Open science and crowd science: Selected sites and resources

Diane Dawson, Natural Sciences Liaison Librarian, University of Saskatchewan, Saskatoon, Saskatchewan, Canada, [email protected]

Open science and crowd science: Selected sites and resources

Diane Dawson, Natural Sciences Liaison Librarian, University of Saskatchewan, Saskatoon, Saskatchewan, Canada, [email protected]

Coworking through the Pandemic: Flexibly Yours

Coworking can be defined as a paid for service (usually) providing shared workspace and amenities to users. When the pandemic hit, owing to the business model’s in-person foundations of physical proximity and shared amenities, the coworking industry was expected to be seriously impacted. Yet fast forward, and as the pandemic has played out, coworking businesses are uniquely positioned in this uncertain and changing workscape. This dissertation presents one of the first academic explorations into how independent coworking businesses fared in the initial year of the pandemic. Specifically, the research explores the following questions: 1. How did independent coworking businesses manage and adapt to the pandemic? 2. What is virtual coworking and what are the experiences of workers in these virtual coworking spaces? 3. How does coworking flexibility affect social support and connection? Using a critically interpretive poststructural approach, this ethnography included virtual fieldwork and interviews. Sixty hours of virtual participant observation and 30 loosely structured interviews were conducted with coworking stakeholders (i.e., owner-operators, managers, and users) over videoconferencing platforms. Secondary data included written fieldnotes and coworking documents. Results capture the strategies used by coworking business owner-operators and managers to sustain their businesses and the attendant relationships with coworking users, irrespective of whether or not a physical location could be provided under pandemic lockdowns. Given the expansion of coworking businesses into virtual service offerings, a key contribution of my research is the finding that co-location in a physical coworking space is not necessary to cultivate vibes and a sense of community. By removing the physical infrastructure of coworking, the virtual coworking product in which I participated points to both a reinforcement of and an emphasis on the centrality of social connection, support, and community. By de-centering the priority of a physical co-location, I conceptualize coworking businesses as commodified support infrastructures—affective atmospheres produced through the entanglement of human bodies, other living things, objects, and technologies in a space. In viewing coworking businesses as fluid affective atmospheres of support, my research adds to the emerging coworking scholarship that attends to the atmospheric qualities of coworking, the role of affective labour, and the possibilities of encounters and interactions as bodies, objects, and technologies interconnect. My results reinforce the deep ambivalence of coworking, capturing tensions between productivity and sociality, and a blurring of boundaries between professional and private, and work and leisure. The analysis also suggests that the inherent flexibility, informality, turnover, and autonomy in coworking practices can make creating stable social connections and support difficult. Finally, the COVID-19 crisis brought to light how coworking lies primarily outside the scope of current employment legislation, which includes occupational health and safety, employment standards, and workers’ compensation. In the absence of well-defined policy directions, coworking business owner-operators and managers made individualized decisions, thereby ultimately downloading further risk and responsibility onto their coworking users

Hidden in Plain Sight : Knowledge Broker Teachers and Professional Development

This qualitative study was prompted by initiatives that addressed the need for teachers to engage in professional development that enables them to be 21st century ready. Recommendations put forth by government and business have stressed that professional development foster connected teaching and create networked educators by emphasizing peer-topeer collaboration and sharing. Despite this focus, little attention has been paid to the role that regular teachers play in becoming professional developers for their colleagues. My study investigated how four K-12 teachers, that I termed “knowledge broker teachers,” created new pathways for informal, teacher professional development in their schools. Extending on the concept of “knowledge brokers” from business studies, knowledge broker teachers serve as an informal source of professional development, moving knowledge from those who have it to those who need it. This study’s purpose was to examine examined how knowledge broker teachers built and shared their knowledge, and to identify their attributes. I applied a situated learning approach to frame this study, emphasizing the social nature of learning. Participants included four K-12 knowledge broker teachers and 12 of their teacher colleagues with whom they shared knowledge. Data collection included the use of interviews with participants and screen casts of the knowledge broker teachers’ online activity. Data analysis employed open coding to generate categories, then themes. Three findings about knowledge broker teachers emerged: brokers, brokering, and brokerage. Brokers encompassed the context-dependent ways the four knowledge broker teachers shape-shifted and assumed different personas (e.g. knower-learner, comrade, cheerleader, shrinking violet) enabling them to be knowledge broker teachers. Brokering entailed the processes they used to build and share knowledge. These included processes of making connections through online and face to face opportunities, taking advantage of moments of kismet, and tailoring knowledge to match their colleagues’ ability. Brokerage involved the actions that affected the quality of social relationships and the emergence of trust between the knowledge broker teachers and their colleagues. Brokerage actions presented by the knowledge broker teachers included giving and taking knowledge with colleagues, recognizing and honoring their colleagues’ potential, and being expected to go above and beyond. My study recognized the existence of knowledge broker teachers and their effect on informal professional development. However, given the findings, formalizing their roles in schools may have a detrimental effect on their ability to build and share knowledge. Considering ways to leverage these findings may provide new ways for thinking about informal teacher professional development

