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[Open Webinar] José van Dijck on platformisation at SMART Data Sprint 2021
by Smart Inovamedialab 01 Feb '21

01 Feb '21

Open Webinar | SMART Data Sprint 2021 A European perspective on platformisation by José van Dijck February, 3rd at 5 PM (GMT) | ONLINE (Zoom) We are pleased to announce that José van Dijck is joining SMART Data Sprint 2021 with a keynote open to the public on the theme of a European perspective on platformization. José van Dijck is a distinguished professor at the University of Utrecht (Netherlands), and a former dean of the University of Amsterdam. From 2015 to 2018, she also served as president-elect of the Royal Netherlands Academy of Arts and Sciences. Van Dijck's field of research focuses on media studies and digital society. Her work covers a wide range of topics in media theory, technologies and communication, social media, and digital culture. She is the co-author and co-editor of ten books and over one hundred journal articles and book chapters. Van Dijck’s book The Culture of Connectivity. A Critical History of Social Media (Oxford UP, 2013) was distributed worldwide and was translated into Spanish, Chinese, and Farsi. Her latest book, co-authored by Thomas Poell & Martijn de Waal is titled The Platform Society. Public values in a connective world (Oxford University Press, 2018). Van Dijck's lecture will be online (via Zoom) and open to SMART Data Sprint participants and the general public under free registration at < https://bit.ly/SMARTDataSprint_keynoteJvD> About SMART Data Sprint SMART Data Sprint is an international event promoted by the SMART research group (iNOVA Media Lab/NOVA University of Lisbon) that provides an intense hands-on experience, driven by online data and digital methods. More info at <http://smart.inovamedialab.org> -- SMART ˚ ˚ Social Media Research Techniques I #SMARTDataSprint iNOVA Media Lab I NOVA FCSH I Universidade Nova de Lisboa

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VIDEO / TRANSCRIPT ‘Free Speech Project: Section 230’s Fate Under the Biden Administration’
by Joly MacFie 01 Feb '21

01 Feb '21

This was not an ISOC stream, which is why you may have missed it. But it does have an ISOC Trustee, and now, an ISOC Live transcript <https://bit.ly/3j5TTbt>! It's a standout in that the discussants all have thought out concrete proposals. ISOC Live posted: "On January 13 2021 Future Tense, the Duke Center on Science & Technology Policy, the Yale Information Society Project, and the Tech, Law & Society Program at American University Washington College of Law convened a panel 'Free Speech Project: Sect" [image: YouTube] <https://youtu.be/4u6HvnFYMKw>On *January 13 2021 Future Tense <https://slate.com/technology/future-tense>*, the *Duke Center on Science & Technology Policy <https://scienceandsociety.duke.edu/engage/duke-center-for-science-and-techn…>*, the *Yale Information Society Project <https://law.yale.edu/isp>*, and the Tech, Law & Society Program at *American University Washington College of Law <https://www.wcl.american.edu/>* convened a panel '*Free Speech Project: Section 230's Fate Under the Biden Administration* <https://washingtondc.asu.edu/video/free-speech-project-section-230s-fate-un…>'. With the fate of Section 230 hanging in the balance, and numerous proposed reforms swirling about, what will the new year and the new administration mean for this key legal underpinning of the internet and the regulation of our speech on the virtual public square? *SPEAKERS* *Matt Perault*, Director, Center on Science & Technology Policy at Duke University *Mike Godwin*, Visiting Fellow, the Information Society Project at Yale Law School: Member, Internet Society Board of Trustees: Author, *The Splinters of our Discontent: How to Fix Social Media and Democracy Without Breaking Them <https://www.amazon.com/dp/1939888751/>* *Victoria McCullough*, Director, Public Policy and Social Impact, Tumblr at Automattic *MODERATOR* *Jennifer Daskal*, New America ASU Future Security Fellow, 2021; Professor and Faculty Director, Tech, Law, & Security Program at American University Washington College of Law *VIEW ON YOUTUBE: https://youtu.be/4u6HvnFYMKw <https://youtu.be/4u6HvnFYMKw>* *TRANSCRIPT: https://bit.ly/3j5TTbt <https://bit.ly/3j5TTbt>* *TWITTER #Section230sFate <http://bit.ly/Section230sFate> @FutureTenseNow @mattperault @DukeSci_Soc @sfmnemonic @jendaskal Victoria McCullough @automattic #Section230* *Permalink* https://isoc.live/13678/ - -- -------------------------------------- Joly MacFie +12185659365 -------------------------------------- -

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SSN Seminar: 'The Death of the Legal Profession and the Future of Law' with Prof Dan Hunter
by Thao Phan 01 Feb '21

