Editing Online Communities (UW COM481 Winter 2023)

From CommunityData
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Because the nuts-and-bolts of completing this is complicated, I'm sharing a short screencast made by a prior instructor when he taught this class:
Because the nuts-and-bolts of completing this is complicated, I'm sharing a short screencast made by a prior instructor when he taught this class:


* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=49b6eb9a-4f06-4dcb-8327-af8e00016e9b Screencast of Wikipedia Task #3] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=1ba4498f-53a8-4216-a3fe-ae22003aec55 Screencast of Wikipedia Task #3] (Requires Canvas access)


* Note: Rules about copyright and plagiarism still apply in your sandbox -- and your sandbox is not private. Some images (like logos) are not approved for use in the sandboxes, even though they are allowed in the main Wikipedia page! To check your sandbox for this issue, and BEFORE you copy-paste in the article, click each image in the article you're planning to improve. If the image is marked "Fair use" in the media viewer ([[fairuse image - do not clone |see an example]] of what that looks like), you will need to delete the link from your sandbox, and make a plan to re-add it by hand when your article goes live.
* Note: Rules about copyright and plagiarism still apply in your sandbox -- and your sandbox is not private. Some images (like logos) are not approved for use in the sandboxes, even though they are allowed in the main Wikipedia page! To check your sandbox for this issue, and BEFORE you copy-paste in the article, click each image in the article you're planning to improve. If the image is marked "Fair use" in the media viewer ([[fairuse image - do not clone |see an example]] of what that looks like), you will need to delete the link from your sandbox, and make a plan to re-add it by hand when your article goes live.
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;Deliverables: Make contributions in Wikipedia
;Deliverables: Make contributions in Wikipedia
* Polish your article, it should be ready for public consumption. There are some general suggestions on polishing in [[/Wikipedia task 6]].
* Polish your article, it should be ready for public consumption. There are some general suggestions on polishing in [[/Wikipedia task 6]].
* Move sandbox articles into the "(Article)" name space by following the instruction in [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=ee124c27-8c5a-4bc4-a8c8-af8e0001ab25 this video Dr Hill recorded] or in [[/Wikipedia task 6]].
* Move sandbox articles into the "(Article)" name space by following the instruction in [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=0e178d20-66a6-4b6c-8f75-ac690051682b this video I've recorded] or in [[/Wikipedia task 6]].


==== Wikipedia Task #7 ====
==== Wikipedia Task #7 ====
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Each project should include: (a) the description of the community you have identified (you are welcome to borrow from your Community Identification assignment), (b) a description of how you would use the course concepts to change and improve the community.
Each project should include: (a) the description of the community you have identified (you are welcome to borrow from your Community Identification assignment), (b) a description of how you would use the course concepts to change and improve the community.


You will be evaluated on the degree to which you have demonstrated that you understand and have engaged with the course material and not on specifics of your community. I want you to reflect on what parts of theory we covered apply or do not. What does the community do right according to what you've learned? What might it do differently in the future based on what you've read? What did the course and readings not teach that they should have?  
You will be evaluated on the degree to which you have demonstrated that you understand and have engaged with the course material and not on specifics of your community. I want you to reflect on what parts of theory we covered apply or do not. What does the community do right according to what you've learned? What might it do differently in the future based on what you've read? What did the course and readings not teach that they should have?


Your audience is people who are interested in the community as well as the general public. A successful project will tell a compelling story and will engage with, and improve upon, the course material to teach all of us -- that is, an audience that includes me, your classmates, and students taking this class in future years, how to take advantage of online communities more effectively. The very best papers will give us all a new understanding of some aspect of course material and change the way I teach some portion of this course in the future.
A successful project will tell a compelling story and will engage with, and improve upon, the course material to teach an audience that includes me, your classmates, and students taking this class in future years, how to take advantage of online communities more effectively. The very best papers will give us all a new understanding of some aspect of course material and change the way I teach some portion of this course in the future.


=== Grading ===
=== Grading ===
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'''Resources:'''
'''Resources:'''


* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=181b06b1-83fa-406e-a807-af7f012f3e90 Class recording]
* Class recording [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=181b06b1-83fa-406e-a807-af7f012f3e90]
* [https://canvas.uw.edu/files/100383591/download?download_frd=1 Class slides]
* Class slides [https://canvas.uw.edu/files/100383591/download?download_frd=1]


'''Optional Readings:'''
'''Optional Readings:'''
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* [https://canvas.uw.edu/files/100064175/download?download_frd=1 Class Preview Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/100064175/download?download_frd=1 Class Preview Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/100009984/download?download_frd=1 Motivation Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/100009984/download?download_frd=1 Motivation Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/100485701/download?download_frd=1 Case Boards] (Requires Canvas access)
 
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=de6006ca-dcbc-4478-8521-af8101326729 Class Video Recording] (Requires Canvas access)
<!--
* [https://canvas.uw.edu/files/86385856/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=88ca0bc5-964f-4730-8c36-ae1900b251dc Class Video Recording] (Requires Canvas access)
-->


'''Required Reading:'''
'''Required Reading:'''
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*  [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 1, pg 1-17
*  [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 1, pg 1-17
* "Algorithms and Invisibility: My Interview with Kandis" Safiya Umoja Noble, from her book Algorithms of Oppression p. 172-179 (example of Yelp and harms to a small Black woman-run business) [https://ebookcentral.proquest.com/lib/washington/reader.action?docID=4834260&ppg=189 UW Library Ebook]


=== January 6 (Friday): Wikipedia Task #1 DUE  ===
=== January 6 (Friday): Wikipedia Task #1 DUE  ===
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'''Resources:'''
'''Resources:'''


* [https://canvas.uw.edu/files/100413004/download?download_frd=1 Reading Note #2] (Requires Canvas access)
* [https://canvas.uw.edu/files/100226643/download?download_frd=1 Reading Note #2] (Requires Canvas access)
* [https://canvas.uw.edu/files/100009982/download?download_frd=1 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/100726845/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=b6d5239a-8cc2-49b9-8bc8-af86013e1415Class Video Recording] (Requires Canvas access)


<!--
* [https://canvas.uw.edu/files/85680351/download?download_frd=1 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/86410310/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=2d32e2a9-36aa-4d95-b0c7-ae1a006e5778 Class Video Recording] (Requires Canvas access)
-->
'''Required Readings:'''
'''Required Readings:'''


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=== January 12 (Thursday): Commitment I, Reddit ===
=== January 12 (Thursday): Commitment I, Reddit ===


<!--
'''Lectures:'''  (watch ''before'' class)
'''Lectures:'''  (watch ''before'' class)


* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=bc8d6c0e-c63c-4244-a1ce-af82001f9ef0 Class Preview]
* TODO: Intro to the day
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=03c8f08b-f404-4f1b-bf85-af81000fe6cf Commitment Part 1 (1/3): Introduction and Identity] [18m06s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=03c8f08b-f404-4f1b-bf85-af81000fe6cf Commitment Part 1 (1/3): Introduction and Identity] [18m06s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=43b554ec-db8b-4241-ba53-af8100102b26 Commitment Part 1 (2/3): Bonds] [11m20s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=43b554ec-db8b-4241-ba53-af8100102b26 Commitment Part 1 (2/3): Bonds] [11m20s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=b66ae033-5bb1-47ec-91d5-af8100105c96 Commitment Part 1 (3/3): Normative and needs-based] [19m01s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=b66ae033-5bb1-47ec-91d5-af8100105c96 Commitment Part 1 (3/3): Normative and needs-based] [19m01s]
* [https://www.youtube.com/watch?v=4UQhEeDoIIE&ab_channel=ACMSIGCHI Platformed Racism in Reddit] ''Please note, this video includes racist discourse.''
* TODO: Dark Patterns II


'''Resources:'''
'''Resources:'''


* [https://canvas.uw.edu/files/100414255/download?download_frd=1 Reading Note #3] (Requires Canvas access)
* [https://canvas.uw.edu/files/85702781/download?download_frd=1 Reading Note #2] (Requires Canvas access)
* [https://canvas.uw.edu/files/100726844/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://canvas.uw.edu/files/85680352/download?download_frd=1 Lecture Slides] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=3e34843b-bc3f-40db-b16c-af8801316ac5 Class Video Recording] (Requires Canvas access)
* [https://canvas.uw.edu/files/86566501/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://canvas.uw.edu/files/100009980/download?download_frd=1 Lecture Slides] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=651e980b-39b3-44d8-bbd2-ae1d00d88bbf Class Video Recording] (Requires Canvas access)


'''Required Readings:'''
'''Required Readings:'''
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*  [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 3, pg 77-102 (Section 1)
*  [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 3, pg 77-102 (Section 1)


