New Perspectives in Critical Data Studies

This Open Access book examines the ambivalences of data power. Firstly, the ambivalences between global infrastructures and local invisibilities challenge the grand narrative of the ephemeral nature of a global data infrastructure. They make visible local working and living conditions, and the resources and arrangements required to operate and run them. Secondly, the book examines ambivalences between the state and data justice. It considers data justice in relation to state surveillance and data capitalism, and reflects on the ambivalences between an “entrepreneurial state” and a “welfare state”. Thirdly, the authors discuss ambivalences of everyday practices and collective action, in which civil society groups, communities, and movements try to position the interests of people against the “big players” in the tech industry. The book includes eighteen chapters that provide new and varied perspectives on the role of data and data infrastructures in our increasingly datafied societies

Gendered discourses and discursive strategies employed in Twitter-hashtagged debates about Saudi-women’s issues

This study is motivated by Twitter’s growing popularity as a space where Saudi men and women discuss issues pertaining to their lives without being stigmatised in an otherwise gender-segregated society. It aims to shed light on the multiple perspectives adopted by them to reveal an existing tension between tradition and modernity in SA (Yamani, 2000). Adopting an eclectic qualitative method, I draw from Critical Discourse Analysis (CDA) tools to analyse the constellation of discourses that are related to gender and the discursive strategies used as resources for stance taking in a corpus of 1000 unique text-based tweets derived from two selected topical hashtags collected in June, 2015. These two hashtags mark the public reaction to a) newly-announced travel controls for Saudi women and b) statistics about the percentages of unmarried Saudi women. in. The data provides evidence that voices of difference, protest, and dissent regarding women’s rights and their social role are in a dialogic relation with dominant conservative discourses. The analysis reveals that hashtag contributors mainly engage in the evaluation of gendered discourses, epitomised by a predominant Discourse of Patriarchy, and a Discourse of Gender Equality and Human Rights. A Discourse of Patriarchy manifests in two mutually-supporting discourses: a discourse of dominance that privileges men and gives them control over women, and a discourse about the subordination of women. The Discourse of Gender Equality discusses women’s retrieval of their full citizenship status, without the need for guardianship, and an equal social respect for their life choices, including those related to marriage and mobility. While drawing on these discourses, contributors position themselves on a spectrum of conservative (anti-change) and progressive (pro-change) stances. By way of critiquing them, and sometimes, constructing new democratic social worldviews, the contributors show signs of engaging in a form of linguistic intervention to promote social change. Invocations of these discourses were manipulated for the macro-functions of perpetuating, undermining, or transforming existing discriminatory practices against women. Within these macro-strategies, other meso-discursive strategies were employed, namely referential and predicational strategies, assimilation and differentiation, legitimation and delegitimation, intensification and mitigation, and humour. These meso-strategies were fulfilled drawing on linguistic and semantic means including sarcasm, laughter, mock suggestions, comparison, metaphors, etc. I argue that the identified patterns found in the Twitter data reflect as well as facilitate (on the discursive level) an ongoing gradual social change in the Saudi society since the unheard can now be heard and the dominant social practices involving women are being presented for public deliberation. In addition to contributing to the Arabic literature on discourse and gender, this study engages in an act of historicising these changes in SA and provides an assessment of the transformative potential of Twitter

