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How to record online video interviews (audio and video)?
by Karin Bolldén 19 Oct '11

19 Oct '11

Dear all I've been a lurker on this list for a while now, but now it's time to come forth :) My name is Karin Bolldén and I am a doctoral student in Educational Research at the Department of Studies in Adult, Popular and Higher Education, Linköping university, Sweden. My research interests concerns ICT and learning in general, and specifically teaching and learning in online environments. I am going to do synchronous online inteviews, probably through Skype or Adobe Connect and am looking for ways of recording both my and my interviewee's voices and outputs from webcams. I guess Camtasia could be a solution, but there seem to be some issues in capturing both my and my interviewee's audio sources. I've been browsing Janet Salmons book entitled 'Online inteviews in real time' (2010) but am still lacking hands on advice. Does anyone here have hands on experience on this issue and/or reading suggestions concerning the method? I will appreciate anything you have in mind on this! Best wishes Karin --- *Karin Bolldén* PhD Student in Adult Learning Department of Behavioural Sciences and Learning Linköping University S-581 83 Linköping, Sweden E-mail: karin.bollden(a)liu.se Phone: +46 (0)13 282108 www.karinbollden.se

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Help with upload speeds in New York City: Occupy Wall Street
by Monica Barratt 18 Oct '11

18 Oct '11

This request is less about research and more about practical assistance for an activist. My friend, Phil Airey, recently quit his job in Australia and moved to New York City to document the Occupy Wall Street movement. You can read more about him and his work at http://philamerica.wordpress.com His recent post on my Facebook reads: "I seriously need help with upload speeds... 45 minute video of Times Square taking a day and a bit from current location, I then have 60 minute video showing entire General Assembly. Anyone who knows a place I can go in New York City with blistering upload speeds, please contact." So I'm wondering if anyone on this list knows of anyone who may be able to help Phil. If you can assist, he can be contacted at phillip.airey(a)gmail.com Thank you Monica Monica Barratt Research Fellow National Drug Research Institute Curtin University Melbourne, Australia http://monicabarratt.net

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Posting copyrighted works to a public website
by Gordon Carlson 18 Oct '11

18 Oct '11

Hi All, I am working on a free, non-profit, academic website and as part of it we would like to include copies of famous/influential/interesting articles from journals (and possibly book chapters as well). Anyone have some guidance in terms of what fair use would allow us to post without acquiring explicit permission and how best to approach authors/publishers/etc. to get permission where needed? You can mail on or off list but I will happily post an aggregate of the feedback I get. Thanks, Gordon -- Gordon Carlson Executive Director, Society for Conceptual Logistics in Communication Research http://www.sclcr.com

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compelling SNA examples?
by dan mcquillan 18 Oct '11

18 Oct '11

i'm writing/running a new undergrad course on social computing (http://y2socialcomputing.doc.gold.ac.uk/syllabus/) and i'm looking for one or two compelling examples of social network analysis leading to actionable insights. counter-examples also welcome :) dan

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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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