- Air-L - lists.aoir.org

Copyright, Culture, Creativity, and the Commons>>special issue of C&C now available!
by martine courant rife 14 Sep '10

14 Sep '10

Dear Everyone: We are very excited to announce the September 2010 special issue of Computers and Composition: Copyright, Culture, Creativity, and the Commons is now available! The special issue was co-edited by Steve Westbrook, Dànielle Nicole DeVoss, John Logie, and myself, and features articles/reviews from brilliant and beloved scholars such as (in order of appearance) James M. Meese, Annette Vee, Tim Laquintano, Jennifer Lee Sano-Franchini, Jeffrey R. Galin, Joan Latchaw, Dan L. Burk, Ehren Helmut Pflugfelder, Angela M. Haas, and Clancy Ratliff. A summary of the table of contents is pasted below. We hope that you all enjoy reading this intriguing, provocative, ahead-of-its-time special issue, and that you will use these pieces for teaching and research. Thank you! http://www.sciencedirect.com/science/journal/87554615 TABLE OF CONTENTS James M. Meese, Resistance or Negotiation: An Australian Perspective on Copyright Law's Cultural Agenda, pp. 167-178 Annette Vee, Carving up the Commons: How Software Patents Are Impacting Our Digital Composition Environments, pp. 179-192 Tim Laquintano, Manufacturing Scarcity: Online Poker, Digital Writing, and the Flow of Intellectual Property, pp. 193-201 Jennifer Lee Sano-Franchini, Intellectual Property and the Cultures of BitTorrent Communities, pp. 202-210 Jeffrey R. Galin, Joan Latchaw, From Incentive to Stewardship: The Shifting Discourse of Academic Publishing, pp. 211-224 Dan L. Burk, Materiality and Textuality in Digital Rights Management, pp. 225-234 Book Reviews: Ehren Helmut Pflugfelder reviews Steve Westbrook, Ed. Composition and Copyright: Perspective on Teaching, Text-Making, and Fair Use. SUNY Press, Albany, NY (2009) 225 pp., pp. 235-237 Angela M. Haas reviews Michael F. Brown. Who Owns Native Culture? Harvard University Press, Cambridge (2003) 315 pp., pp. 238-241 Clancy Ratliff reviews Jessica Reyman. The Rhetoric of Intellectual Property: Copyright Law and the Regulation of Digital Culture. Routledge, New York (2010) 188 pp., pp. 242-245 **** -- Martine Courant Rife, JD, PhD Professor, Writing Program Coordinator, Technical and Business Writing Lansing Community College Communication Department Arts & Sciences Building, 211G, 517/4839906 martinerife(a)gmail.com skype martine.courant.rife http://www.martinecourantrife.com/ *** Editor, Intellectual Property Committee/Caucus CCCC-National Council Teachers of English Newsletter *** Chair, Nominating Committee 2010-2011 CCCC *** Junior Chair, CCCC-Intellectual Property Caucus

2 1

DML2011 Call for Proposals "Designing Learning Futures"
by Alex Halavais 14 Sep '10

