Notices tagged with community

Notices

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    # # # # ----- Ferreday, Debra. Unspeakable Bodies: Erasure, Embodiment, and the Pro-Ana Community. International Journal of Cultural Studies 6.3 Sep 2003. 277-295. ----- Abstract In this article, I explore the extent to which the `virtual community' has been imagined as coming into being through acts of erasure that create unmarked citizens. In contrast, `pro-ana' websites that celebrate eating disorders aim to create a community in which a sense of collectivity is constituted precisely through the body, specifically the anorexic body. By encouraging members to speak out, these communities aim to subvert the economy of difference through which the anorexic body is always positioned as `other', as the body that `has' difference. I argue that the public outcry surrounding pro-ana communities represents an appeal to censorship as a means by which, as Kristeva argues, outsiders might be `ejected beyond the scope of the possible, the tolerable, the thinkable' in order to reinstate the notion of consensus through the suppression of some forms of difference. ----- anorexia belonging censorship eating disorders internet virtual ----- http://ics.sagepub.com/content/6/3/277.short

    about 5 months ago from web
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    # # ----- Computers in Human Behavior Volume 27, Issue 6, November 2011, Pages 2215-2223 doi:10.1016/j.chb.2011.06.018 | How to Cite or Link Using DOI Permissions & Reprints Antecedents of an experienced sense of virtual community Purchase Lisbeth Tonteri1, a, , Miia Kosonen, a, , Hanna-Kaisa Ellonen1, a, and Anssi Tarkiainen1, a, a Lappeenranta University of Technology, School of Business, P.O. Box 20, 53851 Lappeenranta, Finland Available online 23 July 2011. Abstract Sense of virtual community (SOVC) reflects the feeling that individual members have of belonging to an online social group. Yet there is a lack of investigation focusing on its individual-level antecedents. We argue that in order to enhance understanding of how SOVC develops we first need to distinguish between the individual expectations, actions, and the resulting community-related feelings. Drawing upon the uses and gratifications approach, we explore the community members’ expected benefits, their linkages with different types of community participation and consequently with the experienced SOVC. We tested the hypotheses on a sample of 395 members of a virtual community hosted by a Finnish business newspaper. The findings suggest that both forms of participation – reading and posting messages – have a positive impact on SOVC, but the expected benefits differ. Participation by reading messages is mainly driven by the expectation of cognitive benefits, while posting messages seems to be largely driven by the anticipation of both social and personal integrative benefits. Our study contributes by providing a refined SOVC conceptualization and operationalization for virtual-community research, and by opening up the individual-level actions that build up a sense of virtual community. Highlights ► Reading and posting messages in virtual communities have a positive impact on sense of virtual community. ► The expected benefits of reading and posting messages are different. ► Reading messages is mainly driven by the expectation of cognitive benefits. ► Posting messages is driven by the anticipation of both social and personal integrative benefits. Keywords: Virtual community; Participation; Sense of virtual community; Uses and gratifications; Approach Article Outline 1. Introduction 2. Theoretical background 2.1. A sense of virtual community 2.2. Expected benefits and virtual-community participation 2.3. Research model 3. Research design, methods and data 3.1. Data collection and sample 3.2. The development of the survey instrument 3.3. Measure validation 4. Data analysis and results 5. Discussion and conclusions Appendix A References

    about 6 months ago from web
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    # # # # # ----- Bishop, Ann Peterson, Bazzell, Imani, Mehra, Bharat, AND Smith, Cynthia. "Afya: Social and digital technologies that reach across the digital divide" First Monday [Online], Volume 6 Number 4 (2 April 2001) ----- This paper presents initiatives taken in the Afya project towards bridging the digital divide through social and digital literacy, equitable access, training, and content initiatives at the community level. As a participatory action research project, Afya (Swahili for "health") is designed to engage African American women in assessing and increasing their access to quality health information and services. Based on principles of social justice, the project is geared towards redefining relationships and achieving constructive social change at a community-wide level. ----- Online at http://www.firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/847/756

