Assessing Barcamps: Incentives for Participation in Ad-Hoc Conferences and the Role of Social Media

Total Page:16

File Type:pdf, Size:1020Kb

Assessing Barcamps: Incentives for Participation in Ad-Hoc Conferences and the Role of Social Media Assessing Barcamps: Incentives for Participation in Ad-hoc Conferences and the Role of Social Media Sebastian Dennerlein Robert Gutounig Peter Kraker Graz University of Technology Medical University of Graz Know-Center Inffeldgasse 13 Auenbruggerplatz 2 Inffeldgasse 13 8010 Graz, Austria 8036 Graz, Austria 8010 Graz, Austria [email protected] robert.gutounig [email protected] @medunigraz.at Rene Kaiser Romana Rauter Julian Ausserhofer Joanneum Research University of Graz FH Joanneum Steyrergasse 17 Merangasse 18 Alte Poststraße 152 8010 Graz, Austria 8010 Graz, Austria 8020 Graz, Austria [email protected] romana.rauter julian.ausserhofer @uni-graz.at @fh-joanneum.at ABSTRACT Keywords Barcamps are informal conferences whose content is not de- Barcamp, Social Media, Motivation, Self Organization, fined in advance, often referred to as ad-hoc conferences or Knowledge Exchange, Communities of Practice un-conferences. Therefore, the outcomes of a barcamp are largely unknown before the event. This raises the question of the participants' motivations to attend and contribute. To 1. INTRODUCTION answer this question, we conducted an exploratory empirical Barcamps are informal conferences whose content is not study at Barcamp Graz 2012. We applied a mixed-method defined in advance. They are often referred to as ad-hoc con- approach: first we used a socio-demographic questionnaire ferences or un-conferences. They aim at an open and demo- (n=99) which allowed us to characterize the 'typical barcam- cratic way of communication, and unconstrained exchange per'. Second, we conducted qualitative interviews (n=10) to of knowledge and information. Unlike traditional confer- get a deeper understanding of the participants' motivations ences, there is no strict distinction between the audience to attend, expectations, and the use of social media in that and the presenters, as everyone is encouraged to participate context. We identified three concepts, which could be de- and contribute. ducted from the interviews: people, format and topics. We The first barcamp was organized in 2005 as an alternative found that the motivation to attend and even a common to the invitation-only Foo Camp (Friends Of O'Reilly). The identity is quite strongly based on these three factors. Fur- obvious name chosen for similar events open to the public thermore, the results indicate that participants share a set of was Bar Camps, since both foo and bar are popular place- activities and methods by following the barcamp's inherent holders for variables in computer science, much like the John rules and make extensive use of social media. Doe persona. The name 'barcamp' is therefore a playful al- lusion to its origin in the technically-minded Web 2.0 com- Categories and Subject Descriptors munity. Barcamps are typically held over a weekend, i.e. they H.4.3 [Information Systems Applications]: Miscella- last 2-3 days. Participants do not pay a conference fee, neous; I.2.6 [Learning]: Knowledge acquisition as expenses are mostly covered by sponsors, and the event is (self-)organized by convinced barcampers, committees or General Terms non-profit organizations. The program emerges out of a get- Human Factors, Theory together in the beginning of each day: participants introduce themselves, typically using three hashtags, briefly declaring their interests and expectations, and proposing topics that they want to talk or hear about. This allows for identify- ing other participants with related interests and for merging overlapping session proposals. Permission to make digital or hard copies of all or part of this work for Still, more session proposals than session slots may arise. personal or classroom use is granted without fee provided that copies are Those of most interest to the audience are assigned to a not made or distributed for profit or commercial advantage and that copies slot in the session raster by voting. After session planning, bear this notice and the full citation on the first page. To copy otherwise, to the participants spread into sessions. If there are multiple republish, to post on servers or to redistribute to lists, requires prior specific parallel tracks, they may switch whenever they want. The permission and/or a fee. i-Know ’13 September 04 - 06 2013, Graz, Austria complete group only convenes for refreshments, concluding Copyright 2013 ACM 978-1-4503-2300-0/13/09 ...$15.00. sessions, and feedback to the organizers at the end of the 1st Rule: You do talk about BarCamp. are usually attended within leisure time. But why would 2nd Rule: You do blog about BarCamp. anyone sacrifice his or her spare time to attend an event for 3rd Rule: If you want to present, you must write your which the outcomes are completely unknown? Even bar- topic and name in a presentation slot. camp veterans sometimes struggle to come up with a con- 4th Rule: Only three word intros. vincing answer to this question. 