01 Feb '21

Please join us for this online seminar hosted by the Deakin Science and Society Network <https://scienceandsocietynetwork.deakin.edu.au/> (SSN). You can join the conversation on Twitter by following us at @SSNDeakin and using the hashtags #SSNseminar *Register here: *https://ssnseminar-danhunter.eventbrite.com.au *Date/time:* Tuesday February 16, 10am - 11:30am (Australian Eastern Daylight Time, GMT+11) *Title:*The Death of the Legal Profession and the Future of Law *Abstract:* This presentation identifies the five large-scale changes that have happened or are happening to the legal profession: 1. How technology solutions have moved law from a wholly bespoke service to one that resembles an off-the-shelf commodity; 2. How globalisation and outsourcing upend traditional expectations that legal work is performed where the legal need is, and shifts production away from high cost centres to low cost centres; 3. How managed legal service providers – who are low cost, technology-enabled, and process-driven – threaten traditional commercial practice; 4. How technology platforms will diminish the significance of the law firm; and 5. How artificial intelligence and machine learning systems will take over a significant portion of lawyers’ work by the end of the 2020s. The article discusses how these changes have transformed or are transforming the practice of law, and explains how institutions within the law will need to respond if they are to remain relevant (or even to survive). More broadly, it examines the social implications of a legal environment where a large percentage of the practice of law is performed by institutions that sit outside the legal profession. *About the speaker:* *Dan Hunter* is the Executive Dean of the Faculty of Law, Queensland University of Technology, and was previously the Founding Dean of Swinburne Law School. He is an international expert in intellectual property and AI & law, and the author of books on gamification, intellectual property, and intelligent legal systems. His current research is focused on the use of innovation and technology within law, including the use of AI in sentencing and criminal justice, the legal implications of autonomous systems, and the future of legal practice. He is a Fellow of the Australian Academy of Law, and a chief investigator in the $71M ARC Centre of Excellence for Automated Decision-Making and Society. *About the respondent:* *Rajesh Vasa *heads translational research at the Applied Artificial Intelligence Institute, Deakin University. He has over two decades of experience spanning both industry and academia with deep skills in artificial intelligence and complex software systems design. His career spans engineering, operations and executive leadership in organisations across the world. Rajesh is passionate about solving high impact societal problems. Recent work spans building intelligent homes for elderly, reducing traffic congestion, supporting decision making in safety-critical contexts, using gamification to improve dementia care, personalised education, and detecting spam and malware. Prof Vasa’s research focus is in constructing robust AI systems. *Watch the seminar:* Seminar will be available to stream on YouTube live. Access using the live link: https://youtu.be/Y6QRoJwbq5A <https://youtu.be/Y6QRoJwbq5A> <https://youtu.be/WIuOlgT5hIs>Date/time: Tuesday February 16, 10am - 11:30am (Australian Eastern Daylight Time, GMT+11) Q&A with the speaker to follow. To send questions/participate in the chat, you'll need to sign-in using a YouTube account. <https://www.businessinsider.com/how-to-comment-on-youtube?r=AU&IR=T> The seminar will be recorded and available to watch on the SSN YouTube channel after the Livestream. If you have any questions, please send to ssn-info(a)deakin.edu.au.

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8th International Symposium on End-User Development (IS-EUD 2021): Second Call for Papers
by Announce Announcements 31 Jan '21

