Researchers from the Federal University of São Carlos in Brazil studied how public interactive displays and mobile devices could be used to create social spaces and a sense of community. They designed the WishBoard installation, which allowed people to anonymously and publicly share their wishes for the current and following year. Two deployments of WishBoard in a university building lobby showed that it attracted people to interact both with the display and each other, transforming the space into a social third place. Analysis of the shared wishes found mostly positive and individualistic messages, with themes like achieving personal goals, bringing more happiness, and creating a better world. The researchers concluded that technologies can effectively support community bonding and discussion when used to facilitate public expression and interaction in shared spaces.
The document describes a study that examines different forms of self-exhibition on social networking sites. The study involved an online game and survey completed by over 12,000 French respondents. The game presented series of photos for respondents to select which they would publish on their profile. A self-exhibition index was calculated based on responses. The study found that self-exhibition varied based on age, gender, education level, and other factors. Respondents were also grouped into five self-exhibition types - Modest, Traditional Exhibition, Bodily Immodesty, Show-off, and Provocative. Level of self-exhibition correlated with extraversion, social engagement, number of social connections, and amount of
Social networking sites have become increasingly popular among teenagers since the 2000s. These sites allow teenagers to create profiles, connect with friends, and engage in online social interaction. While some argue that social media simply provides another venue for existing teenage interests like identity exploration and partner selection, others warn that aspects of online communication like persistence and invisible audiences can intensify risks like bullying. Overall, research suggests that social networking does not fundamentally change teenage behavior but may amplify existing social issues in online spaces.
This document discusses social network sites and how they are changing concepts of public and private spaces for teenagers. It notes that teenagers are spending significant time on social media like MySpace, Facebook, and Bebo. While these sites allow public interaction, they have unique properties like persistence of information, searchability, replicability of content, and invisible audiences that change social norms. These properties make context harder to interpret and change the rules of interacting online compared to physical public spaces. The document explores how teenagers navigate this new environment and the role of educators in helping guide them.
Is it possible to imagine a planet of connected loners? Is it possible for us to be together yet completely distant from one another? Are we building or breaking down our interpersonal relations, increasingly more frequent today via electronic interfaces? On the other hand, our society experiences a moment of transition, especially in the major cities, where more and more people are living by themselves.
Too many issues to count: Signifying friendship on FacebookDaniel Hooker
A presentation on my final paper for LIBR 559B: New Media for Children and Young Adults. The paper is a semiotic analysis of a popular Facebook meme and concerns the establishment of theoretical principles of human communication to online social networking behaviour.
How journalists can improve online discourse with the audience. Presentation given at 2015 Excellence in Journalism conference in Orlando, FL on September 18, 2015
The document describes a study that examines different forms of self-exhibition on social networking sites. The study involved an online game and survey completed by over 12,000 French respondents. The game presented series of photos for respondents to select which they would publish on their profile. A self-exhibition index was calculated based on responses. The study found that self-exhibition varied based on age, gender, education level, and other factors. Respondents were also grouped into five self-exhibition types - Modest, Traditional Exhibition, Bodily Immodesty, Show-off, and Provocative. Level of self-exhibition correlated with extraversion, social engagement, number of social connections, and amount of
Social networking sites have become increasingly popular among teenagers since the 2000s. These sites allow teenagers to create profiles, connect with friends, and engage in online social interaction. While some argue that social media simply provides another venue for existing teenage interests like identity exploration and partner selection, others warn that aspects of online communication like persistence and invisible audiences can intensify risks like bullying. Overall, research suggests that social networking does not fundamentally change teenage behavior but may amplify existing social issues in online spaces.
This document discusses social network sites and how they are changing concepts of public and private spaces for teenagers. It notes that teenagers are spending significant time on social media like MySpace, Facebook, and Bebo. While these sites allow public interaction, they have unique properties like persistence of information, searchability, replicability of content, and invisible audiences that change social norms. These properties make context harder to interpret and change the rules of interacting online compared to physical public spaces. The document explores how teenagers navigate this new environment and the role of educators in helping guide them.
Is it possible to imagine a planet of connected loners? Is it possible for us to be together yet completely distant from one another? Are we building or breaking down our interpersonal relations, increasingly more frequent today via electronic interfaces? On the other hand, our society experiences a moment of transition, especially in the major cities, where more and more people are living by themselves.
Too many issues to count: Signifying friendship on FacebookDaniel Hooker
A presentation on my final paper for LIBR 559B: New Media for Children and Young Adults. The paper is a semiotic analysis of a popular Facebook meme and concerns the establishment of theoretical principles of human communication to online social networking behaviour.
How journalists can improve online discourse with the audience. Presentation given at 2015 Excellence in Journalism conference in Orlando, FL on September 18, 2015
Social networks provide opportunities for both benefits and risks. The benefits include maintaining social connections, emotional support, meeting new people, job searching, and online education. However, social networks can also enable harassment, over-exposure to inappropriate content, and risky online behavior. Additionally, a lack of nonverbal cues may decrease empathy. While social networks make some issues more visible, the root problems are often long-standing societal issues, not technology itself. Overall social networks reflect both the good and bad aspects of human social interaction.
Web 2.0 and The National Educational Technology Plancgreenhow
The document summarizes several studies from the Pew Internet & American Life Project on teens' use of social media and the internet. Some key findings include:
- In 2007, 36% of teens accessed social media sites several times a day.
- By 2010, 100% of teens were using the internet daily, with 56% sending messages on social networks and 22% commenting on blogs.