14 Sep '10

Please circulate (apologies for cross-postings) digital media and learning conference 2011 The Digital Media and Learning Conference is an annual event supported by the MacArthur Foundation and organized by the Digital Media and Learning Research Hub <http://dmlcentral.net/about/what-all-about> at University of California, Irvine. The conference is meant to be an inclusive, international and annual gathering of scholars and practitioners in the field, focused on fostering interdisciplinary and participatory dialog and linking theory, empirical study, policy, and practice. The second conference will be held between March 3-5, 2011 at the Hilton Long Beach Conference and Meeting Center in Long Beach, California. The theme will be "Designing Learning Futures”. The Conference Chair will be Katie Salen. The conference committee includes Kimberly Austin, danah boyd, Sheryl Grant, Mark Surman, Trebor Scholz and S. Craig Watkins. Keynote presentations will be given by Alice Taylor and Muki Hansteen-Izora. We are also planning a book exhibit and technology demos. To stay up-to-date on the conference, please check our website http://dmlcentral.net/conference2011, follow #DML2011 on twitter and/or join the Digital Media and Learning mailing list http://dmlhub.net/. call for proposals: designing learning futures In the twenty-first century a profound shift is underway. Digital media are central in almost every aspect of daily life, most notably in how we learn, communicate, reflect, (co-) produce, consume, create identities, share knowledge, and understand political issues. Corresponding with this increasing accessibility of digital and networked tools, we see new forms of public and private collectives which serve as seedbeds for user-driven innovation, the prevalence of many-to-many distribution models and the large-scale online aggregation of information and culture. This increased access to information, knowledge, and platforms has prompted new learning ecologies that possess the potential to support the kinds of situated, learner-driven, socially inflected, participatory learning opportunities we know are possible today. Alongside transforming how we create, access, and use knowledge, these changes raise a series of socio-technical concerns regarding the tools, technologies, and policies that underpin digital media practices and their related learning opportunities. These issues operate on both macro and micro levels. They range from processes and protocols shaping the flow and tracking of data in social network sites like Facebook or MySpace to reward and reputation systems in multiplayer online games, collaborative DIY communities like Instructable.com or deviantART, as well as to emergent problematic practices like sexting and cyberbullying. These are, in short, concerns that give shape to both formal and informal learning ecologies and learning experiences. Developing an understanding of the impact of digital media experiences on learning, civic engagement, and professional and ethical development requires that we consider the implications of the design frameworks, institutional configurations, social practices, and research methodologies at play in our connected world. As Bruno Latour notes, “New innovation will be absolutely necessary if we are to adequately represent the conflicting natures of all the things that are to be designed.” Understanding the role of innovation in light of past and present digital media practices is thus central to imagining and designing learning futures. To this end, the conference will focus upon themes of understanding the types of processes, methods, collaborations, and institutional models required for innovation. We are also concerned with gaining insight into the roles contradicting stakeholders (disciplines, institutions, economies, etc.) may play. This includes designers of social network sites, games, or mobile applications and learning environments such as afterschool programs, schools and other sites of learning. It also includes social scientists studying youth engagement in interest or friendship-driven communities, those involved in developing profiles of participants in intergenerational learning environments, practitioners looking to help integrate technology into learning environments, researchers studying the intersection of learning and socio-technical practices, and policy makers seeking to shape the future of connected learning, to name but a few possible participant profiles. >From these diverse perspectives, we seek to address the following questions: 1. What are the central concerns shaping learning within peer-based, participatory, open ecologies? What are the new collectives (including hybrid public institutional models) that are emerging in today's open learning ecologies? How is learning happening in user-innovation communities? How does remix, mentorship, sharing, and exchange occur? How do issues such as cyberbullying, problematic content, and privacy shape participation in these ecologies? How is diversity shaping learning constituencies? What forms of identities become possible? What are the relationships between different stakeholders, such as learner-centered partnerships and collaborations between teachers, administrators, students, institutions, policy makers, researchers, and designers? What are the design-driven pedagogies and learning models we should explore? What is the role of embedded assessment in understanding learning? How do we understand flow and engagement? 2. What is the knowledge base required of designers, researchers, and practitioners working on peer-based, participatory, open learning ecologies today? What is missing? What new forms of knowledge need to be developed? What existing frameworks need to be rethought? 