| 1. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(författare)
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Teachers’ (future) digital work within platform infrastructures
- 2021
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Ingår i: Paper for "The Future of Work" - examining discourses and social practices. International and interdisciplinary conference, Sorbonne University, Paris, France November 25-26, 2021..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper focuses on the inscribed uses and imaginaries of teachers’ digital work, currently formed through school platform infrastructures. Based on Swedish and Australian project cases, where the public education sector has experienced a substantial marketization and deep penetration of commercial platform infrastructures, we explore current imaginaries and driving forces of digital work. Our ethnographical material is teacher and management interviews, platform studies, activity logs and infrastructural policies. Theoretically, we approach digital work as constituted by socio-technical assemblages, made from social practices and technology inscriptions within cross-platform infrastructures (Plantin et al 2018), that prescribe particular forms of digital work, which make the existing and future work of teachers visible, thinkable and actionable in particular ways. From our two cases superficial differences appear but ultimately the same logics are evident; a highly visible discourse of the teacher professional, in charge of the platform work and simply supported or augmented in their professional judgements. One example is how platform providers and policies promote interoperability and automation across platforms (cf. Perotta et al 2021). In reality and in combination with the business logic of educational platforms (Kerssens & van Dijck 2021), the discourse is highly questionable. It positions teachers as rentieers (Komljenovic 2021), expected to manage digital work seamlessly regardless of platform provider or accompanied by a (robot) colleague or application (Selwyn 2021). Concurrently, teachers are expected to act as creators of school data production for providing school results (Foucault 1975) on platforms where data exploitation however is rule and data ownership unregulated. At least three powerful forces elevate the digital work; 1) disruptive situations, such as the COVID-19 pandemic where teachers are to solve the situation, 2) public sector reform, exposing teachers to increased public accountability, and 3) teacher care for students to provide social support and compensating for structural inequalities. References: Foucault, M. (1975). Surveiller et punir. Gallimard. Kerssens, N., & van Dijck, J. (2021). The platformization of primary education in The Netherlands. Learning, Media and Technology. DOI: 10.1080/17439884.2021.1876725 Komljenovic, J. (2021). The rise of education rentiers: digital platforms, digital data and rents, Learning, Media and Technology, DOI: 10.1080/17439884.2021.1891422 Perotta, C., Gulson K.N., Wiliamson, B., and Witzenberger K. (2021). Automation, APIs and the distributed labour of platform pedagogies in Google Classroom. Critical Studies in Education, 62(1): 97- 113. https://doi.org/10.1080/17508487.2020.1855597 Plantin, J.-C., Lagoze, C., Edwards, P. N., & Sandvig, C. (2018). Infrastructure studies meet platform studies in the age of Google and Facebook. New Media & Society, 20(1), 293-310. Selwyn, N. (2021). Digital labor meets the classroom. Research Intelligence, 145. http://der.monash.edu/wp-content/uploads/2021/01/Research-Intelligence-DEC-2020.pdf
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| 2. |
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| 3. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(författare)
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Critical Digital Infrastructures Revealed: Big Tech and Public Education Sector Issues at Stake
- 2023
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Ingår i: European Conference on Educational Research, Glasgow, UK 22-25 August 2023.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The so-called GAFAM big-tech companies of Google (Alphabet), Amazon, Facebook (Meta), Apple, and Microsoft are well-recognized gatekeepers to critical digital infrastructures in public sectors like education. However, the role they have as pillars within the infrastructure of the internet is commonly invisible to users, not least their “cloud-services” that adopt the so-called “as-a-service” infrastructure model (e.g. STorage-as-a-Service, IDentity-as-a-Service). These cloud-services are highly profitable. For example, in 2021 Amazon Web Services accounted for around 20% of the company's revenue, but nearly 75% of profits (Amazon, n.d.). Thus, the market and social value of these infrastructures motivates the big-tech presence (Birch et al., 2021) and as an increasingly data-intensive sector, public education is an attractive customer. Considering the incentives for expanding cloud-services and the already large infrastructurally installed bases (Star & Ruhleder, 1996) GAFAM companies have in schools, we set out to empirically unpack the ongoing infrastructuring that governs education (Ratner & Gad, 2019; Selwyn, 2015). For this purpose, we have developed a web-based tool, InfraReveal (infrareveal.net), for visualizing the cloud-services underlying educational platforms using techniques that reveal data-packet traffic as users access internet. The tool has been used in sessions with schoolteachers in Sweden with the purpose of enhancing their critical digital infrastructural understandings (part of the RED project focused on global digital education inequalities, edu-digitalinequality.org). While earlier critical studies have considered the influence that GAFAM have on public education through user-facing businesses and through analysis of marketing-technical documentation (e.g. Williamson et al., 2022), we set out to demonstrate and engage with schoolteachers in critical discussions on infrastructuring. Our work builds on the tradition of infrastructure studies focusing on critical infrastructural features such as “ubiquity, reliability, invisibility, gateways, and breakdown” (Plantin et al., 2018: 294), combined with computational methods. The results draw on the real-time visualisations produced by InfraReveal to unpack how and where GAFAM companies are involved in controlling key digital infrastructures for education and achieve market provision dominance. They illustrate the how and where of an increasing dependence on GAFAM that can be argued to be a risk as market logics supersede public sector values (van Dijck et al., 2018), an issue targeted in emerging policy regulations on digital services and markets (European Commission, 2022). Taking the visualizations produced by InfraReveal as a starting point, issues like the role of GAFAM in critical education infrastructures, global infrastructural inequalities affecting education, and the lack of public debate on Sweden’s marketized cloud-service school infrastructure are discussed. References Amazon. (n.d.). Quarterly results. Amazon.com, Inc. Retrieved Jan 17 2023, from https://ir.aboutamazon.com/quarterly-results/default.aspx Birch, K., Cochrane, D., & Ward, C. (2021). Data as Asset? The Measurement, Governance, and Valuation of Digital Personal Data by Big Tech. Big Data & Society, 8(1). European Commission (2022). Regulation on Digital Services Act. http://data.europa.eu/eli/reg/2022/2065/oj Plantin, J. C., Lagoze, C., Edwards, P. N., & Sandvig, C. (2018). Infrastructure Studies Meet Platform Studies in the Age of Google and Facebook. New Media & Society, 20(1), 293–310. Ratner, H., & Gad, C. (2019). Data Warehousing Organization: Infrastructural Experimentation with Educational Governance. Organization 26(4), 537–552. Selwyn, N. (2015). Data Entry: Towards the Critical Study of Digital Data and Education. Learning, Media and Technology 40(1), 64–82. Star, S.L., & Ruhleder, K. (1996). Steps Toward an Ecology of Infrastructure: Design and Access for Large Information Spaces. Information Systems Research 7, 111–134. van Dijck, J., Poell, T., & de Waal, M. (2018). The Platform Society: Public Values in a Connective World. Oxford University Press. Williamson, B., Gulson, K. N., Perotta, C., & Witzenberger, K. (2022). Amazon and the New Global Connective Architectures of Education Governance. Harvard Educational Review, 92(2), 231–256.
