Introduction

Gillespie, Tarleton; Boczkowski, Pablo J.; Foot, Kirsten A.

doi:10.7551/mitpress/9780262525374.003.0001

Cited by 62 publications

(78 citation statements)

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“…As Van Dijck (2013: 36) notes, 'a platform's ownership model is a constitutive element in its functioning as a system of production'. Critical studies of social media platforms and infrastructures have demonstrated that their functioning cannot be separated from their designers and programmers (Gillespie et al, 2014;Plantin et al, 2016). As Van Dijck and Poell (2013: 5) have noted, the 'computer code, data, algorithms, protocols, interfaces and the platform organisations that are responsible for programming' together 'steer user experiences, content and user relations via platforms'.…”

Section: People and Organizationsmentioning

confidence: 99%

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Learning in the ‘platform society’: Disassembling an educational data assemblage

Williamson

2017

Research in Education

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Schools are increasingly involved in diverse forms of student data collection. This article provides a sociotechnical survey of a data assemblage used in education. ClassDojo is a commercial platform for tracking students' behaviour data in classrooms and a social media network for connecting teachers, students and parents. The hybridization of for-profit platforms with a key public institution of society raises significant issues. ClassDojo is designed to influence how school leaders and teachers make decisions, how schools connect with parents, and how teachers act to change students' behaviour. Conceptualized as a 'public sphere platform' ClassDojo is reshaping discourses, practices and subjectivities in schools.In particular, ClassDojo provides evidence of how the business model and political economy governing social media-'platform capitalism'-is being inserted into public education. It is prototypical of education in an emerging 'platform society,' and of how student and teacher subjectivities are being reshaped by the presumptions and worldviews encoded in digital platforms.

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Section: People and Organizationsmentioning

confidence: 99%

“…All technical platforms can be understood to translate the worldviews and presumptions of their designers into the intended practices of their users (Gillespie et al, 2014). The founders and designers of ClassDojo have translated their idiosyncratic Silicon Valley worldview into the practices of teachers.…”

Section: People and Organizationsmentioning

confidence: 99%

Learning in the ‘platform society’: Disassembling an educational data assemblage

Williamson

2017

Research in Education

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“…This assessment goes beyond the validity and credibility of information to deeper and often tacit assumptions about the value of information. Data created and delivered on digital media platforms and devices are products of human action and decision-making [ 32 – 34 ]. The ways in which this information is interpreted and used is highly contextual, based on people’s life worlds.…”

Section: Introductionmentioning

confidence: 99%

The use and value of digital media for information about pregnancy and early motherhood: a focus group study

Lupton

2016

BMC Pregnancy Childbirth

271

299

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BackgroundMany women in countries in the global North access digital media information sources during pregnancy and the early years of motherhood. These include websites, blogs, online discussion forums, apps and social media platforms. Little previous research has sought to investigate in detail how women use the diverse range of digital media now available to them and what types of information they value. A qualitative study using focus groups was conducted to address these issues.MethodsFour focus groups were held in Sydney, Australia, including a total of 36 women who were either pregnant or had given birth in the previous three years. The participants were asked to talk about the types of digital media they used for pregnancy and parenting purposes, why they used them and in what ways they found them useful or helpful (or not). Group discussions were transcribed and thematically analysed, identifying the dominant information characteristics identified by women as valuable and useful.ResultsNine characteristics emerged from the focus group discussions as most important to women: information that was: 1) immediate; 2) regular; 3) detailed; 4) entertaining; 5) customised; 6) practical; 7) professional; 8) reassuring; and 9) unbiased. These characteristics were valued for different purposes and needs. Digital media provided women with details when they most needed them or at times when they had opportunities to access them. The study showed that women value apps or digital platforms that are multi-functional. The findings revealed the importance of using digital information for establishing and maintaining social connections and intimate relationships with other mothers. However, participants also highly valued expert advice and expressed the desire for greater and more ready access to information and support offered by healthcare professionals.ConclusionsPregnant women and those with young children place a high value on the information and support they receive from and sharing using online sources and apps. They are accustomed to ready and immediate access to information using digital technologies and want better access to that offered by professionals. Recognising and finding ways to meet these needs should be included in planning healthcare provision and support for this group. Further research with women from socioeconomically disadvantaged backgrounds and non-urban locations is required to identify whether they have different information needs and values from the women who were included in the study reported here.

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“…Since the publication of Boczkowski and Lievrouw's essay, researchers have explicitly reflected on the heuristic potential of bringing these two fields together (Baldwin-Philippi, 2011;Couldry, 2008a;Gillespie, Boczkowski, & Foot, 2014a;Paré, Millerand, & Heaton, 2014;Proulx, 2012;Siles & Boczkowski, 2012;Wajcman & Jones, 2012). As they grapple with the rise of a variety of technologies and processes, scholars have also developed conceptual tools to accomplish this bridge-building exercise (Boczkowski, 2010;Gillespie, 2007Gillespie, , 2009Gillespie, Boczkowski, & Foot, 2014b;Greenberg, 2008;Lievrouw, 2011;Sterne, 2012;Streeter, 2010).…”

Section: Introductionmentioning

confidence: 99%

Science, Technology, and Society Studies

Boczkowski¹,

Crooks

Lievrouw

et al. 2016

The International Encyclopedia of Communication Theory and Philosophy

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This entry examines contemporary scholarship on media and information technologies at the intersection of science and technology studies (STS) and communication studies. The term “media and information technologies” is used to bring together a variety of research frameworks that seek to capture symbolic, social, cultural, or political aspects of technology. This body of work emphasizes broad historical scope, infrastructural dimensions, and the distinctive interplay of materiality with symbolic content and meaning. The discussion is organized around three key conceptual bridges: prevailing notions about causality in technology–society relationships; the process of technology development; and the social consequences of technological change. The entry concludes by considering some broader implications of the contemporary landscape of research at the intersection of STS and communication studies for continued intellectual dialogue between the two fields.

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Introduction

Cited by 62 publications

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Learning in the ‘platform society’: Disassembling an educational data assemblage

Learning in the ‘platform society’: Disassembling an educational data assemblage

The use and value of digital media for information about pregnancy and early motherhood: a focus group study

Science, Technology, and Society Studies

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