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Re: [Air-L] Ethics of a student project
by Nicholas John 22 Aug '14

22 Aug '14

Hi Jill and others, Your student raises some interesting issues, but I think there is no need for “stalking” at all. First of all, there are pretty clear answers around to some of the things that interest him: we know that people don’t know what is accessible about them and that there is a disconnect between their knowledge and the actual state of affairs. Joe Turrow has done work on this. This doesn’t mean that your student can’t discuss this with informants, but it could perhaps be at a more general level. If what interests the student is how people feel about all the information that is out there, that’s quite a different question, and one that would justify presenting the informants with information they didn’t know was out there, but, like Johnny Unger suggested, this could - and probably should - be done together with the the informants. I think that going away and compiling a dossier which is then presented to the informant is not the way to advance research of this kind. In fact, perhaps the right way to proceed would be to present the informants with the tools for finding out the information that’s out there about themselves, and then interviewing them to ask about the process. Or even sitting with them - but on the other side of the screen - as they carry out the process. The extent to which they share with the research information that they have found out is online is then controlled by the informants, while the researcher is enable to probe them as to their feelings about these discoveries. Picking up on another thread, I would also like to register my discomfort with tasking students to find out what they can about their teachers. This is not about us (as teachers) having nothing to hide. It is partly to do with other people in our lives who have not given their consent to be included in the exercise (especially minors), but it is also to do with the proper distance between teachers and students (and between any two people, really), however fraught this notion might be. This takes us back to Jill’s student, who doesn’t actually need to know anything about the informants in order to study their responses to learning that there is far more information out there about them than they thought. It also implies that if we want to teach students about the wealth of information about them out there, that the best, and maybe only, case study they should work on is themselves. Nik > Message: 2 > Date: Thu, 21 Aug 2014 12:05:01 +0000 > From: Jill Walker Rettberg <Jill.Walker.Rettberg(a)lle.uib.no> > To: Air list <air-l(a)listserv.aoir.org> > Subject: [Air-L] Ethics of a student project > Message-ID: <08E59053-552E-40DF-AAF3-E54969BD54D4(a)lle.uib.no> > Content-Type: text/plain; charset="us-ascii" > > One of our upper-level undergrads would like to write a paper about privacy using a slightly unusual methodology: he wants to find five informants who are willing to let him google them exhaustively in order to find out everything he can about them using legal, public online methods. Then he wants to show each informant the information and interview them, asking things like "did you know this information about you was accessible?" and more in order to find out something about what information people think is available about them, what is actually available about them, and how people feel about all the information out there about them and the possible disconnect between what they think and what is in fact out there. > > My gut reaction is that I wouldn't want to let a researcher "stalk" me online like that, and if I wouldn't want to be an informant maybe I shouldn't allow the project, right? But I'm also guessing that the project might be approved by the ethics board so long as there is clear, informed consent. And it'd be interesting to see the results. > > But beyond the ethics board: what do you think about a methodology like this? Do you share my gut reaction or am I overreacting? Would you let a student do it? And what might be better ways for a student to do a small scale research project on this topic? > > 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 latest book, Blogging (2nd ed), will be available from Polity from September 20: http://www.politybooks.com/book.asp?ref=0745663648 >

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PressForward
by Joly MacFie 22 Aug '14

22 Aug '14

Among the numerous NYC events I webcast on behalf of ISOC-NY is the WordPress NYC Meetup. This month's edition included a presentation that may be of interest to AoIR types - a free plugin called ForwardPress, a simple aggregation tool that is essentially peer review in a box. See it at http://youtu.be/mDzNHwyiGc0 -- --------------------------------------------------------------- Joly MacFie 218 565 9365 Skype:punkcast WWWhatsup NYC - http://wwwhatsup.com http://pinstand.com - http://punkcast.com VP (Admin) - ISOC-NY - http://isoc-ny.org -------------------------------------------------------------- -

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studies on the limits of "free" speech on FB?
by Charles Ess 21 Aug '14