31 Jan '21

*** Second Call for Papers *** 8th International Symposium on End-User Development (IS-EUD 2021): "Democratizing AI Development" July 6-8, 2021, Atlantica Miramare Beach Hotel 4*, Limassol, Cyprus http://cyprusconferences.org/iseud2021/ End-user development (EUD) aims at empowering end users to develop and adapt systems at a level of complexity that is adequate to their expertise, practices, and skills. EUD may occur along the entire software lifecycle, with the purpose of making users able to participate in their artifact development, not only at design time, but also during actual use. Originally, EUD was conceived as a more general concept than end-user programming; thus, scholars proposed methods, techniques and tools that allow end users to modify or extend software artifacts, such as spreadsheets, web applications, video games, and mobile applications. In the co-called Internet of Things era, end-user development moved on to address the problem of defining and modifying the behavior of smart environments, including smart objects, pervasive displays, smart homes, smart cities, and so on. Therefore, the term "end-user development" acquired a broader meaning covering approaches, frameworks and socio-technical environments that allow end users to express themselves in crafting digital artifacts that encompass both software and hardware technology. Recent research and technological trends like Artificial Intelligence (AI), Big Data, Cyber-Security, Robotics, and Industry 4.0, have contributed to renew the vision of end-user development, by providing tools and platforms that allow end users to harness the power of AI to create solutions involving Computer Vision, Image Processing, Conversational User Interfaces, as well as solutions for smart environments. Such developments lower the threshold for creating AI solutions, and expand the programmer base for such solutions, by extending AI application both for professional and discretionary use. IS-EUD is a bi-annual event for researchers and practitioners with an interdisciplinary approach to EUD, including: Human-Computer Interaction, Software Engineering, Computer Supported Cooperative Work, Human-Work Interaction Design, and related areas. IS-EUD 2021 Theme: Democratizing AI Development The 2021 edition of IS-EUD focuses on EUD for AI-based systems, where end users are called on to become end-user developers of intelligent agents, digital twins, collaborative and social robots. This edition would like to discuss the adoption of EUD in new fields, the proposal of novel EUD paradigms, and the impact of AI-based EUD in terms of user acceptability and appropriation. One of the most interesting topics in human-AI interaction is explainability of AI-based systems: research submissions presenting end- user oriented solutions to this problem will be particularly welcome. Theoretical and empirical work analyzing pros and cons of this new EUD wave, identifying requirements for end-user development of AI and acceptance of related solutions is invited. Software infrastructures and eco- systems supporting the reuse of solutions and the emergence of meta- design practices are of particular interest to this community, linking the challenges relating AI to topics central to the IS-EUD community. Conference Topics The conference welcomes contributions that: · describe new, simple and efficient environments for end-user development · describe new processes, methods and techniques for empowering users to create, modify and tailor digital artifacts · present case studies and design implications on challenges and practices of end-user development · develop theoretical concepts and foundations for the field of end-user development Specific topics include (but are not limited to) the following ones: · User-oriented orchestration of AI-based devices · Conversational interfaces for end-user development · End-user development for big data visualization and exploration · End-user development for collaborative robotics · End-user development for social robotics · End-user development in Industry 4.0 · End-user development and explainable AI-based systems · Cybersecurity and end-user development · End-user development in daily life · Technologies and infrastructures for end-user development · Empirical studies of end-user development · Recommender systems to support end-user development · Cultures of participation and meta-design approaches · Technology acceptance and adoption studies of end-user development technologies · Evaluation of end-user development technologies · Supporting creative work through end-user development Submissions We invite two types of paper submissions: 1. Regular papers, up to 16 pages, describing original unpublished research making a substantial contribution to the research field 2. Short papers, up to 8 pages, describing original unpublished research, making a small but solid contribution to the field All submissions will be reviewed by the Program Committee. The review process for this category is double-blind, thus submissions must be anonymized. Accepted papers (both regular and short) will appear in the archival proceedings of IS-EUD 2021, published by Springer in the Lecture Notes on Computer Science (LNCS) series, and will be presented in plenary sessions of the conference. Workshop proposals are invited (max 6 pages) aligned to the themes of the conference. Workshops provide an informal setting where participants have the opportunity to discuss specific topics in an atmosphere that fosters the active exchange of ideas. Workshops can be half day or one-day long and will be held on July 6, 2021. Accepted workshop proposals will be included in the IS-EUD 2021 adjunct proceedings, which will be submitted to http://ceur-ws.org for online publication. Submissions of regular papers, short papers and workshop proposals should indicate in the title page "Regular", "Short" or "Workshop" respectively. Demonstration and Work in Progress papers are also welcomed. A Demonstration paper (max 6 pages) should be structured according to the following: · Abstract (150 words maximum) · Topics to be covered and their relevance to the EUD community · Detailed description of the planned demonstration activity · Diagrams or screenshots (if relevant) · Supporting documentation (e.g., project website) · References Work in Progress submissions (max 6 pages) are intended for presenting preliminary results or tentative findings and position papers. The authors of accepted contributions will have the opportunity to give an oral presentation during parallel sessions. Finally, the IS-EUD Doctoral Consortium is intended to bring together PhD students working on theory and application of EUD. We particularly encourage students that are about half-way through their doctoral research to submit doctoral consortium contributions (max 6 pages) describing the topic of their PhD, their approach and a summary of their progress. Demonstration, Work in Progress and Doctoral Consortium submissions should indicate in the title page "Demo", "WiP" or "DC" respectively. Accepted submissions will be included in IS-EUD 2021 adjunct proceedings, which will be submitted to http://ceur-ws.org for online publication. Submissions of all types should be carefully formatted according to the Springer LNCS format: https://www.springer.com/gp/computer-science/lncs/conference-proceedings-gu… and should be submitted through the Easy Chair system at: https://easychair.org/conferences/?conf=iseud2021 Important Dates · Regular and Short papers submission: March 8, 2021 · Notification: March 30, 2021 · Camera-ready: April 30, 2021 · Workshop proposal submission: March 8, 2021 · Notification: March 15, 2021 · Camera-ready: April 30, 2021 · Demonstration and Work in Progress submission: April 7, 2021 · Notification: April 21, 2021 · Camera-ready: April 30, 2021 · Doctoral Consortium submission: April 7, 2021 · Notification: April 30, 2021 · Camera-ready: May 15, 2021 Organizers General Chairs · Panos Markopoulos (Eindhoven University of Technology, The Netherlands) · George A. Papadopoulos (University of Cyprus, Cyprus) Program Chairs · Daniela Fogli (University of Brescia, Italy) · Daniel Tetteroo (Eindhoven University of Technology, The Netherlands) Short papers Chairs · Barbara Rita Barricelli (University of Brescia, Italy) · Simone Borsci (University of Twente, The Netherlands) Work in Progress Chairs · Jelle Van Dijk (University of Twente, The Netherlands) · Carmen Santoro (ISTI-CNR, Italy) Demonstration Chair · Stefano Valtolina (University of Milan, Italy) Workshop Chairs · Styliani Kleanthous (Open University of Cyprus, Cyprus) · Simone Stumpf (City University London, UK) Doctoral Consortium Chairs · Monica Maceli (Pratt Institute, USA) · Antonio Piccinno (University of Bari, Italy)

