DOCSLIB.ORG

Digital Media & Society

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Digital Media & Society RTVF 4475 FALL 2014 DIGITAL MEDIA & SOCIETY UNIVERSITY OF NORTH TEXAS DEPARTMENT OF RADIO, TELEVISION, & FILM COURSE DESCRIPTION REQUIRED TEXTS This course examines digital media from a social and cultural perspective 1. The Social Media Reader by and focuses on how media technologies (re)configure practices of everyday Michael Mandiberg (Ed.); life. We will approach digital media from a broad definition to encompass paperback or e-book social networking sites, mobile technologies and applications, online communities, games, and virtual worlds. The course incorporates the perspectives of various stakeholders including citizens, consumers, 2. It’s Complicated: The Social industries, policymakers, and governments. This class primarily takes an American perspective but welcomes intercultural and international Lives of Networked Teens by perspectives as well. In addition to studying and analyzing social and digital danah boyd; hardcover or free media, we will also be actively communicating through and participating in e-book the platforms and networks we study. Students will have the opportunity to simultaneously conduct analytical research as well as create and participate in social media practices. 3. All other readings will be made available on Blackboard OBJECTIVES Offer students the conceptual and analytical tools necessary to examine the real and potential influences of social media Provide students with a working knowledge of the development, organization, and operation of different digital media technologies By the end of this course students will be able to: and industries Highlight the social choices students face as citizens, consumers, Describe how social media producers, and media professionals in their own encounters with enables the formation of digital technologies and applications community Provide students with opportunities to critically engage with social Analyze how identity is and digital media for the purposes of learning, collaborating, and performed, complicated, research complimented, and challenged in/with/through digital media Assess the commercial uses CLASS MEETS TUESDAY & THURSDAY 2:00 – 3:20 of digital media RTFP 180F technologies Critique debates about ownership, labor, privacy, Dr. Jacqueline Vickery, Ph.D. intellectual property, Office: RTFP 237 regulation, civic Hours: Tues./Thurs. 12:30-1:45 engagement, and ethics in a [email protected] @JacVick digital age ASSIGNMENTS & POLICIES ASSIGNMENTS Late Assignments: You will lose a full letter grade on the assignment for every day your assignment is late. Assignments DEBATES = 300 POINTS more than 3 days late will NOT be accepted; this means you • Oral Debate = 150 will receive an automatic “0” for the assignment. Assignments • Written Prep = 100 are considered late if they are not turned in by the dates and • Audience Participation = 25 X 2 = 50 times provided on the syllabus. ESSAYS & REFLECTIONS = 400 POINTS • Tech & Society Essay = 100 Extra Credit: Your team will earn 5 extra points for winning • Identity Project = 50 the debate (as voted on by the class). No extra credit • Privacy Essay = 100 opportunities will be offered on an individual basis, so do not • Industry Essay = 100 ask. If you are struggling with the course materials, then come see me for additional guidance and resources. Do not wait READING QUIZZES = 100 POINTS until the end of the semester to try to salvage your grade. • 10 quizzes worth 10 points each EXAM = 125 POINTS FINAL PAPER OR PROJECT = 125 POINTS • Individual research paper • OR Creative project as a group (3-4 people) Attendance Policy: I do not distinguish between “excused” and “unexcused” absences. Everyone is granted one “free” 1000 TOTAL POINTS absence during the semester, no questions asked. Each additional absence will result in a loss of 5 points from your A = 900-1000 B = 800-899 C=700-799 overall grade. Additionally, you will lose points for arriving D = 600-699 F= fewer than 600 late or leaving early. If you experience extenuating circumstances during the semester (e.g. extended illness, death of a close family member, etc.) talk to me ASAP. This class uses the Twitter hashtag #RTVFDMS. I encourage you to use it to