tag:blogger.com,1999:blog-21275176478359779392024-03-14T09:58:46.760+02:00Thanks for viewing Travis Noakes' blogsiteHope you enjoy reading these insights from my research into academic free speech and digital voices, or learnt from my experiences as a strategic designer.Travis Noakeshttp://www.blogger.com/profile/12001873863913970420noreply@blogger.comBlogger135125tag:blogger.com,1999:blog-2127517647835977939.post-80329455234935984542024-01-08T10:40:00.010+02:002024-01-08T11:36:57.003+02:00Presentation notes for Cybermobs for online academic bullying - a new censorship option to protect The Science™ ’s status-quo <p><span style="color: #999999;">Written for viewers of the Slideshare presentation.</span><br /><br />Here is the transcript of the talk that accompanied <a href="https://www.slideshare.net/TravisNoakes/cybermobs-for-online-academic-bullying-2023pptx" target="_blank">https://www.slideshare.net/TravisNoakes/cybermobs-for-online-academic-bullying-2023pptx</a>. For more on its background, click <a href="https://www.travisnoakes.co.za/2023/12/cybermobs-for-online-academic-bullying.html" target="_blank">here</a>.</p><p><br />
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<p>Slide #1<br />Thanks for the joining this talk on how academic cybermobs can serve as a new censorship option for protecting scientific orthodoxy. Mobs that seek to silence dissenters are a small part of a much greater concern regarding the censorship of legitimate disagreement… and scientific truths online.</p><p><br /></p><p>#2<br />You can all read faster than I can speak, so please do for this organizer of my presentation. After introducing yours truly and The Noakes Foundation (TNF), I am going to define the key concepts of The Science, scientific suppression, undone science, digital voice and online censorship</p><p><br /></p><p>#3<br />And how digital voice in the Fifth Estate is useful for working around scientific suppression, changing science and guidelines. Dissidents who succeed in gaining public attention can face hard and soft forms of censorship, which include the distinctive actions of an academic cybermobs, plus facing as a myriad of forms of censorship on digital platforms. The talk closes with the challenges of researching academic cybermobs and a brief intro into celebrity cybermobbing research that TNF assists.</p><div><div><br /></div><div>#4</div><div>My doctorate was in Media Studies and my research is qualitative and highly interdisciplinary. It spans the fields of culture, digital media, education and the health sciences. A common thread is exploring how individual’s communicative agency relates to social structure. I am an Adjunct Scholar at CPUT, whilst also volunteering at The Noakes Foundation (TNF) for its brand development as evidenced via its new website, plus you’ll see emoji sticker designs from my Create With business in this presentation too.</div></div><div><br /></div><div>#5</div><div>TNF largely supports research into low-carbohydrate lifestyles as Big Food and Big Pharma generally don’t. I lead TNF’s Academic Free Speech and Digital Voices research project to explore how dissident researchers use digital voice for promoting their research, whilst negotiating scientific suppression and censorship from supporters of The (Current) Science™. The Science™️ is a phenomenon in Higher Education whereby tenured staff must defend the correct science of their time, arguing against alternate explanations. It has a religious overtone, as orthodox scientists strive to protect their life-long contribution of “correct beliefs” against questioning from heretical outsiders. Measures to protect The Science™️’s body of knowledge can include suppression and even “legitimate” censorship of “harmful” counter-opinions and interpretations. The Science™️ is unscientific as it does not encourage dissent’s radically different interpretations of the data.</div><div><br /></div><div>#6</div><div><div>It’s important to recognise that scientific censorship of differing opinions may only be a last-resort, because the formal assimilation of what is considered prestigious research is so powerful. Therefor before my presentation tackles academic cybermobs, the ‘safe’, incremental knowledge that Higher Education’s funders and leadership support must be critiqued: In media, a few powerful social agents can effectively control research capacity by only funding research directions that serve their business interests. At the same time, false ethical concerns can be used to delimit what’s good to research in a field. TNF’s research beneficiaries have plenty of experience with submitting research proposals that are repeatedly blocked because of dogma that “Eating fat is harmful”, so participants who are urged to do so (and eat less “healthy” sugar in highly processed foods) WILL BE harmed. Ethical compliance in academia can serve unethical ends in slowing, if not preventing, competition between paradigms. Another concern is that conflicts of interest in supporting the silent long-term interests of third-party funders are often undisclosed. Mr Bill Gates is much wealthier now that when he promised to give away his fortune… In part, thanks to the BMGF’s philanthropic support for genetic vaccine research and Mr Gates’ investments in the companies that sell this product. At worst, academic research can be likened to a buyer’s market for real-estate in which the funders as buyers strongly dictate the agenda. In the Health Sciences, huge competition exists between many researchers keen to secure scarce funding from the few large funders who might provide it.