Creating and Sustaining Community Online at Phishhook.Com

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Creating and Sustaining Community Online at Phishhook.Com University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2002 "Just trying to spread the groove" creating and sustaining community online at Phishhook.com Daniel J. Lair The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Lair, Daniel J., ""Just trying to spread the groove" creating and sustaining community online at Phishhook.com" (2002). Graduate Student Theses, Dissertations, & Professional Papers. 5434. https://scholarworks.umt.edu/etd/5434 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. Maureen and Mike MANSIBELD LIBRARY The University of Monrntaim.ai Permission is granted by the author to reproduce this material in its entirety, provided that this material is used for scholarly purposes and is properly cited in published works and reports. **Please check "Yes" or "No" and provide signature** Yes, I grant permission No, I do not grant permission Author's Signature: Date: ^j\1 j Any copying for commercial purposes or financial gain may be undertaken only with the author's explicit consent. 8/98 “JUST TRYING TO SPREAD THE GROOVE:” CREATING AND SUSTAINING COMMUNITY ONLINE AT PHISHHOOK.COM by Daniel J. Lair B. A. Carroll College, Helena, Montana, 1996 presented in partial fulfillment of the requirements for the degree of Master of Arts The University of Montana May 2002 tairpersQn Dean, Graduate School Date UMI Number: EP40898 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMI UMI EP40898 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 Lair, Daniel J. M.A., May 2002 Communication Studies “Just Trying to Spread the Groove:” Creating and Sustaining Community Online at Phishhook.com Director: George Cheney Online communities are an increasingly common form of social organization and are frequently subjected to debate over whether or not they merit the label “community.” Phishhook.com is one such online social organization experienced by its members as a “community.” Phishhook.com is a web site devoted to the trading of live concert recordings. Its several thousand members store lists of their collections on the site, negotiate trades of their recordings, and engage in discussions ranging from trading to music in general to a remarkable range of other topics as well. The site was studied using three methods of data collection: participant observation, interviews, and discourse analysis of publicly available documents, such as personal collection lists and discussion board threads. The study was conducted - much of it retroactively - over a six month period from September 1, 2001 to March 1, 2002. Phishhook members conduct themselves according to a strong set of technical and behavioral norms. Technical norms are those governing the trading process itself; behavior norms are those governing how Phishhook members act towards one another. Members also share a set of “positive” values such as tolerance, diversity, and respect. These values stem from member’s connection to “music” - in particular the music they largely share in common, “jamband” music. The value system is enacted through twin obligations members place on one another: first, to “spread the music” be sharing the music they collect widely and freely; and, second, to “spread the groove,” or act towards one another in the positive manner their music embodies. Members who do not share in this value system reject the “community” label, typically describing Phishhook as “discussion board” instead. The majority of members, however, experience Phishhook as a community in three senses: as the exchange network where live concert recordings circulate, as the collection of individuals circulating those recordings, and as a metaphor with normative implications for how members should - and should not - act towards one another. These three senses help articulate why members of online social organizations experience their collectives as communities. ACKNOWLEDGMENTS Two years have passed more quickly than I ever could have imagined. I leave my Master’s program having discovered, I guess, the inevitable. For years, I put off going to graduate school because I was always afraid to embrace the academic life. In fact, I entered the program with no intention of an academic career. But I guess it’s difficult to deny one’s nature, and so here I am, closing one chapter of my academic career and about to embark on the next. In the course of my program of study, I have learned far more than I expected I would (and I expected a lot!), but my graduate experience at The University of Montana certainly transcends the collection of knowledge in and out of the classroom. Throughout my two years, here, the relationships I have developed - both academic and personal - have been what has truly characterized my experience and, even though it is trite to say, my time here would not have been the same without them. So a few words of thanks are certainly in order. First, to my committee members, Shiv Ganesh and Becky Richards: I appreciate the energy and effort that you both have contributed, both in the reading of this thesis and in the classes that I took from you. I enjoyed working with both of you, and have learned greatly from your insights. And as a final note to Shiv - when I see you in the future, at conferences and the like, I promise that I will try to use the word “community” as little as possible! I’d also like to thank someone who had relatively little to do with my graduate experience, but a whole lot to do with me getting to this point in the first place. Brent Northup was my academic adviser and debate coach during my undergraduate years at Carroll College, but he was more than that as well. To me, like so many other of his students, Brent was something of a “second father.” I can think of no better inspiration, no better role model as I prepare for an academic career. My colleagues deserve mention, as well. From trips to com mazes, the frustrations of group projects, to hotly contested battles of Cranium, bocce ball, or charades, you’ve made my social experience here tremendous. And I’ve enjoyed being challenged by you academically, in courses and out, as well. I will miss you all (except for maybe those of you planning on attending Utah?). A few colleagues merit special attention, however. Mary Pat, you were as welcome and encouraging as anybody could have possibly been and, anyway, how many people get to have a person who is both their mentor and their registrar? Brendan, I may never e-mail you even though I’m always online studying community (read: listening to the Giants play baseball), but you played a crucial role in my career here. From seminar co-presenter to beer co-drinker, I enjoyed working and playing with you, Bryan, those lunches may have fallen off significantly, but I always enjoyed the challenge of sharing ideas with you - not to mention sludging through those “Purina” moments! And Danielle, what can I say. I’m not one to gush, and certainly not in a semi-public forum, but if nothing else were to come out of this program, meeting you would have made it all worthwhile. My parents have also played a crucial role: my whole life they have done nothing but love and support me, and push me (a bit) when needed. I can’t tell you how much I appreciate everything you’ve done. Finally, I’d like to (of course) thank my adviser, George Cheney. George, you have gone way above the call of duty. I’ve learned a lot from you in the classes I’ve taken, yes, but you’ve done so much more for me. You have given me so many opportunities to have rich, valuable experiences that have enriched my education beyond what I imagined possible. I can’t thank you enough for what you’ve done. I’m excited to be able to continue learning from, and working with you at Utah. Without doubt, we’ll have to get that snow shoeing excursion in soon - Lolo Pass may not have worked out, but the Wasatch await! TABLE OF CONTENTS Chapter One: Background and Rationale 1 Issue Background 2 The Development of the Internet 2 The History of Bootlegging 4 Trading in the Internet Age 5 Copyright Issues 7 Contesting “Copyright” 8 TheRIAA 9 Musicians 9 Tapers and Traders 11 Research Questions 12 Case Exemplar: Phishhook.com 13 Chapter Two: Literature Review 14 Computer-Mediated Communication 14 Structure of CMC 15 Media Richness 17 Social Presence 17 Communication Networks 20 Restricted Versus Generalized Exchange Systems 21 Social Dilemmas 22 Exchange Accounting Systems 22 Gift and Commodity Exchanges 24 Communities, “Virtual” and “Real” 25 Perspectives on “Real” Community 26 Definitions of Community
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