List of References

Apostola, A. (2014). The Evolution of the Curator | Design Online. [online] Designonline.org.au. Available at: http://designonline.org.au/content/the-evolution-of-the-curator/ [Accessed 24 Oct. 2014].

Benkler, Y. (2006). The wealth of networks. New Haven: Yale University Press.

Bourdieu, P. (1986). ‘The forms of capital’. In J. Richardson (Ed.) Handbook of Theory and Research for the Sociology of Education. New York: Greenwood.

Landow, G. (2006). Hypertext 3.0. Baltimore: Johns Hopkins University Press.

Lasswell, H. and Kaplan, A. (1950). Power and society. New Haven: Yale University Press.

Lessig, L. (2004). Free culture. New York: Penguin Press.

Nelson, T. (1992). Literary Machines 91.1: The Report On, and Of, Project Xanadu Concerning Word Processing, Electronic Publishing, Hypertext, Thinkertoys, Tomorrow’s Intellectual Revolution, And Certain Other Topics Including Knowledge, Education and Freedom. Sausalito: Mindful Press.

Watts, D. (2003). Six degrees. New York: Norton.

 

The original essay can be found here.

Active vs Passive audiences

Did you click on a link which has landed you on this page?

Congratulations, you are an active audience member.

I have used this as an example of what an active audience looks like, particularly in the online world. An active audience member is one who clicks and connects to discover more.

Click here to head back to the essay which this page originally brought you to.

Questioning questions

One kernel I took away from something Adrian mentioned was that a significant problem in an age of distributed expertise, is that if you can’t ask good questions, you can’t find good answers.

I have always been an inquisitive person – something which my parents will vouch for as they spent many, many, many years tirelessly answering my questions that sprung up continuously throughout my days as a young’un.

After thinking about it, I started to realise that questions are not as straightforward as they may seem.

More Questions Than Answers

Image via flickr

Good questions lie somewhere in between the search to know what and the search to know how. Adrian said that this is also the difference between explicit and tacit knowledge. He suggested that traditional models of learning now need to be less about knowing what and more about knowing how. This is a tricky thing to do though, when most of our experience of institutional education concentrates solely on the knowing what part – with essays and tests focusing on the content, and not the act of forming the knowledge about the content.

Graham tells us in his reading on the essay:

High schools imitate universities. The seeds of our miserable high school experiences were sown in 1892, when the National Education Association “formally recommended that literature and composition be unified in the high school course.”…It’s no wonder if this seems to the student a pointless exercise, because we’re now three steps removed from real work: the students are imitating English professors, who are imitating classical scholars, who are merely the inheritors of a tradition growing out of what was, 700 years ago, fascinating and urgently needed work.”

So what do we do about it?

In week 5, Adrian had some suggestions including teaching kids to learn by doing. I agree wholeheartedly, as a strong kinaesthetic learner myself.

We need to relearn how to ask good questions.

When we ask the good questions, we’ll get the good answers.

Mixed Media Creative Critical Essay Draft

This essay (draft) uses applied knowing (knowing through doing) to demonstrate the network literacy I have acquired throughout the RMIT University course Network Media.

I will then talk about the repercussions that the radically changing cycle of media as we know it will have on my role as a professional media-maker and influencer.

I believe the key components to participating as a peer in the network are:

Study study study

This week I want to have a look at how I study. I want to articulate what works for me and what doesn’t.

In one of our Network Media labs, Betty had us try a Pomodoro study session – that is, an intense, distraction-free, concentrated period of studying for 25 minutes, followed by a 5 minute break.

This is a technique I’ve been using for about a year now, after the Apple App WorkBurst was recommended to me by a friend. I find this type of study really effective because it is essentially reward-based, offering a break after a period of mental exertion. This kind of bargaining always works with me, and I generally use the five minute break to watch videos on YouTube or stretch my legs before returning to a period of intense work.

Next I want to talk about co-studying. This is a concept which I love. Basically, it involves two or more individuals meeting up to study alone, together. I have a few friends who I routinely call on for this kind of silent motivation. Having someone do the same activity as me makes me want to continue studying both for them and for myself. I usually like to do this kind of study at a cafe or in a library with friends.

Lastly, I wanted to mention the things about study which I find the hardest to do – and that is, put simply, just starting. This is the absolute, 100% most difficult part for me. It often results in me procrasti-sleeping, procrasti-eating, procrasti-cleaning and of course, procrasti-television-watching.

That’s when this generally comes in handy:

Are we all narcissists online?

The following essay is a response to a question raised in a Network Media symposium earlier in the semester:

Are we all narcissists online?”

Digital Ego: Social and Legal Aspects of Virtual Identity

Image via flickr user Kevin Lim

It’s true that social media give people more control over their public ‘me’, but what does this mean for the Network Age?

Our modern online landscape, which is littered with social networks, is the terrain where technological revolutions that allow the possibility of radically new forms of self are coming into being. We now have endless opportunities for expression and rejection of accepted norms, meaning that issues like power, control, privacy, democratisation, equality and freedom introduce themselves as updated and urgent problems.

Self image is becoming an obsession of the ‘plugged-in’ generation. Social media are used to “control others perceptions of [ourselves]” (Panek et al, 2013). The Western world glamourises being individual and successful, which prompts a pressure to convey this to others in an overt way via our online lives. Social media allow us the opportunity to edit what we present to our networks, letting us crop and change our image to portray it in any manner we wish.

The ease of connection through new forms of technology (such as smartphones and tablets) means that we are beginning to communicate not through conversation, but through the click of a button. We perceive this as ‘efficient friend management’. However, Dunbar’s Number tells us that the limit to how many comfortable social relationships a person can handle at any one time is merely 150 (Dunbar, 2010).  We are sacrificing the quality of our friends for the quantity. Instead of building up friendships, we find ourselves building up our ‘personal profiles’ which can dictate how we feel in the real world.

