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Background: When the Toronto Raptors competed in the 2019 National Basketball Association playoffs, fans in Toronto participated in a collective spectating experience by watching games in an outdoor space called Jurassic Park. Analysis: This article analyzes how journalists depicted the Jurassic Park watching area as an assemblage of human and non-human matter. In these accounts, bodies and sounds collectively transformed the space into an intimate and emotionally resonant place. Conclusions and implications: These depictions recognize the agency of non-human matter but expose a settler colonial conceptualization of Toronto as a place. They also expose the impermanency of fan-based unity and long-term environmental effects of the waste spectators produce. [ABSTRACT FROM AUTHOR]

Drawing on ethnography, this study investigates the treatment of blind and visually impaired people (BVIP) in the workplace adopting a sociomaterial framework based on acoustemology. This approach concerns the process of knowing with and through sound. In line with interest in multimodality within organization studies, acoustemology recognizes the auditory as a way to access systems of meanings, negotiations, co-constructions, discrimination and culture within organizations. Considering visual impairment as a culture, this research explores the way in which sound and sonic technologies act as relational (both social and material) channels through which BVIP conduct themselves in the workplace, interact with sighted co-workers, gain recognition and produce and reproduce a system of meanings. Through acoustemology, this study contributes to the issue of organizational inclusion of people with disability proposing dis-continuity, a concept that helps explore inclusion as a practice that involves alternative epistemologies and brings about changes in organizational culture. [ABSTRACT FROM AUTHOR]

The aim of this paper is to set out a new position within the socio-material field of creativity research that puts a great emphasis on an ecological and social awareness. As part of a new research project on Creativity and Performance Pressure, the authors map recent contributions to the field of creativity research with an emphasis on socio-materiality. 25 studies are displayed to explore the relation between man, materials and making as creative doings. Based on the findings, the authors argue that an individualized and isolated understanding of creativity endorses a growth paradigm that increasingly challenges both the globe and the life upon it. Future investigations on creativity should aim to learn more about human relatedness and how it contributes to prosperity among all life forms. This leaves behind the isolated individualistic approach towards creativity and replaces it with an ethnographic-informed human curiosity towards social and situational responsiveness. [ABSTRACT FROM AUTHOR]

Nordic perspectives on playful learning have been defined by values and preconceptions associated with play in schooling. However, playful learning also emerges in specific ways as part of the patterns of relations that form classroom teaching and learning. Patterns can be understood as sociomaterial relationships in practice that create rhythms which become constitutive for specific teaching and learning practices (Sørensen, 2009). In the paper, I identify and trace ways in which specific patterns are created by multiple relationships that enable and hold together playful learning activities. With a focus on patterns of relations, I draw on performative understandings of playful learning which are holistically defined by complex sociomaterial relationships. The paper explores how these patte rns enact Nordic ways of doing playful learning that are defined by both specific materialities, moods, and rhythms of doing language learning in secondary schooling. The paper builds on observations and interview data from a project in which teachers and students from three Danish schools experimented with playful learning in the school subjects English and German. In the project, experimentation and didactic development were enabled through action learning processes involving the participating teachers and the researcher. Experiments were scaffolded through use of the platform Drama Studio, where students can create animated stories using avatars in multimodal drama production. The paper focuses on a specific case in which the teaching of German became part of doing hygge as a seasonal mood in the classroom during an unusually long, four-hour German session. In the dynamics of enacting German as hygge, multiple relationships emerged that both held together and transcended the apparently delineated activity of doing German through Drama Studio. [ABSTRACT FROM AUTHOR]

In expanding on the 'dynamics first, symbols afterwards' principle (Cowley 2009) of Distributed Language research, I propose that embodied linguistic competencies comprise the prerequisite for human agents to engage in sociomaterial practices. I make the case that human practical activity is fundamentally 'enlanguaged' and that linguistic skills are not only trans-practical in the sense of enabling agents to engage in diverse activities across practices but also that they constitute the basis for adult skill acquisition (see Dreyfus and Dreyfus 1986) more generally. Specifically, I explore language-relative skills as the enablers of more diverse activities than what is prescribed to them by Saussurean linguistic tradition i.e., the denotative relations intrinsic to linguistic signs as well the rule-governed combinations of such signs into meaningful sentences. [ABSTRACT FROM AUTHOR]

In the field of educational robotics, it is important to understand the processes trough which child-robot interactions are established during play activities. In terms of socio-material characteristics, robots can vary widely, from more mechanical robots to more anthropomorphic ones. Research has shown that the degree of anthropomorphization of the robot has an impact on how children perceive and interact with the robot. The role of the socio-material characteristics is still poorly explore in the 18–36-month age group. The aim of the study was to investigate how the presence of two robots, which differed in their socio-material characteristic of anthropomorphization, shapes both the individual and group play activities of 25 children aged 18–36 months. The children were observed during free group play sessions in which they had access to two types of robots: Idol, with more human-like features, and Pixy, a more mechanical robot with minimal anthropomorphism. Observations made through video recordings were transcribed. Qualitative analysis was conducted, and six units of analysis of children’s interaction with robots were identified. The main finding from our study is that children as early as 18 months are sensitive to the socio-material characteristics of the robotic artefact, influencing the way they interact with the robot and with each other. Notably, children displayed more imitation behaviors and social interactions with Idol, the more anthropomorphic robot, while Pixy, the mechanical robot, was primarily explored for its mechanical features. From an educational point of view, we highlight the importance of the construction of the learning environment and the choice of materials to propose to the children in play; the robot could be used to reinforce symbolic play, imitation, and to support group interaction. [ABSTRACT FROM AUTHOR]