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CFP: IEEE TLT Special Issue on Workplace Learning Technologies
by Lee, Mark 31 Jan '21

31 Jan '21

+++++++++++++++++++++++++++++++++++++++++++++++++++++ Call for Papers for a Special Issue of the IEEE Transactions on Learning Technologies on "DESIGNING TECHNOLOGIES TO SUPPORT PROFESSIONAL AND WORKPLACE LEARNING FOR SITUATED PRACTICE" Guest Editors: Viktoria Pammer-Schindler, Graz University of Technology, Austria Allison Littlejohn, University College London, U.K. Tobias Ley, Tallinn University, Estonia Joachim Kimmerle, IWM-KMRC Tuebingen, Germany Mark J. W. Lee, Charles Sturt University, Australia Email: tlt-workplacelearning(a)ieee.org +++++++++++++++++++++++++++++++++++++++++++++++++++++ ( PDF version of this CFP available at https://bit.ly/3iS8I1h ) In an era of global, organizational, and technological change, all of which are transforming the world of work, professional and workplace learning are critical for both employability and organizational competitiveness. Such learning is therefore needed on a greater scale than ever before, and the only way to provide that scale is through the integration of technology and learning. At the same time, if it is to serve the goal of boosting productivity, professional and workplace learning needs to be based around and integrated with work. Yet most advances in learning technologies have been made within K-12 and higher education settings, and in the area of formal learning environments in general. Technologies developed within formal education settings are nevertheless also increasingly being appropriated for use with/by professional learners in contexts other than those for which they were originally designed. This special issue on "Designing technologies to support professional and workplace learning for situated practice" aims to showcase the latest developments and innovations in, and advance the scientific discourse on issues specific to, designing technologies that support learning for work. In setting out to achieve this aim, we place focus on learning that is intended to improve work practice, and that is situated within work activities and contexts. By situating learning within work, a close relationship is evoked between the workplace environment and professional learning-for example, there are strong connections between working and learning; individual learning and organizational learning; and between learning and knowledge creation. This brings with it challenges, such as those stemming from the fact that learning is focused on solving concrete problems, that finding time and a space for learning can be difficult, and that overall the ability to transfer learning across different work contexts is challenging albeit crucial to professional learning. Technologies that have been developed and/or appropriated for situated workplace learning include mobile and ubiquitous technologies, social and collaborative work tools, intelligent and adaptive tutoring and mentoring/coaching systems, augmented and mixed reality applications for on-the-job learner guidance, professional learning analytics, and many others. However, these technologies only address some of the challenges of situated workplace learning. The sociotechnical systems of technology-enhanced professional learning, in which professional learners live, work, and learn, function differently to those of formal education, so technologies developed for K-12 and higher education are often not easily applied to work-integrated learning. To address this crucial gap, we aim to trigger discussion around the state of the art and future imaginaries, in terms of novel technologies that support professional learning and how these can be designed, implemented, and used in order to open up opportunities for professionals (e.g., accelerating learning by enabling learning just in time and collaboratively in new ways) while mitigating risks that have been the focus of debate in the media as well as the academic literature (e.g., datafication, data ownership, algorithms with built-in biases, assumptions behind the design of these algorithms). This is a call for papers that contribute to research and research-informed practice in technology-enhanced, professional learning by: a) identifying characteristics of professional learning that are due to the social context in which professional learning is embedded and that are relevant for technology design; b) interrogating technology practices specific to these characteristics of professional learning, and using the results to inform design-examples are issues of setting aside time and space for learning, privacy issues or issues related to existing power hierarchies, and the potential non-sharedness of learning as a goal of organizational relevance, to name a few; c) evidencing the ways in which emerging, novel technologies might improve professional learning in a variety of work contexts. Such papers could both be based on experimental studies on emerging, novel technologies that consider salient aspects of professional learning in the experiment design as well as based on field studies investigating the design, development, and application of the technologies in professional learning settings. Special emphasis could be placed on reducing risks introduced by modern technologies, such as increased surveillance in the workplace. More background on the rationale and motivations for this special issue, along with key references, can be found on the resource page for the special issue at https://ieee-edusociety.org/publications/tlt-workplace-learning-special-iss… . SUGGESTED TOPICS Topics of interest for the special issue thus include, but are not limited to, the design and development of technological solutions and applications aimed at: - remote or distributed work-based learning; - workplace and professional learning that help ensure resilience to continuity crises (e.g., pandemics, natural disasters); - supporting and assessing transfer of learning to, and between, on-the-job situations; - learning-as-knowledge-creation in workplace and professional settings; - learning in complex professional domains and/or in domains with low uptake of learning technologies; - coaching and mentoring in the workplace (both human and intelligent agent-based); - the development of "soft" skills in the workplace and professions; - supporting the links between individual learning, organizational learning, and capability building; - learning through reflection on workplace and professional practice, including collaborative or shared reflection; - assessment and credentialing of workplace and professional learning; - the modeling, development, and management of workplace and professional competencies (i.e., competency-based learning and assessment); - computer-supported collaborative workplace and professional learning. Also of interest are investigations of specific technologies as applied to workplace and professional learning, such as: - adaptive and personalized learning systems, including learner models for enabling them; - authoring and instructional design tools/platforms; - games and gamification; - modeling, simulation, and digital twin technologies and applications; - reusable learning objects and learning designs; - semantic Web services, applications, and ontologies; - social networking and knowledge-sharing infrastructures; - virtual reality (VR), augmented reality (AR), mixed reality (MR), and other extended reality (XR) technologies; - wearable devices and interfaces; - learning analytics and data mining technologies/applications. Note: TLT is somewhat unique among educational technology journals in that it is both a computer science journal and an education journal. In order to be considered for publication in TLT, papers must make substantive technical and/or design-knowledge contributions to the development of learning technologies as well as show how the technologies can be used to support learning. Papers that are concerned primarily with evaluation of existing learning technologies and their applications are suitable for TLT only if the technologies themselves are novel, or if significant technical and/or design insights are offered. KEY DATES - Abstract submission (optional): April 15, 2021 - Feedback from guest editors to authors on abstract: April 22, 2021 - Full manuscripts due: June 15, 2021 - Completion of first review round: End of September 2021 - Revised manuscripts due: End of November 2021 - Final decision notification: End of January 2022 - Publication materials due: End of March 2022 - Publication of special issue: Summer 2022 SUBMISSION AND REVIEW PROCESS Abstracts may be submitted to the guest editors via email at mailto:tlt-workplacelearning@ieee.org ; this is not mandatory, but will enable the editors to offer early feedback on the paper's suitability with respect to the aims and scope of the special issue. Full manuscripts should be prepared in accordance with the IEEE Transactions on Learning Technologies guidelines ( https://ieee-edusociety.org/publications/tlt-author-resources ) and submitted via the journal's ScholarOne Manuscripts portal ( https://mc.manuscriptcentral.com/tlt-cs ), being sure to select the relevant special issue name during the submission process. Manuscripts must not have been published or currently be under consideration for publication elsewhere. Only full manuscripts intended for review, not abstracts, should be submitted via the ScholarOne portal, and conversely, full manuscripts cannot be accepted via email. Each full manuscript that passes an initial prescreening will be subjected to rigorous peer review in accordance with TLT's editorial policies and procedures. It is anticipated that 7 or 8 articles (plus a guest editorial) will ultimately be published in the special issue. (Sent to: air-l(a)listserv.aoir.org) | ALBURY-WODONGA | BATHURST | BRISBANE | CANBERRA | DUBBO | GOULBURN | MELBOURNE | ORANGE | PORT MACQUARIE | SYDNEY | WAGGA WAGGA | LEGAL NOTICE This email (and any attachment) is confidential and is intended for the use of the addressee(s) only. If you are not the intended recipient of this email, you must not copy, distribute, take any action in reliance on it or disclose it to anyone. Any confidentiality is not waived or lost by reason of mistaken delivery. Email should be checked for viruses and defects before opening. Charles Sturt University does not accept liability for viruses or any consequence which arise as a result of this email transmission. Email communications with Charles Sturt University may be subject to automated email filtering, which could result in the delay or deletion of a legitimate email before it is read at Charles Sturt University. The views expressed in this email are not necessarily those of Charles Sturt University. 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CFP: 4S Open Panel "Total Institutions: Technosciences of Care and Control"
by Hannah G. M. Zeavin 30 Jan '21

