| ... | @@ -25,8 +25,6 @@ Our 3rd-year students often struggle with the conceptual or theoretical framewor |
... | @@ -25,8 +25,6 @@ Our 3rd-year students often struggle with the conceptual or theoretical framewor |
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**Agency** theories comprise different definitions and concepts depending on subject areas. In the social sciences, _agency_ is defined as the capacity of individuals to actively and independently choose and engage. Therefore, agency theories are linked with (political) participation and power theories.
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**Agency** theories comprise different definitions and concepts depending on subject areas. In the social sciences, _agency_ is defined as the capacity of individuals to actively and independently choose and engage. Therefore, agency theories are linked with (political) participation and power theories.
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\[_Summary by Monika Barget_\]
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</details>
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| ... | @@ -38,8 +36,6 @@ Our 3rd-year students often struggle with the conceptual or theoretical framewor |
... | @@ -38,8 +36,6 @@ Our 3rd-year students often struggle with the conceptual or theoretical framewor |
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The impact of **automation** (e.g. the reduction of human intervention in industrial production or data processing) was a central theme of the BA DS course "Artificial Society". Automation was, for instance, discussed concerning the future of labour markets. The course also offered an introduction to the **critique of automation**.
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The impact of **automation** (e.g. the reduction of human intervention in industrial production or data processing) was a central theme of the BA DS course "Artificial Society". Automation was, for instance, discussed concerning the future of labour markets. The course also offered an introduction to the **critique of automation**.
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\[_Summary by Monika Barget_\]
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</details>
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| ... | @@ -52,9 +48,6 @@ The impact of **automation** (e.g. the reduction of human intervention in indust |
... | @@ -52,9 +48,6 @@ The impact of **automation** (e.g. the reduction of human intervention in indust |
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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** 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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In the BA DS programme, critical making and design thinking were taught in the "Maker Cultures" course.
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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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\[_Summary by Monika Barget_\]
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</details>
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| ... | @@ -66,8 +59,6 @@ In the BA DS programme, critical making and design thinking were taught in the " |
... | @@ -66,8 +59,6 @@ In the BA DS programme, critical making and design thinking were taught in the " |
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Critical Theory (as proposed by the Frankfurt School) is a Marxist-inspired movement in social and political philosophy. It was originally associated with the work of researchers based in Frankfurt am Main, Germany. Critical Theory in this narrow sense developed over several historical phases and generations since the late 1920s. Important scholars of the Frankfurt School were Horkheimer, Adorno, Marcuse and Habermas. Jürgen Habermas's idea of the public sphere was covered in the BA DS course "Digitalisation and Politics" but also mentioned in the BA DS course "Controversies"/"Critical Debates". We also looked at recent criticism and re-interpretations (see reading on the "[online anti-public sphere](https://journals.sagepub.com/doi/full/10.1177/1367549420902799)" by Marc Davis).
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Critical Theory (as proposed by the Frankfurt School) is a Marxist-inspired movement in social and political philosophy. It was originally associated with the work of researchers based in Frankfurt am Main, Germany. Critical Theory in this narrow sense developed over several historical phases and generations since the late 1920s. Important scholars of the Frankfurt School were Horkheimer, Adorno, Marcuse and Habermas. Jürgen Habermas's idea of the public sphere was covered in the BA DS course "Digitalisation and Politics" but also mentioned in the BA DS course "Controversies"/"Critical Debates". We also looked at recent criticism and re-interpretations (see reading on the "[online anti-public sphere](https://journals.sagepub.com/doi/full/10.1177/1367549420902799)" by Marc Davis).
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\[_Summary by Monika Barget_\]
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</details>
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| ... | @@ -81,8 +72,6 @@ Theories of **connectivity** in the humanities and social sciences are closely l |
... | @@ -81,8 +72,6 @@ Theories of **connectivity** in the humanities and social sciences are closely l |
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In mathematics and computer science, the concept of **connectivity** is often used in **graph theory** and describes the composition of subgraphs. From a technological perspective, connectivity relates to the set-up of **communication networks**, e.g., end-user integration.
