Matching Items (3)
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- All Subjects: Social Media
- Genre: Doctoral Dissertation
- Creators: Long, Elenore
- Status: Published
Description
This qualitative case study of 12, eighteen to twenty-four-year-olds from seven countries provided insight into the learning practices on an art-centered, social media platform. The study addressed two guiding questions; (a) what art related skills, knowledge, and dispositions do community members acquire using a social media platform? (b), What new literacy practices, e.g., the use of new technologies and an ethos of participation, collective intelligence, collaboration, dispersion of abundant resources, and sharing (Knobel & Lankshear, 2007), do members use in acquiring of art-related skills, concepts, knowledge, and dispositions? Data included interviews, online documents, artwork, screen capture of online content, threaded online discussions, and a questionnaire. Drawing on theory and research from both new literacies and art education, the study identified five practices related to learning in the visual arts: (a) practicing as professional artists; (b) engaging in discovery based search strategies for viewing and collecting member produced content; (c) learning by observational strategies; (d) giving constructive criticism and feedback; (e) making learning resources. The study presents suggestions for teachers interested in empowering instruction with new social media technologies.
ContributorsJones, Brian (Author) / Stokrocki, Mary (Thesis advisor) / Young, Bernard (Committee member) / Guzzetti, Barbara (Committee member) / Arizona State University (Publisher)
Created2012
Description
In this dissertation, I study large-scale civic conversations where technology extends the range of “discourse visibility” beyond what human eyes and ears can meaningfully process without technical assistance. Analyzing government documents on digital innovation in government, emerging data activism practices, and large-scale civic conversations on social media, I advance a rhetoric for productively listening to democratic discourse as it is practiced in 2016. I propose practical strategies for how various governments—from the local to the United Nations international climate talks—might appropriately use technical interventions to assist civic dialogues and make civic decisions. Acknowledging that we must not lose the value that comes from face-to-face civic deliberation, I suggest practical pathways for how and when to use technology to increase democratic engagement from all stakeholders.
ContributorsSutherland, Alison (Author) / Adamson, Joni (Thesis advisor) / Long, Elenore (Committee member) / Simeone, Michael (Committee member) / Arizona State University (Publisher)
Created2016
Description
This dissertation discusses how Twitter may function not only as a tool for planning public protest, but also as a discursive site, albeit a virtual one, for staging protest itself. Much debate exists on the value and extent that Twitter (and other social media or social networking sites) can contribute to successful activism for social justice. Previously, scholars' assessments of online activism have tended to turn on a simple binary: either the activity enjoyed complete success for a social movement (for instance, during the Arab Spring an overthrow of a regime) or else the campaign was designated as a failure. In my dissertation, I examine a Twitter public-relations campaign organized by the New York Police Department using the hashtag #MyNYPD. The campaign asked citizens to tweet pictures of themselves with police officers, and the public did, just not in the way the police department envisioned. Instead of positive photos with the police, the public organized online to share pictures of police brutality and harassment. I collected six months of tweets using #MyNYPD, and then analyzed protestors' rhetorical work through three lenses: rhetorical analysis, analysis of literacy practices, and social network analysis. These analyses show, first, the complex rhetorical work required to appropriate the police department's public-service campaign for purposes that subverted its original intent; second, the wide range of literacy practices required to mobilize and to sustain public attention on data exposing police abuse; and third, the networked activity constituting the protest online. Together, these analyses show the important work achieved within this social justice campaign beyond the binary definition of successful activism. This project shows that by increasing our analytical repertoires for studying digital rhetoric and writing, scholars can more accurately acknowledge what it takes for participants to share experiential knowledge, to construct new knowledge, and to mobilize connections when engaging online in public protest.
ContributorsHayes, Tracey (Author) / Hayes, Elisabeth (Thesis advisor) / Long, Elenore (Thesis advisor) / Boyd, Patricia (Committee member) / Arizona State University (Publisher)
Created2016