Learning for the Future

2010 ◽  
pp. 2239-2251 ◽  
Author(s):  
Guy Merchant
Keyword(s):  
New Media ◽  
Web 2.0 ◽  
Virtual Worlds ◽  
Social Networking Sites ◽  
Digital Literacy ◽  
Large Scale ◽  
Educational Practice ◽  
Online Engagement ◽  
Scale Shift ◽  
Popular Engagement

Over the last five years there has been a large scale shift in popular engagement with new media. Virtual worlds and massive multiplayer online games attract increasing numbers, whilst social networking sites have become commonplace. The changing nature of online engagement privileges interaction over information. Web 2.0 applications promote new kinds of interactivity, giving prominence and prestige to new literacies (Lankshear and Knobel, 2006). To date, discussion of the opportunities, and indeed the risks presented by Web 2.0 has been largely confined to social and recreational worlds. The purpose of this chapter is to open up discussion about the relevance of Web 2.0 to educational practice. A central concern in what follows will be to show how the new ways of communicating and collaborating that constitute digital literacy might combine with new insights into learning in ways that transform how we conceive of education (Gee, 2004).

Learning for the Future

2009 ◽  
pp. 1-13 ◽  
Author(s):  
Guy Merchant
Keyword(s):  
New Media ◽  
Web 2.0 ◽  
Virtual Worlds ◽  
Social Networking Sites ◽  
Digital Literacy ◽  
Large Scale ◽  
Educational Practice ◽  
Online Engagement ◽  
Scale Shift ◽  
Popular Engagement

Over the last five years there has been a large scale shift in popular engagement with new media. Virtual worlds and massive multiplayer online games attract increasing numbers, whilst social networking sites have become commonplace. The changing nature of online engagement privileges interaction over information. Web 2.0 applications promote new kinds of interactivity, giving prominence and prestige to new literacies (Lankshear and Knobel, 2006). To date, discussion of the opportunities, and indeed the risks presented by Web 2.0 has been largely confined to social and recreational worlds. The purpose of this chapter is to open up discussion about the relevance of Web 2.0 to educational practice. A central concern in what follows will be to show how the new ways of communicating and collaborating that constitute digital literacy might combine with new insights into learning in ways that transform how we conceive of education (Gee, 2004).

Web 2.0, Virtual Worlds, and Real Ethical Issues

2010 ◽  
pp. 105-117
Author(s):  
Sue Conger
Keyword(s):  
Social Norms ◽  
Web 2.0 ◽  
Social Networking ◽  
Virtual Worlds ◽  
Social Networking Sites ◽  
Ethical Issues ◽  
Role Playing ◽  
Industrial Espionage ◽  
Local Norms ◽  
Illegal Activities

Social networking sites, enabled by Web 2.0 technologies and embodied in role-playing virtual worlds, are gaining in popularity and use both for recreational and business purposes. Behavioral controls can be regulated through program code restrictions, rules of conduct, and local norms. Most vendor hosts of virtual worlds use code restrictions sparingly, restricting only overtly illegal activities. Otherwise, all worlds publish some form of rules of conduct and rely on the development of in-world local norms to regulate behavior. As a result, many unethical forms of behavior have arisen, including griefing, fragging, and industrial espionage. There is no sure method of solving the unethical forms of behavior unless strong social norms develop; therefore, users must take precautions when acting in virtual worlds to understand how to avoid or deflect virtual attacks of different types.