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In mathematics and computer science, the concept of **connectivity** is often used in **graph theory** and describes the composition of subgraphs. From a technological perspective, connectivity relates to the set-up of **communication networks**, e.g., end-user integration.
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\[_Summary by Monika Barget_\]
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</details>
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| ... | @@ -96,8 +85,6 @@ In mathematics and computer science, the concept of **connectivity** is often us |
... | @@ -96,8 +85,6 @@ In mathematics and computer science, the concept of **connectivity** is often us |
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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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Mejias, U. A. & Couldry, N. (2019). [Datafication](https://doi.org/10.14763/2019.4.1428). Internet Policy Review, 8(4).
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\[_Summary by Monika Barget_\]
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</details>
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| ... | @@ -115,8 +102,6 @@ Koro-Ljungberg, M., MacLure, M., & Denzin, N. K. (2013). [“the death of data? |
... | @@ -115,8 +102,6 @@ Koro-Ljungberg, M., MacLure, M., & Denzin, N. K. (2013). [“the death of data? |
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St. Pierre, Adams E. (2011). “Post qualitative research: The critique and the coming after.” In Denzin N. K., Lincoln Y. S. (Eds.), _Handbook of qualitative research_, 4/e (pp. 611-626). Thousand Oaks, CA: Sage.
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St. Pierre, Adams E. (2011). “Post qualitative research: The critique and the coming after.” In Denzin N. K., Lincoln Y. S. (Eds.), _Handbook of qualitative research_, 4/e (pp. 611-626). Thousand Oaks, CA: Sage.
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\[_Summary by Monika Barget_\]
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| ... | @@ -128,8 +113,6 @@ St. Pierre, Adams E. (2011). “Post qualitative research: The critique and the |
... | @@ -128,8 +113,6 @@ St. Pierre, Adams E. (2011). “Post qualitative research: The critique and the |
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**Digital activism** as a contemporary form of collective action is also known as cyberactivism and comprises forms of group activism that rely on digital media/platforms. Digital activism was discussed in the BA DS course "What is a Digital Society?", which also mentioned **data activism** as an activism sub-culture closely linked with the hacker and open-source movements.
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**Digital activism** as a contemporary form of collective action is also known as cyberactivism and comprises forms of group activism that rely on digital media/platforms. Digital activism was discussed in the BA DS course "What is a Digital Society?", which also mentioned **data activism** as an activism sub-culture closely linked with the hacker and open-source movements.
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\[_Summary by Monika Barget_\]
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| ... | @@ -141,8 +124,6 @@ St. Pierre, Adams E. (2011). “Post qualitative research: The critique and the |
... | @@ -141,8 +124,6 @@ St. Pierre, Adams E. (2011). “Post qualitative research: The critique and the |
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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 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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\[_Summary by Monika Barget_\]
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| ... | @@ -156,8 +137,6 @@ The **digital divide** concept concerns the gap between demographics and regions |
... | @@ -156,8 +137,6 @@ The **digital divide** concept concerns the gap between demographics and regions |
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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 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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\[_Summary by Monika Barget_\]
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| ... | @@ -172,9 +151,6 @@ The **digital divide** concept concerns the gap between demographics and regions |
... | @@ -172,9 +151,6 @@ The **digital divide** concept concerns the gap between demographics and regions |
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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, to contextualise them, and to 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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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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\[_Summary by Monika Barget_\]
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| ... | @@ -186,8 +162,6 @@ Digital literacy and data literacy were addressed in the BA DS courses "What is |
... | @@ -186,8 +162,6 @@ Digital literacy and data literacy were addressed in the BA DS courses "What is |
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The concept of **eudaimonia** goes back to the works of the ancient Greek philosopher Aristotle and is commonly translated as "happiness" or "welfare". In Aristotle's writing, eudaimonia was the highest human good. Concepts of "happiness" or the "good life" (in the context of a digital society) were the central theme of the BA DS course "The Good Life", in which you discussed welfare practices (e.g. **e-health**), "**virtue ethics**", and the concept of “**Responsible Research and Innovation**" (RRI). RRI, according to the European Commission, means that different societal actors work together in research and innovation processes to better align procedures and outcomes with the values, needs and expectations of European society.
