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Following an earlier NRC workshop on public response to alerts and warnings delivered to mobile devices, a related workshop was held on February 28 and 29, 2012 to look at the role of social media in disaster response. This was one of the first workshops convened to look systematically at the use of social media for alerts and warnings-an event that brought together social science researchers, technologists, emergency management professionals, and other experts on how the public and emergency managers use social media in disasters.In addition to exploring how officials monitor social media, as well as the resulting privacy considerations, the workshop focused on such topics as: what is known about how the public responds to alerts and warnings; the implications of what is known about such public responses for the use of social media to provide alerts and warnings to the public; and approaches to enhancing the situational awareness of emergency managers. Public Response to Alerts and Warnings Using Social Media: Report of a Workshop on Current Knowledge and Research Gaps summarizes presentations made by invited speakers, other remarks by workshop participants, and discussions during parallel breakout sessions. It also points to potential topics for future research, as well as possible areas for future research investment, and it describes some of the challenges facing disaster managers who are seeking to incorporate social media into regular practice.
This essential volume brings together the work of internationally-renowned researchers, each experts in their field, in order to capture the diversity of children and young people′s media cultures around the world. Why are the media such a crucial part of children′s daily lives? Are they becoming more important, more influential, and in what ways? Or does a historical perspective reveal how past media have long framed children′s cultural horizons or, perhaps, how families - however constituted - have long shaped the ways children relate to media? In addressing such questions, the contributors present detailed empirical cases to uncover how children weave together diverse forms and technologies to create a rich symbolic tapestry which, in turn, shapes their social relationships. At the same time, many concerns - even public panics - arise regarding children′s engagement with media, leading the contributors also to inquire into the risky or problematic aspects of today′s highly mediated world. Deliberately selected to represent as many parts of the globe as possible, and with a commitment to recognizing both the similarities and differences in children and young people′s lives - from China to Denmark, from Canada to India, from Japan to Iceland, from - the authors offer a rich contextualization of children′s engagement with their particular media and communication environment, while also pursuing cross-cutting themes in terms of comparative and global trends. Each chapter provides a clear orientation for new readers to the main debates and core issues addressed, combined with a depth of analysis and argumentation to stimulate the thinking of advanced students and established scholars. Since children and young people are a focus of study across different disciplines, the volume is thoroughly multi-disciplinary. Yet since children and young people are all too easily neglected by these same disciplines, this volume hopes to accord their interests and concerns they surely merit.
The digital age is changing our children’s lives and childhood dramatically. New technologies transform the way people interact with each other, the way stories are shared and distributed, and the way reality is presented and perceived. Parents experience that toddlers can handle tablets and apps with a level of sophistication the children’s grandparents can only envy. The question of how the ecology of the child affects the acquisition of competencies and skills has been approached from different angles in different disciplines. In linguistics, psychology and neuroscience, the central question addressed concerns the specific role of exposure to language. Two influential types of theory have been proposed. On one view the capacity to learn language is hard-wired in the human brain: linguistic input is merely a trigger for language to develop. On an alternative view, language acquisition depends on the linguistic environment of the child, and specifically on language input provided through child-adult communication and interaction. The latter view further specifies that factors in situated interaction are crucial for language learning to take place. In the fields of information technology, artificial intelligence and robotics a current theme is to create robots that develop, as children do, and to establish how embodiment and interaction support language learning in these machines. In the field of human-machine interaction, research is investigating whether using a physical robot, rather than a virtual agent or a computer-based video, has a positive effect on language development. The Research Topic will address the following issues: - What are the methodological challenges faced by research on language acquisition in the digital age? - How should traditional theories and models of language acquisition be revised to account for the multimodal and multichannel nature of language learning in the digital age? - How should existing and future technologies be developed and transformed so as to be most beneficial for child language learning and cognition? - Can new technologies be tailored to support child growth, and most importantly, can they be designed in order to enhance specifically vulnerable children’s language learning environment and opportunities? - What kind of learning mechanisms are involved? - How can artificial intelligence and robotics technologies, as robot tutors, support language development? These questions and issues can only be addressed by means of an interdisciplinary approach that aims at developing new methods of data collection and analysis in cross-sectional and longitudinal perspectives. We welcome contributions addressing these questions from an interdisciplinary perspective both theoretically and empirically.
Based on work produced over the past quarter-century at the Fabric Workshop and Museum in Philadelphia, this stunning retrospective highlights the work of Marina Abramovic, Doug Aitken, Louise Bourgeois, Roy Lichtenstein, Chris Burden, Faith Ringgold, Yinka Shonibare, Robert Venturi, and other outstanding artists. (Fine Arts)
This is the first book to focus on media and conflict - primarily international conflict - from multidisciplinary, cross-national and cross-cultural perspectives. Twenty-two contributors from around the globe present original and thought provoking research on media and conflict in the United States, Central America, Europe, the Middle East, Africa, Russia, and Asia. Media and Conflict includes works both on the traditional print and electronic media and on new media including the Internet. It explores the role media play in different phases of conflict determined by goal and structure including conflict management, conflict resolution, and conflict transformation. Published under the Transnational Publishers imprint.
Many teens today who use the Internet are actively involved in participatory cultures—joining online communities (Facebook, message boards, game clans), producing creative work in new forms (digital sampling, modding, fan videomaking, fan fiction), working in teams to complete tasks and develop new knowledge (as in Wikipedia), and shaping the flow of media (as in blogging or podcasting). A growing body of scholarship suggests potential benefits of these activities, including opportunities for peer-to-peer learning, development of skills useful in the modern workplace, and a more empowered conception of citizenship. Some argue that young people pick up these key skills and competencies on their own by interacting with popular culture; but the problems of unequal access, lack of media transparency, and the breakdown of traditional forms of socialization and professional training suggest a role for policy and pedagogical intervention. This report aims to shift the conversation about the "digital divide" from questions about access to technology to questions about access to opportunities for involvement in participatory culture and how to provide all young people with the chance to develop the cultural competencies and social skills needed. Fostering these skills, the authors argue, requires a systemic approach to media education; schools, afterschool programs, and parents all have distinctive roles to play. The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning
Theorising Media and Conflict brings together anthropologists as well as media and communication scholars to collectively address the elusive and complex relationship between media and conflict. Through epistemological and methodological reflections and the analyses of various case studies from around the globe, this volume provides evidence for the co-constitutiveness of media and conflict and contributes to their consolidation as a distinct area of scholarship. Practitioners, policymakers, students and scholars who wish to understand the lived realities and dynamics of contemporary conflicts will find this book invaluable.