- Teens use social media to connect with friends, share content, and learn more about others through customized profiles and shared connections.
The Digital One-Day events aimed to explore identity, literacy, and online communities of practice through synchronous distributed collaboration using the Elluminate online platform. The topics presented challenges both conceptually and technically in the new online environment. Some participants found the interface richer than face-to-face sessions while others struggled with technical difficulties or distractions. Evaluations showed the potential for effectively replicating workshops online but also identified communication and focus challenges. The events raised questions about whether identity, literacy and community are threshold concepts for educational development and whether discussions about online learning truly focus on learning itself.
This document discusses a 2010-2011 study of youth movements in transnational feminist networks. The study found that young women were leaving established networks to form "youth-only" networks due to feelings of marginalization by older generations. They cited frustrations with assumptions about youth and "conference feminism" not accessible to all. While online spaces provided access to international organizing, the digital divide meant not all could participate equally. Fieldwork revealed differences in experience for Roma and Nubian activists due to language barriers and other access issues not evident online, showing how "solidarity" could mask divisions. Triangulating digital research with analog fieldwork provided thicker data.
The document discusses the need for media literacy education for pre-service teachers. It notes that while technology skills are emphasized in teaching standards, media literacy which includes critical analysis of media messages is neglected. The document argues that viewing technology through a media studies lens can help make it a more effective pedagogical tool beyond just technical skills. It provides background on the development of media studies and highlights reasons for its importance in education.
How Skype Is Re Shaping Interpersonal Communication - Radmila Zivanovic @ Glo...NewMediaMK
This document discusses perspectives on interpersonal online communication and studies that have been conducted in this area. It first outlines models that have been developed to understand social cues and context in online versus offline communication, including issues of social presence, social information processing, and hyperpersonal communication. It then describes three categories of studies on uses of online communication technologies: how they are used by adolescents and adults, comparisons of online versus offline friendships, and consequences of different types of Internet use on existing relationships. Specific online communication tools discussed include instant messaging, Skype video calling, and examples of using Skype to maintain relationships at a distance. It cautions against overgeneralizing about complex social phenomena like online communication.
Three studies examined social media use and its effects on social relationships and social capital. Study 1 found that Facebook use allowed for flexible "social multitasking" but also public displays of privacy. Study 2 analyzed Facebook photo galleries and found they demonstrated close friend groups, events, awareness of the camera, and comments reinforcing group bonds. Study 3 explored how social media architecture balances public and private spheres, allowing performances of identity in publicly private spaces.
The document discusses various statistics related to smartphone and internet usage. Some key points include: smartphone ownership in the US rose from 35% to 46% from 2011 to 2012; 74% of smartphone owners use location-based apps; the median teen sends 60 texts per day; and 21% of Americans have read an e-book in the past year. It also discusses trends in social media, banking, and health information online. The document raises questions about how people understand and navigate the unprecedented changes in media and how to reasonably understand the world with many media options.
1. The document discusses theories around computer-mediated communication (CMC) and how it compares to face-to-face communication. CMC has advantages like reducing status hierarchies but lacks nonverbal cues.
2. Media richness theory states that face-to-face is the "richest" medium due to simultaneous cues, while CMC is leaner. However, modern technologies can compensate for some limitations.
3. The document concludes that planners need a comprehensive understanding of human barriers to using CMC, as well as its advantages and limitations, to effectively use virtual tools for collaborative planning.
Communication technology has historically raised concerns about promoting social isolation. While it connects people over greater distances, face-to-face interactions allow interpreting body language and building deeper relationships. Today's technology enables constant connectivity but only provides "sips" of shallow connections rather than real communication. It also risks replacing real-world relationships as people engage more with online networks than in-person. Relying too heavily on communication technology and social media for interactions and feelings of belonging can increase anxiety, depression, and loneliness while not resulting in meaningful action to support social causes. Moderation is important to maintain priority on depth of real-world social connections rather than allowing technology to become a replacement.
This document discusses the concept of transliteracy. Transliteracy goes beyond traditional literacy skills and involves the ability to read, write and interact across different platforms and media. It originated in 2005 through the work of researchers studying how communication technologies were evolving. Transliteracy is important for libraries to focus on as it reflects the changing media landscape and involves skills like identifying the appropriate format and tools for sharing information. The document argues that transliteracy is fluid, flexible and involves communicating in any form across different contexts. Libraries need to help develop transliteracy skills through exploring, experimenting and embracing change.
Social media networks have contributed to an increase in cyber bullying, with 41.6% of underage Facebook users and a 2004 study finding that only 1,500 4th-8th grade students had never experienced cyber bullying. While social media allows for creativity and sharing, it also enables hurtful comments, cruel rumors, and threats online that negatively impact teenagers.
1. The document discusses computer-mediated communication (CMC) and how it has influenced relationship formation and online identities. Early CMC included email and online forums.
2. Research on CMC examined how online communities and social networks develop through identity presentation and relationship building. However, CMC lacks the richness of in-person interaction and can blur reality and fantasy.
3. The spread of internet memes is also discussed in the context of CMC. Memes spread and evolve through imitation, similar to genes, as they compete for attention online.
Digital Authorship: A Pedagogy of LearningRenee Hobbs
Digital authorship is a form of social power that allows authors to enter conversations by sharing creative works. It is a creative and collaborative process involving experimentation and risk-taking. Authors can choose to be socially responsible for what they create and share. Critical thinking about message form, content and context helps people become better creators and consumers of digital media messages.