Transparency in teamwork and across team members' status is one of the main challenges in remote work, and using online collaborative whiteboards (OCW) is a potential solution for more transparent teamwork. We explore the experience of transparency of three design teams who used an OCW called Miro in remote work during the COVID-19 pandemic. Our aim was to gain in-depth understanding on what constitutes transparency in this teamwork context. We conducted a qualitative interview study with 11 participants who are user experience and service designers, and who actively use Miro in their daily work. We adopted sociomateriality as our research lens and thematically analysed the data, finding that transparency at work is a dynamic experience ranging between positive and negative. Rather than being merely users' or organisations' choices or the result of the tool affordances, the experience of transparency at work is an outcome of sociomaterial entanglements between the user, tool, and organisation. Furthermore, the occupational and organisational factors not only affect the experience of transparency, but they also actively constitute it. [ABSTRACT FROM AUTHOR]

To explore issues of safety and security at school the research reported here investigated the way a sense of security was created in school, how security was linked to different locations and situations, and the influences that acted on pupils' sense of security. Pupils in year 1 in Sweden took photographs associated with insecurity and security, and these were used as starting points for small-group discussions. Analysis makes use of Deleuze and Guattari's (1987) theoretical concepts including assemblage, affect, rhizome and desire. This article provides an insight into the vulnerability of little bodies, in which materiality and thing-power played a large part. Security was created in assemblages, in the interplay between locations, things and pupils. It varied between different points in time and also increased or decreased depending on the risks the pupils dared expose themselves to. Happiness, freedom, self-assertiveness, status, and self-preservation were examples of desires arising in the assemblage and influencing the sense of security. The article provides examples of how the sense of security may be affected and follows a molecular rhizome of understanding the appearance of emotions of security in school. [ABSTRACT FROM AUTHOR]

Drawing on a socio-materialist perspective, this study analyses connections between cultural contexts, the social situatedness of learning experiences and the material artefacts in rural Chilean schools. Our focus on different dimensions of design foregrounds the ways materials and places may act together with other elements to influence human thinking, learning and action. Results show that all the schools in the study met minimal standards on physical variables (temperature, air quality, lighting, noise and safety), and that in recent times, school designs emphasise a participatory design process, which includes community consultation, and where cultural and natural aspects of the surroundings are taken into account and prioritised. Given the richness of the natural landscape and culture observed in rural areas, this paper offers original insights into the ways that educators can explore the natural environment and indigenous culture to promote meaningful situated learning and empower students in rural schools. [ABSTRACT FROM AUTHOR]

We investigate the links between accumulation and socio-metabolic regimes by studying French capitalism from socio-economic and material perspectives since 1948. We characterize its social metabolism both in domestic and footprint approaches. The periodization of accumulation regimes in terms of Fordism and finance-led capitalism translates into material terms. The offshore materiality of finance-led capitalism partly substitutes for and partly complements the more domestic materiality inherited from Fordism. The transition phase between the two socio-metabolic regimes clearly corresponds to the emergence of the offshoring–financialization nexus of French capitalism, indicating the shift from Fordism to finance-led capitalism. We highlight strong inter-linkages between accumulation and material dynamics and discuss how materials may be instrumental in shaping accumulation regimes. We therefore introduce the concept of accumulation–metabolism nexus. This work illustrates the relevance of combining institutionalist macroeconomics with Material Flow Analysis. [ABSTRACT FROM AUTHOR]

The advent of non-fungible tokens (NFTs) in the art world has led to the emergence of a unique aesthetic sensibility, ‘crypto-aesthetics.’ This nascent phenomenon is marked by the amalgamation of digital and traditional art forms, the exploration of decentralisation and blockchain themes, and an emphasis on scarcity and digital ownership. This article proposes to examine the crypto-aesthetic phenomenon of NFT art through the lens of New Materialism, in particular the key concepts of two major New Materialist thinkers, namely Karen Barad and Jane Benett. Our application of New Materialism elucidates crypto-aesthetics as a distinct occurrence stemming from the interplay of object-reality, agency and networks, sociomateriality, and cultural and historical contexts. Utilising the New Materialism perspective to investigate crypto-aesthetics sheds light on the intricate relationships, processes, and consequences shaping the art market vis-à-vis NFTs and digital art. By acknowledging the agency of matter and the entwined nature of human and non-human entities, a more holistic comprehension of crypto-aesthetics’ transformative potential for artistic expression, value generation, and cultural dynamics can be attained. Our theoretical framework offers a novel lens through which to explore and understand the burgeoning world of NFT art and its crypto-aesthetic tendencies. [ABSTRACT FROM AUTHOR]