connect with me (@JacVick) and your peers so we can communicate and share relevant information. If you’re unfamiliar with Twitter, come see me for a brief tutorial. I have a “Bring Your Own Device” policy for this class. I encourage you to bring your laptop or mobile device to class as we will occasionally use them for in-class assignments. If you prefer to take notes on a laptop, I ask that you sit in the back or on the sides so as to minimize distractions to your peers. Technology can and should enhance the learning environment, thus I trust that you will only use it responsibly in my class. This class has a Twitter hashtag I encourage you to follow it and connect with your peers via Twitter so you can share and WEEKLY READING SCHEDULE & DUE DATES IMPORTANT DATES WEEK 6: IDENTITY IN A NETWORED SOCIETY 9/18: Tech & Society Essay Due 9/30: “Chapter 1: Identity” – boyd (IC) 9/25: In-class Debate 10/2: “Chapter 6: Inequality” – boyd (IC) 10/9: Identity Project Due 10/16: In-class Debate WEEK 7: SOCIAL & INFORMATIONAL PRIVACY 10/23: Privacy Essay Due (no class) 10/7: “Chapter 2: Privacy” – boyd (IC) 10/30: Paper/Project Proposal Due *10/9: “Privacy in the Age of Big Data” – Tene & Polonetsky 11/6: In-Class Debate 11/13: Media Industry Essay Due WEEK 8: GOVERNMENTAL PRIVACY 12/2: In-class Presentations 10/14:”Cost of NSA surveillance” – Zetter; “How NSA Spying Works” - EFF 12/4: In-class Presentations 10/16: In-Class Debate 12/5: Final Paper OR Project Due 12/11: Final Exam WEEK 9: MEDIA INDUSTRIES IN THE DIGITAL AGE PART 1 10/21: “The Long Tail” – Anderson (SMR) WEEK 1: TECHNOLOGY & SOCIETY *Watch episode of Flipping the Block 8/26: No reading *10/23: No class, Dr. Vickery in South Korea for a conference 8/28: “Making New Media Make Sense” – Baym WEEK 10: CHANGING MEDIA INDUSTRIES PART 2: FILM & TV 10/28: “Immersive TV” – Strover & Moner WEEK 2: WHAT IS NEW MEDIA? *10/30: “Business as Unusual” – Perren 9/2: “Introduction” - boyd (IC) 9/4: “Quentin Tarentino’s Star Wars” – WEEK 11: CHANGING MEDIA INDUSTRIES PART 3: MUSIC Jenkins (SMR); “The People Formerly 11/4: “A Creative Industry in Transition” - Hracs Known as the Audience” – Rosen (SMR) 11/6: In-Class Debate WEEK 3: PARTICIPATORY CULTURE WEEK 12: CHANGIN INDUSTRIES PART 4: JOURNALSIM & CIVIC ENGAGEMENT 9/9: “YouTube as Participatory Culture” 11/11: From IndyMedia to Demand Media – Anderson (SMR) – Cha; “Language of Internet Memes” – *11/13: Unethical Journalism in Ferguson – Harris; Will the Revolution be Davison (SMR) Tweeted or Facebooked? – Harlow & Guo 9/11: “Doctor Who Fans” Booth & Kelly WEEK 13: SOCIAL MEDIA INDUSTRIES & ECONOMICS WEEK 4: REMIX CULTURE 11/18: “Corrupt Personalization” - Sandvig 9/16: “REMIX”– Lessig (SMR) Rip! 11/20: “Business Models of Popular SNS” – Cha *9/18: “Grey Tuesday” – Howard-Spink *Watch: Terms & Conditions May Apply WEEK 5: INTELLECTUAL PROPERTY WEEK 14: SOCIAL MEDIA BEYOND AMERICA 9/23: “Fix Copyright” Glaser/ 11/25: “Role of New Media for Democratization in Arab World” – Sabadello McSherry; “Phone Unlocking” - Higgins 11/27: Happy Thanksgiving! 9/25: In-Class Debate WEEK 15: IN-CLASS PRESENTATIONS WEEK 16: FINALS WEEK *12/2 & 12/4: PRESENTATIONS *12/11: FINAL EXAM @ 1:30 PM *12/5: FINAL PAPER OR PROJECT DUE BY 5PM Reading Abbreviations SMR = Social Media Reader (Mandiberg) IC = It’s Complicated (boyd) All other readings on Blackboard BIBLIOGRAPHY OF REQUIRED READING Baym, N. (2010). Personal Connection in the Digital Age. Cambridge, MA: Polity Press. Booth, P. & Kelly, P. (2013). The Changing Faces of Doctor Who Fandom: New fans, new technologies, old practices? Participations: Journal of Audience & Reception Studies 10(1), pp. 56-72. boyd, d. (2014). It’s Complicated: The social lives of networked teens. New Haven, CT: Yale University Press. E-book: http://www.danah.org/books/ItsComplicated.pdf. Cha, J. (2013). Business Models of Most-Visited U.S. Social Networking Sites. In Albarran, A. (Ed.). The Social Media Industries. New York, NY: Routledge. Glaser, A. & McSherry, C. (2014). International Day Against DRM: It’s time to fix U.S. copyright law. Electronic Frontier Foundation. Available: https://www.eff.org/deeplinks/2014/05/understanding-digital-rights-management- international-day-against-drm. Harlow S. & Guo, L. (2014). Will the Revolution be Facebooked