The document summarizes research on the emerging sociabilities and social behaviors on social network sites. Three key studies are discussed. Study 1 found that social network sites allow for a flexible form of sociability through social multitasking and a reflexive understanding of privacy. Study 2 examined the visual rhetoric of Facebook photo galleries and found they demonstrate awareness of the camera and are used to reinforce close group membership. Study 3 explored how the architecture of social networks balances public and private self-presentation through spaces that are publicly private and privately public. The implications are that online sociabilities are networked, remixed and fluid as boundaries between public and private become more complex.
The document discusses the use of social media in academia. It provides definitions of social media from various sources and outlines some of the key technologies and characteristics of social media. Examples of using social media for enhancing teaching and learning, collaboration, project management, and creating personal learning networks in educational settings are mentioned.
Digital scholarly practices are evolving. Researchers now have online presences and share information via social media platforms, which can increase visibility and citations. Metrics now track how research is discussed online, through mentions on platforms like Twitter. While these "alternative metrics" or "altmetrics" correlate with citations, social media discussions do not necessarily predict traditional citation impact. Altmetrics provide additional contextual information about research impact and engagement beyond citations alone.
The Competing Narratives of Digital & Media LiteracyRenee Hobbs
Renee Hobbs explores the history of media literacy in an address to the Media Ecology Association upon receiving the Neil Postman Lifetime Achievement Award for Public Intellectual Activity.
Brandtzæg, P.B., & Heim, J. (2009). Why people use social networking sites. Proceedings of the HCI International. (pp. 143–152). In A.A. Ozok and P. Zaphiris (Eds.): Online Communities, LNCS. Springer-Verlag Berlin Heidelberg, San Diego, CA, USA, 19-24 July
Social networks provide opportunities for both benefits and risks. The benefits include maintaining social connections, emotional support, meeting new people, job searching, and online education. However, social networks can also enable harassment, over-exposure to inappropriate content, and risky online behavior. Additionally, a lack of nonverbal cues may decrease empathy. While social networks make some issues more visible, the root problems are often long-standing societal issues, not technology itself. Overall social networks reflect both the good and bad aspects of human social interaction.
Web 2.0 and The National Educational Technology Plancgreenhow
The document summarizes several studies from the Pew Internet & American Life Project on teens' use of social media and the internet. Some key findings include:
- In 2007, 36% of teens accessed social media sites several times a day.
- By 2010, 100% of teens were using the internet daily, with 56% sending messages on social networks and 22% commenting on blogs.
- Teens use social media to connect with friends, share content, and learn more about others through customized profiles and shared connections.
The Digital One-Day events aimed to explore identity, literacy, and online communities of practice through synchronous distributed collaboration using the Elluminate online platform. The topics presented challenges both conceptually and technically in the new online environment. Some participants found the interface richer than face-to-face sessions while others struggled with technical difficulties or distractions. Evaluations showed the potential for effectively replicating workshops online but also identified communication and focus challenges. The events raised questions about whether identity, literacy and community are threshold concepts for educational development and whether discussions about online learning truly focus on learning itself.
This document discusses a 2010-2011 study of youth movements in transnational feminist networks. The study found that young women were leaving established networks to form "youth-only" networks due to feelings of marginalization by older generations. They cited frustrations with assumptions about youth and "conference feminism" not accessible to all. While online spaces provided access to international organizing, the digital divide meant not all could participate equally. Fieldwork revealed differences in experience for Roma and Nubian activists due to language barriers and other access issues not evident online, showing how "solidarity" could mask divisions. Triangulating digital research with analog fieldwork provided thicker data.
The document discusses the need for media literacy education for pre-service teachers. It notes that while technology skills are emphasized in teaching standards, media literacy which includes critical analysis of media messages is neglected. The document argues that viewing technology through a media studies lens can help make it a more effective pedagogical tool beyond just technical skills. It provides background on the development of media studies and highlights reasons for its importance in education.
How Skype Is Re Shaping Interpersonal Communication - Radmila Zivanovic @ Glo...NewMediaMK
This document discusses perspectives on interpersonal online communication and studies that have been conducted in this area. It first outlines models that have been developed to understand social cues and context in online versus offline communication, including issues of social presence, social information processing, and hyperpersonal communication. It then describes three categories of studies on uses of online communication technologies: how they are used by adolescents and adults, comparisons of online versus offline friendships, and consequences of different types of Internet use on existing relationships. Specific online communication tools discussed include instant messaging, Skype video calling, and examples of using Skype to maintain relationships at a distance. It cautions against overgeneralizing about complex social phenomena like online communication.
Three studies examined social media use and its effects on social relationships and social capital. Study 1 found that Facebook use allowed for flexible "social multitasking" but also public displays of privacy. Study 2 analyzed Facebook photo galleries and found they demonstrated close friend groups, events, awareness of the camera, and comments reinforcing group bonds. Study 3 explored how social media architecture balances public and private spheres, allowing performances of identity in publicly private spaces.
The document discusses various statistics related to smartphone and internet usage. Some key points include: smartphone ownership in the US rose from 35% to 46% from 2011 to 2012; 74% of smartphone owners use location-based apps; the median teen sends 60 texts per day; and 21% of Americans have read an e-book in the past year. It also discusses trends in social media, banking, and health information online. The document raises questions about how people understand and navigate the unprecedented changes in media and how to reasonably understand the world with many media options.
1. The document discusses theories around computer-mediated communication (CMC) and how it compares to face-to-face communication. CMC has advantages like reducing status hierarchies but lacks nonverbal cues.