While the research on communication visibility has typically focused on how visibility is enacted among employees who are familiar with the networks, practices and technologies of the organization, this study focuses on the experiences of newcomers. Additionally, while technology use around newcomers has typically been approached in parallel with face-to-face communication, our study concentrates on fully remote organizational entry. Qualitative interview and survey data among 24 newcomers revealed that the dimensions of visibility – the sociomaterial context, actors’ actions and observers’ actions – play a role in uncertainty and impression management during the entry process, while simultaneously reflecting to visibility management. The findings contribute to a model theorizing the relationship between visibility, uncertainty, impression management and sociomateriality during remote organizational entry. [ABSTRACT FROM AUTHOR]

Little attention has been given to questions of blocked access in public administration research. We draw on past scholarship on access: qualitative research accounts in public administration that address access processes, problems, and possibilities; and our own experience with access challenges in a public school setting involving public sector employees. This allowed us to detail three methodological principles to facilitate the initiation of ethnographic research while access was constantly (re)negotiated: accounting for regulations, rules, and ruling artifacts; meaningful events; and routine and non-routine artifacts. We investigated public administration regulations, events, and artifacts, developing and employing an empirical method to collect data under conditions where access to primary field sites is blocked based on the boundary condition of our investigation. By describing the research findings and their applications, we demonstrate that conceptualizing access problems as multiple data layers can provide researchers with profound insights into relational dynamics, thereby enriching qualitative inquiry in public administration research. We conclude by arguing that this approach remains highly relevant even as field access is constantly negotiated. [ABSTRACT FROM AUTHOR]

The current article examines interdisciplinary programs in higher education through the lenses of collective leadership, liminal spaces, and communitas. Interdisciplinary programs often exist in transitional, in‐between spaces within academic institutions, challenging traditional hierarchical and disciplinary structures. The current article explores how these liminal spaces can be leveraged to foster collective leadership and a sense of communitas, shared community, and identity among program members. Using Kansas State University as a case study, the article highlights the importance of sociomateriality in constructing leadership and practices such as coaching, mentoring, and advising that can support communitas and collective leadership in interdisciplinary contexts. The article suggests that relationship‐focused practices are key to navigating and transforming hierarchical pressures in academic environments, ultimately advocating for a more inclusive and collaborative approach to leadership in higher education. [ABSTRACT FROM AUTHOR]

This study analyzed collaborative invention projects by teams of lower-secondary (13–14-year-old) Finnish students. In invention projects, student teams design and make materially embodied collaborative inventions using traditional and digital fabrication technologies. This investigation focused on the student teams' knowledge creation processes by examining how they applied maker practices (i.e., design process, computer engineering, product design, and science practices) in their co-invention projects and the effects of teacher and peer support. In our investigations, we relied on video data and on-site observations, utilizing and further developing visual data analysis methods. Our findings assist in expanding the scope of computer-supported collaborative learning (CSCL) research toward sociomaterially mediated knowledge creation, revealing the open-ended, nonlinear, and self-organized flow of the co-invention projects that take place around digital devices. Our findings demonstrate the practice-based, knowledge-creating nature of these processes, where computer engineering, product design, and science are deeply entangled with design practices. Furthermore, embodied design practices of sketching, practical experimenting, and working with concrete materials were found to be of the essence to inspire and deepen knowledge creation and advancement of epistemic objects. Our findings also reveal how teachers and peer tutor students can support knowledge creation through co-invention. [ABSTRACT FROM AUTHOR]

Informal interactions are vital in daily workplace communication, shaping performance, well-being, collaboration, and overall organizational functioning. However, as the ongoing trends of remote and hybrid work present significant changes and challenges to these interactions, supporting remote informal communication (RIC) becomes urgent. To address this pressing issue, we adopt a socio-technical systems perspective to gain in-depth insights into the enabling and constraining factors related to RIC. Our findings of semi-structured interviews with working adults (N=33) reveal important changes and challenges related to informal communication in the remote work context. We identify eleven interrelated socio-contextual, intrapersonal, and technological factors, culminating in a comprehensive conceptual framework of RIC. Based on our findings, we provide practical recommendations to effectively facilitate RIC in organizations and discuss future research avenues for understanding effective RIC in organizations. [ABSTRACT FROM AUTHOR]