</div></div><div><br /></div><div>#7</div><div><div>Such public critical reflection on how funders impact academic freedom is disincentivized as career-limiting for most academics. For PANDA, TNF and any research beneficiary, Bourdieusian epistemic reflexivity can provides a vital tool to interrogate their scientific interrogation. The concept of reflexivity helps to spotlight how scholars make judgements of which research problems to focus on and what gets excluded… Perhaps a dominant paradigm can be identified that is a restrictive gatekeeper to new challengers, or a relativist ‘anything goes’ approach is missing the woods for the trees? Pierre Bourdieu’s relational critique helps us fit how our and other scholars’ interpretations link not just to disciplinary fields as agents, but are structured in relation to broader, dynamic social patterns and causalities.</div></div><div><br /></div><div>#8</div><div><div>For example the sociology of scientific knowledge helps us understand why economic capital is foundation to developing the other academic capitals shown here. Economic capital from donors (or long-term knowledge investors like Mr Gates) not only support the fieldwork, outputs, academic relationships and prestige in different types of capital exchange within the Higher Educaton field, but contribute to the ongoing development of academic fields and what’s considered legitimate and most valuable in them. Likewise, what is neglected or ignored as shown in the example on the right. That may range from low-cost COVID-19 treatments… to the related deprioritisation of other major health concerns, such as HIV, TB and Malaria in Africa, as described by Dr David Bell. Capital exchange also helps situate whether symbolic recognition for research is high (such for mRNA innovation), low or non-existent.</div><div><br /></div></div><div>#9</div><div><div>Clearly, a complex inter-relationship of extant (and future) capitals is at work in Higher Education (HE) relationships. They typically underpin a “safety first” knowledge landscape where the ideas on the right are endorsed as unquestionably “beneficial”. It is in the interest of The Science™’s business funders to maintain such a beneficient impression with HE experts serving as a bulwark of talking heads versus “science deniers”. The Science™ favors an absence of scientific controversy in HE. This absence suggests universal, expert consensus, and that there is no no need to consider new explanations as the truth is settled. Where debates do occur, Scientific Controversy research methods {such as Venturini and Munk’s ‘Controversy Mapping’ (2022)} can be applied. These help scholars frame the actors, their networks and alliances, plus the debates themselves. However, an economic focus on how capacity for which viewpoints receive funding and develop the strongest capacity would seem the most useful avenue for a sociology of scientific knowledge to develop an holistic picture for what scientific explanations are routinely supported in Higher Education… Conversely, which promising ones receive no support (or are incapacitated) as Undone Science... These evidence potential areas of scientific suppression.</div></div><div><br /></div><div>#10</div>There is important research that could be done, but is not encouraged by the dominant orthodoxy of The Science™. Undone Science exists where research projects’ potential findings may be counter to The Science™’s funders publicity and other interests. For example, international health organisations are unlikely to fund communication studies into how the guidelines they endorsed and paid to amplify caused harms that outweighed overstated risks and inflated benefits. Similarly, multinational genetic vaccine manufacturers will not fund research regarding personal responsibility and low-cost treatments… Related findings may pose an existential threat to Big Pharma’s businesses- especially those that profits from experimental drugs being mandated and tested on so-called “patients” at their own risk.<div><br /></div><div>#11</div><div><div>In contrast to ‘undone science’, scientific suppression speaks to impedance of research that is unfair, unjust and counter to academic standards of behaviour. In theory, academics should enjoy the right to context the prescribed orthodoxy in their academic work and lives. This right seeks to protect academics from the vested interests of other parties, giving those who’ve earned the right an opportunity to speak their truth. It’s a foundational right that should support scholars with advancing and expanding knowledge, for example by accommodating diverse voices. Without strong support for this right, scientific autonomy is unsustainable where funders’ and administrators’ needs subsume any independent scholarship.</div></div><div><br /></div><div>#12</div><div><div>True scientific autonomy poses a risk to the powerful, especially where its findings suggest an improved, alternative way of doing things (such as eating low-carb diets for controlling diabetes, versus solely injecting Insulin meds daily). So, in our contemporary marketized universities, which increasingly rely on corporate funding, the on-the-ground financial realities of pleasing long-term funders will contradict the ideals of autonomy, objectivity and free speech. Powerful internal and external groups do not support building capacity for risky research or controversial debates that might upset powerful funders. Rather they fund incrementalistic research in support of more-of-the-same. ‘Revolutionary technology’ mRNA products simply boost Big Pharma’s existing business models. Embedded academics are keen to create debates on the importance of mandatory vaccination, rather than whether the mRNA platform is sufficiently tested to merit being termed a ‘vaccine’. Aware that there is no equal treatment or due process, especially for dissidents with a public following, skeptics protect their reputations and career trajectories by self-censoring, avoiding the time-drain of debating The Science™’s truth. If academics or students have challenging conversations, these may be policed for “wrongthink” leading to career cancelation, especially if their pursuit of objective scientific truth conflicts with the “current thing”. A university may promote “safe spaces”, but these seldom include research into controversial ideas that must confront complex ethical challenges.