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Multimodal analysis2
- 3. ‘Sad, Lonely World Discovered in Cyberspace’ The HomeNet Project (Kraut et al, 1998) 93 families in Pittsburgh, USA Monitored Internet use during their first year online Questionnaires focussing on psychological well being Interviewed participants about their use Greater Internet use associated with significant Declines in social involvement (the size of their social networks) Increases in loneliness Increases in depression
- 4. Pseudocommunity Inauthentic forms of community involvement brought about by increasing industrialisation and urbanisation (Beninger, 1987) Members of developed societies are essentially ‘bowling alone’ (Putnam, 2000) – not participating in ways that support their local community.
- 5. Adolescent’s sense of community on MySpace and Facebook (Reich, 2010) A Psychological Sense of Community (McMillan & Chavis, 1986) 2. Membership 3. Influence 4. Integration and fulfilment of needs 5. Shared emotional connection Networked Individualism Allows people to remain connected, but as individuals rather than being rooted in the home bases of work unit and household, Individuals switch rapidly between social networks rather than remain in a group or community. Reich (2010)
- 6. Are online communities real? Classic social science definitions of community would suggest not. Arguments against online community Their members aren’t collocated They don’t interact face to face They can’t (and don’t) form the necessary emotional bonds
- 7. Rheingold’s study of the WELL community (1993) Text –based bulletin- board system (BBS) known as the Whole Earth Lectronic Link Virtual ethnography - showed the meaningful emotional connections that could develop via online community
- 8. Multimodal Interactional analysis of YouTube Where is the community? What makes it a community? What part do multimodal interactions play in making it feel like a community?
- 9. Things to look out for? Reciprocity in communication coordination of turn taking in conversation Communication as ‘gift’ exchange Ritualised behaviour openings and closings Defining the ‘meaning’ of the communicative space What behaviours are allowed/expected/norms How are these norms enforced
- 10. 2. Shared space/place 3. Shared practice 4. Shared resources and support 5. Shared identities 6. Interpersonal relationships Baym (2010)
- 11. Shared Sense of Space The Great Good Place (Third Places) Oldenburg’s three essential places in people's lives the place they live, i the place they work, and o the place they gather for conviviality
- 12. Shared Sense of Space Physical space remains an important metaphor even when interactions are happening online
- 13. Shared Practice Routinised activities/behaviours that are shared by the group Updating status regularly (lifeblogging) Responding to Facebook birthday reminders Recording significant nights out/events Reciprocal comments (i.e. using them as a conversational medium) The regularity of posts
- 14. Shared Practice – Common Language Netiquette in Text-based environments Paralanguage and Twitter @ RT # Reciprocity in comments/tweets
- 15. A Shared Practice – Common Visual Language Netiquette in multimodal environments Photos in Facebook Gestures and body language in YouTube vlogging Profile pictures and backgrounds Vlogging practices Global dance/lip sync
- 16. Shared Resources and Support Social capital Bridging – exchanges typical of weak ties Bonding – social and emotional support Common Ground Common interests or goals Shared experiences and stories
- 17. Shared Identities A group identity (e.g. YouTubers) Processes of affiliation: friending, following, subscribing A set of consistent roles or personalities that exist within the community: local experts; ‘answer people’; entertainers; conversationalists; fans; ‘lurkers’ (viewers of videos are not YouTubers); haters, flamers or trolls; storytellers
- 18. Shared Identities YouTube Example
- 19. Interpersonal relationships Friendships and romances are also a significant part of online communities Processes of connection: liking, favouriting, direct messaging (moving to other media), poking Internet and in-person contact extend and enhance each other (Wellman, 2004). Video
- 20. Multimodal Activity Examine different media responses to the YouTube video provided and try to understand what makes this an online ‘community’ activity. Lucielovesyou – Hipster video http://www.youtube.com/watch?v=6I-uV9EJWl8 One group for each of the following: c Text comments c Video content (dialogue and sound) i Video content (body language) o Video content (production elements) Note times and content (e.g. quotes, events, etc.)
- 21. Media Modes Sound Speech, music, laughter, background noise Video Lighting Ambient lighting in homes Physical presence Posture, facial and bodily gestures, eye contact, pointing Production elements On screen effects, framing of shots, cutting between scenes, etc. Physical objects Placing objects in field of view, gesturing with objects, Photos Similar to video but static On screen text Video titles, tags, captions, comments, usernames, messages
- 22. Multimodal Analysis Process s Watch the videos f Identify themes ◦ Observe and identify significant mulitmodal events in communication – note the time ◦ Refer to existing literature on conversation to check what you see and hear – for example Goffman (1959) 3. Watch the videos 3 Describe the multimodal aspects of the videos t Roughly transcribe the video data to clarify significant moments in communication and identify commonalities across videos r Watch the videos r Final transcription in a suitable form to explain themes and subthemes ◦ Include standard annotation conventions
- 23. Feedback Session What different stories do they tell? What modes exist within each medium ? How is this different from the exercise yesterday? What might we be missing here? What do you think is important for online community considering this evidence?
