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Drawing from a thematic analysis of 960 tweets for English, 960 tweets for German, and 753 tweets for Mandarin, this article explores how the #MeToo movement was taken up and used in different ways in the first 12 months. The article achieves this by drawing on the concept of platform vernacular, identifying three new, at times overlapping, vernacular practices: spotlighting, interconnectivity, and meta conversations. We argue that these vernacular practices function more than simply as the dominant “grammars of communication” in #MeToo but connect individual experiences of sexual violence to broader political structures such as patriarchy, homophobia, xenophobia, and racism. Yet, as our analysis uncovered, while the vernacular practices enabled #MeToo to be politicized, these systems of oppression were not always challenged, but at times, reinforced. As such, while previous research has shown how (affective) vernacular practices shape what we know and feel about sexual violence, this article highlights how vernacular practices fundamentally shape how the public contextualizes and (mis)understands sexual violence as a political issue. Overall, the article contributes to scholarship in the field of new media, feminism, and communication by showing how hashtags are taken up by the public in different ways and how shared vernacular practices emerge across languages, even when the content, focus, or rhetoric may diverge.

This study investigates how gender-focused nonprofit organizations used Twitter to advocate on behalf of women and girls during the initial stage of the COVID-19 pandemic. We collected tweets from five nonprofits including Canadian Women’s Foundation, Anova, UN Women, National Organization for Women, and Planned Parenthood. Through thematic analysis, we identified nine gender-related themes: safety, physical health, mental health, labor, economic situation, intersectional concerns, leadership, the role of gender in pandemic response and recovery plans, and supporting women’s organizations. A subsequent content analysis revealed that women’s safety, labor, and economic situation were the most prominent themes. It was also revealed that safety and intersectional concerns were raised by all organizations. We applied the theoretical framework of microblogging functions which distinguishes between information-, community-, and action-oriented tweets. Most of the tweets in our study were informational, much fewer were associated with calls to action and community engagement. Our analysis also revealed relationships between the microblogging functions and the tweets’ content themes. We found that informational tweets addressed women’s safety, physical health, economic situation, and the role of gender in pandemic response and recovery plans, while community-oriented tweets addressed women’s labor, leadership, and supporting women’s organizations. Finally, each microblogging function elicited different levels of user engagement on Twitter, with the community-oriented function receiving the largest number of “likes” compared with the information- and action-oriented functions. Our study adds to the growing body of research on social media use by feminist groups and provides novel theoretical insights by expanding the microblogging framework.

Introduction The COVID-19 pandemic had clear impacts on mental health. Social media presents an opportunity for assessing mental health at the population level. Objectives 1) Identify and describe language used on social media that is associated with discourse about depression. 2) Describe the associations between identified language and COVID-19 incidence over time across several geographies. Methods We create a word embedding based on the posts in Reddit's /r/Depression and use this word embedding to train representations of active authors. We contrast these authors against a control group and extract keywords that capture differences between the two groups. We filter these keywords for face validity and to match character limits of an information retrieval system, Elasticsearch. We retrieve all geo-tagged posts on Twitter from April 2019 to June 2021 from Seattle, Sydney, Mumbai, and Toronto. The tweets are scored with BM25 using the keywords. We call this score rDD. We compare changes in average score over time with case counts from the pandemic's beginning through June 2021. Results We observe a pattern in rDD across all cities analyzed: There is an increase in rDD near the start of the pandemic which levels off over time. However, in Mumbai we also see an increase aligned with a second wave of cases. Conclusions Our results are concordant with other studies which indicate that the impact of the pandemic on mental health was highest initially and was followed by recovery, largely unchanged by subsequent waves. However, in the Mumbai data we observed a substantial rise in rDD with a large second wave. Our results indicate possible un-captured heterogeneity across geographies, and point to a need for a better understanding of this differential impact on mental health.

Cyberbullying is a problem in educational settings, and much of the research has focused on the development of effective prevention and response initiatives. Because of the vulnerability of children, cyberbullying research and intervention programs have largely targeted elementary students. A growing body of research has shown that cyberbullying is not limited to elementary settings, but the problem is also prevalent in postsecondary institutions, with potentially severe negative consequences. Yet, there is a gap in research about interventions tailored to this life stage. To address this gap, we conducted virtual semistructured interviews through Zoom with 21 university students on the availability and the effectiveness of prevention and response initiatives on campus, existing barriers, and potential solutions. We found that university students were concerned about a lack of available initiatives, and they identified several barriers, including a lack of cyberbullying conversations occurring on campus, limited knowledge about the impacts of cyberbullying on university students, and stigmatization associated with cybervictimization, which made it difficult for students to openly talk about their experiences. To remedy these barriers, university students offered several solutions: increasing education for postsecondary students, faculty, staff, and support teams; conducting studies examining cyberbullying from the unique life stage perspective of young adulthood and employing an ecological point of view; and finally, creating age-appropriate cyberbullying resources, such as flyers, webpages, and anonymous reporting systems. A central theme across these solutions was the need for conversations around cyberbullying experiences at the postsecondary level, as students perceived that it was treated as a taboo topic.

