The COVID-19 pandemic has driven the Internet and related social media and digital technologies to the forefront of societies across the globe. Whether in supporting social distancing, working at home, or online courses, people are increasingly dependent on online media for everyday life and work. If you are teaching courses on the social aspects of the Internet, social media, and life or work in the digital age, you might want to consider a reader that covers many of the key technical and social issues.
Please take a look at the contents of the 2nd Edition of Society and the Internet (OUP 2019), which is available in paperback and electronic editions. Information about the book is available online here.
Whether you are considering readings for your Fall/Autumn courses, or simply have an interest in the many social issues surrounding digital media, you may find this book of value. From Manuel Castells’ Foreword to Vint Cerf’s concluding chapter, you find a diverse mix of contributions that show how students and faculty can study the social shaping and societal implications of digital media.
In addition to Manuel Castells and Vint Cerf along with the editors, our contributors include: Maria Bada, Grant Blank, Samantha Bradshaw, David Bray, Antonio A. Casilli, Sadie Creese, Matthew David, Laura DeNardis, Martin Dittus, Elizabeth Dubois, Laleah Fernandez, Sandra González-Bailón, Scott Hale, Eszter Hargittai, Philip N. Howard, Peter John, Silvia Majó Vázquez, Helen Margetts, Marina Micheli, Christopher Millard, Lisa Nakamura, Victoria Nash, Gina Neff, Eli Noam, Sanna Ojanperä, Julian Posada, Anabel Quan-Hasse, Jack Linchuan, Lee Raine, Bianca Reisdorf, Ralph Schroeder, Limor Shifman, Ruth Shillair, Greg Taylor, Hua Wang, Barry Wellman, and Renwen Zhang. Together, these authors offer one of the most useful and engaging collections on the social aspects of the Internet and related digital media available for teaching.
Thanks for your own work in this field, at an incredible period of time for Internet and new media studies of communication and technology.
I’ve sat in on a couple of these sessions and have found them uplifting. You can see librarians thinking creatively about how to continue providing the world access to public information, despite these closures. For many, the Internet has been the answer. The focus has been on extending Wifi access to their local communities, whether by leaving it on (many libraries turned their Wifi off when the building was not open, just as they would turn off the lights) so that people could get access in parking lot hot spots or elsewhere outside the building, or extending access in other ways, such as through line of sight microwave towers (one example was on a grain storage bin) to local schools and institutions.
There is little or no handwringing over the closures. Instead, the closures seem to have fostered creative discussions among a community of librarians. They view access to public information as an essential service and emphasize among themselves that they are in a people or information service rather than a book business.
Of course, another service that can be provided online is free access to information. I was impressed and surprised when I saw some of the oldest public libraries in Britain that they were called Free Public Libraries. Chethams is one of the oldest. The early libraries were private, in households, not open free to the public. So the key function of libraries has long been to provide free access to information, just as university libraries enable their students to gain free access to proprietary journals and books. This is still a mission, and an increasingly important mission, as more information is being walled off behind paywalls.
So how can they create a place that has the sense of belonging of a traditional library, and access to public information, when the building is closed. By hearing from librarians around the world, who are developing responses to this existential crisis of the library, I am sure they will come up with a range of best practices. There will not be any single model, given the many different contexts of libraries, but there will be many for particular communities to build upon. In one session, Nicole Umayam presented on state efforts in Arizona and Dr Nkem Osigwe spoke on developments in a number of African libraries.
I grew up wandering through libraries much like I surf through the Internet today, but it will be hard if not impossible for the Internet or conferencing to replicate the feeling of being in a library. I still get goosebumps in many libraries, any yet I spend so much more time online than looking for information in any building. Just like access to the Internet is causing (or should cause) teachers to rethink what they do in the classroom, maybe it will lead librarians to think more about what they use their buildings for, when they do reopen. What can we not do as well online as in a local public library? Surely it is something about building a stronger sense of community.
