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Please note that most of the the sources linked are tertiary sources (handbooks and encyclopaedias), and should be used to find useful sources rather than as the main sources in literature reviews and theses.
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## Why we need theories & concepts
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Summaries provided by Monika Barget (History), based on the sources cited.
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<details>
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<summary>
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A bachelor's thesis is longer and more complex than any other essay that students write throughout their studies. While most papers in BA DS courses are essentially extended literature reviews (in which students discuss existing publications), the thesis requires them to gather sources or data for an independent analysis. Therefore, a BA DS thesis needs to have several additional elements.
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### Why we need theories & concepts
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One of them is a **conceptual or theoretical (sometimes also called "analytical") framework** to explain why the student is analysing sources or data (e.g. interviews or survey responses) in a certain way. This "point of view" has to be rooted in **concepts** (abstract ideas relevant to a certain field of research) or a proper theory. A **theory** is a more elaborate scientific framework (often developed & refined by more than one person) that explains patterns and developments. Ideally, a theory applies to different case studies and helps you phrase a hypothesis about how society works. Theories also allow researchers to streamline and focus their analysis.
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</summary>
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A bachelor's thesis is longer and more complex than any other essay you have written so far. While most papers you write for BA DS courses are essentially extended literature reviews (in which you discuss existing publications), the thesis requires you to gather your own sources or data and to conduct an independent analysis. Therefore, your thesis needs to have several additional elements.
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## Purpose of this wiki
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One of them is a **conceptual or theoretical (sometimes also called "analytical") framework** to explain why you are analyzing sources or data (e.g. interviews or survey responses) in a certain way, and this "point of view" has to be rooted in **concepts** (abstract ideas relevant to a certain field of research) or a proper theory. A **theory** is a more elaborate scientific framework (often developed & refined by more than one person) that explains patterns and developments. Ideally, a theory is applicable to different case studies and helps you phrase a hypothesis about how society works. Theories also help researchers streamline and focus their analysis.
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3rd-year students at FASoS often struggle with the conceptual or theoretical framework and are sometimes unaware of the concepts and theories taught in their academic programme. This wiki aims to help students remember what they have learnt and find a suitable approach for their thesis.
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Our 3rd-year students often struggle with the conceptual or theoretical framework and are sometimes not aware of what concepts and theories have actively been addressed throughout the BA DS programme. This is why this section, with theories and concepts covered in various courses, may help you to remember and find a suitable approach for your thesis.
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Please note that most of the the sources linked are tertiary sources (handbooks and encyclopaedias), and should be used to find helpful articles or books rather than as the core sources in literature reviews and theses.
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</details>
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Summaries provided by Monika Barget (History), based on the sources cited.
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<details>
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<summary>
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| ... | ... | @@ -42,11 +37,11 @@ The impact of **automation** (e.g. the reduction of human intervention in indust |
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<details>
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<summary>
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### Critical Making (see design thinking in methods)
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### Critical Making (see *design thinking* in methods)
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</summary>
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**Critical making** is linked with **design thinking/maker cultures** (see methods). Critical making is a theoretical approach that promotes hands-on activities to link digital technologies with societal needs. It combines creative, physical, and conceptual exploration.
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**Critical making** as a reflection on design and production processes is linked with the practical aspects of **design thinking** and **maker cultures** (see methods). Critical making is a theoretical approach that promotes hands-on activities to link digital technologies with societal needs. It combines creative, physical, and conceptual exploration. The attempt to put users / customers at the centre of product development also links critical making with **human-centred design**.
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In the BA DS programme, critical making and design thinking were taught in the "Maker Cultures" course.
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</details>
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</summary>
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**Datafication** is a concept used to describe the "quantification of human life through digital information, very often for economic value". (Mejias and Couldry, 2019) Datafication has an impact on different aspects of human society, from education to healthcare. Social science research on datafication has, inter alia, been influenced by Bruno Latour's work (see Actor Network Theory and Science and Technology Studies). Datafication played an important role in the BA DS courses "Surveillance Society" and "What is a Digital Society?". In "What is a Digital Society", technological determinism, which is often linked with the belief in the neutrality of technology, was critically discussed and contrasted with the interdisciplinary approaches of _Science and technology studies (STS)_.