Working Alone, Together: Coworking, Community, And Cultural Flow

As the workforce shifts towards more contingent labor and freelancing and entrepreneurship are on the rise, where will knowledge workers find productive spaces to work and opportunities to build community? This dissertation is an ethnographic study of coworking: defined as the formalized sharing of workspace through membership-based community building and networking. Technological advancements and the Internet Revolution have sparked a transformation of where and how work is done. Within a coworking space, individuals do not all work for the same company, the same industry, or for employers in the same city or even country. And yet, they are coworkers: they are working alone \u27together.\u27 In order to understand why and how people are engaged in coworking, I conducted 10 months of formalized fieldwork within one such coworking space, IndyHall in Old City, Philadelphia. During that time, I conducted 23 formal hour-long interviews in addition to participation in the various day-to-day events and activities of the community. Beyond my fieldwork in the physical space, I conducted three years of online ethnography of the broader coworking movement, including: reading and participating in different global and local coworking blogs, online interviews with people from coworking spaces in other parts of the United States and Europe, following Twitter and other social media activity, and tracking and archiving online media coverage—including national, global and local news sources—of coworking. Following my three years of intensive fieldwork, I have maintained relationships with the IndyHall community which has continued to inform my insights. My research produced an ethnographic narrative and quantitative data that support my conclusions. I conclude that the rise of coworking is a result of globalization and corporate neoliberal policies that have left knowledge workers seeking out community for both social and professional needs. Further, I posit that coworking spaces act as nodes within broader cultural flows, citing Urban’s (2017) analogous assessment of ‘the corporation,’ by providing an environment wherein various commodified and noncommodified cultural inputs that individuals and small companies bring with them into coworking spaces can be transformed into new commodified and noncommodified outputs

Video game subcultures: playing at the periphery of mainstream culture [special issue of GAME Journal]

This issue of GAME Journal offers an overview and a series of case studies on video games from the point of view of subcultural theory. There has been little work in game studies from this perspective, which offers a theoretical frame for the ever growing complexity of the audiences involved with the medium of the video game. The study of subcultures on the other hand has a long standing and complex tradition which culminates in what has been recently defined as the “post-subcultural” theoretical scenario

Hyperlocal Community Media Audiences: An Ethnographic Study of Local Media Spaces and Their Place in Everyday Life

Hyperlocal media is a form of online, alternative community media created by citizens to service their locality. To date, much of the scholarly work in this area has focused on editorial practice, non-UK contexts, or frames these practices as response to receding mainstream local journalism and concerns of civic engagement. In this study I take a different approach, exploring instead the everyday, functional and social contexts which are established in the audience’s highly participatory use of hyperlocal Facebook Pages. I conceptualise such spaces as fields which are integrated both in the individual user’s media ideology, but also amongst a wider sense of overlapping fields of local information and socialites, both online and offline. This work emerges from ethnographic studies of two hyperlocal communities in the West Midlands, in which information was gathered through participant observation, interview, and via an innovative Community Panel approach. I argue that Facebook Pages play a key role for many people in engaging with their neighbourhoods, but not exclusively so, as I demonstrate their place amongst other sources of information and social life. The Pages benefit from being mediated by their editors to create online spaces that welcome participation partly shaped by the audience’s engagement and contribution, thus creating alternative streams of local information that challenge agendas set out by mainstream media. These become integrated into the everyday practices of the audience, therefore, care must be taken to recognise to what extent the broader experience of the neighbourhood is represented in such online practices, and I argue that certain narratives and discourses of the locality are contributed to and constructed online, and not always helpfully so, as in depictions of crime. Where the audience might challenge such depictions, and hold authority to account (the police, for example), this public sphere ideal is not typically acted through. Whilst this does not bode well for the literature’s hopes for political or civic engagement, this thesis demonstrates that audiences develop such spaces in their own vision, to enact and share a capital of local knowledge and information, sometimes innovating in their own ways using mobile technologies in order to do so. This thesis concludes by saying that such online spaces demonstrate the role of media technologies in everyday life, and the extent to which they are perpetuated and maintained by practitioners and their increasingly capable and enabled audiences