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BSc course ‘User behaviour’, fall 2013
Social navigation, user-to-user mediation and participatory mediation spaces
Lennart Björneborn Associate Professor, PhDIVA – Royal School of Library and Information ScienceUniversity of Copenhagen
LB@iva.dkhttp://ku-dk.academia.edu/Bjorneborn
IVA – Royal School of Library and Information Science
agenda
social navigation
user-to-user mediation
participatory mediation spaces
barriers for participation
designing participatory affordances
“adjacent possibles”
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IVA – Royal School of Library and Information Science
Björneborn, BSc course, fall 2013
social navigation= following traces of others
in spaces with affordances
for leaving traces
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(Björneborn 2011. Behavioural Traces …)
Björneborn, BSc course, fall 2013
social navigation ’social navigation’
• Dourish & Chalmers (1994). Running out of space: models of information navigation. HCI'94.
“moving through an information space and exploiting the activities and orientations of others in that space”
• Dourish (2003). Where the footprints lead. pp. 273-291. In: Höök et al. (eds.). Designing Information Spaces: the Social Navigation Approach.
users’ activities are guided by other users’ activitiesmediated in some way between users in a given space
• Björneborn (2011). Behavioural traces and indirect user-to-user mediation in the participatory library. http://ku-dk.academia.edu/Bjorneborn
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user participation = more affordances
for leaving traces and following traces
in whole ‘life-wheel’ of interaction(Björneborn 2011. Behavioural Traces …)
follow traces
user-to-user mediation
socialnavi-gation
= more affordances for serendipity
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follow traces
leave traces
leave traces
leave traces
Björneborn, BSc course, fall 2013
typology: user-to-user mediation & social navigation
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IVA – Royal School of Library and Information Science
indirect user-to-user mediation and social navigation
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mediation spaces with affordances both for leaving traces and following traces
Björneborn, BSc course, fall 2013
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mediation spaces with affordances both for leaving traces and following traces
”participatory mediation spaces”
= more affordances for interaction in whole ‘life wheel’
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share/ mediate/ communicate/ disseminate/ inspire/ …
store/ save/ organize/ facilitate/ structure/ …
learn/ experience/ consume/reflect/ remember/ …
create/ produce/ edit/ remix/ copy/ …
find/ search/ explore/discover/ select/ …
(Björneborn 2011. Behavioural Traces …)
Björneborn, BSc course, fall 2013
“participatory cultural institutions”
• “I define a participatory cultural institution as a place
where visitors can create, share, and connect
with each other around content.”
Simon (2010). The Participatory Museum, p. ii
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IVA – Royal School of Library and Information Science
Denver Art Museum: visitors make their own rock music posters, by remixing clips from real posters (Simon 2010:24)
“participatory museum”
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participatory culture (Jenkins et al. 2006:7)
1. With relatively low barriers to artistic expression and civic engagement
2. With strong support for creating and sharing one’s creations with others
3. With some type of informal mentorship whereby what is known by the most experienced is passed along to novices
4. Where members believe that their contributions matter
5. Where members feel some degree of social connection with one another (at the least they care what other people think about what they have created).
Jenkins, H. et al. (2006). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century.
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new media literacies (Jenkins et al. 2006:4)• play > the capacity to experiment with one’s surroundings as a form of problem-
solving
• performance > the ability to adopt alternative identities for the purpose of improvisation and discovery
• simulation > the ability to interpret and construct dynamic models of real-world processes
• appropriation > the ability to meaningfully sample and remix media content
• multitasking > the ability to scan one’s environment and shift focus as needed to salient details.
• distributed cognition > the ability to interact meaningfully with tools that expand mental capacities
• collective intelligence > the ability to pool knowledge and compare notes with others toward a common goal
• judgment > the ability to evaluate the reliability and credibility of different information sources
• transmedia navigation > the ability to follow the flow of stories and information across multiple modalities
• networking > the ability to search for, synthesize, and disseminate information
• negotiation > the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms
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cf. Björneborn (2011):‘participatory literacies’
barriers for participationtechnical barriers
• too user-’unfriendly’: too confusing, difficult or rigid to contribute
cognitive barriers
• too little time, energy, memory, experience, skills, …
• fear of information overload
• too boring
(Björneborn 2013 work-in-progress)
+ more!socio-cultural barriers
• no sense of ownership: ”what’s in it for me?”
• unclear why contribution is helpful: ”what’s in it for others?”
• fear of making mistakes and looking silly
• fear of surveillance and abuse of personal data (i.e. privacy issues)
• no critical mass: too few other participants and contributors
• no obvious ‘opportune moment’ for when to contribute
• no reactions, feedback or rewards: why contribute if no one cares?
• no extra value compared to other alternatives
• prefer top-down quality control by staff or others14
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’participation inequality’
”90–9–1” rule (Nielsen 2006)• 90% ’lurkers’ • 9% sporadic contributors• 1% hyperactive contributors
• blogs = 95–5–0,1• wikipedia = 99.8–0.2–0.003
”legitimate peripheral participation” (Lave & Wenger)• Lave & Wenger (1990). Situated Learning: Legitimate Peripheral Participation.
• ok to be a ’lurker’• ’lurkers’ observe, imitate, test, learn = socializing into
“community of practice”• learning by participating
Nielsen, Jakob (2006). Participation inequality: lurkers vs. contributors in internet communities. Jakob Nielsen's Alertbox, 9.10.2006. http://www.useit.com/alertbox/participation_inequality.html
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http
://f
orre
ster
.typ
epad
.com
/gro
unds
wel
l/201
2/01
/the
-glo
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’participation ladder’
creators
conversationalists
critics
collectors
joiners
spectators
inactives
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different degrees of participation
participatory options for all
“… some people … are drawn to create, but many more prefer to participate in other ways, by critiquing, organizing, and spectating social content.”