</div></div><div><br /></div><div>#13</div><div><div>The market university is just one site of knowledge production in which social groups try to dominate the development of educational knowledge. Professor Henry Kwok et al. argues that the global health crisis of COVID-19 presents…a fertile ground for exploring the complex division of knowledge labour in a ‘post-truth’ era. In contrast to post-truth which has many definitions and a broad conceptualisation, knowledge production is positioned as a narrow concept well suited for exploring the social conditions of knowledge. This slide’s example shows three ‘fields’ under Rules- Each transformation of knowledge takes place in a particular field (see Table 1), within which different expert agents work. Discourse is produced in HE by a range of agents; A process of Pedagogisation then occurs in which specialist medical knowledge that is inaccessible to the public is recontextualized. Knowledge becomes translated into novel forms that non-specialist audiences might access and understand more readily. What counts as ‘valid’ knowledge and practice in the division of knowledge labour is determined by evaluative rules. Here government officials decide how COVID-19 policy should impact the public in response to guidance from experts. This analysis clarifies that researchers should explore the relations between and within each division’s fields. Such analysis reveals areas of contradiction and conflict between fields, and even agents within them.</div></div><div><br /></div><div>#14</div><div><div>Contradictions occur between agents and agencies with different interests, which are directed by and reflected in their divergent goals. An analysis of these contradictions is helpful for broadening our understanding of where ‘post-truth’ moments lie… In this example for the WHO’s infodemic research agenda, it can illustrate examples of disinformation that the WHO’s infodemic research agenda might miss or neglect. As Dr David Bell, my father and I wrote, the WHO leads the infodemic research agenda and positions itself and its international health organisation partners to be evaluators of what “misinformation” is. This has the potential to create an intragroup contradiction, when infodemic scholars at universities research the WHO’s decisions but learn that these and related guidance have shifted dramatically, sometimes with no clear justification!</div></div><div><br /></div><div>#15</div><div><div>For example, Abir Balan’s work here lists the key guidelines provided by the WHO for ‘mitigating the risk and impact of epidemic and pandemic influenza’. However, a cursory glance shows that the public health measures applied in 2019 would be radically altered just months later. Scholars who are dependent on research funding from the WHO (or those whose funding sustains it, such as BMGF) would seem unlikely to criticise such sudden and unexplained shifts in guidance.</div></div><div><br /></div><div>#16</div><div><div>Conventional division of knowledge labour diagrams place the tertiary academic field as the leader of discourse production. By contrast, the division for mRNA vaccine research (see Table 3) highlights how companies manufacturing vaccines drive contemporary research and the distributive rules in knowledge labour. Only wealthy pharmaceutical companies have the financial and other resources to drive mRNA research at scale and at warp speed. This of course creates a massive conflict of interest because whether the company producing these therapies will ultimately benefit financially from the future sales of these therapies depends entirely on the published efficacy and safety results from their own research! Another contradiction exists between the deliberation and recontextualisation fields, where vaccine-manufacturing pharmaceutical companies can use their large online advertising budgets to influence content on digital platforms and fact-checking. For example, dissident health professionals and academic scholars who promoted personal responsibility faced censorship, not just on campus and by medical authorities, but also on the most popular social media platforms (such as Facebook and Twitter).</div></div><div><br /></div><div>#17</div><div><div>Such censorship of digital platforms is an important concern, since social media platforms have enabled dissident experts to network their expertise and launch conventional science projects that evolved from anecdotes into published research. As Holmberg’s scholarship shows, online low carb high fat diet advocacy was very important for contesting the flawed nutritional guidelines of the National Swedish Food Agency. This raised political awareness around low carb diets and provided vital opportunities to contest the nutritional authorities with academic research that helped to change Sweden’s nutritional guidelines.</div></div><div><br /></div><div>#18</div><div><div>Professor William H Dutton argues in his recent The Fifth Estate book that social media platforms now form part of a Fifth Estate. In a recent email to the Association of Internet Researchers he describes how his book ‘makes a case for the internet and related media and communication technologies enabling the most important power shift of the digital age. A network power shift has been driven by enabling ordinary people to search, originate, network, collaborate, and leak information in ways than enhance their informational and communicative power. In such ways, the internet is empowering many ordinary individuals to form a more independent collectivity of networked individuals—a Fifth Estate. This network power shift enables greater democratic accountability, whilst empowering networked individuals in their everyday life and work. Suggesting these platforms importance in how digital content creators generate and share news that digital publics amplify via networked affordances.'