or Tweeted?: Using digital communication tools in immigrant activism. Journal of Computer-Mediated Communication 19(3), pp. 463-478. Harris, M. (2014). Unethical Journalism Can Make Ferguson More Dangerous. Aljazeera America. Available: http://america.aljazeera.com/opinions/2014/8/unethical- journalismcanmakefergusonmoredangerous.html. Higgins, P. (2014). The Phone Unlocking Victory Should be the First Step Towards Real Copyright Reform. Electronic Frontier Foundation. Available: https://www.eff.org/deeplinks/2014/07/phone-unlocking-victory-should-be-first-step- towards-real-copyright-reform. How the NSA’s Domestic Spying Program Works. Electronic Frontier Foundation. Available: https://www.eff.org/nsa-spying/how-it-works. Howard-Spink, S. (2005). Grey Tuesday, Online Cultural Activism and the Mash-up of Music and Politics. First Monday, available: http://firstmonday.org/ojs/index.php/fm/article/view/1460/1375. Hracs, B.J. (2012). A Creative Industry in Transition: The rise of digitally driven independent music in production. Growth and Change 43(3), pp. 442-461. Mandiberg M. (Ed.) (2012). The Social Media Reader. New York, NY: New York University Press. Perren, A. (2010). Business as Unusual: Conglomerate-sized challenges for film and television in the digital arena. Journal of Popular film and Television. Sabadello, M. (2012).The Role of New Media for Democratization Process in Arab World. Safran, 9, pp. 11-19. Sandvig, C. (2014). Corrupt Personalization. Social Media Collective. Available: http://socialmediacollective.org/2014/06/26/corrupt-personalization/.
Load more

Recommended publications
  • Gardner, Abigail S ORCID: 0000-0003-2994-741X (2019) My Story
    This is a peer-reviewed, final published version of the following document and is licensed under Creative Commons: Attribution-Noncommercial-No Derivative Works 4.0 license: Gardner, Abigail S ORCID: 0000-0003-2994-741X (2019) My Story. Digital Storytelling across Europe for Social Cohesion. Current Trends in Digital Storytelling. pp. 235-243. ISSN ISBN 978-960-99791-5-3 Official URL: https://dst.ntlab.gr/2018/proceedings/ EPrint URI: http://eprints.glos.ac.uk/id/eprint/7870 Disclaimer The University of Gloucestershire has obtained warranties from all depositors as to their title in the material deposited and as to their right to deposit such material. The University of Gloucestershire makes no representation or warranties of commercial utility, title, or fitness for a particular purpose or any other warranty, express or implied in respect of any material deposited. The University of Gloucestershire makes no representation that the use of the materials will not infringe any patent, copyright, trademark or other property or proprietary rights. The University of Gloucestershire accepts no liability for any infringement of intellectual property rights in any material deposited but will remove such material from public view pending investigation in the event of an allegation of any such infringement. PLEASE SCROLL DOWN FOR TEXT. 2018 Editors: CONFERENCE Andreas Moutsios-Rentzos Andreas Giannakoulopoulos PROCEEDINGS Michalis Meimaris Editors: Andreas Moutsios-Rentzos Assistant Professor, Department of Primary Education, National and Kapodistrian
    [Show full text]
  • White Flight in Networked Publics? How Race and Class Shaped American Teen Engagement with Myspace and Facebook.” in Race After the Internet (Eds
    CITATION: boyd, danah. (2011). “White Flight in Networked Publics? How Race and Class Shaped American Teen Engagement with MySpace and Facebook.” In Race After the Internet (eds. Lisa Nakamura and Peter A. Chow-White). Routledge, pp. 203-222. White Flight in Networked Publics? How Race and Class Shaped American Teen Engagement with MySpace and Facebook danah boyd Microsoft Research and HarVard Berkman Center for Internet and Society http://www.danah.org/ In a historic small town outside Boston, I interViewed a group of teens at a small charter school that included middle-class students seeking an alternative to the public school and poorer students who were struggling in traditional schools. There, I met Kat, a white 14-year-old from a comfortable background. We were talking about the social media practices of her classmates when I asked her why most of her friends were moVing