How social media can afford engagement processes

The increasing popularity of social media has led many organizations to find new ways of customer engagement. This paper presents an initial pilot study to explore the affordance of social media in engagement processes. By applying the affordance theory and Porter’s process for engagement model, we used a case study approach to examine the case company’s Facebook and Twitter content to identify the engagement possibilities of social media. Our preliminary results show that social media opens a new channel for organisations to engage with their customers. We present a preliminary theoretical model to understand the how the functional affordances of social media are socialised in engagement processes, which ultimately gives rise to socialised affordances

A "superstorm": When moral panic and new risk discourses converge in the media

This is an Author's Accepted Manuscript of an article published in Health, Risk and Society, 15(6), 681-698, 2013, copyright Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/13698575.2013.851180.There has been a proliferation of risk discourses in recent decades but studies of these have been polarised, drawing either on moral panic or new risk frameworks to analyse journalistic discourses. This article opens the theoretical possibility that the two may co-exist and converge in the same scare. I do this by bringing together more recent developments in moral panic thesis, with new risk theory and the concept of media logic. I then apply this theoretical approach to an empirical analysis of how and with what consequences moral panic and new risk type discourses converged in the editorials of four newspaper campaigns against GM food policy in Britain in the late 1990s. The article analyses 112 editorials published between January 1998 and December 2000, supplemented with news stories where these were needed for contextual clarity. This analysis shows that not only did this novel food generate intense media and public reactions; these developed in the absence of the type of concrete details journalists usually look for in risk stories. Media logic is important in understanding how journalists were able to engage and hence how a major scare could be constructed around convergent moral panic and new risk type discourses. The result was a media ‘superstorm’ of sustained coverage in which both types of discourse converged in highly emotive mutually reinforcing ways that resonated in a highly sensitised context. The consequence was acute anxiety, social volatility and the potential for the disruption of policy and social change

'MMR talk' and vaccination choices: an ethnographic study in Brighton

In the context of the high-profile controversy that has unfolded in the UK around the measles, mumps and rubella (MMR) vaccine and its possible adverse effects, this paper explores how parents in Brighton, southern England, are thinking about MMR for their own children. Research focusing on parents’ engagement with MMR has been dominated by analysis of the proximate influences on their choices, and in particular scientific and media information, which have led health policy to focus on information and education campaigns. This paper reports ethnographic work including narratives by mothers in Brighton.Our work questions such reasoning in showing how wider personal and social issues shape parents’ immunisation actions. The narratives by mothers show how practices around MMR are shaped by personal histories, by birth experiences and related feelings of control, by family health histories, by their readings of their child’s health and particular strengths and vulnerabilities, by particular engagements with health services,by processes building or undermining confidence,and by friendships and conversations with others,which are themselves shaped by wider social differences and transformations. Although many see vaccination as a personal decision which must respond to the particularities of a child’s immune system, ‘MMR talk’, which affirms these conceptualisations, has become a social phenomenon in itself. These perspectives suggest ways in which people’s engagements with MMR reflect wider changes in their relations with science and the state

Lessons learned in effective community-university-industry collaboration models for smart and connected communities research

In 2017, the Boston University Hariri Institute for Computing and the Initiative on Cities co-hosted two workshops on “Effective Community-University-Industry Collaboration Models for Smart and Connected Communities Research,” with the support of the National Science Foundation (NSF). These efforts brought together over one hundred principal investigators and research directors from universities across the country, as well as city officials, community partners, NSF program managers and other federal agency representatives, MetroLab Network representatives and industry experts. The focus was on transdisciplinary “smart city” projects that bring technical fields such as engineering and computer science together with social scientists and community stakeholders to tackle community-sourced problems. Presentations, panel discussions, working sessions and participant white papers surfaced operational models as well as barriers and levers to enabling effective research partnerships. To capture the perspectives and beliefs of all participants, in addition to the presenters, attendees were asked to synthesize lessons on each panel topic. This white paper summarizes the opportunities and recommendations that emerged from these sessions, and provides guidance to communities and researchers interested in engaging in these types of partnerships as well as universities and funders that endeavor to nurture them. It draws on the collective wisdom of the assembled participants and the authors. While many of the examples noted are drawn from medium and large cities, the lessons may still be applicable to communities of various sizes.National Science Foundatio

Rethinking affordance

n/a – Critical survey essay retheorising the concept of 'affordance' in digital media context. Lead article in a special issue on the topic, co-edited by the authors for the journal Media Theory

JuxtaLearn D3.2 Performance Framework

This deliverable, D3.2, for Work Package 3 incorporating the pedagogy from WP2 and orchestration factors mapped in D3.1 reviews aspects of performance in the context of participative video making. It reviews literature on curiosity and engagement characteristics of interaction mechanisms for public displays and anticipates requirements for social network analysis of relevant public videos from WP6 task 6.3. Thus, to support JuxtaLearn performance it proposes a reflective performance framework that encompasses the material environment and objects required, the participants, and the knowledge needed

Closing the Loophole: A Case Study of Organizing for More Equitable and Affordable Access to Health Care in San Francisco

