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This study posits that graphicon use follows an evolutionary trajectory characterized by stages. Drawing on evidence that the uses and functions of emoticons have changed over time and that the introduction of emoji affected the popularity and usage of emoticons, we examine the uses of the newer types, emoji and stickers, and consider the relationship of stickers to emoji. Adapting the apparent-time method from the sociolinguistic study of language change, we compare sticker and emoji use by English-speaking Facebook Messenger users, exploring how they are used and under what conditions using semi-structured interviews and a large-scale survey. Stickers are argued to be more pragmatically marked for emotional intensity, positivity, and intimacy, characteristic of a more recent stage of evolution, while emoji use exhibits signs of conventionalization and pragmatic unmarking. The identification of patterns that characterize evolutionary stages has implications for future graphicon use.

An online survey, the Understanding Emoji Survey , was conducted to assess how English-speaking social media users interpret the pragmatic functions of emoji in examples adapted from public Facebook comments, based on a modified version of [15]’s taxonomy of functions. Of the responses received (N = 519; 351 females, 120 males, 48 “other”; 354 under 30, 165 over 30, age range 18--70+), tone modification was the preferred interpretation overall, followed by virtual action , although interpretations varied significantly by emoji type. Female and male interpretations were generally similar, while “other” gender respondents differed significantly in dispreferring tone and preferring multiple functions . Respondents over 30 often did not understand the functions or interpreted the emoji literally, while younger users interpreted them in more conventionalized ways. Older males were most likely, and younger females were least likely, to not understand emoji functions and to find emoji confusing or annoying, consistent with previously reported gender and age differences in attitudes toward, and frequency of, emoji use.

Participants in textual CMC must identify to whom or what a message responds in order to establish conversational coherence. Media sharing sites provide rich prompts that make available multiple, diverse, potential addressees. We conducted an exploratory content analysis of addressee types and how they relate to the content of messages in three YouTube comment threads related to the COVID-19 pandemic, applying addressee and topic coding schemes inspired by [6]'s YouTube participation framework. Some addressee types and content types were mentioned significantly more frequently than others, although there was variation across threads. Also, certain kinds of topics were addressed more with certain addressees, and different topics were addressed in replies than in comments. Thus, the interaction between addressee and message content should be considered in analyses of conversational coherence on YouTube and other rich-prompt CMC platforms. © 2021 IEEE Computer Society. All rights reserved.

We compared psychological distance in a mock job interview that was conducted either in-person or via mobile telepresence. In the mobile telepresence setting, the interviewers communicated through a telepresence robot. In one of the first explorations of how mobile telepresence affected psychological distance, we analyzed use of pronouns that suggested distance or closeness, and we also analyzed interviewer behavior (backchanneling) across the conditions. In addition, we analyzed stories told as part of the interview. We looked at elements of the stories as well as how interviewees interacted with physical objects on a table in front of them. We found that mobile telepresence disrupts conversational processes and content and amplifies psychological distance. There were fewer backchannels in the mobile telepresence setting and changed story elements. Interviewees also made use of objects differently in the mobile telepresence setting. Pronoun use went against our hypotheses, but can be interpreted as a response to psychological distance. Taken together, the evidence suggests that in-person interviews are more grounded and interactive than interviews via mobile telepresence robots.

The popular press is currently rife with speculation that emoji are becoming a global, digitally-mediated language. Sequences of emoji that function like verbal utterances potentially lend strong support to this claim. We employ computer-mediated discourse analysis to analyze the pragmatic meanings conveyed through emoji sequences and their rhetorical relations with accompanying text, focusing on posts by social media influencers and their followers on a popular Chinese social media platform. The findings show that the emoji sequences can function pragmatically like verbal utterances and form relations with textual propositions, although their usage differs from textual utterances in several respects. We also observed user innovations that make the sequences more language like, although there is not as yet a fixed grammar of emoji sequences. We characterize this emoji use as an emergent graphical language, with the caveats that it is not yet a fully-formed language and that the Chinese emoji language that is emerging is different from the English variety, and therefore emoji are not a universal language. In order to promote the further development of emoji language(s), we advance recommendations for emoji design grounded in linguistic principles.