In this case, we're going to be looking at five different "subreddit" communities within Reddit. In some of these cases, there is an enormous amount of material on the pages and subpages. Poke around for 10 minutes or so (please don't feel obligates to look longer than that, and don't read materials you find upsetting!) until you get a sense for who is participating and how and why people build commitment to the site such that you will be comfortable answering the questions in the reading note. Please ''do not'' post on the sites or disrupt them in any way. We're guests in their communities and you only need to look:
In this case, we're going to be looking at five different "subreddit" communities within Reddit. In some of these cases, there is an enormous amount of material on the pages and subpages. Poke around for 10 minutes or so (please not more!) until you get a sense for who is participating and how and why people build commitment to the site such that you will be comfortable answering the questions in the reading note. Please ''do not'' post on the sites or disrupt them in any way. We're guests in their communities and you only need to look:


* [Case] [https://www.reddit.com/r/aww/ /r/aww] — "Things that make you go AWW! -- like puppies, bunnies, babies, and so on..."
* [Case] [https://www.reddit.com/r/aww/ /r/aww] — "Things that make you go AWW! -- like puppies, bunnies, babies, and so on..."
* [Case] [https://www.reddit.com/r/udub/ /r/udub] — "the unofficial subreddit of the University of Washington"
* [Case] [https://www.reddit.com/r/udub/ /r/udub] — "the unofficial subreddit of the University of Washington"
* [Case] [https://www.reddit.com/r/SeattleWA/ /r/SeattleWA] — "the active Reddit community for Seattle, Washington and the Puget Sound area"
* [Case] [https://www.reddit.com/r/SeattleWA/ /r/SeattleWA] — "the active Reddit community for Seattle, Washington and the Puget Sound area"
* [Case] [https://www.reddit.com/r/AmItheAsshole/ /r/AmITheAsshole aka /r/AITA] — "a catharsis for the frustrated moral philosopher in all of us"
* [Case] [https://www.reddit.com/r/AmItheAsshole/] — "a catharsis for the frustrated moral philosopher in all of us"
* [Case] [https://www.reddit.com/r/DemonSlayerAnime/ r/DemonSlayerAnime] -- "A community dedicated to Demon Slayer: Kimetsu no Yaiba..."
* [Case] [https://www.reddit.com/r/DemonSlayerAnime/] -- "A community dedicated to Demon Slayer: Kimetsu no Yaiba..."
 
-->
 
'''Optional Readings:'''
 
Qunfang Wu, Louisa Kayah Williams, Ellen Simpson, and Bryan Semaan. 2022. Conversations About Crime:
Re-Enforcing and Fighting Against Platformed Racism on Reddit. Proc. ACM Hum.-Comput. Interact. 6, CSCW1,
Article 54 (April 2022), 38 pages. https://doi.org/10.1145/3512901 {{avail-canvas|https://canvas.uw.edu/files/100398868/download}}


=== January 13 (Friday): Wikipedia Task #2 DUE  ===
=== January 13 (Friday): Wikipedia Task #2 DUE  ===
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===January 17 (Tuesday): Commitment II, Facebook & Twitter===
===January 17 (Tuesday): Commitment II, Facebook & Twitter===
 
<!--
'''Lectures:'''  (watch ''before'' class)
'''Lectures:'''  (watch ''before'' class)


* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=cc1ab259-c999-4d32-904e-af85006961c8 Class Preview]
* TODO: Intro to the day
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=697ac169-048e-4f42-ac4d-af85006ae483 Commitment (Part 4/6): Group Size] [24m24s]  
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=7b45810f-1288-434a-a149-ad020185f695 Commitment (Part 4/6): Group Size] [24m24s]  
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=7be63c48-f5bb-4bdd-add2-af85006b2120 Commitment (Part 5/6): Lock-in and more on need-based] [17m40s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=c8452b9c-c088-495a-b2c1-ad020185f8dc Commitment (Part 5/6): Lock-in and more on need-based] [17m40s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=68b8d05c-9294-4bad-bbdb-af85006b60f7 Commitment (Part 6/6): Trade-offs between engagement and commitment] [7m41s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=94f6d7fe-0f66-4042-9608-ad020185f9a3 Commitment (Part 6/6): Trade-offs between engagement and commitment] [7m41s]
* TODO: How much should platforms try to control behavior in communities?


'''Resources:'''
'''Resources:'''


* [https://canvas.uw.edu/files/100544880/download?download_frd=1 Reading Note #4] (Requires Canvas access)
* [https://canvas.uw.edu/files/85702781/download?download_frd=1 Reading Note #2] (Requires Canvas access)
* [https://canvas.uw.edu/files/100548419/download?download_frd=1 Class Preview Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/85680354/download?download_frd=1 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/100009983/download?download_frd=1 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/86809537/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://canvas.uw.edu/files/101079397/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=fb87d86f-ee78-472c-9db6-ae23013d9087 Class Video Recording] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=0964f232-09a1-406b-90bc-af8d013baa73 Class Video Recording] (Requires Canvas access)


'''Required Readings:'''
'''Required Readings:'''


*  [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 3, pg 102-115 (Sections 2 - 4)
*  [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 3, pg 102-115 (Sections 2 - 4)
* [Case] Ravenscraft, Eric. 2020. "[https://www.wired.com/story/how-to-spot-avoid-dark-patterns/ How to Spot--and Avoid--Dark Patterns on the Web]" Wired. July 29, 2020.
* [Case] Romano, Aja. 2018. “[https://www.vox.com/culture/2018/3/22/17146776/delete-facebook-how-to-quit-difficult How Facebook Made It Impossible to Delete Facebook].” Vox. March 22, 2018.
* [Case] Romano, Aja. 2018. “[https://www.vox.com/culture/2018/3/22/17146776/delete-facebook-how-to-quit-difficult How Facebook Made It Impossible to Delete Facebook].” Vox. March 22, 2018.
* [Case] Feiner, Lauren. 2021. "[https://www.cnbc.com/2021/04/19/facebook-expands-the-types-of-data-users-can-transfer-to-other-services.html Facebook Expands the Types of Data Users Can Transfer to Other Services]." CNBC. April 19, 2021.
* [Case] Choudary, Sangeet Paul. 2014. “[https://www.wired.com/insights/2014/03/reverse-network-effects-todays-social-networks-can-fail-grow-larger/ Reverse Network Effects: Why Today’s Social Networks Can Fail as They Grow Larger].” Wired, March 13, 2014.
* [Case] Choudary, Sangeet Paul. 2014. “[https://www.wired.com/insights/2014/03/reverse-network-effects-todays-social-networks-can-fail-grow-larger/ Reverse Network Effects: Why Today’s Social Networks Can Fail as They Grow Larger].” Wired, March 13, 2014.
* [Case] Peters, Jay. 2022. "[https://www.theverge.com/2022/12/15/23512113/twitter-blocking-mastodon-links-elon-musk-elonjet Twitter is blocking links to Mastodon]" The Verge. December 15, 2022.
* [Case] Constine, Josh. 2018. “[http://social.techcrunch.com/2018/04/13/free-the-social-graph/ Facebook Shouldn’t Block You from Finding Friends on Competitors].” TechCrunch (blog). April 13, 2018.
* [Case] Bankston, Kevin. 2018. “[https://www.newamerica.org/weekly/edition-211/how-we-can-free-our-facebook-friends/ How We Can ‘Free’ Our Facebook Friends].” New America. June 28, 2018.
* [Case] Hill, Benjamin Mako. 2012. “[https://mako.cc/copyrighteous/why-facebooks-network-effects-are-overrated Why Facebook’s Network Effects Are Overrated].” Copyrighteous (blog). June 4, 2012.
-->


=== January 19 (Thursday): Norms and Regulation I, Codes of Conduct and Toxicity ===
=== January 19 (Thursday): Norms and Regulation I, Codes of Conduct and Toxicity ===
<!--
'''Lectures:'''  (watch ''before'' class)
'''Lectures:'''  (watch ''before'' class)


Please note that Dr. Hill discusses norms in the context of software projects quite a bit -- but our case will return our attention to two environments we've visited before, Yelp and Reddit. If you're interested in the software case, the materials are in the optional section.
* TODO: Intro to the day
 
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=1cd1530a-f5a2-4f6d-b033-ae22001b7834 Norms and Regulation (Part 1/7): Introduction] [8m17s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=7ba250b3-42df-4b39-ac94-af88017eff35 Class Preview]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=f8838365-b56c-42ca-95a1-ae22001b79c4 Norms and Regulation (Part 2/7): What are norms?] [9m11s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=4efe44fc-709d-4925-aac0-af880170af09 Norms and Regulation I (Part 1/4): Introduction] [8m17s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=b1fef3d2-60f3-417a-9787-ae22001b78d1 Norms and Regulation (Part 3/7): Descriptive norms] [18m54s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=b7c47aa1-75f3-4bc3-8811-af880170e082 Norms and Regulation I (Part 2/4): What are norms?] [9m11s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=d4ee445b-fd1c-404a-a7b1-ae22001b7949 Norms and Regulation (Part 4/7): Injunctive norms] [12m32s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=32b3b7c3-47d9-45e1-b4b0-af8801711f90 Norms and Regulation I (Part 3/4): Descriptive norms] [18m54s]
* TODO Should we leave toxic communities?
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=7ddcbd5b-52d4-4e72-8ed3-af8801714f8f Norms and Regulation I (Part 4/4): Injunctive norms] [12m32s]


