Participatory Literacy and Taking Informed Action in the Social Studies

The purpose of the social studies is to prepare students for life as citizens in a democratic society, and this requires attention to the variety of digital spaces inhabited by our K-12 students in today's increasingly digitized world. Incorporating participatory technologies into structured inquiries in the social studies may help develop students' skills and abilities in critically sourcing, evaluating, sharing, and creating media, and provides the opportunity for increasingly democratic participation and civic engagement both in and out of the school setting. In this chapter, the authors suggest the integration of participatory literacy with the College, Career, and Civic Life (C3) framework as a means of supporting students in taking informed action.

Transgender Microcelebrity Activists: Self-broadcasting as Politics

This research is a qualitative study of Natalie Wynn and Blaire White, two transgender women who empower themselves via social media. Through microcelebrity practices, these two figures have garnered audiences online to disseminate ideas pertaining to their political ideologies. I examine the transgender microcelebrities’ Instagram accounts and YouTube videos via Jerslev’s framework for microcelebrity practices based on observations of self-celebrification on YouTube. The observed content was then examined through a political activist lens using framework from Daskal on digital rights. Participatory technologies become a tool for mobilization and information sharing. Broadcasting one’s experiences and how they relate to larger dialectics of a minority group is political in nature. This self-representation is significant for minority groups that lack sufficient mainstream approval and media representation. This study cannot define what success looks like for a digital activist, as it would be difficult to find and measure qualitative actions directly resulting from self-broadcasting. As more communication takes place on computer-mediated technologies, it must be acknowledged these interactions do not take place within a vacuum, and effects are felt offline, even if we cannot measure each instance of influence from watching a 40-minute video on YouTube.

Shoring Up Autocracy: Participatory Technologies and Regime Support in Putin’s Russia

How do autocrats build support? This study argues that autocrats create and maintain participatory technologies—elite-mass communication strategies that promote two-way interaction between citizens and leaders—to foster support. Participatory technologies provide citizens with the opportunity to have a limited voice in otherwise closed political systems. I test this theory through a series of two nationally-representative survey experiments in Russia. Results suggest that awareness of participatory technologies increases approval of President Putin and improves perceptions that there are opportunities for voice in politics. This finding departs from previous research that suggests public opinion is influenced primarily by participation. Furthermore, I demonstrate that these effects can be directly attributed to the communicative format of these strategies, not to issue resolution or leadership effects. Finally, I demonstrate that effects are dependent upon individuals’ political sophistication and political priors, contributing to political polarization and opening up the potential for backlash against the regime.

Learning Open Science by doing Open Science. A reflection of a qualitative research project-based seminar

Openness in science and education is increasing in importance within the digital knowledge society. So far, less attention has been paid to teaching Open Science in bachelor’s degrees or in qualitative methods. Therefore, the aim of this article is to use a seminar example to explore what Open Science practices can be taught in qualitative research and how digital tools can be involved. The seminar focused on the following practices: Open data practices, the practice of using the free and open source tool “Collaborative online Interpretation, the practice of participating, cooperating, collaborating and contributing through participatory technologies and in social (based) networks. To learn Open Science practices, the students were involved in a qualitative research project about “Use of digital technologies for the study and habitus of students”. The study shows the practices of Open Data are easy to teach, whereas the use of free and open source tools and participatory technologies for collaboration, participation, cooperation and contribution is more difficult. In addition, a cultural shift would have to take place within German universities to promote Open Science practices in general.

Citizen Participation in Digitised Environments in Berlin: Visualising Spatial Knowledge in Urban Planning

Digital information and communication technologies influence not only on urban planning but also citizen participation. The increasing level of politically driven involvement of the public in urban planning processes has led to the development of new participatory technologies and innovative visual tools. Using an empirical case study, the article investigates a completed participation process concerning an e-participation platform in Berlin, while focusing on the following questions: (1) How are visualisations communicatively deployed within e-participation formats? (2) In what ways do citizens communicate a kind of spatial knowledge? (3) Which imaginings of public urban space are constructed through the use of visualisations? The exploration of the communication conditions and the ‘methods’ employed will demonstrate the way participants visually communicate their perceptions and local knowledge as well as how they construct their imagining of urban places. In this context, visualisations in participation processes are understood as products of ‘communicative actions’ (Knoblauch, 2019) that allow people to present their visions in ways that are more understandable and tangible to themselves and others. Within this context, by the example of the state-driven e-platform ‘meinBerlin’ a discussion will trace how far digitalised and visualised communicative actions from Berlin residents contribute to the social construction of urban spaces and the extent to which they can be considered a part of cooperative planning.

Participatory Literacy and Taking Informed Action in the Social Studies

The purpose of the social studies is to prepare students for life as citizens in a democratic society, and this requires attention to the variety of digital spaces inhabited by our K-12 students in today's increasingly digitized world. Incorporating participatory technologies into structured inquiries in the social studies may help develop students' skills and abilities in critically sourcing, evaluating, sharing, and creating media, and provides the opportunity for increasingly democratic participation and civic engagement both in and out of the school setting. In this chapter, the authors suggest the integration of participatory literacy with the College, Career, and Civic Life (C3) framework as a means of supporting students in taking informed action.

PRAXIS: Open Educational Practices and Open Science to face the challenges of critical Educational Action Research

The paper presents the findings from PRAXIS, an educational action research project developed within academic professional learning communities (PLC) in the context of public higher education in Uruguay. As a strategy towards fostering teaching innovation, we explored the potential and benefits of academic PLC for the reflection and transformation of teaching practices, and the integration of digital technologies in a meaningful way into teaching. The approach was based on Open Science (OS) and Open Educational Practices (OEP) as foundational frameworks to face the challenges of critical Educational Action Research. Key findings of the project emphasise the impact of PRAXIS framework combining OEP, OS, and academic PLC, as well as collaborative and participatory technologies for the transformation of teaching and educational research practices.

Learning Open Science by doing Open Science. A reflection of a qualitative research project-based seminar.

Openness in science and education is increasing in importance within the digital knowledge society. So far, less attention has been paid to teaching Open Science in bachelor’s degrees or in qualitative methods. Therefore, the aim of this article is to use a seminar example to explore what Open Science practices can be taught in qualitative research and how digital tools can be involved. The seminar focused on the following practices: Open data practices, the practice of using the free and open source tool “Collaborative online Interpretation, the practice of participating, cooperating, collaborating and contributing through participatory technologies and in social (based) networks. To learn Open Science practices, the students were involved in a qualitative research project about “Use of digital technologies for the study and habitus of students”. The study shows the practices of Open Data are easy to teach, whereas the use of free and open source tools and participatory technologies for collaboration, participation, cooperation and contribution is more difficult. In addition, a cultural shift would have to take place within German universities to promote Open Science practices in general.