2. Media richness theory states that face-to-face is the "richest" medium due to simultaneous cues, while CMC is leaner. However, modern technologies can compensate for some limitations.
3. The document concludes that planners need a comprehensive understanding of human barriers to using CMC, as well as its advantages and limitations, to effectively use virtual tools for collaborative planning.
Communication technology has historically raised concerns about promoting social isolation. While it connects people over greater distances, face-to-face interactions allow interpreting body language and building deeper relationships. Today's technology enables constant connectivity but only provides "sips" of shallow connections rather than real communication. It also risks replacing real-world relationships as people engage more with online networks than in-person. Relying too heavily on communication technology and social media for interactions and feelings of belonging can increase anxiety, depression, and loneliness while not resulting in meaningful action to support social causes. Moderation is important to maintain priority on depth of real-world social connections rather than allowing technology to become a replacement.
This document discusses the concept of transliteracy. Transliteracy goes beyond traditional literacy skills and involves the ability to read, write and interact across different platforms and media. It originated in 2005 through the work of researchers studying how communication technologies were evolving. Transliteracy is important for libraries to focus on as it reflects the changing media landscape and involves skills like identifying the appropriate format and tools for sharing information. The document argues that transliteracy is fluid, flexible and involves communicating in any form across different contexts. Libraries need to help develop transliteracy skills through exploring, experimenting and embracing change.
Social media networks have contributed to an increase in cyber bullying, with 41.6% of underage Facebook users and a 2004 study finding that only 1,500 4th-8th grade students had never experienced cyber bullying. While social media allows for creativity and sharing, it also enables hurtful comments, cruel rumors, and threats online that negatively impact teenagers.
1. The document discusses computer-mediated communication (CMC) and how it has influenced relationship formation and online identities. Early CMC included email and online forums.
2. Research on CMC examined how online communities and social networks develop through identity presentation and relationship building. However, CMC lacks the richness of in-person interaction and can blur reality and fantasy.
3. The spread of internet memes is also discussed in the context of CMC. Memes spread and evolve through imitation, similar to genes, as they compete for attention online.
Digital Authorship: A Pedagogy of LearningRenee Hobbs
Digital authorship is a form of social power that allows authors to enter conversations by sharing creative works. It is a creative and collaborative process involving experimentation and risk-taking. Authors can choose to be socially responsible for what they create and share. Critical thinking about message form, content and context helps people become better creators and consumers of digital media messages.
The document summarizes research on the emerging sociabilities and social behaviors on social network sites. Three key studies are discussed. Study 1 found that social network sites allow for a flexible form of sociability through social multitasking and a reflexive understanding of privacy. Study 2 examined the visual rhetoric of Facebook photo galleries and found they demonstrate awareness of the camera and are used to reinforce close group membership. Study 3 explored how the architecture of social networks balances public and private self-presentation through spaces that are publicly private and privately public. The implications are that online sociabilities are networked, remixed and fluid as boundaries between public and private become more complex.
The document discusses the use of social media in academia. It provides definitions of social media from various sources and outlines some of the key technologies and characteristics of social media. Examples of using social media for enhancing teaching and learning, collaboration, project management, and creating personal learning networks in educational settings are mentioned.
Digital scholarly practices are evolving. Researchers now have online presences and share information via social media platforms, which can increase visibility and citations. Metrics now track how research is discussed online, through mentions on platforms like Twitter. While these "alternative metrics" or "altmetrics" correlate with citations, social media discussions do not necessarily predict traditional citation impact. Altmetrics provide additional contextual information about research impact and engagement beyond citations alone.
The Competing Narratives of Digital & Media LiteracyRenee Hobbs
Renee Hobbs explores the history of media literacy in an address to the Media Ecology Association upon receiving the Neil Postman Lifetime Achievement Award for Public Intellectual Activity.
Brandtzæg, P.B., & Heim, J. (2009). Why people use social networking sites. Proceedings of the HCI International. (pp. 143–152). In A.A. Ozok and P. Zaphiris (Eds.): Online Communities, LNCS. Springer-Verlag Berlin Heidelberg, San Diego, CA, USA, 19-24 July
Running&head:&YIK&YAK&AS&ANÐNOGRAPHIC&TOOL& &&&&&& 1&
Yik Yak as an Ethnographic Tool: A Look at Duke University’s Campus Culture Through the
Lens of an Anonymous, Location-based Smartphone App
Angela Silak
Loyola Marymount University
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Yik Yak as an Ethnographic Tool: A Look at Duke University’s Campus Culture Through the
Lens of an Anonymous, Location-based Smartphone App
In recent education news, a new app called Yik Yak has been making headlines. Simply
put, Yik Yak is an anonymous smartphone app that displays a newsfeed for a specific geographic
location—users can log in to the app and see both a “new” and “hot” feed of recent posts within
a 1.5 mile radius of their area and may post (or “yak”) or comment on posts (Yik Yak, 2014a).
Users can “upvote” posts they like or “downvote” posts they dislike, and when a user’s post
receives a significant number of upvotes, it moves into a location’s “hot” feed and earns the user
“Yakarma,” Yik Yak’s version of reputation points (Yik Yak, 2014a). Yik Yak is specifically
targeted at college students and has become immensely popular—over 1,000 U.S. schools use
the app, and it recently raised $62 million in venture capital after its valuation was rumored to be
over $100 million (EdSurge, 2014). Unlike fellow anonymous sharing apps Whisper and Secret,
Yik Yak is less centered on confessions or private information and acts as more of a humorous
newsfeed; this may be why college students have so readily adopted it (Parkinson, 2014).