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**Datafication** is a concept used to describe the "quantification of human life through digital information, very often for economic value". (Mejias and Couldry, 2019) Datafication impacts different aspects of human society, from education to healthcare. Social science research on datafication has, inter alia, been influenced by Bruno Latour's work (see Actor Network Theory and Science and Technology Studies). Datafication was important in the BA DS courses "Surveillance Society" and "What is a Digital Society?". In "What is a Digital Society", technological determinism, often linked with the belief in the neutrality of technology, was critically discussed and contrasted with the interdisciplinary approaches of _Science and technology studies (STS)_.
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Mejias, U. A. & Couldry, N. (2019). [Datafication](https://doi.org/10.14763/2019.4.1428). Internet Policy Review, 8(4).
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</summary>
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Theoretical approaches concerning the "**death of data**" were a tutorial topic in the BA DS course "Making Your Own Online Presence". On the one hand, "death of data" relates to data loss or deletion motivated by infrastructural change, political decisions, or individual users' "**right to be forgotten**" (Fichtelman, 2018). On the other hand, "death of data" is a concept in positivist versus poststructuralist debates on what data are in the first place and who has the power or the right to create them. In these debates, researchers discuss whether the existence of data depends on specific infrastructures or a theory that “acknowledges them as data” ([St. Pierre & Adams](https://worldcat.org/en/title/919307958), 2011, p. 621).
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Theoretical approaches concerning the "**death of data**" were a tutorial topic in the BA DS course "Making Your Own Online Presence". On the one hand, the "death of data" relates to data loss or deletion motivated by infrastructural change, political decisions, or individual users' "**right to be forgotten**" (Fichtelman, 2018). On the other hand, the "death of data" is a concept in positivist versus poststructuralist debates on what data are in the first place and who has the power or the right to create them. In these debates, researchers discuss whether the existence of data depends on specific infrastructures or a theory that “acknowledges them as data” ([St. Pierre & Adams](https://worldcat.org/en/title/919307958), 2011, p. 621).
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Fichtelman, C. A. (2018). [_Right to be forgotten: a legal research guide_](https://worldcat.org/en/title/1047651215) (Ser. Legal research guides, volume 73). William S. Hein & Co. \[Book\]
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| ... | ... | @@ -123,7 +118,7 @@ St. Pierre, Adams E. (2011). “[Post qualitative research: The critique and the |
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</summary>
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The **digital divide** concept concerns the gap between demographics and regions that have access to modern **information and communications technology** (ICT) and those that have restricted access or no access at all. Theories of the digital divide try to systematically analyse why this gap occurs and how it can be closed in the future. The four most prominent theories are the **Adoption-Diffusion Theory** (ADT), van Dijk's **Theory of Digital Technology Access and Societal Impacts**, the **Unified Theory of Acceptance and Use of Technology** (UTAUT), and the **Spatially Aware Technology Utilization Model** (SATUM).
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The **digital divide** concept concerns the gap between demographics and regions with easy access to modern **information and communications technology** (ICT) and those with restricted or no access. Theories of the digital divide try to systematically analyse why this gap occurs and how it can be closed in the future. The four most prominent theories are the **Adoption-Diffusion Theory** (ADT), van Dijk's **Theory of Digital Technology Access and Societal Impacts**, the **Unified Theory of Acceptance and Use of Technology** (UTAUT), and the **Spatially Aware Technology Utilization Model** (SATUM).
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</details>
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**Digitalisation** is the coordinated use of digital technologies in different fields of human life. Discussing digitalisation from a social sciences perspective implies the analysis of social practices that come with an increased reliance on digital infrastructures. Such practices were covered in the BA DS course "What is a digital society?". Effects of digitalisation on political structures, political participation and democratic practices were the focus of the course "Digitalisation and Politics".
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**Digital transformation** as a process relates to introducing digital technology into an organization or social group. Common goals for its implementation are to improve efficiency, value or innovation. Digital transformation as a theoretical approach analyses strategies businesses, governments, or NGOs apply to link technological change with cultural, managerial, or procedural developments of the organization as a whole.
