.aoir.org> > Subject: [Air-L] Instagram and body > Message-ID: <E43C134B-B78F-406A-9CF0-D312B53BE06D(a)umu.se> > Content-Type: text/plain; charset="utf-8" > > Hi! > > I am asking on the behalf of a student if there is any articles on > Instagram use and the posting of pictures that relate to body and norms, > such as fitness and fat activism. > > Thanks in advance, > Evelina Liliequist > > Postgraduate student Ethnology, Digital humanities > Department of Culture and Media Studies, Umeå University > > Umeå University > SE-901 87 Umeå > Sweden > > Tel: +46 90 7866305 > Email: evelina.liliequist(a)umu.se<mailto:evelina.liliequist@umu.se> >

1 0

Re: [Air-L] New book announcement - The class: living and learning in the digital age
by Jodi Schneider 03 May '16

03 May '16

Buried in the announcement is the link to *read the book online* (for free): http://connectedyouth.nyupress.org/book/9781479824243/ Thanks to NYU Press & The NYU Digital Library Technology Services for this! On Tue, May 3, 2016 at 11:25 AM, Sonia Livingstone - The Class < s.livingstone(a)lse.ac.uk> wrote: > ** > ------------------------------------------------------------ > > New book announcement > > The class: living and learning in the digital age > > By Sonia Livingstone (http://www.sonialivingstone.net/) and Julian > Sefton-Green (http://www.julianseftongreen.net/) > Published 3 May 2016 by New York University Press > See: http://nyupress.org/books/9781479824243/ > > Based upon fieldwork at an ordinary London school, The Class examines > young people's experiences of growing up and learning in a digital world. > In this original and engaging study, Livingstone and Sefton-Green explore > youth values, teenagers’ perspectives on their futures, and their tactics > for facing the opportunities and challenges that lie ahead. The authors > follow the students as they move across their different social worlds—in > school, at home, and with their friends, engaging in a range of activities > from video games to drama clubs and music lessons. > > Based on spending over a year with one class of 13-14 year olds, the > authors ask a host of questions that concern parents, teachers, > journalists, public policy makers and researchers: > * Do today’s youth have more opportunities than their parents? > * As they build their own social and digital networks, does that offer new > routes to learning and friendship? > * How do they navigate opportunities for formal and informal learning in a > digitally connected but fiercely competitive, highly individualized world? > * What is expected of parents, and what do parents actually do, when > bringing up their young teens in the digital age? > > By portraying the texture of the students’ everyday lives, The Class seeks > to understand how the structures of social class and cultural capital shape > the development of personal interests, relationships and autonomy. > Providing insights into how young people’s social, digital, and learning > networks enable or disempower them, Livingstone and Sefton-Green reveal > that the experience of disconnections and blocked pathways is often more > common than that of connections and new opportunities. > > The authors will be blogging about the book over the coming few months at > www.parenting.digital (http://www.parenting.digital/) and at > http://clalliance.org/publications/the-class-living-and-learning-in-the-dig… > > We are delighted to note that the book is free to read online at > http://connectedyouth.nyupress.org/book/9781479824243/ ( > http://connectedyouth.nyupress.org/) > > If you would like a review copy, please email Betsy C Steve - > betsy.steve(a)nyu.edu (North America) Rachel Shand - > rachelshand(a)combinedacademic.co.uk (EU & ROW). > > Contents page > * Introduction: An Invitation to Meet the Class > * 1 Living and Learning in the Digital Age > * 2 A Year of Fieldwork > * 3 Networks and Social Worlds > * 4 Identities and Relationships > * 5 Life at School: From Routines to Civility > * 6 Learning