30 Jan '21

Dear all, We're writing to invite abstracts for papers for our 4S Open Panel <https://www.4sonline.org/190-total-institutions-technosciences-of-care-and-…>, "Total Institutions: Technosciences of Care and Control." The conference is taking place in Toronto, October 6-9, but matter what, there will be options for distance participation. Abstracts of approx. 250 words are due, via 4S, by March 8th. The panel description is below and please feel free to send this CFP to anyone who might be interested. Sincerely, Beth Semel*, Massachusetts Institute of Technology (MIT)* Hannah Zeavin*, UC Berkeley* * "Total Institutions: Technosciences of Care and Control"* Erving Goffman (1961) called both prisons and psychiatric wards “total institutions,” gesturing to the intertwined nature of care, capture, and control in efforts to manage deviance of the soul, psyche, or self. This panel investigates institutions and techniques of mental health care in the Global North, South, and colonial contexts, grappling with the criminological, forensic, pastoral and penal impulses of the psy-disciplines. Building from the work of feminist science and technology studies, abolitionist scholarship (Wang 2018), studies of racial capitalism (Robinson 1983), and historical and sociological studies of psychiatry, social services, and the prison industrial complex (Roberts 2001, Metzl 2010, Ryan Hatch 2019, Raz 2020, Smtih 2020), panelists will explore the connective tissue between the prison and the asylum, probing the practices, histories, expertise and apparatuses within the mental health care professions and other social services (from psychiatry, psychology, psychotherapy, and beyond) that knit together the carceral with the bioemdical. We invite papers that approach topics such as: 1. The role of digital, computational, and pharmaceutical technologies (e.g. electronic monitoring, predictive AI, listening tools, psychotropic drugs) in extending, fortifying, or disrupting the carceral dimensions of the psy-disciplines, particularly as they impact racialized and marginalized communities 2. The intersection of state, corporate, and colonial surveillance networks and mental health care, from institutionalization to self-help and mindfulness movements 3. Anti-carceral technologies that point to abolitionist futures for psychiatry beyond bureaucratic or colonial institutions 4. Accounts of activist, patient rights’, or disability justice movements, subsumed histories of radical care, and initiatives to decolonize biomedical care practices Potential topics include: incarceration, surveillance, mental health care, technology, biomedicine -- Dr. Hannah Zeavin Lecturer, UC Berkeley author of *The Distance Cure: A History of Teletherapy <https://mitpress.mit.edu/books/distance-cure> *(MIT Press, 2021)

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Syracuse University School of Info Studies - 6 Tenure Track Positions
by Jennifer Stromer-Galley 30 Jan '21

