Sætrevik, B. (2020, April 13). Realistic expectations and pro-social behavioural intentions to the early phase of the COVID-19 pandemic in the Norwegian population. https://doi.org/10.31234/osf.io/uptyq

Jarynowski, A., Wójta-Kempa, M., & Belik, V. (2020, April 22). TRENDS IN PERCEPTION OF COVID-19 IN POLISH INTERNET. https://doi.org/10.31234/osf.io/dr3gm

Rosenfeld, D. L., Rothgerber, H., & Wilson, T. (2020, April 22). Politicizing the COVID-19 Pandemic: Ideological Differences in Adherence to Social Distancing. https://doi.org/10.31234/osf.io/k23cv

Lades, L., Laffan, K., Daly, M., & Delaney, L. (2020, April 22). Daily emotional well-being during the COVID-19 pandemic. https://doi.org/10.31234/osf.io/pg6bw

Picturing Health. Films about coronavirus (COVID-19). picturinghealth.org/coronavirus-films/

Brazil and Mexico: Domestic disinformation in the context of COVID-19. (n.d.). Atlantic Council. Retrieved April 27, 2020, from https://www.atlanticcouncil.org/event/brazil-and-mexico-domestic-disinformation-in-the-context-of-covid19/

Jarynowski, A., Wojta-Kempa, M., Belik, V. (2020, March 30). Perception of emergent epidemic of COVID-2019 / SARS CoV-2 on the Polish Internet. Cornell University. arXiv:2004.00005.

Olapegba, P. O., Ayandele, O., Kolawole, S. O., Oguntayo, R., Gandi, J. C., Dangiwa, A. L., … Iorfa, S. K. (2020, April 12). COVID-19 Knowledge and Perceptions in Nigeria. https://doi.org/10.31234/osf.io/j356x

Velásquez, N., et al. (2020, April 1). Hate multiverse spreads malicious COVID-19 content online beyond individual platform control. Cornell University. arXiv:2004.00673.

El Shoghri, A., et al. (2020 April 03). How mobility patterns drive disease spread: A case study using public transit passenger card travel data. 2019 IEEE 20th International Symposium on "A World of Wireless, Mobile and Multimedia Networks". DOI:10.1109/WoWMoM.2019.8793018

Scops. Topic Stream Graph. Covid19.scops.ai. https://covid19.scops.ai/superset/dashboard/streamgraph/.

Allen, J., Howland, B., Mobius, M., Rothschild, D., & Watts, D. J. (2020). Evaluating the fake news problem at the scale of the information ecosystem. Science Advances, 6(14), eaay3539. https://doi.org/10.1126/sciadv.aay3539.

Kamel Boulos, M.N., Geraghty, E.M. Geographical tracking and mapping of coronavirus disease COVID-19/severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) epidemic and associated events around the world: how 21st century GIS technologies are supporting the global fight against outbreaks and epidemics. Int J Health Geogr 19, 8 (2020). https://doi.org/10.1186/s12942-020-00202-8

Koebler, J. (2020 April 09). The viral 'study' about runners spreading coronavirus is not actually a study. Vice. https://www.vice.com/en_us/article/v74az9/the-viral-study-about-runners-spreading-coronavirus-is-not-actually-a-study

Betsch, C, et al. (2020 March 3). Germany COVID-19 Snapshot MOnitoring (COSMO Germany): Monitoring knowledge, risk perceptions, preventive behaviours, and public trust in the current coronavirus outbreak in Germany. PsychArchives. http://dx.doi.org/10.23668/psycharchives.2776

Michael Veale on Twitter.