from MySpace to Facebook. Kat grew noticeably uncomfortable. She began simply, noting that “MySpace is just old now and it’s boring.” But then she paused, looked down at the table, and continued. “It’s not really racist, but I guess you could say that. I’m not really into racism, but I think that MySpace now is more like ghetto or whatever.” – Kat On that spring day in 2007, Kat helped me finally understand a pattern that I had been noticing throughout that school year. Teen preference for MySpace or 1 Feedback welcome! [email protected] CITATION: boyd, danah. (2011). “White Flight in Networked Publics? How Race and Class Shaped American Teen Engagement with MySpace and Facebook.” In Race After the Internet (eds.
    [Show full text]
  • Public Displays of Connection
    Public displays of connection J Donath and d boyd Participants in social network sites create self-descriptive profiles that include their links to other members, creating a visible network of connections — the ostensible purpose of these sites is to use this network to make friends, dates, and business connections. In this paper we explore the social implications of the public display of one’s social network. Why do people display their social connections in everyday life, and why do they do so in these networking sites? What do people learn about another’s identity through the signal of network display? How does this display facilitate connections, and how does it change the costs and benefits of making and brokering such connections compared to traditional means? The paper includes several design recommendations for future networking sites. 1. Introduction Since then, use of the Internet has greatly expanded and today ‘Orkut [1] is an on-line community that connects people it is much more likely that one’s friends and the people one through a network of trusted friends’ would like to befriend are present in cyberspace. People are accustomed to thinking of the on-line world as a social space. Today, networking sites are suddenly extremely popular. ‘Find the people you need through the people you trust’ — LinkedIn [2]. Social networks — our connections with other people — have many important functions. They are sources of emotional and ‘Access people you want to reach through people you financial support, and of information about jobs, other people, know and trust. Spoke Network helps you cultivate a and the world at large.
    [Show full text]
  • Creating and Optimizing Your Digital Identity Amanda Izenstark University of Rhode Island, [email protected]
    University of Rhode Island DigitalCommons@URI Public Services Department Faculty Publications Public Services 2014 Look Good When You're Googled: Creating and Optimizing Your Digital Identity Amanda Izenstark University of Rhode Island, [email protected] Follow this and additional works at: http://digitalcommons.uri.edu/lib_ps_pubs The University of Rhode Island Faculty have made this article openly available. Please let us know how Open Access to this research benefits oy u. This is a pre-publication author manuscript of the final, published article. Terms of Use This article is made available under the terms and conditions applicable towards Open Access Policy Articles, as set forth in our Terms of Use. Citation/Publisher Attribution Izenstark, A. (2014). Look good when you're Googled: Creating and optimizing your digital identity. Library Hi Tech News, 31(9), 14-16. Available at: http://dx.doi.org/10.1108/LHTN-07-2014-0061 This Article is brought to you for free and open access by the Public Services at DigitalCommons@URI. It has been accepted for inclusion in Public Services Department Faculty Publications by an authorized administrator of DigitalCommons@URI. For more information, please contact [email protected]. Look Good When You're Googled: Creating and Optimizing Your Digital Identity Amanda Izenstark University Libraries, University of Rhode Island [email protected] Amanda Izenstark ([email protected]) is Reference & Instructional Design Librarian at the University Libraries, University of Rhode Island, Kingston, RI, USA. Abstract Purpose: This paper describes techniques librarians can use to enhance their online presence so that students, patrons, researchers, and prospective employers can locate them easily.