at School: Measuring and “Leveling” the Self > * 7 Life at Home Together and Apart > * 8 Making Space for Learning in the Home > * 9 Learning to Play Music: Class, Culture, and Taste > * 10 Life Trajectories, Social Mobility, and Cultural Capital > * Conclusion: Conservative, Competitive, or Connected > > Each chapter is grounded in original empirical research and each seeks to > bring children and young people’s experiences and voices to the fore. > > The book reflects several years of fieldwork, analysis and writing, part > of our participation in the Connected Learning Research Network funded by > the MacArthur Foundation’s Digital Media and Learning initiative. > Recognising that we live in a thoroughly mediated society, this network is > examining how children and young people already – and could in the future - > connect their formal and informal learning experiences in school, home, > with peers and in interest-driven activities. > > The Class is the second in a new series ( > http://dmlcentral.net/introducing-new-book-series-connected-youth-digital-f…) > called Connected Youth and Digital Futures ( > http://connectedyouth.nyupress.org/) which examines “changes at the > intersection of civil and political reform, transformations in employment > and education, and the growing presence of digital technologies in all > aspects of social, cultural and political life.” > > Praise already received for The Class: > “In a richly textured account, The Class unpacks many of the grand claims > made in public discourse about the perceived impact—positive and > negative—of new media technologies on young people’s lives and future > prospects. Intellectually engaging, lucidly written, and emotionally > engrossing, The Class is required reading for policy makers, parents, and > teachers alike." > —Kirsten Drotner, co-editor of Informal Learning and Digital Media ( > http://www.cambridgescholars.com/download/sample/59154) > > “One of the richest investigations to date of young people across the > major sites of their lives—school, family, and among their peers—The Class > will be a distinctive contribution to media and youth studies. Displaying > an impressive breadth of knowledge, the authors showcase lively > ethnographic vignettes to draw significant, convincing, and exciting > insights.” > —Dorothy Holland, co-author of Identity and Agency in Cultural Worlds ( > http://www.hup.harvard.edu/catalog.php?isbn=9780674005624) > > "An exemplary ethnography whose holistic engagement with children at home > as well as at school allow for judicious appraisals of what actually > matters, motivates, and has consequences for their lives. By fully > respecting the children’s attempts to control the impact of digital > technologies, negotiate their relationships and internalise but tame > institutional pressures, this book gives us precisely the kind of > empathetic sense of the child that we need to retain as adults." > —Daniel Miller, author of Social Media in an English Village ( > https://www.ucl.ac.uk/ucl-press/browse-books/social-media-in-an-english-vil… > ) > > ============================================================ > ** (http://www.twitter.com/Livingstone_S) > ** (http://connectedyouth.nyupress.org/book/9781479824243/) > Copyright © 2016 London School of Economics and Political Science, All > rights reserved. > You are receiving this email because you expressed interest in our > project. You can unsubscribe from this list at any moment. > > Our mailing address is: > London School of Economics and Political Science > Houghton Street > London, WC2A 2AE > United Kingdom > Want to change how you receive these emails? > You can ** update your preferences ( > http://lse.us10.list-manage.com/profile?u=6ed42cda03012774a98ca3add&id=b5b8… > ) > or ** unsubscribe from this list ( > http://lse.us10.list-manage.com/unsubscribe?u=6ed42cda03012774a98ca3add&id=… > ) > _______________________________________________ > 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/