However, Yik Yak has come under fire for facilitating cyber-bullying and providing a
home for offensive and threatening content, forcing administrators to take action either by trying
to ban the app or to educate students on its use (eCampus News, 2014). Yik Yak’s response to
cyber-bullying is an internal filter that helps weed out illicit or derogatory posts—if a Yik Yak
post is downvoted to a score of -5, the post is removed (Yik Yak 2014b). It is unclear whether
Yik Yak is an actual problem on campus or if insensitive posts are simply a result of widespread
negative convictions within a campus’s culture. Can Yik Yak be blamed for issues that
administrators have failed to bring into the open and create a constructive dialogue around? Or
is Yik Yak an instigator of hateful comments?
YIK&YAK&AS&ANÐNOGRAPHIC&TOOL& & & 3&
An anthropological analysis of a sample school that uses Yik Yak could bring some
clarity to these questions. Additionally, because the app is mostly targeted at college students, it
may be a useful device for virtual ethnography on college campuses in general. Virtual
ethnography, also called online ethnography, can be defined as “the application of ethnographic
research methods to specific online communities through the observation and analysis of online
dialogue and other online artefacts” (Prior & Miller, 2012, p. 503). What is.
Social Web 2.0 Class Week 9: Social Coordination, Mobile Social, Collective A...Shelly D. Farnham, Ph.D.
The document discusses social coordination and collective action enabled by social technologies. It covers several key points:
1) People actively use social media like email, meetup sites, and mobile phones to coordinate social activities with friends and find others interested in similar activities.
2) New technologies allow for "mega-collaboration" where millions of people can work collectively towards goals through user-generated content and grassroots organizing.
3) Mobile phones in particular enable "hyper-awareness" and "smart convergence" as people can easily update their location and plans in real-time to coordinate social events.
Preliminary findings of "voices of digital natives" project at Edge Lab, presented at Association of Internet Researchers conference in Seattle, Oct 12 2011
The document discusses new literacies needed in a digital age and how teachers can contribute. It argues that to be literate today requires learning about, with, and through technology. Teachers need skills in areas like online reading comprehension, video/multimedia, web 2.0, and educational games. The document provides suggestions for teachers, such as developing their technological pedagogical content knowledge, designing project-based inquiries, and innovating within professional learning communities.
Unit 3: Making sense of the world and its codes: the meaning of literacyNadia Gabriela Dresscher
This document provides an overview of a university course on critical literacy, communication, and interaction. It discusses key concepts that will be covered in the three units of the course. These include viewing communication as a dynamic, symbolic, and contextual process involving encoding and decoding of messages. Messages are composed of codes and literacy involves being able to understand and work with these codes to make sense of the world. The concept of literacy will be explored from various perspectives, and as an evolving concept tied to social and technological changes. Literacy will be discussed in terms of its social basis and role in everyday life and development.
The document discusses adolescents' use of language and identity establishment in online social networks. It aims to analyze how male and female adolescents differently express themselves through language use, "netspeak", and emoticons on social media platforms. The study will collect data through surveys, observations of social media profiles, and analysis of text-based social media posts to determine gender differences and evolving online communication patterns among adolescents. The research seeks to contribute to the understanding of online identity development and provide insights on current online discourse trends among youths.
Media Literacy in the Secondary ClassroomRenee Hobbs
Renee Hobbs is a professor of communication studies and director of the Media Education Lab at the University of Rhode Island. She discusses best practices for implementing high-quality media literacy education in secondary schools. This includes having curriculum standards, teacher training, sharing of information between educators, instructional resources, program evaluation, and support for implementation. She emphasizes asking critical questions about media, viewing media as an expanded form of literacy, and having students "create to learn" through authoring digital media to demonstrate deeper understanding.
This document discusses evaluating multimodal texts and conveying ideas through various forms of presentation. It covers linguistic landscapes, geosemiotics, different types of signs, and online landscapes. The key points are:
- Linguistic landscapes refer to the visibility and salience of languages in public/commercial signs in a given area. Geosemiotics studies the social meaning of placing signs in the world.
- There are 4 types of signs: regulatory (indicate authority), infrastructural (label things), commercial (advertise products), and transgressive (violate conventions).
- Online landscapes include platforms like YouTube and Twitter, where users can curate personalized linguistic spaces. Memes are contagious
Information literacy in a media-saturated worldPam Wilson
The document discusses the evolving definition of literacy in the 21st century. Traditionally defined as reading and writing, literacy now involves interpreting, understanding, producing, and creating across various media. It examines the skills needed for participation in digital culture, including critical thinking, cultural awareness, technical skills, and the ability to collaborate and share creations online. New forms of literacy allow for both consuming and producing media as members of participatory online communities.
Director Lee Rainie describes how libraries can be actors in building and participating in social networks through their use of social media such as Facebook, Twitter, and blogging and through delivering their time-tested — and trusted — services to their patrons. More: http://pewinternet.org/Presentations/2011/May/San-Francisco-Public-Library.aspx
Renee Hobbs. “Sisters, Cousins, Competitors, Friends: Visual Competence and Media Literacy,” Paper presented to the International Communication Association, Montreal Canada, May 25, 2008.