    [Show full text]
  • Living and Learning with New Media: Summary of Findings from the Digital Youth Project
    The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning | November 2008 Living and Learning with New Media: Summary of Findings from the Digital Youth Project Mizuko Ito, Heather Horst Matteo Bittanti, danah boyd, Becky Herr-Stephenson, Patricia G. Lange, C.J. Pascoe, and Laura Robinson with Sonja Baumer, Rachel Cody, Dilan Mahendran, Katynka Martínez, Dan Perkel, Christo Sims, and Lisa Tripp www.macfound.org Living and Learning with New Media | The MacArthur Foundation 1 Building the emerging field of digital media and learning The MacArthur Foundation launched its five-year, $50 million digital media and learning initiative in 2006 to help determine how digital media are changing the way young people learn, play, socialize, and participate in civic life. Answers are critical to developing educational and other social institutions that can meet the needs of this and future generations. The initiative is both marshaling what it is already known about the field and seeding innovation for continued growth. For more information, visit www.digitallearning.macfound.org. To engage in conver- sations about these projects and the field of digital learning, visit the Spotlight blog at spotlight.macfound.org. About the MacArthur Foundation The John D. and Catherine T. MacArthur Foundation supports creative people and effective institutions committed to building a more just, verdant, and peaceful world. In addition to selecting the MacArthur Fellows, the Foundation works to defend human rights, advance global conservation and security, make cities bet- ter places, and understand how technology is affecting children and society. For more information or to sign up for MacArthur’s monthly electronic newsletter, visit www.macfound.org.
    [Show full text]
  • Representations of Digital Identity
    Representations of Digital Identity danah boyd Michele Chang Elizabeth Goodman Information Management and Systems Intel Corporation confectious design University of California, Berkeley People and Practices Research 1615 West 7th Street Berkeley, CA 94720 Hillsboro, OR, 97124, USA San Pedro, CA 90732 [email protected] [email protected] [email protected] INTRODUCTION years of age. Once inside, the individual never produces Presentation of self in everyday life is a constant process of this document again. Instead, other patrons use the negotiation. From the perspective of Goffman’s individual’s appearance and behavior to determine what dramaturgical metaphor, humans “perform” themselves in information is relevant for social engagement. Interaction, an embodied response to their world watching them. Using not verifiable documents, builds trust in a social setting. In physical and verbal cues, the audience constructs their own this environment, any request for persistent social readings of the actor’s intentional – and unintentional – identifiers – such as a telephone number or a last name – messages based on what the actor gives and gives off. The may be met with deception as a protective strategy. performance of self becomes a feedback loop that creates However, unacceptable behavior usually stays within socially legible relationships within the context of a larger socially agreed limits. While better judgment may be community. impaired in the pub, most people do not try to provoke or intimidate others for fear of reprisal. In computer-mediated communication (CMC), the performance of identity occurs primarily not through direct Consider how some interactive systems design similar experience of the body but within the constraints of digital social settings.
    [Show full text]
  • FACETED ID/ENTITY: Managing Representation in a Digital World
    FACETED ID/ENTITY: Managing representation in a digital world by danah boyd A.B. Computer Science Brown University 2001 Submitted to the Program in Media Arts and Sciences School of Architecture and Planning in partial fulfillment of the requirements for the degree of Master of Science in Media Arts and Sciences at the Massachusetts Institute of Technology September 2002 © Massachusetts Institute of Technology 2002 All Rights Reserved Author Program in Media Arts and Sciences August 9, 2002 Certified by Professor Judith Donath Thesis Advisor Program in Media Arts and Sciences Certified by Dr. Andrew Lippman Chair, Departmental Committee on Graduate Students Program in Media Arts and Sciences FACETED ID/ENTITY: Managing representation in a digital world by danah boyd Submitted to the Program in Media Arts and Sciences School of Architecture and Planning on August 9, 2002 in partial fulfillment of the requirements for the degree of Master of Science in Media Arts and Sciences Abstract In this thesis, i articulate a theory of how and why individuals use context to convey only a facet of their identity in social interactions. Through this lens, i discuss current issues in digital identity management. In this discussion, i focus on the role of design in affecting an individual’s ability to maintain control of personal representation and identity information. I argue that the architecture of current digital environments has altered our notions of context, motivating users to develop new mechanisms for managing their presentation. I take the stance that users should have the ability to control their digital identity for the same reasons that they seek to control their physical identity, most notably to present themselves in an appropriate manner in relation to the current situation.
