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CFP: ICQI Panel - Gender Practices, Technology, and Teens: New Perspectives from Qualitative Research
by Lois Scheidt 18 Oct '11

18 Oct '11

Greetings, Following is a call for abstracts to be part of a proposed panel for the International Congress on Qualitative Inquiry.(May 16-19m 2012) held annually at the University of Illinois. My co-chair Judith Davidson and I encourage researchers who are interested in any of the issues outlined in the call to submit their work for presentation as part of the panel. I am happy to answer questions about the panel or the conference. Thanks Lois ______________ Panel Presentation ICQI 2012 Gender Practices, Technology, and Teens: New Perspectives from Qualitative Research Gender practices, that is, acts of definition, identification, and interaction with others in ways that demonstrate one’s gendered perspective has been with us as long as we have been human. Not surprisingly, in today’s digital world, gender is closely intertwined with emerging technologies. Gendered images and assumptions are built into the presentation and uses of technologies, and technology users make use of digital modes to practice gender, that is to define, identify, and interact in ways that demonstrate their gendered perspectives. This is as true, for teens, as it is for other age groups. Teens, who are in a gendered transition as they are leaving childhood and entering adulthood, can offer particular insights into issues of gendered practice. In this session, we present a collection of papers that employ qualitative research to look at the intersection of the teenage years and emerging technologies, using this focal point as a lens for examining gender practices. Our goal is to enlarge our understanding of gendered practices, technology, and teens through the presentation of research studies that provide intense and detailed insight into the ways teens are both shaped and shaping of individual and cultural gender possibilities through the new technologies in their lives. Abstracts of 150 words are being sought for inclusion in this panel. Please submit abstracts to the co-chairs by November 15, 2011. Co-Chairs: Judith Davidson Associate Professor Graduate School of Education University of Massachusetts-Lowel Judith_Davidson(a)uml.edu and Lois Scheidt Doctoral Candidate School of Library and Information Science Indiana University lscheidt(a)indiana.edu ___________________________________________________________________________________________________ The Eight International Congress of Qualitative Inquiry will take place at the University of Illinois, Urbana-Champaign from May 16-19, 2012. The theme of the 2012 Congress is “Qualitative Inquiry as Global Endeavor”. The 2012 Congress will offer scholars the opportunity to debate these issues, to foreground qualitative inquiry as a shared, global endeavor, while engaging the politics of advocacy, pro and con, to form coalitions, to engage in debate on how qualitative research can be used to advance the causes of social justice, while addressing racial, ethnic, gender and environmental disparities in education, welfare and healthcare. Sessions will take up such topics as: the politics of advocacy; value-free inquiry; partisanship, bias; the politics of evidence; alternatives to evidence-based models; multiple and mixed-methods; public policy discourse; indigenous research ethics; decolonizing inquiry. Contributors are invited to experiment with traditional and new methodologies, with new presentational formats (ethnodrama, performance, poetry, autoethnography, fiction). Such work will offer guidelines and exemplars concerning advocacy, inquiry and social justice concerns. On May 16 there will be pre-conference special interest group events and on May 17, morning and afternoon professional workshops. The Congress will consist of keynote, plenary, featured, regular, and poster sessions. There will be an opening reception and barbeque as well as a closing old fashioned Midwest cook-out. We invite your submission of paper, poster and session proposals. Submissions will be accepted online only from August 15 until December 1 2011. Conference and workshop registration will begin October 1, 2011. To learn more about the 8th International Congress and how to participate, please visit our website: (www.ICQI.org) -- Lois Ann Scheidt Doctoral Candidate - School of Library and Information Science, Indiana University, Bloomington IN USA Webpage: http://www.loisscheidt.com CV: http://www.loisscheidt.com/cv.html Blog: http://www.professional-lurker.com

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research with social media users about social media monitoring?
by Helen Kennedy 18 Oct '11

18 Oct '11

Hello list Has anyone done any research with social media users about how they feel about what is done with their social media data, through sentiment analysis and other forms of social media monitoring? If not, don't worry, I will! Please reply off-list to h.kennedy(a)leeds.ac.uk & I'll compile suggestions & share on the list. Best wishes Helen Dr Helen Kennedy Senior Lecturer in New Media, Institute of Communications Studies, University of Leeds (http://ics.leeds.ac.uk/) http://ics.leeds.ac.uk/staff/h.kennedy h.kennedy(a)leeds.ac.uk 0113 3438748 1.02 Clothworkers' North Building, University of Leeds, Leeds LS2 9JT OUT SOON: Net Work: Ethics and Values in Web Design (http://www.palgrave.com/products/title.aspx?PID=363693)

