scholarly journals Dalyvaujamojo muziejaus paradigma virtualioje Lietuvos muziejų komunikacijoje

2014 ◽  
Vol 68 ◽  
pp. 77-99
Author(s):  
Ignas Kapleris
Keyword(s):  
Social Interaction ◽  
Web 2.0 ◽  
Digital Media ◽  
Network Society ◽  
Media Content ◽  
Virtual Communication ◽  
The Social ◽  
Virtual Visits ◽  
Museum Websites ◽  
Virtual Visitors

Straipsnyje aptariamas 2013 m. pabaigoje autoriaus atliktas Lietuvos muziejų interneto svetainių, paskyrų socialinėje „Facebook“ medijoje turinio ir apsilankymų charakteristikų tyrimas. Juo buvo siekiama įvertinti muziejų ir jų lankytojų pasirengimą virtualioje erdvėje įgyvendinti dalyvaujamojo muziejaus paradigmą. Tyrimo metu surinktų duomenų apie socialinę tinklaveiką skatinančių įrankių kiekį interneto svetainėse, virtualių apsilankymų charakteristikas analizė parodė, jog dauguma Lietuvos muziejų virtualią komunikaciją suvokia ir vykdo pagal industrinės, o ne tinklaveikos visuomenės logiką. Augantis paskyrų ir sąveikų su lankytojais skaičius „Facebook“ socialinėje medijoje liudija lėtus abiejų muziejų lauko veikėjų žingsnius link dalyvaujamojo muziejaus paradigmos įgyvendinimo virtualioje erdvėje.Pagrindiniai žodžiai: dalyvaujamasis muziejus, skaitmeninės medijos, interaktyvumas, tinklaveika, antros kartos saitynas, interneto svetainės, virtualūs lankytojai, „Facebook“. The participatory museum paradigm in virtual communication of Lithuanian museumsIgnas Kapleris SummaryThe article presents a research of Lithuanian museums’ websites and profiles in the social Facebook media content and visits’ characteristics, done by the author in the end of 2013. The aim of the research was to assess the preparation of museums and their visitors for implementing the participatory museum paradigm. The information of social interaction encouraging tools in museum websites and virtual visits’ characteristics gathered in the analysis has shown that most of Lithuanian museums understand virtual communication in the logic inherent to industrial rather than network society. The growing number of museums’ profiles and theis visitors’ interaction in Facebook digital media show that both actors of the museums’ field slowly move towards the realization of the participatory museums’ paradigm in the virtual space.Keywords: participatory museum, digital media, interactivity, Web 2.0, website, virtual visitors, Facebook

scholarly journals ‘Wife, Mommy, Pastor and Friend’: The Rise of Female Evangelical Microcelebrities

Religions ◽  
2021 ◽  
Vol 12 (9) ◽  
pp. 758
Author(s):  
Katie Christine Gaddini
Keyword(s):  
Social Media ◽  
Digital Media ◽  
Media Analysis ◽  
Media Content ◽  
Religious Authority ◽  
Social Media Analysis ◽  
The Social ◽  
Prosperity Theology ◽  
Evangelical Women ◽  
Ethnographic Data

The popularity of digital media has spurred what has been called a “crisis of authority”. How do female evangelical microcelebrities figure in this crisis? Many of these women belong to churches led by male pastors, have amassed a large following online, and are sought-after speakers and teachers. This paper analyses how gender, religious authority, and the digital sphere collide through the rise of female evangelical microcelebrities. Bringing together ethnographic data, textual analysis, and social media analysis of six prominent women, I emphasize the power of representation to impact religious practices and religious meaning. This article examines how evangelical women are performing and negotiating their legitimacy as the Internet and fluid geographical boundaries challenge local models of religious authority. Moving away from a binary perspective of “having” or “not having” authority, this paper considers the various spheres of authority that evangelical microcelebrities occupy, including normative womanhood, prosperity theology, and politics. Finally, by examining the social media content put forth by female evangelical microcelebrities, I interrogate the political stakes of evangelical women’s authority.

The Use of Weblogs in Language Education

2009 ◽  
pp. 274-291 ◽  
Author(s):  
Thomas Raith
Keyword(s):  
Social Interaction ◽  
Foreign Language ◽  
Web 2.0 ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Discourse Communities ◽  
The Social ◽  
Language Classroom ◽  
The Relationship

This chapter explores in how far Web 2.0, Weblogs in particular, has changed foreign language learning. It argues that Weblogs, along with Web 2.0, have created new genres for which users need new forms of literacy. A qualitative study on the relationship between the online audience of Web 2.0 and learners’ writing processes is presented and the findings are discussed. The study supports the assumption that learners are aware of the social interaction taking place through weblogs and that this awareness of audience influences the writing process. The author’s intention is to point out that Web 2.0 has created new communities of language practice and that foreign language learning is happening in these discourse communities through social interaction. The challenge in foreign language education is to integrate these communities of practice into the foreign language classroom.