This paper presents in-depth case study of a successful hybrid political and community organizing campaign to ensure equitable access to health care through the perspective of a grassroots San Francisco community-based organization, the Chinese Progressive Association (CPA), which has been organizing low-income Chinese immigrants for over four decades. First, it outlines the Health Care Security Ordinance (HCSO), which, since its passage in 2006, has established a near-universal health care access program, helping to make health care accessible and affordable to individuals living and working in San Francisco. Then it presents the campaign to save the HCSO, focusing on CPA’s participation in the HCSO coalition. Finally, it discusses health care as it relates to the San Francisco’s affordability crisis and the political economic context in which it is taking place. Despite the limitations inherent in small case studies like this one, it nevertheless provides a valuable opportunity to better understand how one politically progressive city attempted to address the problem of grossly inequitable health care access through the lens of community organizing, advocacy, and coalition building. San Francisco, like many major American cities today, is being confronted with rapid gentrification and growing economic inequality—the backdrop to the HCSO. Through innovative experiments in social responsibility like the HCSO, however, the city has made leaps in health care access. It concludes with lessons learned from local organizing and advocacy to save the HCSO as these may inform other local efforts to promote health care for all

AGENT: Alumni growth and engagement across new technologies

The AGENT project aims to use social networking technologies (LinkedIn and Facebook) to support the development of undergraduates’ employability and career development. The focus of the project is on e-mentoring by alumni to provide a ‘bridge’ between individuals whose social ties and connections are weakened by time and distance, whilst at the same time capitalising on the learning opportunities afforded by the widening of social networks. Social networking sites (SNSs) have been shown to provide students with the tools to make connections, build relationships and support personal development. From a social capital perspective, SNSs can support ‘weak ties’ by allowing students to grow a social network from which to draw resources in the form of information, knowledge, advice and expertise that an institution’s alumni can provide. Alumni are a key resource for building professional networking communities that can provide offline as well as online support to students. We report on an on-going JISC project –AGENT (Alumni Growth and Engagement across New Technologies) that explores how Web 2.0 technologies engage alumni, create the sense of belonging, develop more effective and mutually-beneficial alumni-student connections and associated positive social capital outcomes.Joint Information Systems Committee (JISC) 2011-201

Doing IT for Themselves: Management versus Autonomy in Youth E-Citizenship

Part of the Volume on Civic Life Online: Learning How Digital Media Can Engage Youth. This chapter explores tensions between managed and autonomous conceptions of youth e-citizenship as manifested in six UK-based projects. Managed youth e-citizenship projects are characterized as seeking to establish "connections" between young people and institutions that have power over their lives. Regarding youth as apprentice citizens who need to learn appropriate ways of engaging with encrusted structures of governance, they seek to promote habits of civility, while at the same time encouraging young people to think of themselves as empowered social actors whose (virtual) voices deserve to be heard. In contrast, autonomous e-citizenship projects tend not to be funded by government, and express strong reservations about having relationship too close to the state. These projects are less interested in engaging with powerful institutions than in forming powerful networks of young people, engaged with one another to resist the power of institutions. Regarding youth as independent political agents, autonomous e-citizens expect less from the communicative potential of having their say; for them, empowerment entails an intimate relationship between voice and action. The chapter concludes by proposing a set of policy recommendations that might lead to a productive convergence between these two models of youth e-citizenship

Communities of practice and virtual learning communities : benefits, barriers and success factors

A virtual Community of Practice (CoP) is a network of individuals who share a domain of interest about which they communicate online. The practitioners share resources (for example experiences, problems and solutions, tools, methodologies). Such communication results in the improvement of the knowledge of each participant in the community and contributes to the development of the knowledge within the domain. A virtual learning community may involve the conduct of original research but it is more likely that its main purpose is to increase the knowledge of participants, via formal education or professional development. Virtual learning communities could have learning as their main goal or the elearning could be generated as a side effect. Virtual communities of practice (CoPs) and virtual learning communities are becoming widespread within higher education institutions (HEIs) thanks to technological developments which enable increased communication, interactivity among participants and incorporation of collaborative pedagogical models, specifically through information communications technologies (ICTs) They afford the potential for the combination of synchronous and asynchronous communication, access to -and from- geographically isolated communities and international information sharing. Clearly there are benefits to be derived from sharing and learning within and outwith HEIs. There is a sense of connectedness, of shared passion and a deepening of knowledge to be derived from ongoing interaction. Knowledge development can be continuous, cyclical and fluid. However, barriers exist in virtual CoPs and these are defined by the authors and illustrated with quotes from academic staff who have been involved in CoPs. Critical success factors (CSFs) for a virtual CoP are discussed. These include usability of technology; trust in, and acceptance of, ICTs in communication; a sense of belonging among members; paying attention to cross-national and cross-cultural dimensions of the CoP; shared understandings; a common sense of purpose; use of netiquette and user-friendly language and longevity. The authors recognise the enormous potential for the development of CoPs through e-mail discussion lists and discussion boards but have themselves experienced the difficulties inherent in initiating such a community. These are corroborated and illustrated with text from interviews with academic staff. Much of the literature on CoPs emanates from outside Europe, despite the fact that e-learning articles have a large diffusion around Europe. The authors suggest further exploration of this topic by identifying and studying CoPs and virtual learning communities across EU countries