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| 4. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(författare)
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Critically Examining Education Digitalisation – Nordic Empirical, Conceptual and Methodological Contributions
- 2023
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Ingår i: Symposium for the Nordic Education Research Association Conference, "Digitalization and Technologies in Education Opportunities and Challenges", 15-17 March 2023, Oslo Norway.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Symposium participants: Discussant(s): Neil Selwyn - Monash University, Australia 1 ‘We just have to trust them’ - Professional Responsibility in Digital Practices - Ida Martinez Lunde, University of Oslo 2 Lost in Digital Transformations? - Cathrine Tømte, University of Agder 3 Tracing Global Platformisation Locally: Differences and Inequalities in Teachers’ Digital Work in Publicly and Privately Owned Schools - Annika Bergviken Rensfeldt, Catarina Player-Koro, Thomas Hillman & Mona Lundin, University of Gothenburg 4 The Desires of Privatization in Ed-Tech Assemblages - Antti Paakkari, Anna Siippainen 5 Speculative Fiction of Digital Futures in Higher Education, Hanna Teräs, Marko Teräs & Juho Suoranta, Tampere University This symposium aims to draw together researchers engaged in research on education digitalisation in the Nordic countries who share an interest in critically examining how digital technologies are integrated into education systems, policies, institutions and practices. The overall question raised is: What are the critical issues on education digitalisation raised from the Nordic countries, and how can they be examined empirically, conceptually and methodologically? There are two important starting points for this symposium. Firstly, that the politico-economic push for education digitalisation is a decades-long process both on a global scale and within the Nordic countries. The ongoing push has had wide-ranging consequences for the power relations between public education, educational practices and actors as new alignments with private ed-tech businesses and digital platforms have been established. Secondly, that research on the topic is fruitfully based on the premise that many education practices nowadays are deeply interwoven with digital technologies and that new forms of inequalities and power imbalances appear. As the boundaries between digital and non-digital practices are blurring, this suggests that we re-think concepts and methods in line with the transformations referred to as the “postdigital turn” (Jandrić & Knox, 2022). The critical approaches often used in Nordic research on education digitalisation share interests in seeing digital technologies as mutually shaped with social practices, and education digitalisation as a dynamic and complex matter, played out socially, politically, economically and culturally. The research to be presented in this symposium includes, but is not limited to, explorations of concepts like relationality, processuality, network, assemblage, socio-materialism, and performativity (c.f. Castaneda & Williamson, 2021). As a part of this, a commonly shared interest is how different forms of education policy processes, regulations and discourses on digitalisation are enacted, translated and re-shaping education and educational practices. The research presented draws on ongoing discussions within critical and digital research in education, and on discussion of what the relevant contributions from the Nordic contexts are whether they be empirical, conceptual or methodological. The research to be discussed will include themes such as: –Platformisation, datafication and AI –Digital and non-digital inequalities and new power imbalances –Sustainable (post-)digital education work and futures The aim of the symposium is to address the NERA 2023 theme by: –providing empirical, conceptual and methodological contributions from scholars critically investigating opportunities and challenges related to the digitalisation of education. –identifying and discussing the critical questions and issues on the digitalisation of education that must be raised in the Nordic countries to create sustainable education systems that can contribute to the common good for both individuals and society.
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| 5. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(författare)
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Inequalities of Professional Learning on Social Media Platforms
- 2019
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Ingår i: Proceedings of the Weizenbaum Conference, "Challenges of Digital Inequality - Digital Education, Digital Work, Digital Life", Berlin, Germany, 2019. - : Wissenschaftszentrum Berlin für Sozialforschung. - 2510-7666. - 9783967010008
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Konferensbidrag (refereegranskat)abstract
- Professional learning on social media is generally framed as unproblematic, but the transition to these platforms marks a change as professionals’ work is conditioned by their logic and economy. In this paper, our focus is how problematic inequalities of teachers’ professional learning around access, participation and resources are produced as their professional exchanges is formed by social media participation. Three aspects of inequality have been examined. First, the performance of teachers’ (un)equal professional opportunities; second, (un)equal access to resources; and third, (un)equal ex-istential opportunities for professional development. We draw on examination of three-years of APIdata from a large teacher Facebook-group asking, who can participate (gender, location), what voices are heard (status, language), and how does the social media platform condition professional exchange and participation? Our results consider the opportunities and costs for teachers as individuals, profes-sionals and intellectuals. They reveal problematic temporal aspects such as work intensification, and limited professional exchange, partly conditioned by the platform functionality.
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| 6. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(författare)
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Powers forming the digitized teacher subjectivity: Self-technologies and algorithmic powers
- 2016
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Ingår i: Foucault at 90, University of West Scotland, Ayr campus. June 22-23 2016, Scotland..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper explores how social media sites, exemplified by activities within a large Facebook group of teachers with an interest in IT in the classroom, are part of forming a certain desirable teacher subjectivity, which can be defined as digitally present, competent and networking. Rather than presupposing or idealising social media activities, we are interested in how the teacher subjectivity is shaped by both social and technological powers. Empirically, we draw on material produced by collecting the interactions within a Facebook group with over 13,000 members between 2012 and 2015. This group is focused on ‘flipped classrooms,’ often described as a grass-roots movement of teachers interested in changing classroom practice by engaging students in pre-class activities through social media, user-generated content and online educational resources. This ‘movement’ is thereby heavily imbued with how social media operates and the ideals of a digitally competent, networked and self-managing teacher subjectivity. Our aim is to theorize and problematize the subjectivity formed in and by social media activities in the group. In particular, we want to address algorithmic powers (Beer, 2009), i.e. various filtering and sorting computational actions that shape what subjects encounters online. These actions are dependent on the data input of subjects, who thereby produce their own algorithmic profile. With this approach, we stress the user’s function as provider of profiled marketable data rather than solely as content provider (van Dijck, 2009). The questions raised concern how subjects conduct themselves and how social media surveillance mechanisms like algorithmic profiling co-constitute the subjectivity? We examine three distinct but intertwined aspects of how the Facebook group activities give shape to the subjectivity we call the ‘digitized teacher.’ Firstly, ways technologies of the self (Foucault, 1988) operate as teacher subjects are modifying and operating upon ‘digital selves’ by posting, commenting and liking. Secondly, ways Facebook algorithms individually curate and profile feeds and content based on algorithmic surveillance of user behaviour and input data within and outside the group. Lastly, we problematize how we as researchers co-produce social media surveillance and the subjectivity formation of the digitized teacher based on the methodology used. Beyond adding to educational research on emerging practices of liberal self-conducted powers shaping the digitized teacher subjectivity, the main contribution of this paper is to address questions of how self-powers are fuelled by surveillance powers, for example, as the notion of algorithmic powers seem to become incorporated in subjects’ own conduct of themselves. References Beer, D. (2009). Power through the algorithm? Participatory web cultures and the technological unconscious. New Media & Society 11(6), 985–1002. Foucault, M. (1988). Technologies of the self. In: L. H. Martin, H. Gutman and P. H. Hutton (Eds.). Technologies of the self. (pp. 16–49). Amherst: University of Massachusetts Press. Van Dijck, J. (2009). Users like you? Theorizing agency in user-generated content. Media, Culture & Society, 31(1), 41–58.
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| 7. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(författare)
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Pressed for Time? : How Platform Infrastructures and Professional Demands condition Teachers’ Digital Work
- 2021
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Ingår i: European Conference on Educational Research.