The Use of Weblogs in Language Education

2011 ◽  
pp. 1596-1613
Author(s):  
Thomas Raith
Keyword(s):  
Social Interaction ◽  
Foreign Language ◽  
Web 2.0 ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Discourse Communities ◽  
The Social ◽  
Language Classroom ◽  
The Relationship

This chapter explores in how far Web 2.0, Weblogs in particular, has changed foreign language learning. It argues that Weblogs, along with Web 2.0, have created new genres for which users need new forms of literacy. A qualitative study on the relationship between the online audience of Web 2.0 and learners’ writing processes is presented and the findings are discussed. The study supports the assumption that learners are aware of the social interaction taking place through weblogs and that this awareness of audience influences the writing process. The author’s intention is to point out that Web 2.0 has created new communities of language practice and that foreign language learning is happening in these discourse communities through social interaction. The challenge in foreign language education is to integrate these communities of practice into the foreign language classroom.

Epatage as a Characteristic Feature of Digital Media

2021 ◽  
pp. 87-92
Author(s):  
Anastasiya Zavadskaya
Keyword(s):  
Social Network ◽  
Social Interaction ◽  
Characteristic Feature ◽  
Digital Media ◽  
Digital Communication ◽  
Figurative Meaning ◽  
Digital Texts ◽  
The Social

The article discusses the features of modern digital communication, which the author understands as social interaction of communicants aimed at informing the addressee and influencing him/her. Digital media genres have a set of features that allow them to be distinguished from many other media genres (intertextuality, hypertextuality, creolization). Competing with each other, the creators of digital texts try to make their texts more vivid, interesting, and memorable. It is for this purpose that many of them turn to such a phenomenon as outrage. After analyzing the texts of digital media (tweet reports, instagram texts and texts posted on the social network Facebook), the author concludes about the ways to create epatage at the lexical level. They included the use of reduced vocabulary, the use of words in a figurative meaning that is not fixed by explanatory dictionaries, the use of occasional and emotive vocabulary.

Do-It-Yourself Media in U.S. Education

2012 ◽  
pp. 349-362
Author(s):  
Quinn Burke
Keyword(s):  
Web 2.0 ◽  
School Leadership ◽  
Digital Media ◽  
Economic Recession ◽  
Digital Technologies ◽  
Software Applications ◽  
The Social ◽  
Ready Access ◽  
Do It Yourself ◽  
K 12

The phrase “do-it-yourself”—or “DIY” for short—has increasingly become the new watch-word when describing the wide variety of self-driven activities that individuals are now capable of with the assistance of Web 2.0 technologies. The combination of the economic recession and the proliferation of innovative, affordable technologies have resulted in more and more individuals and businesses opting to complete projects themselves. On the K-12 landscape too, DIY learning is also playing an ever-increasing role in the way students acquire and transmit information. Kids now have ready access to websites and software applications that make creating and sharing digital media a seemingly routine process, and youth often enter the classroom with a far more vast knowledge of how to manipulate media than the teachers in front of them. However, rather than ignore or even condemn such innovation, educators are best to view them in terms of opportunity. This topical article investigates the social and economic origins of the DIY movement and explores how innovative school leadership alongside the latest digital technologies can increasingly promote a DIY environment within schools and make learning a more self-driven, perpetual process.

Doing Bodhisattva’s Work

2020 ◽  
Vol 15 (4) ◽  
pp. 4-32
Author(s):  
Le Hoang Anh Thu
Keyword(s):  
Social Interaction ◽  
Social Class ◽  
Social Status ◽  
Social Stratification ◽  
Social Groups ◽  
The State ◽  
Ho Chi Minh City ◽  
Class Identity ◽  
The Social

This paper explores the charitable work of Buddhist women who work as petty traders in Hồ Chí Minh City. By focusing on the social interaction between givers and recipients, it examines the traders’ class identity, their perception of social stratification, and their relationship with the state. Charitable work reveals the petty traders’ negotiations with the state and with other social groups to define their moral and social status in Vietnam’s society. These negotiations contribute to their self-identification as a moral social class and to their perception of trade as ethical labor.

