On the Role of Social Identity and Cohesion in Characterizing Online Social Communities

Two prevailing theories for explaining social group or community structure are cohesion and identity. The social cohesion approach posits that social groups arise out of an aggregation of individuals that have mutual interpersonal attraction as they share common characteristics. These characteristics can range from common interests to kinship ties and from social values to ethnic backgrounds. In contrast, the social identity approach posits that an individual is likely to join a group based on an intrinsic self-evaluation at a cognitive or perceptual level. In other words group members typically share an awareness of a common category membership. In this work we seek to understand the role of these two contrasting theories in explaining the behavior and stability of social communities in Twitter. A specific focal point of our work is to understand the role of these theories in disparate contexts ranging from disaster response to socio-political activism. We extract social identity and social cohesion features-of-interest for large scale datasets of five real-world events and examine the effectiveness of such features in capturing behavioral characteristics and the stability of groups. We also propose a novel measure of social group sustainability based on the divergence in group discussion. Our main findings are: 1) Sharing of social identities (especially physical location) among group members has a positive impact on group sustainability, 2) Structural cohesion (represented by high group density and low average shortest path length) is a strong indicator of group sustainability, and 3) Event characteristics play a role in shaping group sustainability, as social groups in transient events behave differently from groups in events that last longer

The public library, exclusion and empathy: a literature review

Purpose – The purpose of this paper is to present a review of the literature within the fields of public librarianship, social exclusion and empathy. Design/methodology/approach – The cross-disciplinary review involved the consultation of material from disciplines including library and information management, politics, social policy and social sciences, cultural studies, psychology, management and organizational theory. It was structured according to the following themes: exclusion, inclusion and social policy, social inclusion in public services and the cultural sector, the role of public libraries in social inclusion and professional empathy and the public library service. Findings –The concept of social inclusion remains at the core of public library policy and strategy, and is embedded in contemporary social theory. Conflicting views have emerged as to the perceived and actual role of the public library in combating social exclusion, with a need expressed for research to be conducted that bridges the gap between the “philosophical” interpretations of community librarianship and the more practical, “real world” studies, in order to fully understand the concept of community librarianship. A critical link is made between social inclusion and public librarianship to professional empathy. Research limitations/implications – The paper provides an edited version of the overall literature review, yet it is felt that it would be of theoretical and practical relevance and value to the professional and academic communities. Originality/value – Empathy is a relatively new concept in librarianship research, and prior to the study of which this review forms a part only limited findings have been available

Developing the scales on evaluation beliefs of student teachers

The purpose of the study reported in this paper was to investigate the validity and the reliability of a newly developed questionnaire named ‘Teacher Evaluation Beliefs’ (TEB). The framework for developing items was provided by the two models. The first model focuses on Student-Centered and Teacher-Centered beliefs about evaluation while the other centers on five dimensions (what/ who/ when/ why/ how). The validity and reliability of the new instrument was investigated using both exploratory and confirmatory factor analysis study (n=446). Overall results indicate that the two-factor structure is more reasonable than the five-factor one. Further research needs additional items about the latent dimensions “what” ”who” ”when” ”why” “how” for each existing factor based on Student-centered and Teacher-centered approaches

Exploring the Potential of Developmental Work Research and Change Laboratory to Support Sustainability Transformations:A Case Study of Organic Agriculture in Zimbabwe

This paper explores the emergence of transgressive learning in CHAT-informed development work research in a networked organic agriculture case study in Zimbabwe, based on intervention research involving district organic associations tackling interconnected issues of climate change, water, food security and solidarity. The study established that We change laboratories can be used to support transgressive learning through: confronting unproductive local norms; collective reframing of problematic issues; stimulating expansive learning and sustainability transformations in minds, relationships and landscapes across time. The study also confirms the need for fourth generation CHAT to address the complex social-ecological problems of today

An Evidence-Based Approach To Digital Inclusion for Health

This report is the first deliverable of the ?Digital Inclusion and Social Knowledge Media for Health: Frameworks and Roadmaps? project. It discusses the concept of social and digital exclusion and suggests that a focus on the digital mediation of social processes may provide more purchase for public service providers. This focus leads to the consideration of the way in which digital services might support a range of health-related factors which are both directly and indirectly linked to specific health outcomes. The report discusses some examples in the light of a consideration of the specific (and spatial) health needs and priorities of Solihull Care Trust. The report concludes with suggestions for directions for future research and development

Measuring perceived social presence in distributed learning groups

Kreijns, K., Kirschner, P. A., Jochems, W. M. G., & Van Buuren, H. (2011). Measuring perceived social presence in distributed learning groups. Education and Information Technologies, 16, 365-381.Social presence – the degree to which „the other‟ in a communication appears to be a „real‟ person – has captured the attention of those dealing with learning in groups through computer-supported collaborative learning environments. The concept is important because it affects participation and social interaction, both necessary for effective collaboration and knowledge construction. This article reports on the construction and validation of a self-reporting (Dutch-language) Social Presence Scale to determine perceived social presence in distributed learning groups using computer-supported collaborative learning environments. The result is a onedimensional scale consisting of five items with an internal consistency of .81. We used a nomological network of similar constructs for further validation. The findings suggest that the Social Presence Scale has potential to be useful as a measure for social presence

Community innovation for sustainable energy

As in other countries, there is a growing public, policy and business interest in the UK in the roles and potential of community-led initiatives for sustainable energy consumption and production. Such initiatives include green lifestyle-based activities to reduce energy consumption (e.g. Transition Towns, and Carbon Reduction Action Groups), more traditional behaviour change initiatives such as neighbourhood insulation projects and energy-saving campaigns, as well as renewable energy generation projects such as community-owned windfarms and biofuel projects. Case studies of specific projects identify a variety of rationales amongst participants, whilst policy interest suggests a more instrumental concern for facilitating additional, larger-scale sustainable energy transitions. Amongst participant rationales are ideas that bottom-up, community-based projects deliver energy savings and behaviour changes that top-down policy instruments cannot achieve, due to the greater local knowledge and engagement they embody, the sense of common ownership and empowerment, and the social capital and trust that is generated among local actors. These resources provide organisational and values-based 'grassroots innovations' which experiment with new consumption practices based on alternative 'new economics' values. However, previous research shows 'grassroots innovations' face a series of critical challenges requiring support to overcome, in order to achieve their potential benefits more widely. This includes developing 'niche' networks for mobilising reforms both to highly centralised energy institutions and infrastructures, as well as deeply ingrained social practices of 'normal' energy consumption and everyday life. What makes this experience fascinating for the purposes of the SCORAI workshop is the way these community-based initiatives are trying to develop new energy-related consumption practices with a view to the socio-technical transition to local, renewable or lower carbon energy systems. Understandably, many projects remain practically focused on securing early successes and resourcing their long-term survival. However, the institutional and infrastructure reforms that will help in this endeavour require strategies for addressing the wider (national and international) political economy of consumption which adopts an ecological modernisation approach to sustainability. In surveying the community energy scene in the UK, our paper pays particular attention to this last issue