    about 6 months ago from web
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    # # # ----- Sara Whiteley Talking about ‘An Accommodation’: The implications of discussion group data for community engagement and pedagogy Language and Literature August 2011 20: 236-256, doi:10.1177/0963947011413562 ----- Abstract Community engagement is an important area of development both generally in Higher Education English departments and also in the disciplines of stylistics and cognitive poetics. Though claiming to be concerned with ‘real readers reading literature in the real world’ (Stockwell, 2002: 8), cognitive poetic and stylistic analyses could be biased towards the reading practices of academics (Miall, 2006). As a result, it is becoming increasingly popular for stylisticians to use empirical methods to investigate readers other than the analyst in their discussion of literary effect (e.g. Burke, 2010; Stockwell, 2009; Whiteley, 2011). This article examines extracts from group discussion data collected as part of the ‘Creative Writing in the Community’ project at the University of Sheffield. Five groups of readers were recorded discussing poems by contemporary British poet Simon Armitage. The groups consisted of cognitive poetic researchers, first-year undergraduate English students, and local reading groups respectively. I examine the style and content of their discussions in the light of existing research into the distinctions between ‘professional’ and ‘non-professional’ readers, and consider what the similarities and differences between their discourse could signal for university departments’ engagement with readers both within and outside of the classroom. ----- cognitive poetics community engagement impact interpretation non-professional readers professional readers reading groups Simon Armitage stylistics

    about 6 months ago from web
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    # # # # ----- Angela Goddard. "‘Type you soon!’ A stylistic approach to language use in a virtual learning environment." Language and Literature August 2011 20: 184-200, doi:10.1177/0963947011413561 ----- Abstract The starting point for this article is that although new communication technologies have become an integral part of much educational provision, the nature of virtual learning environments (VLEs) remains underresearched, particularly in terms of the language skills required of participants. Existing research paradigms from linguistics, especially those from formalist traditions, offer inadequate and simplistic accounts of new communication contexts. Drawing on the field of Mediated Discourse Theory and of Scollon’s central concept of discourse as a ‘nexus of practice’ (Scollon, 1998, 2011), the article brings together interactionist approaches with insights from stylistics in order to analyse a specific aspect of synchronous written language use within a VLE, that of ‘response cries’ (Goffman, 1981). The analysis acts as an exemplar, illustrating the complexity of new communication systems and the associated skills required by interlocutors to negotiate meaning in unfamiliar spaces. Response cries, as examples of utterances that are neither speech nor writing in any formal sense, show how ‘new representational technologies are simultaneously producing new forms of representation and mediational means’ (Scollon, 2001: 170). A number of pedagogic implications arise from this study, including the need to build a more sophisticated understanding of the nature of VLEs in order to assess participant performance accurately. For example, the study shows that in order to represent aspects of expressive language, which have traditionally been associated with speech, participants need a high level of literacy skill and metalinguistic awareness. In addition, participants who are part of international online study communities need to be able to negotiate new norms of usage as English is elaborated as a virtual lingua franca. ---- English as a lingua franca mediated discourse representation of speech response cries virtual learning environments

    about 6 months ago from web
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    # # # ----- THE ROLE OF THE RULE OF LAW IN VIRTUAL COMMUNITIES. By: Suzor, Nicolas. Berkeley Technology Law Journal, Fall 2010, Vol. 25 Issue 4, p1817-1886, 70p; Abstract: The article proposes a framework based on the rule of law theory to conceptualize virtual community governance and suggest appropriate regulatory responses in Berkeley, California. It considers the role of due process and procedural fairness in the administration of virtual communities. It considers the role of consent in the governance of virtual communities. It concludes that the rule of law discourse highlights important tensions in virtual communities.; (AN 63481022)

    about 6 months ago from web
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    # ----- Toward a Network Sociality Andreas Wittel ---- Theory, Culture & Society December 2001 vol. 18 no. 6 51-76 Abstract This article explores some current transformations of the social. It argues for a shift from a model of sociality based on community towards a network sociality. This shift is particularly visible in urban spaces and in the cultural industries. However, it seems to become paradigmatic more widely of the information society. The article is to be read as a cultural hypothesis. In the first part I introduce some examples that document the rise of a network sociality. Most of these examples are drawn from a two-year ethnographic study of London's new media. The second part consists of a critique of some theoretical accounts of contemporary transformations of sociality. The third part is an attempt to outline the concept of network sociality. It is a form of sociality that is ephemeral but intense, it is informational and technological, it combines work and play, it is disembedded and generic, and it emerges in the context of individualization. late capitalism networking new media relationships social capital urban spaces ----- doi: 10.1177/026327601018006003

