The question of what constitutes a keyword is the starting point for query design for that is what makes querying and query design practically a part of a research strategy. When formulating a query, one often begins with keywords so as to ascertain who is using them, in which contexts and with which spread or distribution over time. In the following a particular keyword query strategy or design is put forward, whereby one queries competing keywords, asking whether a particular term is winning favour and amongst whom.
The workshop opens with a discussion of how to repurpose digital "methods of the medium" for social and cultural scholarly research, including its limitations, critiques and ethics. Subsequently participants are trained in using digital methods in hands-on sessions. How to use crawlers for dynamic URL sampling and issue network mapping? How to employ scrapers to create a bias or partisanship diagnostic instrument? We also consider how to deploy online platforms for social research. How to transform Wikipedia from an online encyclopaedia to a device for cross-cultural memory studies? How to make use of social media so as to profile the preferences and tastes of politicians’ friends, and also locate most engaged with content? How to make use of Twitter analytics to debanalize tweets, and provide compelling accounts of events on the ground? Finally, the workshop turns to the question of employing web data and metrics as societal indices more generally.
The question of what constitutes a keyword is the starting point for query design for that is what makes querying and query design practically a part of a research strategy. When formulating a query, one often begins with keywords so as to ascertain who is using them, in which contexts and with which spread or distribution over time. In the following a particular keyword query strategy or design is put forward, whereby one queries competing keywords, asking whether a particular term is winning favour and amongst whom.
The workshop opens with a discussion of how to repurpose digital "methods of the medium" for social and cultural scholarly research, including its limitations, critiques and ethics. Subsequently participants are trained in using digital methods in hands-on sessions. How to use crawlers for dynamic URL sampling and issue network mapping? How to employ scrapers to create a bias or partisanship diagnostic instrument? We also consider how to deploy online platforms for social research. How to transform Wikipedia from an online encyclopaedia to a device for cross-cultural memory studies? How to make use of social media so as to profile the preferences and tastes of politicians’ friends, and also locate most engaged with content? How to make use of Twitter analytics to debanalize tweets, and provide compelling accounts of events on the ground? Finally, the workshop turns to the question of employing web data and metrics as societal indices more generally.
Talk held at the Royal Statistical Society in London as part of the event series "Blurring the boundaries - New social media, new social science?". I thank Grant Blank from the OII for inviting me to this exciting workshop.
Lecture on Information Retrieval and Social Media, given to PhD students in the User-Centred Social Media Summer School, in Duisburg, September 19, 2017.
See also https://www.ucsm.info/events/118-new-frontiers-in-social-media-research-%E2%80%93-international-summer-school-2018
A description of a system I am hacking together for National Hack the Government Day 2011. Charlie allows linked open data to be crowdsourced with very little effort.
Talk given at the Semantic Web SIKS course 2011: why we need semantics on the Social Web. Three examples: social tagging, user profiling based on Twitter streams and cross-system user profiling (linking user profiles).
Ethics, Openness and the Future of LearningRobert Farrow
What difference does openness make to ethics' This session will examine this question both from the perspective of research into OER and the use of open resources in teaching and learning. An outline of the nature and importance of ethics will be provided before the basic principles of research ethics are outlined through an examination of the guidance provided by National Institutes of Health (2014) and BERA (2014). The importance and foundation of institutional approval for OER research activities is reiterated with a focus on underlying principles that can also be applied openly.
I argue that with a shift to informal (or extra-institutional) learning there is a risk that we lose some clarity over the nature and extent of our moral obligations when working outside institutional frameworks – what Weller (2013) has termed "guerilla" research activity. Innovations of this kind could be free of licensing permissions; they could be funded by kickstarter or public-private enterprise; or they could reflect individuals working as data journalists. But we might also speak of "guerilla" education for innovations taking place on the fringes of institutional activity – from using social media to going full-blown "edupunk" (Groom, 2008). These innovations which employ variants of opennesss can also bring out morally complex situations.
I show how the principles underlying traditional research ethics can be applied openly while noting that, whether working within or outside institutions, there is almost no existing guidance that explains the ethical implications of working openly. Similar issues are raised with MOOC, which operate outside institutions but while drawing on institutional reputations and values. With this in mind I sketch out scenarios we are likely to encounter in the future of education:
- Issues around privacy, security and big data
- Intellectual property conflicts
- Ensuring fair treatment of class students and equivalent online students
- Meeting obligations to content creators
- The ethical status of MOOCs and their obligations to their students
- Moral dimensions of open licenses
- The ethics of learning analytics and the data it produces
I argue that, while models for ethical analysis have been proposed (e.g. Farrow, 2011) more attention should be paid to the ethics of being open. I conclude with an examination of the idea that we have a moral obligation to be open, contrasting prudential and ethical approaches to open education. At the heart of the OER movement, I argue, is a strong moral impulse that should be recognized and celebrated rather than considered the preserve of the ideologue: openness is not reducible to lowering the marginal cost of educational resources. Openness is a diverse spectrum and to leverage its true potential we need to reflect deeply on how technology has the power to challenge the normative assumptions we make about education.