3. What core socio-technical practices are shaping (or have the potential to shape) the future of learning? What practices may be impeding innovation or getting in the way of learning? How can and should knowledge about practices shape policy, design, and implementation of innovations? We seek to support collective inquiry into the infrastructures and practices key to digital media and learning, whether research practices, learning protocols, assessment schemes, game design, or the creation of participatory undertakings. This conversation welcomes those engaged in developing a critical understanding of the design and broader socio-technical concerns shaping learning futures, as well as in other well articulated issues key to comprehending the impact and possibilities of digital media for learning. All participants are encouraged to reflect on the implications of their work for social practice—to consider the impact of their own practice or research findings on how things are currently done or could be done differently. about the workshop and panel proposals We welcome workshops and panels along four themes: Youth, Digital Media and Empowerment; Emerging Platforms and Policies; New Collectives and Digital Media and Participatory Learning. The themes have been conceptualized by key members of the conference committee. All proposed panels and workshops will be collectively evaluated by the conference committee. Youth, Digital Media, and Empowerment This strand focuses specifically on young people’s participation in the digital media world. Youth participatory practices are influenced by a variety of social and contextual factors including distinct youth-driven interests and learning ecologies, adult mentoring, institutional infrastructures, creative partnerships, and cultural diversity. We are especially interested in panels, papers, and workshops that explore how new media technologies are leveraged to promote youth health and well-being, youth media production, and dynamic expressions of civic engagement. Moreover, what kinds of institutional infrastructures lead to programs and interventions that empower young voices, fortify social and knowledge networks, and develop the digital media skills and competencies that invigorate young critical citizens? Also, how are creative partnerships, programmatic initiatives, and the widespread diffusion of social and mobile media platforms challenging the “participation gap?” How are socially stigmatized and marginal youth populations embracing social media to build networks for personal enrichment, communal empowerment, and social change? Finally, workshops and panels that discuss the art and science of interdisciplinary collaboration, design innovation, and programming offer the opportunity for vibrant discussion, planning and intervention. Emerging Platforms and Policies The rise of Web2.0 has introduced numerous platforms into everyday life, from social network sites like MySpace and Facebook to media-sharing services like YouTube and uStream to blogging and microblogging tools like Tumblr and Twitter. These platforms have been leveraged by people of all ages to build community, share ideas, collaborate, and hang out. While many of these platforms were designed to enable “user-generated content,” there are often conflicts between what designers intend and what participants actually do on each site. In short, these platforms were not designed for the kinds of learning that often transpires on these sites. The goal of this track is to explore the tensions between the design of emerging platforms and the practices that unfold on them, with specific attention given to the policy challenges that emerge. How does the technology respond practice and how do users repurpose technology? Who gets to set the community norms and how are these norms negotiated? How are values— like privacy, safety, and transparency—embedded in the technology and how does this shape socio-technical practices? What happens when conflicts emerge between the users and the creators? How does the tension between technical design and personal practices configure these spaces? New Collectives The last 10 years have seen the rise of organizations and institutions that mash-up mission, market and mass participation. Organizations like Wikipedia, Mozilla and Creative Commons have shown that this hybrid model can shift whole industries—increasing how knowledge is shared and spread, promoting the wide adoption of web standards, making legally-backed knowledge sharing easy and widespread. Many have proclaimed that these new collectives can also transform education and learning for the better. The track will explore the ways that innovators in the learning world might tap into the power of these hybrid organizational models. We’ll ask questions like: What makes new collectives tick? Where are they getting traction in the world of learning? Where are they getting stuck? Can they challenge traditional approaches to accreditation, assessment and content creation in education? Or even shift the terrain of learning and education as a whole? Digital Media and Learning We welcome submissions that address ongoing or innovative directions in research and practice relating to digital media and learning. Workshop and Panel Formats This year we will be accepting proposals in three formats: panels, workshops and ignite talks. Panels bring together in discussion four participants 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. 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 120 minutes and should be highly participatory. Finally, we welcome Ignite Talks. In an ignite talk the speaker gets 5 minutes to speak on a subject that might spark debate or conversation within the DML community. The format is specific: talks are given using 20 slides where each slide must automatically progress after 15 seconds. The DML2011 Conference proposal system will open on October 15, 2010 and full proposals will be due on November 1, 2010. Panel 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 400 words. List of participants, affiliations, emails and titles of talks/presentations (if applicable) should also be included. -- -- // // 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 //