- 24. Multimodal transcription of video data (using my own coding scheme)
- 25. Multimodal Transcription www.sigridnorris.com
- 26. Multimodal transcription – standardised annotation of speech: (n) pause noted in seconds = joining of words : an extension of the preceding syllable; ; rising or falling intonation for subsequent utterance underlined text indicates spoken with particular vocal energy - a sudden cut off to an utterance; ? a rising tone . a falling tone , a shifting continuous tone bridging utterances.
- 29. References Reich, (2010) Adolescent’s sense of community on MySpace and Facebook. Journal of Community Psychology 38(6) pp. 688-705 Rheingold, H. (1993) Virtual Community. Homesteading on the Electronic Frontier. Available online:http://www.rheingold.com/vc/book/intro.html Turkle, S. (2011) Alone Together. Why we expect more from technology and less from each other. New York: Basic Books. Wellman, B. and Gulia, M. (1997) “Virtual Communities as Communities.” In Communities in Cyberspace: Perspectives on New Forms of Social Organization, edited by Peter Kollock and Marc Smith. Los Angeles: University of California Press.
Notes de l'éditeur
- Sampling issues – were they the ones choosing to go online?
- Four elements of sense of community There are four elements of "sense of community" according to the McMillan & Chavis theory: Membership Membership includes five attributes: boundaries emotional safety a sense of belonging and identification personal investment a common symbol system Influence Influence works both ways: members need to feel that they have some influence in the group, and some influence by the group on its members is needed for group cohesion. Integration and fulfilment of needs Members feel rewarded in some way for their participation in the community. Shared emotional connection The "definitive element for true community" (1986, p. 14), it includes shared history and shared participation (or at least identification with the history).
- Third Places Oldenburg identifies third places, or “great good places,” as the public places on neutral ground where people can gather and interact. In contrast to first places (home) and second places (work), third places allow people to put aside their concerns and simply enjoy the company and conversation around them. Third places “host the regular, voluntary, informal, and happily anticipated gatherings of individuals beyond the realms of home and work.” Oldenburg suggests that beer gardens, main streets, pubs, cafés, coffeehouses, post offices, and other third places are the heart of a community’s social vitality and the foundation of a functioning democracy. They promote social equality by leveling the status of guests, provide a setting for grassroots politics, create habits of public association, and offer psychological support to individuals and communities. Quotable “ In the absence of informal public life, living becomes more expensive. Where the means and facilities for relaxation and leisure are not publicly shared, they become the objects of private ownership and consumption.” “ What suburbia cries for are the means for people to gather easily, inexpensively, regularly, and pleasurably — a ‘place on the corner,’ real life alternatives to television, easy escapes from the cabin fever of marriage and family life that do not necessitate getting into an automobile.” “ Most needed are those ‘third places’ which lend a public balance to the increased privatization of home life. Third places are nothing more than informal public gathering places. The phrase ‘third places’ derives from considering our homes to be the ‘first’ places in our lives, and our work places the ‘second.’” “ The character of a third place is determined most of all by its regular clientele and is marked by a playful mood, which contrasts with people’s more serious involvement in other spheres. Though a radically different kind of setting for a home, the third place is remarkably similar to a good home in the psychological comfort and support that it extends…They are the heart of a community’s social vitality, the grassroots of democracy, but sadly, they constitute a diminishing aspect of the American social landscape.” “ Life without community has produced, for many, a life style consisting mainly of a home-to-work-and-back-again shuttle. Social well-being and psychological health depend upon community. It is no coincidence that the ‘helping professions’ became a major industry in the United States as suburban planning helped destroy local public life and the community support it once lent.” “ Totally unlike Main Street, the shopping mall is populated by strangers. As people circulate about in the constant, monotonous flow of mall pedestrian traffic, their eyes do not cast about for familiar faces, for the chance of seeing one is small. That is not part of what one expects there. The reason is simple. The mall is centrally located to serve the multitudes from a number of outlying developments within its region. There is little acquaintance between these developments and not much more within them. Most of them lack focal points or core settings and, as a result, people are not widely known to one another, even in their own neighborhoods, and their neighborhood is only a minority portion of the mall’s clientele.”
- Media and modes are not distinct entities