</div></div><div><br /></div><div>#19</div><div><div>Professor Holmberg is one of very few scholars who have written how dissident scientists have successfully exercised digital voice to change both science and government guidelines. There is a large research gap concerning empirical research into scientific censorship. We do know that it has two forms: hard and soft. Authorities try to prevent dissemination with the former… or pressurize dissidents with threats of reputational damage and exclusion from their fields of knowledge production. With dissenters’ digital voices emerging as as potent force for creating social movements via the powerful Fifth Estate</div><div>authorities’ desires to exercise censorship via Big Tech’s social media platforms is an emergent reality.</div></div><div><br /></div><div>#20</div><div><div>Naim and Bennett (2014) proposed this 21st century censorship matrix for government influence on the production and dissemination of information and opinion. Such censorship can be obvious, in being direct and visible. In contrast, it may be hard to sport as stealthy and/or indirect.</div></div><div><br /></div><div>#21</div><div><div>This is a similar matrix for what has been evidenced against low-carb scholars, from Australasia to South Africa, the USA onto Scandinavia. Various roleplayers aim to prevent research and teaching into the insulin resistance model inside Academia, and to create the perception amongst online audiences that the science behind LCHF is illegitimate, unscientific and promoted by self-serving charlatans.</div></div><div><br /></div><div>#22</div><div><div>Senior scientific dissidents with a public following will be a lightning rod for such attacks, since their position highlights that the science is not settled. My father, Emeritus Professor Noakes, has made this major contribution to his institutional employer over a long academic career. He shifted to a low carb, or Banting lifestyle in 2011 and shared the benefits of a low-carb lifestyle which supported the reversal of diabetes.</div></div><div><br /></div><div>#23</div><div><div>Heavily processed, Big Food industries and insulin-pushing Big Pharma businesses want to limit the public’s attention to low-carb science as it threatens their profits. Such powerful companies can support these strategies for breaking the causal chain between Prof Noakes’ information dissemination and individuals’ willingness to act. In Prof Noakes’ case, they could support critics who sought to delegitimate his research journal publications and books he wrote on low carb; pseudo-skeptics questioned his credibility and that of "Tim Hoax"’s associates in a myriad of publications. Their attacks could involve many forms of cyber harassment.</div></div><div><br /></div><div>#24</div><div><div>Daniel Citron’s excellent book, ‘Hate Crimes in Cyberspace’, provides this common definition for harassment on page 124- ‘Harassment is typically understood as a willful and malicious ‘course of conduct’ directed at a person that would cause a reasonable person to suffer substantial emotional distress and that does cause the person to suffer distress.’</div></div><div><br /></div><div>#25</div><div><div>The term ‘cyber harassment’ is necessary, as Citron points out, for describing how the reach and pervasiveness of the internet can exacerbate the injuries that targets suffer; In cyber harassment, there is an interesting paradox between how the texts, images, sounds and videos shared by cyber harassers seem banal and trivial BUT the impact of this content can actually threaten families, careers and lives! Repeated privacy invasions, threats of violence and attacks on a target’s reputation may sabotage their professional and family lives, future opportunities…and even lead to suicide or its recipient “going postal”.</div></div><div><br /></div><div>#26</div><div><div>Fortunately, Professor Noakes is very tough and has survived nearly a decade of such cyber harassment with such experiences shared in this partially pseudonymized case.</div><div><br />#27</div></div><div><div>There are many activities that the perpetrators of cyber harassment can follow… All should be regarded seriously as they can result in emotional, physical and professional harm to their targets. Using Tim’s example, I’ll talk through two threats that you may be unfamiliar with: The first is ‘Google bombing’ in which a search engine page is gamed to elevate the rankings of negative and destructive pages… in this case, if you search for Prof’s ‘Lore of Nutrition’ book, but what first appears is a biased, negative review from a pediatrician… versus the many positive reviews that this book earned. A technical explanation for this high-ranking of the review is certainly not its quality… rather that it is cited on Wikipedia, which Google deems a credible source. The second threat are “digital pariah” profiles created by Wikipedia’s and Rationalwiki’s editors’ choices. Such “crowdsourced” profiles are strongly shaped by an anti-dissident editorial bias. Remember that when next you are asked to donate by the “independent” Wikipedia.</div></div><div><br /></div><div>#28</div><div><div>Digital pariah profiles and Google Bombs are digital extensions of academic workplace mobbing techniques. Academic mobbing seeks to eject scholars from academia, involving aggressive techniques for ostracization. Recontextualising an A1 rated scientist’s career and books as flawed are clearly an example of this. Unlike organic trolling from complete strangers, colleagues in an academic cybermob can launch concerted attacks. This makes academic cybermobbing a distinct, emergent threat.