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Konferensbidrag (refereegranskat)abstract
- What had often been praised by techno-enthusiasts as “disruption” and “innovation” became more of a harsh reality during 2020 with the fast reorganization to online learning due to the pandemic. With a short timeframe, schools were forced to prepare for distance education and teachers had to adapt, creating online teaching activities while at the same time making sure students were well-cared for educationally, socially, emotionally, and technologically. With the fast reorganization to online learning during the pandemic, the global platform market received more influence and further reached into the core of schools’ everyday work (Williamson & Hogan, 2020). In this sense, fast digitalization has not only made the political economy of school digitalization more apparent, but also highlights how digital work is conditioned by time and the socio-technical coordination of people and technologies (Wajcman, 2015). This paper focus on how teachers regulate and are regulated by digital platform work and in particular, how digital work is regulated by time in different ways. Our interest is both the kind of work done by teachers on digital platforms and how platform infrastructures condition and challenge teachers’ work and work time. The purpose is to explore and problematize the temporal governance of digital work, inscribed in the uses and logics of digital platforms, and forms of governing powers where productivity is considered core value. Analytically, instances where there are pronounced tensions in terms of temporal issues, between the demands of digital infrastructures or professional performance, and school teachers’ everyday work priorities and regulated work hours is of particular interest. The study builds on analyses of already identified tensions in relation to school reforms more generally as existing between the regulating principles of market efficiency governance and the teaching profession’s work conditions (Anderson & Cohen, 2015; Ball, 2003; Lundström & Parding, 2011). The political economy that pushes for school digitization was already strong in Europe and many other parts of the world before the pandemic began. Platform infrastructures, commonly provided by global platform businesses like Google and Microsoft and through Learning Management Systems are not exotic anymore, but are instead everyday technologies in workplaces like schools. Even so, platform technology provided by for example Google increasingly has taken the role of an infrastructure, sociotechnically connecting clouds, software, people, data (Plantin et al., 2018). This “platformization” comes with the business logic of platform capitalism (Srnicek, 2017), profiting on the individuals’ data production with the arguments of making public sector workplaces more efficient and streamlined, and of facilitating teachers’ pedagogical and administrative work. Questions around workload and the intensification of teachers’ work have once again risen up the political agenda (c.f. Fitzgerald et al., 2019). However, research on how school teachers’ work and work situations are changing in relation to digitalization still is relatively scarce (Bergviken Rensfeldt, Hillman, Selwyn, 2018; Selwyn, 2020; Selwyn, Nemorin & Johnson, 2017; Shulte, 2019). We draw on a Swedish project case, in collaboration with and extending an Australian project (e.g. Selwyn, Nemorin & Johnson, 2017). Empirical material was collected in and connected to the digital work of teachers in two upper secondary school forms, two school forms that characterize the Swedish marketized education system, namely, one public school and one independent for-profit school. Methodologically, the ethnographical approach used is policy and infrastructure ethnography, combined with trace ethnography of teachers’ online and offline work. Methodology, Methods, Research Instruments or Sources Used For conducting the policy ethnography, we firstly examined the policies and infrastructures implicated in teachers’ work, combining analyses of policies and platform technologies (Kitchen & Laurialt, 2014). Policy material from the regional municipality or school consortia organizations of the two schools, including extensions to national and European or international levels, e.g. strategies, guidelines, agreements on work time, digital work and platform infrastructure implementation, maintenance and support, was combined with analyses of the digital platforms and applications used in the school organizations of the participating teachers in the study. Further information from stakeholders like IT management or external platform provider companies on decisions, regulations and functionality on these different levels of platform use or data platform infrastructures, e.g. classifications of work activities in data platform standards was also collected via policy documents and interviews. Starting from the schools in the selection of policies and moving out from them, have resulted in a variety of policies that can be considered influencing digital work. In line with this, rather than regarding policies as archival documents, we aimed at selecting policies that were in use, “at work” and perhaps contested in the school workplaces in different ways. The trace ethnography started with four teachers (one man and one woman from each school) self-reporting their own activity logs on digital work based on three selected work days, followed up by a form of online focus group interview which was based on the logs and questions raised from the researchers and focus of the study. The teachers were then also involved in identifying and documenting their own data production and the traces they leave on different digital platforms via a digital self-tracking application capturing time-based screen activity. Conducting digital trace ethnography raise ethical concerns around private integrity which we have tried to counteract by involving the teacher participants themselves in self-tracking of their digital activities of work and by providing tools (self-reported activity logs included) allowing self-reflection of when and where their digital work takes place. The integrative trace ethnography approach (Geiger & Ribes, 2011) used, hence include both ethnographic and computational social science methods. These methods are themselves characterized by temporal categories, timelines, etc. but invites for making visible different temporalities in the ethnographic material. Conclusions, Expected Outcomes or Findings Digital work was analyzed based on tensions between temporalities that could be both static and dynamic but nonetheless were shaping teachers’ work (c.f. Thompson & Cook, 2017). The temporalities were understood as constructs and intertwined with spatialities of school teachers’ digital work. A preliminary finding is that digital work of online learning follows the assigned task and rhythms of schooling, but also extends more widely with the global time of digital platforms and the different temporalities produced in such environments, expanding, fragmentarizing and interrupting work in different ways. In line with Alirezabeigi, Masschelein & Decuypere (2020, p. 203), the digital work activities “not only follow the school time-table and the script of the teacher, but it equally follows the global time”. For example, the analyses included the teacher’s officially-regulated working hours in terms of classroom and workplace time, their self-regulated work time (“förtroendearbetstid”) as well as non-regularized time, all governed by certain ideals of performativity (c.f. Ball, 2003). Similarly, such entities were also translated into platforms datafication classifications of standard school activities (mainly teaching, examining and “other activities”). Hence, digital work temporalities were co-created with the operating tasks prompted by commercial platforms and activities inscribed in the systems, and the overall life cycles of platform infrastructures (updates, procurements, etc). Furthermore, the pandemic situation from March 2020 made certain temporalities around digital work visible, describing a “before-during-after Corona”, with transformed digital work experiences around attending to students and fulfilling new work tasks, implicating work intensification, strategies for work-life balance and coping with presence bleed. In sum, different temporalities and concerns in teachers’ digital work are at work, co-shaped by professional concerns, and the political economy and governance of platform infrastructures, which further add to the aforementioned research which identified tensions of market governance and teachers’ work conditions and professional concerns. References Alhadeff-Jones, M. (2018). Time and the Rhythms of Emancipatory Education Rethinking the temporal complexity of self and society. Routledge. Alirezabeigi, S., Masschelein, J., & Decuypere, M. (2020). Investigating digital doings through breakdowns: a sociomaterial ethnography of a Bring Your Own Device school, Learning, Media and Technology, 45(2), 193-207. Anderson, G., & Cohen, M I. (2015). Redesigning for identities of teachers and leader: A framework for studying new professionalism and educator resistance. Education Policy Archives, 23(85), 1-25. Ball, S. J. (2003) “The Teacher’s Soul and the Terrors of Performativity.” Journal of Education Policy 18(2), 215-228. Bergviken Rensfeldt, A., Hillman, T., & Selwyn, N. (2018). Teachers ‘liking’ their work? Exploring the realities of teacher Facebook groups. British Journal of Education Research, 44(2), 230-250. Decuypere, M. & Vanden Broeck, P. (2020). Time and educational (re-)forms: Inquiring the temporal dimension of education, Educational Philosophy and Theory, 52(6), 602-612. Fitzgerald, S., McGrath-Champ, S., Stacey, M., Wilson, R. & Gavin, M. (2019). Intensification of teachers’ work under devolution:
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| 8. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(författare)
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Self-tracking as a Method for Exploring Teacher Digital Work
- 2023
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Ingår i: Paper for ReNEW Nordic Challenges conference 24-26 May, Oslo.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Recurrently it is reported on worsened teacher work conditions (Education International, 2020) with increased workload and work intensification. Digitalization is often raised both as an opportunity for counteracting time pressure and work more effectively, but it is also seen as a challenge, extending work in time-space also beyond labour safeguards. The question is, how can digital work and work time be investigated and better understood? In this paper, we will discuss the methodological considerations made during the Swedish worklife-funded project Balanced, focusing on teacher digital work (im)balances. We exemplify the challenges of taking an integrative trace ethnographic and computational social science method approach (Geiger & Ribes, 2011), to monitor and using “self-tracking” digital methods to map teacher digital work on platforms, and the deselections of certain methods. The chosen methods allowed the move from ‘the inside out’, by engaging teachers in self-reported activity logs, paired reflexive trace interviews and data visualisation generations, complemented by digital walkthroughs methods, and moves out to infrastructural mappings and policies. The issue raised is what the implications are of inviting teachers to self-track and reflect on the possibilities and constraints of their digital work in terms of improving and developing the understanding and conditions of Swedish teachers’ digital work. The issue raised connects to the emerging debate on monitoring work in more detail (Ball, 2021) through trace data computations, both in work-life and in research, made in the name of improving work conditions, but which nontheless might provide new work-related problems, e.g. of data privacy harms (Hakami et al., 2021), or control loss and distrust experiences (Berstrom & Svare, 2017). References Ball, K. (2021). Electronic Monitoring and Surveillance in the Workplace. Literature review and policy recommendations. European Commission. Berstrom, V.H., & Svare, H. (2017). Significance of monitoring and control for employees’ felt trust, motivation and mastery. Nordic Journal of Working Life Studies 7(4), 29-49. Geiger, R. S., & Ribes, D. (2011). Trace ethnography: Following coordination through documentary practices. In 2011 44th Hawaii international conference on system sciences (pp. 1-10). IEEE. Hakimi, L., Eynon, R., & Murphy, V. A. (2021). The ethics of using digital trace data in education: A thematic review of the research landscape. Review of Educational Research, 91(5), 671–717. Thompson, G. (2021). Global Report on the Status of Teachers. Education International.
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| 9. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(författare)
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Teachers ‘liking’ their work? Exploring the digital labor of networked professional publics.
- 2017
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Ingår i: Selected Papers of #AoIR2017: The 18th Annual Conference of the Association of Internet Researchers, 18-21 October 2017, Tartu, Estonia... - : Tartu, Estonia: AoIR..
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Konferensbidrag (refereegranskat)abstract
- Social media are now an important aspect of the professional lives of school teachers. This paper explores the growing use of organized ‘teacher groups’ and ‘teacher communities’ on social media platforms such as Facebook. While these online communities are usually celebrated as a welcome means of professional learning and support, the paper explores the extent to which teacher Facebook groups might be understood as ‘work’. Drawing on a detailed examination of a Swedish thematic teacher Facebook group of over 13,000 members, the paper first considers aspects of the online community that could be seen as professionally beneficial and/or valuable – particularly in terms of information exchange and identity-work. Yet while perceived as a relatively beneficial and uncontroversial aspect of teachers’ working lives, the research highlights a number of (largely unrecognized) aspects of the Facebook group that did appear to constitute disadvantaging, exploitative and/or disempowering forms of digital labor. In these terms, the findings highlight tensions between what appears to ‘work’ for individual teachers in the short-term and likely longer-term implications that these practices might have for diminished professionalism and expertise of teaching publics.
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| 10. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(författare)
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Teachers 'liking' their work? Exploring the realities of teacher Facebook groups
- 2018
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Ingår i: British Educational Research Journal. - : Wiley. - 0141-1926 .- 1469-3518. ; 44:2, s. 230-250
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Tidskriftsartikel (refereegranskat)abstract
- Social media are now an important aspect of the professional lives of school teachers. This paper explores the growing use of mass 'teacher groups' and 'teacher communities' on social media platforms such as Facebook. While these online communities are often welcomed as a means of professional learning and support, the paper considers the extent to which Facebook groups also expose teachers to some of the less beneficial aspects of social media, such as various forms of 'digital labour', commercialisation of exchanges and predominance of individualised reputation-driven behaviours. Drawing on a detailed examination of a Swedish teacher Facebook group of over 13,000 members, the paper first addresses aspects of the online community that could be seen as professionally beneficial and/or valuable-particularly in terms of information exchange and social support. Yet while perceived by participants as a relatively beneficial and uncontroversial aspect of their working lives, the research also points to characteristics of the Facebook group that constituted disadvantaging, exploitative and/or disempowering forms of technological engagement. In these terms, the paper highlights tensions between what appears to 'work' for individual teachers in the short term and likely longer-term implications that these practices might have for diminished professionalism and expertise of teachers.
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| 11. |
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| 12. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(författare)
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The relational powers of platforms and infrastructures played out in school: Differences and implications for teacher work
- 2023
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Ingår i: In B. Williamson, J. Komljenovic, and K. Gulson (Eds.). World Yearbook of Education 2024: Digitalisation of Education in the Era of Algorithms, Automation and Artificial Intelligence. - : Routledge. - 9781032417905
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Bokkapitel (refereegranskat)abstract
- This chapter focuses on how the relational powers of digital platforms and infrastructures are mobilised and played out within a highly marketised public education and edtech sector. Analytically, we build on conceptualisations from science and technology studies and infrastructure studies to examine the platform infrastructural dynamics and the powers produced as they sociotechnically entangle with local edtech markets, policy regulations, school forms and work practices. The question raised is what differences are produced across school forms and what this implies for teachers’ work, as these powers involve repair work and infrastructuring in the form of standards, policies and manual work. Ethnographically and computationally, we trace school actors via selected schools and their extensions in public-municipal and private school organiser forms, regional agency bodies, and through policies and infrastructural mappings. Our findings show not only the dominance of domestic platforms but also a dependence on interoperating with global big-tech platforms, turning them into infrastructural forms. We also show how public and private school organisers are involved in the edtech market under different conditions, and how resourceful school organisers have advantages compared to less well-provided ones in coping with the repair work generated from the platform infrastructural dynamic.