Journalism Education 2016 Vol 5(2): Guest Editor

“It’s the story that matters! Teaching journalism’s storytellers” Special Edition of Journalism Education Guest Editor: Karen Fowler-Watt, Bournemouth University, UK. Storytelling is the journalist’s craft skill. Shaped by the tenets of objectivity and accuracy, the news narrative informs the debate and brings us the human stories. If journalism is a craft, then the story is the journalist’s work of art. In a rapidly changing landscape of technological revolution, shifting business models and ethical challenges, one thing remains certain – the story still matters. As award winning BBC foreign correspondent, Fergal Keane reminds us, the journalist is first and foremost a storyteller who is ‘trying to tell them what it is like to stand where I do and see the things I see.’ But this core skill is being challenged on all sides. The demands of the 24/7 news cycle emphasise story – processing, rather than storytelling. Originality – the storyteller’s stock-in-trade - is often sacrificed as newsrooms shrink in size and journalists fail to get out of the office. The online environment moves us away from linear storytelling and focuses on the imperative of interactivity. Stories require simplicity and multi media features to engage an audience consuming in byte-size, whilst on the move. If storytelling lies at the heart of journalism practice, how do journalism educators face these challenges? How do we teach the next generation of journalists to find original stories and to tell them in innovative ways? How do we encourage young journalists to engage audiences through their storytelling techniques? How does investigative, in-depth research and long-form storytelling fit in to this digital context? This special edition of Journalism Education aims to invite discussion and debate about a range of factors currently informing the role of storytelling in journalism education. It will devote particular attention to the ways in which journalism educators are embracing multimedia and new media approaches to storytelling. Possible topics to be examined may include: - Definitions of storytelling in a digital age - Teaching storytelling to journalists: - the role of accuracy, redefining objectivity - reporting human interest, reporting conflict - Original storytelling - Influences of social media on journalistic narrative - Understanding the role of audience in storytelling - Ethical issues in storytelling - Technological innovation, experimentation and teaching multimedia storytelling techniques - Experiential approaches to teaching storytelling - Teaching storytelling using data - Selling stories - teaching entrepreneurship: pitching story ideas, getting stories commissioned Articles will be peer-reviewed in accordance with the JE guidelines for peer review Guest Editor Dr Karen Fowler-Watt is Head of the School of Journalism, English and Communication in the Faculty of Media and Communication at Bournemouth University. She is a former BBC journalist and co-editor (with Stuart Allan) of Journalism: New Challenges (2013, CJCR) Contact Dr Karen Fowler-Watt Head of School, Journalism, English and CommunicationW338, Faculty of Media and Communication Bournemouth University Talbot Campus Fern Barrow Poole. Dorset. BH12 5BB Email: [email protected] Tel: + 44(0) 1202965129 Web: www.media.bournemouth.ac.uk “It’s the story that matters! Teaching journalism’s storytellers” Special Edition of Journalism Education Guest Editor: Karen Fowler-Watt, Bournemouth University, UK. Storytelling is the journalist’s craft skill. Shaped by the tenets of objectivity and accuracy, the news narrative informs the debate and brings us the human stories. If journalism is a craft, then the story is the journalist’s work of art. In a rapidly changing landscape of technological revolution, shifting business models and ethical challenges, one thing remains certain – the story still matters. As award winning BBC foreign correspondent, Fergal Keane reminds us, the journalist is first and foremost a storyteller who is ‘trying to tell them what it is like to stand where I do and see the things I see.’ But this core skill is being challenged on all sides. The demands of the 24/7 news cycle emphasise story – processing, rather than storytelling. Originality – the storyteller’s stock-in-trade - is often sacrificed as newsrooms shrink in size and journalists fail to get out of the office. The online environment moves us away from linear storytelling and focuses on the imperative of interactivity. Stories require simplicity and multi media features to engage an audience consuming in byte-size, whilst on the move. If storytelling lies at the heart of journalism practice, how do journalism educators face these challenges? How do we teach the next generation of journalists to find original stories and to tell them in innovative ways? How do we encourage young journalists to engage audiences through their storytelling techniques? How does investigative, in-depth research and long-form storytelling fit in to this digital context? This special edition of Journalism Education aims to invite discussion and debate about a range of factors currently informing the role of storytelling in journalism education. It will devote particular attention to the ways in which journalism educators are embracing multimedia and new media approaches to storytelling. Possible topics to be examined may include: - Definitions of storytelling in a digital age - Teaching storytelling to journalists: - the role of accuracy, redefining objectivity - reporting human interest, reporting conflict - Original storytelling - Influences of social media on journalistic narrative - Understanding the role of audience in storytelling - Ethical issues in storytelling - Technological innovation, experimentation and teaching multimedia storytelling techniques - Experiential approaches to teaching storytelling - Teaching storytelling using data - Selling stories - teaching entrepreneurship: pitching story ideas, getting stories commissioned Articles will be peer-reviewed in accordance with the JE guidelines for peer review Guest Editor Dr Karen Fowler-Watt is Head of the School of Journalism, English and Communication in the Faculty of Media and Communication at Bournemouth University. She is a former BBC journalist and co-editor (with Stuart Allan) of Journalism: New Challenges (2013, CJCR) Contact Dr Karen Fowler-Watt Head of School, Journalism, English and CommunicationW338, Faculty of Media and Communication Bournemouth University Talbot Campus Fern Barrow Poole. Dorset. BH12 5BB Email: [email protected] Tel: + 44(0) 1202965129 Web: www.media.bournemouth.ac.u