    about 7 months ago from web
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    # # # ----- Review of Virtual Environment Studies on Social and Group Phenomena. Authors: Sivunen, Anu -- Hakonen, Marko Source: Small Group Research; Aug2011, Vol. 42 Issue 4, p405-457, 53p Document Type: Article Subject Terms: *AVATARS (Virtual reality) *RESEARCH -- Methodology *TELEMATICS *TELECOMMUNICATION systems SECOND Life (Game) Author-Supplied Keywords: computer-mediated communication virtual environment virtual group virtual world NAICS/Industry Codes: 517410 Satellite Telecommunications --- Abstract: This article provides a review of previously published studies on virtual environments (VEs), focusing especially on empirical articles on social and group phenomena in VEs and their methodological and theoretical trends. VEs can be defined as communication systems in which interactants share the same three-dimensional digital space and can navigate, manipulate objects, and interact with one another via avatars. When examining the methodological and theoretical choices of these studies, four trends could be identified that characterize group studies on VEs: (a) testing the applicability of real-life, social behavior norms in VEs, (b) a lack of work group studies using VEs, (c) the micro-level treatment of social and groups, and (d) a lack of covering theory. Propositions for future research are presented. [ABSTRACT FROM AUTHOR] Copyright of Small Group Research is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) Author Affiliations: Aalto University, School of Science, Espoo, Finland Full Text Word Count: 10569 ISSN: 10464964 DOI: 10.1177/1046496410388946 Accession Number: 62590998 Database: Academic Search Premier