Nielsen, R.K., Fletcher, R., Newman, N., Brennen, S., Howard, P.N. (2020 April 15). Navigating the ‘infodemic’: how people in six countries access and rate news and information about coronavirus. Reuters Institute. https://reutersinstitute.politics.ox.ac.uk/infodemic-how-people-six-countries-access-and-rate-news-and-information-about-coronavirus

Holmes, E. A., O’Connor, R. C., Perry, V. H., Tracey, I., Wessely, S., Arseneault, L., Ballard, C., Christensen, H., Cohen Silver, R., Everall, I., Ford, T., John, A., Kabir, T., King, K., Madan, I., Michie, S., Przybylski, A. K., Shafran, R., Sweeney, A., … Bullmore, E. (2020). Multidisciplinary research priorities for the COVID-19 pandemic: A call for action for mental health science. The Lancet Psychiatry, S2215036620301681. https://doi.org/10.1016/S2215-0366(20)30168-1

Sander van der Linden en Twitter: “New study: fake news only makes up a tiny bit of our media consumption. Great! But that totally misses the point: micro-targeted fake news only needs to convince a tiny minority of the population to disrupt an election. Misinformation also kills people, literally. Just saying https://t.co/SBpg0EBfhx” / Twitter. (n.d.). Twitter. Retrieved April 8, 2020, from https://twitter.com/sander_vdlinden/status/1247146391002132480

Oprichting Media Special Interest Group op initiatief ISOC NL «. (n.d.). Retrieved April 9, 2020, from https://isoc.nl/nieuws/oprichting-media-special-interest-group-op-initiatief-isoc-nl/

Editor, A. (2020, March 31). UCLA Researchers Use Big Data Expertise to Create a News Media Resource on the COVID-19 Crisis. LA Social Science. https://lasocialscience.ucla.edu/2020/03/31/ucla-researchers-use-big-data-expertise-to-create-a-news-media-resource-on-the-covid-19-crisis/

Alam, F., Sajjad, H., Imran, M., & Ofli, F. (2020). Standardizing and Benchmarking Crisis-related Social Media Datasets for Humanitarian Information Processing. ArXiv:2004.06774 [Cs]. http://arxiv.org/abs/2004.06774

Pennycook, G., McPhetres, J., Zhang, Y., & Rand, D. G. (2020, March 17). Fighting COVID-19 misinformation on social media: Experimental evidence for a scalable accuracy nudge intervention. https://doi.org/10.31234/osf.io/uhbk9

book

Understanding and contextualizing social media

Selection and integration of communication media

As Becca Lewis suggests, is the problem associated with methodology? This reminds me of some of the discussions associated with [social media and teens] (https://collect.readwriterespond.com/social-media-has-not-destroyed-a-generation/)

What type of media sells the most:

certainly a laudable goal!

It helped me a lot to simply delete most of the social media apps off of my phone. I scribbled a bit about the beginning of the process back in November and there's a link there to a post by Ben doing the same thing on his own website.

More people are leaving social feeds for RSS feeds lately. I've recently started following Jeremy Felt who is taking this same sort of journey himself. See: https://jeremyfelt.com/tag/people-still-blog/

Kudos as well to making the jump here:

Taking a bit of a Twitter break. I'm going to try to stay off until the new year, but likely lack the willpower to stay off for more than a few hours. Wish me luck!<br><br>....but silently. Not via reply to to this tweet. Cause that'll just suck me back into the vortext.

— Clint Lalonde (he/him) (@edtechfactotum) December 19, 2019

In part, it's what prompted me to visit your site to write a comment. (Sorry for upping your cis-gendered white male count, but 2019 was a bad year, and hopefully we can all make 2020 better as you've indicated.)

The sad part of this is how painfully limiting the conversation can be on social with the character limitations and too many issues with branching conversations and following all the context.

I find that using Webmentions on my site adds a lot of value because it brings all the conversation back to my site, where it really should be for more context.

I'm curious what things would look like if you similarly did an analysis of Twitter, Facebook, etc.? Where are you putting more time? What's giving you the most benefit? Where are you getting value and how are you giving it back?

This may also only be the case if large corporations are forced to open up and support those protocols. If my independent website can't interact freely and openly with something like Twitter on a level playing field, then it really does no good.

Tags were used for discovery of specific types of content. Who needs that now that our new overlords of artificial intelligence and algorithmic feeds can tell us what we want to see?!