Slides from the eighth session of the course "The Recurated Museum" by Sytze Van Herck & Christopher Morse at the University of Luxembourg (Summer Semester, 2020).
Course slides typically begin with a brief summary of the online discussions that occurred before the session.
Talk held at the Royal Statistical Society in London as part of the event series "Blurring the boundaries - New social media, new social science?". I thank Grant Blank from the OII for inviting me to this exciting workshop.
Lecture on Information Retrieval and Social Media, given to PhD students in the User-Centred Social Media Summer School, in Duisburg, September 19, 2017.
See also https://www.ucsm.info/events/118-new-frontiers-in-social-media-research-%E2%80%93-international-summer-school-2018
A description of a system I am hacking together for National Hack the Government Day 2011. Charlie allows linked open data to be crowdsourced with very little effort.
Talk given at the Semantic Web SIKS course 2011: why we need semantics on the Social Web. Three examples: social tagging, user profiling based on Twitter streams and cross-system user profiling (linking user profiles).
Ethics, Openness and the Future of LearningRobert Farrow
What difference does openness make to ethics' This session will examine this question both from the perspective of research into OER and the use of open resources in teaching and learning. An outline of the nature and importance of ethics will be provided before the basic principles of research ethics are outlined through an examination of the guidance provided by National Institutes of Health (2014) and BERA (2014). The importance and foundation of institutional approval for OER research activities is reiterated with a focus on underlying principles that can also be applied openly.
I argue that with a shift to informal (or extra-institutional) learning there is a risk that we lose some clarity over the nature and extent of our moral obligations when working outside institutional frameworks – what Weller (2013) has termed "guerilla" research activity. Innovations of this kind could be free of licensing permissions; they could be funded by kickstarter or public-private enterprise; or they could reflect individuals working as data journalists. But we might also speak of "guerilla" education for innovations taking place on the fringes of institutional activity – from using social media to going full-blown "edupunk" (Groom, 2008). These innovations which employ variants of opennesss can also bring out morally complex situations.
I show how the principles underlying traditional research ethics can be applied openly while noting that, whether working within or outside institutions, there is almost no existing guidance that explains the ethical implications of working openly. Similar issues are raised with MOOC, which operate outside institutions but while drawing on institutional reputations and values. With this in mind I sketch out scenarios we are likely to encounter in the future of education:
- Issues around privacy, security and big data
- Intellectual property conflicts
- Ensuring fair treatment of class students and equivalent online students
- Meeting obligations to content creators
- The ethical status of MOOCs and their obligations to their students
- Moral dimensions of open licenses
- The ethics of learning analytics and the data it produces
I argue that, while models for ethical analysis have been proposed (e.g. Farrow, 2011) more attention should be paid to the ethics of being open. I conclude with an examination of the idea that we have a moral obligation to be open, contrasting prudential and ethical approaches to open education. At the heart of the OER movement, I argue, is a strong moral impulse that should be recognized and celebrated rather than considered the preserve of the ideologue: openness is not reducible to lowering the marginal cost of educational resources. Openness is a diverse spectrum and to leverage its true potential we need to reflect deeply on how technology has the power to challenge the normative assumptions we make about education.
Slides from the eighth session of the course "The Recurated Museum" by Sytze Van Herck & Christopher Morse at the University of Luxembourg (Summer Semester, 2020).
Course slides typically begin with a brief summary of the online discussions that occurred before the session.
Richard Rogers, Otherwise Engaged: Critical Analytics and the New Meanings of...Digital Methods Initiative
Richard Rogers, Otherwise Engaged: Critical Analytics and the New Meanings of Engagement Online. Opening Lecture, Digital Methods Winter School, 11 January 2916
Open Grid Forum workshop on Social Networks, Semantic Grids and WebNoshir Contractor
Workshop organized by David De Roure at the Open Grid Forum XIX. Other participants included Carole Gobler, Jeremy Frey, Pamela Fox.
January 29, 2007, Chapel Hill, NC
Presentation at the conference Ink to Cloud the European Correspondence of Jacob Burckhardt 9-12 April 2015 Il Palazzone Scuola Normale Superiore di Pisa, Cortona IT entitled "Digital Content, VREs (Virtual Research Environments" and Communities of Practice by Dov Winer
Digital Tools, Trends and Methodologies in the Humanities and Social SciencesShawn Day
This interactive seminar will explore trends and initiatives in the digital community of practice in the humanities and the social sciences. Participants will come away with a appreciation of from where the field has emerged and how it interacts with traditional disciplines. This seminar will be of interest to those in traditional disciplines as well as the wider academy as digital humanities is both collaborative and multidisciplinary in practise. It is intended to form a broad and easy introduction to the practise of digital humanities and will appeal especially to new scholar who is open to the potential to combine their traditional scholarship with digital tools and methodologies. It is *introductory* in nature.