Despite the intimacy between the situation and our agency, "situation" remains an ambiguous concept in theory. Even within the context of situated theories of cognition and agency that take the organism-environment system as central in their investigations, the notion of "situation" has been undertheorized. Yet, whether affordances are relevant depends on the situation. Therefore, Van Dijk and Rietveld argue that we must understand the practical situation in which behavior occurs in order to know how we respond to the affordances that the materials and other people offer. Taking John Dewey's notion of "situation" as the basis for investigation, I follow Shaun Gallagher's analysis of how we are not just part of a situation, but we understand what an action is only in relation to a situation. Situations act like large-scale affordances, but this does not mean that affordances are inviting or soliciting as such. Because of the situational transactions with the environment that an agent has, the environment pushes and pulls the agent from and toward certain actions. This means that environments have expressive qualitative features that are non-subjective emotional qualities and social gestalt. I propose four overlapping but distinct features or axes of analysis of situations that can be identified and analyzed in terms of how they shape our agency: complexity, determinedness, the establishment of expectations, and restrictiveness. Situations can be more or less complex in a spatial, temporal, or layered way. They can also be more or less determined, meaning that the agent's actions are more or less obvious. Third, they can be characterized as socially established, meaning that certain behavior is expected. Finally, situations are more or less restricted, denoting the number of activities available to an agent. [ABSTRACT FROM AUTHOR]

PhD candidates, like all students, learn through engaging with feedback. However, there is limited understanding of how feedback strategies support doctoral candidates. This qualitative framework synthesis of 86 papers analysed rich qualitative data about feedback within PhD supervision. Our synthesis, informed by sociomateriality and a dialogic, sense-making view of feedback, underscores the critical role that feedback plays in doctoral supervision. Supervisors, through their engagement or disengagement with feedback, controlled candidates' access to tacit and explicit standards. The ephemeral and generative nature of verbal feedback dialogues contrasted with concrete textual comments. While many supervisors aimed for candidates to become less reliant on feedback over time, this did not necessarily translate to practice. Our findings suggest that balancing power dynamics might be achieved through focussing on feedback materials and practices rather than supervisor-candidate relationships. [ABSTRACT FROM AUTHOR]

Typically free, accessible on-demand and easy to use, smartphone-based applications (apps) targeting mental health have expanded in recent years. This article discusses a qualitative research study with 14 young adults aged 18 to 25 years old who use apps to understand, track, and monitor their mental health. I present four vignettes drawn from a screenshot elicitation and a qualitative interview that sought to explore what is significant, socially and materially, for young adults in their usage of apps for their mental health. In this article, I examine how apps transform, interrupt, and mediate young adults' understandings and experiences of mental (ill) health. The analysis draws on sociomaterialism to demonstrate how, at a time when digital mental health is expanding, mental (ill) health is assembled and disassembled with and through apps, and users' experiences are enmeshed in affective intensities and entangled with technology. [ABSTRACT FROM AUTHOR]

While there is increasing recognition that sport is sociomaterial, little is known about what this means for an analysis of coaching practice. This paper develops a cartography of coaching based on an actor–network theory ethnography of two volunteer football coaches' practices in Scotland. A sociomaterial analysis generates anecdotes that are reordered into five parts: (a) moving from the eleven-a-side game toward a field of practice, (b) delegation, (c) quasi-object, (d) interruptions, and (e) manufacturing. Each part is accompanied with an analytical move inspired by Latourian actor–network theory. Coaching is conceptualized as a field of practice resting on three propositions. The first proposition is that coaches intervene by fabricating passages in practices which are always under construction. The second proposition is that materials and materiality shape practices in ways which can make players more, or less, disciplined. And the third proposition is for a local and situated sociomaterial competence where nonhumans are matters of concern. Coaching with Latour paves the way for a new space in the sociology of sport for studies dedicated to the sociomateriality of sport. [ABSTRACT FROM AUTHOR]

Grounded in a paradox perspective, this article investigates the tensions of fluid informal organizing and, using a practice theory lens, explains how micro-level communicative practices deal with those tensions. Through interview and observational data, the study illustrates how tensions of integration/separation, inclusion/exclusion, and autonomy/control intersect with organizational efforts to maintain a public recreation space and are dealt with via social, material, and performative practices of worth signaling, consensus by validation, and social/material nudging. Findings add to theory on organizing tensions by moving beyond discursive and strategic responses to tension, which often focus on altering the meaning of tensions or rely upon conventional organizing elements, to emphasize how materiality and mundane practices are consequential for theory building on tension response. [ABSTRACT FROM AUTHOR]

This article challenges an over‐reliance on language as the primary means to communicate knowledge by adopting a languagelessness approach to maker pedagogies and maker literacies. Having conducted makerspace and design‐based research for some time, we separately and together noticed a productive relationship between wordless relational makerspace and making moments focused on craft, tools, technologies, and materials, and ways that an absence of verbal and written communication opens possibilities within learning environments. After meetings and discussions, we co‐wrote the article to examine ways that language‐light, even language‐free pedagogical spaces allow for a different quality of design work that motivates and fosters innovation. There are three international research projects that serve as research vignettes to investigate the efficacy of languagelessness. The theory foregrounded to anchor and interpret the three vignettes draws from maker literacies research and sociomaterial orientations to knowledge development. [ABSTRACT FROM AUTHOR]

