Slow Books: Book Towns as Third Places

2017 ◽  
pp. 65-110 ◽  
Author(s):  
Jane Frank
Keyword(s):  
Third Places

Online Third Places: Supporting Well-Being Through Identifying and Managing Unintended Consequences

2021 ◽  
pp. 109467052110188
Author(s):  
Joy Parkinson ◽  
Lisa Schuster ◽  
Rory Mulcahy
Keyword(s):  
Well Being ◽  
Unintended Consequences ◽  
Abductive Reasoning ◽  
Service Research ◽  
Data Sets ◽  
Management Service ◽  
Consumer Empowerment ◽  
Online Service ◽  
Third Places ◽  
Third Place

Unintended consequences of service are important yet infrequently examined in transformative service research. This research examines an online service community that transformed into an online third place, with consumers socializing and forming lasting relationships. Using practice-informed theory-building and an abductive reasoning approach, findings are presented from both manual and automated coding of three qualitative data sets that form the basis of a case study examining an online weight management service forum. Extending beyond current conceptualizations of the third place, this study is the first to propose a framework delineating online third place characteristics and their impact on consumers’ eudaimonic (the capacity for self-realization) and hedonic (attainment of pleasure and avoidance of pain) well-being. Findings show that in the absence of a physical or virtual servicescape, social factors including social density, equity, and personalization are key to constructing an online third place that supports well-being through building social connections and enjoyment. The new framework provides guidance for service managers to transform their online service communities into online third places to support consumer well-being and to identify and manage potential unintended consequences, for example, by ensuring segmentation of the community based on consumer groups’ shared interests and consumer empowerment through participation.

scholarly journals The Contribution Transport Time Makes to Outdoor Programs: A Third Place?

2021 ◽  
pp. 105382592110190
Author(s):  
Chris North ◽  
Simon Beames ◽  
Toby Stanton ◽  
Bacon Chan
Keyword(s):  
Outdoor Education ◽  
Structured Interview ◽  
Field Trips ◽  
Third Places ◽  
Third Place ◽  
Transport Time ◽  
Low Profile ◽  
Broad Variety ◽  
Outdoor Programs ◽  
Outdoor Educators

Background: During transport to and from outdoor education field trips, students experience a period of togetherness and minimal imposed structure. Transport time also appears to align with Oldenburg’s third places, where people spend time together without a particular agenda. Purpose: To examine educators’ perspectives on the contribution that transport time makes to OE programs through an analysis featuring the characteristics of third places. Methodology/Approach: The perspectives of 16 outdoor educators (four each from New Zealand, Australia, Hong Kong, and Scotland) were gathered using a semi-structured interview protocol. Data were analyzed using a deductive process based on the third place characteristics; four unforeseen themes also emerged. Findings/Conclusions: Findings highlighted the centrality of conversation between students and between students and educators; the low profile of transport time; and a sense of excitement and fun. Students controlled the intensity of their “presence” through the use of devices (where allowed) and by selecting their sitting position in the vehicle. Implications: The findings show that transport time allowed students to have a broad variety of conversations that could be variously silly and fun, deep and introspective. Educators are encouraged to more carefully consider the contribution that transport time makes to their programs.

A Toolkit for Measuring Visitation in Third Places

2021 ◽  
Author(s):  
Rosabella Borsellino ◽  
Elin Charles-Edwards ◽  
Jonathan Corcoran
Keyword(s):  
Third Places

scholarly journals MUSEUMS BEYOND WALLS IN THE CONTEXT OF THE THIRD PLACE’S CONCEPT

Muzealnictwo ◽  
2018 ◽  
Vol 59 ◽  
pp. 123-131
Author(s):  
Katarzyna Jagodzińska
Keyword(s):  
Public Space ◽  
Open Space ◽  
Museum Of Modern Art ◽  
Great Good ◽  
Third Places ◽  
Third Place ◽  
The Third ◽  
Gathering Place ◽  
Ray Oldenburg ◽  
Coffee Shops

The article focuses on museums’ activity that reaches beyond the walls of their premises in the context of a concept of the so-called third place. The third place – as a gathering place which is neither one’s home, i.e. first place, nor workplace, i.e. second place – was described by an American sociologist Ray Oldenburg in 1999 in his book The Great Good Place: Cafes, Coffee Shops, Bookstores, Bars, Hair Salons, and Other Hangouts at the Heart of a Community. Three study cases have been used in the article: Museum Forum (project carried out by the National Museum in Kraków), Bródno Sculpture Park (project co-conducted by the Museum of Modern Art in Warsaw), and the method of work implemented by the Ethnographic Museum in Kraków, including in particular the project Dzikie Planty (Wild “Planty” Park). I discuss assumptions the projects have been based on, how they fit in an overall strategy of the museums, and reasons why they have been undertaken. Finally, I wonder whether having been conducted in a fully accessible public space and conducive to users’ interaction make it justified to categorise them as the third places in the meaning given by Oldenburg. Although Oldenburg’s concept has been regarded by museum theorists as not applicable to museums, I have come to the conclusion that projects conducted by museums in a non-committal context of an open space meet the conditions the third places do.

Suburban Networks and Urban Villages: Community and the Built Environment

2017 ◽  
Author(s):  
Taylor Dotson
Keyword(s):  
Built Environment ◽  
Urban Communities ◽  
Urban Environment ◽  
Social Ties ◽  
Coarse Graining ◽  
Social Connection ◽  
Third Places ◽  
Jane Jacobs ◽  
Suburban Sprawl ◽  
Ray Oldenburg

This chapter interrogates the built environment with respect to its compatibility with thick community. Echoing and extending the analyses of Jane Jacobs and Ray Oldenburg, it is argued that much of the urban environment in technological societies – from suburban sprawl to urban renewal high rises – effectively legislates that citizens live as networked individuals. Not only does the coarse graining of these spaces functionally segregate different facets of everyday life, they ensure that social ties are diffuse and single-threaded. Their lack of appropriate density and walkable amenities limits serendipitous interactions and other activities that support the growth of place-based social connection. Moreover, their poor affordances for “third places” such as pubs and cafes limits the sociability of most neighborhoods. Finally, the governance structures of most areas is either weakly democratic, unable to support constructive ways of working through conflict, or not scaled so as to match the physical boundaries of urban communities.

Digital Transformation Projects

2021 ◽  
pp. 149-191
Keyword(s):  
Educational Institution ◽  
Change Agents ◽  
Digital Learning ◽  
Context Model ◽  
Third Places ◽  
School Settings ◽  
Emergent Learning ◽  
Core Concepts ◽  
Learner Agency ◽  
The Uk

This chapter looks at Ambient Learning City, the fullest implementation of the Emergent Learning Model because it looked at learning “beyond the classroom”; WikiQuals; JISC Digital projects in FE; as well as the work of several others, especially Thom Cochrane and Vijaya Khanu Bote, who have taken the core concepts of learner-generated contexts and applied them in university and primary school settings, extending our work beyond the UK post-compulsory context. A key dimension of the open context model of learning was the PAH Continuum, which showed how the heutagogic practice of enabling learner agency could be embedded in any educational institution. Each year on 23rd September, World Heutagogy Day pulls together emerging practice on a range of themes, which continue to inform work, such as creativity, resources, environment, teaching and digital learning. The authors also look at third places as change agents of learning as in the Erasmus Plus project “The Origin of Spaces”. Overall, this chapter provides a range of examples of the kind of transformation of education that digital projects can enable and exemplify.

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