1 0

Re: [Air-L] Voice-recorders or mobile phones for face-to-face interviews with young people?
by anna 14 Sep '10

14 Sep '10

Hi Koen, I am not sure if it is useful, but my friend was using Skype and Skype recorder while she was doing her interviews with people. It turned out pretty good, I mean the quality of recordings. Good luck! Anna Ivanova PhD Candidate, University of Seville Spain ivanova.re(a)gmail.com -- anna . -- Новые видеоролики Discovery Channel каждый день на www.discovery.rambler.ru

1 0

Conference roomie?
by Johnson, Thomas J 14 Sep '10

14 Sep '10

I have a room at the Quality Hotel Panorama for five days (Tuesday through Saturday) and am looking for a roommate. I prefer someone I know and strongly prefer a male. Please send responses to my e-mail tom.johnson(a)austin.utexas.edu so we don't bother the other posters. Tom Johnson

2 1

minor correction
by Charles Ess 14 Sep '10

14 Sep '10

> There is also a convenient - and not terribly expensive, i.e., less than 100 > Euro - ferry/train itinerary for getting from Gothenburg to Aarhus on > Sunday, October 24. The current cost is ca. 77 USD / 60 Euro - even better! charles

1 0

Reminder + registration fee information: Games Research and Ethics Workshop, Aarhus University, 25-26 October
by Charles Ess 14 Sep '10