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Call for Papers: Digital Media & Learning 2012 (deadline tomorrow!)
by Alex Halavais 18 Oct '11

18 Oct '11

I've been to the last couple of DML conferences, and if you have any interest in learning an networked media, this is a great place to meet with folks and talk. Deadline is nowish... CALL FOR PROPOSALS BEYOND EDUCATIONAL TECHNOLOGY: LEARNING INNOVATIONS IN A CONNECTED WORLD Digital Media and Learning Conference Website: http://dml2012.dmlcentral.net/ San Francisco, California March 1-3, 2012 Conference Chair: Diana Rhoten (News Corp.) Conference Committee: Tracy Fullerton (USC) Antero Garcia (UCLA) Mitch Resnick (MIT) Mark Surman (Mozilla Foundation) Technology will revolutionize education. That was the shout heard around the world as early as the 1970s when “microcomputers” first appeared on the scene. In the last forty years, the exponentially increasing powers and dramatically decreasing costs of computer technologies have surpassed even the wildest dreams of those early days. Yet, there is still little evidence of any major technology-enabled disruptions to the structure and culture of mainstream education. Today, technology has once again become the rallying call for education innovation. Whether as efforts to establish new institutions, experiment with mobile devices, develop learning applications, or incorporate personalized and distance education platforms, information technologies and digital media are at the center of the education innovation conversation. In 20th Century United States, schools were seen as the primary locus of education, where teachers are transmitters and students are receivers of information and knowledge. As a result, education reform movements focused on promoting school-based practices and processes that would maximize institutional efficiencies. In that context, the then emerging “education technology” community (as it has since come to be known) drew from the “best practice” of their time and focused mainly on the development of instructional hardware to increase standardized test scores, administrative technology to facilitate record keeping, or content management systems to deliver traditional curriculum online. More recently, however, cutting-edge research from the social and behavioral sciences has begun to show that an individual’s learning can be accelerated by tapping into personal interests that span different social experiences including but beyond schooling. Evidence also suggests that individuals may learn more efficaciously and more equitably, without gaps between rich and poor, when they learn in specialty domains and practice areas that they choose and for which they are motivated. Compared to older education paradigms, this 21st Century pedagogical view reframes learning as the creation and acquisition of knowledge through observing, interacting and collaborating with others anywhere, anytime. As a result, we are now seeing new technologies and digital media designed not to deliver a faster, cheaper schooling but rather to enable richer, deeper learning. As this new “digital media and learning” movement (as it is becoming known) expands, we are seeing the emergence of Web-enabled, mobile-based platforms that promote new models of peer-to-peer learning, anywhere / anytime learning, blended learning and game-based learning. The “education technology” and “digital media and learning” views on education innovation represent differences in thinking not just about technologies for but also – more importantly – pedagogies and epistemologies of learning. While there are fundamental differences between these perspectives, we do not think these two visions need be or should be in conflict with one another. In fact, we believe they are complements to one another, with critical and necessary synergies between their approaches. For example, there is great evidence to suggest that "basic skills" and “core competencies” may be best learned in classroom environments but then augmented and advanced with the type of independent, interactive learner-centered experiences that new technologies can provide outside of the classroom. Building a new future for education and learning in a connected world not only allows but actually requires bridging in-school and out-of-school learning practices and philosophies through networks of learning institutions and alliances. Inspired by Silicon Valley’s culture of technology-led innovation, the 2012 Digital Media and Learning Conference will explore ongoing questions and debates around the role of technology and the future of education and learning. * What are the primary purposes and practices of education, and how can technology accelerate or decelerate them? * When we talk about disruptive technologies, what systems and players are we really seeking to change and to what end? * What sectors, institutions and populations are we mobilizing for innovation and for whom are we mobilizing them? * How do we design, build and fund infrastructures around new connections across and configurations