</div></div><div><br /></div><div>#29</div><div><div>Dissidents voicing pro Insulin Resistance model and offering low carbohydrate advice communicate in diverse issue arenas, ranging from the model’s science to the lifestyle’s impact on agriculture. These are PR areas that corporations, institutions and their employees have high stakes in. Dissidents may attract direct and indirect criticism from any of these agents concerned about such issues.</div></div><div><br /></div><div>#30</div><div><div>What was notable in Prof Noakes’ case was the vast number of South African and International bodies who had stakes in challenging his opinions. Health organisations and academic institutions may also become involved in correspondence.</div></div><div><br /></div><div>#31</div><div><div>The criticisms from work colleagues here would seem unethical and unacceptable in most workplaces. They also create a problem for the recipient in how to respond appropriately to such criticism with no germane successful examples to follow. Here we see the types of slurs used on Twitter and elsewhere that hypercritical interlocutors used in arguing that Professor Tim Noakes had morphed into a dangerous “anti-science” hack. </div></div><div><br /></div><div>#32</div><div><div>Academic cybermobbing differs from workplace mobbing which is defined as an embodied covert process inside a university employee’s faculty’s department. Here are 16 key points covering the ways in which academic cybermobbing can be worse. In particular, the network of attacking groups and individuals is often visible, making it easy to jump on the bandwagon. Sensationalist criticism is encouraged by digital platform algorithms that reward controversy with attention - cyber mobs drive circles of outrage that contribute to spiraling cyber harassment. A dissident can easily exhaust him or herself trying to respond to many phases of criticism from different groups on many platforms across different timezones. And there may well be no institutional recourse against colleagues whose freedom of speech ironically undermines the aforesaid for dissidents. Overall there is complete asymmetry between a dissident’s capabilities to respond, and critics myriad of opportunities for attack. </div></div><div><br /></div><div>#33</div><div><div>The agents in an academic cybermobbing can also differ to those in academic mobbing, While the latter will have private orchestrators and supporters who are all academics in a shared field, an academic cybermobbing can involve recontexualisers from other fields. For example, public criticism from trolls keen to syphon off a dissident’s public views. As a public spectacle, it is also concerning for dissidents when their colleagues simply act as witnesses and bystanders to cyber harassment.</div></div><div><br /></div><div>#34</div><div><div>Participating in criticism of dissidents can also be used for capital exchange. Pseudo-skeptics can gain hypervisibility as thought leaders, that they cannot achieve without holding PhDs and making real contributions to academia. Likewise, reaping symbolic capital in terms of the numbers of followers they attract. Dogmatists can earn social capital bridging them with to new groups, plus their defence of the orthodoxy may reap rewards ranging from content payments to securing better academic positions.</div></div><div><br /></div><div>#35</div><div><div>While I use negative terms such as dogmatist and pseudo-skeptic, it is important to keep in mind that the academic defenders of The Science™ do readily justify their censorship activities as well-meaning, benevolent for their peers and the public, and pro-social overall for human wellbeing.</div></div><div><br /></div><div>#36</div><div><div>Overt censorship tactics are not only applied by platforms, but can be requested and applied by defenders of the Science™ in certain instances. For example, mobs can launch matrix attacks for deplatforming their targets. Dissidents can be reported for being in breach of platform safety… such as Twitter’s pre-Musk COVID-19 communication policy.</div><div><br /></div></div><div>#37</div><div><div>Digital platforms have many covert censorship mechanisms that can be used for stifling free speech. Around 24 of them are listed on this slide and the next…</div></div><div><br /></div><div>#38</div><div><div>While academic cybermobs may not be responsible for such tactics, they certainly may take actions to promote systematic censorship against the misinformation from dissidents to prevent its assumed harms. This itself may have a serious harm in serving as scientific censorship that will suppress accurate information, such as supporting a fake consensus for dysfunctional interventions.</div></div><div><br /></div><div>#39</div><div><div>It is hard to research such censorship and there are many obstacles to researching academic cybermobs even if you can find scarce funding. These include: there not being a strong rationale or examples one can follow. One must access data under highly restrictive research user agreements. There can be much missing data (cyber harassment from private, deleted or banned accounts is not provided via APIs). Data is provided in structures that can make it hard to track key analytical foci (e.g. conversation threads on X (healthy conversations). There are challenges in cleaning the data and representing the original users’ experience (spreadsheet data vs multimodal tweets). There are also important ethical challenges in researching colleagues’ anti-social activities and producing research outputs from them! </div></div><div><br /></div><div>#40</div><div><div>One challenging, but less ethically difficult proposition is to explore the activity of cybermobs outside academia. For example, The Noakes Foundation, Younglings Africa and the SMILR lab support PhD candidate Pinky Motshware with studying celebrity cybermobs. Their attacks led to life changing outcomes for local black male celebrities, which Pinky is preparing case studies for.