1 0

CFP: CHIPlay 2016 (Austin, TX) Workshops and Courses
by Nicole Crenshaw 03 May '16

03 May '16

*sorry for cross-posting!* ***************************************************************************** * * CHI PLAY 2016: CALL FOR PARTICIPATION - Workshops and Courses * Submission Deadlines: * May 27, 2016: Workshop and course proposals, Student game competition * July 15, 2016: Doctoral consortium, industry case studies, and works-in-progress * * CHI PLAY 2016 * The 3rd ACM SIGCHI Annual Symposium on Computer-Human Interaction in Play * http <https://email.lincoln.ac.uk/owa/redir.aspx?SURL=yA8DYPuy8mgBG5vwBFHYpXylh4y…> :// <https://email.lincoln.ac.uk/owa/redir.aspx?SURL=yA8DYPuy8mgBG5vwBFHYpXylh4y…> chiplay <https://email.lincoln.ac.uk/owa/redir.aspx?SURL=yA8DYPuy8mgBG5vwBFHYpXylh4y…> . <https://email.lincoln.ac.uk/owa/redir.aspx?SURL=yA8DYPuy8mgBG5vwBFHYpXylh4y…> org <https://email.lincoln.ac.uk/owa/redir.aspx?SURL=yA8DYPuy8mgBG5vwBFHYpXylh4y…> * Twitter: #chiplay * * Austin, Texas * October 16 - 19, 2016 * ***************************************************************************** CHI PLAY is an international and interdisciplinary conference (by ACM SIGCHI) for researchers and professionals across all areas of play, games and human-computer interaction (HCI). We call this area “player-computer interaction”. The goal of the conference is to highlight and foster discussion of current high quality research in games and HCI as foundations for the future of digital play. To this end, the conference will feature streams that blend academic research and games with research papers, interactive demos, and industry case studies. CHI PLAY grew out of the increasing work around games and play emerging from the ACM annual conference on Human Factors in Computing Systems (CHI) as well as smaller conferences such as Fun and Games and Gamification. CHI PLAY is sponsored by the ACM Special Interest Group for Computer-Human Interaction (SIGCHI). IMPORTANT DATES STUDENT GAME COMPETITION Student game competition submissions: 27th May, 2016 Student game competition notifications: 24th June, 2016 WORKSHOPS/COURSES Workshop proposal submissions: 27th May, 2016 Workshop proposal notifications: 24th June, 2016 Workshop participation submissions: 12th July, 2016 Workshop participation notifications: 12th August, 2016 WORKS-IN PROGRESS, DOCTORAL CONSORTIUM Paper deadline: 15th July, 2016 Review deadline: 5th August, 2016 Decisions: 12th August, 2016 Camera-Ready Deadline: 19th August, 2016 SUBMISSIONS As a SIGCHI-sponsored conference, CHI PLAY will consider submissions related to games and play. We encourage submissions on novel and innovative game interactions and mechanics and acknowledge that contributions on systems research may involve less extensive evaluation than more traditional research papers. We welcome submissions from all topics in interactive game research that are relevant to player-computer interaction, including but not limited to the following: - Game Interaction - Novel Game Control - Novel Implementation Techniques that Affect Player Experience - Evaluation of Feedback and Display Technologies for Games - Gamification - Neurogaming - Persuasive Games - Games for Health, Learning and Change - Exertion Games - Player Experience - Virtual and Augmented Reality Games - Games User Research - Game Evaluation Methods - Psychology of Players and Games - Player Typologies - Accessible and Inclusive Game Design - Novel Game Mechanics Impacting Player Experience - Casual Game Design Studies - Social Game Experiences - Serious Games - Alternate Reality Games - Tools for Game Creation - Developer Experiences and Studies of Developers - Industry Case Studies Although we are interested in papers on the effects of various technologies, software, or algorithms on player or developer experience, technical contributions without clear indications of the impact on players or developers are not within the scope of CHI PLAY. WORKSHOPS (4 pages excluding references in ACM SIGCHI Extended Abstract format, workshop at the conference) Workshops allow conference participants that share a common interest to deepen their knowledge and meet in an interactive hands-on learning and discussion environment. They provide great opportunities for community-building at CHI PLAY. Workshops should focus on a theme in one of CHI PLAY’s core areas mentioned above. We especially welcome workshops that bridge the gap between practitioner and researcher knowledge or between communities. Workshops should provide novel perspectives and generate ideas about player-computer interaction. If you are passionate about this field, please consider organizing a workshop. Workshops can independently from the conference result in special issues of journals, wikis, websites, or books. COURSES (4 pages excluding references in ACM SIGCHI format, course at the conference) Courses at CHI PLAY should allow participants to learn new hands-on knowledge about player-game interaction, development and evaluation. They are great opportunities for industry pros to teach their knowledge to an interested audience and allow interdisciplinary knowledge development between practitioners and researchers. If you work in game development and are eager to teach a workshop at CHI PLAY, we look forward to your submission. -- Nicole Crenshaw PhD Candidate Information and Computer Sciences University of California, Irvine http://sites.uci.edu/nicolecrenshaw/

1 0

New book announcement - The class: living and learning in the digital age
by Sonia Livingstone - The Class 03 May '16