Similar to Sharing wishes on public displays: Using technology to create social places (Interact '15 - Bamberg) (20)
How to Get CNIC Information System with Paksim Ga.pptxdanishmna97
Pakdata Cf is a groundbreaking system designed to streamline and facilitate access to CNIC information. This innovative platform leverages advanced technology to provide users with efficient and secure access to their CNIC details.
GraphRAG for Life Science to increase LLM accuracyTomaz Bratanic
GraphRAG for life science domain, where you retriever information from biomedical knowledge graphs using LLMs to increase the accuracy and performance of generated answers
Pushing the limits of ePRTC: 100ns holdover for 100 daysAdtran
At WSTS 2024, Alon Stern explored the topic of parametric holdover and explained how recent research findings can be implemented in real-world PNT networks to achieve 100 nanoseconds of accuracy for up to 100 days.
HCL Notes and Domino License Cost Reduction in the World of DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-and-domino-license-cost-reduction-in-the-world-of-dlau/
The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
We’ll show you how to fix common misconfigurations that cause higher-than-expected user counts, and how to identify accounts which you can deactivate to save money. There are also frequent patterns that can cause unnecessary cost, like using a person document instead of a mail-in for shared mailboxes. We’ll provide examples and solutions for those as well. And naturally we’ll explain the new licensing model.
Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
These topics will be covered
- Reducing license cost by finding and fixing misconfigurations and superfluous accounts
- How do CCB and CCX licenses really work?
- Understanding the DLAU tool and how to best utilize it
- Tips for common problem areas, like team mailboxes, functional/test users, etc
- Practical examples and best practices to implement right away
Climate Impact of Software Testing at Nordic Testing DaysKari Kakkonen
My slides at Nordic Testing Days 6.6.2024
Climate impact / sustainability of software testing discussed on the talk. ICT and testing must carry their part of global responsibility to help with the climat warming. We can minimize the carbon footprint but we can also have a carbon handprint, a positive impact on the climate. Quality characteristics can be added with sustainability, and then measured continuously. Test environments can be used less, and in smaller scale and on demand. Test techniques can be used in optimizing or minimizing number of tests. Test automation can be used to speed up testing.
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
- Reduzierung der Lizenzkosten durch Auffinden und Beheben von Fehlkonfigurationen und überflüssigen Konten
- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
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In this work, we equipped AFL, a popular fuzzer, with DIAR and examined two critical Linux libraries -- Libxml's xmllint, a tool for parsing xml documents, and Binutil's readelf, an essential debugging and security analysis command-line tool used to display detailed information about ELF (Executable and Linkable Format). Our preliminary results show that AFL+DIAR does not only discover new paths more quickly but also achieves higher coverage overall. This work thus showcases how starting with lean and optimized seeds can lead to faster, more comprehensive fuzzing campaigns -- and DIAR helps you find such seeds.
- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
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Are you ready to revolutionize how you handle data? Join us for a webinar where we’ll bring you up to speed with the latest advancements in Generative AI technology and discover how leveraging FME with tools from giants like Google Gemini, Amazon, and Microsoft OpenAI can supercharge your workflow efficiency.
During the hour, we’ll take you through:
Guest Speaker Segment with Hannah Barrington: Dive into the world of dynamic real estate marketing with Hannah, the Marketing Manager at Workspace Group. Hear firsthand how their team generates engaging descriptions for thousands of office units by integrating diverse data sources—from PDF floorplans to web pages—using FME transformers, like OpenAIVisionConnector and AnthropicVisionConnector. This use case will show you how GenAI can streamline content creation for marketing across the board.
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Custom AI Models: Discover how to leverage FME to build personalized AI models using your data. Whether it’s populating a model with local data for added security or integrating public AI tools, find out how FME facilitates a versatile and secure approach to AI.
We’ll wrap up with a live Q&A session where you can engage with our experts on your specific use cases, and learn more about optimizing your data workflows with AI.
This webinar is ideal for professionals seeking to harness the power of AI within their data management systems while ensuring high levels of customization and security. Whether you're a novice or an expert, gain actionable insights and strategies to elevate your data processes. Join us to see how FME and AI can revolutionize how you work with data!