30 Jan '21

Six Open-Rank Tenure-Track Faculty Positions Syracuse University School of Information Studies Syracuse University's School of Information Studies (the iSchool, ischool.syr.edu) invites applications for scholars to fill six open-rank tenure-track faculty positions to start in Fall 2021. Successful candidates will demonstrate a history of or strong potential for sustained research excellence in an information-related field and will contribute to the development of students and courses in our degree programs in information systems, data science and data analytics, library and information science and information science and technology. The successful candidates will join our “Faculty of One”: a highly collegial environment that values interdisciplinary collaboration among our school's faculty and with other members of the university and beyond. Our research and teaching often adopt a socio-technical approach, recognizing that important problems are not simply technical nor just about people, but rather require both social and technological insights. We seek applicants whose topic areas and skills adopt this philosophy, and who can speak to overlapping areas within the school. We are specifically seeking applicants with interests in the following areas, broadly construed: 1. Library and information science (position #075550). The faculty member will bring expertise in topics such as information equity and justice, information/knowledge representation and organization, library leadership and management, special collections and archives, digital data/digital curation/digital humanities, children and youth library services. 2. Network social dynamics (position #075554). This position is part of an Invest Syracuse Initiative in Artificial Intelligence, Autonomous Systems, and the Human-Technology Frontier.* The faculty member will bring expertise in areas such as causal networks, network science, social cognition, social contagion, relationship science, social networks or group decision making. 3. Future of work at the human-technology frontier (position #075545). This position is part of an Invest Syracuse Initiative in Artificial Intelligence, Autonomous Systems, and the Human-Technology Frontier.* The faculty member will bring an active empirical research approach to topics such as collaboration between humans and autonomous systems, labour effects in algorithmic management or platform work, development of skills in the face of autonomous systems or design at the human-technology frontier. 4. Digital misinformation and democracy (position #075546). This position is part of an Invest Syracuse Initiative in Citizenship and Democratic Institutions.* The faculty member will bring both technical and social expertise to the research and education on understanding information behavior around misinformation creation, circulation, and consumption, and/or developing methods and tools for curbing misinformation. 5. Smart city technologies and analytics (position #075547). This position is part of an Invest Syracuse Initiative in Energy and Environment.* The faculty member will bring both technical and social perspectives to understanding how infrastructures and smart cities are designed, built, managed and improved using information technologies and data analytics. Examples of research areas include creating smarter and more livable cities and communities; analyzing complex, interdependent infrastructures; and developing systems and/or sociotechnical solutions to respond to climate change and other risks. 6. Critical design in human‐computer interaction (position #075548). This position is part of an Invest Syracuse Initiative in Social Differences, Social Justice.* The faculty member will draw on critical perspectives to inform our understanding of the design and use of existing socio-technical systems and the interrelationship between technology and society in today’s world. Potential research areas include human-computer interaction (HCI), especially feminist, critical race, critical disability, and/or queer studies; HCI for good; the relationship of characteristics like race, ethnicity, gender, socio-economic status, and occupational to socio-technical systems; and/or community and participatory systems. * Five of these positions are part of the Invest Syracuse Cluster Hire Initiative (https://www.syracuse.edu/academics/research/cluster-hires/) through which Syracuse University seeks to enhance the University’s existing research strengths by recruiting faculty members in different units with related interests. Cluster faculty will be expected to participate in collaborative initiatives that span Schools and Colleges, but have no teaching or service obligations in other units. Women and members of groups traditionally underrepresented among scholars in higher education are especially invited to apply for all positions. Inclusion, diversity, equity, and accessibility (IDEA) are important values of the iSchool. We are interested in candidates who value diversity and have the communication skills and a willingness to learn and contribute to a cross-cultural community that will allow the candidate to be effective with diverse groups of students, colleagues and community members. A completed Ph.D. in a relevant field of study or the expectation of completion of the Ph.D. by August 2021 is required. The School is committed to professional development for junior faculty, and provides excellent mentoring and support. Application process: Applications-including 1) a cover letter that specifies the position(s) applied for; 2) a personal statement describing the applicant’s research and teaching interests and qualifications for the position, including ways in which IDEA will inform their teaching, research, and service; 3) a current curriculum vitae; and 4) names and contact information of at least three references-should be submitted at www.sujobopps.com<http://www.sujobopps.com>. All applications will be held in strict confidence; we will seek references only from finalists. We are pleased to speak with interested applicants ahead of submitting materials. Screening of applications began in February 2021 and will continue until the positions are filled. Direct questions to Professor Kevin Crowston, search committee chair, crowston(a)syr.edu<mailto:crowston@syr.edu>. About the iSchool at