of learning? * How do we cultivate a healthy, symbiotic ecosystem of innovation that leads to a future of Connected Learning? In answering these and other questions, we hope attendees will challenge their assumptions and share their visions about what education and learning could or should look like in a connected world. To that end, we invite provocative sessions that address the intersections and tensions inherent in different approaches to innovation, and we strongly encourage interactive discussions that push panelists and participants alike to ask themselves where they are in the innovation conversation and how they plan to translate that conversation into action. ABOUT THE WORKSHOP, PAPER AND PANEL PROPOSALS We welcome workshops, panels and papers along five themes: Making, Tinkering and Remixing; Re-imagining Media for Learning; Democratizing Learning Innovation; Innovations for Public Education and Digital Media and Learning. Making, Tinkering and Remixing. To become full and active participants in 21st century society, young people must learn to design, create, and invent with new technologies, not simply interact with them. What are the pathways for becoming a maker and not just a user in a world of Connected Learning? What social and technical infrastructures provide the best support for young people as they learn to tinker with materials, remix one another’s work, and iteratively refine their creations? Re-imagining Media for Learning. What does it mean to think of media and games in the service of diverse educational goals and within a broad ecology of learning? In particular, how can we balance the needs of multi-stakeholder alliances against the challenges of designing engaging, playful and truly innovative media experiences? Especially those that go beyond implementations of technologies and platforms to create real communities of playful learning and rich opportunities for individual discovery and growth. Democratizing Learning Innovation. Looking to the groundswell for massively collaborative innovation and change, what does it take to pull from a participatory and networked ecology to push innovation from the bottom up and from the outside in versus top down and inside out? Innovations for Public Education. Too often cutting edge technology innovations serve the interests of the already privileged “creative class.” What can we do to ensure that the most innovative forms of learning are accessible to all educators and young people relying on public education infrastructures? How can digital innovation directly impact disparities in achievement of students based on race and class? Digital Media and Learning. We also welcome submissions that address innovative research and practice in the field of digital media and learning. Presentation Formats This year we will be accepting proposals in three formats: panels, workshops and short talks. Panels bring together in discussion four participants or presentations representing a range of ideas and projects. Panels are scheduled for 90 minutes and should include a mix of individuals working in areas of research, theory, and practice. We also encourage the use of discussants. Workshops provide an opportunity for hands-on exploration and/or problem solving. They can be organized around a core challenge that participants come together to work on or around a tool, platform, or concept. Workshops are scheduled for 90 minutes and should be highly participatory. Finally, we welcome short, ten minute talks where presenters speak for ten minutes on their work, research or a subject relevant to the conference theme and/or subthemes. Note: Proposals for ignite sessions will be announced in January 2012. Submitting Your Proposal The DML2012 Conference proposal system is now open and full proposals will be due on October 19, 2011 (11:59 pm PST). To propose a panel, participants will be required to register with Fastapps http://fastapps.dmlcentral.org, our submission system at the Digital Media and Learning Research Hub. Participants will be able to edit their proposals up until the final deadline. Panel and Workshop proposal abstracts should cover the theme, format (e.g. discussion, interactive, presentations), how the session addresses the theme of the conference and/or subtheme in up to 500 words. Short talk abstracts should cover the theme, format (e.g. discussion, interactive, presentations), how the talk addresses the theme of the conference and/or subtheme in up to 250 words. List of participants, affiliations, emails and titles of talks/presentations (if applicable) should also be included. We will not be soliciting full papers or publishing conference proceedings. Please note that each participant will be limited to participation on no more than two panels at the conference. Participants will be expected to fund their own travel and accommodation. -- // // This email is // [x] assumed public and may be blogged / forwarded. // [ ] assumed to be private, please ask before redistributing. // // Alexander C. Halavais, ciberflâneur // http://alex.halavais.net //