03 May '16

** ------------------------------------------------------------ New book announcement The class: living and learning in the digital age By Sonia Livingstone (http://www.sonialivingstone.net/) and Julian Sefton-Green (http://www.julianseftongreen.net/) Published 3 May 2016 by New York University Press See: http://nyupress.org/books/9781479824243/ Based upon fieldwork at an ordinary London school, The Class examines young people's experiences of growing up and learning in a digital world. In this original and engaging study, Livingstone and Sefton-Green explore youth values, teenagers’ perspectives on their futures, and their tactics for facing the opportunities and challenges that lie ahead. The authors follow the students as they move across their different social worlds—in school, at home, and with their friends, engaging in a range of activities from video games to drama clubs and music lessons. Based on spending over a year with one class of 13-14 year olds, the authors ask a host of questions that concern parents, teachers, journalists, public policy makers and researchers: * Do today’s youth have more opportunities than their parents? * As they build their own social and digital networks, does that offer new routes to learning and friendship? * How do they navigate opportunities for formal and informal learning in a digitally connected but fiercely competitive, highly individualized world? * What is expected of parents, and what do parents actually do, when bringing up their young teens in the digital age? By portraying the texture of the students’ everyday lives, The Class seeks to understand how the structures of social class and cultural capital shape the development of personal interests, relationships and autonomy. Providing insights into how young people’s social, digital, and learning networks enable or disempower them, Livingstone and Sefton-Green reveal that the experience of disconnections and blocked pathways is often more common than that of connections and new opportunities. The authors will be blogging about the book over the coming few months at www.parenting.digital (http://www.parenting.digital/) and at http://clalliance.org/publications/the-class-living-and-learning-in-the-dig… We are delighted to note that the book is free to read online at http://connectedyouth.nyupress.org/book/9781479824243/ (http://connectedyouth.nyupress.org/) If you would like a review copy, please email Betsy C Steve - betsy.steve(a)nyu.edu (North America) Rachel Shand - rachelshand(a)combinedacademic.co.uk (EU & ROW). Contents page * Introduction: An Invitation to Meet the Class * 1 Living and Learning in the Digital Age * 2 A Year of Fieldwork * 3 Networks and Social Worlds * 4 Identities and Relationships * 5 Life at School: From Routines to Civility * 6 Learning at School: Measuring and “Leveling” the Self * 7 Life at Home Together and Apart * 8 Making Space for Learning in the Home * 9 Learning to Play Music: Class, Culture, and Taste * 10 Life Trajectories, Social Mobility, and Cultural Capital * Conclusion: Conservative, Competitive, or Connected Each chapter is grounded in original empirical research and each seeks to bring children and young people’s experiences and voices to the fore. The book reflects several years of fieldwork, analysis and writing, part of our participation in the Connected Learning Research Network funded by the MacArthur Foundation’s Digital Media and Learning initiative. Recognising that we live in a thoroughly mediated society, this network is examining how children and young people already – and could in the future - connect their formal and informal learning experiences in school, home, with peers and in interest-driven activities. The Class is the second in a new series (http://dmlcentral.net/introducing-new-book-series-connected-youth-digital-f…) called Connected Youth and Digital Futures (http://connectedyouth.nyupress.org/) which examines “changes at the intersection of civil and political reform, transformations in employment and education, and the growing presence of digital technologies in all aspects of social, cultural and political life.” Praise already received for The Class: “In a richly textured account, The Class unpacks many of the grand claims made in public discourse about the perceived impact—positive and negative—of new media technologies on young people’s lives and future prospects. Intellectually engaging, lucidly written, and emotionally engrossing, The Class is required reading for policy makers, parents, and teachers alike." —Kirsten Drotner, co-editor of Informal Learning and Digital Media (http://www.cambridgescholars.com/download/sample/59154) “One of the richest investigations to date of young people across the major sites of their lives—school, family, and among their peers—The Class will be a distinctive contribution to media and youth studies. Displaying an impressive breadth of knowledge, the authors showcase lively ethnographic vignettes to draw significant, convincing, and exciting insights.” —Dorothy Holland, co-author of Identity and Agency in Cultural Worlds (http://www.hup.harvard.edu/catalog.php?isbn=9780674005624) "An exemplary ethnography whose holistic engagement with children at home as well as at school allow for judicious appraisals of what actually matters, motivates, and has consequences for their lives. By fully respecting the children’s attempts to control the impact of digital technologies, negotiate their relationships and internalise but tame institutional pressures, this book gives us precisely the kind of empathetic sense of the child that we need to retain as adults." —Daniel Miller, author of Social Media in an English Village (https://www.ucl.ac.uk/ucl-press/browse-books/social-media-in-an-english-vil…) ============================================================ ** (http://www.twitter.com/Livingstone_S) ** (http://connectedyouth.nyupress.org/book/9781479824243/) Copyright © 2016 London School of Economics and Political Science, All rights reserved. You are receiving this email because you expressed interest in our project. You can unsubscribe from this list at any moment. Our mailing address is: London School of Economics and Political Science Houghton Street London, WC2A 2AE United Kingdom Want to change how you receive these emails? You can ** update your preferences (http://lse.us10.list-manage.com/profile?u=6ed42cda03012774a98ca3add&id=b5b8…) or ** unsubscribe from this list (http://lse.us10.list-manage.com/unsubscribe?u=6ed42cda03012774a98ca3add&id=…)

1 0