Language and Discourse in Social Media: New Challenges, New Approaches. by Massimiliano Demata, Dermot Heaney and Susan C. Herring TEXTS BY: Michael S. Boyd, Paola Catenaccio, Michelangelo Conoscenti, Giuliana Elena Garzone, Ilaria Moschini, Anna Franca Plastina, Alessandra Rizzo, Marianna Lya Zummo, Altre Modernità, 2018: NUMERO SPECIALE: Language and Discourse in Social Media: New Challenges, New Approaches

This study analyzes how teens represent themselves through their profile photographs on a popular nonymous chat site. Using visual content analysis methods, we analyzed 400 profile photographs, controlling for the self-reported gender and the apparent race of the photographic subject. The analysis finds significant differences in gaze, posture, dress, and distance from the camera according to gender and race, although racial differences are stronger for boys than for girls. To a surprising extent, the findings mirror previous findings of gender and race differences in face-to-face interaction, suggesting that the teens construe their profile images as invitations to interact with others online. At the same time, their photo choices reproduce culturally dominant ideologies of gender and race as reinforced by mass media images.

Telepresence robotics is a sophisticated form of robotic remote control in which a human operator has a sense of being on location -- that is, of being telepresent. I propose a demonstration of two telepresence robots, one floor model (VGo) and one tabletop model (KUBI). In this proposal, I describe the technology and briefly summarize the research that led to the purchase of the robots. The research focused on the telepresence needs of a mobility-impaired academic and included a user study as well as a review of the affordances of commercially-available telepresence robotic devices. The implications extend beyond uses of telepresence robots in cases of mobility impairment to academic contexts in general.

This study evaluates empirically the proposition implicit in much recent gender and CMC research that expressions of gender distinctness among teens in online environments are becoming less frequent and less traditional. Gender preferences were analyzed in linguistic features and communication styles in synchronous text messages, along with self-presentation in user profile pictures, drawing on data from popular English-language teen chat sites collected in 2010. Significant differences were found in speech acts, message tone, and in physical stance, dress, and social distance in profile pictures that generally conform to traditional gender stereotypes. These findings are interpreted in light of previous gender and teen CMC research, adolescent development and socialization patterns, mass media representations, and trends towards media convergence in chat platforms.

Project-based learning engages students in problem solving through artefact design. However, previous studies of online project-based learning have focused primarily on the dynamics of online collaboration; students' knowledge construction throughout this process has not been examined thoroughly. This case study analyzed the relationship between students' levels of knowledge construction during asynchronous online discussions with respect to engagement in project-based learning. Graduate students' online postings in a course that comprised both project-based and non-project learning activities were coded and counted for knowledge construction, teaching, and social interaction moves using computer-mediated discourse analysis. Chi-square analyses found that the instructor's teaching discourse remained fairly consistent during project-based and non-project learning. Despite this, students' online discussions during project-based learning were characterized by more advanced levels of knowledge construction, where ideas were rationalized and integrated into plausible solutions. In contrast, students' online postings outside project-based learning rarely moved beyond the lower levels of information sharing and idea exploration. Based on these results, guidelines for designing and facilitating online project-based learning are presented and discussed.

The term 'emoticons'—short for 'emotion icons'—refers to graphic signs, such as the smiley face, that often accompany computer-mediated textual communication. They are most often characterized as iconic indicators of emotion, conveyed through a communication channel that is parallel to the linguistic one. In this article, it is argued that this conception of emoticons fails to account for some of their important uses. We present a brief outline of speech act theory and use it to provide a complementary account of emoticons, according to which they also function as indicators of illocutionary force. More broadly, we identify and illustrate three ways in which emoticons function: 1) as emotion indicators, mapped directly onto facial expression; 2) as indicators of non-emotional meanings, mapped conventionally onto facial expressions, and 3) as illocutionary force indicators that do not map conventionally onto a facial expression. In concluding, we draw parallels between emoticons and utterance-final punctuation marks, and show how our discussion of emoticons bears upon the broader question of the bounds between linguistic and non-linguistic communication.