Rethinking Infrastructure Across the Humanities

Infrastructure comprises a combination of sociotechnical, political, and cultural arrangements that provide resources and services. The contributors to this volume show, in their respective fields, how infrastructures are both generative forces and the materialized products of quotidian practices that affect and guide people's lives. Organized via shared conceptual foci, this volume demonstrates infrastructuralist perspectives as an important transdisciplinary approach within the humanities

A virtual ethnography of the madosphere - exploring a disrupted relationship between users and providers of mental health services

My thesis seeks to answer the question: ‘to what extent is the relationship between users and providers of mental health services being disrupted in the madosphere?’ It arises from curiosity about the extent to which online interactions have the potential to interrupt and complicate boundaries between providers and receivers of care. I consider the interplay between mediations of mental health in mainstream media and a space and set of practices I refer to as the madosphere. Through my research I endeavour to answer questions about the intersection of two discourses that are not obviously connected – the treatment of people with mental health problems by institutions and the existence of social networking sites as spaces to share information and develop common cultures. My research endeavours to understand ways in which people accessing and providing mental health services are interacting in particular online spaces; how participants in those spaces are engaging with current social and political issues relating to mental health; how they are encountering and resisting representations of mental ill-health in mainstream media, with a particular focus on stigma and discrimination. I elucidate themes relating to social practices, cultural norms, identity, power formation and impacts on mental health and wellbeing. My research comprises four sub-questions, which are set out below: 1. Disrupted relationships - who is participating in the madosphere, how do participants experience and understand their engagement, and what meanings does it carry for them? 2. An account of the madosphere - what are the behaviours, practices and social norms in the madosphere? 3. Re-mediation of representation - how do participants engage with and resist mainstream media reporting of mental health issues? 4. Fractured power and expertise - how do participants engage in themes of identity, power, stigma and discrimination? How are participants resisting and subverting institutional paradigms and discourses relating to mental health? I conclude with a series of recommendations for mental health professionals and institutions in relation to their engagement with social networking sites

An Investigation of Teenagers’ Advertising Literacy in the Context of the Brand-Rich Environment of Social Media

Teenagers are avid consumers of social media and consequently, constitute attractive target audiences for marketers. On social media, advertising can be integrated into content such as YouTube videos and Instagram posts which means the boundary between commercial content (the advertisement) and non-commercial content (e.g., the video in which the ad appears) becomes increasingly blurred. Therefore, in this context, the consumer must be able to navigate a minefield of overt and covert advertising that is disseminated by a range of sources, including brands and social media influencers. A resulting concern for academics, parents and policy makers alike relates to young people’s understanding, evaluation and critical responses to such advertising practices, i.e., their advertising literacy. In order to command a basic level of advertising literacy, consumers need to be able to recognise the source of an advertisement, identify the commercial and persuasive intent, and subsequently enact a critical response. However, this can become challenging in the context of newer advertising practices on social media platforms where advertising content can be seamlessly woven into editorial content that is interactive, entertaining, and engaging. It follows that if a young consumer cannot properly identify and respond to an advertising episode, then the act of targeting them is unethical. This thesis reports on a qualitative study of 29 teenagers aged 15–17 years. The aim was to investigate teenagers’ dispositional and situational advertising literacy in the context of the overt and covert advertising formats which prevail on social media platforms. The study sought to investigate their general knowledge, attitudes and judgements regarding advertising which develops over time (dispositional AL), but also their ability to retrieve and apply this knowledge during exposure to specific advertising episodes (situational AL). The findings indicate that whilst the participants had a highly developed associative network about SM advertising (i.e., their dispositional AL), their ability to retrieve and apply it (i.e., their situational AL) was dependent on the nature and origin of advertising. Specifically, the marketer’s ability to craft messaging which delights the consumer; emerges from a meaningful source; or provides opportunities for social learning can impede critical response