Rapid advancements in the sophistication and diffusion of advanced digital technologies such as AI warrant repose to consider their unintended consequences or ‘dark sides’. While more attention has been directed towards the ethical implications of disruptive technologies, discussions on the underlying materiality of the digital artefacts are often missing. In this article, we call for IS researchers to better conceptualise how technical objects contribute towards the emergence of negative outcomes for users, either intentionally or unintentionally. Examples are provided of conceptual and empirical papers that have sought to open the ‘black box’ of technology to elucidate this issue. We propose sociomateriality as a theoretical lens to guide studies in this area and present a future research agenda that encourages novel methodological approaches such as design science to uncover the dark side of emerging digital artefacts. [ABSTRACT FROM AUTHOR]

Learning and working together towards better health outcomes today have become more complex requiring an investigation on how interprofessional education (IPE) and interprofessional collaboration (IPC) practices could be sustained and further developed. Through a sociomaterial perspective, we can better understand IPE and IPC practices by foregrounding the material aspect of learning and working together and examining its relationship with humans and their interactions. This article aimed to examine existing literature that discusses the application of sociomaterial perspectives in IPE and IPC. A scoping review was conducted following Arksey and O'Malley's framework to explore the extent within the current body of knowledge that discuss how sociomaterial perspective is applied in IPE and IPC practices. A systematic database search was performed in September 2021 to retrieve literature published from 2007 onwards, with forty-three papers meeting the inclusion criteria. These papers included research articles, book chapters, conference papers and commentaries, with the majority originating from Europe. The thematic analysis revealed the following themes: (1) power as a sociomaterial entity shaping IPE and IPC; (2) inclusion of non-health professionals in reimagining IPE and IPC practices, and (3) the critical understanding of sociomateriality. The findings suggest that a sociomaterial perspective can allow for the reimagination of the contemporary and future practices of interprofessionalism. [ABSTRACT FROM AUTHOR]

This paper investigates the (un)making of borders as a form of labour governmentality in one of Amazon's warehouses in Poland. Guided by a critical theory of borders as a form of labour governmentality under global capitalism, we identify organizational practices through which socio-demographic categories traditionally deployed as principles of organizing work (e.g., gender, age, ability) are un made: the management of deskilled labour through an algorithmic system, the non-selective hiring of workers, the enforcement of social norms of interpersonal respect and a universal system of casualized employment. Together, these practices constitute workers as undifferentiated, interchangeable and equal labour, let them compete with each other under harshly exploitative conditions, and continuously dispose of the least productive among them, keeping all in structural uncertainty. The study contributes to the critical diversity literature by showing a 'post-diversity' governmentality that rests on equality, competition and precarization of labour as a whole, rather than segregation and marginalization through an 'ideal worker' norm. This labour governmentality operates by eliciting consent from historically subordinated workers and eliminating the advantage of historically relatively privileged ones. Unmaking borders within labour inside the organization, this governmentality at the same time crucially rests on borders outside it. [ABSTRACT FROM AUTHOR]

This article presents a comprehensive exploration of ipsative and sociomaterial assessment methodologies, dissecting their theoretical frameworks, practical implementations, and the resultant effects on educational paradigms. The purpose of this article is to introduce a combined ipsative-sociomaterial assessment framework for science education at universities. The potential of this novel assessment methodology to influence student engagement, knowledge retention and educator practices is explored. Through a detailed analysis of existing literature and case studies, the article seeks to understand how these methods can transform science education. Four key themes are emerging: science education naturally leads to sociomaterial assessment, enhancing learning through ipsative feedback, measuring personal learning gain and reconciling ipsative with conventional assessment practices in the era of generative AI. Practical aspects of implementation in different online learning environments are discussed as well as institutional challenges that must be overcome. It is concluded that ipsative-sociomaterial assessment represents a transformative, yet natural approach in science higher education with the promise to enhance the educational experience and to provide a richer, more accurate reflection of student learning and achievement. [ABSTRACT FROM AUTHOR]

In music production, a sonic artifact refers to sonic material that is accidental or unwanted, typically the result of the manipulation of sound. This understanding connotes both physical and figurative meanings: artifact as material alteration and as subjectively defined auditory disturbance. Both meanings attune the act of listening to noise—the perception of which relies on normative conceptions of rationality. This article takes up the sonic artifact as an aesthetic figure to listen to Latinx Chicago with attention to vinyl records (or discos) as literal material artifacts and asks: how do discos broadcast—in embodied and symbolic ways—the racialized politics of urban territory, and in turn amplify forms of spatial entitlement? Chicago's racial geography relies on the social reproduction of valuable forms of inequality that render Latinx communities displaceable, or unheard. What place‐making strategies emerge given such profound and intersecting dispossessions, and how are they amplified within the aural public sphere? El disco es cultura provides one answer. As curatorial practice, it embodies a phonoaesthetic assemblage of transcultural and transhemispheric sounds and connections that avails sonic artifacts as layered auditory experiences forged within the politics of displacement, pointing us toward the materiality of Latinx place‐making aesthetics and auditory fields of social recognition. [ABSTRACT FROM AUTHOR]

