Digital Affect conference Manchester \'10

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  • Google calendar example?
  • Google calendar example?
  • Persuasive for whom? Social scientist vs. historians
  • Persuasive for whom? Social scientist vs. historians
  • Persuasive for whom? Social scientist vs. historians
  • Persuasive for whom? Social scientist vs. historians
  • Digital Affect conference Manchester \'10

    1. 1. Affect it, digitize it, explore it Affective labour and digital technologies in scholarly collaboration Smiljana Antonijevic, Stefan Dormans, Sally Wyatt Affective Fabrics of Digital Culture June 3-4, 2010
    2. 3. Paper outline <ul><li>Premise : emotional engagements constitute one of the central elements of knowledge production. </li></ul><ul><li>Theme : types and role of affective labour in scholarly work (collaboration). </li></ul><ul><li>Focus : changes brought by the use of digital technologies. </li></ul>
    3. 4. Affective labour <ul><li>Production activities that create, sustain, and/or modify judgements. </li></ul><ul><li>Can be found in formal and informal interactions between scholars (and other social actors). </li></ul><ul><li>Production of affect also part of goal of academic work, e.g. in teaching & preparing texts. </li></ul>
    4. 5. Sources <ul><li>Theoretical debates about immaterial and affective labour and knowledge economy (Marx 1861-63; Castells 1996; Hardt and Negri 2000; Terranova 2004; Fraser and Puwar 2008; Gill 2010). </li></ul><ul><li>Ethnographic study on collaboratories in social and economic history (VKS/IISG study; Stefan Dormans and Jan Kok). </li></ul><ul><li>Our own collaborative experience in writing this paper (reflections, emails, conversations, drafts). </li></ul>
    5. 6. Conceptual framework <ul><li>Care work </li></ul><ul><li>Articulation work </li></ul><ul><li>Persuasion work </li></ul><ul><li>Not intended to be comprehensive or mutually exclusive. </li></ul><ul><li>H euristic to draw our attention to aspects of scholarly work that often remain invisible or unspoken. </li></ul>
    6. 7. Care work
    7. 8. <ul><li>Taking care of and being careful with sources, data, texts, colleagues. </li></ul><ul><li>Formal ( disciplinary ethical codes, peer review, promotion committees); informal ( personal and/or institutional ‘styles of behavior’). </li></ul>
    8. 9. <ul><li>Taking care of and being careful with sources, data, texts, colleagues. </li></ul><ul><li>Formal ( disciplinary ethical codes, peer review, promotion committees); informal ( personal and/or institutional ‘styles of behavior’). </li></ul><ul><li>Challenges of creating shared databases in social history: </li></ul><ul><ul><li>caring of intellectual property arrangements; </li></ul></ul><ul><ul><li>acknowledging the work in creating and maintaining shared data. </li></ul></ul><ul><li>Challenges in our team: </li></ul><ul><ul><li>different attitudes/experiences with collaborative writing; </li></ul></ul><ul><ul><li>“ epistemological carelessness”. </li></ul></ul>
    9. 10. Articulation work
    10. 11. <ul><li>A set of activities required to manage the distributed nature of cooperative work. </li></ul><ul><li>Planned (coordination of work, organisation of meetings ); ad hoc (communicating tacit knowledge, initiating and moderating discussions, managing staff turnover ). </li></ul>
    11. 12. <ul><li>A set of activities required to manage the distributed nature of cooperative work. </li></ul><ul><li>Planned (coordination of work, organisation of meetings ); ad hoc (communicating tacit knowledge, initiating and moderating discussions, managing staff turnover ). </li></ul><ul><li>Challenges of creating shared databases in social history: </li></ul><ul><ul><li>implementing metadata guidelines; </li></ul></ul><ul><ul><li>sharing contextual knowledge of own data. </li></ul></ul><ul><li>Challenges in our team: </li></ul><ul><ul><li>explicitness in collaborative research/writing; </li></ul></ul><ul><ul><li>sharing web calendars. </li></ul></ul>
    12. 13. Persuasion work
    13. 14. <ul><li>Rhetorically, the creation of knowledge is a task beginning with self-persuasion and ending with the persuasion of others (Gross 1990). </li></ul><ul><li>Credibility work (topic and methods); reputation work (outputs); position work (status). </li></ul>
    14. 15. <ul><li>Rhetorically, the creation of knowledge is a task beginning with self-persuasion and ending with the persuasion of others (Gross 1990). </li></ul><ul><li>Credibility work (topic and methods); reputation work (outputs); position work (status). </li></ul><ul><li>Challenges of creating shared databases in social history: </li></ul><ul><ul><li>m aking the implicit explicit; </li></ul></ul><ul><ul><li>persuasive for whom? </li></ul></ul><ul><li>Challenges in our team: </li></ul><ul><ul><li>conceptual and methodological differences; </li></ul></ul><ul><ul><li>the broader context of work. </li></ul></ul>
    15. 16. Discussion <ul><li>Comments on existing categories? </li></ul><ul><li>Additional examples? </li></ul><ul><li>Non-academic care, articulation, and/or persuasion work? </li></ul><ul><li>Negative affective labour – feelings of frustration, envy, resentment, anxiety? </li></ul><ul><li>… </li></ul>
    16. 17. <ul><li>Thank you </li></ul><ul><li>Smiljana Antonijevic </li></ul><ul><li>[email_address] </li></ul><ul><li>Stefan Dormans </li></ul><ul><li>[email_address] </li></ul><ul><li>Sally Wyatt </li></ul><ul><li>[email_address] </li></ul>

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