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Canadian Postdoc Fellowship in Online Social Media for International Candidates
by Anatoliy Gruzd 18 Oct '11

18 Oct '11

The Social Media Lab (http://SocialMediaLab.ca) at the School of Information Management, Dalhousie University in beautiful Halifax, Canada is expanding our research of how online social media and other web 2.0 technologies are changing the ways people communicate and disseminate information. We are looking for a post-doctoral candidate in Library and Information Science, Computer Science, Communication Studies or a related discipline. Candidates with experience and/or interest in infographics, online data visualizations and web apps are encouraged to apply. The focus of the post-doctoral research will be on how the advent of social media is changing and shaping modern political discourse online and on how, in general, it is changing the way people communicate, gather and disseminate information online. The total value of the fellowship is CAN $36,500 (taxable in Canada). If selected, the Social Media Lab and Dalhousie University will issue you a Letter of Invitation which will allow you to apply for this fellowship. Final approval of this 1-year, non-renewable fellowship is subject to a decision by the Canadian Government. To Qualify Applicants must: - be citizens of one of the following countries: Mexico, New Zealand, the United Kingdom, Brazil, France, Germany, Italy, Japan, South Korea, Norway, Russia, or Switzerland. (Applicants who have obtained Canadian citizenship or applied for permanent residency in Canada are not eligible for an award.) - have completed a Ph.D. degree within the last 3 years or have completed the Ph.D. degree requirements before the beginning of the award. Any interested and qualified candidates must first contact Dr. Anatoliy Gruzd (gruzd(a)dal.ca) and attach a copy of their CV for review by Monday, October 24, 2011. If selected, Dr. Gruzd will work with you to draft your research proposal and help you submit the final application by November 12, 2011. -- Anatoliy Gruzd, PhD Assistant Professor School of Information Management Faculty of Management Faculty of Computer Science Dalhousie University Canada Phone: 902-494-6119 Fax: 902-494-2451 E-mail: gruzd(a)dal.ca Research Lab: http://SocialMediaLab.ca Homepage: http://AnatoliyGruzd.com Twitter: http://twitter.com/dalprof

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2nd Call for Papers MEA Convention, June 7-10, 2012, Manhattan College, Riverdale, NY
by Janet Sternberg 17 Oct '11

17 Oct '11

Second Call for Papers The Thirteenth Annual Convention of the Media Ecology Association The Crossroads of the Word June 7-10, 2012 Manhattan College Riverdale, New York *Extended Deadline for Submissions:* *December 15, 2011* Times Square, at the junction of Broadway and Seventh Avenue in New York City, has often been referred to as the "Crossroads of the World." In fact, New York City itself can be considered a crossroads of the world. New York Harbor is home to Ellis Island, the main point of entry for the "huddled masses" who came to the United States in search of a better life, particularly as part of the "great immigration" of the late 19th and early 20th centuries, and who became part of America's great "melting pot." The city's five boroughs are home to the most diverse population of any city on earth, with virtually every culture and language group represented. New York is also a crossroads of the media/mass media world: home to the U.S. corporate headquarters of almost all of our major multinational media conglomerates; home to Silicon Alley; and the indisputable news and information capital of the United States. It must be added, too, that the way we understand, analyze, and make sense of our world and all things in it is through our human language, in its spoken, written, and print forms. That is to say, our world is all about words. And at this juncture in the history of human civilization, in which people speak of a "post-literate culture," after media ecologist Walter J. Ong, S. J., subtitled his book /Orality and Literacy/ "the Technologizing of the Word," and media ecologist Jacques Ellul wrote /The Humiliation of the Word/, we can perhaps say that we stand at a "Crossroads of the /Word/." The Thirteenth Annual Convention of the Media Ecology Association invites papers, thematic panels, roundtable discussion panels, creative projects, performance sessions, and other proposals exploring, extending, and interpreting the convention theme. We are interested in submissions that address matters of intercultural, transcultural, and transnational communication and mass communication, immigrant cultures, diasporas, and languages. And we are interested in submissions that address our digital age and future, the possibility that we are living through the /incunabula/ of a digital revolution, and what all of this might mean for the future and the conservation of the word. In addition, as 2012 marks the centenary of the birth of both Ong and Ellul, we greatly welcome submissions in honor and celebration of them and their works. And, as always, submissions on any topic of interest to Media Ecology are also welcomed. Submissions should be sent, as e-mail attachments in Microsoft Word, rich text, or plain text format, to the Convention Coordinator: Thom Gencarelli (thom.gencarelli(a)manhattan.edu ). *Extended deadline for submissions: December 15, 2011*. http://www.media-ecology.org

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Fwd: Call for Papers: Fandom and/as Labor
by Mel Stanfill 17 Oct '11

