Creating Stories: Social Curation of Twitter Messages
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Publicity of the Intimate Text (The Blog Studying and Publication)
Publicity of the intimate text (the blog studying and publication) One of the important problems of a modern society – communications. At all readiness of this question both humanitarian, and engineering science, process of transfer and information reception remains in the centre of attention of researchers. The dialogue phenomenon in a network becomes the significant factor of such attention. The possibility of the user choice, freedom of expression of feelings and requirements, communications and information interchange freedom – define principles of the Open Internet not only specificity of communications in networks, but also genre and stylistics possibilities of the texts providing dialogue. Today Internet users apply various possibilities of the network, one of the most demanded – a blog. The Internet as an open space of dialogue allows the texts created and functioning in a network, to pass and in fiction sphere. We can observe similar processes concerning a genre of a diary and its genre versions: Network diary (Internet diary) – a blog – and an art (literary) diary. The diary as an auto-documentation genre at the present stage of its development gets from especially intimate conditions on Internet space. The blog phenomenon reflects as potential of publicity of the text of the records, peculiar to a genre, and feature of a modern cultural situation. Popularity of Internet diaries defines interest to them and readers of a fiction with what cases of the publication of blogs, significant both in substantial, and in the art relation are connected. So, publications of the Russian bloggers are known: for example, the artist Peter Lovygin (lovigin.livejournal.com) [3], etc. -
SXSW: INSEAD @ South by Southwest
SXSW: INSEAD @ South by Southwest The 2012 edition of the South by Southwest conference (SWSX) wrapped up in Austin last week. Over the last years, this has become one of hottest stops on the startup circuit, earning a reputation as the biggest breeding ground for new ideas and creative technologies– notably, both foursquare and twitter catapulted to the big leagues after they presented early versions at SWSX. To coincide with all the buzz around SXSW, I consumer allowing for an unprecedented level of decided to spend a better part of this week’s interaction. The revenue enhancing possibilities sessions of Identifying New Business Opportunities, enabled by such a platform are endless– in the same an MBA class I am currently teaching, discussing way as Google search revolutionized internet some of the hottest trends from the conference. A display advertising, getglue could do the same for small contingent from the class had attended SXSW TV advertising. and they got us started by sharing what caught their attention at the conference (Thanks Nicole, Charlotte Next consider, Storify, a service that enables users and Joanna!). As is typical in the INSEAD classroom, to curate social networks to build social stories, our very creative group of MBA participants bringing together media scattered across the Web couldn’t stop imagining the possibilities enabled by into a coherent narrative. Essentially, the idea is to some of the newest media platforms debuted at the use the community to attack the last holdout parts of conference — hopefully, some of the ideas will internet publishing– content curation. While most become real products, that I can blog about one content creation has already been delegated to the day! More pertinent for the readers of this blog, as a crowds, this platform essentially does the same for group we identified a few clear trends and content curation and organization. -
Hacking the Renaissance (MLA15) (With Tweets) · Robincamille · Storify Browse Log in Hacking the Renaissance (MLA15)
