From BookTok to Bookshelf: Algorithms and Book Recommendations on TikTok

TikTok, a social media platform focused on short-form videos, is gaining a reputation for renewing interest in books (Bateman 2022; Harris 2021). While reviewing and recommending books is not new, the ability to do so on a large scale used to be limited to a select group of critics. Social media allows readers to voice their opinions, and by gaining followings these readers can then influence at a similar scale as traditional reviewers. This raises various questions as to how culture is created and curated. Today, this curation is done largely by algorithms through recommending and promoting content. The rise of BookTok emphasizes this, combining recommendations with TikTok’s algorithm to boost the popularity of certain books. In particular, BookTok has made headlines by repeatedly raising backlist books back onto the bestseller lists. This increases the shift from traditional curators of culture to a community of fellow readers, which can in turn popularize specific genres. Thus, the main question this thesis aims to answer is: what distinguishes BookTok from other digital platforms, enabling it to have such a cultural impact going beyond the online book community? The BookTok phenomenon will be explained by using a mixed-method approach looking at how creators use platform affordances, aesthetic features, and their algorithmic imaginaries to appeal to both users and the TikTok algorithm. The data used in this thesis consists of 148 BookTok videos gathered over a two-week period from the “For You” page. A content analysis was conducted to find patterns in the construction of the videos, the use of specific aesthetic features, and the selection of recommended book titles. Based on this data, it was possible to detect and describe different genres of BookTok videos and to identify the use of relevant platform affordances. This was complemented by a thematic analysis of interviews with three video creators, selected from the authors of the material in the dataset. The interviews gave insight into the algorithmic imaginary of the creators and how the construction of the algorithm informs the creative process. The analysis showed that while the algorithm is what makes the recommendations popular by distributing them to a receptive audience, the TikTok format is what makes the recommendations memorable and has a positive impact on book sales. As the algorithm informs every aspect of the book recommendations, from the creator’s decisions of picking a certain book to the decisions on when to make the video and who the algorithm subsequently recommends the video to, the book recommendations on BookTok can be examined as examples of algorithmic curation. By taking up the topic of literature and literary readership from a digital culture perspective, this thesis aims to contribute to the greater discussions on algorithms, personalization, and its’ effect on cultural production and curation.Master's Thesis in Digital CultureDIKULT350MAHF-DIKU

Proceedings TLAD 2012:10th International Workshop on the Teaching, Learning and Assessment of Databases

This is the tenth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2012). TLAD 2012 is held on the 9th July at the University of Hertfordshire and hopes to be just as successful as its predecessors. The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics and teachers from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers. Due to the healthy number of high quality submissions this year, the workshop will present eight peer reviewed papers. Of these, six will be presented as full papers and two as short papers. These papers cover a number of themes, including: the teaching of data mining and data warehousing, SQL and NoSQL, databases at school, and database curricula themselves. The final paper will give a timely ten-year review of TLAD workshops, and it is expected that these papers will lead to a stimulating closing discussion, which will continue beyond the workshop. We also look forward to a keynote presentation by Karen Fraser, who has contributed to many TLAD workshops as the HEA organizer. Titled “An Effective Higher Education Academy”, the keynote will discuss the Academy’s plans for the future and outline how participants can get involved

Proceedings TLAD 2012:10th International Workshop on the Teaching, Learning and Assessment of Databases

This is the tenth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2012). TLAD 2012 is held on the 9th July at the University of Hertfordshire and hopes to be just as successful as its predecessors. The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics and teachers from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers. Due to the healthy number of high quality submissions this year, the workshop will present eight peer reviewed papers. Of these, six will be presented as full papers and two as short papers. These papers cover a number of themes, including: the teaching of data mining and data warehousing, SQL and NoSQL, databases at school, and database curricula themselves. The final paper will give a timely ten-year review of TLAD workshops, and it is expected that these papers will lead to a stimulating closing discussion, which will continue beyond the workshop. We also look forward to a keynote presentation by Karen Fraser, who has contributed to many TLAD workshops as the HEA organizer. Titled “An Effective Higher Education Academy”, the keynote will discuss the Academy’s plans for the future and outline how participants can get involved