    about 7 months ago from web
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    # # # ----- Beyond hope: Rhetorics of mobility, possibility, and literacy Bookmark or cite this item: http://hdl.handle.net/2142/24138 Files in this item File Description Format Berry_Patrick.pdf (2MB) (no description provided) PDF Title: Beyond hope: Rhetorics of mobility, possibility, and literacy Author(s): Berry, Patrick W. Director of Research: Mortensen, Peter L. Doctoral Committee Chair(s): Mortensen, Peter L. Doctoral Committee Member(s): Hawisher, Gail E.; Prendergast, Catherine; Prior, Paul; Dyson, Anne H. Department / Program: English Graduate Major: English Degree Granting Institution: University of Illinois at Urbana-Champaign Degree: Ph.D. Genre: Dissertation Subject(s): literacy narratives Lives on the Boundary Mike Rose prison literacy preservice teachers We Make the Road by Walking Myles Horton Paulo Freire literacy myth narrative inquiry Abstract: When writing teachers enter the classroom, they often bring with them a deep faith in the power of literacy to rectify social inequalities and improve their students’ social and economic standing. It is this faith—this hope for change—that draws some writing teachers to locations of social and economic hardship. I am interested in how teachers and theorists construct their own narratives of social mobility, possibility, and literacy. My dissertation analyzes the production and expression of beliefs about literacy in the narratives of a diverse group of writing teachers and theorists, from those beginning their careers to those who are published and widely read. The central questions guiding this study are: How do teachers’ and theorists’ narratives of becoming literate intersect with literacy theories? and How do such literacy narratives intersect with beliefs in the power of literacy to improve individuals’ lives socially, economically, and personally? I contend that the professional literature needs to address more fully how teachers’ and theorists’ personal histories with literacy shape what they see as possible (and desirable) for students, especially those from marginalized communities. A central focus of the dissertation is on how teachers and theorists attempt to resolve a paradox they are likely to encounter in narratives about literacy. On one hand, they are immersed in a popular culture that cherishes narrative links between literacy and economic advancement (and, further, between such advancement and a “good life”). On the other hand, in professional discourse and in teacher preparation courses, they are likely to encounter narratives that complicate an assumed causal relationship between literacy and economic progress. Understanding, through literacy narratives, how teachers and theorists chart a practical path through or around this paradox can be beneficial to literacy education in three ways. First, it can offer direction in professional development and teacher education, addressing how teachers negotiate the boundaries between personal experience, theory, and pedagogy. Second, it can help teachers create spaces wherein students can explore the impact of paradoxical views about the role of literacy on their own lives. Finally, it can offer direction in public policy discourse, extending awareness of what we want—and need—from English language arts education in the twenty-first century. To explore these issues, I draw on case studies and ethnographic observation as well as narrative inquiry into teachers’ and theorists’ published literacy narratives. I situate my findings within three interrelated frames: 1) the narratives of new teachers, 2) the published works of literacy educators and theorists, and 3) my own literacy narrative. My first chapter, “Beyond Hope,” explores the tenuous connections between hope and critique in literacy studies and provides a methodological overview of the study. I argue that scholarship must move beyond a singular focus on either hope or critique in order to identify the transformative potential of literacy in particular circumstances. Analyzing literacy narratives provides a way of locating a critically informed sense of possibility. My second chapter, “Making Teachers, Making Literacy,” explores the intersection between teachers’ lives and the theories they study, based on qualitative analysis of a preservice course for secondary education English teachers. I examine how these preservice English teachers understood literacy, how their narratives of becoming literate and teaching English connected—and did not connect—with theoretical and pedagogical positions, and how these stories might inform their future work as practitioners. Centering primarily on preservice teachers who resisted Nancie Atwell’s pedagogy of possibility because they found it too good to be true, this research concentrates on moments of disjuncture, as expressed in class