Research on trust has come to the forefront of communication studies. Beyond the dominant focus on informational trust and its country-specific articulations, trustworthiness evaluations can relate to the materiality of news and its global manifestations. Especially in digital algorithmic environments, understanding news trustworthiness requires a holistic approach, which combines informational and socio-technical aspects while addressing both institutional and interpersonal trust. Drawing on 488 in-depth interviews with media consumers in Argentina, Finland, Israel, Japan, and the United States, this article investigates news (dis)trust from the lens of socio-materiality. The six trust-oriented affordances we identified—selectivity, interactivity, customization, searchability, information abundance, and immediacy—reveal important socio-technical commonalities that underlie news trust across countries. These affordances, moreover, point to an interplay of trust and self-agency. Taken together, the findings illuminate the lived experience of news trust as manifested across cultures and offer a broader understanding of trustworthiness within current media ecology. [ABSTRACT FROM AUTHOR]

Trading on peer-to-peer tourist accommodation platforms requires a sufficient level of trust between individual consumers and service providers. This is often achieved by using mutual consumer–provider evaluations, which are perceived as a trustworthy resource for information about upcoming stays. A variety of mechanisms and metrics are used to facilitate trust building on platforms; however, trust itself is being established by the platform's users. This study investigates the case of Airbnb to show how arrangements of sociomaterial metrics and mechanisms are embedded in trust building. Findings from a virtual ethnographic study of the platform's users show how trust building is performed through these arrangements. Based on organizational theories of trust and sociomateriality, the study suggests that establishing both attitudes of trust and distrust on peer-to-peer platforms are equally important. When the sociomaterial arrangement fails, trust may deteriorate outside of the platform organization's control. [ABSTRACT FROM AUTHOR]

Often we unconsciously take for granted that there is not really an alternative to how we currently organize society – we tend to reify existing social order, misperceiving the way things are now as the way things must be. Such reification constrains our agency by discouraging the thought that we could do better. Alternative organizations undermine this reification by manifesting the real possibility of organizing differently. Such dereification is valuable in itself insofar as it lifts constraints on agency, facilitating intentional choice regarding the social systems we (re)produce. A case study of this dereification is offered by the Réseau Alimentaire Local (RAL), a network of French 'solidarity groceries' unified by the pursuit of more just and sustainable alternatives to the dominant model. Groups within the RAL develop their own software to manage these novel alternatives. We were struck, however, by some groups' efforts to reify their own solutions, disparaging other approaches as mere attempts to 'reinvent the wheel'. The case thus raised a tricky question: can alternative organizations dereify existing social order without at the same time reifying their proposal, thereby reimposing constraints on agency? Our exploration through the RAL case grounds two contributions. First, conceptualizing reification in terms of materializing abstract ideas, we demonstrate how any given organizational configuration contributes to the materialization of multiple ideas simultaneously. We identify two forms of such multiplicity: vertical multiplicity, where nested relational networks materialize coherent ideas that differ only in their degree of specificity; and horizontal multiplicity, where intersecting relational networks materialize divergent ideas of the same degree of specificity. We argue that failure to recognize this multiplicity accounts for a great deal of materiality's reifying capacity, while its recognition can facilitate new ways of approaching the dereification challenge. Our second contribution is therefore a strategy for resisting reification: materializing multiplicity. [ABSTRACT FROM AUTHOR]

Despite a vast body of scholarship delving into international students' educational experience during the COVID-19 pandemic, little is known about the doctoral group's perception from a sociomaterial perspective. Utilizing a group of Chinese international doctoral students while drawing on semi-structured interviews, the article unpacks what and how matter and human forces are entangled with one another as bricolages to shape a disrupted doctoral trajectory. It reveals that, within working and social spaces, human agency and non-human matter mediate, forge and produce a doctoral trajectory embedded within a complex lived experience of responding to shifting dynamics during the pandemic. It also shows how doctoral students aligned material and social assemblages to construct sociomaterial bricolages that facilitate a restoration of relative stability. The study contributes to the literature of international doctoral education with a nuanced disclosure of its navigation as a continual process of mobilization, negotiation and construction emerging from the performative flow of sociomaterial practices. It concludes that a doctoral trajectory represents network operations of experiencing and accounting for, not just what humans do with matter, but what matter does to human thinking and action. [ABSTRACT FROM AUTHOR]

A shift in primacy from online participatory cultures to algorithmic cultures invites new questions about literacies in digital contexts. This article contributes to the conceptualisation of literacies in algorithmic cultures through sociomaterial and affect theories. It develops a sociomaterial perspective that proposes felt, observable moments of user–algorithmic co‐productions of culture as a needed unit of analysis for researching contemporary, critical digital literacies. It then employs this unit as a starting point for analysing the interplay of feeling, critical reflection and algorithm agency across one young adult's self‐described literacy practice of 'working algorithms' across social media platforms. Analysis illustrates how critical literacies in algorithmic cultures are driven by processes of human–machine feeling–thinking that cannot be reduced to rational critiques of ideologies, platform capitalism or other forms of power alone. It describes how Malaya became more attuned over time to the affects of working with platform algorithms to craft her community, her sense of self and her sense of well‐being. This sensitivity to feeling moved and feeling the capacity to move machines through the use of her literacies highlights how the facilitation of affect is a crucial point of analysis in understanding contemporary digital literacies. [ABSTRACT FROM AUTHOR]