Walking Our Way to the Web - Fabien Gandon
The Web: Scientific Creativity, Technological Innovation and Society
XXVIII Conference on Contemporary Philosophy and Methodology of Science
9 and 10 March 2023
University of A Coruña
The prospect of Walking our Way to the Web may sound strange to contemporary readers of this article for whom the Web is omnipresent. However, the slogan of the World Wide Web Consortium (W3C) has been, for years, and remains today, to lead “the Web to its full potential” meaning we haven’t reached that potential yet, whatever it is. The first architect of the Web himself, Tim Berners-Lee, said in an interview in 2009: “The Web as I envisaged it, we have not seen it yet. The future is still so much bigger than the past”. And he is still very active, together with the W3C members and Web experts world-wide, in proposing evolutions of the Web architecture to improve its growing usages and applications. In this article we will review the path that led us to the actual Web, the shape it is taking now and the possible evolutions, good and bad, we can identify today. This will lead us to consider the distance that we witness between the initial vision and the reality of the Web today, and to reflect on the possible divergence between the potential we see in the Web and the directions it could take. Our goal in this article is to reflect on how we could walk the delicate path to the full potential of the Web, finding the missing links and avoiding the one too many links.
The workshop serves as an introduction to two classic digital methods techniques for issue mapping and analysis. A discussion of the Issue Crawler and the Lippmannian device is followed by a short exercise in which we'll study the presence of skeptics among top sources of information related to climate change.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
3. DIGITAL METHODS IN CONTEXT
1. Situating Digital Methods (DMI) in Internet-related research (historically)
2. Situating DMI in Digital Humanities and E-Sciences (contemporary debates)
3. Doing Digital Methods (Both arts-based and empirical research traditions)
4. Digital Methods after Social Media
4. DIGITAL METHODS IN CONTEXT
>1. Situating Digital Methods (DMI) in Internet-related research (historically)
2. Situating DMI in Digital Humanities and E-Sciences (contemporary debates)
3. Doing Digital Methods (Both arts-based and empirical research traditions)
4. Digital Methods after Social Media
5. WHERE ARE WE NOW?
FROM VIRTUAL TO DIGITAL METHODS
3 VIRTUALS, OR 3 WAYS OF SEEING THE WEB
Web as Cyberspace (1994-2000) Virtual as distinct from the real. Virtual studies
Web as Virtual Society? (2000-2007) Virtual is part of the real. Offline as baseline
Web as Virtual? Society (2007- ) 'Virtual' as indication of the real. Online as baseline
Now: Use online data about society & culture, and make 'online grounded' claims
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16. DIGITAL METHODS IN CONTEXT
1. Situating Digital Methods (DMI) in Internet-related research (historically)
>2. Situating DMI in Digital Humanities and E-Sciences (contemporary debates)
3. Doing Digital Methods (Both arts-based and empirical research traditions)
4. Digital Methods after Social Media
17. WEB AS DATA
Web data as offering the previously impossible and unacceptable
The Internet offers an entirely different channel for understanding
what people are saying...
Tracing the spread of arguments, rumors, or positions about
political and other issues in the blogosphere…
[T]he concerns of an electorate become visible in the searches
they conduct. They offer ample opportunities for research that
would otherwise be impossible or unacceptable.
Lazer et al., Computational Social Science, Science, 323, 2009.
18. HISTORICAL PROBLEM WITH
WEB DATA
Web data's incapacity to stand alone
(1) One issue is the messiness of Web data and the need for data
cleansing heuristics. The uncontrolled Web creates numerous
problems in the interpretation of results (…). (2) Indeed a skeptical
researcher could claim the obstacles are so great that all Web
analyses lack value. (3) One response to this is to demonstrate
that Web data correlate significantly with some non-Web data in
order to prove that the Web data are not wholly random.
-M. Thelwall et al., "Webometrics," 2005. (Emphasis added.)
19.
20. GOOD DATA
Web data in the context of 'good data'
Good data are collected as cleanly as possible and as early as
possible in its life cycle; they are captured regularly, and
preferably over long periods of time.
-C. Borgman, The Digital Future is Now: A Call to Action for the
Humanities, Digital Humanities Quarterly 3(4), 2009.
21. DIGITAL HUMANITIES DATA
& METHOD
Two approaches: Cultural Analytics and Culturomics
Cultural Analytics (Manovich): Analyzes patterns in Time Magazine
and Popular Science covers, as well as Mark Rothko paintings.
'Formal' analysis (art history): grayscale, brightness, hue,
saturation, and forms
Culturomics (Google Books & Scholars): Lexicographical analysis
of scanned books over hundreds of years. American spelling taking
over from British spelling; celebrity increasingly shorter lived, etc.