discussion and in one-on-one interviews, when literacy theories failed to align with aspiring teachers’ understandings of their own experiences and also with what they imagined as possible in disadvantaged educational settings. In my third and fourth chapters, I analyze the narratives of celebrated teachers and theorists who put forth an agenda that emphasizes possibilities through literacy, examining how they negotiate the relationship between their own literacy stories and literacy theories. Specifically, I investigate the narratives of three proponents of critical literacy: Mike Rose, Paulo Freire, and Myles Horton, all highly respected literacy teachers whose working-class backgrounds influenced their commitment to teaching in disenfranchised communities. In chapter 3, “Reading Lives on the Boundary,” I demonstrate how Mike Rose’s 1989 autobiographical text, Lives on the Boundary, juxtaposes rhetorics of mobility with critiques of such possibility. Through an analysis of work published in professional journals, I offer a reception history of Rose’s narrative, focusing specifically on how teachers have negotiated the tension between hope and critique. I follow this analysis with three case studies, drawn from a larger sampling, that inquire into the personal connections that writing teachers make with Lives on the Boundary. The teachers in this study, who provided written responses and participated in audio-recorded follow-up interviews, were asked to compare Rose’s story to their own stories, considering how their personal literacy histories influenced their teaching. My findings illustrate how a group of teachers and theorists have projected their own assessments of what literacy and higher education can and cannot accomplish onto this influential text. In my fourth chapter, “Horton and Freire’s Road as Literacy Narrative,” I concentrate on Myles Horton and Paulo Freire’s 1990 collaborative spoken book, We Make the Road by Walking. Central to my analysis are the educators’ stories about their formative years, including their own primary and secondary education experiences. I argue that We Make the Road by Walking demonstrates how theories of literacy cannot be divorced from personal histories. I begin by examining the spoken book as a literacy narrative that fuses personal and theoretical knowledge, focusing specifically on its authors’ ideas on theory. Drawing on Bakhtin’s notion of the chronotope—the intersection of time and space within narrative—I then explore the literacy narratives emerging from the production process of the book, in a video production about Horton and Freire’s meeting, and ultimately in the two men’s reflections on their childhood years (Dialogic). Interspersed with these accounts is archival material on the book’s editorial production that illustrates the value of increased dialogue between personal history and theories of literacy. My fifth chapter is both a reflective analysis and a qualitative study of my work at a men’s medium-high security prison in Illinois, where I conducted research and served as the instructor of an upper-level writing course, “Writing for a Change,” in the spring of 2009. Entitled “Doing Time with Literacy Narratives,” this chapter explores the complex ways in which literacy and incarceration are configured in students’ narratives as well as my own. With and against students’ stories, I juxtapose my own experiences with literacy, particularly in relation to being the son of an imprisoned father. In exploring the intersections between such stories, I demonstrate how literacy narratives can function as a heuristic for exploring beliefs about literacy between teachers and students both inside and outside of the prison-industrial complex. My conclusion pulls together the various themes that emerged in the three frames, from the making of new teachers to the published literacy narratives of teachers and theorists to my own literacy narrative. Writing teachers encounter considerable pressure to align their curricula with one or another theory of literacy, which has the effect of negating the authority of knowledge about literacy gleaned from experience as readers and writers. My dissertation contends that there is much to be gained by finding ways of articulating theories of literacy that encompass teachers’ knowledge of reading and writing as expressed in personal narratives of literacy. While powerful cultural rhetorics of upward social mobility often neutralize the critical potential of teachers’ own narratives of literacy—potential that has been documented by scholars in writing studies and allied disciplines—this is not always the case. The chapters in this dissertation offer evidence that hopeful and critical positions on the transformational possibilities of literacy are not mutually exclusive. Issue Date: 2011-05-25 ----- https://www.ideals.illinois.edu/handle/2142/24138