17 Oct '11

Please forward widely * * *Fandom and/as Labor* Call for papers Special issue of *Transformative Works and Cultures* ( http://journal.transformativeworks.org/) March 2014 Edited by Mel Stanfill and Megan Condis (University of Illinois, Urbana-Champaign) CFP online: http://journal.transformativeworks.org/index.php/twc/announcement/view/21 http://journal.transformativeworks.org/index.php/twc/announcement/view/21 It has long been recognized both within academia and in the various communities organized around fandom that the practice of being a fan does not merely consist of passive consumption. Rather, fans are also productive: they generate interpretations of their favorite television shows, extratextual products like fan fiction and fan videos, and data about their own consumption habits and those of their peers that will be used to market new products. Whether labors of love or value extracted from unaware fans, this productivity is rarely conceptualized as labor. Given recent events like the 2011 Wisconsin labor protests, however, broader questions of labor and fair compensation have been reinvigorated, such that taking these productive fan activities seriously as labor seems to be particularly vital in the current moment. In this special issue on Fandom and/as Labor, we invite contributions that ask after how labor relates to fandom, how labor happens in fandom, and what happens when we reconceptualize fandom as labor. We welcome submissions dealing with, but not limited to, the following topics: - Case studies of how fans negotiate/conceptualize the labors that they perform. - Analyses of the ways in which popular texts present/narrate the labor involved in participating in fandom. - Examinations of how fan labor is gendered, raced, classed, and/or related to sexuality, ability, and nation. - Analysis of the monetization of existing fan labor and/or the production of profitable new types of fan labor. - Theoretical or experiential accounts of the tension between freely given fan labor or the fan gift economy and exploitation through the extraction of surplus value. *Submission guidelines* TWC accommodates academic articles of varying scope as well as other forms that embrace the technical possibilities of the Web and test the limits of the genre of academic writing. Contributors are encouraged to include embedded links, images, and videos in their articles or to propose submissions in alternative formats that might comprise interviews, collaborations, or video/multimedia works. We are also seeking reviews of relevant books, events, courses, platforms, or projects. *Theory:* Often interdisciplinary essays with a conceptual focus and a theoretical frame that offer expansive interventions in the field. Blinded peer review. Length: 5,000–8,000 words plus a 100–250-word abstract. *Praxis:* Analyses of particular cases that may apply a specific theory or framework to an artifact; explicate fan practice or formations; or perform a detailed reading of a text. Blinded peer review. Length: 4,000–7,000 words plus a 100–250-word abstract. *Symposium:* Short pieces that provide insight into current developments and debates. Nonblinded editorial review. Length: 1,500–2,500 words. Submissions are accepted online only. Please visit TWC's Web site ( http://journal.transformativeworks.org/) for complete submission guidelines, or e-mail the TWC Editor (editor AT transformativeworks.org) *Contact* We encourage potential contributors to contact the guest editor with inquiries or proposals: *Mel Stanfill **and Megan Condis* (fandom.labor AT gmail.com) *Due dates* Contributions for blinded peer review (Theory and Praxis essays) are due by *March 1, 2013*.** Contributions that undergo editorial review (Symposium, Interview, Review) are due by *April 1, 2013*. Mel Stanfill PhD Candidate Teaching Assistant Institute of Communications Research University of Illinois, Urbana-Champaign https://sites.google.com/site/melstanfill/home

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CFP Convergence special issue on mobile media in Brazil
by Adriana de Souza e Silva 17 Oct '11