1/19/2018 Hacking the Renaissance (MLA15) (with tweets) · robincamille · Storify Browse Log In Hacking the Renaissance (MLA15) MLA 2015 panel #s420 (tweets in oldest → newest order) byRobin Camille27 Views storify.com 27 views Embed 1. ACL @ACriticismLab The Augmented Criticism Lab presents at #MLA15 first thing tomorrow! (8:30 PST) #s420 j.mp/1tUIz6f #restup 12:28 AM - Jan 10, 2015 2 1 2. Christopher Warren @ChrisVVarren Pre-tweeting #mla15 #s420: Here's a quick 4-minute video intro to Six Degrees of Francis Bacon @6Bacon dropbox.com/s/kda5xxiq02x3… 1:30 AM - Jan 10, 2015 3 4 3. Christopher Warren @ChrisVVarren Pre-tweeting #mla15 #s420: Here's a quick 4-minute video intro to Six Degrees of Francis Bacon @6Bacon dropbox.com/s/kda5xxiq02x3… 1:30 AM - Jan 10, 2015 3 4 https://storify.com/robincamille/hacking-the-renaissance-mla15 1/8 1/19/2018 Hacking the Renaissance (MLA15) (with tweets) · robincamille · Storify 4. Sarah Werner @wynkenhimself On my way to the Shakespeare committee meeting, so sadly missing Hacking the Renaissance #mla15 #s420 mla15.org/420 10:49 AM - Jan 10, 2015 5. Jacqueline Wernimont @profwernimont have to choose between #MLA15 #s420 and #s448 this a.m. - boo divided attentions #toomanygoodthings 11:26 AM - Jan 10, 2015 1 2 6. Mattie Burkert @Mattie_Burkert Very excited to be at #s420, "Hacking the Renaissance" featuring @ullyot @douglasduhaime @ajamesbradley @ChrisVVarren & @robincamille #mla15 11:33 AM - Jan 10, 2015 3 7. Daniel Powell @djp2025 At #mla15 #s420 , hearing @ullyot & Adam Bradley talk abt hacking the Renaissance. 11:34 AM - Jan 10, 2015 1 8. -
Guide Tweeting As a Cultural Organisation Taras Young Digital Content Manager
Version 1 – November 2013 Guide Tweeting as a cultural organisation Taras Young Digital Content Manager Arts Marketing Association This work is licensed under a Creative Commons Attribution- ShareAlike 2.0 UK: England & Wales License Published 2013 Supported by Created and managed by In partnership with 2 Introduction There are about 200m active Twitter users worldwide, 15m of whom are in the UK. Of these, 9m participate in discussion, while 6m are ‘lurkers’ – watching without participating1. With a quarter of the population using Twitter, then, it’s not difficult to make the case for cultural organisations to have a presence. This guide will introduce you to the basics of Twitter, give guidance on day-to-day use, and finally provide some more advanced tips and tools. This guide is being continuously updated – if you have any suggestions, or spot any errors or omissions, please get in touch with the author at [email protected]. Contents 1. Twitter basics ...................................................................................................... 3 Tweeting to other people ............................................................................ 3 Retweeting .................................................................................................. 4 Direct messages .......................................................................................... 4 2. What to tweet ..................................................................................................... 5 3. Building followers and increasing engagement -
A Framework for Teaching with Twitter and Storify
Teaching with Twitter and Storify 487 A Framework for Teaching with Twitter and Storify Rosemary M. Caron, PhD, MPH Abstract The education of baccalaureate health administration students needs to be adaptable in this age of healthcare reformation and the use of social media can be an educational tool that not only presents a familiar communication environment, but also encourages the learner to adapt this tool to their disci- pline of study. To examine the utility and effectiveness of implementing social media to teach basic epidemiology concepts, the use of Twitter and Storify in the laboratory component of the course is presented. The purpose of this article is to describe three learning exercises that are part of the application course modules developed to increase student knowledge and skills with respect to how epidemiological principles are evident in the community in which the student lives. Specifically, the exercises were designed to: (1) demonstrate how social media is useful to research discipline-specific content; (2) curate relative course material from numerous social media sources; and (3) communicate to one’s broader community the significance of specific epidemiologic-oriented issues that affect our everyday life. At the conclusion of the labs, students reported that they had not previously considered the use of social technology for learning; were likely to include Twitter and Storify as part of their online research tools for future assignments; and were more apt to communicate with peers and the instructor via these mediums. The benefits of this applied learning approach for students and the faculty instructor are discussed. Please address correspondence to: Rosemary M. -