This panel will provide a global perspective on Wikipedia research. The literature on Wikipedia is mostly anecdotal, and most of the research has focused attention primarily on the English Wikipedia examining the accuracy of entries compared to established online encyclopedias (Emigh & Herring, 2005; Giles, 2005; Rosenzweig, 2006) and analyzing the evolution of articles over time (Viegas, Wattenberg, & Dave, 2004; Viegas, Wattenberg, Kriss, & van Ham, 2007). Others have examined the quality of contribution (Stvilia et al., 2005). However, only a few studies have conducted comparative analyses across languages or analyzed Wikipedia in languages other than English (e.g., Pfeil, Zaphiris, & Ang, 2006). There is a need for international, cross-cultural understanding of Wikipedia. In an effort to address this gap, this panel will present a range of international and cross-cultural research of Wikipedia. The presenters will contribute different perspectives of Wikipedia as an international sociocultural institution and will describe similarities and differences across various national/language versions of Wikipedia. Shachaf and Hara will present variation of norms and behaviors on talk pages in various languages of Wikipedia. Herring and Callahan will share results from a cross-language comparison of biographical entries that exhibit variations in content of entries in the English and Polish versions of Wikipedia and will explain how they are influenced by the culture and history of the US and Poland. Stvilia will discuss some of the commonalities and variability of quality models used by different Wikipedias, and the problems of cross-language quality measurement aggregation and reasoning. Matei will describe the social structuration and distribution of roles and efforts in wiki teaching environments. Solomon's comments, as a discussant, will focus on how these comparative insights provide evidence of the ways in which an evolving institution, such as Wikipedia, may be a force for supporting cultural identity (or not).

We introduce an efficient coding system for dynamic topic analysis (DTA), a computer-mediated discourse analysis technique that codes and visualizes topical development over time in online discussions. Our system provides three main functionalities: intuitive coding with a touch screen interface, automated inter-rater agreement computation, and visualization of the coding results. Using the system, we conducted a preliminary DTA of 28,131 user comments from the popular music distribution sites SoundCloud and Last.fm. The analysis shows that most SoundCloud and Last.FM comments are narrowly on-topic and prompt-focused, as compared to discussions in other social media that exhibit more topical elaboration.

This panel will bring together experts on robotic telepresence from HCI and related fields. Panelists will engage the audience in a discussion of visions, opportunities and challenges for the future of telepresence robots.

This study describes an example of design-based research in which we make theoretical improvements in our understanding, in part based on empirical work, and use these to revise our curriculum and, simultaneously, our evolving theory of the relations betweencontextsanddisciplinaryformalisms.Priortothisstudy,wecompletedafirstcycle of design revisions to a game-based ecological sciences curriculum to make more apparent specific domain concepts associated with targeted learning standards. Of particular interest was using gaming principles to embed standards-based science concepts in the curricular experiencewithoutunderminingthesituativeembodimentcentraltoourdesignphilosophy. InStudyOnereportedhere,thesamefirst-cycleelementaryteacherusedtherefinedsecond- cycle curriculum, again with high-ability fourth graders. We then analyzed qualitative and quantitative data on student participation and performance to further refine our theory and revise the curriculum. In Study Two, another teacher implemented a further refined second- cycle curriculum with lower achieving fourth graders, including several students labeled as having special needs. We use the design trajectory and results to illustrate and warrant the creation of a situationally embodied curriculum that supports the learning of specific disciplinary formalisms. C