</div></div><div><br /></div><div>#41</div><div><div>Thank you for your attention and continued support.</div></div></div><p></p><div class="blogger-post-footer">An update from travisnoakes.co.za. All posts and comments published to www.travisnoakes.co.za are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License at https://creativecommons.org/licenses/by-nc-sa/4.0/.</div>Travis Noakeshttp://www.blogger.com/profile/12001873863913970420noreply@blogger.com0tag:blogger.com,1999:blog-2127517647835977939.post-46426907541244202332023-12-11T14:09:00.007+02:002023-12-11T16:31:18.331+02:00Cybermobs for online academic bullying - a new censorship option to protect The Science™ ’s status-quo<div><span style="font-size: x-small;"><span style="color: #666666;">Written for individuals interested in what </span><span style="color: #666666;">academic cybermobbing and </span><span style="color: #666666;">the Science™is, plus how both stifle opportunities for challenging research and academic free speech in Higher Education. </span></span></div><div><br /></div><div>I prepared the presentation below for a talk to <a href="https://rumble.com/c/PANDATA19">PANDATA’s Open Society</a> on December the 6th, 2023. Thank you to <a href="https://twitter.com/GordonDomini" target="_blank">Domini Gordon</a> for organising the talk, and <a href="https://piersrobinson.com/" target="_blank">Dr Piers Robinson</a> for facilitating the questions.</div><div><br /></div><div><div style="text-align: center;"> <iframe frameborder="0" height="400" marginheight="0" marginwidth="0" scrolling="no" src="https://www.slideshare.net/slideshow/embed_code/key/2PjFHoMkkumxaF?hostedIn=slideshare&page=upload" width="476"></iframe></div><div><br /></div>This talk addresses how how academic cybermobs now serve as a new censorship option for protecting scientific orthodoxy. Such mobs attempts at silencing dissenters are a small part of a much greater concern regarding the censorship of legitimate disagreement and scientific truths at university, and online. This presentation has extensive notes, so should be easy to follow (or you can follow the Open Society Rumble account and view my uploaded talk once it's shared there).<br /><br />Feedback to the presentation was positive, with the audience agreeing that it is necessary to formalise a critical space within universities where viewpoint diversity and boundary-breaking research can be promoted. For example, universities could consider how to support apolitical funding for adversarial research collaborations. Universities must also motivate for funding from government to address the lack of funding outside medicine for innovative, and potentially controversial, research. Without action to support such academic freedom, funders' biases will continue to constrain all research conflicting with their interests.</div><div><br /></div><div>There is also an opportunity to highlight institutional entanglements from corporates (for example, AstraZeneca and Oxford University), plus to contribute research on the drivers for censorship across different issue arenas, and the agents involved (stretching across broadcast media, multinational companies, political lobbies, intelligence agencies and government).</div><div><br /></div><div><a href="https://thenoakesfoundation.org/research/academic-free-speech-and-digital-voices/" target="_blank">The Noakes Foundation</a>, <a href="https://pandata.org/" target="_blank">Pandata</a> and other dissident research supporters should also work to connect to groups working for academic free speech, and mutually promote their work. These include:<br /><ol style="text-align: left;"><li>The recently launched <a href="https://www.uaustin.org/" target="_blank">University of Austin</a></li><li><a href="https://www.thefire.org/" target="_blank">FIRE Foundation</a> for Individual Rights and Free Expression</li><li>The <a href="https://brownstone.org/" target="_blank">Brownstone Institute</a></li><li><a href="https://quillette.com/" target="_blank">Quilette</a></li><li><a href="https://heterodoxacademy.org" target="_blank">Heterodox Academy</a></li><li><a href="https://freespeechunion.org/join/" target="_blank">Free Speech Union</a></li><li><a href="https://www.academicfreedomforall.com/" target="_blank">Academic Freedom for All</a></li><li><a href="https://www.dobetteracademia.co.uk/" target="_blank">Do Better Academia</a></li><li><a href="https://www.freex.group/" target="_blank">FreeX</a> and <a href="https://www.loofwired.com/" target="_blank">LoofWired</a></li></ol><div><br /></div>Likewise, for anti-bullying groups, such as:<br /><ol style="text-align: left;"><li>Academic <a href="https://paritymovement.org/" target="_blank">Parity movement</a></li><li><a href="https://www.speakoutrevolution.co.uk/" target="_blank">Speak Out Revolution</a></li><li><a href="https://warn-honor.com/" target="_blank">Whistleblower Anti Bullying </a>Network</li></ol></div><div><span style="font-size: x-small;">P.S. My X (formerly Twitter) list for '<a href="https://twitter.com/i/lists/1365972041321570305" target="_blank">Anti workplace bullying</a>' features these and other groups.</span></div><div><br /></div><div>The audience suggested several individuals who have been targets of academic cybermobbing for germane case studies. These included three past speakers to Open Society, <a href="https://rumble.com/v2t35x0-is-society-caught-up-in-a-death-spiral-prof-michala-schippers.html" target="_blank">Professor Michaela Schippers</a>, <a href="https://rumble.com/v2xt1ru-censorship-and-academic-freedom-laurens-buijs.html" target="_blank">Dr Laurens Buijs</a> and <a href="https://rumble.com/v3t0cto-nova-academia-a-new-academic-initiative-prof-paul-frijters.html" target="_blank">Professor Paul Frijters</a>.