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| 13. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(författare)
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Tracing Global Platformisation Locally: Differences and Inequalities in Teachers’ Digital Work in Publicly and Privately Owned Schools
- 2023
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Ingår i: Paper for The Nordic Education Research Association Conference "Digitalization and Technologies in Education Opportunities and Challenges" 15-17 March 2023, Oslo Norway.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The research critically examining the platformisation and integration of global Big Tech - Google (Alphabet), Apple, Facebook (Meta), Amazon, and Microsoft - into education has grown considerably, as shown in recent special-issued and thematic journals (Decuypere et al., 2021; Nichols & Garcia, 2022). One critical question raised in the research is how the integration of platforms have created infrastructural lock-in effects as part of its business model (Kerssens & van Dijck, 2021). Therefore, as education institutions procure platform-compatible hardware, systems and apps, they not only buy into specific platform infrastructural ecosystems, they also need to accept their data extraction, automated synchronisations and algorithmic orderings of content. Based on a working life-funded research project study, we aim to show how the global platformisation is co-shaped by local edtech market governance and public procurement regulations within a domestic setting. This, we argue, creates different digital ecosystems and work conditions for schools and teachers. For investigating platformisation’s local establishments and consequences, we have ethnographically traced teachers’ work relating to platforms in the Swedish setting based on its two school ownership forms, public and private schools. This has been done from within, by shadowing teacher work and engaging them in reflective interviews, and out to policy ethnographies on platformisation regulations.The latter included that we infrastructurally traced the digital ecosystems of public and private schools by scraping techniques that mapped service providers that form their platform infrastructures respectively. We were able to match the service providers active in the Swedish edtech-market (visible in ‘the Edtech-map’, edtechkartan.se) with their school-clients. Even if there are many similarities in how education institutions and teacher work are conditioned by platformisation, significant differences appear. In contrast to private education who can set up their platform infrastructures more freely, public institutions are regularly required to perform labour-intensive public procurements of platforms and devices. These processes cause interruptions that require extra work and repairs. The study follows up on the forced acceleration of platformisation due to the pandemic in the Nordic and European countries (Cone et al., 2021). In particular, it should contribute methodologically and empirically to show the powers of platformisation are played out in local settings and affect the work and labour of teachers differently and unequally. The paper raises questions on how more sustainable work situations for teachers are possible as schools are platformised. References Decuypere, M., Grimaldi, E., & Landri, P. (2021). Introduction: Critical studies of digital education platforms. Critical Studies in Education, 62(1), 1-16. Nichols, T.P., & Garcia, A. (2022). Platform Studies in Education. Harvard Educational Review 92(2), 209-230. https://doi.org/10.17763/1943-5045-92.2.209 Cone, L., Brøgger, K., Berghmans, M., Decuypere, M., Förschler, A., Grimaldi, E., Hartong, S., Hillman, T., Ideland, M., Landri, P., van de Oudeweetering, K., Player-Koro, C., Bergviken Rensfeldt, A., Ronnberg, L., Taglietti, D., Vanermen, L. (2021). Pandemic acceleration: COVID-19 and the emergency digitalization of European education. European Educational Research Journal 21(5), 845–868.
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| 14. |
- Cone, Lucas, et al.
(författare)
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Pandemic Acceleration: Covid-19 and the emergency digitalization of European education
- 2022
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Ingår i: European Educational Research Journal. - : SAGE Publications. - 1474-9041. ; 21:5
-
Tidskriftsartikel (refereegranskat)abstract
- With schools and universities closing across Europe, the Covid-19 lockdown left actors in the field of education battling with the unprecedented challenge of finding a meaningful way to keep the wheels of education turning online. The sudden need for digital solutions across the field of education resulted in the emergence of a variety of digital networks and collaborative online platforms. In this joint article from scholars around Europe, we explore the Covid-19 lockdowns of physical education across the European region, and the different processes of emergency digitalization that followed in their wake. Spanning perspectives from Italy, Germany, Belgium, and the Nordic countries, the article’s five cases provide a glimpse of how these processes have at the same time accelerated and consolidated the involvement of various commercial and non-commercial actors in public education infrastructures. By gathering documentation, registering dynamics, and making intimations of the crisis as it unfolded, the aim of the joint paper is to provide an opportunity for considering the implications of these accelerations and consolidations for the heterogeneous futures of European education.
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| 15. |
- Evans, Bryn, et al.
(författare)
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Coordinating ‘telling’ and ‘showing’ in online video tutorials
- 2018
-
Ingår i: International Conference on Conversation Analysis, 11-15 July, Loughborough University, UK.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Online instructional videos quickly have become a widespread pedagogic phenomenon. There are now literally millions of videos available online providing step-by-step instructions on various practical skills such as how to change a bike tire, set up a router, repair a hole in drywall and so on. This presentation reports on part of a larger research project investigating how people learn practical skills in non-institutional, everyday environments through the use of video. While the full study involves addressing how people use these videos in situated contexts, we present here on the first phase of the study, in which we analyse instructional videos themselves as organisational phenomena. Instructional videos are specifically designed for the learning of skills and the accomplishment of practical tasks. These videos offer a large, analytically accessible, corpus of orderly showing and tellings. In an important sense, the people featured in these videos are not just doing things, they are showing what to do and how to do it.Further, in the majority of cases, the showing is supplemented with verbal descriptions – that is, the instructors are not just showing how things are done but also describing what they are doing or what should be done. However, the showing of an activity and the description of that showing possess inherently different temporalities (Keevallik, 2015). Therefore, in order to make their actions intelligible and followable as a form of instruction, instructors must finely coordinate their showing and their telling. With a few exceptions, the coordination of telling and showing is a constitutive feature of all the online tutorials we have looked at closely. In his book Sequence Organization in Interaction, Schegloff (2007) writes about turn-taking, action-formation, sequence organization and repair, inter alia, as generic organizations of practice that deal with various problems arising in talk-in-interaction. Although our concerns apply to instructional demonstrations and not to talk-in-interaction more generally, we believe that it is worthwhile to think about the coordination of “telling” and “showing” as a generic problem that instructors orient to in producing intelligible and followable demonstrations. Drawing on a corpus of 114 YouTube instructional videos, we explicate a set of practices instructors use to coordinate telling and showing. We show that members establish coherence of instruction by 1) ordering telling and showing components into synchronous organizations using various methods of delaying, suspending, extending or repeating a telling or showingcomponent; and 2) ordering telling and showing components into sequential organizations using talk to project, retrospect, or bracket conduct. Further, we highlight how these coordinated arrangements of talk and conduct are not only achieved at the original moment of production, but can also be accomplished through post-production editing techniques. We conclude with some remarks on the challenge and opportunities of analysing produced participant recorded video data.
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| 16. |
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| 17. |
- Hillman, Thomas, 1978
(författare)
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A geography of connections: Networks of humans and materials in mathematics classrooms using handheld technology
- 2012
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Ingår i: Forum: Qualitative Social Research. - 1438-5627. ; 13:1
-
Tidskriftsartikel (refereegranskat)abstract
- Abstract: This article examines the role of materials in education by investigating the inclusion of a handheld digital technology in mathematics classrooms. By drawing on activity theory to conceptualize learning with technology and Actor-Network theory to understand the relationships between materials and humans, the use of educational technology in two secondary school mathematics classrooms is investigated. Drawing on interviews and video-recorded classroom observation, this investigation maps the patterns of relations among humans and materials as classroom socio-technical networks adapt to the inclusion of a handheld digital technology. The results present a variety of ways that the human and material actors in classroom socio-technical networks operate as an interconnected whole rather than as a set of individual interactions.
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| 18. |
- Hillman, Thomas, 1978, et al.