This study investigates the relationship between computer self-efficacy, mentoring, and the gender of mentors and students. The decline of women in IT-related programs of U.S. universities has led scholars to suggest that making more female faculty mentors available could raise female students' computer self-efficacy. This could address women's computational reticence and encourage more women to enter and remain in the programs. A survey of students from IT-related programs in five U.S. universities shows that extent of mentoring received, gender of students, and time students spent on computers as teenagers were significant predictors of computer self-efficacy. Extent of mentoring, gender of students, and gender of mentors have significant main effects on computer self-efficacy. Students with male mentors reported significantly higher computer self-efficacy while students with female mentors reported lower computer self-efficacy. Female students with no mentors reported the lowest level of computer self-efficacy.

This case study evaluates the potential of synchronous chat for deep learning in the context of a distance education program between two universities in different cultural contexts, with a focus on interaction and facilitation. Three rubrics—functional moves, social construction of knowledge, and teaching presence—were applied in a longitudinal content analysis of chat sessions between four adult learners in Azerbaijan and their two facilitators in the U.S. The findings reveal that although the quality of the interaction was limited by the nature of the task, language difficulties, and differing cultural expectations about instruction, conceptual negotiative activity increased over time. In conjunction with previous research on constructivist learning, these results support the view that synchronous chat can facilitate deep learning, but also suggest that the cost may outweigh the benefits, especially when language and cultural barriers must be overcome.

The Islamic State of Iraq and Syria (ISIS) relies heavily on propaganda in the form of videos distributed over social media to recruit supporters and new members to its cause, including from the U.S. The U.S. government has countered with anti-ISIS propaganda videos; however, sources claim that the U.S. is losing the propaganda war. We evaluate that claim through a comparative multimodal content analysis of the ISIS video Flames of War and the videos posted in response on the U.S. Department of State’s (USDS) Think Again Turn Away YouTube channel. Our findings shed light on some of the reasons why the USDS anti-propaganda videos are less rhetorically effective than the ISIS videos, including a one-dimensional narrative, a stance that could appear inauthentic, and a lack of sensitivity to Islamic culture. In concluding, we advance recommendations that the USDS could follow to strengthen its online propaganda defense against ISIS, and extend the implications of our findings to other social media fronts where the ISIS vs. USDS propaganda war is being waged.

This study analyzed rhythm and timing in 18 instant messenger (IM) conversations between one advisor and four graduate students (4 dyads), hypothesizing that individuals would show a consistent style across sessions but would differ from one another across dyads. ANOVA results supported the hypotheses for individual students and dyads; however, the advisor varied the timing of her messages to harmonize with the students’ preferred temporal styles. These findings suggest that individuals’ temporal consistency with themselves may be disrupted if they accommodate to others; advisors may be especially likely to do this. A correlation was also found between number of characters and seconds per message across sessions, on the basis of which we posit an overall temporal profile for dyadic IM. Implications of the findings are discussed for online advising, instruction, and system design.

The microblogging service Twitter is in the process of being appropriated for conversational interaction and is starting to be used for collaboration, as well. In order to determine how well Twitter supports user-touser exchanges, what people are using Twitter for, and what usage or design modifications would make it (more) usable as a tool for collaboration, this study analyzes a corpus of naturally-occurring public Twitter messages (tweets), focusing on the functions and uses of the @ sign and the coherence of exchanges. The findings reveal a surprising degree of conversationality, facilitated especially by the use of @ as a marker of addressivity, and shed light on the limitations of Twitter’s current design for collaborative use.

This paper analyzes gender in relation to turn allocation in a popular Thai chat room on the World Wide Web. We analyze turn-taking and response patterns in light of Sacks, Schegloff and Jefferson's (1974) model of turn allocation in face-to-face conversation, taking into consideration the independent variable of participant gender. We also analyze use of, and responses to, flirtation in the chat room. Our results show that females participate more often and receive a higher rate of response from both females and males. Males, who are in the minority, must work harder to take the floor, even in their attempted flirtatious interactions. These results suggest that gender interacts with culture online in complex ways: Contrary to previous findings on gender in chat rooms, and contrary to culturally-based expectations about the subordinate status of Thai women, females appear to be relatively empowered in the Thai chat room studied here, as assessed through turn allocation patterns.