<br /><br />I enjoyed learning from the audience, and hope to present to the Open Society in the not-too-distant future with in-depth research examples for academic cybermobbing. These may present interesting contrasts to the Emeritus Professor's case written about in '<a href="https://www.sciencedirect.com/science/article/pii/S240584402100431X" target="_blank">Distinguishing online academic bullying</a>'!</div><div><br /></div><div>If you have any questions about this presentation or concerns, please post a blog comment below.</div><div class="blogger-post-footer">An update from travisnoakes.co.za. All posts and comments published to www.travisnoakes.co.za are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License at https://creativecommons.org/licenses/by-nc-sa/4.0/.</div>Travis Noakeshttp://www.blogger.com/profile/12001873863913970420noreply@blogger.com0tag:blogger.com,1999:blog-2127517647835977939.post-46792702228027041752023-09-26T17:36:00.006+02:002023-09-27T08:26:28.042+02:00Noteworthy disparities with four CAQDAS tools: explorations in organising live Twitter (now known as X) data<div class="post-body entry-content" id="post-body-6968435661405157031" itemprop="description articleBody" style="border: 0px; box-sizing: border-box; font-stretch: inherit; font-variant-east-asian: inherit; font-variant-numeric: inherit; line-height: 1.5em; margin: 0px; overflow: hidden; padding: 16px; vertical-align: baseline; width: auto;"><div style="text-align: left;"><span style="color: #999999;">Written for researchers interested in extracting live X (formerly </span><span style="caret-color: rgb(153, 153, 153); color: #999999;">Twitter)</span><span style="color: #999999;"> data via Qualitative Data Analysis Software tools</span></div><div style="text-align: left;"><br /></div><a href="https://journals.sagepub.com/home/ssc">Social Science </a><a href="https://journals.sagepub.com/home/ssc">Computer Review</a> (SSRC) has just published a paper by yours truly, Dr <a href="https://scholar.google.co.za/citations?user=n1-qgFAAAAAJ&hl=en" target="_blank">Pat Harpur</a> and Dr <a href="https://www.researchgate.net/profile/Corrie-Uys" target="_blank">Corrie Uys</a> to <a href="https://doi.org/10.1177/08944393231204163" target="_blank">https://doi.org/10.1177/08944393231204163</a>. As the article's title suggests, we focus on the contrasting the <a href="https://www.surrey.ac.uk/computer-assisted-qualitative-data-analysis/resources/software-information" target="_blank">Qualitative Data Analysis Software</a> (QDAS) packages that currently support live Twitter data imports. <br /><br />QDAS tools that support live data extraction are a relatively recent innovation. At the time of our fieldwork, four prominent QDAS provided this: only <a href="https://atlasti.com">ATLAS.ti</a>™, <a href="https://lumivero.com/products/nvivo/">NVivo</a>™, <a href="https://www.maxqda.com/">MAXQDA</a>™ and <a href="https://provalisresearch.com/products/qualitative-data-analysis-software/" target="_blank">QDA Miner</a>™ had Twitter data import functionalities. Little has been written concerning the research implications of differences between their functionalities, and how such disparities might contribute to contrasting analytical opportunities. Consequently, early-stage researchers may experience difficulties in choosing an apt QDAS to extract live data for <a href="https://developer.twitter.com/en/use-cases/do-research/academic-research" target="_blank">Twitter academic research</a>.</div><div class="post-body entry-content" id="post-body-6968435661405157031" itemprop="description articleBody" style="border: 0px; box-sizing: border-box; font-stretch: inherit; font-variant-east-asian: inherit; font-variant-numeric: inherit; line-height: 1.5em; margin: 0px; overflow: hidden; padding: 16px; vertical-align: baseline; width: auto;">In response to both methodological gaps, we spent almost a year working on a software comparison to address the research question (RQ) 'How do QDAS packages differ in what they offer for live Twitter data research during the organisational stage of qualitative analysis?'. Comparing their possible disparities seems worthwhile since what QDAS cannot, or poorly, support may strongly impact researchers’ microblogging data, its organisation, and scholars’ potential findings. In the preliminary phase of research, we developed a features checklist for each package, based on their online manuals, product descriptions and forum feedback related to live Twitter imports. This checklist confirmed wide-ranging disparities between QDAS, which were not unexpected since they are priced very differently- ranging from $600 for an ATLAS.ti subscription, to $3,650 for a QDAMiner (as part of the Provalis Research’s ProSuite package, which also includes WordStat 10 & Simstat).<br /><br />To ensure that each week's Twitter data extractions could produce much data for potential evaluation, we focused on extracting and organising communiqués from the national electrical company, the <a href="https://www.eskom.co.za/" target="_blank">Electricity Supply Commission</a> (Eskom). ‘Load-shedding’ is the Pan South African Language Board’s word of the year for 2022 (<a href="https://www.pansalb.org/load-shedding-declared-sa-word-of-the-year-2022/" target="_blank">PanSALB, 2022</a>), due to it most frequent use in credible print, broadcast and online media. Invented as a euphemism by Eskom’s public-relations team, load-shedding describes electricity blackouts. Since 2007, planned rolling blackouts have been used in a rotating schedule for periods ‘where short supply threatens the integrity of the grid’ (<a href="https://www.amazon.com/Load-Shedding-Writing-South-Africa-ebook/dp/B00CCTWQP4" target="_blank">McGregor & Nuttall, 2013</a>). In the weeks up to, and during, the researchers’ fieldwork, Eskom, and the different stages of loadshedding strongly trended on Twitter. These tweets reflected the depth of public disapproval, discontent, anger, frustration, and general concern.