    about 8 months ago from web
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    # # # ----- From Social Butterfly to Engaged Citizen (MIT Press 2012) From Social Butterfly to Engaged Citizen: Urban Informatics, Social Media, Ubiquitous Computing, and Mobile Technology to Support Citizen Engagement Edited by Marcus Foth, Queensland University of Technology, Australia Laura Forlano, Cornell University, USA Christine Satchell, Queensland University of Technology, Australia Martin Gibbs, University of Melbourne, Australia Web 2.0 tools, including blogs, wikis, and photo sharing and social networking sites, have made possible a more participatory Internet experience. Much of this technology is available for mobile phones, where it can be integrated with such device-specific features as sensors and GPS. From Social Butterfly to Engaged Citizen examines how this increasingly open, collaborative, and personalizable technology is shaping not just our social interactions but new kinds of civic engagement with cities, communities, and spaces. It offers analyses and studies from around the world that explore how the power of social technologies can be harnessed for social engagement in urban areas. Chapters by leading researchers in the emerging field of urban informatics outline the theoretical context of their inquiries, describing a new view of the city as a hybrid that merges digital and physical worlds; examine technology-aided engagement involving issues of food, the environment, and sustainability; explore the creative use of location-based mobile technology in cities from Melbourne, Australia, to Dhaka, Bangladesh; study technological innovations for improving civic engagement; and discuss design research approaches for understanding the development of sentient real-time cities, including interaction portals and robots. The MIT Press December 2011 (with 2012 copyright) • 7 x 9 • 544 pp. • 108 illus. • ISBN 978-0-262-01651-3 • US$50.00 • cloth Foth, M., Forlano, L., Satchell, C., & Gibbs, M. (Eds.) (2012, in press). From Social Butterfly to Engaged Citizen: Urban Informatics, Social Media, Ubiquitous Computing, and Mobile Technology to Support Citizen Engagement. Cambridge, MA: MIT Press. About the Editors Marcus Foth, Founder and Director of the Urban Informatics Research Lab, is Associate Professor and Principal Research Fellow with the Institute for Creative Industries and Innovation at Queensland University of Technology. Laura Forlano is a Postdoctoral Associate at Cornell University. Christine Satchell is Senior Research Fellow at the Urban Informatics Research Lab. Martin Gibbs is a Lecturer in the Department of Information Systems at the University of Melbourne. For more information visit the MIT Press website: http://mitpress.mit.edu/9780262016513 or QUT eprints > Section 1: Theories of Engagement Foreword Phoebe Sengers, Cornell University, USA 1. The Ideas and Ideals in Urban Media Theory Martijn de Waal, University of Groningen, NL 2. The Moral Economy of Social Media Paul Dourish, University of California, Irvine, USA, & Christine Satchell, QUT, Australia 3. The Protocological Surround: Reconceptualising Radio and Architecture in the Wireless City Gillian Fuller, & Ross Harley, University of NSW, Australia 4. Mobile Media and the Strategies of Urban Citizenship: Control, Responsibilisation, Politicisation Kurt Iveson, University of Sydney, Australia Section 2: Civic Engagement Foreword Yvonne Rogers, Open University, UK 5. Advancing Design for Sustainable Food Cultures Jaz Hee-jeong Choi, QUT, & Eli Blevis, Indiana University, USA 6. Building Digital Participation Hives: Toward a Local Public Sphere Fiorella de Cindio, & Cristian Peraboni, University of Milano, Italy 7. Between Experience, Affect, and Information: Experimental Urban Interfaces in the Climate Change Debate Jonas Fritsch, & Martin Brynskov, Aarhus University, Denmark 8. More than Friends: Social and Mobile Media for Activist Organizations Tad Hirsch, Intel People and Practices Research, USA 9. Gardening Online: A Tale of Suburban Informatics Bjorn Nansen, Jon Pearce, & Wally Smith, University of Melbourne, Australia 10. The Rise of the Expert Amateur: Citizen Science and Micro-Volunteerism Eric Paulos, Sunyoung Kim, & Stacey Kuznetsov, Carnegie Mellon University, USA Section 3: Creative Engagement Foreword Gary Marsden, University of Cape Town, South Africa 11. Street Haunting: Sounding the Invisible City Sarah Barns, University of Technology, Sydney, Australia 12. Family Worlds: Technological Engagement for Families Negotiating Urban Traffic Hilary Davis, Peter Francis, Bjorn Nansen, & Frank Vetere, University of Melbourne, Australia 13. Urban Media: New Complexities, New Possibilities — A Manifesto Christopher Kirwan, & Sven Travis, Parsons — The New School for Design, USA 14. Bjørnetjeneste: Using the City as a Backdrop for Location-Based Interactive Narratives Jeni Paay, & Jesper Kjeldskov, Aalborg University, Denmark 15. Mobile Interactions as Social Machines: Poor Urban Youth at Play in Bangladesh Andrew Wong, & Richard Ling, Telenor Research & Innovation, Malaysia Section 4: Technologies of Engagement Foreword Atau Tanaka, Newcastle University, UK 16. Sensing, Projecting and Interpreting Digital Identity through Bluetooth: From Anonymous Encounters to Social Engagement Ava Fatah gen. Schieck 1, Freya Palmer 2, Alan Penn 1, & Eamonn O’Neill 2 1 University College London, UK, 2 University of Bath, UK 17. The Policy and Export of Ubiquitous Place: Investigating South Korean U‐Cities Germaine Halegoua, University of Wisconsin-Madison, USA 18. Engaging Citizens and Community with the UBI-Hotspots Timo Ojala, Hannu Kukka, Tommi Heikkinen, Tomas Lindén, Marko Jurmu, Simo Hosio, & Fabio Kruger, University of Oulu, Finland 19. Crowdsensing in the Web: Analyzing the Citizen Experience in the Urban Space Francisco C. Pereira, Andrea Vaccari, Fabien Giardin, Carnaven Chiu, & Carlo Ratti, Senseable City Lab, MIT, USA 20. Empowering Urban Communities through Social Commonalities Laurianne Sitbon, Peter Bruza, Renato Iannella, & Sarath Indrakanti, National ICT Australia Section 5: Design Engagement Foreword Mark Blythe, University of York, UK 21. A Streetscape Portal Michael Arnold, University of Melbourne, Australia 22. Nonanthropocentrism and the Nonhuman in Design: Possibilities for Designing New Forms of Engagement with and through Technology Carl DiSalvo, & Jonathan Lukens, Georgia Institute of Technology, USA 23. Building the Open Source City: Changing Work Environments for Collaboration and Innovation Laura Forlano, Cornell University, USA 24. Dramatic Character Development Personas to Tailor Apartment Designs for Different Residential Lifestyles Marcus Foth, Christine Satchell, Mark Bilandzic, Greg Hearn, & Danielle Shelton, QUT, Australia Epilogue Judith Donath, MIT, USA News | citizen engagement, civic engagement, community engagement, MIT Press, mobile technology, participation, social media, social networking, ubicomp, ubiquitous computing, urban informatics, Web 2.0