5th Rule: As many presentations at a time as facilities This paper is addressing exactly these motivational incen- allow for. tives. Therefore, we conducted an empirical study during 6th Rule: No pre-scheduled presentations, no tourists. and after a large barcamp in 2012, present its results and 7th Rule: Presentations will go on as long as they have discuss them. Alongside this investigation, we examine the to or until they run into another presenta- characteristics of the participants of Barcamp Graz 2012. tion slot. As a second focus, we aim to shed more light on the role 8th Rule: If this is your first time at BarCamp, you social media play in this context, and how exactly they are HAVE to present. (Ok, you don't really used. Finally, we give an outlook and compare barcamps HAVE to, but try to find someone to present based on the achieved insights to other similar theoretical with, or at least ask questions and be an in- frameworks such as Communities of Practice (CoP) [9]. To teractive participant.) the best of our knowledge, this is the first exploratory study that empirically analyzes motivations of barcamp attendees. Table 1: Rules of Barcamp. Through our study, we were able to infer the following three motivational aspects or concepts, respectively, with respect to motivation for attending barcamps: barcamp. Extended breaks between session slots guarantee opportunities for follow-up conversations and networking. • People: Meeting and networking with interesting and The sessions' format is not restricted to a certain struc- heterogeneous people of the barcamp community is ture, other than the maximum duration as allocated in the crucial session plan. Those who have proposed the session usu- • Format: The very open structure of the barcamp dri- ally act as moderators, and often incite the participants' ves the motivation to attend interest with an introductory presentation using prepared slides. But there are no strict limitations to how a session • Topic: The common subject area of the (sub-)camps can evolve. Participants are encouraged to actively take part implies shared interest between participants and de- in that process. Hence a session can for example have the termines the emerging topics to be discussed format of a presentation, a discussion, or a participant can even ask for a certain question to be answered by other par- The rest of this paper is structured as follows: in Section 2, ticipants. Since barcamps do not require any material to be related literature on the barcamp concept is discussed. Sec- submitted in advance, participants are encouraged to share tion 3 presents the object of our study, Barcamp Graz, and the results collaboratively via social media. our methodology regarding the development and realization Barcamps are mostly self-organized and characterized by of questionnaires and interviews. Results are reported in openness. There is a widely accepted set of rules1, see Ta- Section 4. Section 5 discusses the three inductively inferred ble 1. However, there are no restrictions regarding the adap- concepts in detail. Finally, we present a future research tion and evolution of the barcamp idea. One such develop- roadmap with respect to similar theories, constructs and ment is the emergence of barcamps with a special focus. movements. An example for this is the IndiaCamp2 which aims at in- formal exchange of experiences and knowledge about India, 2. RELATED WORK connecting like-minded European and Indian citizens in a Although the occurrence of barcamps and other forms of familiar context and inspiring new collaborative projects. un-conferences has increased noticeably in the past years in Barcamps may also consist of multiple sub-camps with spe- many countries, few scholars have investigated these new cific topics. Other forms offer workspaces for more practical event formats. This lack of research interest is quite sur- collaboration, often with charitable intentions. Such events prising given the increasing number of academic conferences are usually referred to as a CreateCamp. that add barcamp-style sessions to their program (cp. WWW Barcamps can be considered a success story. Since their 2012, WebSci 2013). At the same time, the corpus of practi- beginning, the idea has spread worldwide. The website cally oriented, non-academic texts has grown considerably. barcamp.org lists events on all continents. In Austria, there Most publications in this tone are freely available on the 3 were 27 events in 2012 alone , and the number has been in- Web and aim at promoting the idea of barcamps by provid- creasing in the last few years. Aspects of the history of the ing case studies and learnings from completed events. Quite barcamp movement have been documented by Bernhardt a few texts contain manuals and step-by-step-tutorials for and Kirchner [1]. future barcamps | cp. Ernesto and Leal [5], Lapointe [8], For people not familiar with the concept, the appeal of Louie et al. [11], and Bernhardt and Kirchner [1]. barcamps may not be clear.