Public Archaeology in a Digital Age

This thesis examines the impact of the democratic promises of Internet communication technologies, social, and participatory media on the practice of public archaeology. It is focused on work within archaeological organisations in the UK in commercial archaeology, higher education, local authority planning departments and community settings, as well the voluntary planning departments and community settings, as well the voluntary archaeology sector archaeology sector . This work has taken an innovative approach to the subject matter through its use of a Grounded Theory method for data collection and analysis, and the use of a combination of online surveys, case studies and email questionnaires in order to address the following issues: the provision of authoritative archaeological information online; barriers to participation; policy and organisational approaches to evaluating success and archiving; community formation and activism, and the impact of digital inequalities and literacies. This thesis is the first overarching study into the use of participatory media in archaeology. It is an important exploration of where and how the profession is creating and managing digital platforms, and the expanding opportunities for networking and sharing information within the discipline, against a backdrop of rapid advancement in the use of Internet technologies within society. This work has made significant contributions to debates on the practice and impact of public archaeology. It has shown that archaeologists do not yet fully understand the complexities of Internet use and issues of digital literacy, the impact of audience demographics or disposition towards participation in online projects. It has shown that whilst recognition of democratic participation is not, on the whole, undertaken through a process of actively acknowledging responses to archaeological information, there remains potential for participatory media to support and accommodate these ideals. This work documents a period of great change within the practice of archaeology in the UK, and concludes with the observation that it is vital that the discipline undertake research into online audiences for archaeological information if we are to create sustainable digital public archaeologies

Evaluating the role of media in fostering political engagement among young people in the UK: a comparative analysis of social and legacy media coverage of political events and contribution to feelings of political empowerment

The following thesis examines the impact of social and legacy media on young people’s political engagement as well as on their attitudes to, feelings towards and beliefs about politics. This was accomplished using a three-tiered design which integrated both quantitative and qualitative techniques. The aim of this design was to ensure that young people were afforded a voice in the ongoing debate around youth apathy. To this end, a direct comparison of social and legacy media coverage of various case studies was undertaken. This initial comparison was accompanied by a series of interviews using Interpretative Phenomenological Analysis (Smith, Flowers & Larkin, 2009). The interviews focused on individual engagement with politics and social and legacy media, in order to get a sense of each individuals understanding of their role in British politics as well as the feelings and attitudes towards media and politics more widely. The three-tiered design concluded with a quantitative questionnaire assessing governmental trust, political efficacy, self-efficacy, and self-esteem by way of a series of standardised measures. From this mixed-methods approach, two main findings arise. Firstly, that social media such as Twitter hold the potential to facilitate political engagement in young people, beyond what is currently achieved by the British legacy media. The second finding suggests that there has been fundamental paradigmatic shift of youth conceptions of politics from what could be considered traditional political behaviours (such as voting and party membership; Strømsnes, 2009) to lifestyle orientated choices (such as boy/buycotts; Copeland, 2014; Gil de Zúñiga, Copeland & Bimber, 2014), mediated by social media. Overall the results of the thesis foster a dualistic understanding of British young people who are simultaneously engaged with and apathetic toward “politics” dependant on how the term is defined