Trolling in asynchronous computer-mediated communication: From user discussions to academic definitions

Whilst computer-mediated communication (CMC) can benefit users by providing quick and easy communication between those separated by time and space, it can also provide varying degrees of anonymity that may encourage a sense of impunity and freedom from being held accountable for inappropriate online behaviour. As such, CMC is a fertile ground for studying impoliteness, whether it occurs in response to perceived threat (flaming), or as an end in its own right (trolling). Currently, first and secondorder definitions of terms such as im/politeness (Brown and Levinson 1987; Bousfield 2008; Culpeper 2008; Terkourafi 2008), in-civility (Lakoff 2005), rudeness (Beebe 1995, Kienpointner 1997, 2008), and etiquette (Coulmas 1992), are subject to much discussion and debate, yet the CMC phenomenon of trolling is not adequately captured by any of these terms. Following Bousfield (in press), Culpeper (2010) and others, this paper suggests that a definition of trolling should be informed first and foremost by user discussions. Taking examples from a 172-million-word, asynchronous CMC corpus, four interrelated conditions of aggression, deception, disruption, and success are discussed. Finally, a working definition of trolling is presented

Interactive computer-based interventions for sexual health promotion (Protocol)

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New literacies and future educational culture

The paper draws attention to three developments that are crucial to online education. First, the new literacy required by group discussion in writing, i.e. by computer‐mediated communication ('e‐talk') is discussed Educators are urged to delimit and structure their courses so that online conversations in writing are successfully framed for effective discourse. Second, new literacy arising from the merging of multimedia with text is considered It is maintained that this will enhance communication, not debase it. Third, the way that increasing ease of information retrieval is eroding boundaries between traditional disciplines is discussed It is argued that this may create new difficulties in education. The paper recommends various ways of overcoming the problems that arise from the three developments

The lesbian, gay, bisexual and transgender community online: discussions of bullying and self-disclosure in YouTube videos

Computer-mediated communication has become a popular platform for identity construction and experimentation as well as social interaction for those who identify as lesbian, gay, bisexual or transgender (LGBT). The creation of user-generated videos has allowed content creators to share experiences on LGBT topics. With bullying becoming more common amongst LGBT youth, it is important to obtain a greater understanding of this phenomenon. In our study, we report on the analysis of 151 YouTube videos which were identified as having LGBT- and bullying-related content. The analysis reveals how content creators openly disclose personal information about themselves and their experiences in a non-anonymous rhetoric with an unknown public. These disclosures could indicate a desire to seek friendship, support and provide empathy

“I h 8 u”: Findings from a five-year study of text and e-mail bullying

Copyright @ 2010 British Educational Research Association. The final version of this article is available at the link below.This study charts reports of nasty or threatening text and e-mail messages received by students in academic years 7 and 8 (11-13 years of age) attending 13 secondary schools in the North of England between 2002-2006. Annual surveys were undertaken on behalf of the local education authority (LEA) to monitor bullying. Results indicated that, over five years, the number of pupils receiving one or more nasty or threatening text messages or e-mails increased significantly, particularly among girls. However, receipt of frequent nasty or threatening text and e-mail messages remained relatively stable. For boys, being a victim of direct-physical bullying was associated with receiving nasty or threatening text and e-mail messages; for girls it was being unpopular among peers. Boys received more hate-related messages and girls were primarily the victims of name-calling, Findings are discussed with respect to theoretical and policy developments, and recommendations for future research are offered

Almost as helpful as good theory: Some conceptual possibilities for the online classroom

Interest and activity in the use of C&IT in higher education is growing, and while there is effort to understand the complexity of the transition to virtual space, aspects of development, particularly clarity about the nature of the learning community, may only be lightly theorized. Based on an ongoing action research study involving postgraduate students studying in the UK and USA, this paper will identify some theoretical roots and derive from these six conceptual areas that seem to the authors to have relevance and significance for behaviour online. An exploration of these forms the basis for a two‐dimensional model which can account for what happens when groups come together to learn in cyberspace. In depicting this model, there is acknowledgement of the existence of third and fourth dimensions at work. However, the explanatory power of taking these extra dimensions into account is beyond the scope of the analysis thus far

Research into literacy and technology in primary classrooms: an exploration of understandings generated by recent studies

Whilst much has been written about the implications for ‘literacy’ for practices surrounding digital technologies (Gee, 2000a; Luke and Carrington, 2002; Snyder, 1998), there has been surprisingly little research investigating new literacies in primary classrooms (Andrews, 2003; Labbo and Reinking, 2003: Lankshear and Knobel, 2003). This review examines the kinds of understandings that have been generated through studies of primary literacy and technology reported during the period 2000-2006. It uses Green’s distinction between ‘operational’, ‘cultural’ and ‘critical’ dimensions of primary literacy (Lankshear and Bigum, 1999; Snyder, 2001) to investigate the focus and methodology of 38 empirical studies. It explores ways in which research may be informed by assumptions and practices associated with print literacy, but also highlights the kinds of studies which are beginning to investigate the implications of digital texts for primary education. The paper concludes by arguing for further ethnographic and phenomenological studies of classroom literacy practices in order to explore the complex contexts which surround and are mediated by digital texts

Emerging and scripted roles in computer-supported collaborative learning

Emerging and scripted roles pose an intriguing approach to analysing and facilitating CSCL. The concept of emerging roles provides a perspective on how learners structure and self-regulate their CSCL processes. Emerging roles appear to be dynamic over longer periods of time in relation to learners’ advancing knowledge, but are often unequally distributed in ad hoc CSCL settings, e.g. a learner being the ‘typist’ and another being the ‘thinker’. Empirical findings show that learners benefit from structuring or scripting CSCL. Scripts can specify roles and facilitate role rotation for learners to equally engage in relevant learning roles and activities. Scripted roles can, however, collide with emerging roles and therefore need to be carefully attuned to the advancing capabilities of the learners

Usefulness and reliability of online assessments: a Business Faculty's experience

The usefulness and reliability of online assessment results relate to the clarity, specificity and articulation of assessment purposes, goals and criteria. Cheating and plagiarism are two frequent and controversial issues that arise and there is a view that the online assessments mode inherently lends itself to both these practices. However, reconceptualising practice and redeveloping techniques can pave the way for an authentic assessment approach which minimizes student academic dishonesty. This article describes research which investigated online assessments practice in a business faculty at an Australian university and proposes what might constitute good, sustainable practice and design in university online assessment practices