BSc course ‘User behaviour’, fall 2013 Social navigation, user-to-user mediation and participatory mediation spaces Lennart Björneborn Associate Professor, PhD IVA – Royal School of Library and Information Science University of Copenhagen [email protected]http://ku-dk.academia.edu/Bjorneborn IVA – Royal School of Library and Information Scien
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Social navigation, user-to-user mediation and participatory mediation spaces
My slides from teaching a BSc course on user behaviour and social media, fall 2013.
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BSc course ‘User behaviour’, fall 2013
Social navigation, user-to-user mediation and participatory mediation spaces
Lennart Björneborn Associate Professor, PhDIVA – Royal School of Library and Information ScienceUniversity of Copenhagen
• “I define a participatory cultural institution as a place
where visitors can create, share, and connect
with each other around content.”
Simon (2010). The Participatory Museum, p. ii
10(Björneborn 2011. Behavioural Traces …)
IVA – Royal School of Library and Information Science
Denver Art Museum: visitors make their own rock music posters, by remixing clips from real posters (Simon 2010:24)
“participatory museum”
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participatory culture (Jenkins et al. 2006:7)
1. With relatively low barriers to artistic expression and civic engagement
2. With strong support for creating and sharing one’s creations with others
3. With some type of informal mentorship whereby what is known by the most experienced is passed along to novices
4. Where members believe that their contributions matter
5. Where members feel some degree of social connection with one another (at the least they care what other people think about what they have created).
Jenkins, H. et al. (2006). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century.
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IVA – Royal School of Library and Information Science
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IVA – Royal School of Library and Information Science
new media literacies (Jenkins et al. 2006:4)• play > the capacity to experiment with one’s surroundings as a form of problem-
solving
• performance > the ability to adopt alternative identities for the purpose of improvisation and discovery
• simulation > the ability to interpret and construct dynamic models of real-world processes
• appropriation > the ability to meaningfully sample and remix media content
• multitasking > the ability to scan one’s environment and shift focus as needed to salient details.
• distributed cognition > the ability to interact meaningfully with tools that expand mental capacities
• collective intelligence > the ability to pool knowledge and compare notes with others toward a common goal
• judgment > the ability to evaluate the reliability and credibility of different information sources
• transmedia navigation > the ability to follow the flow of stories and information across multiple modalities
• networking > the ability to search for, synthesize, and disseminate information
• negotiation > the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms
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cf. Björneborn (2011):‘participatory literacies’
barriers for participationtechnical barriers
• too user-’unfriendly’: too confusing, difficult or rigid to contribute
cognitive barriers
• too little time, energy, memory, experience, skills, …
• fear of information overload
• too boring
(Björneborn 2013 work-in-progress)
+ more!socio-cultural barriers
• no sense of ownership: ”what’s in it for me?”
• unclear why contribution is helpful: ”what’s in it for others?”
• fear of making mistakes and looking silly
• fear of surveillance and abuse of personal data (i.e. privacy issues)
• no critical mass: too few other participants and contributors
• no obvious ‘opportune moment’ for when to contribute
• no reactions, feedback or rewards: why contribute if no one cares?
• no extra value compared to other alternatives
• prefer top-down quality control by staff or others14
IVA – Royal School of Library and Information Science
• ok to be a ’lurker’• ’lurkers’ observe, imitate, test, learn = socializing into
“community of practice”• learning by participating
Nielsen, Jakob (2006). Participation inequality: lurkers vs. contributors in internet communities. Jakob Nielsen's Alertbox, 9.10.2006. http://www.useit.com/alertbox/participation_inequality.html
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IVA – Royal School of Library and Information Science
“In cultures of participation, not every participant must
contribute, but all participants must have opportunities to
contribute when they want to.” (Fischer 2011:48)
“low threshold and high ceiling, allowing new participants to
contribute as early as possible, and at the same time supporting
experienced participants with a broad functionality for their more
complex tasks” (ibid.)
Fischer, G. (2011). Understanding, fostering and supporting cultures of participation. Interactions, 18(3): 42-53http://l3d.cs.colorado.edu/~gerhard/papers/2011/interactions-coverstory.pdf
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IVA – Royal School of Library and Information Science
IVA – Royal School of Library and Information Science
‘meta-design’ + ‘loose fit’
‘meta-design’: “creates open systems at design time
that can be modified by their users acting as co-designers,
requiring and supporting more complex interactions
at use time.” (Fischer 2011:45)
‘loose fit’: “designing artifacts at design time so that
unexpected uses of the artifact can be accommodated
at use time” (ibid.:46)
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Fischer, G. (2011). Understanding, fostering and supporting cultures of participation. Interactions, 18(3): 42-53http://l3d.cs.colorado.edu/~gerhard/papers/2011/interactions-coverstory.pdf
IVA – Royal School of Library and Information Science