Recommended publications
  • Social Innovation Camps and Labs: Lessons from Internews' Experience
    INTERNEWS CENTER FOR INNOVATION & LEARNING innovation.internews.org SOCIAL INNOVATION CAMPS AND LABS: LESSONS FROM INTERNEWS’ EXPERIENCE Tara Susman-Peña January 2014 ACKNOWLEDGEMENTS The author wishes to thank Amanda Noonan, Director of Research & Learning, Josh Machleder, Vice President for Europe & Eurasia, and Sam DeSilva, Innovation Advisor for Asia (all of Internews), for their feedback on drafts of this report. Maria Cruz, Center for Innovation& Learning Intern, provided a very helpful review of the available literature on Social Innovation Camps, Labs, and similar events. Many thanks go especially to the interviewees for their time, input, and patience. ABOUT THE AUTHOR Tara Susman-Peña is Senior Research Officer at Internews, focusing on both the evaluation of innovation pilots and broader research on innovation and policy. She is the director of Internews’ Media Map Project, examining the evidence for the impact of media on development; making global media data more open and interactive; and using both traditional and innovative research meth- ods to understand how donors have impacted the development of the media in six countries over two decades (www.MediaMapResource.org). Before joining Internews, she worked in the audience insight and research department at NPR, where she managed the online listener panel and qualita- tive research initiatives. Prior to NPR, her years of commercial market research experience focused on branding, video ethnography, product and service development, and communication strategy in the media, technology, health, food, fashion, and automotive industries. CREDITS The report was edited by Mary Myers Design: Kirsten Ankers, Citrine Sky Design Photos: Courtesy of Internews CONTENTS Chapter 1 An Introduction to Social Innovation Camps and Labs ..................
    [Show full text]
  • Independent Together: Building and Maintaining Values in a Distributed Web Infrastructure
    Independent Together: Building and Maintaining Values in a Distributed Web Infrastructure by Jack Jamieson A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Graduate Department of Information University of Toronto © Copyright 2021 by Jack Jamieson Abstract Independent Together: Building and Maintaining Values in a Distributed Web Infrastructure Jack Jamieson Doctor of Philosophy Graduate Department of Information University of Toronto 2021 This dissertation studies a community of web developers building the IndieWeb, a modular and decen- tralized social web infrastructure through which people can produce and share content and participate in online communities without being dependent on corporate platforms. The purpose of this disser- tation is to investigate how developers' values shape and are shaped by this infrastructure, including how concentrations of power and influence affect individuals' capacity to participate in design-decisions related to values. Individuals' design activities are situated in a sociotechnical system to address influ- ence among individual software artifacts, peers in the community, mechanisms for interoperability, and broader internet infrastructures. Multiple methods are combined to address design activities across individual, community, and in- frastructural scales. I observed discussions and development activities in IndieWeb's online chat and at in-person events, studied source-code and developer decision-making on GitHub, and conducted 15 in-depth interviews with IndieWeb contributors between April 2018 and June 2019. I engaged in crit- ical making to reflect on and document the process of building software for this infrastructure. And I employed computational analyses including social network analysis and topic modelling to study the structure of developers' online activities.
