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## Purpose of this wiki
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.
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 learned and find a suitable approach for their thesis. The brief theory descriptions in this repository have been created collaboratively by the FASoS teaching staff and offer a starting point for the students' research. As theories are often contested and develop over time, the descriptions and resources provided here cannot be final or complete. In fact, the term *wiki* comes from the Hawaiian expression *wiki wiki*, which means "very quick".
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.
Summaries provided by Monika Barget (History), based on the sources cited.
Please note that most of 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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**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.
Summary provided by Monika Barget (History), based on the sources cited.
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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**.
Summary provided by Monika Barget (History), based on the sources cited.
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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**.
In the BA DS programme, critical making and design thinking were taught in the "Maker Cultures" course.
Summary provided by Monika Barget (History), based on the sources cited.
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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, has 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).
Summary provided by Monika Barget (History), based on the sources cited.
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In mathematics and computer science, the concept of **connectivity** is often used in **graph theory** and describes the composition of sub-graphs. From a technological perspective, connectivity relates to the set-up of **communication networks**, e.g., end-user integration.
Summary provided by Monika Barget (History), based on the sources cited.
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Spencer-Oatey, H. (2012) What is culture? A compilation of quotations. GlobalPAD Core Concepts.
Summary provided by Monika Barget (History), based on the sources cited.
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Mejias, U. A. & Couldry, N. (2019). [Datafication](https://doi.org/10.14763/2019.4.1428). Internet Policy Review, 8(4).
Summary provided by Monika Barget (History), based on the sources cited.
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......@@ -123,6 +136,8 @@ Koro-Ljungberg, M., MacLure, M., & Denzin, N. K. (2013). [“the death of data?
St. Pierre, Adams E. (2011). “[Post qualitative research: The critique and the coming after](https://worldcat.org/en/title/919307958).” In Denzin N. K., Lincoln Y. S. (Eds.), _Handbook of qualitative research_, 4/e (pp. 611-626). Thousand Oaks, CA: Sage. \[Book\]
Summary provided by Monika Barget (History), based on the sources cited.
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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.
Summary provided by Monika Barget (History), based on the sources cited.
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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).
Summary provided by Monika Barget (History), based on the sources cited.
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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".
**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.
**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 organisation as a whole.
Summary provided by Monika Barget (History), based on the sources cited.
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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.
Digital literacy and data literacy were addressed in the BA DS courses "What is a digital society?" and "Regulating the Digital".
Summary provided by Monika Barget (History), based on the sources cited.
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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.
Summary provided by Monika Barget (History), based on the sources cited.
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D'Ignazio, C., & Klein, L. F. (2020). [_Data feminism_](https://worldcat.org/en/title/1130235839) (Ser. Ideas series). MIT Press. \[Book\]
Summary provided by Monika Barget (History), based on the sources cited.
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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.
Summary provided by Monika Barget (History), based on the sources cited.
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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.
Summary provided by Monika Barget (History), based on the sources cited.
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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.
Summary provided by Monika Barget (History), based on the sources cited.
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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").
Summary provided by Monika Barget (History), based on the sources cited.
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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.
Summary provided by Monika Barget (History), based on the sources cited.
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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).
Summary provided by Monika Barget (History), based on the sources cited.
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......@@ -283,6 +323,8 @@ Burke, P. (2016). [_What is the history of knowledge?_](https://worldcat.org/en/
Merton, R. K. (1937). [The sociology of knowledge](https://doi.org/10.1086/347276). Isis, 27, 493–503.
Summary provided by Monika Barget (History), based on the sources cited.
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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.
**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.
Summary provided by Monika Barget (History), based on the sources cited.
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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.
Summary provided by Monika Barget (History), based on the sources cited.
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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.
Summary provided by Monika Barget (History), based on the sources cited.
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**Political economy** is an interdisciplinary branch of social science which analysis relationships between individuals, governments and economic markets. It takes a particular interest in public policy and is concerned with "**public goods**" and political accountability. Political economy analyses interrelations and interactions on different levels, ranging from regional case studies to **international political economy** (IPE).
**Political economy** is an interdisciplinary branch of social science that analysis relationships between individuals, governments and economic markets. It takes a particular interest in public policy and is concerned with "**public goods**" and political accountability. Political economy analyses interrelations and interactions on different levels, ranging from regional case studies to **international political economy** (IPE).
The BA DS course "Digitalisation and Politics" discussed political economy with a view to **platform capitalism** and **democratic practices** in the digital age.
Summary provided by Monika Barget (History), based on the sources cited.
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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.
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.
Summary provided by Monika Barget (History), based on the sources cited.
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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)).
Summary provided by Monika Barget (History), based on the sources cited.
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Gassmann, O., Böhm Jonas, & Palmié Maximilian. (2019). [_Smart cities: introducing digital innovation to cities_](https://worldcat.org/en/title/1103440460). Emerald Publishing \[Book\]
Summary provided by Monika Barget (History), based on the sources cited.
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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).
Summary provided by Monika Barget (History), based on the sources cited.
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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".
**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".
Summary provided by Monika Barget (History), based on the sources cited.
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Turner, F. (2006). [_From counterculture to cyberculture: Stewart Brand, the Whole Earth Network, and the rise of digital utopianism_](https://worldcat.org/en/title/62533774). University of Chicago Press. \[Book\]
Summary provided by Monika Barget (History), based on the sources cited.
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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.
Summary provided by Monika Barget (History), based on the sources cited.
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