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Why You Should Replace Windows 11 with Nitrux Linux 3.5.0 for enhanced perfor...SOFTTECHHUB
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Sharing wishes on public displays: Using technology to create social places (Interact '15 - Bamberg)
1. SHARING WISHES ON PUBLIC DISPLAYS:
USING TECHNOLOGY TO CREATE SOCIAL PLACES
Vinicius Ferreira Junia Anacleto Andre Bueno
Advanced Interaction Laboratory - LIA, Department of Computing
Federal University of São Carlos - UFSCar, Brazil
2. AGENDA
Contextualization
Beyond Third places
Before I die
WishBoard
In-the-wild study
Data Analysis & Findings
Conclusion
2 /20
3. CONTEXTUALIZATION
Self-expression is a habitual practice among human beings
cultural sensitive
individual freedom
social media
Traditional social interaction is losing ground
community fragmentation
sense of community
decline of the Third places
3 /20
4. BEYOND THE THIRD PLACES
Third places are places where people gather and enjoy each other’s company (Ray Oldenburg, 1999)
Characteristics of a third place:
Neutral ground
Leveler
Conversation
Accessibility and accommodation
Having regulars
Low profile
The mood is playful
A home away from home
4 /20
5. BEYOND THE THIRD PLACES
Despite decline of the third places in the physical world
virtual multi-user environments
companies spread the idea of ‘third-place-ness’
restricted only to customer satisfaction, not civics
In this paper, we use the definition of thirdplaceness
sense of being in a third place not limited to the architectural constrains
‘event’ of achieving the third place’s characteristics in a certain place and time
constructed and sustained through people`s experiences and interactions with and in the place
transform a place in a third place-like permanently or just for that period
5 /20
9. WISHBOARD
WishBoard is an interactive installation
express openly their thoughts and feelings in a public and common space
space for self-reflection of expectations and wishes for the future
WishBoard explores the interaction between mobile devices and public displays
place attachment
community awareness
technology-supported relationships
face-to-face interaction
collaboration among community members
thirdplaceness experience
9 /20
10. IN-THE-WILD STUDY
Using WishBoard, we carried out 2 deployments
lobby of a university’s department
“For next year I want …” and “For this year I want …”
ethical agreement
mailing list and signs
With this study, our goals were
understand the audience behavior
observe thirdplaceness supported by ICT
find cultural trails in the content shared
10/20
10days of
experiment
messages in-situ observations
comments video recordings
11. DATA ANALYSIS & FINDINGS
In both deployments, we collected data aiming at understanding:
audience behavior around the installation
effectiveness of the installation
social interaction among users
users’ acceptance by engaging and inviting others
people’s concerns about their privacy
similarities and differences with the results in the Before I Die
if and how the WishBoard achieved thirdplaceness
cultural trails in the collected wishes
11/20
50hours of
recordings
391messages
collected
12. DATA ANALYSIS & FINDINGS
12/20
GROUPS
Messages posted being in a group
68%
Competition for the
most creative message
messages for the immediate
present instead of future
use of emoticons and
internet slang expressions
APROPRIATION OF USE
People subverted the installation
HONEY-POT EFFECT
Situation in which the audience
increases progressively forming
a sociable ‘buzz’ in the place
WISHBOARD
ATTRACTED PEOPLE
Passersby turned their head
27% of the passersby stayed
for a time in the installation
13. DATA ANALYSIS & FINDINGS
SOCIAL IMPACT
Some people used the installation space to:
introduce themselves
talk about their common interests
share devices, the pouf and the floor
discuss about the messages
guess who sent the messages
laugh of the funny messages
13/20
Previously ‘socially abandoned’, the place became a social
space for students, professors, employees and visitors
14. DATA ANALYSIS & FINDINGS
14/20
PRIVACY CONCERNS
People wanted to show their message to others:
pointing to their message
calling someone to see their message
exchanging direct messages using names
taking a photo of their message
ANONYMITY
In the collected comments, some people said:
perceived the anonymity of the messages
can make the use of the system comfortable
shy people can have a chance to express themself
15. DATA ANALYSIS & FINDINGS
15/20
Neutral ground Leveler Conversation Accessibility and
accommodation
Having regulars Low profile The mood is playful A home away from home
16. DATA ANALYSIS & FINDINGS
16/20
FINDING CULTURAL TRAILS
We analyzed the anonymous posts using:
language dependent analysis
classification used in the Before I Die
Affective Norms for English Words (Portuguese version)
individualism dimension (Hofstede’s cultural dimensions)
morphologic analysis
17. DATA ANALYSIS & FINDINGS
17/20
live in a world
without wars
be a Jedi achieve nirvanamore smiles fix everything that is
wrong in his/her life
DEEP INSIDE THE MESSAGES
The messages were classified:
themes presented in Before I die
three new themes introduced
main topics discussed
CONCENTRATION OF MESSAGES IN THE THEMES
18. DATA ANALYSIS & FINDINGS
18/20
DEEP INSIDE THE MESSAGES
Analyzing deeply the messages, we found:
higher concentration of positive words
only five blocked messages
most of messages were individualistic
self-reflection about their own future
24% of the messages had metaphors
20% had superlative and comparative adjective
predomination of the adjectives: ‘more’ and ‘better’
AFFECTIVE ANALYSIS
High concentration of
positive phrases
19. CONCLUSIONS
19/20
The use of public displays and mobile devices in creating community meeting
spaces by promoting and achieving thirdplaceness
How technologies can enhance the nature of the spaces provide information that
can leverage discussions
20. 20/20
SHARING WISHES ON PUBLIC DISPLAYS:
USING TECHNOLOGY TO CREATE SOCIAL PLACES
Vinicius Ferreira Junia Anacleto Andre Bueno
vinicius.ferreira@dc.ufscar.br junia@dc.ufscar.br andre.obueno@dc.ufscar.br
Advanced Interaction Laboratory - LIA, Department of Computing
Federal University of São Carlos - UFSCar, Brazil
Editor's Notes
I am Vinícius Ferreira, from Federal University of São Carlos, and I will present the paper
Sharing wishes on public displays: using technology to create social places
First, I will give some contextualization, followed by the motivation for this work.
Then, I will explain the art project called Before I die, and how this project inspired us to create our installation called WishBoard.
With WishBoard we carried out an in-the-wild study, that I will show our results and conclusion
The focus of this paper is on how promoting self-expression by sharing wishes through technology can create social places.
Self-expression is a common practice among human beings, revealing their internal attributes, such as preferences, beliefs, and values.
In Western culture, self-expression is a powerful sign of individual freedom. This kind of expression involves projecting individual thoughts and ideas into the world.
With the rise of social media, new possibilities of expression and communication are emerging.
However, promoting traditional social interaction is still necessary to avoid community fragmentation and lose of the sense of community.
Community fragmentation is a problem that has been increasing because of urbanization and decline of places outside contexts of work or family-based communication, called third places.
Third places are places where people gather and enjoy each other’s company.