    [Show full text]
  • The Digital Scholar
    The Digital Scholar How Technology Is Transforming Scholarly Practice Martin Weller BLOOMSBURY ACADEMIC First published in 2011 by Bloomsbury Academic an imprint of Bloomsbury Publishing Plc 36 Soho Square, LondonWiD3QY, UK and 175 Fifth Avenue, NewYork, NY 10010, USA Copyright © Martin Weller 2011 This work is published subject to a Creative Commons Attribution Non-Commercial Licence. You may share this work for non-commercial purposes only, provided you give attribution to the copyright holder and the publisher. For permission to publish commercial versions please contact Bloomsbury Academic CIP records for this book are available from the British Library and the Library of Congress ISBN 978-1-84966-497-4 (hardback) ISBN 978-1-84966-617-6 (paperback) ISBN 978-1-84966-625-1 (ebook) Visit http://bloomsburyacademic.com/ to find out more about our authors and their books. You will find extracts, author interviews, author events and you can sign up for newsletters to be the first to hear about our latest releases and special offers. Coverimage: © PeterPhoto123/Shutterstock To Ellen While industries such as music, newspapers, film and publishing have seen radical changes in their business models and practices as a direct result of new technologies, higher education has so far resisted the wholesale changes we have seen elsewhere. However, a gradual and fundamental shift in the practice of academics is taking place. Every aspect of scholarly practice is seeing changes effected by the adoption and possibilities of new technologies. This book will explore these changes, their implications for higher education, the possibilities for new forms of scholarly practice and what lessons can be drawn from other sectors.
    [Show full text]
  • Ten Simple Rules for Organizing an Unconference
    EDITORIAL Ten Simple Rules for Organizing an Unconference Aidan Budd1*, Holger Dinkel1, Manuel Corpas2, Jonathan C. Fuller3, Laura Rubinat1,4, Damien P. Devos5, Pierre H. Khoueiry6*, Konrad U. Förstner7, Fotis Georgatos8, Francis Rowland9, Malvika Sharan10, Janos X. Binder1,11, Tom Grace12, Karyn Traphagen13, Adam Gristwood14, Natasha T. Wood15 1 Structural and Computational Biology (SCB) Unit, European Molecular Biology Laboratory (EMBL), Heidelberg, Germany, 2 The Genome Analysis Centre (TGAC), Norwich Research Park, Norwich, United Kingdom, 3 Heidelberg Institute for Theoretical Studies (HITS) gGmbH, Heidelberg, Germany, 4 Molecular Microbial Ecology Group, Institute of Aquatic Ecology, Universitat de Girona, Girona, Spain, 5 Centro Andaluz de Biología del Desarrollo (CABD), Universidad Pablo de Olavide, Sevilla, Spain, 6 Genome Biology (GB) Unit, European Molecular Biology Laboratory (EMBL), Heidelberg, Germany, 7 Core Unit Systems Medicine, University of Würzburg, Würzburg, Germany, 8 Luxembourg Centre for Systems Biomedicine (LCSB), University of Luxembourg, Luxembourg, 9 European Molecular Biology Laboratory, European Bioinformatics Institute (EMBL-EBI), Wellcome Trust Genome Campus, Hinxton, Cambridgeshire, United Kingdom, 10 Institute for Molecular Infection Biology, Universität Würzburg, Würzburg, Germany, 11 Bioinformatics Core Facility, Luxembourg Centre for Systems Biomedicine (LCSB), University of Luxembourg, Walferdange, Luxembourg, 12 Typeface & Lettering Design, Heidelberg, Germany, 13 ScienceOnline, Durham, North Carolina,
    [Show full text]
  • UNCONFERENCES : …Because the Audience Is Cleverer Than the Speaker!
    UNCONFERENCES : …Because the Audience is Cleverer than the Speaker! Dedication To all my friends at The Knowledge Foundation with whom I‘ve had the pleasure of conducting many unconferences. Copyright Info Published by The Watering Hole Foundation. First published in India in 2010 This book is a compilation of knowledge from people who are truly passionate about Unconferences and making traditional conferences more interesting. Where information is used, we have made every effort to give rightful credit to the author. This book is not a commercial venture. The book has been priced in such a way that it just meets the printing and distribution cost of the book. Whatever little money is made will be directed to The Watering Hole Foundation which aims to organize focused unconferences. This book is sold subject to the condition that it can be shared freely with others. Its perfectly okay to be lent, hired out and otherwise circulated without the publsher‘s prior consent. Infact, we encourage it. No rights reserved. Any part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical including photo-copying, recording, or any other information storage and retrieval system, without permission in writing from the Publisher. Attribution Non-Commercial Share Alike cc by-nc-sa This Creative Commons license lets others remix, tweak, and build upon this book non-commercially, as long as they credit this work and license their new creations under the identical terms. Others can download and redistribute contents of this book just like the by-nc-nd license, but they can also translate, make remixes, and produce new stories based on this book.