(författare)
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Brave new platforms: a possible platform future for highly decentralised schoolin
- 2020
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Ingår i: Learning, Media & Technology. - : Informa UK Limited. - 1743-9884 .- 1743-9892. ; 45:1, s. 7-16
-
Tidskriftsartikel (refereegranskat)abstract
- Sweden has one of the most marketised and decentralised school systems in the world while also ranking amongst countries with the highest levels of access to technology in classrooms. Considering the increasingly central role that digital platforms play in the practices of schooling, this article speculates on what might happen during the 2020s in highly decentralised school systems like Sweden’s. Based on current trends in education, directions indicated by platformisation in other contexts and taking a critical speculative approach, it offers a discussion of what could happen to the practices of schooling and the public mission of education. This discussion is intended to raise important questions for researchers, educators and policy makers to consider as the platformisation of schooling unfolds.
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| 19. |
- Hillman, Thomas, 1978, et al.
(författare)
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Choosing and using instructional videos
- 2018
-
Ingår i: VALS - ASLA: A Video Turn in Linguistics? Methodologie – Analisi – Applications, 6-8 June, Basel.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Online instructional videos quickly have become a widespread pedagogic phenomenon. There are now literally millions of videos available online providing step-by-step instructions on various practical skills such as how to change a bike tire, set up a router, repair a hole in drywall and so on. This presentation reports on part of a larger research project investigating how people learn practical skills in non-institutional, everyday environments through the use of video. While the full study involves addressing how people use these videos in situated contexts, we present here on the first phase of the study, in which we analyse instructional videos themselves as organisational phenomena. Instructional videos are specifically designed for the learning of skills and the accomplishment of practical tasks. These videos offer a large, analytically accessible, corpus of orderly showing and tellings. In an important sense, the people featured in these videos are not just doing things, they are showing what to do and how to do it.Further, in the majority of cases, the showing is supplemented with verbal descriptions – that is, the instructors are not just showing how things are done but also describing what they are doing or what should be done. However, the showing of an activity and the description of that showing possess inherently different temporalities (Keevallik, 2015). Therefore, in order to make their actions intelligible and followable as a form of instruction, instructors must finely coordinate their showing and their telling. With a few exceptions, the coordination of telling and showing is a constitutive feature of all the online tutorials we have looked at closely. In his book Sequence Organization in Interaction, Schegloff (2007) writes about turn-taking, action-formation, sequence organization and repair, inter alia, as generic organizations of practice that deal with various problems arising in talk-in-interaction. Although our concerns apply to instructional demonstrations and not to talk-in-interaction more generally, we believe that it is worthwhile to think about the coordination of “telling” and “showing” as a generic problem that instructors orient to in producing intelligible and followable demonstrations. Drawing on a corpus of 114 YouTube instructional videos, we explicate a set of practices instructors use to coordinate telling and showing. We show that members establish coherence of instruction by 1) ordering telling and showing components into synchronous organizations using various methods of delaying, suspending, extending or repeating a telling or showingcomponent; and 2) ordering telling and showing components into sequential organizations using talk to project, retrospect, or bracket conduct. Further, we highlight how these coordinated arrangements of talk and conduct are not only achieved at the original moment of production, but can also be accomplished through post-production editing techniques. We conclude with some remarks on the challenge and opportunities of analysing produced participant recorded video data.
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| 20. |
- Hillman, Thomas, 1978, et al.
(författare)
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Considering external resource use in forum discussions as an indicator of citizen scientist learning
- 2016
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Ingår i: European Citizen Science Association Conference.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this presentation, we address the challenge of identifying learning in citizen science projects by examining the activity of volunteer participants in Galaxy Zoo. This project represents a style of citizen science where participants classify images using a simple protocol. Since this activity has limited interactional possibilities, it is difficult to identify learning by examining it. Instead, we examine interactions on an online forum formed in relation to the classification activity. Working from the Vygotskian (1978) notion that learning is a process of appropriating cultural tools, we examined the use of online resources external to Galaxy Zoo in forum posts over time. Using over 30,000 posts, we plotted external resource use trajectories for participants with more than 50 posts. Based on date of first post, we examined the trajectories of new participants in relation to those of already established members. For new participants, already active amateur astronomers could be discerned from those with little experience. This distinction was confirmed through the posts that new participants make where they often provide self-evaluations. The trajectories of active astronomer new participants tend to exhibit heavy use of external resources in early posts followed by a reduction. Those of non-astronomer new participants who later become established members tend to exhibit a gradual increase. When examining the external resource use of non-astronomer new participants in the context of the forum threads in which they are posted, shifts in type and usage along the trajectories are also discernable. Shifts in the type of resources from popular media to scientific are visible along with shifts in usage from asking for guidance and curating online content to formulating arguments and guiding other members. Such shifts in type and usage combined with rising trajectories of use indicate the appropriation of cultural tools and the development of astronomy literacy.
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| 21. |
- Hillman, Thomas, 1978, et al.
(författare)
-
Creating live experiences with real and stuffed animals: the use of mobile technologies in museums
- 2012
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Ingår i: Proceedings of the Transformative Museum.
-
Konferensbidrag (refereegranskat)abstract
- In this paper, we present a preliminary analysis of ongoing work that examines ways smartphones have created new forms of sociality and participation in museums. We draw upon initial findings from a study at the Gothenburg Natural History Museum as well as a number of studies conducted at the Universeum, a science center in Gothenburg. Drawing upon these studies, we focus on the documentation practices that take place during museum visits (i.e. the process of taking photographs and recording videos), as well as on sharing practices (i.e. how photos and videos are shared during and after visits).
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| 22. |
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| 23. |
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| 24. |
- Hillman, Thomas, 1978, et al.
(författare)
-
Epistemologies of data visualisations: On producing certainties, geographies and digitalities in critical educational research
- 2023
-
Ingår i: On_education. ; :12
-
Tidskriftsartikel (refereegranskat)abstract
- In the age of data-driven research, data visualisations have emerged and proliferated as indispensable tools for understanding complex phenomena. Visualisations can be compelling. They communicate objectivity, efficiency and authority. However, data visualisations are not neutral. They embody and convey particular epistemological perspectives, shaping how knowledge is produced, circulated and understood (D’Ignazio & Klein, 2020; Ratner & Ruppert, 2019; Williamson, 2016). In scholarship, visualisations are, like other scientific practices, ‘designed to make the invisible visible, the evanescent permanent, the abstract concrete’, and in this sense, visualisations are ways in which scholarship ‘discovers the world anew’ (Daston & Lunbeck, 2011, p. 1). This article explores the epistemologies inherent in data visualisations when they are produced within critical studies of the datafication of education. It takes up the call for researchers to interrogate the tensions that arise when the ‘digital...
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| 25. |
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| 26. |
- Hillman, Thomas, 1978
(författare)
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Finding space for student innovative practices with technology in the classroom
- 2014
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Ingår i: Learning, Media & Technology. - : Informa UK Limited. - 1743-9884 .- 1743-9892. ; 39:2, s. 169-183
-
Tidskriftsartikel (refereegranskat)abstract
- This article examines the role students play in shaping the nature of the technologies they use in their classrooms and the role teachers play in supporting students' innovative practices. Drawing on research on the sociology of technological development from the field of Science and Technology Studies, the process by which one student's particularly innovative practice changes technology use in a classroom is unpacked. Through an analysis of the translation and re-inscription of a graphing calculator and an interactive whiteboard, this article highlights the role teachers have in providing both space for students to contribute their innovative technological practices, and support for the establishment and sharing of these practices as recurring patterns of use.