News reports today citing one of the inventors of the Web, Sir Tim Berners-Lee, as arguing that the Web “is not working for women and girls”. Tim Berners-Lee is a hero of all of us involved in study and use of the Internet, Web, and related information and communication technologies. Clearly, many women and girls might well ‘experience violence online, including sexual harassment and, threatening messages’. This is a serious problem, but it should not be unnoticed that the Internet and Web have been remarkably gender neutral with respect to access.
In fact, women and girls access and use the Internet, Web and social media at about the same level as men and boys. There are some nations in which the use of the Internet and related ICTs is dramatically lower for women and girls, but in Britain, the US, and most high-income nations, digital divides are less related to gender than to such factors as income, education, and age. This speaks volumes about the value of these media to women and girls, and this should not be lost in focusing on problematic and sometimes harmful aspects of access to content on the Web and related media.
Below is one example of use of the Internet by gender in Britain in 2019, which shows that women are more likely to be next generation users (using three or more devices, one of which is mobile) and less likely to be a non-user:
The full report from which this drawn is available online here.
I have been working over the past years with Oxford’s Global Cyber Security Capacity Centre (GCSCC), which is associated with the Oxford Martin School and Department of Computer Science at Oxford, as well as several other departments, including the OII, and Saïd Business School. My own work has been focused on bringing the social sciences into the discussion, primarily by directing work on the cultural and social dimensions of cybersecurity.
There are also a few articles I’ve written, often with others, on aspects of these social and cultural dimensions, including:
Dutton, W. H., Creese, S., Shillair, R., and Bada, M. (2019). Cyber Security Capacity: Does It Matter? Journal of Information Policy, 9: 280-306. doi:10.5325/jinfopoli.9.2019.0280
Creese, S., Shillair, R., Bada, M., Reisdorf, B.C., Roberts, T., and Dutton, W. H. (2019), ‘The Cybersecurity Capacity of Nations’, pp. 165-179 in Graham, M., and Dutton, W. H. (eds), Society and the Internet: How Networks of Information and Communication are Changing our Lives, 2ndEdition. Oxford: Oxford University Press. An earlier version of this book chapter was presented at the TPRC conference and available online at: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2938078
Bauer, J., and Dutton, W. H. (2015), “The New Cybersecurity Agenda: Economic and Social Challenges to a Secure Internet’, Joint Working Paper for the Global Cyber Security Centre at the University of Oxford, and the Quello Center, Michigan State University. Available online at: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2614545
Dutta, S., Dutton, W. H. and Law, G. (2011), The New InternetWorld: A Global Perspective on Freedom of Expression, Privacy, Trust and Security Online: The Global Information Technology Report 2010-2011. New York: World Economic Forum, April. Available at SSRN: http://ssrn.com/abstract=1810005
With the academic year fast approaching, we are hoping that the book will be useful for many courses around Internet studies, new media, and media and society. If you are teaching in this area, Mark and I hope you might consider this reader for your courses, and let your colleagues know about its availability. Authors of our chapters range from senior luminaries in our field, such as Professor Manuel Castels, who has written a brilliant foreword, to some promising graduate students.
Society and the Internet 2nd Edition.
How is society being reshaped by the continued diffusion and increasing centrality of the Internet in everyday life and work? Society and the Internet provides key readings for students, scholars, and those interested in understanding the interactions of the Internet and society. This multidisciplinary collection of theoretically and empirically anchored chapters addresses the big questions about one of the most significant technological transformations of this century, through a diversity of data, methods, theories, and approaches.
Drawing from a range of disciplinary perspectives, Internet research can address core questions about equality, voice, knowledge, participation, and power. By learning from the past and continuing to look toward the future, it can provide a better understanding of what the ever-changing configurations of technology and society mean, both for the everyday life of individuals and for the continued development of society at large.
This second edition presents new and original contributions examining the escalating concerns around social media, disinformation, big data, and privacy. Following a foreword by Manual Castells, the editors introduce some of the key issues in Internet Studies. The chapters then offer the latest research in five focused sections: The Internet in Everyday Life; Digital Rights and Human Rights; Networked Ideas, Politics, and Governance; Networked Businesses, Industries, and Economics; and Technological and Regulatory Histories and Futures. This book will be a valuable resource not only for students and researchers, but for anyone seeking a critical examination of the economic, social, and political factors shaping the Internet and its impact on society.