21 Aug '14

Hi all, Apologies for a slightly irritated posting/inquiry - but I've discovered that FB recently removed a comment from my timeline that I made regarding events in Ferguson, Missouri, and Anonymous, which not only "doxed" the alleged shooter, but also cut off Internet services within the local police department. (Going on memory here, sorry if all the details are not exact or complete.) My comment was something along the lines of: The is the second time I've seen Anonymous out the wrong person (and I'm not even keeping track very closely). As unhappy as I am with corrupt and over-militarized cops, etc. [really: my wife grew up some 15 minutes' walk from where the shooting took place] - I'm even less happy with a hacker underground that is neither transparent nor accountable to those of us it claims to "protect and serve" (irony intentional). I'm assuming it was FB that took this down, for whatever reason (i.e., not someone from Anonymous or elsewhere)? In any event: does anyone know of good studies - qualitative / quantitative - that attempt to document this sort of behavior on FB's part? It would be invaluable both for its own sake, as well as for my upcoming class on Internet regulation as caught between several poles, including freedom of expression as critical to democratic discourse, etc. Many thanks in advance, - charles ess

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Re: [Air-L] Ethics of a student project
by Tim Libert 21 Aug '14

21 Aug '14

First time responding to this list, hopefully I’m obeying any conventions, good manners, etc. I’m replying to a thread I read from the digest, so hopefully this does not get out of sync. In regards to the experiment (which seems pretty cool) I would point out that when the data resides externally (on google, facebook, etc) those entities are the guardians and keepers of that data. They may, depending on jurisdiction, have means to remove data at the request of a subject and while they hold it are liable for keeping it secure. Once the researcher copies this information, she or he are now the guardian and keeper of the subject’s data, and therefore are responsible for data security. Data security, done correctly, is not difficult these days, but neither is it trivial. Learning how to do it well is good training for the student if she or he has an interest in privacy. I recommend the researcher take precautions that the data used is collected within a defined scope (ie excluding credit reports for example), the data is locally stored in an encrypted virtual machine, and the encrypted data is subsequently destroyed. I suggest using the following free software to accomplish this. First, create a virtual Ubuntu Linux [1] machine using VirtualBox [2]. When installing Ubuntu, you must set up disk encryption [3], meaning that if the device is stolen, the data is unreadable. Within this ‘virtual’ computer the researcher can do whatever they like, surf the web, keep records, etc. - it functions like a normal computer, it just ‘lives’ inside your main one. When the experiment is over simply delete the virtual machine file - as it is encrypted to start out with you don’t need to worry about much else. This may sound difficult, but given a weekend, some persistence, and creativity, it is doable. The Internet is full of guides on how to do this. It is also fun. Key point for me is that while the study will teach the student a lot about the research question, learning about privacy also means about learning about how to handle private data and picking up some basic opsec. [INSERT HERE: whatever disclaimers are necessary to prove that I am not anybody’s lawyer and my advice may not meet the standards required when dealing with at-risk groups, etc.] Again, I’m only on the digest list, so may miss an immediate reply, but feel free to follow up directly: tlibert(a)asc.upenn.edu - tim libert, phd student, university of pennsylvania [1] http://www.ubuntu.com/ [2] https://www.virtualbox.org/ [3] https://www.eff.org/deeplinks/2012/11/privacy-ubuntu-1210-full-disk-encrypt… [4] https://www.torproject.org/

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digital politics guide for fall classes
by Colin Delany 21 Aug '14

21 Aug '14

Hi folks, Luis Hestres mentioned my ebook (the digital campaigning guide I wrote last year and updated in April) in his publications list a couple of weeks ago, but I just found out about another digital politics/advocacy grad-level class (at George Washington University in DC) that's using it. I thought I'd toss this out as a reminder -- the book is a comprehensive overview of the strategies, tactics and tools of internet politics in our current environment, and while it's written to be accessible to beginners, many political and advocacy campaigns inside the U.S. and around the world are using it as a roadmap to campaigning in 2014. It's on Amazon as an ebook and also as a pay-what-you-want download at Epolitics.com. The latter may be a good fit for faculty who want to distribute it as a PDF to students. "How to Use the Internet to Win in 2014: A Comprehensive Guide to Online Politics for Campaigns & Advocates" http://www.epolitics.com/WinningIn2014 I hope this turns out to be useful for folks on the list! --cpd Colin Delany Epolitics.com -- digital strategy for politics and advocacy http://www.epolitics.com 202-422-4682 cpd(a)epolitics.com @epolitics

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Fellowships in Digital Media
by Ben Light 21 Aug '14