    about 8 months ago from web
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    # # # # ----- TheCommunicationSpace. Social networking site for those working with "the media + communication studies network. A place for a profile and multiple communities within the site to join. ----- http://thecommunicationspace.com/

    about 11 months ago from web
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    # # # # ----- Reconstructing Power in Second Life®: Controlling the Virtual Mayhem. Authors: Falvey, L. D. Source: Journal for Cultural Research; Jan2011, Vol. 15 Issue 1, p55-74, 20p Document Type: Article Abstract: Often described as the ultimate refuge from the rules of 'real life', the online multi-user environment Second Life® is actually a highly structured community with explicit and implicit normative dictates about proper behavior and very specific consequences for those who transgress. Using five forms of power/capital - intellectual, economic, temporal, social, and cultural - as an overlay, this article outlines the ways in which control is clearly reinscribed in the 'chaos'. This suggests, therefore, that there is really very little difference between one's real and second life, and that sites of behavior control are a highly evocative, socially constructed reflection of dominant culture. [ABSTRACT FROM AUTHOR] Copyright of Journal for Cultural Research is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) ISSN: 14797585 DOI: 10.1080/14797585.2011.525103 Accession Number: 57688238 Database: Academic Search Premier ------ not available at GW

    about a year ago from web
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    # # ----- Metafilter: About Metafilter. Metafilter is a weblog (what's a weblog? | comprehensive history of weblogs) that anyone can contribute a link or a comment to. A typical weblog is one person posting their thoughts on the unique things they find on the web. This website exists to break down the barriers between people, to extend a weblog beyond just one person, and to foster discussion among its members. If you're new to the site, I'd suggest taking a look around, checking out the archives, and getting a feel for the place. You might also consider registering as a member. Members can post comments, customize the look and behavior of the site. After becoming a member, check out some of the links and think about leaving a comment or two. If you stick around for a while, you'll get a feel for what types of things are posted as links, and if you find something amazing and/or enlightening, please post it. The privilege of posting links to main page comes after posting a few comments and being a member for at least a week. This lag is built in to allow new members to get used to the place and to understand what other members consider good links. With the current number of members, even if fewer than 1% of the total membership post a link each day, it's far too many links to take in. Please take extra special care when selecting a link for the front page. To get an idea of what constitutes a good link, take a look at the link guidelines, to hear some philosophies guiding the site and community, check out the new user message. To learn more about the history of MetaFilter and hear some Best Of stories, watch this video from May 2010's GEL Conference. ----- http://www.metafilter.com/about.mefi

    about a year ago from web
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    # # # # ----- Second Life Social: It's like Twitter or Facebook for your avatar. ----- http://sls.renevanasten.net/

    Friday, 22-Oct-10 14:20:31 EDT from web
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    # # # ----- Salt Lake Community Writing Center ----- http://www.slcc.edu/cwc/

    Saturday, 25-Sep-10 10:22:58 EDT from web
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    # # # ----- Virginia TechCenter for Student Engagement and Community Partnerships (Jim Dubinsky) ----- http://www.vtserves.vt.edu

    Saturday, 21-Aug-10 10:44:27 EDT from web
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    # # Eli Goldblatt's faculty page at Temple ----- http://etc.temple.edu/English/dbpages/people/GoldblattE.asp