'''Resources:'''
'''Resources:'''


* [https://canvas.uw.edu/files/100842495/download?download_frd=1 Reading Note #5] (Requires Canvas access)
* [https://canvas.uw.edu/files/86734577/download?download_frd=1 Reading Note #3] (Requires Canvas access)
* [https://canvas.uw.edu/files/100009995/download?download_frd=1 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/86722976/download?download_frd=1 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/100724292/download?download_frd=1 Class Preview] (Requires Canvas access)
* [https://canvas.uw.edu/files/86997724/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://canvas.uw.edu/files/101395127/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=473e035a-6b7f-41c0-849f-ae28002d646e Class Video Recording] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=cbf9a752-ad17-482a-a0dd-af8f01312b00 Class Video Recording] (Requires Canvas access)
 


'''Required Readings:'''
'''Required Readings:'''


*  [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 4, pg 125-140 (Sections 1-3)
*  [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 4, pg 125-140 (Sections 1-3)
* [Case] The posted rules widget for the 5 subreddits we examined, located in a box on the right side of the subreddit page.
* [Case] Tourani, Parastou, Bram Adams, and Alexander Serebrenik. 2017. “Code of Conduct in Open Source Projects.” In 2017 IEEE 24th International Conference on Software Analysis, Evolution and Reengineering (SANER), 24–33. https://doi.org/10.1109/SANER.2017.7884606. {{avail-uw|https://doi.org/10.1109/SANER.2017.7884606}}
**[https://www.reddit.com/r/aww/ /r/aww]
**[https://www.reddit.com/r/udub/ /r/udub]
**[https://www.reddit.com/r/SeattleWA/ /r/SeattleWA]
**[https://www.reddit.com/r/AmItheAsshole/ /r/AmITheAsshole aka /r/AITA]
**[https://www.reddit.com/r/DemonSlayerAnime/ r/DemonSlayerAnime]
* [Case] [https://www.yelp.com/guidelines Yelp's guidelines] -- hit 'expand all' to see the full list
* [Case] Courtney Miller, Sophie Cohen, Bogdan Vasilescu, Christian Kästner. 2022. “Did You Miss My Comment or What?” Understanding Toxicity in Open Source Discussions. In 44th International Conference on Software Engineering (ICSE ’22), May 21–29, 2022, Pittsburgh, PA, USA. ACM, New York, NY, USA, 13 pages. [https://doi.org/10.1145/3510003.3510111 Downloadable Article]
 
'''Optional Readings:'''
* [https://en.wikipedia.org/wiki/Code_of_Hammurabi Code of Hammurabi]
If you'd like to learn more about codes of conduct in free software communities, check out:
 
* [Case] Tourani, Parastou, Bram Adams, and Alexander Serebrenik. 2017. “Code of Conduct in Open Source Projects.” In 2017 IEEE 24th International Conference on Software Analysis, Evolution and Reengineering (SANER), 24–33. https://doi.org/10.1109/SANER.2017.7884606. {{avail-uw|https://doi.org/10.1109/SANER.2017.7884606}}  
 
If you'd like to look at what some of these codes of conduct include, check out:
 
* [Case] [https://www.ruby-lang.org/en/conduct/ Ruby Code of Conduct] (For context, you can read more about Ruby on the [[:wikipedia:Ruby (programming language)|Ruby Wikipedia article]] if you are curious.)
* [Case] [https://www.ruby-lang.org/en/conduct/ Ruby Code of Conduct] (For context, you can read more about Ruby on the [[:wikipedia:Ruby (programming language)|Ruby Wikipedia article]] if you are curious.)
* [Case] [https://ubuntu.com/community/code-of-conduct Ubuntu Code of Conduct] (For context, you can read more about Ubuntu on the [[:wikipedia:Ubuntu|Ubuntu Wikipedia article]] if you are curious.)
* [Case] [https://ubuntu.com/community/code-of-conduct Ubuntu Code of Conduct] (For context, you can read more about Ubuntu on the [[:wikipedia:Ubuntu|Ubuntu Wikipedia article]] if you are curious.)
Line 574: Line 557:
** [https://wiki.gnome.org/Foundation/CodeOfConduct/ModeratorProcedures GNOME Code of Conduct moderator procedures] (less important but worth skimming)
** [https://wiki.gnome.org/Foundation/CodeOfConduct/ModeratorProcedures GNOME Code of Conduct moderator procedures] (less important but worth skimming)
** [https://wiki.gnome.org/Foundation/CodeOfConduct/CommitteeProcedures GNOME Code of Conduct committee procedures] (less important but worth skimming)
** [https://wiki.gnome.org/Foundation/CodeOfConduct/CommitteeProcedures GNOME Code of Conduct committee procedures] (less important but worth skimming)
-->


=== January 20 (Friday): DUE: Wikipedia Task #3 ===
=== January 20 (Friday): Section & DUE: Wikipedia Task #3 ===


Details on the assignment are on the [[#Wikipedia Task #3|section of this page describing the assignment]].
Details on the assignment are on the [[#Wikipedia Task #3|section of this page describing the assignment]].


=== January 24 (Tuesday): Norms and Regulation (Part II), Trolls and Spammers and N00bs Oh My ===
 
=== January 24 (Tuesday): Norms and Regulation (Part II), Case TBD ===
<!--
'''Lectures:'''  (watch ''before'' class)
'''Lectures:'''  (watch ''before'' class)


* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=b272d769-8d8a-4c60-8ef3-af8d001be5da Class Preview] [4m26s]
* TODO: Intro to the day
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=3b072153-e1e3-4197-ad29-af8801719151 Norms and Regulation Part 2, 1/3 -- Threats] [20m07s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=1c6b9675-0302-4143-a2b0-ae22001b7a33 Norms and Regulation (Part 5/7): Threats] [20m07s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=86fd2bc3-8f67-48b9-a409-af880171bd64 Norms and Regulation Part 2, 2/3 -- Responses] [22m05s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=b100d238-600d-4ffc-9e87-ae22001b7ab5 Norms and Regulation (Part 6/7): Responses] [22m05s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=5f20e7c8-c7ce-4c8b-af3f-af880171e4d1 Norms and Regulation Part 2, 3/3 -- Collateral Damage] [6m41s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=b1ff7f4a-06d6-40ea-adba-ae22001b7b27 Norms and Regulation (Part 7/7): Collateral Damage] [6m41s]
* [https://www.youtube.com/watch?v=mLyOj_QD4a4 Leeroy Jenkins] — Extra video mentioned in lecture (Youtube)
* [https://www.youtube.com/watch?v=mLyOj_QD4a4 Leeroy Jenkins] — Extra video mentioned in lecture (Youtube)


'''Resources:'''
'''Resources:'''


* [https://canvas.uw.edu/files/100842110/download?download_frd=1 Reading Note #6] (Requires Canvas access)
* [https://canvas.uw.edu/files/86734577/download?download_frd=1 Reading Note #3] (Requires Canvas access)
* [https://canvas.uw.edu/files/100009996/download?download_frd=1 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/86722973/download?download_frd=1 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/100842993/download?download_frd=1 Preview Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/87315439/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://canvas.uw.edu/files/101395126/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=08e10d40-9864-4bbd-b33d-ae2e011880c4 Class Video Recording] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=6dd48813-783a-4c77-be67-af9401317610 Class Video Recording] (Requires Canvas access)
 


'''Required Readings:'''
'''Required Readings:'''