17 Oct '11

Convergence: The international journal of research into new media technologies SPECIAL ISSUE CALL FOR PAPERS Cell phones and communities: The use of mobile media in Brazil Edited by: Adriana de Souza e Silva (North Carolina State University) Isabel Froes (IT University of Copenhagen) Important dates: Abstracts: February 15th, 2012 (500 words). Notification of accepted abstracts: March 15th, 2012. Full papers: June 15th, 2012 (8000/9000 words). Notification of accepted papers: September 15th, 2012. By the second decade of the 21st century, mobile phones have reached saturation levels in many countries in the world, surpassing the number of landlines and personal computers. Although initial scholarly interest on the social use of mobile phones focused on Europe, Asia, and the United States, the impact of mobile phone on the developing world (or Global South) is increasingly evident and perhaps much more profound. As Ling and Horst (2011) note, “the mobile phone has quietly provided people at the bottom of the income pyramid access to electronically mediated communication; often for the first time.” For many, the mobile device is the first phone, the first internet connection, the first TV set, and the first global positioning system. Among developing nations, Brazil is a key site for studying the social dimension of mobile technologies. The country is part of the so-called BRIC (Brazil, Russia, India and China), an acronym that refers to fast-growing developing economies. Brazil is the fastest growing economy in Latin America, and has over 217 million mobile phones, which represents an average of 111 working devices per 100 inhabitants . The country has also experienced one of the fastest mobile phone growth rates in the world since 2005 (averaging 16.6% annually); is the largest mobile phone market in Latin America; and is the fifth-largest mobile market in the world in absolute numbers, with roughly 217 million subscriptions as of September 2011. However, numbers alone reveal little if not analyzed within a broader social, cultural, and economic framework. The focus on a homogeneous large-scale market leads to overly sanguine perspectives that often obscure how socioeconomic diversity causes and reflects mobile phone use. As in many developing countries, Brazil has astounding income gaps among different sectors of the population which influence and are influenced by technology development and use. For example, the use of high-end services such as mobile banking, and location-based services like Foursquare and Yelp is an intrinsic part of the daily mobile practices of the high-income population in the country. Conversely, the lower-income population in Rio de Janeiro is familiar with the diretão—a mobile phone that allows users to make clandestine calls to anywhere in the world with the use of an illegal sim card. However, Brazil has also been at the forefront of an experimental and innovative approach towards new technologies, forecasted in cultural events that focus on art, music and film festivals dedicated to new and creative uses of mobile technologies, such as the Mobilefest and Arte.mov. Despite this cultural and socio-economic diversity, and the relevance of its marketing, the social use and development of mobile phones in Brazil is largely under theorized and poorly studied. With the goal of contributing to bridge this gap, this special edition invites essays that critically investigate the inter-relations among mobile technologies, culture, and social development within the Brazilian society. Submitted manuscripts are encouraged (but not limited) to focus on four main areas: (1) History of mobile phones in Brazil. Essays are encouraged to explore the development of mobile phones in Brazil, comparing them to the landline infrastructure and internet growth within the Latin America socio-economic and political framework. Authors may explore the development and use of new mobile services, such as the mobile internet, text messaging, mobile apps, etc. (2) Social uses and appropriation of mobile phones. We welcome essays as empirical or theoretical studies dealing with the use and appropriation of technology by low-income communities. Of special interest are essays that explore how mobile and wireless technologies reconfigure the life of community dwellers and how people find new and unexpected uses for existing technologies. (3) Mobile art and games. We invite essays that investigate mobile phones as artistic and gaming interfaces, including essays that explore uses of hybrid reality, location-aware and pervasive activities in educational contexts, media arts, and gaming. (4) Location-based services. Submitted essays should investigate the uses and development of location-based services in Brazil, such as mobile annotation, location-based social networks, and mobile mapping. Proposed abstracts (500 words) are due by February 15th, 2012. The authors will be notified about accepted abstracts by March 15th. Those accepted will be requested to submit full papers by June 15th, 2012. Full papers will undergo a double blind-review process. Submissions may be in the form of empirical research studies or theory-building papers and should be 8000/9000 words in English. Papers must also include a brief biography of the author(s). Proposals and inquiries should be sent electronically to Isabel Froes (icgf(a)itu.dk) About the editors: Adriana de Souza e Silva is Associate Professor at the Department of Communication at North Carolina State University (NCSU), affiliated faculty at the Digital Games Research Center, and Interim Associate Director of the Communication, Rhetoric and Digital Media (CRDM) program at NCSU.Dr. de Souza e Silva's research focuses on how mobile and locative interfaces shape people's interactions with public spaces and create new forms of sociability. She teaches classes on mobile technologies, location-based games and internet studies. Dr. de Souza e Silva is the co-editor (with Daniel M. Sutko) of Digital Cityscapes—Merging digital and urban playspaces (Peter Lang, 2009), the co-author (with Eric Gordon) of the book Net-Locality: Why location matters in a networked world (Blackwell, 2011), and the co-author (with Jordan Frith) of Mobile interfaces in public spaces: Control, privacy, and urban sociability (Routledge, 2012). Isabel Fróes has received her Masters degree from the Interactive Telecommunications Programme at New York University (NYU) and a Bachelor’s degree in psychology from Pontifícia Universidade Católica, Rio de Janeiro, PUC-RJ in Brazil. She is a lecturer at the IT University of Copenhagen (Denmark), where she works both as a practitioner and scholar in the fields of communication, mobility, art and design. With a focus towards valuable interactions between people and technology, her research analyzes the future implications and current uses of digital media. In her courses she taps into the value of interactive elements in every arena and explores how they could affect the ways new concepts and activities are developed in distinct fields. She has presented some of these thoughts at various events such as the AAM conference (2009), and the IXDA South America (2010). She has taught various courses at Danish institutions such as IT University of Copenhagen, University of Copenhagen and Kolding School of Design as well as Tecnológico de Monterrey, Campus Querétaro in Mexico. Proposals and inquiries should be sent electronically to Isabel Froes (icgf(a)itu.dk) ________________________ Adriana de Souza e Silva, Ph.D Associate Professor of Communication Interim Associate Director, Communication, Rhetoric, & Digital Media Ph.D program North Carolina State University http://www.souzaesilva.com