CORINNE WEISGERBER Ph.D
Educational History THE PENNSYLVANIA STATE UNIVERSITY, UNIVERSITY PARK, PA — PH.D., 2002 Communication Arts & Sciences Dissertation: Turning to the Internet for help on sensitive topics: The online sleep paralysis community THE PENNSYLVANIA STATE UNIVERSITY, UNIVERSITY PARK, PA — M.A., 1999 Speech Communication Thesis: : Studying initial interaction in computer-mediated and face-to-face communication Ph.D. MIAMI UNIVERSITY, OXFORD, OH — B.A., 1997 Speech Communication UNIVERSITÉ LIBRE DE BRUXELLES, BELGIUM — PREMIÈRE CANDIDATURE, 1995 Journalisme et Communication Professional Appointments ASSOCIATE PROFESSOR OF COMMUNICATION, ST. EDWARD’S UNIVERSITY, AUSTIN, TX, 2012-PRESENT ASSISTANT PROFESSOR OF COMMUNICATION, ST. EDWARD’S UNIVERSITY, AUSTIN, TX, 2006-2012 RESEARCHER/INSTRUCTOR, CAIN PROJECT, RICE UNIVERSITY, HOUSTON TX, 2005-2006 [email protected] ASSISTANT PROFESSOR OF COMMUNICATION, TEXAS A&M UNIVERSITY AT PRAIRIE VIEW, TX, 2002-2005 Teaching Experience ST. EDWARD’S UNIVERSITY COMM 1317: Presentational Speaking COMM 2312: Interpersonal Communication COMM 2326: Persuasion COMM 2337: Principles of Public Relations (formerly COMM 3337) COMM 2399/JOUR 2314: Interactive Media Production & Design COMM 3301: Research Methods COMM 3309: Social Media for PR (formerly COMM 4352) COMM 4326: PR for Nonprofits (our PR campaigns class) COMM 4350: Internship for the Communication Major RICE UNIVERSITY Researcher/Instructor, Cain Project in Engineering & Professional Communication (08/2005 - 07/2006) WEISGERBER Instructional Responsibilities: Engaged in a wide variety of curriculum development and teaching activities in collaboration with faculty in the natural sciences and engineering. Collaborations involved syllabus and assignment design, communication instruction, and assessment of oral student performance. Research Responsibilities: Studied and investigated communication processes, pedagogy, and industry best practices. Pursued independent research projects and participated in a research collective. -
Media Writing JRSM 2121-003 Fall 2017 Mondays and Wednesdays: 12:40 – 2:55 P.M
Media Writing JRSM 2121-003 Fall 2017 Mondays and Wednesdays: 12:40 – 2:55 p.m. Meeman Journalism Building Room 202 Dr. Roxane Coche Office: MJ 324 Office Hours: Tuesdays from 1:30 to 3 p.m. and Wednesdays from 9 a.m. to noon, or by appointment. Contact Information: [email protected] / @r_coche / Skype: roxcoche COURSE REQUIREMENTS CATALOG DESCRIPTION: Basic instruction in journalistic forms and AP style; information gathering and composition of news stories; media literacy. One lecture hour, four laboratory hours per week. PREREQUISITE: JRSM 1750 TEXTBOOKS: Required • Tim Harrower, “Inside Reporting” 3rd ed. (McGraw Hill, 2010) ISBN 978-0-07- 337891-6 • “The Associated Press Stylebook 2017” ISBN 046 509 3043 Recommended • Lauren Kessler and Duncan McDonald, “When Words Collide: A Media Writer’s Guide to Grammar and Style” (Thomson and Wadsworth, 2004) ISBN 0-534- 56206-X CLASSROOM FORMAT: This is a writing course. Consequently, students will write every week and receive regular feedback and coaching on their work. The class will consist of both lecture and laboratory time to be determined by the instructor. COURSE REQUIREMENTS: • Writing assignments will be completed both inside and outside the classroom. During the semester, each student will complete three writing assignments written outside of class: an advance story with at least two interviews; (2) a campus event with at least three interviews; and (3) a meeting or lecture story with at least three interviews and a data source. All outside stories also will be rewritten. Rewrites must include the additional reporting discussed in story editing notes. If students do not complete additional reporting, they will receive lower grades than they did for the original stories. -
Characteristics of Social Media Stories