    [Show full text]
  • Hacking the Academy: New Approaches to Scholarship And
    Hacking the Academy Hacking the Academy NEW APPROACHES TO SCHOLARSHIP AND TEACHING FROM DIGITAL HUMANITIES Edited by Daniel J. Cohen and Tom Scheinfeldt The University of Michigan Press Ann Arbor Copyright © by Daniel J. Cohen and Tom Scheinfeldt 2013 Some rights reserved This work is licensed under the Creative Commons Attribution- Noncommercial- No Derivative Works 3.0 United States License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/3.0/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA. Published in the United States of America by The University of Michigan Press Manufactured in the United States of America c Printed on acid- free paper 2016 2015 2014 2013 4 3 2 1 A CIP catalog record for this book is available from the British Library. DOI: http://dx.doi.org/10.3998/dh.12172434.0001.001 Library of Congress Cataloging- in- Publication Data Hacking the academy : new approaches to scholarship and teaching from digital humanities / edited by Daniel J. Cohen and Tom Scheinfeldt. pages cm. — (Digital humanities) Includes bibliographical references. ISBN 978- 0- 472- 07198- 2 (cloth : acid- free paper) — ISBN 978- 0- 472- 05198- 4 (pbk. : acid- free paper) — ISBN 978- 0- 472- 02947- 1 (e- book) 1. Communication in learning and scholarship— Technological innovations. 2. Scholarly electronic publishing. 3. Humanities— Information technology. 4. Humanities— Digital libraries. 5. Humanities— Research. I. Cohen, Daniel J. (Daniel Jared), 1968– II. Scheinfeldt, Tom. AZ186.H33 2013 001.2— dc23 2013001475 Contents Introductions Preface Daniel J. Cohen and Tom Scheinfeldt 3 Why “Hacking”? Tad Suiter 6 Hacking Scholarship Getting Yourself Out of the Business in Five Easy Steps Jason Baird Jackson 13 Burn the Boats/Books David Parry 15 Reinventing the Academic Journal Jo Guldi 19 Reading and Writing Michael O’Malley 25 Voices: Blogging Matthew G.
    [Show full text]
  • Produced by Brigette Hunley and Maria Geluz [email protected] [email protected] All Labor Donated {Dedication}
    Produced by Brigette Hunley and Maria Geluz [email protected] [email protected] All labor donated {Dedication} This primer could not have been created without the following democratic leaders. Steve Westly Eric Bauman Brigette Hunley Maria Geluz Andrew Lachman Henry Vandermeir Kyle Daley {Aa} ActBlue is the nation’s largest source of funds for ActBlue Democrats. Launched in 2004, ActBlue created and deployed the next generation of online fundraising tools, enabling individuals and groups to raise money for the Democratic candidates and committees of their choice at www.actblue.com. In four years, ActBlue has sent more tees from more than 420,000 donors, with a median contribution of only fifty dollars, doing as much to ensure a sustainable Democratic future as any other player in the field. Aneesh Chopra Aneesh Chopra is the first US Chief Technology Officer. The CTO will develop national strategies for using advanced technologies to transform our economy and our society, such as fostering private sector innovation, reducing administrative costs and medical errors using health IT, and using technology to change the way teachers teach and students learn. {Bb} {Bb} Blog A blog (a contraction of the term weblog) is a type of Why Build a Voter File? Build a website, usually maintained by an individual with regular [[http://en.wikipedia.org/wiki/Voter_file|Voter Files]] are Voter File with entries of commentary, descriptions of events, or other used to identify potential supporters in your local area, FaceBook material such as graphics or video. Entries are commonly sift out voters more likely to support your opponent, and displayed in reverse-chronological order.