Syracuse University: Located at the center of picturesque Syracuse University, the iSchool prides itself on making significant contributions in both scholarship and instruction. Our faculty have recognized strengths in information retrieval, information management, library programs and services, natural language processing, computational social science, online communities, civic participation, new forms of organization and collaboration, information and communications policy, smart energy systems, digital literacy, information privacy and security, globalization, data science, entrepreneurship, social media, social computing and other areas. The iSchool has five degree programs and numerous certificate programs, with an enrollment of 29 doctoral students, 1084 masters students and 642 undergraduate majors, led by 43 full-time faculty and more than 100 part-time faculty. The iSchool is ranked #4 overall by US News and World Report for library and information science and #2 for information systems and #6 in the QS World University Rankings (2019). Faculty teach in the classroom and/or prepare and oversee delivery of online courses (with a typical allocation of two campus courses per semester), and mentor and advise undergraduate, masters and doctoral students. iSchool faculty members received more than $5M in external research support in the past year from funders including the Institute of Museum and Library and Services and the National Science Foundation. The iSchool hosts seven research centers and laboratories and is recognized as a National Center of Academic Excellence (CAE) in Research and in Information Assurance/Cyber Defense (IA/CD) by the National Security Agency and the Department of Homeland Security. About Syracuse University: Syracuse University is a private research university of extraordinary academics and distinctive offerings. With a gorgeous campus in the heart of New York State, a global footprint and a history that dates back to 1870, we embrace diverse backgrounds and viewpoints. The University student population includes nearly 15,000 undergraduates and 5,000 graduate students, representing all 50 U.S. states and 123 countries. Home to 11 schools and colleges, Syracuse University blends the foundational power of the liberal arts with the intense focus of professional programs. The University offers undergraduate, graduate, and professional degrees in Architecture, Arts and Sciences, Education, Engineering and Computer Science, Sport and Human Dynamics, Information Studies, Law, Management, Citizenship and Public Affairs, Public Communications, and Visual and Performing Arts. Syracuse is a medium-sized city situated in the geographic center of New York state, approximately a four-hour drive from New York City, Boston, Philadelphia, Toronto and Montreal. With a metropolitan population of 700,000, Syracuse is a regional center for medical care and for cultural, recreational and artistic events, including the Everson Museum of Art, Syracuse Stage, Symphoria, Destiny Mall, multiple sporting events, and festivals including Jazz Fest and Winterfest. The outdoor enthusiast will enjoy four seasons of recreational opportunities, having the Adirondack Mountains, the Finger Lakes, Lake Ontario, and the Thousand Islands Region within easy driving distance of the Syracuse campus. The University is proud to offer a benefit program that is family-friendly, progressive, and responsive to the diversity of our community. Full-time faculty members are eligible for dependent tuition benefits, family medical leave and, in addition to maternity/disability leave, parental leave (primary caregivers of any gender may apply). The Office of Equal Opportunity, Inclusion & Resolution Services coordinates workplace accommodations for faculty and staff, guiding the ongoing development of an accessible university that embraces disability as an aspect of diversity. EEOC: Syracuse University is an equal-opportunity, affirmative-action institution. The University prohibits discrimination and harassment based on race, color, creed, religion, sex, gender, national origin, citizenship, ethnicity, marital status, age, disability, sexual orientation, gender identity and gender expression, veteran status, or any other status protected by applicable law to the extent prohibited by law. This nondiscrimination policy covers admissions, employment, and access to and treatment in University programs, services, and activities. Commitment to Supporting and Hiring Veterans: A commitment to veterans and their families is a distinguishing characteristic of Syracuse University. The University has a long history of engaging veterans and the military-connected community through its educational programs, community outreach, and employment programs. After World War II, Syracuse University welcomed more than 10,000 returning veterans to our campus, and those veterans literally transformed Syracuse University into the national research institution it is today. The University’s contemporary commitment to veterans builds on this historical legacy and extends to both class-leading initiatives focused on making an SU degree accessible and affordable to the post-9/11 generation of veterans, and also programs designed to position Syracuse University as the employer of choice for military veterans, members of the Guard and Reserve, and military family members. Commitment to a Diverse and Inclusive Campus Community: Syracuse University maintains an inclusive learning environment in which students, faculty, administrators, staff, curriculum, social activities, governance, and all other aspects of campus life reflect a diverse, multi-cultural, and international worldview. The University community recognizes and values the many similarities and differences among individuals and groups. At Syracuse, we are committed to preparing students to understand, live among, appreciate, and work in an inherently diverse country and world made up of people with different ethnic and racial backgrounds, military backgrounds, religious beliefs, socio-economic status, cultural traditions, abilities, sexual orientations and gender identities. To do so, we commit ourselves to promoting a community that celebrates and models the principles of diversity and inclusivity. ~Jenny Stromer-Galley Syracuse University School of Information Studies