Old Dominion University ODU Digital Commons Computer Science Faculty Publications Computer Science 2015 Characteristics of Social Media Stories Yasmin AINoamany Old Dominion University Michele C. Weigle Old Dominion University Michael L. Nelson Old Dominion University Follow this and additional works at: https://digitalcommons.odu.edu/computerscience_fac_pubs Part of the Computer Sciences Commons, and the Social Media Commons Original Publication Citation Al Noamany, Y., Weigle, M. C., & Nelson, M. L. (2015). Characteristics of social media stories. In S. Kapidakis, C. Mazurek, & M. Werla (Eds.), Research and Advanced Technology for Digital Libraries (Vol. 9316, pp. 267-279). New York, NY: Springer International Publishing. This Conference Paper is brought to you for free and open access by the Computer Science at ODU Digital Commons. It has been accepted for inclusion in Computer Science Faculty Publications by an authorized administrator of ODU Digital Commons. For more information, please contact [email protected]. Characteristics of Social Media Stories B Yasmin AlNoamany( ), Michele C. Weigle, and Michael L. Nelson Department of Computer Science, Old Dominion University, Norfolk, VA 23529, USA {yasmin,mweigle,mln}@cs.odu.edu Abstract. An emerging trend in social media is for users to create and publish “stories”, or curated lists of web resources with the purpose of creating a particular narrative of interest to the user. While some stories on the web are automatically generated, such as Facebook’s “Year in Review”, one of the most popular storytelling services is “Storify”, which provides users with curation tools to select, arrange, and annotate stories with content from social media and the web at large. -
Writing the of Diaries and Weblogs
116 Sign Here! / Writing the Self Writing the Of Diaries and Weblogs A cartoon that recently appeared in a Dutch newspaper shows a man and a wom- an lying in bed, smoking a cigarette apparently after having sex. ‘Do you keep a di- ary?’ the man asks his partner, and upon her response of ‘no’, he comments: ‘Good. I don’t like it when a woman immortalizes her intimate experiences with me on pa- per’. In the last frame, we see the woman sitting behind a computer screen and typ- ing ‘Dear weblog…’, while the man snores away on the bed behind her. In this short cartoon, we can detect a number of preconceived notions about diaries and weblogs, but the clue to this joke is the paradox that the weblog is not considered a digital equivalent of the diary and yet it is.1 For centuries, the diary has been characterized as a private, handwritten docu- ment that chronicles the experiences, observations, and reflections of a single per- son at the moment of inscription. Although the diary as a cultural form is varied and heterogeneous, it typically represents the record of an ‘I’ who constructs a view of him/herself in connection to the world at large. Diary writing, as a quotid- ian cultural practice, involves reflection and expression; it is also a peculiarly hy- brid act of communication, always intended for private use, yet often betraying an awareness of its potential to be read by others. Inviting the translation from thoughts into words via the technologies of pen and paper, the old-fashioned diary symbolized a safe haven for a person’s most private thoughts. -
How the Autofictional Blog Transforms Arabic Literature*
When Writers Activate Readers How the autofictional blog transforms Arabic literature* TERESA PEPE (University of Oslo) Abstract The adoption of Internet technology in Egypt has led to the emergence a new literary genre, the ‘autofic- tional blog’. This paper explores how this genre relates to the Arabic understanding of literature, using as examples a number of Egyptian autofictional blogs written between 2005 and 2011. The article shows that the autofictional blog transforms ʾadab into an interactive game to be played among authors and readers, away from the gatekeepers of the literary institutions, such as literary critics and publishers. In this game the author adopts a hybrid genre and mixed styles of Arabic and challenges the readers to take an active role in discovering the identity hidden behind the screen and making their way into the text. The readers, in return, feel entitled to change and contribute to the text in a variety of ways. Key words: autofictional blog; ʾadab; modern Arabic literature; Egypt The adoption of the Internet has favoured