22. DIGITIZED METHODS
Imported and migrated methods adapted slightly to the online
Online surveys - Finding the mailing lists to send them to
Online samples - Become difficult. Knowability of population?
Online interviews - Record interviewees?
Online user studies - Browser histories?
Online investigative reporting - Order of fact-checking changes?
24. NATIVELY DIGITAL
Natively digital is meant in a computing sense
In computing, software has a native mode when it is written for a
specific processor.
In computing, software has a native support when it is written for
a specific operating system. ("native", en.wikipedia.org)
"Written for the medium"
25. DIGITAL METHODS
Distinction between methods that migrate to the medium and those ‘native’ to it
Which objects and data are available? (links, tags, timestamps...)
How do dominant devices and platforms handle them?
How to learn from and repurpose the device methods?
Are findings grounded in the online? Is the online the baseline?
26. DIGITAL METHODS
OBJECTS &
APPROACHES
The end of the virtual
The link and the politics of web space
The website as archived object
4.
Googlization and the inculpable engine
5.
Search as research: Source distance and cross-spherical analysis
27. DIGITAL METHODS
OBJECTS &
APPROACHES
*6. National web studies
*7
Wikipedia as cultural reference
*8. Social media and postdemographics
9.
After cyberspace: Big data, small data
28. NATIONAL WEB STUDIES
How is the
eb often studied?
In the singular.
As cyberspace, as a technical infrastructure which gives rise
to place-less-ness. As a separate space.
As organized by language, or personalized (atomized web).
As periodized, from info-web to social web.
29. THE WEB IS GROUNDED
(NATIONALLY)
How else to study the Web? As grounded geographically
Content is served according to one's IP address (location)
30.
31. NATIONAL WEB STUDIES
How else may they be studied? As national
ebs to be studied for their 'health'
Demarcate a national web
Diagnose its 'health' through metrics (in a form of country profiling)
32. DIAGNOSING THE CONDITION
OF A NATIONAL WEB
METHODS FOR DEMARCATING NATIONAL WEBS
Demarcate a national web, normally, by domain name, language,
IP range, Whois, crawling (blogosphere)
We harvest URLs from 'device cultures': Google (regional) Web
Search, DoubleClick Ad Planner, Alexa national sites, Blog
aggregators, crowd-sourcing recommender sites
33. DIAGNOSING THE CONDITION
OF A NATIONAL WEB
METHODS FOR DIAGNOSING NATIONAL WEBS
Diagnose condition of a national Web
a. 'Youthfulness' (freshness through datestamps)
b. 'Brokenness' (link valiators)
c. 'Responsiveness' (200 OK http response codes)
d. 'Datedness' (software versions running)
e. 'Dated users' (browser versions of users)
34. The health of the Iranian web
Advertiser's web
(Google Ad Planner)
Blogger's web
(Likekhor)
Surfer’s geoweb
(Alexa)
Other
502 Bad Gateway
500 Internal Server Error
410 Gone
404 Not Found
403 Forbidden
401 Unauthorized
400 Bad Request
0 Connection Problem
Searcher's web
(Google Web Search)
Crowd-sourced web
(Balatarin)
Crowd-sourced web
(Donbaleh and Sabzlink)
200 OK
35. WIKIPEDIA STUDIES
How is it often studied? As a question of accuracy, as a scandal-maker
Wikipedia is compared to Encyclopedia Brittanica. Quality; bias.
Publicity management tool.
As abnormally vigilant community of free-labourers (with bots).
As bureaucracy and as stigmergy.
As having a relationship with Google. (understudied)
36. WIKIPEDIA / BRITANNICA
COMPARISON
Jim Giles, "Internet encyclopedias go head to head," Nature 438, 900-901, 2005.
Nature conducted a peer review of 42 entries from Wikipedia and
the Encyclopedia Britannica. The results:
Only eight serious errors, such as misinterpretations of important
concepts, were detected in the pairs of articles reviewed, four
from each encyclopaedia. But reviewers also found many factual
errors, omissions or misleading statements: 162 and 123 in
Wikipedia and Britannica, respectively.
37. WIKIPEDIA AS CULTURAL
REFERENCE
How else may it be studied? As cultural reference
As articles mature, they may express a national as opposed to
neutral point of view. Neutral to whom?
Compare article elements: title, authors (or editors), table of
contents, images and references. Also: location of the anonymous
editors (based on IP address), and a reading of the talkpages.
How to have language Wikipedia versions show cultural reference?
38.
39.