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| 27. |
- Hillman, Thomas, 1978, et al.
(författare)
-
From Answering for Points to Commenting for Others
- 2023
-
Ingår i: L@S '23: Proceedings of the Tenth ACM Conference on Learning @ Scale. - New York : Association for Computing Machinery. - 9798400700255
-
Konferensbidrag (refereegranskat)abstract
- In this paper, we examine posting behavior on a large-scale online knowledge sharing platform, Stack Overflow, and investigate how that behavior changes as users gain experience and status. We use a trace ethnographic approach, analyzing both the sayings and doings of users and the numerical and categorical trace data produced by their activities on the platform. Through analysis of this data, as well as interviews with users at different levels of experience, we identify a pattern of behavior where users shift their focus over time from directly answering questions themselves to supporting others and maintaining the quality of knowledge on the platform thus playing a particular role as the knowledge community scales.
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| 28. |
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| 29. |
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| 30. |
- Hillman, Thomas, 1978, et al.
(författare)
-
Inequality, the production of difference, and local school platforms in a global digital world
- 2023
-
Ingår i: American Educational Research Association. Annual Meeting Program. - 0163-9676.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Digital platforms are increasingly present in schools around the world, though the ways in which they are present are far from universal. In this study, we argue that different platforms and the practices that are occasioned through their use may reflect and/or reinforce inequalities between and within different school contexts. This argument is made following the claim made by, amongst others, Light, Burgess and Duguay (2018) that software are cultural goods that express visions about ideal users and uses. With this claim as an orientation, and drawing on Fourcade’s (2016) notion of classificatory situations, we examine local school platforms used in five different countries to identify ways in which local digital infrastructures in schools are entangled with educational inequalities.
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| 31. |
- Hillman, Thomas, 1978, et al.
(författare)
-
Knowledge sharing in tension: Interacting and documenting on Stack Overflow
- 2021
-
Ingår i: Proceedings of the Eighth ACM Conference on Learning @ Scale. - New York, NY, USA : Association for Computing Machinery (ACM).
-
Konferensbidrag (refereegranskat)abstract
- This exploratory paper examines a tension between interacting and documenting as knowledge sharing tasks on Stack Overflow, a platform that supports informal learning at scale in the domain of programming. The study works with platform data in the form of the text of posts and accompanying metadata along with 16 interviews with users. Drawing on trace ethnography as an approach to maintaining an interpretive stance while combining several types of data, this preliminary analysis discusses two interrelated particularities of the tension. The discussion of these particularities, platform mechanics and competing temporalities, helps to unpack a tension that is both a phenomenon of analytic interest and a member’s concern for users of the platform.
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| 32. |
- Hillman, Thomas, 1978, et al.
(författare)
-
Learning, knowing and opportunities for participation: technologies and communicative practices
- 2016
-
Ingår i: Learning, Media and Technology. - : Informa UK Limited. - 1743-9884 .- 1743-9892. ; 41:2, s. 306-309
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- In recent decades, digitization, digital technology and the expansion of the Internet have resulted in significant changes in media ecology. Important consequences of these developments concern the socialization of new generations, where the values, skills and identities of young people are shaped through their participation in a range of online activities. One important consequence of the use of Internet and digital resources is that academic learning no longer is restricted to the school. Neither does it mainly imply being able to reproduce what is already known. The focus of this special issue section is on research on alternative settings for learning where digital technology plays a significant role and where it co-constitutes the activities of learners in significant manners.
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| 33. |
- Hillman, Thomas, 1978, et al.
(författare)
-
Moderating professional learning on social media - A balance between monitoring, facilitation and expert membership
- 2021
-
Ingår i: Computers and Education. - : Elsevier BV. - 0360-1315. ; 168
-
Tidskriftsartikel (refereegranskat)abstract
- The role that moderation plays in the effective functioning of online communities is relatively well studied in relation to both general free-time social media groups and discussion groups that are part of formal educational and professional learning initiatives. However, at the intersection of these domains, there are a growing number of large-scale informally-developed professional-learning groups. While this kind of group has been studied more generally, little attention has been paid to the particular moderation concerns at play in these hybrid online spaces. In this study, we examine moderation over a three-year period in a teacher-professional Facebook group with over 13,000 members. Maintaining an interpretivist stance while drawing on an exploratory statistical analysis of trace data to identify critical instances in the activity of the group, we adopt a Goffmanian approach to examine how moderation is performed. Based on this analysis, we find that moderation in the case group involved a particular balance of three different moderation concerns. In addition to the facilitation role that moderators are often described as having in groups associated with formal educational and professional learning initiatives, our findings show that moderation can also involve the monitoring of group norms more commonly associated with general free-time social media groups and the third moderation concern of acting as an expert member.
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| 34. |
- Hillman, Thomas, 1978
(författare)
-
Repositioning the relationship between the design and use of technology for mathematical learning
- 2011
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Ingår i: MobileHCI 2011.
-
Konferensbidrag (refereegranskat)abstract
- In this paper, an approach to conceptualizing the relationship between the design of educational technologies and mathematical learning is developed. It is argued that if designs are viewed as resources for the actions of learners not prescriptions and those actions are understood to be a continuation of a tool’s development then designs can be truly acknowledged as integral parts of the richness of mediation that can occur in mathematical learning situations.
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| 35. |
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| 36. |
- Hillman, Thomas, 1978, et al.
(författare)
-
Situated Social Media Use: A Methodological Approach to Locating Social Media Practices and Trajectories
- 2015
-
Ingår i: Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems. - New York, NY, USA : Association for Computing Machinery (ACM). - 9781450331456
-
Konferensbidrag (refereegranskat)abstract
- In this paper we draw upon a number of explorations of social media activities, trying to capture and understand them as located, situated practices. This methodological endeavor spans over analyzing patterns in big data feeds (here Instagram) as well as small-scale video-based ethnographic studies of user activities. A situated social media perspective involves examining how social media production and consumption are intertwined. Drawing upon our studies of social media use in cultural institutions we show how visitors orient to their social media presence while attending to physical space during a visit, and how editing and sharing processes are formed by the trajectory through a space. We discuss the application and relevance of this approach for understanding social media and social photography in situ.
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| 37. |
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| 38. |
- Hillman, Thomas, 1978, et al.
(författare)
-
Traces of engagement: narrative-making practices with smartphones on a museum field trip
- 2016
-
Ingår i: Learning, Media & Technology. - : Informa UK Limited. - 1743-9884 .- 1743-9892. ; 41:2, s. 351-370
-
Tidskriftsartikel (refereegranskat)abstract
- In this paper, we explore museum visitor learning through the examination of the engagement in narrative-making practices of school children while visiting a natural history museum. Two groups of children are given worksheets and encouraged to use their own mobile technologies to document their visits in relation to the subject of evolutionary mechanisms. Their engagement is occasioned through this worksheet and we show how they negotiate the interpretation of the task and then go on to complete it in quite different ways. We examine, in turn, how the students structure their visits with walking paths through the museum exhibitions, and how they structure the narratives they produce to complete the tasks by using the tools at hand and incorporating different parts of the exhibits.