    Thursday, 05-Aug-10 15:58:07 EDT from web
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    # # # # ----- Call for Webtexts (CFW) Spatial Praxes: Theories of Space, Place, and Pedagogy, a 2012 summer special issue of Kairos Guest Editors: Dr. Amy Kimme Hea, Ashley J. Holmes, and Jennifer Haley-Brown (PDF version for printing) Many in our field have brought spatial rhetoric to the forefront of their research. Most notably, Nedra Reynolds’ Geographies of Writing: Inhabiting Places and Encountering Difference (2003) reminds composition and rhetoric scholars of the ways in which spatial relations are always rhetorical relations, imbricated in visual, literate, and technological cultures. Our need, as compositionists and rhetoricians, is to understand the broad impact of these spatial interrelationships on our research and teaching. Such material concerns have been examined in relationship to research methodologies (Porter & Sullivan, Kimme Hea), information space (Johnson-Eilola), place-based composition (Reynolds), virtual spatialities (Payne), spatial crises in academia (Mauk), and rhetorical history (Mountford). This range of approaches to spatial rhetorics also draws on an equally complex range of critical theorists from Foucault to Soja. To be certain, composition and rhetoric scholars are making substantial contributions to spatial projects. The less developed area of inquiry and the moment of becoming we would like to prompt is a fuller understanding of spatial praxes—and by praxes we mean the conscious, willed actions by which theory is transformed into practical activities. This special issue aims to exploit the design possibilities of webtexts to make public such spatial praxes. Across the submission categories, we will look for proposals that foreground praxes, not as “how to” but rather as meaningful areas of inquiry where theory and practice are constitutive. We are seeking proposals for the following Kairos areas: topoi For the topoi category, we envision webtexts that will theorize spatial praxes and the impacts of that theoretical inquiry on research, teaching and even administration. praxis In the praxis section, we encourage webtexts that offer case studies of spatial pedagogies at both the undergraduate and graduate levels. reviews We also welcome proposals for reviews of places, spaces, and non-places. For this section, we would like reviews of spatial sites such as museums, memorials, libraries, campuses, communities, airports, among others. Reviewers should situate their reviews through a well-articulated spatial framework. interviews We also want to include interviews with scholars in our field who examine spatial rhetorics. Questions to be addressed include, but are not limited to, the following: How are teaching and learning transformed by and transformative of space? What spatial frameworks are useful for enacting well-theorized practices in the many sites of rhetoric and composition (such as the classroom, digital learning spaces, service learning, and public manifestations of rhetoric and composition)? How can composition and rhetoric teachers guide students to interrogate and deploy critical spatial rhetorics? How can composition and rhetoric teachers integrate spatial rhetorics into their pedagogies in ways that provide both hermeneutic and heuristic strategies? How can our research and teaching practices adequately address local, regional, and global impacts of spatial rhetorics? How can we activate spatialized praxes to develop useful relationships between the spaces of research, teaching, and administration? What’s at stake when we encourage attention to space/place in our classrooms? What’s at stake when we don’t? For example, how does attention to space/place complicate issues of power in the classroom? How can we develop assessments on spatial praxes as we integrate such projects in our courses and curricula? Proposal Guidelines Your proposal should be emailed to spatialpraxes@gmail.com and should include the following in a file saved as .docx, .doc, .rtf, .odt, or .html: • Author name(s) and full contact information • Section for which the proposal should be considered (topoi, praxis, review, or interview). If you have questions about the appropriate category, please feel free to contact us. • 500-750 word description of your proposed webtext, including an explanation of design elements you intend to use to make full use of the wide range of possibilities digital publication affords. Deadline for 500-750 word webtext proposals: June 30, 2010 Deadline for full webtext submissions: December 2010 Deadline for final webtexts: August 2011 Prospective authors are encouraged to contact the Guest Editors if they have any questions. Please email questions and/or proposals for webtexts to the Guest Editors: Dr. Amy C. Kimme Hea, Ashley J. Holmes, and Jennifer Haley-Brown at spatialpraxes@gmail.com. Feel free to widely circulate this CFW to other potential contributors. -----http://35.9.119.214/14.2/loggingon/spcfw.html

    Monday, 28-Jun-10 10:45:08 EDT from web
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    # # # ----- Insider/outsider discourses of communities: what agreements are necessary? Zero-tolerance discussions: what makes the members a community? In Stommel and Koole's study, an anorexia group refused to accept a newbie's lax interpretation of anorexia as unacceptable; this opinion had to be in place before further discussion could happen. AA is the same thing: 1st: admit that you have a problem. Discourse in these groups could not exist without the basic premise being accepted. Are there such premises for writing studies classes? In the current climate of freshman comp being a remedial space, do students first have to admit that they "have a problem" before they can be "helped"? Can we move students beyond seeing this as a remedial space, and if so, what new agreements will have to be in place for us to move forward in our discussions?

    Tuesday, 01-Jun-10 10:26:06 EDT from web
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    # # # # # # ----- "The online support group as a community: A micro-analysis of the interaction with a new member" Wyke Stommel VU University Amsterdam, The Netherlands, w.stommel@let.vu.nl, wykestommel@yahoo.com Tom Koole Utrecht Institute of Linguistics OTS, The Netherlands Generally, online support groups are viewed as low-threshold services. We challenge this assumption with an investigation, based on Conversation Analysis and Membership Categorization Analysis, of contributions to an online support group on eating disorders. In this analysis we show how a new member interacts with existing members in order to display legitimacy for membership of the group. The group operates as a Community of Practice, since membership is organized as joined participation in a writing practice. It becomes clear that becoming a member involves subscribing to normative requirements, centrally, displaying the insight that you are ill. In the case we focus on, this involves the requirement to leave pro-anorexia as a membership category behind. The novice does not yet seem ready to subscribe to this norm and thus the threshold for seeking support is heightened. Key Words: Community of Practice • computer-mediated communication • Conversation Analysis • eating disorders • Membership Categorization Analysis • online support groups • pro-anorexia Discourse Studies, Vol. 12, No. 3, 357-378 (2010) DOI: 10.1177/1461445609358518

    Tuesday, 01-Jun-10 10:18:28 EDT from web