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The concept of **eudaimonia** goes back to the works of the ancient Greek philosopher Aristotle and is commonly translated as "happiness" or "welfare". In Aristotle's writing, eudaimonia was the highest human good. Concepts of "happiness" or the "good life" (in the context of a digital society) were the central theme of the BA DS course "The Good Life", in which you discussed welfare practices (e.g. **e-health**), "**virtue ethics**", and the concept of “**Responsible Research and Innovation**" (RRI). RRI, according to the European Commission, means that different societal actors work together in research and innovation processes to better align procedures and outcomes with the values, needs and expectations of European society.
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\[_Summary by Monika Barget_\]
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| ... | @@ -201,8 +175,6 @@ Different authors have shaped **feminist theory** as a research approach, often |
... | @@ -201,8 +175,6 @@ Different authors have shaped **feminist theory** as a research approach, often |
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D'Ignazio, C., & Klein, L. F. (2020). _Data feminism_ (Ser. Ideas series). MIT Press.
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D'Ignazio, C., & Klein, L. F. (2020). _Data feminism_ (Ser. Ideas series). MIT Press.
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\[_Summary by Monika Barget_\]
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| ... | @@ -214,8 +186,6 @@ D'Ignazio, C., & Klein, L. F. (2020). _Data feminism_ (Ser. Ideas series). MIT P |
... | @@ -214,8 +186,6 @@ D'Ignazio, C., & Klein, L. F. (2020). _Data feminism_ (Ser. Ideas series). MIT P |
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**Identity** was discussed in several BA DS courses, including "Making Your Own Online Presence" and "idt1". In the digital age, identity is often linked with deliberate **self-branding** on digital platforms.
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**Identity** was discussed in several BA DS courses, including "Making Your Own Online Presence" and "idt1". In the digital age, identity is often linked with deliberate **self-branding** on digital platforms.
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\[_Summary by Monika Barget_\]
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</details>
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| ... | @@ -229,8 +199,6 @@ The role of **imaginaries and metaphors** in our interactions with technology wa |
... | @@ -229,8 +199,6 @@ The role of **imaginaries and metaphors** in our interactions with technology wa |
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**Metaphors** are figures of speech that describe an object through comparison or through an image which we would commonly associate with a different object or context. Alongside imaginaries, metaphors can give valuable insights into underlying emotions or expectations that people cannot with technological change.
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**Metaphors** are figures of speech that describe an object through comparison or through an image which we would commonly associate with a different object or context. Alongside imaginaries, metaphors can give valuable insights into underlying emotions or expectations that people cannot with technological change.
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\[_Summary by Monika Barget_\]
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| ... | @@ -244,8 +212,6 @@ Theories of **(social) inequality** aim to explain imbalances in resources and p |
... | @@ -244,8 +212,6 @@ Theories of **(social) inequality** aim to explain imbalances in resources and p |
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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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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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\[_Summary by Monika Barget_\]
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| ... | @@ -257,8 +223,6 @@ Merton, R. K. (1988). [The Matthew effect in science, ii: cumulative advantage a |
... | @@ -257,8 +223,6 @@ Merton, R. K. (1988). [The Matthew effect in science, ii: cumulative advantage a |
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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 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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\[_Summary by Monika Barget_\]
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</details>
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| ... | @@ -270,8 +234,6 @@ The theory of **information disorder** tries to make sense of the problematic or |
... | @@ -270,8 +234,6 @@ The theory of **information disorder** tries to make sense of the problematic or |
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The social science theory of the **information society** highlights the role of information and information technology in modern society. In use since the 1970s, the concept has often been used in opposition to the "industrial society". In the BA DS course "What is a digital society?", the implications of information in the digital age were a central theme.
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The social science theory of the **information society** highlights the role of information and information technology in modern society. In use since the 1970s, the concept has often been used in opposition to the "industrial society". In the BA DS course "What is a digital society?", the implications of information in the digital age were a central theme.