    [Show full text]
  • Friends, Friendsters, and Myspace Top 8: Writing Community Into Being on Social Network Sites.” First Monday 11:12, December
    Citation: boyd, danah. 2006. “Friends, Friendsters, and MySpace Top 8: Writing Community Into Being on Social Network Sites.” First Monday 11:12, December. http://www.firstmonday.org/issues/issue11_12/boyd/index.html Friends, Friendsters, and MySpace Top 8: Writing Community Into Being on Social Network Sites danah boyd School of Information University of California-Berkeley [email protected] Meribeth looked at me with a puzzled expression, "she's not my friend - she's just my Friendster." It was the summer of 2003 and Friendster was just emerging as the first large-scale social network site. Urban dwelling twenty and thirty somethings were flocking to the site to model their social networks and meet new people. Once on the site, users were encouraged to mark other users as ‘Friends.’ Friendster expected that these users would list their actual friends but this was not the norm that took hold among early adopters. The types of relations people included varied immensely as did the motivations for including certain people but not others. In trying to articulate Friendship, participants were forced to navigate the nuances of what it meant to publicly display their connections to others (Donath and boyd, 2004). Social network sites like Friendster and MySpace are constructed in a way that requires people to indicate relationships or ‘friendships’ with other participants. A prevalent assumption by many observers is that the articulation of Friendship is equivalent to friendship (Kornblum, 2006). In other words, if people say that they are Friends on these sites, they must be friends in other contexts as well.1 This paper challenges that assumption.
    [Show full text]
  • Social Network Sites As Networked Publics: Affordances, Dynamics, and Implications." in Networked Self: Identity, Community, and Culture on Social Network Sites (Ed
    Draft Version. Citation: danah boyd. (2010). "Social Network Sites as Networked Publics: Affordances, Dynamics, and Implications." In Networked Self: Identity, Community, and Culture on Social Network Sites (ed. Zizi Papacharissi), pp. 39-58. Social Network Sites as Networked Publics: Affordances, Dynamics, and Implications danah boyd Social network sites have gained tremendous traction recently as a popular online hangout spaces for both youth and adults. People flock to them to socialize with their friends and acquaintances, to share information with interested others, and to see and be seen. While networking socially or for professional purposes is not the predominant practice, there are those who use these sites to flirt with friends-of-friends, make business acquaintances, and occasionally even rally others for a political cause. I have been examining different aspects of social network sites, primarily from an ethnographic perspective, for over six years. In making sense of the practices that unfold on and through these sites, I have come to understand social network sites as a genre of “networked publics.” Networked publics are publics that are restructured by networked technologies. As such, they are simultaneously (1) the space constructed through networked technologies and (2) the imagined collective that emerges as a result of the intersection of people, technology, and practice. Networked publics serve many of the same functions as other types of publics – they allow people to gather for social, cultural, and civic purposes and they help people connect with a world beyond their close friends and family. While networked publics share much in common with other types of publics, the ways in which technology structures them introduces distinct affordances that shape how people engage with these environments.