Ditching the pack: Digital media in the 2010 Brazilian congressional campaigns

2011 ◽  
Vol 14 (4) ◽  
pp. 617-633 ◽  
Author(s):  
Jason Gilmore
Keyword(s):  
Social Media ◽  
New Media ◽  
Digital Media ◽  
Latin American ◽  
Social Networking Sites ◽  
Large Scale ◽  
Electoral System ◽  
Party Affiliation ◽  
Media Technologies ◽  
Original Dataset

Over the past decade Brazil has become well known for its open embrace of new media technologies. In tandem, an increasing number of Brazilian candidates have begun to use web and social media sites as an integral part of their overall campaign efforts. The present study is the first effort at large-scale modeling of these relationships in an emerging Latin American democracy. To explore the relationship between using digital media in a candidate’s political campaign strategy and voter support, I built an original dataset of the 2010 elections for the lower house of the Brazilian Congress. I investigate factors such as a candidate’s use of web and social networking sites in conjunction with other traditional influences such as candidate gender, age, incumbency, party affiliation, coalition membership and campaign spending. I demonstrate that having a robust web presence and using social media, holding other factors constant, can be a significant contribution to the popularity of a candidate on election day in an open-list proportional representation electoral system such as that in Brazil. Additionally, I demonstrate how this digital media campaign tactic might be specifically beneficial to traditionally disadvantaged candidates in bridging the gap of their under-representation in Brazilian politics.

Social Media (Web 2.0) and Crisis Information

2013 ◽  
pp. 146-166
Author(s):  
Miranda Dandoulaki ◽  
Matina Halkia
Keyword(s):  
Social Media ◽  
Web 2.0 ◽  
Information Management ◽  
Virtual Worlds ◽  
Social Networking Sites ◽  
Instant Messaging ◽  
Media Technologies ◽  
Video Sharing ◽  
Collaborative Intelligence ◽  
Use Of Social Media

Social media technologies such as blogs, social networking sites, microblogs, instant messaging, wikis, widgets, social bookmarking, image/video sharing, virtual worlds, and internet forums, have been identified to have played a role in crises. This chapter examines how social media technologies interact with formal and informal crises communication and information management. We first review the background and history of social media (Web 2.0) in crisis contexts. We then focus on the use of social media in the recent Gaza humanitarian crisis (12.2008-1.2009) in an effort to detect signs of a paradigm shift in crisis information management. Finally, we point to directions in the future development of collaborative intelligence systems for crisis management.

Social Media (Web 2.0) and Crisis Information

2011 ◽  
pp. 143-163 ◽  
Author(s):  
Miranda Dandoulaki ◽  
Matina Halkia
Keyword(s):  
Social Media ◽  
Web 2.0 ◽  
Information Management ◽  
Virtual Worlds ◽  
Social Networking Sites ◽  
Instant Messaging ◽  
Media Technologies ◽  
Video Sharing ◽  
Collaborative Intelligence ◽  
Use Of Social Media

Social media technologies such as blogs, social networking sites, microblogs, instant messaging, wikis, widgets, social bookmarking, image/video sharing, virtual worlds, and internet forums, have been identified to have played a role in crises. This chapter examines how social media technologies interact with formal and informal crises communication and information management. We first review the background and history of social media (Web 2.0) in crisis contexts. We then focus on the use of social media in the recent Gaza humanitarian crisis (12.2008-1.2009) in an effort to detect signs of a paradigm shift in crisis information management. Finally, we point to directions in the future development of collaborative intelligence systems for crisis management.

Comparing Web 2.0 Applications as Marketing Tools

2015 ◽  
pp. 872-893
Author(s):  
Erkan Akar ◽  
Mete Karayel
Keyword(s):  
Product Development ◽  
Web 2.0 ◽  
Social Networking ◽  
Search Engine ◽  
Virtual Worlds ◽  
Social Networking Sites ◽  
Social Bookmarking ◽  
Brand Communities ◽  
Search Engine Marketing ◽  
The Web

This study aims to evaluate and compare the Web 2.0 applications as marketing tools. In this context, blogs, micro-blogs, collaborative projects (wikis and social bookmarking), content communities, social networking sites, and virtual worlds have been examined. Eventually, it can be expected that blogs will provide more transparent feedback; micro-blogs will provide instant feedback; wikis will make the cooperative efforts of product development easier; social bookmarking will enable search-engine marketing; content communities will enable easy product training; social networking sites will create brand communities; and virtual worlds will provide new places to interact more effectively. All of these tools can come into prominence in the context of marketing.