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\[_Summary by Monika Barget_\]
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| ... | @@ -283,8 +245,6 @@ The social science theory of the **information society** highlights the role of |
... | @@ -283,8 +245,6 @@ The social science theory of the **information society** highlights the role of |
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Social sciences approaches to **(artificial) intelligence** were at the heart of the BA DS course "Artificial Society". The course critically reflected on the idea of "building intelligence" and introduced utopias inspired by innovation in **artificial intelligence (AI)**. **Artificial Intelligence** refers to the theory and development of computer systems that _learn_ intelligently and perform advanced tasks linked with visual perception, speech recognition, decision-making, or translation. Artificial intelligence is thus connected with machine learning and deep learning. Moreover, artificial intelligence is vital in recent efforts to create an **intelligent internet of things**, also referred to as an **Artificial intelligence of things** (AIoT).
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Social sciences approaches to **(artificial) intelligence** were at the heart of the BA DS course "Artificial Society". The course critically reflected on the idea of "building intelligence" and introduced utopias inspired by innovation in **artificial intelligence (AI)**. **Artificial Intelligence** refers to the theory and development of computer systems that _learn_ intelligently and perform advanced tasks linked with visual perception, speech recognition, decision-making, or translation. Artificial intelligence is thus connected with machine learning and deep learning. Moreover, artificial intelligence is vital in recent efforts to create an **intelligent internet of things**, also referred to as an **Artificial intelligence of things** (AIoT).
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\[_Summary by Monika Barget_\]
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| ... | @@ -300,8 +260,6 @@ Burke, P. (2012). A social history of knowledge (Vol. II, from the Encyclopédie |
... | @@ -300,8 +260,6 @@ Burke, P. (2012). A social history of knowledge (Vol. II, from the Encyclopédie |
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Merton, R. K. (1937). [The sociology of knowledge](https://doi.org/10.1086/347276). Isis, 27, 493–503.
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Merton, R. K. (1937). [The sociology of knowledge](https://doi.org/10.1086/347276). Isis, 27, 493–503.
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\[_Summary by Monika Barget_\]
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</details>
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| ... | @@ -313,8 +271,6 @@ Merton, R. K. (1937). [The sociology of knowledge](https://doi.org/10.1086/34727 |
... | @@ -313,8 +271,6 @@ Merton, R. K. (1937). [The sociology of knowledge](https://doi.org/10.1086/34727 |
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**Media theory** focuses on the effects of the introduction, dissemination and widespread usage of new media, including new learning experiences and new ways of representing the world. Media theory analyses how new media change the relationship between (human) subjects and technologies, for example, concerning identity and community.
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**Media theory** focuses on the effects of the introduction, dissemination and widespread usage of new media, including new learning experiences and new ways of representing the world. Media theory analyses how new media change the relationship between (human) subjects and technologies, for example, concerning identity and community.
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\[_Summary by Monika Barget_\]
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</details>
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| ... | @@ -326,8 +282,6 @@ Merton, R. K. (1937). [The sociology of knowledge](https://doi.org/10.1086/34727 |
... | @@ -326,8 +282,6 @@ Merton, R. K. (1937). [The sociology of knowledge](https://doi.org/10.1086/34727 |
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**Monster Theory** is a theoretical approach that considers concepts of _monstrosity_ in culture, ranging from folklore to digital art. Monster Theory discusses social exclusion, the challenges of change, and collective fears that shape a society. The BA DS programme introduced Monster Theory in the "Digital Cultures" course.
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**Monster Theory** is a theoretical approach that considers concepts of _monstrosity_ in culture, ranging from folklore to digital art. Monster Theory discusses social exclusion, the challenges of change, and collective fears that shape a society. The BA DS programme introduced Monster Theory in the "Digital Cultures" course.
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\[_Summary by Monika Barget_\]
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| ... | @@ -341,8 +295,6 @@ Merton, R. K. (1937). [The sociology of knowledge](https://doi.org/10.1086/34727 |
... | @@ -341,8 +295,6 @@ Merton, R. K. (1937). [The sociology of knowledge](https://doi.org/10.1086/34727 |
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Walter R. Fisher, [The Narrative Paradigm: in the Beginning, ](https://doi.org/10.1111/j.1460-2466.1984.tb02986.x)_Journal of Communication_, Volume 34, Issue 1, March 1984, Pages 74–87.