Of course we still need tags!!! How are you going to know serendipitously that you need more poetry in your life until you run into the tag on a service like IndieWeb.xyz? An algorithmic feed is unlikely to notice--or at least in my decade of living with them I've yet to run into poetry in one.

Jonathan Haidt, you might have noticed, is a scholar that I admire very much. In this piece, his colleague Tobias Rose-Stockwell and he ask the following questions: Is social media a threat to our democracy? Let's read the following article together and think about their question together.

A multimedia approach to affective learning and training can result in more life-like trainings which replicate scenarios and thus provide more targeted feedback, interventions, and experience to improve decision making and outcomes. Rating: 7/10

This article highlights the need for and benefits of implementing more technology tools to support first-generation college students' learning, engagement, and success. For many first-gen students, especially those from low-income backgrounds, the transition to college can be challenging; this leads to lower retention rates, performance, and confidence. The authors, drawing off of research, suggest mobile devices and Web 2.0 technologies to prevent these challenges. Example of such tools include dictionary and annotation apps that are readily-accessible and aid in students' understanding of material. Fist-gen students can also use social media apps (Twitter, Facebook, etc.) to maintain supportive connections with family, peers, and mentors. Rating: 8/10

Hodson relates specific examples of effective technology integration in her classrooms. Although she acknowledges the apprehension both instructors and learners feel, she argues that the benefits outweigh them.

7/10

Also key.

I can't help but thinking here about stories of native peoples feeling like photographs of them were like having their soul stolen.

I chose this article because its topic speaks to our time. Also, this article has a lot of great links out just in case you want to learn more about the topics the authors speak of.

This is a flawed proposition and both misleading and deceptive in relation to the subject matter, considering its prominence in a court media report of proceedings which largely centre on the propriety or otherwise of an approvals process.

Using a market analogy mischaracterises the process involved in seeking and gaining approval for a proposal based on an innovative occupational health and safety concept.

In this case, the Minister was the appropriate authority under the relevant NSW laws.

And while Mr Maitland could indeed be described as a "entrepreneur", the phrase "willing buyer" taken literally in the context of the process to which he was constrained, could contaminate the reader's perception of the process as transactional or necessitating exchange of funds a conventional buyer and seller relationship.

Based on evidence already tendered in open court, it's already known Mr Maitland sought both legal advice on the applicable process as well as guidance by officials and other representatives with whom he necessarily engaged.

But the concept of finding a "willing buyer", taken literally at it's most extreme, could suggest Mr Maitland was presented with multiple approvals processes and to ultimately reach his goal, engaged in a market force-style comparative assessment of the conditions attached to each of these processes to ultimately decide on which approvals process to pursue.

Plainly, this was not the case. Mr Maitland had sought advice on the process and proceeded accordingly.

The only exception that could exist in relation to the availability of alternative processes could be a situation silimilar to the handling of unsolicited proposals by former Premier Barry O'Farrell over casino licenses which were not constrained by any of the regular transparency-related requirements including community engagement, notification or competitive tender.

Again, this situation does not and could not apply to the process applicable to Mr Maitland's proposal.

The misleading concepts introduced from the outset in this article also represent an aggravating feature of the injustice to which Mr Maitland has been subjected.

To be found criminally culpable in a matter involving actions undertaken in an honest belief they were required in a process for which Mr Maitland both sought advice process and then at no stage was told anything that would suggest his understanding of the process was incorrect, contradicts fundamental principles of natural justice.

I chose this article, because it is timely, relevant, easy-to-follow (because it is intuitive), and innovative (using data sources, Twitter, and an innovative method, textual analysis). I hope you enjoy the reading. Please follow my annotations (comments + questions) and respond to the questions I pose. Try to answer them in your own words.

This is why I love personal web sites. They're your own, you do whatever you want with them, and you control them. Nothing is owned by others and you're completely free to do whatever you want.

That's not the case with Facebook, Microsoft, Slack, Jira, whatever.

