This paper focuses on the use of online social tagging and storytelling to enrich digital collections of cultural heritage. Together with several Dutch museums, we examined the question of whether and how social tagging could benefit these museums in disclosing specific digital collections. This led to the development of a social tagging tool (www.ikweetwatditis.nl) as a means of researching behaviour when tagging cultural objects. The results show that tagging and storytelling can help museums enrich their collections and involve their audiences.

Analysing how news media portray A.I. reveals what interpretative frameworks around the technology circulate in public discourses. This allows for critical reflections on the making of meaning in prevalent narratives about A.I. and its impact. While research on the public perception of datafication and automation is growing, only a few studies investigate news framing practices. The present study connects to this nascent research area by charting A.I. news frames in four internationally renowned media outlets: The New York Times, The Guardian, Wired, and Gizmodo. The main goals are to identify dominant emphasis frames in AI news reporting over the past decade, to explore whether certain A.I. frames are associated with specific data risks (surveillance, data bias, cyber-war/cyber-crime, and information disorder), and what journalists and experts contribute to the media discourse. An automated content analysis serves for inductive frame detection (N = 3098), identification of risk references (dictionary-based), and network analysis of news writers. The results show how A.I.’s ubiquity emerged rapidly in the mid-2010s, and that the news discourse became more critical over time. It is further argued that A.I. news reporting is an important factor in building critical data literacy among lay audiences.

This study explores the news framing of A.I., China, and the U.S.A. in two mainstream news outlets: The Washington Post and The South China Morning Post. The main objective is to analyse how both, as parts of different discourse cultures, portray the competition for leadership in A.I. innovation between China and the U.S.A. The study takes a critical look at the media discourse on the ‘new arms race’ and what role the news play in localising global technology trends. The empirical part makes use of a combination of manual and automated content analyses. To this end, a dictionary approach that utilises Names Entity Recognition was applied to a large volume of news texts ( N = 3.055) to identify recurring news frames. The findings show similarities in the perception of A.I.’s potentials and versatility but also clear cultural differences in how risks and conflicts are portrayed in both outlets. Although the Washington Post appears more critical about A.I., the South China Morning Post frames the technology as a driver of economic growth and global influence. The discussion offers a starting point for theorising the relationship between mediatisation, tech trends, cultural differences, and international politics.

The datafication and digital transformation of society change design professions on a profound level. With data and machine intelligence being the design material of the future, the master's programme Data-Driven Design, developed at HU Utrecht University of Applied Sciences, prepares the next generation of designers to handle the challenges and opportunities that come with this new material. Foundation of the programme is the data-driven feedback loop that serves as a model to aid students in their understanding of what data-driven concepts may accomplish. The programme contains a conceptual track, a human track and a technology track, divided over three domains: Designing for a digital society, Designing for humans and Designing for processes. After teaching the programme for two years, identified challenges in the curriculum were of a didactic nature (how to teach a paradigm such as "critical thinking"), a logistic nature (how to maintain flexibility in the curriculum, but not give up on academic and social integration), and of a content nature (how to maintain a strong connection with the practical field by means of guest speakers, but at the same time provide a coherent narrative for the students). The paper outlines the curriculum design in detail and summarizes how developers and staff addressed the above challenges. Specifically, the challenges we encountered in teaching students to work within the paradigm of critical thinking might be instructive.