21 Aug '14

Hi Folks, We are looking for Vice Chancellor’s Research Fellows in the area of Digital Media Studies. These fellowships are a great opportunity to focus purely on research for 3 years and as a bonus you get to work alongside great people like Jean Burgess, Axel Bruns, Peta Mitchell and Patrik Wikstrom! You’ll also be part of a vibrant Social Media Research Group and get to participate in the broader agenda of our aim to progress cultural studies approaches to digital media more generally. The closing date for applications is 16 September 2014. The competition is tough with a requirement for clear evidence of a publication track record, but we are happy to work with people to support application development. The details of the scheme are here: https://www.qut.edu.au/research/scholarships-and-funding/vice-chancellors-r… Please do get in touch if this is something would like to explore further. Best wishes, Ben Ben Light PhD MSc BA(Hons) Professor of Digital Media Studies Creative Industries Faculty School of Media, Entertainment and Creative Arts Queensland University of Technology Creative Industries Precinct Z1-515 Musk Avenue Kelvin Grove QLD 4059 Australia Phone: +61 7 3138 8280 Twitter: @doggyb QUT: http://www.staff.qut.edu.au/staff/lightb Open Access Publications: http://eprints.qut.edu.au/view/person/Light,_Ben.html Personal Site: http://www.benlight.org

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CFP: Maryland Cyber Challenge 2014
by Richard Forno 20 Aug '14

20 Aug '14

(Not exactly AIR-y but posted in case anyone's got students/clubs/kids interested......) Maryland Cyber Challenge 2014 (@MDCyberChall) registration is now open! Since 2011, the Maryland Cyber Challenge has brought together students and professionals for a series of technical challenges leading to meaningful prizes, bragging rights, and fun, motivating educational experiences. Teams of up to six players from three divisions (high school, college, & professional) will compete in a series of cybersecurity scenarios (e.g., defense, attack, forensics, CTF) that put their critical thinking, technical prowess, and teamwork skills to the test. The top teams then meet to compete in their respective division's finals in-person at the CyberMaryland conference in Baltimore on 29-30 October. All rounds will be completed online except for the finals. See complete schedule for details. • Voluntary Practice Rounds (5 Sessions): August 12-27 • Qualification Round 1: (Everyone): September 13-15 • Qualification Round 2 (College & Pro ONLY): September 21-23 • Qualification Round 2 (High School ONLY): October 3-5 • LIVE Finals at CyberMaryland 2014 Conference: October 29-30 Additional information, schedlule, fees, and sign-up details can be found @https://www.fbcinc.com/e/cybermdconference/challenge.aspx The Maryland Cyber Challenge welcomes teams from across the region, nation, and around the world. However, please note that travel assistanceships are not available --- meaning, if your team makes it to the finals, you are responsible for getting here in person to compete. Developed and designed primarily to encourage young Marylanders to enroll in IT and computer science courses and pursue careers in Maryland's cybersecurity workforce, the Challenge is a partnership between the University of Maryland Baltimore County (UMBC), Leidos, and the Maryland Department of Business and Economic Development (DBED). Feel free to pass the word and/or sign up a team! :) -- rick --- Dr. Richard F. Forno Director, Graduate Cybersecurity Program Assistant Director, UMBC Center for Cybersecurity cybersecurity.umbc.edu Co-founder & GameMaster, Maryland Cyber Challenge --- Just because i'm near the punchbowl doesn't mean I'm also drinking from it.

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Interactive media faculty search
by Rivka Ribak 20 Aug '14

20 Aug '14

The Department of Communication at the University of Haifa invites applications from outstanding candidates for an open-rank position in the field of interactive media.* The Department of Communication currently offers single and double major B.A. programs in theoretical communication studies, a research M.A. and Ph.D. programs, as well as a M.A. in strategic communications. Faculty in the department study and teach the meanings and effects of communication in an age of evolving technologies and cultures, using a variety of methodological approaches. We seek applicants whose research addresses the contemporary media landscape, with an emphasis upon interactive media broadly defined (e.g., social media, gaming, big data). Preference will be given to candidates that have completed a post-doctorate and can teach both theoretical and applied courses in interactive media, and hence practical experience in the field will be considered an advantage. Only candidates that are expected to have completed their Ph.D. by October 2015 will be considered. While a Ph.D. in communication is preferred, excellent candidates in related fields will also be considered. The language of instruction at the University of Haifa is Hebrew, but a period of adjustment is an option. Applications should be submitted by email no later than October 7, 2014 to: Prof. Yariv Tsfati, (ytsfati(a)com.haifa.ac.il ) with the heading "Interactive Media Faculty Search" and should include the following documents: 1) A complete curriculum vitae, including an academic biography that describes the candidate's current research interests and future research plan; 2) A brief description of three potential courses in the field of interactive media; 3) A list of three references. (Please do not send letters until requested by the committee.); 4) Copies of selected recent publications. Applicants will be informed by October 30, 2014 as to the status of their submission. Candidates who qualify can expect a final decision by the end of January. The appointment will begin on October 1, 2015. * Pending funding. Rivka Ribak, Ph.D. Chair, Dept. of Communication University of Haifa, Israel, 31905 Phone: +972-4-8249602 Fax: +972-4-8249120 <http://com.haifa.ac.il/~rribak/> http://com.haifa.ac.il/~rribak/