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How data-mining works 101
by Sanjay Sharma (Staff) 29 Jan '21

29 Jan '21

Hello All I've been asked by some keen students to present a short lecture on how data mining works in the ad industry viavsocial media platforms/apps. I'm aware it can be quite complex, with data brokers etc. Any recommendations for 'go to' articles, essential reading, videos, infographics etc, would be appreciated. Many thanks Sanjay Brunel University London

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CFP: Digital (Un)wellness: Power, Health, and Screen Time - 4S Open Panel
by Alex Beattie 29 Jan '21

29 Jan '21

Dear AoIR colleagues, We hope you're holding up in the endless endlessness. We're writing to invite you to submit abstracts for papers to our 4S Open Panel, <https://www.4sonline.org/58-digital-unwellness-power-health-and-screen-time/> *Digital (Un)wellness: Power, Health, and Screen Time.* The deadline for abstracts is March 8 and the conference is ostensibly taking place in Toronto, October 6-9. No matter what, there will be options for distance participation. The panel description is below, and of course please feel free to send this CFP to anyone who might be interested. Sincerely, Laura Calloway*, Indiana University* Alex Beattie*, Victoria University of Wellington* Hannah Zeavin*, UC Berkeley* Chad Valasek*, University of California at San Diego* *Digital (Un)wellness: Power, Health, and Screen Time* In recent years, an emerging concern over the amount of time that people spend in front of screens has led to pathologizing models of digital device use (i.e., “digital addiction”). Scientific research and corporate programs, such as Google’s Digital Wellbeing app or Apple’s Screen Time app, have constructed digital wellness, positing an ideal amount of digital device use, while also generating new understandings to expertise of “healthy” productivity, digital forms of parental supervision, and combating physical fatigue, depression, and burnout. Although engineers and psychologists have turned toward descriptions of digital overuse and addiction, other scholars have turned toward the so-called attention economy. While both groups of scholars may be critical of tech industry exploitation of users, they also tend to reinforce akratic models of users. In addition, the entanglements between digital wellness and health remain wedded to surveillance–especially through infrastructures for data collection and body tracking. We seek papers that reevaluate digital wellbeing from a critical STS perspective and center aspects of social inequality inherent in digital wellness discourses. Topics may include: discourses surrounding home surveillance, children, and screens; the relationship between COVID-19 and screen time debates; digital labor and its relation to the possibilities and limits of political futures; how digital wellbeing experts and the psy-disciplines construct digital addiction; the relationship of digital wellness to the gig economy, platform labor, digital inequalities and global divides; or how digital wellbeing could be politicized and collectivized as a form of mutual aid and good relations. Potential topics include: Digital health, wellness, surveillance, labor, mutual aid, "digital addiction" ------------------------------------------- *Alex Beattie* Postdoctoral Research Fellow Centre for Science in Society | Pūkenga, Pūtaiao ki te Pāpori Victoria University of Wellington | Te Herenga Waka lxbt.co <https://apac01.safelinks.protection.outlook.com/?url=https%3A%2F%2Furlproxy…> | @amdbeattie

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story in today's Smithsonian Magazine about distance ed w/my 1976 video
by Paul Levinson 28 Jan '21

28 Jan '21

scroll down https://www.smithsonianmag.com/history/1950s-tv-show-set-stage-modern-dista… a rare chance (for better or worse) to see what I looked and sounded like in 1976 ... also Neil Postman in his prime ... the current Smithsonian article is about Sunrise Semester as an early example of distance education ... the discussion in that video was about television advertising -Paul *Welcome Up: Songs of Space and Time * - digital <https://open.spotify.com/album/4S1oaV75qF6tRFfdDwDczE>, CD <http://paullev.com/product/welcome-up-songs-of-space-and-time-cd/>, vinyl <https://lightintheattic.net/releases/6371-welcome-up-songs-of-space-and-time> "Eight slices of interstellar delight" -- Jon Pruett, *Ugly Things Magazine*, September 2020 <https://www.reverbnation.com/page_object/join_mailing_list/artist_86705>

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