*  [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 4, pg 140-170 (Sections 4-5)
*  [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 4, pg 140-170 (Sections 4-5)
* [Case Part 1] Trolls in Gaming.
* [Case] [http://slashdot.org/ Slashdot]: Spend 5-10 minutes to visit the homepage, look at a story you think is interesting, and read several of the comments, paying specific attention to the rating system.
** Blizzard Vows Tougher Policies to Punish Overwatch Trolls. (2017) Kyle Orland. Ars Technica. https://arstechnica.com/gaming/2017/08/blizzard-vows-tougher-policies-to-punish-overwatch-trolls/
* [Case] [https://web.archive.org/web/20170505192310/https://beta.slashdot.org/faq/mod-metamod.shtml Slashdot Moderation FAQ], 2017 (Internet Archive Copy)
** Overwatch PS4 troll attempts to extort money from teammates, raising questions about Blizzard’s report system (2017) Gaetano Prestia. Fenix Bazaar. https://fenixbazaar.com/2017/03/30/overwatch-ps4-troll-attempts-to-extort-money-from-teammates-raising-questions-about-blizzards-report-system/
* [Case] Lampe, Cliff, and Paul Resnick. 2004. “Slash(Dot) and Burn: Distributed Moderation in a Large Online Conversation Space.” In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 543–550. CHI ’04. New York, NY: ACM. https://doi.org/10.1145/985692.985761. {{avail-uw|https://doi.org/10.1145/985692.985761}}
** Overwatch Trolls Using Bug That Could Damage Players Hardware. (2021) Olivia Richman. Win.gg. https://win.gg/news/overwatch-trolls-using-bug-that-could-damage-players-hardware/
* [Case Part 2] Spam in Wikipedia
** Wikipedia Policy about Spam: https://en.wikipedia.org/wiki/Wikipedia:Spam
** North Face Edited Wikipedia's Photos. Wikipedia Wasn't Happy. (2019) Sarah Mervosh. https://www.nytimes.com/2019/05/30/business/north-face-wikipedia-leo-burnett.html (also included in lecture video)
* [Case Part 3] Confused newcomers
** It's September, Forever (2015) Jason Koebler. Vice.com. https://www.vice.com/en/article/nze8nb/its-september-forever
** Kiene, Charles, Andrés Monroy-Hernández, and Benjamin Mako Hill. 2016. “Surviving an ‘Eternal September’: How an Online Community Managed a Surge of Newcomers.” In Proceedings of the 2016 ACM Conference on Human Factors in Computing Systems (CHI ’16), 1152–1156. New York, NY: ACM Press. https://doi.org/10.1145/2858036.2858356. ''[[https://doi.org/10.1145/2858036.2858356 Available through UW libraries]]''


'''Optional Readings:'''
'''Optional Readings:'''
* Lampe, Cliff, and Paul Resnick. 2004. “Slash(Dot) and Burn: Distributed Moderation in a Large Online Conversation Space.” In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 543–550. CHI ’04. New York, NY: ACM. https://doi.org/10.1145/985692.985761. {{avail-uw|https://doi.org/10.1145/985692.985761}}
 
* Know Your Meme, 2014, [http://knowyourmeme.com/memes/rules-of-the-internet Rules of the Internet]
* Know Your Meme, 2014, [http://knowyourmeme.com/memes/rules-of-the-internet Rules of the Internet]
*  Matias, J. Nathan. 2016. “Going Dark: Social Factors in Collective Action Against Platform Operators in the Reddit Blackout.” In Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems, 1138–1151. CHI ’16. New York, NY, USA: ACM. https://doi.org/10.1145/2858036.2858391. {{avail-uw|https://doi.org/10.1145/2858036.2858391}} {{avail-free|https://natematias.com/media/GoingDark-Matias-2016.pdf}}
-->


=== January 26 (Thursday): Newcomers I, Zooniverse ===
=== January 26 (Thursday): Newcomers I, Zooniverse ===


<!--
'''Lectures:'''  (watch ''before'' class)
'''Lectures:'''  (watch ''before'' class)


* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=9eb88428-f840-4ffe-933f-af9000283c44 Newcomers Part 1 (1/3): Introduction] [11m53s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=52a0d72f-6126-48ef-bca8-ae23015f2980 Newcomers (Part 1/6): Introduction] [11m53s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=b61475dc-eef1-461d-8b5a-af900028723c Newcomers Part 1 (2/3): Recruitment] [15m09s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=38c84f32-6566-4bc7-af8e-ae23015f289b Newcomers (Part 2/6): Recruitment] [15m09s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=ce47eabc-2c4c-45cf-aa96-af900028a3e8 Newcomers Part 1 (3/3): Selection] [14m23s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=4c54e20e-2181-4b20-a369-ae23015f275d Newcomers (Part 3/6): Selection] [14m23s]
* TODO: Ethics of care and newcomers
'''Resources:'''
'''Resources:'''


* [https://canvas.uw.edu/files/100990935/download?download_frd=1 Reading Note #7] (Requires Canvas access)
* [https://canvas.uw.edu/files/87076041/download?download_frd=1 Reading Note #4] (Requires Canvas access)
* [https://canvas.uw.edu/files/100009999/download?download_frd=1 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/86925402/download?download_frd=1Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/101395124/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://canvas.uw.edu/files/87345071/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=d96a81f1-6971-4fe8-8e7a-af9601415c50 Class Video Recording] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=4a7d5960-1306-47b4-897a-ae2e017d9da0 Class Video Recording] (Requires Canvas access)
 
 


'''Required Readings:'''
'''Required Readings:'''
Line 636: Line 614:
*  [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 5, pg 179-205 (Sections 1-2)
*  [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 5, pg 179-205 (Sections 1-2)
We're going to look at the citizen science community [[:wikipedia:Zooniverse|Zooniverse]]:
We're going to look at the citizen science community [[:wikipedia:Zooniverse|Zooniverse]]:
* [Case] Visit [https://www.zooniverse.org/ Zooniverse] and create an account. Then visit the [https://www.zooniverse.org/projects Zooniverse project website] and pick a project that interests you. Spend 10-15 minutes on the site figure out how it works and make sure you both do a few tasks and look at the "Talk" or discussion and commenting features of each site.  
* [Case] Visit [https://www.zooniverse.org/ Zooniverse] and create an account. Then visit the [https://www.zooniverse.org/projects Zooniverse project website] and pick a project that interests you. I worked on [https://www.zooniverse.org/projects/sassydumbledore/chimp-and-see Chimp&See] but there are a bunch of projects (scroll down to see more) on a lot of different types of things. Spend 10-15 minutes on the site figure out how it works and make sure you both do a few tasks and look at the "Talk" or discussion and commenting features of each site.  
* [Case] Mugar, Gabriel, Carsten Østerlund, Katie DeVries Hassman, Kevin Crowston, and Corey Brian Jackson. 2014. “Planet Hunters and Seafloor Explorers: Legitimate Peripheral Participation through Practice Proxies in Online Citizen Science.” In Proceedings of the 17th ACM Conference on Computer Supported Cooperative Work & Social Computing, 109–119. CSCW ’14. Baltimore, Maryland, USA: Association for Computing Machinery. https://doi.org/10.1145/2531602.2531721. {{avail-uw|https://doi.org/10.1145/2531602.2531721}} {{avail-free|https://crowston.syr.edu/sites/crowston.syr.edu/files/paper_revised%20copy%20to%20post.pdf}}
* [Case] Mugar, Gabriel, Carsten Østerlund, Katie DeVries Hassman, Kevin Crowston, and Corey Brian Jackson. 2014. “Planet Hunters and Seafloor Explorers: Legitimate Peripheral Participation through Practice Proxies in Online Citizen Science.” In Proceedings of the 17th ACM Conference on Computer Supported Cooperative Work & Social Computing, 109–119. CSCW ’14. Baltimore, Maryland, USA: Association for Computing Machinery. https://doi.org/10.1145/2531602.2531721. {{avail-uw|https://doi.org/10.1145/2531602.2531721}} {{avail-free|https://crowston.syr.edu/sites/crowston.syr.edu/files/paper_revised%20copy%20to%20post.pdf}}


Line 643: Line 621:
* Huang, Shih-Wen, Minhyang (Mia) Suh, Benjamin Mako Hill, and Gary Hsieh. 2015. “How Activists Are Both Born and Made: An Analysis of Users on Change.Org.” In Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems (CHI ’15), 211–220. New York, New York: ACM Press. https://doi.org/10.1145/2702123.2702559. ''[[https://doi.org/10.1145/2702123.2702559Available through UW libraries]]'' {{avail-free|https://mako.cc/academic/huang_suh_hill_hsieh-changeorg_born_made-CHI2015-preprint.pdf}}
* Huang, Shih-Wen, Minhyang (Mia) Suh, Benjamin Mako Hill, and Gary Hsieh. 2015. “How Activists Are Both Born and Made: An Analysis of Users on Change.Org.” In Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems (CHI ’15), 211–220. New York, New York: ACM Press. https://doi.org/10.1145/2702123.2702559. ''[[https://doi.org/10.1145/2702123.2702559Available through UW libraries]]'' {{avail-free|https://mako.cc/academic/huang_suh_hill_hsieh-changeorg_born_made-CHI2015-preprint.pdf}}
*  Shaw, Aaron, and Benjamin Mako Hill. 2014. “Laboratories of Oligarchy? How the Iron Law Extends to Peer Production.” Journal of Communication 64 (2): 215–38. https://doi.org/10.1111/jcom.12082. ''[[https://doi.org/10.1111/jcom.12082 Available through UW libraries]]'' {{avail-free|https://mako.cc/academic/shaw_hill-laboratories_of_oligarchy-DRAFT.pdf}}
*  Shaw, Aaron, and Benjamin Mako Hill. 2014. “Laboratories of Oligarchy? How the Iron Law Extends to Peer Production.” Journal of Communication 64 (2): 215–38. https://doi.org/10.1111/jcom.12082. ''[[https://doi.org/10.1111/jcom.12082 Available through UW libraries]]'' {{avail-free|https://mako.cc/academic/shaw_hill-laboratories_of_oligarchy-DRAFT.pdf}}
-->


=== January 27 (Friday): DUE: Wikipedia Task #4 ===
=== January 27 (Friday): DUE: Wikipedia Task #4 ===
Line 648: Line 628:
Details on the assignment are on the [[#Wikipedia Task #4|section of this page describing the assignment]].
Details on the assignment are on the [[#Wikipedia Task #4|section of this page describing the assignment]].