14 Sep '10

Dear AoIRsts, As noted last month, we are hosting a PhD workshop on Games Research and Ethics following IR11, with Elizabeth Buchanan, Mia Consalvo, Annette Markham, Miguel Sicart, and Malin Sveningsson (please see announcement, below). Again: the morning presentations on Monday and Tuesday (25-26. October - see preliminary schedule below), are open to interested scholars and researchers, including those attending the AoIR annual conference the previous week in Gothenburg, Sweden. The registration fee is 630 DKK - currently, ca. 110.00 USD / 85 Euro: the fee covers the costs of all coffee /tea breaks, lunch on Monday and Tuesday, and the workshop dinner on Monday evening. There is also a convenient - and not terribly expensive, i.e., less than 100 Euro - ferry/train itinerary for getting from Gothenburg to Aarhus on Sunday, October 24. If you need any additional information, including information about further travel options, accommodation possibilities, etc., please don't hesitate to contact me or Beatrice. Looking forward to seeing you at AoIR - and, we hope, to hosting a few of you hear in Aarhus the week following. all best wishes, charles ess Institut for Informations- og Medievidenskab Helsingforsgade 14 8200 Århus N. Denmark mail: <imvce(a)hum.au.dk> tel: (+45) 8942 9250 Exemplary persons seek harmony, not sameness. -- Analects 13.23 == Games Research and Ethics: Current Issues, Possible Resolutions Sponsored by The Danish National Research School in Media, Communication and Journalism (FMKJ), the Department of Information- and Media Studies (IMV), Aarhus University, and the (U.S.) National Science Foundation, Project number 0924604. Organizer: Charles Ess October 25-26. Conference Center, Aarhus University, Aarhus, Denmark. Contact: Charles Ess <imvce(a)hum.au.dk>: Beatrice Gamborg (workshop administrative assistant) <imvbg(a)hum.au.dk> The rapid development of computer-based / networked games in all their forms has inspired growing research into a range of questions, from concerns about potential social impacts (e.g., violence in games such as Grand Theft Auto) to interest in how player groups in such MMOGs as World of Warcraft resemble and differ from other online communities. At the same time, computer games thus evoke new sorts of ethical challenges for researchers. For example, a central research ethics question especially in Europe with its strict laws protecting personal information is: What are the obligations, if any, of the researcher to protect the identity and confidentiality of her research subjects? This concern becomes especially tricky, say, for an ethnographer who records voice chats of guild players in a MMOG. While texts from a text chat may be paraphrased so as to protect the identity of their authors in a published research report manipulating voice recordings in analogous ways may not be so easy. Can the ethnographer safely publish these as part of her research, or is she ethically obliged to disguise or conceal this part of her research for the sake of protecting the confidentiality of her subjects? The goal of the workshop is to explore the novel ethical difficulties facing those undertaking games research and this in a two-fold way. One, the course includes two panels of presentations - open to interested internet researchers and scholars, including participants in the AoIR conference in Gothenburg the previous week - by leading scholars and researchers on games and games research ethics: Elizabeth Buchanan (Director, Center for Information Policy Research (CIPR), and chair, AoIR ethics working group) Mia Consalvo (Visiting Professor, MIT, and current President, AoIR) Malin Sveningsson (University of Skövde, Sweden) Annette Markham (Senior Research Fellow, Internet Research Ethics, CIPR, University of Wisconsin, Milwaukee) Miguel Sicart (IT-University, Copenhagen, and author of The Ethics of Computer Games, MIT Press, 2009). These presentations will provide an overview of contemporary understanding and reflection on central ethical and methodological issues in games research. Two, the workshop encourages PhD students (who attend the workshop under the sponsorship of FMKJ) to contribute their current research and specific ethical challenges in an ³extended master class,² constituted by an informal paper/poster-session designed to catalyze dialogue and debate with the invited presenters. PhD students will be asked to submit either a paper or poster. Students will be assigned to a working group of no more than 3 students plus one or two of the senior workshop presenters. Each student will have 10 minutes to present his/her paper/poster, followed by comments from a designated respondent. The attending senior scholar(s) will then offer additional comments and continue open discussion, for a total time of 1.5 hours. If enough students participate, you will also be able to attend / audit a second such class. In these ways, we anticipate that PhD students will receive useful advice and guidance and that you in turn will contribute your work from the praxis of your research to the reflections and frameworks continuously being developed by the invited presenters. Course registration In order to register for the course, you should send an email to Beatrice Gamborg (workshop administrative assistant) <imvbg(a)hum.au.dk> by October 1 2010. You should also attach a 1-page description of your PhD project. Phd students wishing to present a paper or poster must also submit their paper/poster by this date. You are welcome to contact either Charles Ess (<imvce(a)hum.au.dk>) or Kirsten Frandsen, Head of PhD study programme, (<imvkf(a)hum.au.dk>) for additional information. Maximum number of PhD participants: 20. * The morning presentations on Monday and Tuesday (25-26. October - see preliminary schedule below), are open to interested scholars and researchers, including those attending the AoIR annual conference the previous week in Gothenburg, Sweden. Registration for general audience Those interested in attending the open presentations are required to register via email with Beatrice Gamborg (workshop administrative assistant) <imvbg(a)hum.au.dk> by October 1 2010. Registrants will be assessed a fee of 630 DKK to cover catering costs - i.e., all coffee/tea breaks, lunch on Monday and Tuesday, and the workshop dinner on Monday evening. Course Requirements and ECTS points Participation in the course requires two kinds of preparation: readings that address each of the presentations in the course, and a 10-page paper or poster-session equivalent that you must submit by October 1 2010. The paper / poster presentation should outline your doctoral project, with particular reference to the research design and its methodological challenges. The course readings will be available by late September 2010. ECTS points 1.5 ECTS for participation without presenting a paper / poster. 1.5 ECTS for presenting a paper / poster i.e., 3 ECTS possible. Costs The Danish National Research School in Media, Communication and Journalism (FMKJ) will cover all expenses for Ph.D. students who are enrolled in the School. PhD students who are not enrolled in FMKJ will have to pay for their own travel, accommodation, and meals while in Aarhus. Preliminary Program Monday 25. October 8:30-9:00 Coffee / tea / refreshments 9:00-9:15 Introduction to workshop - charles 9:15-10:00 Elizabeth Buchanan Research Ethics 2.0 10:00-10:45 Miguel Sicart Games and Research Ethics 11:45-11:15 Coffee / tea / refreshments 11:15-12:00 Malin Sveningsson ³Going Native² in World of Warcraft: what¹s the problem(s)? 12:00-13:00 Lunch 13:00-16:00 Extended Master Class (Paper/ Poster sessions with individual PhD students in dialogue with senior scholars) (coffee, tea, refreshments available by 14:00) 16:00-16:15 Coffee / tea / refreshments 16:15-17:00 Closing plenary discussion (charles moderates) 17:00-18:30 Rest / relaxation 18:30-21:00 Dinner Tuesday, 26. October 8:30-9:00 Coffee / tea / refreshments 9:00-9:15 Reminders / springboards - Charles 9:15-10:00 Annette Markham methods and ethics in games research 10:00-10:45 Mia Consalvo Researchers and Developers: Ethical Reflections from the Field 11:45-11:15 Coffee / tea / refreshments 11:15-12:00 Closing plenary discussion: lessons learned, remaining questions, unsolved issues, next steps? 12:00-13:00 Lunch / evaluation / goodbye