40. Referenced hosts in the Srebrencia articles per Wikipedia language version, colored
by frequency, and ordered by frequency and by alphabet, 20 December 2010
1 2 3 4 5 6
Serbian
un.org
srebrenica.ba
Bosnian
un.org
srebrenica.ba
Dutch
un.org
icty.org
Croatian
un.org
srebrenica.ba
icty.org
ic-mp.org
groene.nl
icty.org
bosnia.org.uk
guardian.co.uk
idc.org.ba
srebrenica-zepa.ba
bosnia.org.uk
guardian.co.uk
ic-mp.org
helsinki.org.yu
icj-cij.org
hlc.org.yu
iwpr.net
ogrish.com
news.bbc.co.uk
nytimes.com
ohr.int
srebrenica-zepa.ba
vreme.com
sense-agency.com
vladars.net
dzemat-oberhausen.de
inzl.unsa.ba
preventgenocide.org
srebrenicagenocide.blogspot.com
zeneucrnom.org
vandiepen.com
books.google.nl
dutchbat.luchtmobiel.
nl
dutchbat1.com
emperorsclothes.com
nu.nl
ochtenden.nl
volkskrant.nl
128.121.186.47
b92.net
helsinki.org.yu
hlc.org.yu
news.independent.co.u
k
ogrish.com
reuters.com
slobodan-milosevic.org
Serbo-Croatian
un.org
srebrenica.ba
srebrenicazepa.ba
srebrenica.nl
vladars.net
English
un.org
srebrenica.ba
icty.org
bosnia.org.uk
guardian.co.uk
icj-cij.org
ic-mp.org
idc.org.ba
icj-cij.org
iwpr.net
idc.org.ba
news.bbc.co.uk
nytimes.com
ohr.int
vreme.com
balkaninsight.com
iwpr.net
news.bbc.co.uk
nytimes.com
ohr.int
vreme.com
bim.ba
128.121.186.47
domovina.net
edition.cnn.com
europarl.europa.eu
b92.net
balkaninsight.com
bim.ba
independent.co.uk
domovina.net
newsweek.com
pbs.org
potocarimc.ba
edition.cnn.com
europarl.europa.eu
groene.nl
41. DUTCH
ENGLISH
BOSNIAN
CROATIAN SERBIAN
SERBOCROATIAN
Burial of 465 identified Bosniaks,
Potočari, 2007.
Map of the Srebrenica military
operations, made by the U.S. Central
Intelligence Agency, with green
arrow showing the route of the
Bosnian forces.
Map of the location of Srebrenica,
the Republika Srpska,
Bosnia-Herzegovina.
Srebrenica-Potočari Memorial and
Cemetery, Bosnia-Herzegovina.
Grave of a 13-year old Bosniak boy.
Ratko Mladic.
An exhumed body with blindfold
and hands tied behind his back. As of
September 2012, the photo has been
removed from Wikipedia article.
Exhumed grave of victims, 2007.
Podrinje Identification Project's
facility for storing, processing, and
handling exhumed remains..
"UN left 8,000 to die in Bosnia."
Headline in The Independent,
30 October 1995.
Satellite photo of Nova Kasaba
mass grave.
International Criminal Tribunal for
the Former Yugoslavia, Den Haag,
the Netherlands.
Srebrenica Genocide Memorial
Stone at Potočari, with the victim
count of 8,372.
Skull exhumed outside
of Potočari, July 2007.
Wall of names at the Srebrenica
Genocide Memorial.
War-damaged buildings
in Srebrenica.
The Bosniak enclaves of Srebrenica
and Zepa, declared safe areas by the
U.N. in 1993.
42. WIKIPEDIA STUDIES
Digital Methods contributions to the study of Wikipedia
Wikipedia as cultural reference
Wikipedia as controversy diagnostics machine
43. SOCIAL MEDIA STUDIES
Digital Methods contributions to the study of social media
1. Web data becomes a main source of social data (also Twitter)
2. Postdemographics as emerging object of study
3. Ethics and Leaky gardens
4. Networked content as avenue of analysis
44. DIGITAL METHODS AFTER SOCIAL MEDIA
>1. Web data becomes main source of network analysis (and how to study Twitter)
2. Postdemographics as emerging network culture and object of study
3. Ethics and Leaky gardens
4. Networked content as avenues of analysis
45. ONLY ONLINE DATA?
Web data as preferred data to study social phenomena
"When all you have is a Twitter API, every problem
looks like a hashtag"
- Michael Stevenson
46.
47. TWITTER STUDIES WITH
DIGITAL METHODS
Digital Methods contributions to the study of social media
First, decide whether you are studying Twitter I, Twitter II or
Twitter III
Twitter I: Banal, phatic, ambient friend-following
Twitter II: News-following, elections and disasters
Twitter III: Generic data on social phenomena, any topic
48. TWITTER I, TWITTER II,
TWITTER III
'Twitter' as object of study and critique
Twitter I (2006-2009): Urban lifestyle tool (origins) and 'Banal'
Tagline: "what are you doing?"
Twitter II (2009-2012): Elections, disasters and revolutions.
Tagline: "what's happening?"
Twitter III (2012- ): Research tool and data market
Tagline: "compose new tweet"
49. TWITTER I, TWITTER II,
TWITTER III
'Twitter' as object of study and critique
>Twitter I (2006-2009): Urban lifestyle tool (origins) and 'Banal'
Tagline: "what are you doing?"