=== January 31 (Tuesday): Newcomers II, Explosive Growth and Going Viral. Case: Reddit and Twitter ===
=== January 31 (Tuesday): Newcomers II, Explosive Growth and Going Viral ===


<!--
'''Lectures:'''  (watch ''before'' class)
'''Lectures:'''  (watch ''before'' class)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=a52d6cda-2deb-4a59-8387-af94005cf25d Class Preview]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=5fc30bb2-8c21-4eff-9151-af92015668c2 Newcomers II (Part 1/3): Protection and socialization] [16m27s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=67a161bf-c085-4ac8-bfaf-af920156afa9 Newcomers II (Part 2/3): Retaining new users] [14m00s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=af2eab64-bff3-4fa5-8e0a-af920156f58f Newcomers II (Part 3/3): Concluding thoughts] [14m02s]
* [Case] Kevin Allocca from YouTube [https://www.ted.com/talks/kevin_allocca_why_videos_go_viral Why videos go viral], TedYouth2011.
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=c609072e-1571-4b4b-9ec8-af94005e1246 Growth and Explosive Growth] [9m09s]


* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=d27e0d9c-48a1-471a-8273-ae23015f2689 Newcomers (Part 5/6): Protection and socialization] [16m27s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=d0a77fda-c7be-4d0f-b982-ae23015f27fd Newcomers (Part 5/6): Retaining new users] [14m00s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=dd113a9a-8dc2-48cc-8238-ae23015f2a51 Newcomers (Part 6/6): Concluding thoughts] [14m02s]
* TODO Going Viral
'''Resources:'''  
'''Resources:'''  


* [https://canvas.uw.edu/files/101086657/download?download_frd=1 Reading Note #8] (Requires Canvas access)
* [https://canvas.uw.edu/files/87076041/download?download_frd=1 Reading Note #4] (Requires Canvas access)
* [https://canvas.uw.edu/files/100009998/download?download_frd=1 Newcomers II Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/86925400/download?download_frd=1 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/101160062/download?download_frd=1 Growth Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/87445788/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://canvas.uw.edu/files/101889468/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=bfa90776-0235-40ea-ab65-ae310002c5b7 Class Video Recording] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=10f4c956-4008-4e6a-8cad-af9b01313c83 Class Video Recording] (Requires Canvas access)
 


'''Required Readings:'''
'''Required Readings:'''


*  [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 5, pg 205-223 (Sections 3-6)
*  [[#Component 1: The Theory and Practice of Online Communities|BSOC]], Chapter 5, pg 205-223 (Sections 3-6)
* Baker-White, Emily (2022) [https://www.forbes.com/sites/emilybaker-white/2023/01/20/tiktoks-secret-heating-button-can-make-anyone-go-viral/?sh=4271c4e76bfd TikTok's Secret 'Heating' Button Can Make Anyone Go Viral]
* [Case] Kiene, Charles, Andrés Monroy-Hernández, and Benjamin Mako Hill. 2016. “Surviving an ‘Eternal September’: How an Online Community Managed a Surge of Newcomers.” In Proceedings of the 2016 ACM Conference on Human Factors in Computing Systems (CHI ’16), 1152–1156. New York, NY: ACM Press. https://doi.org/10.1145/2858036.2858356. ''[[https://doi.org/10.1145/2858036.2858356 Available through UW libraries]]''
* [Case] Lin, Zhiyuan, Niloufar Salehi, Bowen Yao, Yiqi Chen, and Michael S. Bernstein. 2017. “Better When It Was Smaller? Community Content and Behavior After Massive Growth.” In Eleventh International AAAI Conference on Web and Social Media. Palo, Alto, CA: AAAI Press. https://www.aaai.org/ocs/index.php/ICWSM/ICWSM17/paper/view/15628. ''[[https://www.aaai.org/ocs/index.php/ICWSM/ICWSM17/paper/view/15628 Available through UW libraries]]'' '''Be sure to read the 10-page PDF, not just the abstract'''
* [Case] Lin, Zhiyuan, Niloufar Salehi, Bowen Yao, Yiqi Chen, and Michael S. Bernstein. 2017. “Better When It Was Smaller? Community Content and Behavior After Massive Growth.” In Eleventh International AAAI Conference on Web and Social Media. Palo, Alto, CA: AAAI Press. https://www.aaai.org/ocs/index.php/ICWSM/ICWSM17/paper/view/15628. ''[[https://www.aaai.org/ocs/index.php/ICWSM/ICWSM17/paper/view/15628 Available through UW libraries]]''
* [Case] “This Is Damn Slick!” Estimating the Impact of Tweets on Open Source Project Popularity and New Contributors. Fang, H., Lamba, H., Herbsleb, J., and Vasilescu, B. International Conference on Software Engineering, ICSE, ACM (2022). https://doi.org/10.1145/3510003.3510121 ''[[https://doi.org/10.1145/3510003.3510121 Available through UW libraries]]''
-->
* [Case] You might also reference the article we already read about default subreddits and /r/NoSleep: Kiene, Charles, Andrés Monroy-Hernández, and Benjamin Mako Hill. 2016. “Surviving an ‘Eternal September’: How an Online Community Managed a Surge of Newcomers.” In Proceedings of the 2016 ACM Conference on Human Factors in Computing Systems (CHI ’16), 1152–1156. New York, NY: ACM Press. https://doi.org/10.1145/2858036.2858356. ''[[https://doi.org/10.1145/2858036.2858356 Available through UW libraries]]''


=== February 2 (Thursday): Anonymity and Identity Online ===
=== February 2 (Thursday): Anonymity and Identity Online ===


<!--
'''Resources:'''
* [https://canvas.uw.edu/files/88419236/download?download_frd=1 Reading Note #7] (Requires Canvas access)
* Kaylea Champion's [https://canvas.uw.edu/files/88450958/download?download_frd=1 Lecture Slides Part 1] and [https://canvas.uw.edu/files/88450953/download?download_frd=1 Lecture Slides Part 2] (Requires Canvas access)
* [https://canvas.uw.edu/files/88705707/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=e9692cdd-eba8-454f-8e95-ae4c012f843b Class Video Recording] (Requires Canvas access)


'''Lectures:''' (watch ''before'' class)
'''Lectures:''' (watch ''before'' class)


* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=55a679d4-f8e4-4e62-94cd-af940069d84b Anonymity in Communication Studies: Overview and History] [13m]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=3d587ff5-d662-43ac-90db-ae45001970d2 Anonymity in Communication Studies: Overview and History] [13m]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=c894f4aa-5813-45bd-94dd-af94006a2f32 Anonymity and Facets of Identifiability] [10m30s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=4d79d872-48ce-4580-85e4-ae46001502c7 Anonymity and Facets of Identifiability] [10m30s]
* [https://www.youtube.com/watch?v=8jNMzHB-f-s&ab_channel=KayleaChampion What's anonymity worth?] [7m20s] Conference talk from Kaylea Champion (MozFest 2022)
* [https://youtube.com/8jNMzHB-f-s What's anonymity worth?] [7m20s] Conference talk from Kaylea Champion (forthcoming at MozFest 2022)
* [https://www.ted.com/talks/christopher_moot_poole_the_case_for_anonymity_online TED Talk: Christopher Poole describing 4chan] [11m8s]
* [https://www.ted.com/talks/christopher_moot_poole_the_case_for_anonymity_online TED Talk: Christopher Poole describing 4chan] [11m8s]
* [https://www.ted.com/talks/jamie_bartlett_how_the_mysterious_dark_net_is_going_mainstream TED Talk: Jamie Bartlett and the Dark Web] [13m48s]
* [https://www.ted.com/talks/jamie_bartlett_how_the_mysterious_dark_net_is_going_mainstream TED Talk: Jamie Bartlett and the Dark Web] [13m48s]
'''Resources:'''
* [https://canvas.uw.edu/files/101161476/download?download_frd=1 Reading Note #9] (Requires Canvas access)
* [https://canvas.uw.edu/files/100010023/download?download_frd=1 Lecture Slides Part 1] and [https://canvas.uw.edu/files/100010023/download?download_frd=1 Lecture Slides Part 2] (Requires Canvas access)
* [https://canvas.uw.edu/files/101889463/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=45ea9aff-2d69-488c-9957-af9d012fddee Class Video Recording] (Requires Canvas access)