No Facebook/Instagram/"social media" better concentration. I'm quite sure that this adheres to a lot of people.

Social media network TikTok is testing an advertising platform that will let advertisers target users across third-party apps, as well as within TikTok.

As of 2018-08, TikTok has 500M users worldwide. 2/3 are under 30. In the US, more than half are 16-24.

Here I'm reminded of Tom Standage's book Writing on the Wall: Social Media: The First 2,000 Years as potentially having some interesting examples that include the ideas of social media as an annotation layer on life.

social media: live annotations on life itself

This isn't too dissimilar to an idea I've been mulling over and which Robin Sloan wrote about on the same day this story was released: https://platforms.fyi/

While this is generally true that everyone can now create, the real inequity is the fact that distribution is not equal for all players. We might also ask the question: Should distribution be equal for all?

Robin Sloan has an "essay" on this topic that mirrors my own long held distribution questions/problems: https://platforms.fyi/

I note here that they mention production and organization, but there is a missing piece of "distribution". In large part, part of the problem with current corporate social media is one of how their content is distributed and the advertising model that drives what sorts of content are distributed.

I feel like the shift to content platforms challenges this in a significant way. We have lots of terms for different kinds of participation - visitor/resident, participant/lurker, etc. - but producer/consumer strikes me as potentially a change in kind, not in shading. Even when the consumer is allowed to add a comment, the value of their participation is substantially different (I would argue lesser) than if they were treated as a collaborator or community member.

Spoken web project seems to have some overlaps with media studies...could be interesting to teach in that context. I wonder how such audio labs might fit into or be in tension with other media labs/archives?

I'm excited to hear how the 12th grade media studies course went! I've become increasingly interested in media studies...

The City of Dis refers to the walls that encompasses all of lower hell where the serious sins are punished. Dis, also known as Pluto, is one of the kings of the underworld. Dis represents Lucifer and the lower circles of his infernal realm. It is in The Inferno because it is where the worst sinners reside and is imperative to Dante’s portrayal of his own version of hell.

• 0:37 - need to recognize the networked nature of today's media
• 0:37 - need to recognize the networked nature of today's media
• 0:48 - work within traditional media literacy and build on things that have worked for decades, but recognize what has changed and use the strengths of networked media
• 1:05 - how do children check sources on the internet
• 1:20 - one of the simplest ways is to follow the links back to the source
• 1:34 - when it's a photo, you can do a reverse image search
• 1:50 can do a news search and sort by date to see if the news story is current
• 2:45 - misinformation campaigns happening - mixing genuine content with misinformation
• 3:25 - some create alternate identities or fake accounts
• 4:25 - important to get a sense of how reliable a source is
• 4:35 - what is the purpose of the source and what is their business model? - is there accuracy and reliability in this, then likely will trust it as a source

• 5:10 - impact that we don't get our news from a limited number of sources
• 5:45 - some of these sources are from friends on social media, others are algorithmically determined
• 6:08 - some advantages and disadvantages - the old model was news curated in a newspaper; new model has the potential of getting news we may not have gotten in the old model
• 6:20 but in the old system you had gatekeeping and 'provenance'; in online news it's sometimes an effort to see where the information originates; gate keeping falls to us now
• 7:05 we need to train young people to do this
• 7:30 how should we teach this?
• 7:35 - with the concept approach you don't need to feel like an expert

• 7:40 - success teaching media literacy from the key concepts for three decades; begin from these
• 7:52 - media are constructed;
• 7:55 - they have commercial considerations;
• 7:58 they have social and political implications;
• 8:00 that audiences negotiate meaning;
• 8:05 that each medium has a unique form and the form influences the content
• 8:20 these can be applied to any form of media and adapted to any grade from K-12