1 0

polymedia
by Daniel 14 Sep '10

14 Sep '10

Some sentences to illustrate the meaning of polymedia as requested. Previously when a Filipino child told his mother how he has spent the money she sent him by text it was assumed that this was because text was the cheapest option. In a situation of polymedia where several cheap options are available his mother might think it is because he is avoiding the quarrel he thinks they will end up having if he directly speaks to her by phone. Previously he could never find a way to say how much he loved her, but with polymedia he found he could use other communications for everyday stuff, and that released texting to be used for that little `I love you' to be sent just before he went to bed. Or as in Gerson's work:- It wasn't so much that he had dumped her, she had seen that coming, but to do this by email, which is what he uses for work. Given that we live with polymedia, couldn't he at least have come onto the webcam and done it face to face like a man. There will be whole chapters on this sort of stuff, in the book on polymedia that Mirca and I are finishing off at the moment Danny Miller

1 0

APSA IT and Politics book award
by Wright Scott Dr (PSI) 14 Sep '10

14 Sep '10

Hi all, I thought I would let everyone know that the 2009 APSA award for the best book on IT and Politics went to Stephen Coleman and Jay Blumler for their (CUP) book: "The Internet and Democratic Citizenship". I think the committee's endorsement provides a very useful summary of its qualities: "With their book The Internet and Democratic Citizenship: Theory, Practice and Policy, Stephen Coleman and Jay Blumler present a welcome and very cogent antidote to the less than sober enthusiasm of early techno-optimists. They do so while retaining a well-informed and reasonable basis for “a more deliberative democracy” unencumbered by the “excessive” or “fetishised” demands of deliberative democracy as an “end in itself.” The case they make uncovers, for example, the “autonomous, casual, and unstructured” discourse that is constitutive of much informal and yet authentic democratic practice. The book, which would make a wonderful addition to any class on e-governance, draws on an enormous literature of democratic theory, research and practice. It makes a fluent and elegant case for taking a range of online “public talk” more seriously. The distinguished authors retain a normative bent. And they call for concrete government policy and resources in support of sustaining and improving the function of the electronic public sphere as an extension of actual, results-producing democratic policy making. Coleman and Blumler are exhaustive, careful and probing when they examine the trade-offs presented by different dimensions of online deliberative behavior. The authors pay tribute to, and take seriously, a deliberative spirit in their own scholarly reflections. The book, which would make a wonderful addition to any class on e-governance, draws on an enormous literature of democratic theory, research and practice. It makes a fluent and elegant case for taking a range of online “public talk” more seriously. The distinguished authors retain a normative bent. And they call for concrete government policy and resources in support of sustaining and improving the function of the electronic public sphere as an extension of actual, results-producing democratic policy making. Coleman and Blumler are exhaustive, careful and probing when they examine the trade-offs presented by different dimensions of online deliberative behavior. The authors pay tribute to, and take seriously, a deliberative spirit in their own scholarly reflections. [...] The committee selected this book in recognition of the skillful and integrative manner in which Coleman and Blumler make the case for actively “shaping e-democracy” from above and below. Their cautious optimism is infectious because it is well informed and sustained by less well- known but important cases. Even a jaded scholar of the anti-deliberative mindset might want to rethink his or her position on the future of the Internet and democratic citizenship after reading this book." Many congratulations to them both for this well deserved award. Cheers, Scott

1 0

Two job postings in Media and Cultural Studies at University of Wisconsin, Madison
by Jonathan Gray 14 Sep '10