The TPRC is seeking to select up to 6 TPRC Junior Fellows – early-career researchers engaged in research on the Internet, telecommunication and media policy in the digital age. Please nominate individuals whom you think might make outstanding fellows. Those who have wond student paper awards at the TPRC conference as well as those who served Benton Award winners could be candidates, but we are open to anyone you feel to have the potential to do outstanding research on key issues for the TPRC, and engage other early-career researchers in our activities.
The TPRC Junior Fellows Program was designed in part to award excellence but also tobring new members into the TPRC community. Those appointed will be honoured and serve as ambassadors for TPRC, working pro bono and appointed to two-year terms by the Board. Junior Fellows will be emerging scholars with good connections to their peers, including but not limited to successful TPRC paper presenters and alumni of the Graduate Student Consortium and Benton Award.
TPRC hopes that Junior Fellows will help broaden the TPRC community, and improve the participation of underrepresented groups, such as young academics, certain disciplines not traditionally involved in telecom research who are engaged in new media and digitial policy, and those engaged in new research areas, as well as those who bring greater diversity to our community, including women, minorities, and under-represented groups.
The TPRC Board anticipates that Fellows will disseminate information about TPRC on their personal networks, and identify and engage 1-1 with prospective attendees and encourage them to participate in TPRC. In return, TPRC will recognize Fellows on the TPRC web site, and publicly welcome new appointees during the conference, and provide material and mentoring to support their outreach mission. Of course, the Early Career Fellows will be able to list this service on their resumes. Each Fellow will have a designated Board liaison, who will check in periodically to discuss support needed and progress made. TPRC will aim to support your career.
We’re looking for people that meet as many of the following criteria as possible. None of them are required qualifications; we don’t expect that anyone will check all the boxes.
From under-represented groups, including women and minorities
Working in new research areas and those under-represented at TPRC
Academic talent and promise
Good network of contacts, e.g. active on social media
Press coverage of Brexit negotiations is focused on the politicians in support of different exit strategies, from a no-deal Brexit to no Brexit at all. As one consequence, the debate then focuses on whose right or wrong and why. All very newsworthy, but not an approach to reaching any consensus on the approach the UK or the EU should take. It is an approach to cementing divisions.
In today’s climate of polarization, and the normalization of hate from each side, it might be difficult to recall, or even give some thought to, a literature focused on resolving differences of opinion. One of my favorite treatments of this issue was a book entitled ‘Getting to Yes: Negotiating Agreement without Giving In’ by Roger Fisher and William Ury of the Harvard Program on Negotiation (Fisher, Ury and Patton 2011 ). It spoke to the processes likely to support a negotiated resolution of conflicting positions, which identified some general rules that could help reach a consensus on contentious issues, such as focusing on the interests of different stakeholders rather than their positions in the debate – whose right and whose wrong.
Decades ago, I read this book when puzzling over how to make sense of my study of how computer models were being used in the policy process (Dutton 1982; Dutton and Kraemer 1984). My colleagues and I were looking at how computer models were shaping urban development decisions in the US, since local governments were adopting models that purported to project the fiscal impact of alternative decisions, such as urban infill versus sprawl. Such decisions were in no way as major as Brexit, but they were nevertheless very contentious, promising to reshape everything from the economic vitality of the city to the racial composition of neighborhoods.
My colleagues and I were skeptical of the role that models could play in such a contentious process. We realized it was naïve to expect models to simply enable a more rational decision by providing more reliable forecasts of the outcomes of different alternatives. At the same time, we were not convinced that modeling was simply a tool for supporting partisan political decisions, using models to provide support to positions and decisions that had already been made.