'''Required Readings:'''
'''Required Readings:'''
Line 700: Line 678:
* Hill, B. M., & Shaw, A. (2021). The Hidden Costs of Requiring Accounts: Quasi-Experimental Evidence From Peer Production. Communication Research, 48(6), 771–795. https://doi.org/10.1177/0093650220910345 {{avail-uw|https://doi.org/10.1177/0093650220910345}}
* Hill, B. M., & Shaw, A. (2021). The Hidden Costs of Requiring Accounts: Quasi-Experimental Evidence From Peer Production. Communication Research, 48(6), 771–795. https://doi.org/10.1177/0093650220910345 {{avail-uw|https://doi.org/10.1177/0093650220910345}}
* Anonymous, To Reveal or Not to Reveal: A Theoretical Model of Anonymous Communication, Communication Theory, Volume 8, Issue 4, 1 November 1998, Pages 381–407, https://doi.org/10.1111/j.1468-2885.1998.tb00226.x {{avail-uw|https://doi.org/10.1111/j.1468-2885.1998.tb00226.x}}
* Anonymous, To Reveal or Not to Reveal: A Theoretical Model of Anonymous Communication, Communication Theory, Volume 8, Issue 4, 1 November 1998, Pages 381–407, https://doi.org/10.1111/j.1468-2885.1998.tb00226.x {{avail-uw|https://doi.org/10.1111/j.1468-2885.1998.tb00226.x}}
* [https://www.ted.com/talks/will_cathcart_the_future_of_digital_communication_and_privacy TED Talk: Will Cathcart and Whatsapp] [18m44s]
* [https://www.ted.com/talks/will_cathcart_the_future_of_digital_communication_and_privacy TED Talk: Will Cathcart and Whatsapp] [18m44s] -->


=== February 3 (Friday): DUE: Wikipedia Task #5 ===
=== February 3 (Friday): DUE: Wikipedia Task #5 ===
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=== February 7 (Tuesday):  Creating New Communities I, Case: StackExchange and Reddit ===
=== February 7 (Tuesday):  Creating New Communities I, Mastodon and BeReal ===
 


<!--
'''Lectures:'''  (watch ''before'' class)
'''Lectures:'''  (watch ''before'' class)


* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=a2d79e64-cfee-41e3-a3be-af9a0142fb29 Creating New Communities I (Part 1/3): Introduction] [13m33s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=bc67b867-f64d-445e-b333-ae2e0119c037 Creating New Communities (Part 1/4): Introduction] [13m33s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=c16d739a-4278-4a3e-8960-af9a01435610 Creating New Communities I (Part 2/3): Scope] [19m56s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=3dd5e159-8c5b-443a-8a70-ae2e0119bf76 Creating New Communities (Part 2/4): Scope] [19m56s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=897cebbb-db11-4b73-8a0b-af9a0143a405 Creating New Communities I (Part 3/3): Utility Model of Creation] [20m22s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=e0cf555b-9ca7-4487-837d-ae2e0119beab Creating New Communities (Part 3/4): Utility Model of Creation] [20m22s]


'''Resources:'''  
'''Resources:'''  


* [https://canvas.uw.edu/files/101447138/download?download_frd=1 Reading Note #10] (Requires Canvas access)
* [https://canvas.uw.edu/files/87335933/download?download_frd=1 Reading Note #5] (Requires Canvas access)
* [https://canvas.uw.edu/files/100010003/download?download_frd=1 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/courses/1612238/files/folder/Slides?preview=87316056 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/101889459/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://canvas.uw.edu/files/87751366/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=aecd4a4a-1c76-4999-a175-afa201316bbc Class Video Recording] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=615f2337-bec8-4b82-8907-ae370035e1d2 Class Video Recording] (Requires Canvas access)
 


'''Required Readings:'''
'''Required Readings:'''
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* [Case] [https://area51.stackexchange.com/ Area 51] (Click through and explore 5-6 proposals at different stages)
* [Case] [https://area51.stackexchange.com/ Area 51] (Click through and explore 5-6 proposals at different stages)
* [Case] [https://area51.stackexchange.com/faq Area 51 FAQ]
* [Case] [https://area51.stackexchange.com/faq Area 51 FAQ]
* [Case] [https://www.digitaltrends.com/computing/how-to-create-your-own-subreddit/ How to Create a Subreddit]
* [Case] [https://en.wikipedia.org/wiki/Wikipedia:Articles_for_creation Articles for Creation]


=== February 9 (Thursday): Creating New Communities II, Almost Wikipedia and Open Humans ===
'''Optional Readings:'''
 
* Bilton, Nick. “[http://www.nytimes.com/2013/10/13/magazine/all-is-fair-in-love-and-twitter.html?pagewanted=all All Is Fair in Love and Twitter].” The New York Times, October 9, 2013, sec. Magazine.
 
-->
 
=== February 9 (Thursday): Creating New Communities II, Case TBD ===
 
<!--


'''Lectures:'''  (watch ''before'' class)
'''Lectures:'''  (watch ''before'' class)


* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=4710bd2d-3aca-49d8-bf49-af9a0143e939 Creating New Communities II: Almost Wikipedia] [15m52s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=fa3fba9f-29ae-4994-bd5b-ae2e0119be18 Creating New Communities (Part 4/4): Almost Wikipedia] [15m52s]


'''Resources:'''  
'''Resources:'''  


* [https://canvas.uw.edu/files/101591256/download?download_frd=1 Reading Note #11] (Requires Canvas access)
* [https://canvas.uw.edu/files/87335933/download?download_frd=1 Reading Note #5] (Requires Canvas access)
* [https://canvas.uw.edu/files/100010003/download?download_frd=1 Lecture Slides - scroll to the end] (Requires Canvas access)
* [https://canvas.uw.edu/courses/1612238/files/folder/Slides?preview=87316056 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/102650801/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://canvas.uw.edu/files/88111684/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=44352098-307a-47e2-a376-afa40130c3a6 Class Video Recording] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=9928368b-3ecf-4070-b847-ae380032c081 Class Video Recording] (Requires Canvas access)


'''Required Readings:'''
'''Required Readings:'''
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* [Case] Greshake Tzovaras, Bastian, Misha Angrist, Kevin Arvai, Mairi Dulaney, Vero Estrada-Galiñanes, Beau Gunderson, Tim Head, et al. 2019. “Open Humans: A Platform for Participant-Centered Research and Personal Data Exploration.” GigaScience 8 (6). https://doi.org/10.1093/gigascience/giz076 {{avail-free|https://doi.org/10.1093/gigascience/giz076}}
* [Case] Greshake Tzovaras, Bastian, Misha Angrist, Kevin Arvai, Mairi Dulaney, Vero Estrada-Galiñanes, Beau Gunderson, Tim Head, et al. 2019. “Open Humans: A Platform for Participant-Centered Research and Personal Data Exploration.” GigaScience 8 (6). https://doi.org/10.1093/gigascience/giz076 {{avail-free|https://doi.org/10.1093/gigascience/giz076}}
* [Case] You should spend at least 20 minutes browsing the [https://www.openhumans.org/ Open Humans website] including [https://www.openhumans.org/about/ their about page], [http://blog.openhumans.org/ their blog], [https://www.openhumans.org/community-guidelines/ their community guidelines], and so on. Whatever you need to speak confidently about how they can more effectively build a community!
* [Case] You should spend at least 20 minutes browsing the [https://www.openhumans.org/ Open Humans website] including [https://www.openhumans.org/about/ their about page], [http://blog.openhumans.org/ their blog], [https://www.openhumans.org/community-guidelines/ their community guidelines], and so on. Whatever you need to speak confidently about how they can more effectively build a community!
* Bilton, Nick. “[http://www.nytimes.com/2013/10/13/magazine/all-is-fair-in-love-and-twitter.html?pagewanted=all All Is Fair in Love and Twitter].” The New York Times, October 9, 2013, sec. Magazine.


'''Optional Readings:'''
'''Optional Readings:'''


* Hill, Benjamin Mako. [http://mako.cc/academic/hill-almost_wikipedia-DRAFT.pdf Almost Wikipedia], 2013.
* Hill, Benjamin Mako. [http://mako.cc/academic/hill-almost_wikipedia-DRAFT.pdf Almost Wikipedia], 2013.
-->


=== February 10 (Friday): DUE: Wikipedia Task #6 ===
=== February 10 (Friday): DUE: Wikipedia Task #6 ===
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Details are on the [[#Wikipedia Task #7|section of this page describing the assignment]].
Details are on the [[#Wikipedia Task #7|section of this page describing the assignment]].


=== February 14 (Tuesday): Wikipedia Assignment Debrief ===
=== February 14 (Tuesday): Wikipedia Assigment Debrief ===


<!--
In the first part of class we'll talk about the assignments. In the second part of class, we'll talk about the case.