Screencast feedback has advantages over written feedback for supporting engagement and enactment, yet the potential of peer screencast feedback remains underexplored. This study took a small-scale (N = 8), in-depth, triangulated, qualitative approach to addressing this gap, adopting a socio-material lens to investigate the use of dialogic peer screencast feedback over an emergency remote semester. Screencast peer feedback was found to enhance depth, enabling expansion of written comments, focusing on 'global' aspects in screencasts and 'local' aspects in text. Using the feedback providers' camera helped learners manage and process emotional impacts of feedback, encouraging uptake and supporting the development of a caring feedback community sustained through ongoing technology-mediated enactment-oriented dialogues. The results reveal various social and material factors 'entangled' with the emergence of agency and engagement in the feedback practices. The findings have significant implications for those teaching in online, hybrid, and blended conditions in the wake of the pandemic and beyond. [ABSTRACT FROM AUTHOR]

In this article,we propose a conceptual model of the processes that regulate theory selection and retention in management and organization studies. Considering themany sources of theoretical variety that characterize our field, what requires explanation is both the proliferation of theories as well as the decline of some schools of thought. We argue that research programs (ordered sequences of theories) lose momentum when the research movements that develop and maintain them fail to attend to some organizing priorities. By conceptualizing theorizing as form of organizing, we describe how research movements dynamically arrange sociomaterial elements (grammars, thought styles, material artifacts, and empirical craft), arguing that their sustainability depends on their capacity effectively to navigate the paradoxical tensions that derive from these organizing efforts. [ABSTRACT FROM AUTHOR]

To acquire information from the real world and respond appropriately to life's circumstances, vision is indispensable for humans. However, due to its ubiquitous nature, we often perceive the world unconsciously, thereby overlooking the opportunity to contemplate the significance of sight. Seeing goes beyond being a mere method of gathering information; it is an act of uncovering new perspectives and engaging in profound exploration. Theories on creative problem-solving strongly advocate for the advantages of adopting multiple viewpoints. By generating a multitude of alternatives through information gleaned from diverse perspectives, we enhance our ability to expand the range of choices available to us, thus facilitating more effective problem-solving. In this paper, we present Posthuman CollectiveEyes, a digital platform that enriches the human act of visual perception by integrating diverse viewpoints such as collective human, augmented human, and nonhuman viewpoints, and constructs posthuman viewpoints from the diverse viewpoints. In the design of Posthuman CollectiveEyes, we adopt the more-than-human perspective, widely employed in the social sciences to analyze the impact of technology on human actions and decision-making in organizations and societies. This perspective enables us to uncover knowledge that conventional human-centered approaches cannot capture, as the objective of Posthuman CollectiveEyes is to expand human cognitive capabilities through enhanced visual perception. The novel contribution of our approach lies in demonstrating that the design of innovative digital platforms aimed at enhancing human abilities necessitates a fresh design approach that incorporates the more-than-human perspective. [ABSTRACT FROM AUTHOR]

In this paper, we critically discuss the impact of policy documents on the construction of national narratives on the provision of support for cultural-linguistic diversity in education systems in two European countries. The analysis focuses upon a selection of national policy documents that deal with the planning and provision of HLE since the 1990s. We take critical pedagogy and sociomateriality as theoretical lenses to investigate educational policies on HLE. Thus, this study critically traces the ways in which language ideologies are enmeshed with legislative, political and educational discourses by following an inductive and retroductive process, wherein key-concepts, themes and critical configurations of HLE are mapped, compared, re-assembled and discussed in terms of a complex system. The analysis shows that the (non-)provision of HLE shapes the educational space and the value references and world views that prevail and are (re)produced in it. Emerging deficit perspectives, linguistic assimilation and marginalisation processes limit the path towards more inclusive and equitable educational institutions and practices. [ABSTRACT FROM AUTHOR]