What we found was far more interesting. The modeling process was inherently political, but political in ways that helped the contending parties to reach a negotiated consensus on the likely outcome and therefore to help reach a decision. For instance, the modeling process helped focus debate on the assumptions of the model, rather than on the positions of parties to the debate. Stakeholders began to focus on what outcomes should be forecast, rather than which decision they supported. In such ways, the modeling process provided a boundary spanning object and a process for stakeholders to understand the likely outcome of alternative decisions.
The success of this approach was evident is some unanticipated consequences. For example, by the time the modeling process was near completion, all the stakeholders tended to agree on the likely outcomes. This was so much the case that no one was really interested in reading the final report – the stakeholders already knew what should be done. If all the major stakeholders are represented in the modeling process, then they are brought along through this process such that the final report is old news.
My sense from a distance – informed only by press coverage – is that the proponents of different Brexit strategies are marshalling evidence and arguments for their own positions. They are not sitting around the same table trying to understand the likely outcomes of alternative strategies. Getting the right stakeholders within and across the EU and UK around a single modeling process could be one way to gain some level of consensus on the most sensible way forward.
A major limitation of such an approach is the degree that democratic and ethical concerns can be more critical than information about the outcomes of any decision. However, at this moment, most debate is focused on the Brexit strategy, and not whether or not to exit the EU, which is the decision most fraught over respecting the outcome of democratic process, regardless of the purported outcomes. So to the degree that this remains the case, and the focus remains on strategies for exiting the EU, then all parties in the EU and the UK should have a major stake in getting to yes.
Dutton, W. H. (1982), ‘Computer Models in the Policy-Making Process,’ Information Age, 1 (2), 86-94.
Dutton, W. H. and Kraemer, K. L. (1985), Modeling as Negotiating: The Political Dynamics of Computer Models in the Policy Process, Norwood, NJ: Ablex Publishing Corporation.
Fisher, R., Ury, W., Patton, B. (2011) . Getting to Yes: Negotiating Agreement Without Giving In (3rd ed.). New York: Penguin Books.
Vint Cerf is internationally recognized as “an Internet pioneer” – one of the “fathers of the Internet” – in light of his work with Bob Kahn in co-inventing Internet protocol (TCP/IP). He will be in East Lansing, Michigan, giving a Quello Lecture in celebration of the twentieth anniversary of the Quello Center. The Center was founded at MSU in 1998 to recognize the importance of James H. Quello’s contributions as one of the longest serving and most distinguished Commissioners of the Federal Communication Commission (FCC).
Arguably, over the first twenty years of the Quello Center’s existence, there has been no greater development shaping media and information technology, policy, and practice than the rise of the Internet and related information and communication technologies such as the Web, social media, and mobile Internet. But will the Internet play as central a role over the next twenty years?
To stimulate and inform debate around this question, we’ve asked Vint Cerf to provide his perspective on the Internet’s role in shaping media and information over the past twenty years, and in the coming decades. It is difficult to imagine another person who could provide such an authoritative perspective on twenty years in Internet time.
His lecture will be followed by questions and discussion as well as a reception. Join us on May 10thto celebrate and reflect on the most significant development shaping communication, media, and information over the life of the Quello Center, and also welcome Google’s Internet Evangelist to MSU.
Universities – along with their centers, departments, and colleges – vary greatly in the vibrancy of their respective academic culture (intellectual climate). Nevertheless, no university can be complacent about the vitality of their culture for academic excellence – least they lose it.
Of course, there is no single academic culture. There are differences in the values, attitudes, and priorities of academics cross-culturally and at teaching versus research institutions, for example, but some of the same questions are relevant: Are the faculty and students engaged with each other over important issues and questions in their fields? Are they open to new ideas, but also are they actively scouting for new ideas in areas close and far from their primary areas of study or research? Do colleagues exhibit a healthy analytical skepticism – questioning the validity of assumptions and arguments, regardless of their prominence among their colleagues or their field as a whole?
Arguably, if you feel that you need to build an academic culture at your institution, you might have already lost it. But in many respects, even institutions with a strong academic culture need to continue building on their success, and not taking it for granted. There are too many pressures in modern academe across all institutions to ignore the forces that could undermine the openness and engagement of academics.