The “shrinking pipeline” of women who ascend through the ranks in computer science education programs and careers is by now a familiar problem. Women drop out at rates faster than men at all levels of educational and professional advancement, resulting in a gender gap especially pronounced at the highest levels of the computing workforce, and that has not narrowed appreciably at any level in more than 20 years (Camp, 1997; ITAA, 2005; Vegso, 2005). Efforts to move more women into the pipeline at lower levels have met with limited success (cf. the Carnegie Mellon experience as reported by Margolis & Fisher, 2002); girls and women still express less interest than boys and men in studying computer science and pursuing information technology (IT) careers (Bentson, 2000; Vegso, 2005). A reason often cited in the literature is the masculine culture of many computer science programs and IT workplaces, which is perceived by many women as alien and unwelcoming (Bentson, 2000; Spertus, 1991; Turkle, 1988). Even when institutions make efforts to treat women and men equally or accord women special consideration in admissions and hiring decisions, attitudes discouraging women from entering computing persist, both within the institutions and in society at large. Sometimes these attitudes are expressed overtly: Underground “hacker” culture is notoriously antagonistic to women (Gilboa, 1996), and even mainstream computer aficionados respond with resistance and sexist jokes to proposals to recruit more girls and women to study computer science (Slashdot.org, 2005). Moreover, there is a widespread perception that computer experts are socially-isolated “geeks” or “nerds” obsessed with technology, a mode of being that women, who tend to be more socially oriented, find unappealing (Margolis & Fisher, 2002; Turkle, 1988). Fortunately, the situation for computer science does not tell the whole story. In the latter part of the 20t h century, the expansion of computing and the Internet fueled the rise of applied IT fields in which technical skills, rather than being developed for their own sake, are increasingly put to use in the service of human needs. Applied fields, such as information science, information systems and instructional technology, have gained strength, and a new interdisciplinary field, informatics, has emerged. At the same time, interest in computer science itself is declining, especially among women (ITAA, 2005; Vegso, 2005). In this article, we explore the possibility that applied IT fields may provide more women-friendly cultures while still focused on technology. The larger question underlying this exploration is: Does applied IT education have the potential to bridge the “gender computing gap”?

This paper presents the results of a genre analysis of two web-based collaborative authoring environments, Wikipedia and Everything2, both of which are intended as repositories of encyclopedic knowledge and are open to contributions from the public. Using corpus linguistic methods and factor analysis of word counts for features of formality and informality, we show that the greater the degree of post-production editorial control afforded by the system, the more formal and standardized the language of the collaboratively-authored documents becomes, analogous to that found in traditional print encyclopedias. Paradoxically, users who faithfully appropriate such systems create homogeneous entries, at odds with the goal of open-access authoring environments to create diverse content. The findings shed light on how users, acting through mechanisms provided by the system, can shape (or not) features of content in particular ways. We conclude by identifying sub-genres of web-based collaborative authoring environments based on their technical affordances.

News sites on the World Wide Web pose challenges for information retrieval due to their dynamic content and a tendency to produce multiple versions of the same story. In this study, we advance a method we refer to as micro-longitudinal sampling that automates the capture and reduction of news site content at one-minute intervals to a manageable size for qualitative analysis. This method was used to mine text and images from the front pages of three major news sites over a three-week period, and the changes identified were manually analyzed using content analysis and critical linguistics methods. The results reveal multiple motivations for changes, only some of which, it is argued, need to be attended to in searching and archiving online news.

Proceedings of the Twentieth Annual Meeting of the Berkeley Linguistics Society: General Session Dedicated to the Contributions of Charles J. Fillmore (1994)

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