Twitter II (2009-2012): Elections, disasters and revolutions.
Tagline: "what's happening?"
Twitter III (2012- ): Research tool and data market
Tagline: "compose new tweet"
52. What are tweets?
40.5% could be classified as pointless babble,
37.5% as conversational,
8.7% as having pass-along value,
5.85% as self promotion, and
3.75% as spam.
53. TWITTER I, TWITTER II,
TWITTER III
'Twitter' as object of study and critique
Twitter I (2006-2009): Urban lifestyle tool (origins) and 'Banal'
(what did you have for lunch?)
>Twitter II (2009-2012): Elections, disasters and revolutions.
Monitoring tool for 'what's happening' and change agent
Twitter III (2012- ): Research tool and data market (politics of
Twitter data)
54. Berman, Ari (2009), “Iran's Twitter Revolution,”
The Nation blog, The Nation, 15 June.
55.
56. method.
Step 1: Capture all tweets with #iranelection
between 10 and 30 June 2009,
and archive them at rettiwt.net.
57.
58. the collection.
#iranelection dataset (10-30 June 2009):
Tweets tagged with #iranelection: 653,883
Unique number of Twitter users with #iranelection tag: 99,811
Twitter users of #iranelection with multiple tweets: 46,702
Twitter users of #iranelection with more than 20 tweets:
6,000
Twitter users of #iranelection with 1 tweet: 53,109
Twitter users of #iranelection who were retweeted: 36,913
Twitter users of #iranelection retweeted multiple times: 16,336
Twitter users of #iranelection retweeted at least 10 times:
2,829
Twitter users of #iranelection retweeted 1 time: 20,577
Number of languages using #iranelection:
26
Number of tweets with #iranelection in English: 612,373
61. Mousavi holds an
emergency press
conference. The voter
turn-out is 80%. SMS is
down; Mousavi’s website
and Facebook are
blocked. Police are
using pepper spray.
Mousavi is under house
arrest; he is prepared
for martyrdom. Neda is
dead. There’s a riot in
Baharestan Square.
First aid info is here.
Bon Jovi sings “Stand by
Me” in support.
Ahmadinejad is
confirmed the winner.
Light a candle for the
ppl of Iran.
62. TWITTER I, TWITTER II,
TWITTER III
'Twitter' as object of study and critique
Twitter I (2006-2009): Urban lifestyle tool (origins) and 'Banal'
(what did you have for lunch?)
Twitter II (2009-2012): Elections, disasters and revolutions.
Monitoring tool for 'what's happening' and change agent
>Twitter III (2012- ): Research tool and data market (politics of
Twitter data)
63. TWITTER III - DATA MARKET
Terms of service change and Twitter softens blow by donating to Library of Congress - e
"[Twitter is not] considering the myriad number of PhD students
who basically just lost their work, or the researchers that were
close to saying something meaningful and now have no way
to do it" (Watter, 2011).
Must you work at Twitter to use it as researcher?
64.
65. TWITTER III - DATA MARKET
Politics of archived Twitter
What kind of research tool is the Twitter archive?
Access. Any portion of the Collection originally posted to the
Twitter service six months prior to the then-current date may be
made available to Library staff and to bonafide researchers
according to the policies of the custodial division of the Library
responsible for the administration and service of materials of this
nature, provided that the researcher signs a notification mutually
agreed upon by Donor and the Library prohibiting commercial use
and redistribution of all or a substantial part of the Collection
(Library of Congress, 2010).
66. DIGITAL METHODS AFTER SOCIAL MEDIA
1. Web data becomes main source of network analysis (and how to study Twitter)
>2. Postdemographics as emerging object of study (and how to study Facebook)
3. Ethics and Leaky gardens
4. Networked content as avenues of analysis
67. POSTDEMOGRAPHICS
Web data as preferred data to study social phenomena
Postdemographics is the study of how preferences organize
social media networks.
Examples:
Showing compatibility of the interests of 'friends' of Democratic
and Republican presidential candidates.
Showing relatedness of an interest (e.g., Islam or Christianity)
to other interests.
68.
69.
70. DIGITAL METHODS AFTER SOCIAL MEDIA
1. Web data becomes main source of network analysis (and how to study Twitter)
2. Postdemographics as emerging network culture and object of study
>3. Ethics and Leaky gardens
4. Networked content as avenues of analysis
71. ETHICS AND LEAKY GARDENS
"But the data is already public" (Zimmer, 2010)
Social media encourages more exposure just as scholarship
increasingly encourages care (and far less scraping than before)
Examples:
Profiling a user according to which web services she subscribes to Lo
Pinpointing highly networked right-wing extremists
72.