Competition for Time and Attention
These pressures include a nearly universal sense of increasing time pressures. Traditional images of the academic sitting comfortably reading while smoking a pipe seem increasingly romantic to academics multi-tasking online to handle never ending streams of email, deadlines, reviews, and the pressures to publish. Time to think and write seems to be shrinking for many if not most and not only among early career scholars, but across the range of temporary, fixed term, and tenure-track faculty. With attention appearing to be spread more widely across multiple demands, it is understandably difficult to take the time out to have lunch with a colleague, meet with students, go to a seminar outside your immediate area, listen to a lecture, or even read a book!
Unfortunately, this can lead academics to prioritize their activities in ways that can be counter-productive, such as going only to seminars central one’s areas of research and teaching, if at all. However, it is so often the case that it is in a seminar outside of one’s immediate areas of interest that you can find new ideas, new methodological approaches, and analogies with one’s own research. Many activities that appear unproductive, such as having a relaxed lunch with colleagues, are central to building an academic culture. For example, you learn about developments outside of your normal field of view, or discover how to better explain your own work.
A risk is that a focus on publishing can lead to more of a culture of production than a more genuine academic culture. A production culture could lead to publishing more work, but in a day when virtually anything can get published, this can undermine the quality of the academic process, such as leading us to do more incremental versus more innovative research, in addition to creating an academic treadmill for yourself and your colleagues.
Change in Collaborative Research Practices
A related driving force is a move from the traditional model of the lone scholar to more team oriented research collaboration. There is a degree to which a lone scholar values interaction with colleagues, such as over lunch or through seminars, as a stimulating approach to their own thinking. As academics move more into collaborative teams, often distributed geographically, they are more engaged in communication online and offline with their team, potentially undermining the attraction and value of spending more relaxed time with colleagues that are not closely tied to their work. Of course, the resources available online for collaboration and research generally are enabling individuals to work on their own in more productive ways, but nevertheless, there is arguably more reliance on distributed team research that can supplant more informal collaboration (Dutton and Jeffreys 2010).
Of course, the move to online collaboration and teaching creates more pressures. It might be easier to meet with people at a distance, but this means we meet more often and about more things. Online courses might make life easier for students, but they are harder for teachers to produce, and put more pressures on the time of academics. But as they are a new source of revenue for universities, and a means for increasing the productivity of faculty, these pressures will increase, or create more teams for the delivery of courses, which reshape the collaborative culture of teaching as well as research (Dutton and Loader 2000).
Jobs, Jobs, Jobs: a Focus on Careers versus a Liberal Education
Another pressure is the move of many universities to focus more on ensuring that their graduates get good jobs rather than a liberal education. Decades ago, I was intrigued by arguments that a university should train students for their ultimate job, and not simply their first job. I wasn’t sure if it was right, but it certainly seemed closer to what universities did in trying to provide a liberal education to students on how to do such things as communicate, listen, reason, appreciate new cultures, create new ideas and approaches to old ideas, and challenge conventional thinking. But as more pressure is placed on more universities to train students for their first career if not their first job, the priority of a liberal education diminishes and so do aspects of university life tied to an academic culture. Of course, this focus on a student’s first career is problematic when students are likely to have not just multiple jobs, but multiple careers over the course of their working life.
From the Ivory Tower and into a Political Cockpit
Another pressure worth mentioning is the politicization of education, including universities. In the US, for example, there is a growing disparity of trust in universities across political parties (Geiger 2016). Universities seem to be increasingly lumped into a category of liberal-elite institutions that are out of touch with popular criticism of the status quo. As politics becomes more prevalent and perceived as more partisan in the climate of universities, it is possible that universities might become less open and more self-conscious about expressing viewpoints, such as on politically sensitive issues. Moreover, as competition between industries – which often cuts more deeply than politics – becomes more politicized, such as in the EU and US, then there are even greater political tensions in the Ivory Tower that can undermine free and open inquiry. Already in the USA, it is difficult to get federal funding for policy research, given the partisan concerns that surround funding decisions and research outcomes.
