Though there is now growing commitment to publicly engaged research, the role and definition of the public in such processes is wide-ranging, contested and often rather vague. This article addresses this problem by showing that, although there is no single agreed upon theory or way of being public, it is still possible and very important to develop clear, public-centric, understandings of engaged research practice. The article introduces a multidimensional framework based on the theoretical literature on the 'public', and demonstrates -in the context of a recent engaged research project -how it is possible to conceptualize, design and evaluate context-specific formations of the public. Starting from an understanding of publics as mediated and dynamic entities, the article seeks to illuminate some of the choices that researchers face and how the framework can help them navigate these. This article is for all those interested in what it means to address, support and account for an engaged public in contemporary settings.

) circuit of 'civic culture' as a model for exploring the interlinking preconditions for new acts of citizenship, we discuss the contrasting outcomes of research at three fieldwork sites in the North of England -educational (a sixth form college), civil society (a community reporters' network) and social (a local club). Each site provided clear evidence of the elements of Dahlgren's circuit (some depending on the intensive use of digital infrastructure, others predating it), but there were also breaks in the circuit that constrained its effectiveness. A crucial factor in each case for building a lasting circuit of civic culture (and an effective base for new forms of digital citizenship) is the role that digital infrastructure can play in extending the scale of interactions beyond the purely local.

This article contributes to an emerging field of 'small data' research on Twitter by presenting a case study of how teachers and students at a sixth-form college in the north of England used this social media platform to help construct a 'community of practice' that enabled micro-processes of recognition and mutual learning. Conducted as part of a broader action research project that focused on the 'digital story circle' as a site of, and for, narrative exchange and knowledge production, this study takes the form of a detailed analysis of a departmental Twitter account, combining basic quantitative metrics, close reading of selected Twitter data and qualitative interviews with teachers and students. Working with (and sometimes against) Twitter's platform architecture, teachers and students constructed, through distinct patterns of use, a shared space for dialogue that facilitated community building within the department. On the whole, they were able to overcome justified anxieties about professionalism and privacy; this was achieved by building on high levels of pre-existing trust among staff and by performing that mutual trust online through personal modes of communication. Through micro-processes of recognition and a breaking down of conventional hierarchies that affirmed students' agency as knowledge producers, the departmental Twitter account enabled mutual learning beyond curriculum and classroom. The significance of such micro-processes could only have been uncovered through the detailed scrutiny that a 'small data' approach to Twitter, in supplement to some obvious virtues of Big Data approaches, is particularly well placed to provide.

Reducing population physical inactivity has been declared a global public health priority. We report a detailed multi-level analysis of small area indices and individual factors as correlates of physical activity in deprived urban areas. Multi-level regression analysis was used to investigate environmental and individual correlates of physical activity. Nine individual factors were retained in the overall model, two related to individual intentions or beliefs, three to access to shops, work or fast food outlets and two to weather; age and gender being the other two. Four area level indices related to: traffic, road casualties, criminal damage and access to green space were important in explaining variation in physical activity.

It is well known that narrative exchange takes distinctive forms in the digital age. Less understood are the digitally-based processes and infrastructures that support or constrain the wider exchange of narrative materials. This article reports on research in a UK sixth form college with ambitions to expand its students' digital skills. Our approach was to identify the preconditions (sometimes, but often not, involving fully formed narrative agency) that might support sustained narrative exchange. We call these conditions collectively 'proto-agency', and explore them as a way of establishing what a 'digital story circle' (not just a digital story) might be: that is, how new digital platforms and resources contribute to the infrastructures for narrative exchange and wider empowerment in a complex institutional context. During our fieldwor, interesting insights into the tensions around social media emerged. Only by understanding such forms of proto-agency can we begin to assess the participatory potential of digital platforms for young people in education today.