73. PERUSSUOMALAISET
FORZA
N U O VA
SICILIA
E S PA Ñ A
2000
RISPOSTE
LAIQUE
SIOE
DEUTSCHLAND
BRITISH
N AT I O N A L
PA R T Y
SIOE
FRANCE
SIAD
DENMARK
V O TA
FORZA
N U O VA
ALLE
COMUNALI
DI MILANO
SIOE
ENGLAND
PA X
E U R O PA
SWEDISH
DEFENCE
LEAGUE
LIGUE DE
DEFENCE
FRANCAISE
BLOC
I D E N T I TA I R E
DER DANSKE
VORENING
P L ATA F O R M A
P E R C A T A L U N YA
NORWEGIAN
DEFENCE
LEAGUE
ATA K A
F R E M S K R I T T S PA R T I E T S
VENNER
74.
75. NORWEGIAN DEFENCE LEAGUE
124
B R I T I S H N AT I O N A L PA R T Y
136
P L ATA F O R M A P E R C ATA L U N YA
LIGUE DE DEFENCE FRANCAISE
SIOE ENGLAND
SIAD DENMARK
B L O C I D E N T I TA I R E
101
F R E M S K R I T T S PA R T I E T S V E N N E R
E S PA Ñ A 2 0 0 0
86
28
4
2
Jade Day
2
1
Olivia Nolan
Eric Gaillard
7
S a r e e t a We b r a - B h a r a j
7
Andrea Ogando Dos Santos
Janne Louise Lindfeng
9
Nasir Abdul
14
Arnt Road Kvile
Kamil Ryba
Mads Anderse
21 21
22
Mikkie Dikkie
35
Stefano NS Liberi
31
Franz Mulet Sanz
Steve Simmons
44
Kevin Scott
58
Martin Hansen
Roy-Birger Mulstad
58
62
Ann Lisbeth Andersen
53
58
Charles Martel
65
David Parada Perez
65
John Sorli
Stephen Gash
85
Pavel Chernev
Leo Baardsen
87
Lars Ostergaard
Ferran Estruch
109
Va s i l i R i c h a r d s s o n
List of Counter-jihadist Facebook Groups'
top administrators, according to their
degree centrality in the total network.
The dimension of each node is based
on the total number of connections
in the larger counter-jihadist network.
159
CONNECTIONS
REMI STEINER #1
JOSEP ENGUIX #2
CHRISTEN KROGVIG #3
New personalities
of the counter jihadist
social network
76. DIGITAL METHODS AFTER SOCIAL MEDIA
1. Web data becomes main source of network analysis (and how to study Twitter)
2. Postdemographics as emerging network culture and object of study
3. Ethics and Leaky gardens
>4. Networked content as avenues of analysis
77. NETWORKED CONTENT
ANALYSIS
Social media data as means to study content
Networked content as avenue of analysis
Examples:
Likes, shares, comments, liked comments (Facebook)
Public highlights (Amazon Kindle)
78.
79. Chapter Seven / More experimental methods
11 q. / 2.556 h.
INFIDEL
Tota l h igh ligh ted q u otes a n d n u m b er of
tim es p er b ook a n d c a tegor y
10 q. / 1.117 h.
AMERICA ALONE
8 q. / 226 h.
WHILE
EUROPE SLEPT
10 q. / 128 h.
THE AL QAEDA
READER
11 q. / 73 h.
10 q. / 182 h.
WHY I AM
NOT A MUSLIM
9 q. / 112 h.
NOW THEY
CALL ME INFIDEL
11 q. / 65 h.
8 q. / 778 h.
THE POLITICALLY
INCORRECT
GUIDE TO ISLAM
10 q. / 176 h.
10 q. / 174 h.
BECAUSE
T H E Y H AT E
THEY MUST
BE STOPPED
19 q. / 85 h.
13 q. / 83 h.
L O N D O N I S TA N
INSIDE ISLAM
13 q. / 56 h.
7 q. / 56 h.
STEALTH JIHAD
AMERICAN
JIHAD
I S L A M ’ S WA R A G A I N S T T H E W O R L D
11 q. / 39 h.
10 q. / 38 h.
THE ORIGINS
OF THE KORAN
10 q. / 34 h.
U N D E R S TA N D I N G
JIHAD
JIHAD
IN THE WEST
5 q. / 15 h.
4 q. / 12 h.
6 q. / 18 h.
JIHAD
I N C O R P O R AT E D
L E AV I N G
ISLAM
RELIGION OF PEACE?:
WILLFUL
BLINDNESS
FUTURE
JIHAD
10 q. / 33 h.
EURABIA
9 q. / 431 h.
THE TRUTH
ABOUT
MUHAMMAD
10 q. / 151 h.
CRUEL AND USUAL
PUNISHMENT
10 q. / 77 h.
RELIGION
OF PEACE?
10 q. / 48 h.
I N F I L T R AT I O N
10 q. / 32 h.
ISLAM
UNVEILED
1 q. / 3 h.
1 q. / 3 h.