14 Sep '10

I'm pleased to share the following job announcements with the group, the first of which may be of particular interest given that it calls for a digital/new media specialist. Please feel free to circulate. warm regards,Jonathan Gray The Department of Communication Arts at the University of Wisconsin-Madison seeks applicants at either the rank of Assistant Professor, tenure-track, or Associate Professor with tenure in Media and Cultural Studies, to begin August 2011. Ph.D. in a related field required prior to start of appointment. Tenure track candidates must show potential for excellence in scholarly research and teaching. Tenured appointees must have established record of excellence in research and teaching. Candidates will be expected to conduct research, develop and teach courses, and supervise graduate students in the critical analysis of digital and new media. Those with a demonstrated ability to combine methodological approaches are especially encouraged to apply. The successful candidate will actively participate and teach half of her/his courses in a new interdisciplinary program that seeks to enhance students’ media, visual, technology, and information literacies. See also http://commarts.wisc.edu. Please submit a CV and a letter detailing interests and capabilities, and arrange to have sent three letters of reference, to Professor and Digital Studies Initiative Chair Robert Glenn Howard, Digital Media Search, Department of Communication Arts, University of Wisconsin-Madison, 821 University Avenue, Madison, WI 53706. Electronic applications will not be accepted. The deadline to assure full consideration is November 14, 2010. EOE/AA. Employment may require a criminal background check. Unless confidentiality is requested in writing, information regarding the applicants must be released upon request. Finalists cannot be guaranteed confidentiality. The Department of Communication Arts is committed to building a culturally-diverse intellectual community and strongly encourages applications from women, ethnic minorities, and other underrepresented groups. Questions about the search may be directed to Professor Jonathan Gray at jagray3(a)wisc.edu The Department of Communication Arts at the University of Wisconsin-Madison seeks applicants for a tenure-track position at the rank of Assistant Professor in Media and Cultural Studies, to begin August 2011. Ph.D. in a related field required prior to start of appointment. Candidates will be expected to conduct research, develop and teach courses, and supervise graduate students in the critical/cultural analysis of television and electronic media with a specialization in at least one of the following: global media, gender and/or identity studies, or industry/production studies. Candidates must show potential for excellence in scholarly research and teaching. See also http://commarts.wisc.edu. Please submit a CV and a letter detailing interests and capabilities and arrange to have sent three letters of reference to Professor and Chair Susan Zaeske, Media and Cultural Studies Search, Department of Communication Arts, University of Wisconsin-Madison, 821 University Avenue, Madison, WI 53706. Electronic applications will not be accepted. The deadline to assure full consideration is November 14, 2010. EOE/AA. Employment may require a criminal background check. Unless confidentiality is requested in writing, information regarding the applicants must be released upon request. Finalists cannot be guaranteed confidentiality. The Department of Communication Arts is committed to building a culturally diverse intellectual community and strongly encourages applications from women, ethnic minorities, and other underrepresented groups. Questions about the search may be directed to Professor Mary Beltrán at mcbeltran(a)wisc.edu.

1 0

Re: [Air-L] Voice-recorders or mobile phones for face-to-face interviews with young people?
by Colin Helb 14 Sep '10

14 Sep '10

Koen, I've used the basic "Voice Memos" app that comes preinstalled on the iPhone for a variety of field recording projects (interviews, sound collecting, etc.) and have been very happy with the results. What it may lack in clarity (and it is not much) it makes up for in convenience (I always have it with me). I guess your ultimate use of the recordings should dictate your decision. If you are planning to transcribe the recordings for your own notes for writing, the iPhone will work fine for you. If you are looking to edit and use the audio in an audio or video project, I'd suggest investing in a nice, small digital audio recorder. They're pretty inexpensive these days and are far from intrusive to the interviewee. Even in that situation, the iPhone app would probably work fine. The best recording device is the one you have with you when you need it. Hope that helps. Usually lurking, Colin -- Colin Helb, Ph.D. Asst. Professor of Communications Elizabethtown College 1 Alpha Dr., 206C Steinman Elizabethtown, PA 17022 717-361-1387 colin(a)colinhelb.com • colinhelb(a)gmail.com helbc(a)etown.edu • colinhelb.com

1 0