the proliferation of new forms of autobiographi- cal writing and literary creativity all over the world. Blogs1 in particular are used by Inter- net users worldwide to record and share their writing. The popularity of the blogging phenomenon and the original features of blog texts have also attracted the interest of international scholars. More specifically, a particular kind of blog defined as the “personal blog”, which consists of “a blog written by an individual and focusing on his or her personal life” (WALKER 2005), has spurred a significant debate. Most academics agree that the personal blog should be considered a form of diary (LEJEUNE 2000, MCNEILL 2003), thus inserting it in the category of (auto-)biographical writing. -
Social Networking: a Guide to Strengthening Civil Society Through Social Media
Social Networking: A Guide to Strengthening Civil Society Through Social Media DISCLAIMER: The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Counterpart International would like to acknowledge and thank all who were involved in the creation of Social Networking: A Guide to Strengthening Civil Society through Social Media. This guide is a result of collaboration and input from a great team and group of advisors. Our deepest appreciation to Tina Yesayan, primary author of the guide; and Kulsoom Rizvi, who created a dynamic visual layout. Alex Sardar and Ray Short provided guidance and sound technical expertise, for which we’re grateful. The Civil Society and Media Team at the U.S. Agency for International Development (USAID) was the ideal partner in the process of co-creating this guide, which benefited immensely from that team’s insights and thoughtful contributions. The case studies in the annexes of this guide speak to the capacity and vision of the featured civil society organizations and their leaders, whose work and commitment is inspiring. This guide was produced with funding under the Global Civil Society Leader with Associates Award, a Cooperative Agreement funded by USAID for the implementation of civil society, media development and program design and learning activities around the world. Counterpart International’s mission is to partner with local organizations - formal and informal - to build inclusive, sustainable communities in which their people thrive. We hope this manual will be an essential tool for civil society organizations to more effectively and purposefully pursue their missions in service of their communities. -
Introduction 1
Notes Introduction 1. Nancy Mitford, Christmas Pudding (1932; New York: Carroll & Graf, 1998), 60, 124. 2. William J. Parker, The Detective and Mr. Dickens (New York: St. Martin’s, 1990). 3. In 2001, the Call for Papers for a conference on diaries announced that “diaries and journals have tended to be neglected by research” (Jonathan Hughes, “CFP: The Diary Genre,” 26 June 2001, Literary Call for Papers Mailing List, 22 November 2004, http://cfp.english.upenn.edu/archive/2001-06/0107.html). Searching for the keywords “diary” and “diaries” in the MLA Online Index in 2007 brought up 3,413 articles. 4. For an excellent overview of diary criticism through the mid-1990s, see Stuart Sherman, Telling Time: Clocks, Diaries, and English Diurnal Form 1660–1785 (Chicago: University of Chicago Press, 1996), 13–14, 283–84. Landmark texts in the fi eld include Arthur Ponsonby, English Diaries (London: Methuen, 1923); Robert Fothergill, Private Chronicles: A Study of English Diaries (London: Oxford University Press, 1974); Thomas Mallon, A Book of One’s Own: People and Their Diaries (New York: Ticknor & Fields, 1984); Lawrence Rosenwald, Emerson and the Art of the Diary (New York; Oxford: Oxford University Press, 1988); and Felicity Nussbaum, The Autobiographical Subject: Gender and Ideology in Eighteenth-Century England (Baltimore: Johns Hopkins University Press, 1989). Feminist diary scholarship has its own landmarks, including, besides Nussbaum, Elizabeth Hampsten, Read This Only to Yourself: The Private Writings of Midwestern Women: 1880–1910 (Bloomington, IN: Indiana University Press, 1982); Lillian Schlissel, Women’s Diaries of the Westward Journey (New York: Schocken Books, 1982); Harriet Blodgett, Centuries of Female Days: Englishwomen’s Private Diaries (New Brunswick, NJ: Rutgers University Press, 1988); and Suzanne L.