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naches
by Barry Wellman 17 Oct '11

17 Oct '11

I'm astonished but one academic doesn't know what "naches" is. Pleasurable enjoyment; feeling good by doing good. Barry Wellman _______________________________________________________________________ S.D. Clark Professor of Sociology, FRSC NetLab Director Department of Sociology 725 Spadina Avenue, Room 388 University of Toronto Toronto Canada M5S 2J4 twitter:barrywellman http://www.chass.utoronto.ca/~wellman fax:+1-416-978-3963 Updating history: http://chass.utoronto.ca/oldnew/cybertimes.php _______________________________________________________________________

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Re: [Air-L] [CITASA] naches
by Barry Wellman 17 Oct '11

17 Oct '11

yiddish. the language of sociology Barry Wellman _______________________________________________________________________ S.D. Clark Professor of Sociology, FRSC NetLab Director Department of Sociology 725 Spadina Avenue, Room 388 University of Toronto Toronto Canada M5S 2J4 twitter:barrywellman http://www.chass.utoronto.ca/~wellman fax:+1-416-978-3963 Updating history: http://chass.utoronto.ca/oldnew/cybertimes.php _______________________________________________________________________ On Sun, 16 Oct 2011, Robert E. Phelan wrote: > Date: Sun, 16 Oct 2011 19:28:50 -0400 > From: Robert E. Phelan <rphelan(a)choiceonemail.com> > To: 'Barry Wellman' <wellman(a)chass.utoronto.ca>, > 'communication and information technology section asa' > <citasa(a)list.citasa.org>, 'aoir list' <air-l(a)aoir.org> > Subject: RE: [CITASA] naches > > OK, make that two.... I'm having trouble figuring out the etiology of the > word. Latin? Greek? Sumerian? I speak Chinese and am pretty sure it is not > of Sino-Tibetan origin. > > -----Original Message----- > From: citasa-bounces(a)list.citasa.org [mailto:citasa-bounces@list.citasa.org] > On Behalf Of Barry Wellman > Sent: Sunday, October 16, 2011 7:10 PM > To: communication and information technology section asa; aoir list > Subject: [CITASA] naches > > I'm astonished but one academic doesn't know what "naches" is. > > Pleasurable enjoyment; feeling good by doing good. > > > Barry Wellman > _______________________________________________________________________ > > S.D. Clark Professor of Sociology, FRSC NetLab Director > Department of Sociology 725 Spadina Avenue, Room 388 > University of Toronto Toronto Canada M5S 2J4 twitter:barrywellman > http://www.chass.utoronto.ca/~wellman fax:+1-416-978-3963 > Updating history: http://chass.utoronto.ca/oldnew/cybertimes.php > _______________________________________________________________________ > > > _______________________________________________ > CITASA mailing list > CITASA(a)list.citasa.org > http://list.citasa.org/mailman/listinfo/citasa_list.citasa.org > > >

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Digital Humanities at Sussex - Warren Sack
by Aristea Fotopoulou 17 Oct '11

17 Oct '11

Please circulate: DIGITAL HUMANITIES at SUSSEX Friday 21st October 2011 2:00 - 5:00, Attenborough Centre Creativity Zone, University of Sussex. Warren Sack (University of California, Santa Cruz) "Digital Methods and Software Studies after Narrative Intelligence" All Welcome! Aristea Fotopoulou School of Media, Film and Music University of Sussex http://www.sussex.ac.uk/mfm/people/mediaandfilm/person/206365

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