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| 39. |
- Hillman, Thomas, 1978
(författare)
-
Tracing the construction of mathematical activity with an advanced graphing calculator to understand the roles of technology developers, teachers and students
- 2014
-
Ingår i: The International Journal for Technology in Mathematics Education. - 1744-2710. ; 21:2
-
Tidskriftsartikel (refereegranskat)abstract
- This article examines mathematical activity with digital technology by tracing it from its development through its use in classrooms. Drawing on material-semiotic approaches from the field of Science and Technology Studies, it examines the visions of mathematical activity that developers had for an advanced graphing calculator. It then follows the technology into classrooms and examines the ways teachers include it within their instructional practices and the ways students work with it to perform mathematical tasks.
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| 40. |
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| 41. |
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| 42. |
- Holmberg, Christopher, 1984, et al.
(författare)
-
Adolescents' communication of high calorie low nutrient food items in image-based social media
- 2016
-
Ingår i: European Obesity Summit 2016 Abstract Book, a supplement of Obesity Facts. - 1662-4025 .- 1662-4033. - 9783318058956 ; 9:9(suppl 1) VIII + 368
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Rationale: Adolescents today use social media applications extensively and research demonstrates that peers in social media settings can influence adolescents regarding their food intake. These newly emerged channels also offer unique possibilities to observe adolescents’ dietary communication. Objective: This study aimed to explore how adolescents communicate food images in a widely used social media image-sharing application, Instagram. Methods: To find adolescent Instagram users we searched for images appended with the hashtag #14år (Swedish for “14 years”). The hashtag had been applied to 3479 images as of March 2014. However, as users change their privacy settings, delete their accounts, or change their user names, 1358 images were not retrievable. Users sometimes also applied the hashtag to several images, and we excluded accounts that we judged did not belong to adolescents (based on written and visual profile information); 1001 unique Instagram users’ photo streams were thus eligible for analysis. Content analysis was used to identify food items and categorize these based on types of food and how the food items were presented. Results: Most of the adolescent users (85 %) shared images containing food items. A majority of the images (67.7%) depicted foods high in calories but low in nutrients. Almost half of these images were arranged as a still life with food brand names clearly exposed. Many of these images were influenced by major food marketing campaigns. Fruits and vegetables only occurred in 21.8% of all images. This food group was frequently portrayed zoomed in with focus solely on the food, with a hashtag or caption expressing palatability. These images were often presented in the style of a cook book. Conclusions: Food was presented in varied ways. Adolescents themselves produced images copying food advertisements. This has clear health promotion implications since it becomes more challenging to monitor and tackle exposure to marketing of unhealthy foods to young people in these popular online networks because images are part of a lifestyle that the young people want to promote. Shared images contain personal recommendations, which mean that they may have a more powerful effect than commercial food advertising. Acknowledgements: This study was supported by grants from Formas - The Swedish Research Council for Environment, Agricultural Sciences and Spatial Planning (grant number 259-2012-38). We would also like to affirm our respect for Instagram users and their publically shared images which made it possible for us to conduct this research.
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| 43. |
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| 44. |
- Holmberg, Christopher, 1984, et al.
(författare)
-
Adolescents' presentation of food in social media: an explorative study
- 2016
-
Ingår i: Appetite. - : Elsevier BV. - 0195-6663 .- 1095-8304. ; 99, s. 121-129
-
Tidskriftsartikel (refereegranskat)abstract
- The study aimed to explore how adolescents communicate food images in a widely used social media image-sharing application. We examined how and in what context food was presented and the type of food items that were frequently portrayed by following a youth related hashtag on Instagram. The hashtag #14år (“14 years”) was used to find adolescent users on Instagram: these users public photo streams were then searched for food items they had shared with others. Food items were identified and categorized based on type of food and how the food items were presented. Most of the adolescent users (85%) shared images containing food items. A majority of the images (67.7%) depicted foods high in calories but low in nutrients. Almost half of these images were arranged as a still life with food brand names clearly exposed. Many of these images were influenced by major food marketing campaigns. Fruits and vegetables occurred in 21.8% of all images. This food group was frequently portrayed zoomed in with focus solely on the food, with a hashtag or caption expressing palatability. These images were often presented in the style of a cook book. Food was thus presented in varied ways. Adolescents themselves produced images copying food advertisements. This has clear health promotion implications since it becomes more challenging to monitor and tackle young people's exposure to marketing of unhealthy foods in these popular online networks because images are part of a lifestyle that the young people want to promote. Shared images contain personal recommendations, which mean that they may have a more powerful effect than commercial advertising.
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| 45. |
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| 46. |
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| 47. |
- Holmberg, Christopher, 1984, et al.
(författare)
-
Self-presentation in digital media among adolescent patients with obesity: Striving for integrity, risk-reduction, and social recognition
- 2018
-
Ingår i: Digital Health. - : SAGE Publications. - 2055-2076. ; 4, s. 1-15
-
Tidskriftsartikel (refereegranskat)abstract
- Background Emerging research suggests that social media has the potential in clinical settings to enhance interaction with and between pediatric patients with various conditions. However, appearance norms and weight stigmatization can make adolescents with obesity uncomfortable about using these visual-based media. It is therefore important to explore these adolescents’ perspectives to identify the implications and concerns regarding the use of social media in clinical settings. Objective To explore the experiences of adolescents in treatment for obesity in terms of how they present themselves on social media, their rationale behind their presentations, and their feelings related to self-presentation. Methods Interviews were conducted with 20 adolescents enrolled in a pediatric outpatient obesity clinic, then transcribed and categorized using qualitative content analysis and Goffman’s dramaturgical model. Participants used a screen-recorded laptop to demonstrate their online self-presentation practices. Findings: Adolescent girls and boys undergoing treatment for obesity used visual-based social media, but girls in particular experienced weight stigma online and undertook self-presentation strategies to conceal weight-related content such as avoiding showing close-up photos of their bodies and not posting images of unhealthy “fattening” foods. Participants perceived the potential use of social media in clinical settings as being too risky and private. Conclusions Given the complexity of general visual-based social media use by adolescents, and not wanting their patient status to be visible to peers, healthcare should primarily focus on working with more restricted instant messaging when engaging with adolescents with obesity.
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| 48. |
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| 49. |
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| 50. |
- Kasperowski, Dick, 1959, et al.
(författare)
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The culture of contribution in citizen science: Programs and anti-programs
- 2017
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Ingår i: Annual Meeting of the Society for Social Studies of Science (4S). August 30 - September 2, 2017. STS (In)Sensibilities. Boston, USA.
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Konferensbidrag (refereegranskat)abstract
- Citizen science projects are often designed to minimize learning as a necessity for mass mobilization, however such processes are outside the control of owners of projects. Projects aiming for scientific output (peer-reviewed publications) must have an instance in the scientific process were citizens are constructed as on par with scientists to assure data quality. These instances are often situated in the participatory protocols (programs) harnessing some kind of ability of the crowd, which make their participation and contributions valid for scientific work. At the same time, citizen science projects also uphold boundaries between citizens and scientists. Intuitively, this might not be necessary as scientists by their professional training have abilities beyond what is possible for volunteer contributors. In practice such boundaries are not so clear. The aim of this paper is to explore when and how such boundaries are challenged as learning is occurring on behalf of contributors in citizen science projects. The purpose is to illuminate the relationship between the citizen scientists as constructed as contributor to science with specific, but static qualities (programs), and the development of contributors over time (anti-programs). Data consists of interactions between researchers and contributors on discussion forums of citizen science projects.
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