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Walter R. Fisher, [The Narrative Paradigm: in the Beginning, ](https://doi.org/10.1111/j.1460-2466.1984.tb02986.x)_Journal of Communication_, Volume 34, Issue 1, March 1984, Pages 74–87.
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\[_Summary by Monika Barget_\]
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| ... | @@ -356,8 +308,6 @@ Walter R. Fisher, [The Narrative Paradigm: in the Beginning, ](https://doi.org/1 |
... | @@ -356,8 +308,6 @@ Walter R. Fisher, [The Narrative Paradigm: in the Beginning, ](https://doi.org/1 |
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The BA DS course "Digitalisation and Politics" discussed political economy with a view to **platform capitalism** and **democratic practices** in the digital age.
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The BA DS course "Digitalisation and Politics" discussed political economy with a view to **platform capitalism** and **democratic practices** in the digital age.
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\[_Summary by Monika Barget_\]
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| ... | @@ -369,8 +319,6 @@ The BA DS course "Digitalisation and Politics" discussed political economy with |
... | @@ -369,8 +319,6 @@ The BA DS course "Digitalisation and Politics" discussed political economy with |
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The BA DS course "What is a digital society?" mentioned the concept of a **post-digital society**. This concept relates to the **social, cultural and technical conditions** created by a (presumably chaotic and ongoing) digital revolution. The term 'post-digital' is primarily used to describe challenges in media, arts and design.
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The BA DS course "What is a digital society?" mentioned the concept of a **post-digital society**. This concept relates to the **social, cultural and technical conditions** created by a (presumably chaotic and ongoing) digital revolution. The term 'post-digital' is primarily used to describe challenges in media, arts and design.
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\[_Summary by Monika Barget_\]
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| ... | @@ -382,8 +330,6 @@ The BA DS course "What is a digital society?" mentioned the concept of a **post- |
... | @@ -382,8 +330,6 @@ The BA DS course "What is a digital society?" mentioned the concept of a **post- |
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In historical and political terms, postcolonialism describes the period following Western colonialism. As a theoretical framework, postcolonialism helps us analyse the experiences and perspectives of societies, governments and peoples in the formerly colonised regions of the world. Moreover, it allows us to conceptualise more recent forms of _colonialist_ or _imperialist_ strategies in politics or business (also cf. [data colonialism](https://purdue.edu/critical-data-studies/collaborative-glossary/data-colonialism.php)).
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In historical and political terms, postcolonialism describes the period following Western colonialism. As a theoretical framework, postcolonialism helps us analyse the experiences and perspectives of societies, governments and peoples in the formerly colonised regions of the world. Moreover, it allows us to conceptualise more recent forms of _colonialist_ or _imperialist_ strategies in politics or business (also cf. [data colonialism](https://purdue.edu/critical-data-studies/collaborative-glossary/data-colonialism.php)).
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\[_Summary by Monika Barget_\]
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</details>
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| ... | @@ -396,9 +342,6 @@ In historical and political terms, postcolonialism describes the period followin |
... | @@ -396,9 +342,6 @@ In historical and political terms, postcolonialism describes the period followin |
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**Smart cities** were addressed in several BA DS courses, including "Digitalisation and Politics". The digital transformation of **cities** is a challenge in terms of infrastructure, policy, and ethics. Academic studies, therefore, analyse city ecosystems and suggest solutions for this transformation.
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**Smart cities** were addressed in several BA DS courses, including "Digitalisation and Politics". The digital transformation of **cities** is a challenge in terms of infrastructure, policy, and ethics. Academic studies, therefore, analyse city ecosystems and suggest solutions for this transformation.
