Stimulating Discourse on Topical Themes in Information Systems Research

Editorial for JITTA volume 18, issue 1

Demonstratives, referent identification and topicality in Wambon and some other Papuan languages

Abstract In Papuan languages like Wambon and Urim demonstrative forms are used both in contexts of referent identification, e.g. as demonstrative operators in noun phrases, and in topicality contexts, e.g. as topic markers with adverbial clauses and phrases, recapitulative clauses, new topic NPs and given topic NPs. Using notions from the Functional Grammar framework (Dik, 1989), I present a non-unified account of the demonstrative forms: helping the addressee to identify referents by giving deictic hints like ‘close to speaker’ and orienting the addressee about the topical cohesion of the discourse are two separate functional domains in language. This ‘two-domain’ hypothesis, which views the demonstrative forms as having two synchronically unrelated functions, explains the fact that in Wambon and Urim the demonstratives show important differences in form and behaviour depending on whether they are used for referent identification or for expressing topicality distinctions. The ‘two-domain’ hypothesis explains such formal differences but cannot explain the formal similarities between topic markers and demonstrative operators in Papuan languages like Wambon and Urim. To explain these formal similarities I suggest a diachronic development: in several Papuan languages topic markers developed from demonstrative operators. In the relatively well-documented Awyu-family of Papuan languages this process can be traced: in Wambon, the resumptive demonstrative pronoun- eve integrated in the preceding NP as a topic marker in stative clauses with a very transparant dichotomous topic-comment structure. In Korowai, also of the Awyu-family, the clitic -efè, function as a demonstrative operator and functions solely as a topic marker

Reviews

John Stephenson (ed.), Teaching and Learning Online: Pedagogies for New Technologies, Kogan Page, London, 2001. ISBN: 0–7494–3511–9. Softback, xi + 228 pages. £19.99

A geographical issue: the contribution of Citizenship Education to the building of a European citizenship. The case of the VOICEs Comenius network

Citizenship Education is currently a consolidated issue within several European curricula. It has been integrated in national educational laws in different ways: as cross-curricular education (UK, Italy), as a subject (France, Spain) or as a skill (Ireland). Despite these differences, there is a common agreement on the ethical value of Citizenship Education and on its main aim: to foster students’ sense of local, national and European citizenship. In some ways this goal has been inspired by Morin’s path to a “plural” education and a planetary citizenship (Morin, 2000). Social sciences, and in particular Geography and History, keep the function of giving tools able to show how a dialogue among the different scales is possible. Nevertheless European citizenship is undergoing a constant redefinition due to the European enlargement process, the role of Europe inside national jurisdictions and to the changes in national curricula. This evolution directly affects the guiding function conferred to school in terms of skills, aims and themes; therefore competences and methods adopted by teachers may have to be reconsidered. This essay presents the first results of the updating of the state of the art of this issue that has been carried out by the Citizenship Education Research Group of the VOICEs Comenius network (The Voice of European Teachers). The main aim of this international research group is to face the challenge of building a European citizenship by developing a comparative analysis of teachers’ practices and strategies in different local, regional and national contexts, aiming to contribute, with renewed ideas, to the debate on this promising field of research

Revealing the Vicious Circle of Disengaged User Acceptance: A SaaS Provider's Perspective

User acceptance tests (UAT) are an integral part of many different software engineering methodologies. In this paper, we examine the influence of UATs on the relationship between users and Software-as-a-Service (SaaS) applications, which are continuously delivered rather than rolled out during a one-off signoff process. Based on an exploratory qualitative field study at a multinational SaaS provider in Denmark, we show that UATs often address the wrong problem in that positive user acceptance may actually indicate a negative user experience. Hence, SaaS providers should be careful not to rest on what we term disengaged user acceptance. Instead, we outline an approach that purposefully queries users for ambivalent emotions that evoke constructive criticism, in order to facilitate a discourse that favors the continuous innovation of a SaaS system. We discuss theoretical and practical implications of our approach for the study of user engagement in testing SaaS applications

The American Assembly: Art, Technology, and Intellectual Property

Examines intellectual property issues as the arts sector joins other sectors in the race to deal with an increasingly information-driven economy

Democratic Replay: Enhancing TV Election Debates with Interactive Visualisations

This paper presents an online platform for enhancing televised election debates with interactive visualisations. Election debates are one of the highlights of election campaigns worldwide. They are also often criticised as appearing scripted, rehearsed, detached from much of the electorate, and at times too complex. Democratic Replay enhances videos of election debates with a collection of interactive tools aimed at providing a replay experience centred around citizens' needs. We present the system requirements, design and implementation, and report on an evaluation based on the ITV Leaders' Debate from the 2015 UK General Election campaign

Investigating and Supporting Sensemaking within Online Health Communities

This dissertation focuses on understanding and supporting individual and collective sensemaking within online health communities (OHCs). This major goal was achieved in three aims. In Aim 1, this dissertation contributes a rich descriptive account of collective sensemaking in OHCs forums by describing how it occurs and develops, what triggers it, what elements constitute collective construction of meaning, and what conversational moves positively contribute to this process. Further, it describes how collective sensemaking in OHCs is impacted by the interplay between informational and socio-emotional needs of OHCs members. Moreover, it examines how design of different social computing platforms influences OHCs members’ ability to meet their informational and socio-emotional needs and engage in collective sensemaking. In Aim 2, this dissertation explores the design space of tools for supporting individual sensemaking through optimized information access. Through the design and evaluation of a prototype DisVis it examines the impact of such tools on OHCs members’ ability to understand information within discussion threads. In the final Aim 3, this dissertation proposes a novel approach for meeting the three main needs identified in Aims 1 and 2: promoting individual sensemaking, while at the same time encouraging collective sensemaking, and facilitating development of social awareness and ties among community members. The design and evaluation of the novel solution for visualizing discussion threads that synergistically addresses these three needs—dSense—provides insights for future research and design of interactive solutions for supporting individual and collective sensemaking within OHCs

Sociology and science: the making of a social scientific method

Criticism against quantitative methods has grown in the context of Bbigdata^, charging an empirical, quantitative agenda with expanding to displace qualitative and theoretical approaches indispensable to the future of sociological research. Underscoring the strong convergences between the historical development of empiricism in the scientific method and the apparent turn to quantitative empiricism in sociology, this article uses content and hierarchical clustering analyses on the textual representations of journal articles from 1950 to 2010 to open dialogue on the epistemological issues of contemporary sociological research. In doing so, I push towards the conceptualization of a social scientific method, inspired by the scientific method from the philosophy of science and borne out of growing constructions of a systematically empirical representation among sociology articles. I articulate how this social scientific method is defined by three dimensions – empiricism, and theoretical and discursive compartmentalization –, and how, contrary to popular expectations, knowledge production consequently becomes independent of choice of research method, bound up instead in social constructions that divide its epistemological occurrence into two levels: (i) the way in which social reality is broken down into data, collected and analyzed, and (ii) the way in which this data is framed and made to recursively influence future sociological knowledge production. In this way, empiricism both mediates and is mediated by knowledge production not through the direct manipulation of method or theory use, but by redefining the ways in which methods are being labeled and knowledge framed, remembered, and interpreted