W H AT T H E K O R A N
R E A L L Y S AY S
THE MYTH OF
ISLAMIC TOLERANCE
80. To p e x a m p l e s o f h i g h l i g h t e d q u o t e s p e r c a t e g o r y
“ISLAM IS A RELIGION OF THE PEACE THAT WILL COME WHEN EVERYONE IS MUSLIM OR AT LEAST
SUBJECT TO THE ISLAMIC STATE. AND TO ESTABLISH THAT PEACE, MUSLIMS MUST WAGE WAR.”
The Po litically In c orre c t G uide t o Isl a m ( an d t h e C r u s a d e s ) , R o b e r t S p e n c e r, 1 0 9 h i g h l i g h t s .
“I FOUND MYSELF THINKING THAT THE QURAN IS
NOT A HOLY DOCUMENT. IT IS A HISTORICAL
RECORD, WRITTEN BY HUMANS. IT IS ONE VERSION
OF EVENTS, AS PERCEIVED BY THE MEN WHO WROTE
IT 150 YEARS AFTER THE PROPHET MUHAMMAD DIED.
AND IT IS A VERY TRIBAL AND ARAB VERSION OF
EVENTS. IT SPREADS A CULTURE THAT IS BRUTAL,
BIGOTED, FIXATED ON CONTROLLING WOMEN, AND
HARSH IN WAR.”
Infidel, Ay aan Hirsi Al i, 3 2 5 hi g hl i g ht s.
“IN ISLAM, BECOMING AN INDIVIDUAL IS NOT A
NECESSARY DEVELOPMENT; MANY PEOPLE, ESPECIALLY
WOMEN, NEVER DEVELOP A CLEAR INDIVIDUAL WILL. YOU
SUBMIT: THAT IS THE LITERAL MEANING OF THE WORD
ISLAM: SUBMISSION. THE GOAL IS TO BECOME QUIET
INSIDE, SO THAT YOU NEVER RAISE YOUR EYES, NOT EVEN
INSIDE YOUR MIND.”
Infidel, Ay aan Hirsi Al i, 2 7 6 hi g hl i g ht s.
“EVERY SOCIETY THAT IS STILL IN THE RIGID GRIP
OF ISLAM OPPRESSES WOMEN AND ALSO LAGS
BEHIND IN DEVELOPMENT. MOST OF THESE
SOCIETIES ARE POOR; MANY ARE FULL OF
CONFLICT AND WAR. SOCIETIES THAT RESPECT
THE RIGHTS OF WOMEN AND THEIR FREEDOM
ARE WEALTHY AND PEACEFUL.”
Infidel, Ay aan H irsi Al i, 3 7 5 hi g hl i g ht s.
“THE BREAKING OF THE TREATY IN THIS WAY, WOULD REINFORCE THE PRINCIPLE THAT NOTHING WAS GOOD EXCEPT WHAT
WAS ADVANTAGEOUS TO ISLAM, AND NOTHING EVIL EXCEPT WHAT HINDERED ISLAM.”
The Po litically In c orre c t G uid e t o Isl am ( a n d t he C r u s a d e s ) , R o b e r t S p e n c e r, 1 0 6 h i g h l i g h t s .
“ S O W E H AV E A G L O B A L T E R R O R I S T M O V E M E N T I N S U L AT E D W I T H I N A G L O B A L P O L I T I C A L P R O J E C T
I N S U L AT E D
WITHIN
A
S E V E R E LY
S E L F - S E G R E G AT I N G
RELIGION
WHOSE
ADHERENTS
ARE
THE
FA S T E S T- G R O W I N G D E M O G R A P H I C I N T H E D E V E L O P E D W O R L D . ”
America Alo ne: T h e E n d of t h e Worl d as We K n o w I t , M a r k S t e y n , 1 1 5 h i g h l i g h t s .
“ S O W E H AV E A G L O B A L T E R R O R I S T M O V E M E N T I N S U L A T E D W I T H I N A G L O B A L P O L I T I C A L P R O J E C T
I N S U L AT E D W I T H I N A S E V E R E LY S E L F - S E G R E G AT I N G R E L I G I O N W H O S E A D H E R E N T S A R E T H E
F A S T E S T- G R O W I N G D E M O G R A P H I C I N T H E D E V E L O P E D W O R L D . ”
America Alo ne: T h e E n d of t h e Worl d a s We K n o w I t , M a r k S t e y n , 1 2 2 h i g h l i g h t s .
81. DIGITAL METHODS IN CONTEXT
1. Situating Digital Methods (DMI) in Internet-related research (historically)
2. Situating DMI in Digital Humanities and E-Sciences (contemporary debates)
3. Doing Digital Methods (Both arts-based and empirical research traditions)
4. Digital Methods after Social Media
82. DIGITAL METHODS
THANK YOU
Further information:
R. Rogers, Digital Methods, Cambridge, MA: MIT Press, 2013
Digital Methods Initiative, http://www.digitalmethods.net
rogers@uva.nl