“Technologies of Cooperation”: Digital
                                                  Media and Social Action

The article explores the influence of the concept of time on modern art practices, as well as the impact of digital media on the ability of art to anticipate the future. The methodology of discourse analysis is used as a tool to reveal temporal characteristics and the communicative potential of relevant art projects. The digital age creates a simultaneous world in which one can perceive the future by being deeply involved in the present moment. Contemporary artists have the ability to grasp changes hidden from the majority, and to formalize them in works of art. The simultaneous perception of time becomes the clue to the development of this ability, while the concept of time becomes the clue to understanding the message contained in the work of art. As a result, the task of the researcher is to discover the temporal dimensions of the relevant art projects and to examine the nature of interaction between the viewer and the work of art. Taking this into consideration, special attention should be given to the method of involving the viewer in the semantic space of the artwork. The subject of analysis is the communicative model of the artwork, which is presented as a flexible, mobile semantic structure that activates the viewer’s imagination and his ability to improvise. The methodological framework for understanding the communicative model was the neo‐pragmatism theory of social action and practice-oriented social semiotics. The interpretation of the work of art as a communicative event actualizes the discourse analysis that allows us to perceive the artwork in its dynamics and to explore its’ temporal dimensions. At the same time, the discourse analysis is represented not only as an effective research tool, but also as a resource that helps the artist, the researcher and the viewer to develop a flexible and conceptual mindset.

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Fostering Sociopolitical Consciousness With Minoritized Youth: Insights From Community-Based Arts Programs

Review of Research in Education ◽

10.3102/0091732x17690122 ◽

2017 ◽

Vol 41 (1) ◽

pp. 358-380 ◽

Cited By ~ 10

Author(s):

Bic Ngo ◽

Cynthia Lewis ◽

Betsy Maloney Leaf

Keyword(s):

Digital Media ◽

Social Action ◽

Teaching And Learning ◽

Theory And Practice ◽

Three Dimensions ◽

Cultural Critique ◽

Community Based ◽

Theatre Arts ◽

Sociopolitical Consciousness ◽

Arts Programs

In this chapter, we review the literature on community-based arts programs serving minoritized youth to identify the conditions and practices for fostering sociopolitical consciousness. Community-based arts programs have the capacity to promote teaching and learning practices in ways that engage youth in the use of academic skills to pursue inquiry, cultural critique, and social action. In this review, we pay particular attention to literary arts, theatre arts, and digital media arts to identify three dimensions of sociopolitical consciousness: identification, mobilization, and cosmopolitanism. By advancing the principle of sociopolitical consciousness within the theory and practice of critical and cultural relevant pedagogies, our review provides ways toward mitigating social and educational disparities.

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Understanding Of Social Participation On Digital Media: An Investigation Of Social Action Platforms

AJIT-e Online Academic Journal of Information Technology ◽

10.5824/1309-1581.2016.3.006.x ◽

2016 ◽

pp. 95-112

Author(s):

Mustafa Cankut Kurt ◽

Özhan Tıngöy

Keyword(s):

Digital Media ◽

Social Participation ◽

Social Action

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Genre as digital social action: the case of archiving, tagging and searching in digital media culture

Journal of Documentation ◽

10.1108/jd-01-2021-0023 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Jack Andersen

Keyword(s):

Digital Media ◽

Social Action ◽

Critical Analysis ◽

Design Methodology ◽

Media Culture ◽

Content Type ◽

Social Actions ◽

Communicative Actions

PurposeThe purpose of this article is to develop a contemporary understanding of genre as digital social action. Particular emphasis will be on archiving, tagging, and searching as social actions afforded by digital media as a function of their materiality.Design/methodology/approachThe approach is critical analysis and discussion.FindingsIt is shown through an examination and a concrete example of how the genre is understood as digital social action, how the materiality of digital media affords particular communicative actions.Originality/valueThe article contributes with an understanding of the genre as digital social action consisting of two communicating parts: users’ actions and materiality.

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PEMANFAATAN TEKNOLOGI DIGITAL DALAM KEGIATAN PEMBELAJARAN

JPPGuseda | Jurnal Pendidikan & Pengajaran Guru Sekolah Dasar ◽

10.33751/jppguseda.v2i1.988 ◽

2019 ◽

Vol 2 (1) ◽

pp. 10-15

Author(s):

Nandang Hidayat ◽

Husnul Khotimah

Keyword(s):

Digital Media ◽

Social Action ◽

Digital Technology ◽

Digital Literacy ◽

Interactive Whiteboards ◽

Software Applications ◽

Teachers And Students ◽

Digital Competencies ◽

Interest And Motivation

This research study aims to systematically review a variety of digital technologies that are currently developing so rapidly to be optimally utilized according to the ability of teachers and technological devices owned by schools, teachers, and students. This study uses the method of review of integrative literature. This method combines various empirical and research-based articles, books, and other published literature on digital competencies and their use in 21st century education. The literature research concludes: 1) Digital literacy is the awareness, attitude, and ability of individuals to properly use tools and digital facilities to identify, access, manage, integrate, evaluate, analyze, and synthesize digital resources, build new knowledge, make media expressions, and communicate with others, in the context of certain life situations, to enable constructive social action; 2) Digital competency is a set of knowledge, skills, attitudes needed when using ICT and digital media for various needs; 3) Digital technology that can be used by schools / teachers in the learning process including interactive whiteboards (IWB), software applications, Web 2.0, and social media; and 4) Utilization of digital technology in learning can increase students' interest and motivation in learning, the quality of learning processes, and learning outcomes, but need to pay attention to various aspects of the ability of human resources, security, and health of teachers and students.

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Recipes for Happiness: a Proposal for Analysing the Moral Orientation of Actions and Emotions

Debats Revista de cultura poder i societat ◽

10.28939/iam.debats-en.2021-1 ◽

2021 ◽

pp. 13-28

Author(s):

Alberto Martín Pérez ◽

José Antonio Rodríguez Díaz ◽

José Luis Condom Bosch ◽

Aitor Domínguez Aguayo

Keyword(s):

Digital Media ◽

Social Relations ◽

Social Action ◽

Moral Obligation ◽

The Internet ◽

Social Discourse ◽

Sociological Perspective ◽

Social Production ◽

Moral Orientation ◽

The Social

This paper draws up a proposal for analysing discourses on paths to happiness. Recipes promoted by the happiness industry are studied as moral guidelines for social action: imperative messages spread through the Internet seek to guide their recipients in their quest for happiness. In a fielddominated by positive psychology, we approach happiness from a sociological perspective, which is to say as: an institutionalised social discourse; a form of social production; a socially-framed emotion. Research is based on systematic Internet observation and on quantitative and qualitative textual analysis procedures. We show how digital media in the ‘happiness’ field: (a) promotes recipes; (b) provides scientific legitimation for said recipes; (c) focuses on a generic individual as the recipient of the messages and as protagonist. A typology is proposed based on the meaning, nature and object of the actions that lead to happiness. Results show how recipes involve normative and moral orientations of actions and emotions: they indicate what to do and how to think andfeel to be happy. Happiness as a moral obligation involves most concerns shaping the agenda of contemporary societies, with a strong emphasis on individualism and on a utilitarian understanding of social relations and the social environment.

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