    [Show full text]
  • From #Edcamp to #Edchat: a Case Study Exploring Innovative, Self-Directed Educator Professional Learning Amy E
    Kennesaw State University DigitalCommons@Kennesaw State University Doctor of Education in Teacher Leadership Office of Collaborative Graduate Programs Dissertations Fall 12-13-2016 From #edcamp to #edchat: A Case Study Exploring Innovative, Self-Directed Educator Professional Learning Amy E. Vitala Kennesaw State University Follow this and additional works at: http://digitalcommons.kennesaw.edu/teachleaddoc_etd Part of the Other Teacher Education and Professional Development Commons Recommended Citation Vitala, Amy E., "From #edcamp to #edchat: A Case Study Exploring Innovative, Self-Directed Educator Professional Learning" (2016). Doctor of Education in Teacher Leadership Dissertations. Paper 13. This Dissertation is brought to you for free and open access by the Office of Collaborative Graduate Programs at DigitalCommons@Kennesaw State University. It has been accepted for inclusion in Doctor of Education in Teacher Leadership Dissertations by an authorized administrator of DigitalCommons@Kennesaw State University. For more information, please contact [email protected]. Running Head: #EDCAMP TO #EDCHAT From #edcamp to #edchat: A Case Study Exploring Innovative, Self-Directed Educator Professional Learning Amy E. Vitala Kennesaw State University October 2016 A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Education in the Bagwell College of Education #EDCAMP TO #EDCHAT 2 Dedication I am incredibly grateful to my mother, Ann, and my late father, Mike, who always encouraged me to pursue any path I wanted, as long as I gave it my best. They placed great value on education and instilled in me a love of learning from a young age. I am sincerely thankful for the members of my dissertation committee, Dr.
    [Show full text]
  • Fax Cover Sheet
    MURDOCH RESEARCH REPOSITORY http://researchrepository.murdoch.edu.au The unconference: a new model for better professional communication Author(s): Greenhill, Kathryn ; Wiebrands, Constance Year: 2008 Source: Poropitia Outside the Box: LIANZA Conference 2008, Auckland, N.Z., 2-5 Nov. 2008 Official URL: http://opac.lianza.org.nz/cgi-bin/koha/opac- detail.pl?bib=383 The unconference: a new model for better professional communication Kathryn Greenhill Constance Wiebrands Emerging Technologies Specialist Acting Manager Murdoch University Library Flexible Delivery and Lending [email protected] Services Curtin University Library [email protected] Abstract Unconferences are gatherings of people united by a passion, where the content and structure of the day is driven by the participants. An unconference is often facillitated using the Open Spaces Technology model. This uses the four flow principles: • Whoever comes are the right people • Whatever happens is the only thing that could have • Whenever it starts is the right time • When it's over, it's over During 2007 three library unconferences happened in Melbourne, Perth and Brisbane. The authors of the paper were involved in unorganising the Perth "Library 2.0 on the Loose" unconference and have also participated in three other unconfences - two outside of the library field. They discuss the unconference model as an effective and surprisingly professional way of transferring knowledge and creating networks. This paper outlines the tools and methods used to organise an unconference, the challenges faced and the lessons learnt, and feedback received from participants of the Perth unconference. The paper suggests that this informal way of physical meeting, with sessions determined by the attendees parallels the informal conversations taking place online using the new web tools.