In the first part of class we'll talk about the assignments. In the second part of class, we'll talk about the case.


'''Resources:'''
'''Resources:'''
* [https://canvas.uw.edu/files/101772514/download?download_frd=1 Reading Note 12] (Requires Canvas access)
 
* [https://canvas.uw.edu/files/102650740/download?download_frd=1 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/87751668/download?download_frd=1 Reading Note #6] (Requires Canvas access)
* [https://canvas.uw.edu/files/102651000/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://canvas.uw.edu/files/88111794/download?download_frd=1 Lecture Slides] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=95e3a6f2-cc9a-4364-837a-afa9013181a8 Class Video Recording] (Requires Canvas access)
* [https://canvas.uw.edu/files/88111683/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=9fcd37c1-2116-47c1-b7a3-ae3e008f51c7Class Video Recording] (Requires Canvas access)
 
-->
 
<!--
In the second half of class, we will have a visit from local Wikipedia group [https://meta.wikimedia.org/wiki/Cascadia_Wikimedians Cascadia Wikimedians] (full disclosure, I am a member). Prepare to give a very short (~1 minute ) in-class presentation about your Wikipedia editing experience and also be ready with questions for them about your experience or about Wikipedia in general based on the readings and cases we've done so far.
 
-->
 
<!--


'''Required Readings:'''
'''Required Readings:'''
Line 792: Line 785:
* Morgan, Jonathan T., and Aaron Halfaker. 2018. “Evaluating the Impact of the Wikipedia Teahouse on Newcomer Socialization and Retention.” In Proceedings of the 14th International Symposium on Open Collaboration, 20:1–20:7. OpenSym ’18. New York, NY: ACM. https://doi.org/10.1145/3233391.3233544. {{avail-uw|https://doi.org/10.1145/3233391.3233544}}
* Morgan, Jonathan T., and Aaron Halfaker. 2018. “Evaluating the Impact of the Wikipedia Teahouse on Newcomer Socialization and Retention.” In Proceedings of the 14th International Symposium on Open Collaboration, 20:1–20:7. OpenSym ’18. New York, NY: ACM. https://doi.org/10.1145/3233391.3233544. {{avail-uw|https://doi.org/10.1145/3233391.3233544}}


=== February 16 (Thursday) Hacker and Modding Communities ===
-->


=== February 16 (Thursday) Hacker Communities ===


<!--


'''Resources:'''
'''Resources:'''


* [https://canvas.uw.edu/files/101839914/download?download_frd=1 Reading Note #13] (Requires Canvas access)
* [https://canvas.uw.edu/files/87751668/download?download_frd=1 Reading Note #6] (Requires Canvas access)
* [https://canvas.uw.edu/files/100010017/download?download_frd=1 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/87751744/download?download_frd=1 Lecture Slides] (Requires Canvas access)
* [https://canvas.uw.edu/files/102651048/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://canvas.uw.edu/files/88150502/download?download_frd=1 Case Boards] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=538bb8a0-dc58-41d6-bc93-afab013116ca Class Video Recording Part 1] [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=8140dce1-38cc-4e71-9979-afab013557d2 Part 2] (Requires Canvas access)
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=21b79fb1-7cd2-4da5-b05d-ae3f0036bc43 Class Video Recording] (Requires Canvas access)
 


'''Lectures:'''  (watch ''before'' class)
'''Lectures:'''  (watch ''before'' class)


* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=bcb34d52-59f0-485d-8cf1-afa300366295 Hackers (Part 1/3): Introduction] [23m27s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=7ce6ea70-dfcf-450e-8390-ae37009dbe51 Hackers (Part 1/3): Introduction] [23m27s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=0cf48ef9-9502-4a4c-bf1c-afa30036dbb5 Hackers (Part 2/3): CHDK Part 1] [17m47s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=8630bf1b-f37c-4ce9-9e50-ae37009dbdd0 Hackers (Part 2/3): CHDK Part 1] [17m47s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=32544038-1f96-4004-bc50-afa3003717d5 Hackers (Part 3/3): CHDK Part 2] [12m31s]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=2561ff49-d2bd-46f1-b44c-ae37009dbd3b Hackers (Part 3/3): CHDK Part 2] [12m31s]


'''Required Readings:'''
'''Required Readings:'''


* [Case] [https://en.wikipedia.org/wiki/DIGIC#Custom_firmware CHDK description in Wikipedia]
* [Case] Wayner, Peter. 2010. “Tweaking a Camera to Suit a Hobby.” The New York Times, May 26, 2010, sec. Technology / Personal Tech. http://www.nytimes.com/2010/05/27/technology/personaltech/27basics.html. {{avail-uw|https://www.proquest.com/docview/346072852/fulltext/A244EAAB8E9B4524PQ}}
* [Case] Wayner, Peter. 2010. “Tweaking a Camera to Suit a Hobby.” The New York Times, May 26, 2010, sec. Technology / Personal Tech. http://www.nytimes.com/2010/05/27/technology/personaltech/27basics.html. {{avail-uw|https://www.proquest.com/docview/346072852/fulltext/A244EAAB8E9B4524PQ}}
* [Case] C.H.D.K. Wiki Take a look at the [https://chdk.fandom.com/wiki/CHDK CHDK home page] and explore the Wiki to get a good idea of what this community is about, what they do, and how it works.
* [Case] C.H.D.K. Wiki Take a look at the [Home page https://chdk.fandom.com/wiki/CHDK] and explore the Wiki to get a good idea of what this community is about, what they do, and how it works.
* [Case] [https://en.wikipedia.org/wiki/Nexus_Mods Nexus Mods Wikipedia Page]
* [Case] Nexus Mods. Take a look at the [https://www.nexusmods.com/ home page] of Nexus Mods and get a sense of what this community is about.
* [Case] Analysis of Nexus Mods -- Lee, D., Lin, D., Bezemer, CP. et al. Building the perfect game – an empirical study of game modifications. Empir Software Eng 25, 2485–2518 (2020). [https://doi.org/10.1007/s10664-019-09783-w Free download]


'''Optional Readings:'''
'''Optional Readings:'''
Line 824: Line 814:
* Mollick, Ethan. “Tapping into the Underground.” MIT Sloan Management Review 46, no. 4 (2005): 21. [[http://sloanreview.mit.edu/article/tapping-into-the-underground/ Available through UW Libraries]]
* Mollick, Ethan. “Tapping into the Underground.” MIT Sloan Management Review 46, no. 4 (2005): 21. [[http://sloanreview.mit.edu/article/tapping-into-the-underground/ Available through UW Libraries]]
* Mollick, Ethan. “The Engine of the Underground: The Elite-Kiddie Divide.” SIGGROUP Bull. 25, no. 2 (2005): 23–27. [[http://portal.acm.org/citation.cfm?id=1067721.1067726 Available through UW Libraries]]
* Mollick, Ethan. “The Engine of the Underground: The Elite-Kiddie Divide.” SIGGROUP Bull. 25, no. 2 (2005): 23–27. [[http://portal.acm.org/citation.cfm?id=1067721.1067726 Available through UW Libraries]]
* Scacchi, Walt. “Computer Game Mods, Modders, Modding, and the Mod Scene.” First Monday 15, no. 5 (2010). [http://firstmonday.org/ojs/index.php/fm/article/view/2965 free download]
* Scacchi, Walt. “Computer Game Mods, Modders, Modding, and the Mod Scene.” First Monday 15, no. 5 (2010). [[http://firstmonday.org/ojs/index.php/fm/article/view/2965
 
-->


=== February 17 (Friday): DUE: Community Identification ===
=== February 17 (Friday): DUE: Community Identification ===
Line 832: Line 824:




=== February 21 (Tuesday): Visual Communication Part 1: Authenticity -- Case: Instagram, Pinterest, and BeReal ===
=== February 21 (Tuesday): Special Topic 1  ===
 
'''Lectures (watch ''before'' class)'''
 
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=7a2ea91a-f84f-412e-b56b-afaa007455d3 Authenticity Part 1] [10m35s] What is authenticity? What is visual communication?
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=288e3c01-e481-4c8e-8073-afab006df477 Authenticity Part 2] [43m21s] How do we design communities for authenticity? Do visual dimensions help?
 