The management of material flows in societies is complex yet crucial for the sustainable coexistence of humans and materials. While industrial ecology (IE) has long examined material flows, studies acknowledging their sociomaterial nature are scarce. Consequently, the existing IE research has not yet answered why materials flow in societies as they do. This study therefore examines human–material interaction (HMI) in material flows. We build on the IE and sociomateriality literature and empirical findings from a qualitative multiple‐case study of two material flows (recycled concrete aggregate; biogas and recycled nutrients) where humans interact with materials to advance material flows in society more sustainably. We identify and conceptualize 11 HMI elements (adaptability, general acceptance, public interest, regulation, compatibility, consistency, degradability, availability and continuity, intensity, proximity, and re‐utilizability) that further divide into three categories (human‐driven, material‐driven, and equally driven HMI elements) to explain in detail the manifestations of HMI in societal material flows. Together, these HMI elements explain material flows as the physical movement of materials motivated by goal‐oriented humans who engage with materials, a process that leads to humans and materials becoming constitutively intertwined in spatiotemporal practice. To visualize our findings on this complex yet pivotal HMI phenomenon, we employ DNA as a conceptual metaphor. The study contributes to IE by uncovering the dynamic HMI in material flows and guiding practitioners on how to manage material flows in societies, acknowledging both human and material perspectives. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to explore how Industry 4.0 (I40) technologies support workers' engagement in soft total quality management (TQM) practices for organisational performance. Design/methodology/approach: The authors conducted a multiple case study of six Italian manufacturing organisations that operate with I40 production and implement TQM practices. The authors concentrated on the relationship between I40 technologies and soft TQM aspects. Findings: I40 technologies provide two forms of engagement with workers. Workers can act as machine supervisors and expert assembly operators. Organisations use five soft TQM practices to involve and develop workers for TQM that vary according to automation levels. The five soft TQM practices are top management design around workers, incremental trials with I40 technologies, worker empowerment, I40 sociotechnical collaboration and individual feedback systems. Originality/value: In the literature that focusses primarily on how I40 technologies support the hard side of TQM by creating a data-driven and automated quality management system, the authors illustrate how the workforce can be engaged in I40 with five soft TQM practices to improve organisational performance. Thus, the authors complement the theory of hard and soft TQM aspects for I40 production systems. [ABSTRACT FROM AUTHOR]

Human Resource (HR) algorithms are now widely used for decision making in the field of HR. In this paper, we examine how biases may become entrenched in HR algorithms, which are often designed without consultation with HR specialists, assumed to operate with scientific objectivity and often viewed as instruments beyond scrutiny. Using three orienting concepts such as scientism, illusio and rationales, we demonstrate why and how biases of HR algorithms go unchecked and in turn may perpetuate the biases in HR systems and consequent HR decisions. Based on a narrative review, we examine bias in HR algorithms; provide a methodology for algorithmic hygiene for HR professionals. [ABSTRACT FROM AUTHOR]

This article analyses the change in the representation of disability in Beckett's work from medical impairments in the 1940s and 1950s to bodies that are limited by environmental conditions from the 1960s onwards. I suggest the term 'disability effects' to describe the condition of characters who are limited or harmed by the harsh environments of Beckett's imagination. A 'disability effect' arises from the interaction between a harmful environment and a human body through conditions such as confinement, toxic atmosphere, or extreme heat. While the social model of disability is useful for reading disability in the earlier works, it does not adequately account for the environmental pressures that lead to disability effects. Instead, the ecological–enactive model developed by Toro et al. provides a better framework that allows for a variety of subjective responses to the restrictions imposed by the Beckett's narrative ecologies. The representation of disability in Beckett's later work thus places at the centre of attention harmed bodies that are marginalised in too many discourses around the Anthropocene or held up as a warning sign for the terrible consequences of inaction, and can be read as a critique of ableist attitudes, which are also common in environmental movements. As climate change has become a present reality rather than a future danger to be averted, a rapidly changing environment is generating a range of disability and disability effects affecting whole populations and amplifying the shortcomings of the ableist social model that views disability as an exception that must be accommodated by an abled society. Beckett's work can help us come to terms with the continuity of adverse conditions, while leaving a space for the variability of personal adaptations. [ABSTRACT FROM AUTHOR]

As people, particularly those ageing and living with disabilities, struggle with how care is enacted, integrated care has gained policy purchase in the United Kingdom. Despite integration's apparent popularity, its contribution to improved care for people has been questioned, exposing uncertainties about its associated benefits. Nonetheless, over decades a remarkably consistent approach to integrated care has advanced partnerships between the NHS and local government. Accordingly, in 2014 the Scottish Government mandated Health and Social Care Integration (HSCI) via the Scottish Public Bodies (Joint Working) (Scotland) Act. Emerging from an interorganisational ethnography of the implementation of a Health and Social Care Partnership in 2016, in a place I call 'Kintra', I interrogated what happened when NHS Kintra and Kintra Council endeavoured to implement HSCI according to the precepts of 'the Act'. Immersed in the everyday arrangements in the spaces of governance, I attended to how these policy actors worked to both (re)configure and held things together behind care frontiers, and away from the bodywork of direct care. I charted their efforts to comply with regulations, plan, and build governance apparatuses through documents. In following documents, I show the ways in which HSCI was materialised through documentation. I reveal how, in the mundane mattering of document manufacturing, possibilities for (re)forming the carescape emerged. I deploy a posthuman practice stance to show not only the way in which 'papery' partnerships between the NHS and local government 'enact' care, but also how they make worlds through a sociomaterial politics of anticipation. [ABSTRACT FROM AUTHOR]