Comparing Web 2.0 Applications as Marketing Tools

2013 ◽  
pp. 175-196
Author(s):  
Erkan Akar ◽  
Mete Karayel
Keyword(s):  
Product Development ◽  
Web 2.0 ◽  
Social Networking ◽  
Search Engine ◽  
Virtual Worlds ◽  
Social Networking Sites ◽  
Social Bookmarking ◽  
Brand Communities ◽  
Search Engine Marketing ◽  
The Web

This study aims to evaluate and compare the Web 2.0 applications as marketing tools. In this context, blogs, micro-blogs, collaborative projects (wikis and social bookmarking), content communities, social networking sites, and virtual worlds have been examined. Eventually, it can be expected that blogs will provide more transparent feedback; micro-blogs will provide instant feedback; wikis will make the cooperative efforts of product development easier; social bookmarking will enable search-engine marketing; content communities will enable easy product training; social networking sites will create brand communities; and virtual worlds will provide new places to interact more effectively. All of these tools can come into prominence in the context of marketing.

Web 2.0, Virtual Worlds, and Real Ethical Issues

2011 ◽  
pp. 226-238
Author(s):  
Sue Conger
Keyword(s):  
Social Norms ◽  
Web 2.0 ◽  
Social Networking ◽  
Virtual Worlds ◽  
Social Networking Sites ◽  
Ethical Issues ◽  
Role Playing ◽  
Industrial Espionage ◽  
Local Norms ◽  
Illegal Activities

Social networking sites, enabled by Web 2.0 technologies and embodied in role-playing virtual worlds, are gaining in popularity and use both for recreational and business purposes. Behavioral controls can be regulated through program code restrictions, rules of conduct, and local norms. Most vendor hosts of virtual worlds use code restrictions sparingly, restricting only overtly illegal activities. Otherwise, all worlds publish some form of rules of conduct and rely on the development of in-world local norms to regulate behavior. As a result, many unethical forms of behavior have arisen, including griefing, fragging, and industrial espionage. There is no sure method of solving the unethical forms of behavior unless strong social norms develop; therefore, users must take precautions when acting in virtual worlds to understand how to avoid or deflect virtual attacks of different types.

A large-scale shift of cropland structure profoundly affects grain production in the cold region of China

2021 ◽  
pp. 127300
Author(s):  
Tao Pan ◽  
Chi Zhang ◽  
Wenhui Kuang ◽  
Geping Luo ◽  
Guoming Du ◽  
...  
Keyword(s):  
Large Scale ◽  
Grain Production ◽  
Cold Region ◽  
Scale Shift

scholarly journals Internet users’ utopian/dystopian imaginaries of society in the digital age: Theorizing critical digital literacy and civic engagement

2021 ◽  
pp. 146144482110186
Author(s):  
Gianfranco Polizzi
Keyword(s):  
Civic Engagement ◽  
Media Literacy ◽  
Digital Literacy ◽  
Digital Age ◽  
The Internet ◽  
Online Engagement ◽  
Internet Users ◽  
Utopian Studies ◽  
Utopian Thinking ◽  
Literacy Research

This article proposes a theoretical framework for how critical digital literacy, conceptualized as incorporating Internet users’ utopian/dystopian imaginaries of society in the digital age, facilitates civic engagement. To do so, after reviewing media literacy research, it draws on utopian studies and political theory to frame utopian thinking as relying dialectically on utopianism and dystopianism. Conceptualizing critical digital literacy as incorporating utopianism/dystopianism prescribes that constructing and deploying an understanding of the Internet’s civic potentials and limitations is crucial to pursuing civic opportunities. The framework proposed, which has implications for media literacy research and practice, allows us to (1) disentangle users’ imaginaries of civic life from their imaginaries of the Internet, (2) resist the collapse of critical digital literacy into civic engagement that is understood as inherently progressive, and (3) problematize polarizing conclusions about users’ interpretations of the Internet as either crucial or detrimental to their online engagement.

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