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MA in International Relations and Global Communication (with focus on the Internet and digital media)
by Adi Kuntsman 20 Aug '14

20 Aug '14

Dear AoiRs, This migbht be of interest to some of your students - please bring it to their attention Places available on the new MA programme in International Relations and Global Communicaitons which will start at Manchester Metropolitan University (UK) this Autumn Course details are here http://www2.mmu.ac.uk/study/postgraduate/taught/2014/12261/ ***************** This programme combines the study of contemporary international relations with that of key developments in global communications and ICTs. In so doing it adds an extra dimension to the study of international relations which provides graduates with deeper insights and a wider range of knowledge and skills than those doing traditional MAs in International Relations. We live in a communications-saturated world where 24-hour news coverage, access to the internet and the use of social media have become the norm for millions of people. Global events are instantly reported by the news media and analysed and interpreted by them and millions of ordinary citizens. These developments challenge the traditionally secretive practices of international diplomacy and the ability of governments to control information whilst also creating powerful new tools for propaganda; they enhance the importance of cultural or `soft’ power in international relations and they have also transformed the nature of warfare. The objective of this exciting new programme is to equip students with a sophisticated understanding of contemporary international relations and key developments in ICTs and of the impact of the latter upon the former along with the skills to analyse those developments effectively. --- Dr. Adi Kuntsman Lecturer in Information and Communications Manchester Metropolitan University Geoffrey Manton, Room 437 Rosamond Street West, Manchester M15 6LL http://adi.kuntsman.googlepages.com

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Symposium: Streets to Screens, Goldsmiths, 7 November 2014
by Holly Steel 20 Aug '14

20 Aug '14

Dear All, Colleagues may be interested in a symposium run by the Department of Sociology at the University of York and the Centre for the Study of Global Media and Democracy at Goldsmiths, University of London, on mediating conflict through digital networks. Apologies for cross-posting. *Streets to Screens: Mediating Conflict Through Digital Networks* *7th November 2014* *Professor Stuart Hall Building, LG01* *Goldsmiths, University of London* >From Gaza to Ukraine, Afghanistan to Syria, social media is being used by people within conflict zones to organise, document and communicate their lives and struggles from the streets to our screens. As these pieces of content travel through time and space, they come into contact with various actors – from activists, to NGOs, news agencies, and global audiences – who attempt to claim purchase on the narrative of those events as they unfold. Over the course of the last decade, we have seen the emergence of forms of reportage that seek to navigate the diverse and fractured media ecology. These mediations are said to challenge the ways in which the mainstream media cover conflicts and global publics are invited to bear witness. This one-day symposium will explore a number of key issues in mediating conflicts today, and will address some of the following questions: - What role do networked eyewitnesses, activists and citizen journalists play in conflict communication today? - What are the challenges faced by those mediating conflict online? - In what ways are social media content produced within the zone of conflict shaping the coverage produced by news organisations? - What are the implications of these forms of reportage for eyewitnesses, activists, citizen journalists, perpetrators, NGOs, journalists, news media, audiences and global publics? Speakers Include Stuart Allan, *Cardiff University* Malachy Browne, *Storyful* Lilie Chouliaraki, *LSE* Andrew Hoskins, *University of Glasgow* Ben O'Loughlin, *Royal Holloway* Sam Gregory, *WITNESS* Liam Stack, *New York Times* Claire Wardle, *UNHCR* And many more! Tickets are FREE but registration is required. For more information please visit: http://www.york.ac.uk/sociology/about/news-and-events/department/2014/stree… *For more information, please contact Holly Steel at has502(a)york.ac.uk <has502(a)york.ac.uk>* -- Holly Steel Doctoral Researcher Department of Sociology University of York Heslington York YO10 5DD Tel: 01904 323578

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