Transforming Conservation

There are severe problems with the decision-making processes currently widely used, leading to ineffective use of evidence, faulty decisions, wasting of resources and the erosion of public and political support. In this book an international team of experts provide solutions. The transformation suggested includes rethinking how evidence is assessed, combined, communicated and used in decision-making; using effective methods when asking experts to make judgements (i.e. avoiding just asking an expert or a group of experts!); using a structured process for making decisions that incorporate the evidence and having effective processes for learning from actions. In each case, the specific problem with decision making is described with a range of practical solutions. Adopting this approach to decision-making requires societal change so detailed suggestions are made for transforming organisations, governments, businesses, funders and philanthropists. The practical suggestions include twelve downloadable checklists. The vision of the authors is to transform conservation so it is more effective, more cost-efficient, learns from practice and is more attractive to funders. However, the lessons of this important book go well beyond conservation to decision-makers in any field

The New Reflexivity: Puzzle Films, Found Footage, and Cinematic Narration in the Digital Age

“The New Reflexivity” tracks two narrative styles of contemporary Hollywood production that have yet to be studied in tandem: the puzzle film and the found footage horror film. In early August 1999, near the end of what D.N. Rodowick refers to as “the summer of digital paranoia,” two films entered the wide-release U.S. theatrical marketplace and enjoyed surprisingly massive financial success, just as news of the “death of film” circulated widely. Though each might typically be classified as belonging to the horror genre, both the unreliable “puzzle film” The Sixth Sense and the fake-documentary “found footage film” The Blair Witch Project stood as harbingers of new narrative currents in global cinema. This dissertation looks closely at these two films, reading them as illustrative of two decidedly millennial narrative styles, styles that stepped out strikingly from the computer-generated shadows cast by big-budget Hollywood. The industrial shift to digital media that coincides with the rise of these films in the late 90s reframed the cinematic image as inherently manipulable, no longer a necessary index of physical reality. Directors become image-writers, constructing photorealistic imagery from scratch. Meanwhile, DVDs and online paratexts encourage cinephiles to digitize, to attain and interact with cinema in novel ways. “The New Reflexivity” reads The Sixth Sense and The Blair Witch Project as reflexive allegories of cinema’s and society’s encounters with new digital media. The most basic narrative tricks and conceits of puzzle films and found footage films produce an unusually intense and ludic engagement with narrative boundaries and limits, thus undermining the naturalized practices of classical Hollywood narration. Writers and directors of these films treat recorded events and narrative worlds as reviewable, remixable, and upgradeable, just as Hollywood digitizes and tries to keep up with new media. Though a great deal of critical attention has been paid to both puzzle and found footage films separately, no lengthy critical survey has yet been undertaken that considers these movies in terms of their shared formal and thematic concerns. Rewriting the rules of popular cinematic narration, these films encourage viewers to be suspicious of what they see onscreen, to be aware of the possibility of unreliable narration, or CGI and the “Photoshopped.” Urgent to film and cultural studies, “The New Reflexivity” suggests that these genres’ complicitous critique of new media is decidedly instructive for a networked society struggling with what it means to be digital

Transforming Conservation

There are severe problems with the decision-making processes currently widely used, leading to ineffective use of evidence, faulty decisions, wasting of resources and the erosion of public and political support. In this book an international team of experts provide solutions. The transformation suggested includes rethinking how evidence is assessed, combined, communicated and used in decision-making; using effective methods when asking experts to make judgements (i.e. avoiding just asking an expert or a group of experts!); using a structured process for making decisions that incorporate the evidence and having effective processes for learning from actions. In each case, the specific problem with decision making is described with a range of practical solutions. Adopting this approach to decision-making requires societal change so detailed suggestions are made for transforming organisations, governments, businesses, funders and philanthropists. The practical suggestions include twelve downloadable checklists. The vision of the authors is to transform conservation so it is more effective, more cost-efficient, learns from practice and is more attractive to funders. However, the lessons of this important book go well beyond conservation to decision-makers in any field