    [Show full text]
  • Alice E. Marwick [email protected] |
    Marwick 1 Alice E. Marwick [email protected] | http://www.tiara.org ACADEMIC APPOINTMENTS University of North Carolina, Chapel Hill 2017 – Assistant Professor, Department of Communication Faculty Affiliate, UNC Center for Media Law and Policy Data and Society Research Institute, New York, NY 2016 – 2016-2017 Fellow; Faculty Advisor, Media Manipulation Initiative Fordham University, Bronx, NY 2014 – 2016 Director, McGannon Center for Communication Research Fordham University, Bronx, NY 2012 – 2016 Assistant Professor, Department of Communication and Media Studies Academic Affiliate, Center on Law & Information Policy, Fordham University School of Law Microsoft Research New England, Cambridge, MA 2010 – 2012 Postdoctoral Researcher, Social Media Collective Supervisor: Dr. danah boyd EDUCATION PhD New York University, New York, NY 2005 – 2010 Media, Culture, and Communication Dissertation: “Status Update: Celebrity, Publicity and Self-Branding in Web 2.0” Committee: Dr. Marita Sturken (chair), Dr. Helen Nissenbaum, Dr. Gabriella Coleman Readers: Dr. Fred Turner, Dr. danah boyd MA University of Washington, Seattle, WA 2003 - 2005 Communication Thesis: “Selling Your Self: Identity Online in the Age of a Commodified Internet” Committee: Dr. David Silver (chair), Dr. Beth Kolko, Dr. Crispin Thurlow BA Wellesley College, Wellesley, MA 1994 - 1998 Political Science and Women’s Studies (cum laude) RESEARCH INTERESTS Social media, privacy and surveillance, celebrity and consumer culture, information policy, gender and technology, technology industries, far-right internet subcultures, youth and technology Marwick 2 BOOKS Marwick, A. (under contract). Hidden: Networked Privacy and Those Left Out (working title). New Haven: Yale University Press. Marwick, A. (2013). Status Update: Celebrity, Publicity and Branding in the Social Media Age. New Haven: Yale University Press.
    [Show full text]
  • 00243-82161.Pdf (312.88
    Published in First Monday, Vol 16, Number 11, November 2011. http://www.uic.edu/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/3850/3075 Why Parents Help Their Children Lie to Facebook About Age: Unintended Consequences of the 'Children’s Online Privacy Protection Act' danah boyd, Microsoft Research and New York University, [email protected] Eszter Hargittai, Northwestern University, [email protected] Jason Schultz, University of California-Berkeley, [email protected] John Palfrey, Harvard University, [email protected] Abstract FacebooK, liKe many communication services and social media sites, uses its Terms of Service (ToS) to forbid children under the age of 13 from creating an account. Such prohibitions are not uncommon in response to the Children's Online Privacy Protection Act (COPPA), which seeKs to empower parents by requiring commercial website operators to obtain parental consent before collecting data from children under 13. Given economic costs, social concerns, and technical issues, most general- purpose sites opt to restrict underage access through their ToS. Yet in spite of such restrictions, research suggests that millions of underage users circumvent this rule and sign up for accounts on Facebook. Given strong evidence of parental concern about children’s online activity, this raises questions of whether or not parents understand ToS restrictions for children, how they view children’s practices of circumventing age restrictions, and how they feel about children’s access being regulated. In this paper, we provide survey data that show that many parents Know that their underage children are on Facebook in violation of the site’s restrictions and that they are often complicit in helping their children join the site.
    [Show full text]
  • The Web As Exception: the Rise of New Media Publishing Cultures
    UvA-DARE (Digital Academic Repository) The web as exception: The rise of new media publishing cultures Stevenson, M.P. Publication date 2013 Link to publication Citation for published version (APA): Stevenson, M. P. (2013). The web as exception: The rise of new media publishing cultures. General rights It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulations If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. UvA-DARE is a service provided by the library of the University of Amsterdam (https://dare.uva.nl) Download date:28 Sep 2021 Works cited Andrews, Robert. 2006. “9/11: Birth of the Blog.” Wired. http://www.wired.com/techbiz/media/ news/2006/09/71753. Ankerson, Megan Sapnar. 2010. “Web Industries, Economies, Aesthetics: Mapping the Look of the Web in the Dot-com Era.” In Niels Brügger, ed. Web History. New York, Peter Lang: 173-194. Anuff, Joey. 1995. “How to Read Wired Magazine.” Suck, October 6.
    [Show full text]