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Gassmann, O., Böhm Jonas, & Palmié Maximilian. (2019). Smart cities: introducing digital innovation to cities. Emerald Publishing
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Gassmann, O., Böhm Jonas, & Palmié Maximilian. (2019). Smart cities: introducing digital innovation to cities. Emerald Publishing
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\[_Summary by Monika Barget_\]
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| ... | @@ -410,8 +353,6 @@ Gassmann, O., Böhm Jonas, & Palmié Maximilian. (2019). Smart cities: introduci |
... | @@ -410,8 +353,6 @@ Gassmann, O., Böhm Jonas, & Palmié Maximilian. (2019). Smart cities: introduci |
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**Standardisation** was discussed in the BA DS courses "Regulating the Digital" and "Controversies in Digital Society" (formerly: "Critical Debates"). "Controversies in Digital Society" mentioned standardisation in the context of (digital) infrastructures and focused on the development and promotion of **industry standards** aiming to make technologies more compatible, interoperable and reliable. "Regulating the Digital" placed the focus on standardisation as **legislative norm-setting**. In this course, the tutorials covered **multi-level governance** (including intergovernmentality), **legitimacy**, **financialization** and "**soft law**" (quasi-legal instruments).
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**Standardisation** was discussed in the BA DS courses "Regulating the Digital" and "Controversies in Digital Society" (formerly: "Critical Debates"). "Controversies in Digital Society" mentioned standardisation in the context of (digital) infrastructures and focused on the development and promotion of **industry standards** aiming to make technologies more compatible, interoperable and reliable. "Regulating the Digital" placed the focus on standardisation as **legislative norm-setting**. In this course, the tutorials covered **multi-level governance** (including intergovernmentality), **legitimacy**, **financialization** and "**soft law**" (quasi-legal instruments).
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\[_Summary by Monika Barget_\]
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</details>
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| ... | @@ -423,8 +364,6 @@ Gassmann, O., Böhm Jonas, & Palmié Maximilian. (2019). Smart cities: introduci |
... | @@ -423,8 +364,6 @@ Gassmann, O., Böhm Jonas, & Palmié Maximilian. (2019). Smart cities: introduci |
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**Surveillance theories** have developed in different academic fields and often across disciplines. Theories of surveillance conceptualise the material/physical and spatial aspects of watching over (groups of) people and organisational mechanisms. Theories of surveillance relate to concepts of privacy, state power and cultures of control. Surveillance was extensively discussed in your BA DS course "Surveillance Society".
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**Surveillance theories** have developed in different academic fields and often across disciplines. Theories of surveillance conceptualise the material/physical and spatial aspects of watching over (groups of) people and organisational mechanisms. Theories of surveillance relate to concepts of privacy, state power and cultures of control. Surveillance was extensively discussed in your BA DS course "Surveillance Society".
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\[_Summary by Monika Barget_\]
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</details>
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</details>
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| ... | @@ -438,8 +377,6 @@ Gassmann, O., Böhm Jonas, & Palmié Maximilian. (2019). Smart cities: introduci |
... | @@ -438,8 +377,6 @@ Gassmann, O., Böhm Jonas, & Palmié Maximilian. (2019). Smart cities: introduci |
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Turner, F. (2006). _From counterculture to cyberculture: Stewart Brand, the Whole Earth Network, and the rise of digital utopianism_. University of Chicago Press.
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Turner, F. (2006). _From counterculture to cyberculture: Stewart Brand, the Whole Earth Network, and the rise of digital utopianism_. University of Chicago Press.
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\[_Summary by Monika Barget_\]
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| ... | @@ -451,7 +388,5 @@ Turner, F. (2006). _From counterculture to cyberculture: Stewart Brand, the Whol |
... | @@ -451,7 +388,5 @@ Turner, F. (2006). _From counterculture to cyberculture: Stewart Brand, the Whol |
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**Visual communication** is communication through images in a broad sense. In the humanities and social sciences, the visible as an analytical category gained increasing importance in the 1990s (see literature on the "linguistic" or "iconic" turn). The BA DS programme addressed theories and concepts related to visual communication in the "Digital Cultures" course.
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**Visual communication** is communication through images in a broad sense. In the humanities and social sciences, the visible as an analytical category gained increasing importance in the 1990s (see literature on the "linguistic" or "iconic" turn). The BA DS programme addressed theories and concepts related to visual communication in the "Digital Cultures" course.
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\[_Summary by Monika Barget_\]
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</details>
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</details>
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