МЕТОДОЛОГІЧНІ ПРОБЛЕМИ ДОСЛІДЖЕННЯ СОЦІАЛЬНОГО ІНТЕЛЕКТУ ДІТЕЙ МОЛОДШОГО ШКІЛЬНОГО ВІКУ

1970 ◽  
Vol 8 (1) ◽  
pp. 119-126
Author(s):  
Марина Орап
Keyword(s):  
Social Interaction ◽  
Social Intelligence ◽  
Social Situation ◽  
Verbal Response ◽  
Primary School Children ◽  
School Age ◽  
Theoretical Approaches ◽  
The Social ◽  
Definition Of ◽  
Interpersonal Situations

У  статті  висвітлено  методологічні  та  практичні  засади  вивчення  онтогенезу  соціального  інтелекту. Складність вивчення даного соціально-психологічного феномену пов’язана із дотичністю його  до багатьох явищ, які описують умови успішності соціальної взаємодії особистості. Проаналізовано наявні  теоретичні   підходи   до   визначення   змісту   та   структури  соціального  інтелекту,   до   взаємозв’язку  останнього  з  іншими  видами  інтелекту.  Визначено,  що  дослідження  соціального  інтелекту  молодших  школярів слід здійснювати на основі розуміння останнього як здатності, що виникає на базі комплексу  інтелектуальних,   особистісних,   комунікативних   і   поведінкових   рис,   що   зумовлюють   прогнозування  розвитку  міжособистісних  ситуацій,  інтерпретацію  інформації  і  поведінки,  готовність  до  соціальної  взаємодії і прийняття рішень. Здійснене пілотажне емпіричне дослідження прогностичних можливостей  дітей  молодшого  шкільного  віку  продемонструвало  наявні  позитивні  кореляційні  зв’язки  між  рівнем  розвитку здатності до передбачення найбільш адекватного сценарію розвитку подій у соціальній ситуації  та рівнем розвитку мовленнєвого досвіду. Найбільш тісний взаємозв’язок виявлено між рівнем розвитку  здатності  передбачати  адекватну  вербальну  відповідь  у  ситуації  комунікації  та  рівнем  розвитку  мовленнєвої компетентності та мовленнєвої діяльності дітей молодшого шкільного віку. Таким чином,  були зроблені попередні висновки про наявність взаємозв’язку між мовленнєвим досвідом та прогностичним  можливостями у складі соціального інтелекту дитини молодшого шкільного віку The  article  outlines  the  methodological  and  practical  principles  of  studying  the  ontogenesis  of  social  intelligence. The complexity of studying this socio-psychological phenomenon is associated with its attractiveness to  many  phenomena  that  describe  the  conditions  for  the  successful  social  interaction.  The  existing  theoretical  approaches to the definition of the content and structure of social intelligence, to the interrelationship of it with  other types of intelligence are analyzed. It is determined that research of social intelligence of junior pupils should  be carried out on the basis of the understanding of this kind of intelligencer as an ability that based on a complex of  intellectual, personal, communicative and behavioral features. This complex predetermines the forecasting of the  development  of  interpersonal  situations,  the  interpretation  of  information  and  behavior,  readiness  for  social  interaction  and  decision-making.  The  research  of  the  prognostic  possibilities  of  primary  school  children  demonstrated the positive correlation between the level of development of the ability to predict the most adequate  scenario of the development of events in the social situation and the level of development of speech experience. The  closest relationship is found between the level of development of the ability to provide an adequate verbal response  in the context of communication and the level of development of speech competence and speech activity of children  of junior school age. Thus, was done a conclusion about the existence of a relationship between speech experience  and prognostic possibilities in the social intellect of a child of junior school age.   

Metamorphosen des Autors im Internet

2018 ◽  
Vol 2018 (1) ◽  
pp. 73-82
Author(s):  
Julia Genz
Keyword(s):  
Web 2.0 ◽  
Digital Media ◽  
Intrinsic Value ◽  
The Other ◽  
Cultural Conditions ◽  
Works Of Art ◽  
Periodic Schedule ◽  
Literary Authorship ◽  
The One ◽  
Death Of The Author

Digital media transform social options of access with regard to producers, recipients, and literary works of art themselves. New labels for new roles such as »prosumers « and »wreaders« attest to this. The »blogger« provides another interesting new social figure of literary authorship. Here, some old desiderata of Dadaism appear to find a belated realization. On the one hand, many web 2.0 formats of authorship amplify and widen the freedom of literary productivity while at the same time subjecting such production to a periodic schedule. In comparison to the received practices of authors and recipients many digital-cultural forms of narrating engender innovative metalepses (and also their sublation). Writing in the net for internet-publics enables the deliberate dissolution of the received autobiographical pact with the reader according to which the author’s genuine name authenticates the author’s writing. On the other hand, the digital-cultural potential of dissolving the autobiographical pact stimulates scandals of debunking and unmasking and makes questions of author-identity an issue of permanent contestation. Digital-cultural conditions of communication amplify both: the hideand- seek of authorship as well as the thwarting of this game by recipients who delight in playing detective. In effect, pace Foucault’s and Barthes’ postulates of the death of the author, the personality and biography of the author once again tend to become objects of high intrinsic value

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