 
'''Resources'''
* [https://canvas.uw.edu/files/102233592/download?download_frd=1 Reading note #14]
* [https://canvas.uw.edu/files/102256861/download?download_frd=1 Slides for Part 1 of the lecture]
* [https://canvas.uw.edu/files/102256789/download?download_frd=1 Slides for Part 2 of the lecture]
* [https://canvas.uw.edu/files/102651391/download?download_frd=1 Case Boards]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=8b5d7e2c-3dcd-478b-8ed4-afb00130b19a Class Recording]
* [https://canvas.uw.edu/files/102651367/download?download_frd=1 Class Slides]
 
 
'''Required Readings:'''
 
* Eun-Ju Lee, Authenticity Model of (Mass-Oriented) Computer-Mediated Communication: Conceptual Explorations and Testable Propositions, Journal of Computer-Mediated Communication, Volume 25, Issue 1, January 2020, Pages 60–73, https://doi.org/10.1093/jcmc/zmz025
* [Case] Christopher R Darr, Erin F Doss, The Fake One is the Real One: Finstas, Authenticity, and Context Collapse in Teen Friend Groups, Journal of Computer-Mediated Communication, Volume 27, Issue 4, July 2022, zmac009, https://doi.org/10.1093/jcmc/zmac009
* [Case] BeReal and the Doomed Quest for Online Authenticity. Brooke Erin Duffy and Ysabel Gerrard. Aug 5, 2022. https://www-wired-com.offcampus.lib.washington.edu/story/bereal-doomed-online-authenticity/
* [Case] Are we ever authentically ourselves on the internet? Terry Nguyen. May 17, 2022. https://www.vox.com/the-goods/23075161/bereal-app-authenticity-posting-self
 
 
'''Optional Readings'''
 
* Walther, J. B. (1996). Computer-Mediated Communication: Impersonal, Interpersonal, and Hyperpersonal Interaction. Communication Research, 23(1), 3–43. https://doi.org/10.1177/009365096023001001
* Salisbury, M., & Pooley, J. (2017). The #nofilter Self: The Contest for Authenticity among Social Networking Sites, 2002–2016. Social Sciences, 6(1), 10. https://doi.org/10.3390/socsci6010010
 
=== February 23 (Thursday): Visual Communication Part 2: Short Form Videos and Moderation. Case: Tiktok ===
 
'''Lectures''' (watch '''before''' class)
 
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=f779cced-bed7-4996-a081-afac01562385 Short Form Videos and Moderation] [21m33s] (available via Canvas)
 
'''Resources'''
 
* [https://canvas.uw.edu/files/102480310/download?download_frd=1 Reading Note 15]
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=111613f2-4c0f-4744-be91-afb201306c79 Class Recording Part 1] and  [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=7f062498-d89e-424d-b865-afb2013f4f5a Part 2]
* [https://canvas.uw.edu/files/102651596/download?download_frd=1 Case Boards]
* [https://canvas.uw.edu/files/103530813/download?download_frd=1 Lecture Slides]
 
'''Required Readings'''
 
* https://en.wikipedia.org/wiki/TikTok
 
* Kristen Barta and Nazanin Andalibi. 2021. Constructing Authenticity on TikTok: Social Norms and Social Support on the "Fun" Platform. Proc. ACM Hum.-Comput. Interact. 5, CSCW2, Article 430 (October 2021), 29 pages. [https://doi.org/10.1145/3479574  Available through UW Library]
 
* Jing Zeng, D. Bondy Valdovinos Kaye (2022) From content moderation to visibility moderation: A case study of platform governance on TikTok. Policy & Internet. [https://onlinelibrary.wiley.com/doi/full/10.1002/poi3.287 Available through UW Library]
 
 
'''Optional Readings'''
 
* GIF history: https://www.vox.com/culture/2017/6/15/15802136/gif-turns-30-evolution-internet-history
 
* Vine history: https://mashable.com/article/vine-archive-website -- check out the video with the 'best Vines of all time' to get a sense of what kind of content lived on vine.
 
=== February 28 (Tuesday): Time, Emerging Technology, and Futurism ===
 
'''Lectures'''
 
* [https://uw.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=8d99b9b7-7948-4676-a014-afb20012a86c Overview] [15m51s]
* [https://www.ted.com/talks/tom_gruber_how_ai_can_enhance_our_memory_work_and_social_lives?referrer=playlist-what_are_we_really_teaching_ai&autoplay=true Tom Gruber on humanistic AI] [9m37s]
* [https://www.ted.com/talks/pratik_shah_how_ai_is_making_it_easier_to_diagnose_disease Pratik Shah on AI and Disease Diagnosis] [4m50s]
* [https://www.ted.com/talks/zeynep_tufekci_we_re_building_a_dystopia_just_to_make_people_click_on_ads Zeynep Tufekci on ethical perils in AI] [22m46s]
* [https://www.tiktok.com/@professorcasey/video/7201109055337762094 Casey Fiesler's TikTok on Bing ChatGPT]
* [https://www.tiktok.com/@professorcasey/video/7200457012109446443 Casey Fiesler's TikTok on Tech Ethics in the News 2023]
 
'''Resources'''
 
* [https://canvas.uw.edu/files/102581474/download?download_frd=1 Reading Note 16]
 
'''Required Readings'''
 
* [https://openai.com/blog/chatgpt/ The front page of ChatGPT]
* [https://en.wikipedia.org/wiki/Wikipedia:Wikipedia_Signpost/2023-02-20/Essay Essay in the Wikipedia Newsletter about ChatGPT]
* Peters, J. (2023). Reddit thinks AI chatbots will 'complement' human connection, not replace it. ''The Verge'' [https://www.theverge.com/2023/2/10/23594786/reddit-bing-chatgpt-ai-google-search-bard Free online]
* Vincent, J. (2022). AI-generated answers temporarily banned on coding Q&A site Stack Overflow. ''The Verge'' [https://www.theverge.com/2022/12/5/23493932/chatgpt-ai-generated-answers-temporarily-banned-stack-overflow-llms-dangers Free online]
* Ross, Sage (2023). ChatGPT, Wikipedia, and student writing assignments [https://wikiedu.org/blog/2023/02/21/chatgpt-wikipedia-and-student-writing-assignments/ WikiEdu Blog Post]


<!-- '''Optional Readings''' -->
=== February 23 (Thursday): Special Topic 2 ===


=== March 2 (Thursday): Guest Speaker: Xinya (Cindy) Gong ===


[https://docs.google.com/document/d/1gaQunxqoiE_PBGPupPUGtkztSRPuAnraf_DEAF0QzNY/edit?usp=sharing Project Overview]
=== February 28 (Tuesday): Special Topic 3 ===


To prepare for class, please read the overview of Cindy's project, and think up 2 or 3 questions you might ask her. We'll also have a wrap-up discussion, finishing our Tuesday case discussion as needed and talking through the activities of the 'virtual presentations' portion of the class.
=== March 2 (Thursday): Special Topic 4 ===


=== March 7 (Tuesday): No Class Meeting: Spend Time Watching and Giving Feedback on Presentations ===
=== March 7 (Tuesday): No Class Meeting: Spend Time Watching and Giving Feedback on Presentations ===
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'''No readings.''' The final classes will be devoted entirely to presentations.
'''No readings.''' The final classes will be devoted entirely to presentations.


=== March 16 (Thursday): DUE: Final Projects ===
=== March 15 (Wednesday): DUE: Final Projects ===


Details are on the [[#Final Projects: Critical Analysis of Online Community]] section of this page.
Details are on the [[#Final Projects: Critical Analysis of Online Community]] section of this page.
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=== Teaching and learning after COVID ===
=== Teaching and learning after COVID ===


The COVID-19 pandemic has had a tremendous impact on all of us. Many of you may have gone to college expecting the classic face-to-face experience with a mix of classes and fun with new friends, only to find yourself in lockdown and online classes. We may have lost people we care about. We may be struggling to recover our own mental and physical health. For many of us life is still not back to "normal" and instead we are developing a sense of a "new normal".
The COVID-19 pandemic has had a tremendous impact on all of us. Many of you may have gone to college expecting the classic face-to-face experience with a mix of classes and fun with new friends, only to find yourself in lockdown and online classes. We may have lost people we care about. We may be struggling to recover our own mental and physical health. For many of us life, is still not back to "normal" and instead we are developing a sense of a "new normal".


Many of us have experienced elevated levels of exhaustion, stress, uncertainty and distraction. We may have needed to provide additional support to others. I have personally experienced all of these things at various times over the past two years and I expect that some of you have too. We may find that our personal energy and emotional resilience is lower than it used to be. It has been and still is a difficult time.
Many of us have experienced elevated levels of exhaustion, stress, uncertainty and distraction. We may have needed to provide additional support to others. I have personally experienced all of these things at various times over the past two years and I expect that some of you have too. We may find that our personal energy and emotional resilience is lower than it used to be. It has been and still is a difficult time.
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== Credit and Notes ==
== Credit and Notes ==


This will be the seventh time this course has been taught at UW in its current form. This syllabuses draws heavily from these previous versions. Syllabuses from earlier classes can be found online at:
This will be the fifth time this course has been taught at UW in its current form. This syllabuses draws heavily from these previous versions. Syllabuses from earlier classes can be found online at:


* [[Online Communities (UW COM481 Winter 2022)]] by [[User:Mako|Mako Hill]]
* [[Online Communities (UW COM481 Winter 2022)]] by [[User:Mako|Mako Hill]]
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