“… some people … will never choose to upload content to the Web, no matter how easy it is.”
“Fortunately, there are other participatory options for them.”
• Simon (2010).The Participatory Museum.http://www.participatorymuseum.org/read/+ http://museumtwo.com/
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“low threshold + high ceiling”
“In cultures of participation, not every participant must
contribute, but all participants must have opportunities to
contribute when they want to.” (Fischer 2011:48)
“low threshold and high ceiling, allowing new participants to
contribute as early as possible, and at the same time supporting
experienced participants with a broad functionality for their more
complex tasks” (ibid.)
Fischer, G. (2011). Understanding, fostering and supporting cultures of participation. Interactions, 18(3): 42-53http://l3d.cs.colorado.edu/~gerhard/papers/2011/interactions-coverstory.pdf
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‘scaffolding’
“The best participatory experiences
are not wide open.
They are scaffolded to help people
feel comfortable engaging in the activity.”
“A supportive starting point
can help people participate confidently
– whether as creators, critics, collectors,
joiners, or spectators.”
• Simon (2010, The Participatory Museum, p.13)
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Denver Art Museum: visitors make their own rock music posters, by remixing clips from real posters (Simon 2010:24)
‘scaffolding’
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encouraging to contribute Nielsen, J. (2006). Participation inequality.
http://www.useit.com/alertbox/participation_inequality.html
make it easier to contribute e.g. rating stars rather than writing reviews
make participation a side effect e.g. user data in Amazon ”people buying X also bought …"
edit, don't create (cf. scaffolding)
e.g. modify existing templates rather than creating from scratch
reward – but don't over-reward e.g. preferential treatment (discounts, alerts, gold stars, loan period :-)
but not too much: may stimulate people to dominate system
promote quality contributors ’reputation ranking’: promoting quality contributors
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‘meta-design’ + ‘loose fit’
‘meta-design’: “creates open systems at design time
that can be modified by their users acting as co-designers,
requiring and supporting more complex interactions
at use time.” (Fischer 2011:45)
‘loose fit’: “designing artifacts at design time so that
unexpected uses of the artifact can be accommodated
at use time” (ibid.:46)
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Fischer, G. (2011). Understanding, fostering and supporting cultures of participation. Interactions, 18(3): 42-53http://l3d.cs.colorado.edu/~gerhard/papers/2011/interactions-coverstory.pdf
IVA – Royal School of Library and Information Science
Vannevar Bush (1945). ‘As we may think’. ill. from version in Life Magazine, September 10, 1945
‘memex’
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Ted Nelson, 1965 – ‘hypertext’24
Baran (1964). ‘On Distributed Communications’25
Tim Berners Lee, 1989/90 – ‘World-Wide Web’26
www.edge.org/conversation/the-adjacent-possible[Board game ‘Tantrix’]
”the adjacent possible”
“It just may be the case that biospheres
on average keep expanding into
the adjacent possible.
By doing so they increase the diversity
of what can happen next.
It may be that biospheres […]
maximize the rate of exploration of the
adjacent possible.”Stuart A. Kauffman. The adjacent possible. Edge, 11.9.2003
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Björneborn, BSc course, fall 2013
Ericsson Medialab
Internet = computer network
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= new ‘adjacent possibles’
Björneborn, BSc course, fall 2013
Web = document network
ww
w.c
yberg
eog
raphy.
org
/atl
as/
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= new ‘adjacent possibles’
Björneborn, BSc course, fall 2013
Adam
ic e
t al. (
20
03
). A
soci
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ork
caught
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Web 2.0 = person network
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= new ‘adjacent possibles’
Björneborn, BSc course, fall 2013
• Identity - uniquely identifying people in the system
• Presence - knowing who is online, available or otherwise nearby
• Relationships - describing how two users in the system are related
• Conversations - talking to other people through the system
• Groups - forming communities of interest
• Reputation - knowing the status of other people in the system
- who can be trusted?
• Sharing - sharing things that are meaningful to participants
“Social Software Building Blocks” (Smith 2007)
http://nform.ca/publications/social-software-building-block31
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(Kietzmann et al. 2011)
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people/profiles
places/forums
artefacts/resources
metadata
4 network layers in digital mediation spaces
reachability structures ‘adjacent possibles’
serendipity affordances
Björneborn (2013). Designing for serendipity in food chains of everyday life creativity. http://ku-dk.academia.edu/Bjorneborn 33
IVA – Royal School of Library and Information Science
”participatory mediation spaces”
= more affordances for interaction in whole ‘life wheel’
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IVA – Royal School of Library and Information Science
share/ mediate/ communicate/ disseminate/ inspire/ …
store/ save/ organize/ facilitate/ structure/ …
learn/ experience/ consume/reflect/ remember/ …
create/ produce/ edit/ remix/ copy/ …
find/ search/ explore/discover/ select/ …
(Björneborn 2011. Behavioural Traces …)
Björneborn, BSc course, fall 2013
summing up
social navigation
user-to-user mediation
participatory mediation spaces
barriers for participation
designing participatory affordances
“adjacent possibles”
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IVA – Royal School of Library and Information Science
Björneborn, BSc course, fall 2013