    [Show full text]
  • Inviting Community, Sharing Learnings, Evolving Practice
    Inviting Community, Sharing Learnings, Evolving Practice Proceedings from the first-ever VIRTUAL OPEN SPACE on OPEN SPACE: A Worldwide Open Learning Event • Everywhere, July 2015 Proceedings from the first-ever VIRTUAL OPEN SPACE on OPEN SPACE: A Worldwide Open Learning Event • Everywhere, July 2015 Conference Homepage and Meeting Space: http://vosonos.qiqochat.com Conference Agenda Wall (now read only): http://notes.qiqochat.com:9001/p/r.7361f8332e74c283596c6a56fe70d552 Conference Proceedings (now read only): http://notes.qiqochat.com:9001/p/r.390eceaf361a26799bc0ab876f63a7e9 Conference Facilitators: Michael Herman [email protected] and Lucas Cioffi [email protected] TABLE OF CONTENTS SUMMARY..................................................................................................................... 3 CONFERENCE INVITATION ........................................................................................................ 4 TOPIC #1: Tony Budak: You're invited to chat about asset based community development or time, skill, and knowledge exchanges. https://www.hourworld.org/ http://tbmw.org/about-tbmw/ and a case, http://tbmw.org/about-us-youth-court/ ema ..................................................................... 7 TOPIC #2: Tricia Chirumbole: Opening space with a lowercase "o" - how to offer or describe "opening space" beyond the OST event/meeting platform .......................................................................... 8 TOPIC #3. Skye: How might retirement issues be addressed with Open Space?
    [Show full text]
  • Among the New Words
    Among the new words beNjAmiN zimmer chArleS e. CArSoN Thinkmap Visual Thesaurus Duke University Press lAureNCe r. horN Yale University Send newly found words to [email protected] As a generator of new words in english, the prefixun- has a long and distinguished pedigree. it combines two etymologically distinct prefixes into a single surface form: a negative prefix (fromo ld english un-, cognate with German un-, latin in-, and Greek a[n]-) and a reversative prefix (from old english on[d]-, cognate with German ent- and Greek anti-). both the nega- tive and reversative varieties of un- have long been available for innovative word formation, becoming especially productive in early modern english (Nevalainen 1999, 380–83; lieber 2006, 391–93). William Shakespeare, as David Crystal (2008, 171) observes, “seemed to have had a penchant for using un- in imaginative ways.” of the 314 words formed with un- for which Shakespeare provides the first citation in theOxford English Dictionary (2nd ed.), most are negativized adjectives and adverbs (e.g., unaware, uncom- fortable, unearthly, uneducated), though there is also the occasional nega- tivized noun (undeserver ‘one who is not deserving’). A remarkable 62 of the Shakespearean un- words are verbs of the reversative variety, including uncurse, undeaf, unsex, unshout, unspeak, and unswear (171–73). Four centuries later, adjectives and adverbs still dominate newly coined un- words, but negative nouns and reversative verbs continue to enliven the linguistic landscape. We present some choice examples of each cate- gory here. A new wave of un- nouns arrived in American english inspired in part by 7uP’s “uncola” advertising slogan, first used by the soft-drink manufacturer in 1967 to position its product as an alternative to market leaders Coke and Pepsi.
    [Show full text]
  • Making Serendipity Stick
    Making Serendipity Stick Translating short, live online interactions into meaningful relationships ! Srishti Sethi !B.Tech Computer Science, Rajasthan Technical University, India (2011) 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 June 2015 !© Massachusetts Institute of Technology 2015. All rights reserved. ! Author Srishti Sethi Program in Media Arts and Sciences May 8, 2015 Certified By Mitchel Resnick LEGO Papert Professor of Learning Research Thesis Supervisor Accepted By Pattie Maes Academic Head Program in Media Arts and Sciences !! "1 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !! "2 Making Serendipity Stick Translating short, live interactions into meaningful relationships ! Srishti Sethi ! Submitted to the Program in Media Arts and Sciences, School of Architecture and Planning, on May 8, 2015, in partial fulfillment of the requirements for the degree of Master of Science in Media Arts and Sciences ! Abstract ! Deep personal connections foster rich learning. Making such connections is one of the most valuable benefits of attending face-to-face conferences. Online technologies offer the opportunity to meet with more people at a fraction of the cost. However, it is more challenging to experience the immediacy of face-to-face meetings in online gatherings and virtual conversations. Forming strong ties with people at conferences is much easier offline, than online, where it is easy to get distracted and harder to reach out and connect. This thesis extends Unhangout, a platform for online unconferences, and investigates how we can help people translate short, live online interactions into lasting relationships.
    [Show full text]