This term was coined by Ray Oldenburg which says that places are important to keeping in touch with reality, promoting intimate personal ties outside the home (the first place) and workplace (defined as the second place)
Coffee shops, pubs, and squares are most common example of possible third places.
These places can provide the feeling of inclusiveness and belonging to a community, influencing positively individuals’ quality of life.
However, despite decline of the third places in the physical world people found in virtual multi-user environments their third places.
Although, those place differ from third places in respect of the ‘realness’ of the interaction or dependence upon simulation.
Taking the advantage of the third place concept, some companies started to spread the idea of their stores were third places.
However, they were focused on ‘third-place-ness’ restricted only to customer satisfaction, not civics as traditional third places do.
In this paper, we use the definition of thirdplaceness as a sense of being in a third place not limited to the architectural constrains.
Thirdplaceness is an ‘event’ of achieving the third place’s characteristics in a certain place and time.
The thirdplaceness experience is constructed and sustained through experiences and interactions with and in the place.
Thirdplaceness can transform a place in a third place-like permanently or just for that period.
Aiming at creating social places through the promotion of thirdplaceness, we translated the essence of the global art project Before I die.
Before I die is a public art installation in which people can pick a chalk and write on a wall about things they want to do before die.
We choose this project due to their successful replications around the world.
Taking the inspiration on promoting self-expression and the spirit that we all have the power to make wishes come true, as long as we keep believing.
We created WishBoard, a project that invites people to share their individual aspirations with the community using their mobile phones to interact with public displays.
WishBoard gives an opportunity to express openly their thoughts and feelings in a public space.
Offers a space for self-reflection of expectations and wishes for the future.
engages people by asking them to complete a phrase
WishBoard explores the interaction between mobile devices and public displays in order to promote place attachment, community awareness, technology-supported relationships, face-to-face interaction, collaboration among community members, and thirdplaceness experience.
Using WishBoard, we held 2 deployments, totalizing 10 days of experiment at the lobby of a university’s department.
We chose that space is a transitional and socially non-used space, as well as, the space in the first Before I Die installation.
Taking the advantage of the festive spirit around the New Year, in the first deployment, we used the prefix “For next year I want …”.
In the second deployment, held in April, people filled “For this year I want …”.
We used model of central and peripheral attention in order to have the more visibility and attract people to interact with the installation.
For this study, we collected data from messages, in-situ observations, spontaneous comments and video recordings.
During the use of the system, people were present to our ethical agreement on keeping the anonymity of the participants.
In addition, we used mailing list for informing people about the study, the installation and the presence of cameras.
We also, informed people how to not participate of this study.
With this study, our goals were understand the audience behavior, observe thirdplaceness supported by ICT and find cultural trails in the content shared.
In both deployments, we collected data aiming at understanding the audience behavior.
The data were 50 hours of recordings, annotations of the comments and observations.
With this data we first observed the audience behavior around the installation, effectiveness of the installation, social interaction among users, users’ acceptance by engaging and inviting others, and people’s concerns about their privacy.
We also compared our results with the reported in the Before I Die, aiming at evaluating if we were successful in our translation.
In our result, we observed that almost 70% of the messages were posted by people when they were in a group.
In some moments, people subverted the installation, starting a competition for the most creative message.
People sent messages for the immediate present instead of future.
People used emoticons and internet slang expressions.
We observed, the honey pot effect, in which the audience increases progressively forming a sociable ‘buzz’ in the place.
We also saw lot of passersby turning their head, and a rate of 27% passersby that stayed for a time in the installation.
People used the installation space to:
introduce themselves, talk about their common interests, share democratically devices, the pouf and even the floor, discuss about the messages, laugh of the funny messages, guess who sent the messages.
The place previously ‘socially abandoned’, became a social space for students, professors, employees and visitors.
About privacy, people did not show any concern.
People wanted to show their message to others: pointing to their message, calling someone to see their message, exchanging direct messages using names, taking a photo of their message.
In order to achieve thirdplaceness these characteristics are essential:
People need to feel free to express their thoughts and opinions.
People might have the same privileges and opportunities to express themselves or to participate of the activities in the place.
The experiences and interactions with and in the place can empower relationships and promote place attachment.
The place needs to be easy to access and promote the feeling of fulfilled needs in the occupants.
Regulars bring the place to social life making newcomers welcomed.
The place needs to provide comfort for their occupants, but this cannot be the main reference of the place.
The mood cannot be hostile and people always will try to find ways to maintain their spirit high, even when few people want to bring this feeling down.
People need to have the relative feelings of warmth, possession, and belonging of being in their own homes.
Finding cultural trails in anonymous posts: language dependent analysis, classification used in the Before I Die, Affective Norms for English Words, Hofstede’s cultural dimensions (Individualism), morphologic analysis.
The messages inside the themes, we found out that the messages were: casual, interesting, funny, poetic, heartbreaking.
People want more smiles, to live in a world without wars, be a Jedi, achieve nirvana, fix everything wrong in his/her life.
We classified the messages shared in WishBoard: Using the themes presented in “Before I Die, the book” and we introduced three new themes.
For each theme we observed the main topics discussed.
Going deeper inside the messages, we found a higher concentration of positive words, only five blocked messages by being potentially offensive.
Using the Individualism’ Hofstede dimension most of messages were individualistic, we believe that occurred because of the self-reflection about their own future
24% of the messages had metaphors
20% had superlative and comparative adjective
predomination of the adjectives: ‘more’ and ‘better’