Social media assures us that we will always be heard, and that we will never be alone. However, this effectively leads to a mass of humans being “alone together” in the digital sphere (Turkle, 2011).

Cooley’s theory of the Looking Glass Self (1902) offers us a way of understanding this new phenomenon of our public ‘me’s, over 100 years later from his hypothesis of ‘I am who I think you think I am’. In an online context, this means that users often curate their online personas to reflect how they imagine their peers to view them.

Bourdieu’s notion of the forms of capital (1986) also provides an interesting perspective for viewing the activity of the digital age. Online profiles can become mouthpieces for displaying our cultural, financial and social capital, which culminate to determine how much power we assert. Contemporary sociologists are beginning to thinking about a new emerging form of capital: digital capital.

Celebrity social media use is now a necessary and fundamental aspect of public life. Famous figures now amass vast number of followers, which allows them to communicate and connect with their fans on the same level using the same language and conventions on the same platforms. This fuels a sense of interconnectedness and reduces the top-down nature of Web 1.0.

The world of social media has some interesting implications when considered in conjunction with Habermas’ public sphere (1964). The public sphere is defined as a conceptual space in society where all citizens can assemble to discuss public opinion. For hundreds of years, this was how society functioned and allowed the process of democracy to take place. However in the current Western world, democracy now happens under our fingertips as soon as we log on to social media. Instantly, we can contribute to public debate, comment on our fellow citizens’ opinions and assemble in an alternative kind of ‘public sphere’. So this begs the question – where does our digital realm belong in the public sphere? Is it its own public sphere? Do we have a public sphere 2.0? Are they the same thing?

The dominant culture of social media is creating an online language of the connected, making digital literacy imperative to navigate the online world. This is leading to a mega-sub-culture for the ‘plugged-in masses’, with its own vocabulary and set of social norms and rule.

Instagram is another example of our image-driven, ‘faked experiences’ online lifestyles. These attractively edited images play a central role in our perception of our friends. Krasnova (2013) speaks of how this has an malicious impact on human feelings of envy and jealousy, which acts as a threat to users’ life satisfaction overall. She explains the “envy spiral”, saying “self-promotion triggers more self-promotion, and the world on social media gets further and further from reality.”

There are inherent issues of privacy, access, infrastructure and online inequality (as with all discussions surrounding the digital network), however we do know that social media offer drastically new ways to present ideas of ourselves. Sherry Turkle sums it up perfectly in saying that “our little devices are so psychologically powerful that they don’t only change what we do, they change who we are” (2012).

List of References

Bourdieu, P. (1986) ‘The forms of capital’ in Richardson, J. (ed.) Handbook of Theory and Research for the Sociology of Education, New York: Greenwood.

Cooley, C. (1902) Human Nature and the Social Order, New York: Scribner’s.

Dunbar, R. (2010) ‘You’ve got to have (150) friends’, The New York Times,  December 26, p.15.

Habermas, J. (2009) ‘The Public Sphere: An Encyclopedia Article (1964)’, Media and Cultural Studies Keywords, Hoboken: Wiley-Blackwell.

Krasnova, H. (2013) ‘Envy on Facebook: A Hidden Threat to Users’ Life Satisfaction?’, 11th International conference on Wirtschaftsinformatik, Germany

Panek, E., Nardis, Y. & Konrath, S. (2013) ‘Mirror or Megaphone?: How relationships between narcissism and social networking sit use differ on Facebook and Twitter’, Computers in Human Behaviour, vol. 29, no. 5, pp.2004-2012.

Turkle, S. (2011) Alone Together, New York: Basic Books.

Turkle, S. (2012) Connected, but alone?, Ted Talks, available at: http://www.ted.com/talks/sherry_turkle_alone_together.html. Accessed 9 November 2013.

Commencing Coding

It’s always been on my bucket list: learn how to complete basic coding. I’m excited because finally the Networked Media course is giving me the opportunity to learn the basics.

In our introduction to HTML, we are going to be writing two very simple web pages, learning how to hyperlink and embed images. In my initial research for the task, I came across Code Academy – a website which teaches all kinds of coding for free, with a current enrolment figure in the 20 million+. I definitely want to revisit this source and try my hand out at some more interactive coding. So watch this space on my blog to see me showing off my fancy new tricks like making my text go like this and like this! I can even do this 😉

As per Adrian’s recommendations, I’m also going to read over Dave Raggett’s ‘Introduction to HTML’ here to see what tips I can pick up. So far I’ve learned about webpage metadata (including the document type, the head, and the title), headings, body and paragraphs, hyperlinks, images, and alignment.

In Ed Rex’s article, ‘You Can Already Code – You Just Don’t Know It Yet‘, he raises some interesting points about the way that coding basics are integrated to our lives already.

Code is instructions. You write the instructions, and the computer follows them. Any time you’ve given someone directions to your house, or typed in a sum on a calculator, or lined up a row of dominoes, you’ve essentially been coding.

He creates the analogy that coding is essentially employing an obedient servant with your fingertips to enact the instructions you set for it, as long as it’s precise and tidy. This really makes away with the Hollywood stereotype of thick-rimmed-glasses-wearing socially awkward ‘nerds’ hunched over their computers for hours on end, and makes coding something much more accessible to the masses.

In his bio, Rex explains that he writes music, code and words, and finds that they are largely interchangeable. I like this idea, because it reaffirms just how entwined and entangled our networked lives really are.

(Image via flickr)