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**Digital transformation**, as a process, relates to introducing digital technology into an organisation or social group. Common goals for its implementation are to improve efficiency, value or innovation. Digital transformation as a theoretical approach analyses strategies businesses, governments, or NGOs apply to link technological change with cultural, managerial, or procedural developments of the orgnisation as a whole.
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</details>
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</summary>
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**Digital literacy** describes the skills which people need to "[live, learn, and work in a society where communication and access to information is increasingly through digital technologies like internet platforms, social media, and mobile device](https://www.westernsydney.edu.au/studysmart/home/study_skills_guides/digital_literacy/what_is_digital_literacy)." (Western Sydney University) In this sense, digital literacy is connected with broader concepts of **media literacy**.
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**Digital literacy** describes the skills which people need to "[live, learn, and work in a society where communication and access to information are increasingly through digital technologies like internet platforms, social media, and mobile device](https://www.westernsydney.edu.au/studysmart/home/study_skills_guides/digital_literacy/what_is_digital_literacy)." (Western Sydney University) In this sense, digital literacy is connected with broader concepts of **media literacy**.
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According to [Eurostat](https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Glossary:Digital_literacy) Links to an external site., digital literacy comprises five competence areas and 21 digital competencies, including "information and **data literacy**, communication and collaboration, digital content creation, safety, and problem-solving". **Data literacy** is the ability to make sense of data, to contextualise them, and to critically apply them.
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According to [Eurostat](https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Glossary:Digital_literacy) Links to an external site., digital literacy comprises five competence areas and 21 digital competencies, including "information and **data literacy**, communication and collaboration, digital content creation, safety, and problem-solving". **Data literacy** is the ability to make sense of data, contextualise them, and critically apply them.
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Digital literacy and data literacy were addressed in the BA DS courses "What is a digital society?" and "Regulating the Digital".
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</details>
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</summary>
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Theories of **(social) inequality** aim to explain imbalances in resources and power. More **functionalist theories** of inequality assume that certain forms of inequality or inevitable or desirable, fulfilling essential functions in the development of societies. Other theories highlight the conflicts driving or resulting from social disparities. **Relational inequality theory** (RIT) describes how structures shape inequality through social interaction. **Cumulative Inequality Theory or Cumulative Disadvantage Theory** goes back to the 1980s studies of sociologist Robert King Merton and analyses how imbalances develop.
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Theories of **(social) inequality** aim to explain imbalances in resources and power. More **functionalist theories** of inequality assume that certain forms of inequality are inevitable or desirable, fulfilling essential functions in the development of societies. Other theories highlight the conflicts driving or resulting from social disparities. **Relational inequality theory** (RIT) describes how structures shape inequality through social interaction. **Cumulative Inequality Theory or Cumulative Disadvantage Theory** goes back to the 1980s studies of sociologist Robert King Merton and analyses how imbalances develop.
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Merton, R. K. (1988). [The Matthew effect in science, ii: cumulative advantage and the symbolism of intellectual property](https://www.jstor.org/stable/234750). Isis, 79(4), 606–623.
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</summary>
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The theory of **information disorder** tries to make sense of the problematic or harmful side effects that (digital) communication can have on society as a whole or upon specific groups and people. Concepts commonly linked with information disorder are misinformation, disinformation and malformation. Different approaches to information disorder were covered in the "Controversies in Digital Society" course (formerly called "Critical Debates").
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The theory of **information disorder** tries to make sense of the problematic or harmful side effects that (digital) communication can have on society as a whole or on specific groups and people. Concepts commonly linked with information disorder are misinformation, disinformation and malformation. Different approaches to information disorder were covered in the "Controversies in Digital Society" course (formerly called "Critical Debates").
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</details>
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| ... | ... | @@ -290,7 +285,7 @@ Merton, R. K. (1937). [The sociology of knowledge](https://doi.org/10.1086/34727 |
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<details>
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<summary>
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### Narrative Theories (also see narrative analysis in methods)
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### Narrative Theories (also see *narrative analysis* in methods)
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</summary>
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