Humanities scholars have long claimed the importance of browsing in the library stacks as part of their research process. The digitization practices of libraries and archives, while meant to assist with preservation and access, make the physical browsing experience impossible. While there have been various attempts to recreate this experience online, none as yet has created a digital tool which users can interact with as they move through the physical material in the library. This paper aims to introduce the concept of the Serendipitous Tool for Augmenting Knowledge (STAK), a geolocative app that allows users to access material complementary to what they are looking at on library shelves. The authors outline the research behind STAK, the potential for locative media and augmented reality in libraries, and the design requirements for STAK. Finally, they outline two elements of serendipity that they hope to emulate in STAK: Noticing, and Capture and Recall. By enhancing the physical collection with digital information, STAK aims to bring scholars the best of both worlds, and to encourage them to return to the physical library to explore, learn, and browse. Depuis longtemps, les chercheurs des sciences humaines soulignent l’importance dans leur processus de recherche de parcourir des ouvrages dans les rayons des bibliothèques. Bien que les pratiques de numérisation des bibliothèques et des archives aient pour objet d’aider la préservation et l’accès, elles rendent aussi impossible l’expérience de la consultation physique sur place. Il y a bien eu diverses tentatives pour recréer cette expérience en ligne, mais aucune n’a jusqu’à présent créé un outil numérique avec lequel les usagers peuvent interagir alors qu’ils consultent physiquement la documentation dans la bibliothèque. Cet article vise à introduire le concept de Serendipitous Tool for Augmenting Knowledge (STAK) (Outil fortuit pour l’enrichissement de la connaissance), une application géo-locative qui permet aux usagers d’avoir accès à une documentation complémentaire à celle qu’ils recherchent dans les rayons de la bibliothèque. Les auteurs présentent la recherche motivant STAK, le potentiel des médias locatifs et de la réalité enrichie dans les bibliothèques, et les exigences de la conception de STAK. Enfin, ils soulignent deux éléments d’heureux hasard qu’ils espèrent imiter dans STAK: Constater, et Saisir et Rappeler. En optimisant la collection physique au moyen de l’information numérique, STAK vise à apporter aux chercheurs le meilleur des deux mondes, et à les encourager à retourner dans la bibliothèque physique pour explorer, apprendre et parcourir les ouvrages.

In this paper, we propose a new ethnographic method for the study of produsage (Bruns 2008) in social media contexts. The proposed method is based on three lines of thought: Marx’s method of ‘A Workers’ Inquiry’, the autonomists’ method of co-research, and recent critical theory of Web 2.0. To show the applicability and usefulness of the proposed method, we first compare it to other Marxist inspired methodological approaches and then we describe a case study to illustrate the method’s diversity and its potential for providing new insights into the processes of produsage and the commodification of audiences as described in previous work by Smythe (1977), Bruns (2008), Cohen (2008), and Fuchs (2011). The case study consists of a critical examination of the mode of produsage as it takes place in Flickr, one of the largest photo-sharing communities on the Internet.

Big Data research is currently split on whether and to what extent Twitter can be characterized as an informational or social network. We contribute to this line of inquiry through an investigation of digital humanities (DH) scholars’ uses and gratifications of Twitter. We conducted a thematic analysis of 25 semi-structured interview transcripts to learn about these scholars’ professional use of Twitter. Our findings show that Twitter is considered a critical tool for informal communication within DH invisible colleges, functioning at varying levels as both an information network (learning to ‘Twitter’ and maintaining awareness) and a social network (imagining audiences and engaging other digital humanists). We find that Twitter follow relationships reflect common academic interests and are closely tied to scholars’ pre-existing social ties and conference or event co-attendance. The concept of the invisible college continues to be relevant but requires revisiting. The invisible college formed on Twitter is messy, consisting of overlapping social contexts (professional, personal and public), scholars with different habits of engagement, and both formal and informal ties. Our research illustrates the value of using multiple methods to explore the complex questions arising from Big Data studies and points toward future research that could implement Big Data techniques on a small scale, focusing on sub-topics or emerging fields, to expose the nature of scholars’ invisible colleges made visible on Twitter.