To Build a Culture from Yourself Up
The pressures of the digital age, the economic imperatives to train for jobs, and the growing political visibility of academia might combine to undermine academic cultures across many institutions of higher education. This makes it even more important to constantly think about building the academic culture of your institution. Don’t be defensive – this is a general problem, not just a swipe at your institution, but more of a note to myself.
There are steps you can take. My suggestions are first to start with your own willingness to take the time to engage, participate, and be open to and challenging ideas in areas close to and also far from your primary areas of inquiry. The moment you hear yourself think that you are not interested in a topic, that is the moment you should make an extra effort to engage, hear more, and see what you can learn. An academic culture can’t be driven from the top-down, or required by the instructor. But an academic can teach by example. So make an open, inquisitive, skeptical academic culture your priority, and other good things will happen.
Dutton, W. H. and Loader, B. D. (2002) (eds.), Digital Academe: New Media and Institutions in Higher Education and Learning, London: Taylor & Francis/Routledge.
Dutton, W. H., and Jeffreys, P. (2010) (eds), World Wide Research: Reshaping the Sciences and Humanities. Cambridge, MA: The MIT Press.
Geiger, A. (2016), From Universities to Churches, Republicans and Democrats Differ in Views of Major Institutions, Factank, September 26th. Available online here.
Pack journalism is not only alive and well in the digital age, it is arguably more prominent than it could ever be in the analogue era of print journalism. There is clearly a need for multi-disciplinary research on the sociology and politics of digitally enabled pack journalism.
The concept of pack journalism was coined in the midst of the Nixon-McGovern election campaigns of 1972 through observations made of journalists riding on the campaign buses, leading to the book entitled The Boys on the Bus by Timothy Crouse (Random House 1973).
It is not difficult to imagine how reporters travelling together on a campaign bus would interact in ways that shaped the definition of the story and undermine the diversity of viewpoints that might otherwise emerge from multiple reporters covering the same campaign. Recall Kurt and Gladys Lang’s classic, Television and Politics, which demonstrated how different people watching the same parade or demonstration would have very different perspectives from different vantage points, such as being there in person versus watching it on television. Despite blogging and Tweets galore, the news is likely to present one perspective on a demonstration, as well as most other political events, as journalists are more networked – not just on the bus, but – nationally and globally, than ever before possible.
Pack journalism was seen as a problem as it created a more homogeneous coverage of stories, but it also homogenizes the news agenda, every paper covering the same story in similar ways. This is dangerous in creating a sense of THE news agenda and THE truth about a story, rather than a healthier view of multiple perspectives on the news. It is important to remember that TV is still king, and sets the agenda for most other media.
The driving forces behind networked pack journalism are not simply technical, but also economic and socio-political. As news organizations are more financially stressed, in part due to the rise of online and the decline of revenues for traditional media outlets, then reporters are more likely to rely more than ever on other journalists. This is not only a recipe for more reliance on press releases, what has been called ‘churnalism’ rather than original reporting, but also for reliance on the increasingly networked pack of journalistic reporting. It saves money and time. News organizations are also increasingly operating in a highly partisan setting in which journalists might well be increasingly concerned with how their stories are politically categorized. It is safe to travel in the company of other journalists, creating another incentive to stick with the pack, or packs, as in the polarized news political news coverage of today.
Good journalists are alert to the value of diversity in reporting, but it is possible for even good journalists to drift into pack journalism without being aware of the degree there interaction with their peers is homogenizing the news. So beware of pack journalism in the digital age. The ‘boys on the bus’ are an anachronism, but pack journalism is not, and could well be an even greater problem in the digital age of networking.
In this respect, I would argue a need for more multidisciplinary research on the networking of journalists. This requires sociologists, academics in Internet studies, political scientists, and others to study how journalists use networks and with what effect on the diversity or homogeneity of the news. With all the attention being directed on how Internet users are networked into echo chambers, or filter bubbles, it is surprising indeed that journalists are not a stronger focus of critical research.