• 8:30 so the key concepts of digital literacy are paralleled and are in addition to those, they don't replace the original five concepts
• 8:40 now have implications of digital literacies in that they are networked so we need to understand the idea of the network
• 8:50 understand that content now is shareable, that this is the default rather than the exception
• 8:55 - the ways the tools we use influence not just the content but the ways we use them
• 9:05 - this has an impact, an ethical dimension
• 9:10 - these can be applied in any context and to any grade level
• 9:20 - we have a full digital literacy curriculum that we offer (speaking about Media Smarts Canada); it has lessons on seven different aspects that a teacher or school board can use
• 9:45 - the value of the key concepts is teachers can modify these resources to their contexts
• 9:50 - teachers have in those key concepts what is essentially a GUIDING STAR to understand what they are supposed to be achieving with these lessons

not unlike twitters world trends and who to follow

An interesting thesis on why Path failed. Again it posits that social capital is the only reason to be there...

This presumes that status is the only reason why people would join such a network. It also underlines the fact that the platform needs to be easy and simple to use, otherwise no one enters it and uses it as the tool first before the network exists.

Perhaps the IndieWeb is growing at such a much slower rate (in this thesis, there is a much higher level for "proof of work") that this sort of social capital is more akin to that of social capital in real life? Some of the value of IndieWeb is that all your "social capital" can be put in one place and better controlled by you.

Why would one want to game their own sites in these ways? Are personal sites a better reflection of real life social capital? There's also lost personal time in learning and participating in dozens of social silos which is much better spent creating things of greater consequence.

With respect to his mention of Paul Krugman's Instagram account, it's useful to be able to pick and choose what you might want to follow in Paul's life. If you're a close friend then his Instagram account is awesome, but if you're a young political science student then his bookmarks, reads, notes, and articles would be much more valuable to you.

In publishing circles, this has long been known as platform or author platform--ie that thing that made you famous in the first place that gives you the space to attempt to try to use that fame to sell books.

This makes me think about the question of social and moral responsibility- I understand that YouTube and Facebook didn't develop these algorithms with nefarious intent, but it is a very drug-like experience, and I know I'm not the only one who can relate to this experience

This may be even more true on social media platforms, such as Twitter.

YouTube playlist of my classes' Student Production Award winning projects from the Ohio Valley chapter of the National Academy of Television Arts and Sciences (the organization behind the Emmy awards).

My Instagram account from my time as a teacher showing classroom activities and behind the scenes photos.

Social Bookmarking

Book available as Free PDF for download. Discusses Learning and Social Media

Social networks as formal learning environments

Using social media as a learning environment

This is a discussion of informal learning that focuses on ensuring that incidences of informal learning are recognized. This discussion portrays it has happening through casual conversations, online discussions, or social media. The page is easy enough to read though it does not try to be comprehensive. rating 2/5

New Media Consortium Horizon Report This page provides a link to the annual Horizon Report. The report becomes available late in the year. The report identifies emerging technologies that are likely to be influential and describes the timeline and prospective impact for each. Unlike the link to top learning tools that anyone can use, the technologies listed here may be beyond the ability of the average trainer to implement. While it is informative and perhaps a good idea to stay abreast of these listings, it is not necessarily something that the average instructional designer can apply. Rating: 3/5

This link is for the Association of Information Science and Technology. While many of the resources are available only to those who are association members, there are a great many resources to be found via this site. Among the items available are their newsletter and their journal articles. As the title suggests, there is a technology focus, and also a focus on scientific findings that can guide instructional designers in the presentation and display of visual and textual information, often but not exclusively online. Instructional designers are specifically addressed via the content of this site. A student membership is available. Rating 5/5

The main source images for this collage:

Borrow, George Henry, and E. J. Sullivan. "I did not like reviewing at all--it was not to my taste." Lavengro, Macmillan and Co., London, 1896, p. 296. British Library Flickr, HMNTS 012621.h.20. Accessed 1 February 2018.

Dodge, Mary Elizabeth. "A Terrible Tiger." When Life is Young: a Collection of Verse for Boys and Girls, Century Co., 1894, New York, p. 201. British Library Flickr. Accessed 1 February 2018.

How radical was this in Astell's day? In any event, she's said that the pulpit is not the place for a woman, so she uses books to exhort women.