<br /><br />QDAS packages commonly serve as tools that researchers can use for four broad activities in the qualitative analysis process (<a href="https://doi.org/10.1007/978-1-4614-3185-5_18" target="_blank">Gilbert, Jackson, & di Gregorio, 2014</a>). These are (a) organising- coding sets, families and hyperlinking; (b) exploring - models, maps, networks, coding and text searches; (c) reflecting - through memoing, annotating and mapping; and (d) integrating qualitative data through memoing with hyperlinks and merging projects (<a href="https://www.amazon.com/SAGE-Handbook-Qualitative-Research-Handbooks/dp/1412974178/ref=sr_1_2?crid=3NG6Z9MZK5SAB&keywords=The+SAGE+Handbook+of+Qualitative+Research&qid=1693911902&sprefix=the+sage+handbook+of+qualitative+research%2Caps%2C407&sr=8-2" target="_blank">Davidson & di Gregorio, 2011</a>; <a href="https://www.researchgate.net/publication/224123219_Using_Web_20_Tools_for_Qualitative_Analysis_An_Exploration" target="_blank">Di Gregorio, 2010</a>; <a href="https://methods.sagepub.com/book/using-software-in-qualitative-research-2e" target="_blank">Lewins & Silver, 2014</a>).</div><div class="post-body entry-content" id="post-body-6968435661405157031" itemprop="description articleBody" style="border: 0px; box-sizing: border-box; font-stretch: inherit; font-variant-east-asian: inherit; font-variant-numeric: inherit; line-height: 1.5em; margin: 0px; overflow: hidden; padding: 16px; vertical-align: baseline; width: auto;">Notwithstanding the contrasts in the costs for different QDAS packages, it was still surprising how much the QDAS tools varied for the first activity, (a) ‘organising data’ in our qualitative research project: Notably, the quantum of data extracted for the same query differed, largely due to contrasts in the types and amount of data that the four QDAS could extract. Variations in how each supported visual organisation and thematic analysis also shaped researchers’ opportunities for becoming familiar with Twitter users and their tweet content. </div><div class="post-body entry-content" id="post-body-6968435661405157031" itemprop="description articleBody" style="border: 0px; box-sizing: border-box; font-stretch: inherit; font-variant-east-asian: inherit; font-variant-numeric: inherit; line-height: 1.5em; margin: 0px; overflow: hidden; padding: 16px; vertical-align: baseline; width: auto;">Such disparities suggest that choosing a suitable QDAS for organising live Twitter data must dovetail with a researcher’s focus: ATLAS.ti accommodates scholars focused on wrangling unstructured data for personal meaning-making, while MAXQDA suits the mixed-methods researcher. QDA Miner’s easy-to-learn user interface suits a highly efficient implementation of methods, whilst NVivo supports relatively rapid analysis of tweet content.</div><div class="post-body entry-content" id="post-body-6968435661405157031" itemprop="description articleBody" style="border: 0px; box-sizing: border-box; font-stretch: inherit; font-variant-east-asian: inherit; font-variant-numeric: inherit; line-height: 1.5em; margin: 0px; overflow: hidden; padding: 16px; vertical-align: baseline; width: auto;">We hope that these findings might help guide Twitter social science researchers and others in QDAS tool selection. Our research has suggested recommendations for these tools developers to follow for <a href="https://www.travisnoakes.co.za/2023/06/recommendations-for-qdas-developers.html" target="_blank">potentially improving the user experience for Twitter researchers</a>. Future research might explore disparities in other qualitative research phases, or contrast data extraction routes for a variety of microblogging services. More broadly, an opportunity for a methodological contribution exists regarding research that can define a strong rationale for the software comparison method.</div><div class="post-body entry-content" id="post-body-6968435661405157031" itemprop="description articleBody" style="border: 0px; box-sizing: border-box; font-stretch: inherit; font-variant-east-asian: inherit; font-variant-numeric: inherit; line-height: 1.5em; margin: 0px; overflow: hidden; padding: 16px; vertical-align: baseline; width: auto;">The authors greatly appreciate the SSRC's editor, <a href="https://anthrosteve.wordpress.com/" target="_blank">Professor Stephen Lyon</a>, advice on improving our final manuscript. We also thank <a href="https://thenoakesfoundation.org/" target="_blank">The Noakes Foundation</a> for its grant AFSDV02- our interdisciplinary software comparison would not have been possible without funding to cover subscriptions to the most extensive versions of MAXQDA Analytics Pro and QDA Miner. All authors are affiliated with the <a href="https://www.cput.ac.za" target="_blank">Cape Peninsula University of Technology</a> (CPUT) and appreciate CPUT's provision of licensed versions of ATLAS.ti.<br /><br />Please comment below if you have any questions or comments regarding our paper?</div><div class="blogger-post-footer">An update from travisnoakes.co.za. All posts and comments published to www.travisnoakes.co.za are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License at https://creativecommons.org/licenses/by-nc-sa/4.0/.</div>Travis Noakeshttp://www.blogger.com/profile/12001873863913970420noreply@blogger.com0Cape Town, South Africa-33.9248685 18.4240553-62.235102336178848 -16.7321947 -5.6146346638211568 53.5803053tag:blogger.com,1999:blog-2127517647835977939.post-66983874193015887372023-08-21T10:23:00.059+02:002024-02-27T16:46:47.693+02:00Four categories for Anti-Bullying Apps (ABAs), with examples for each<p></p><div style="text-align: left;"><span style="color: #999999;">Written for people interested in learning about the wide range of anti cyber harassment apps that exist.</span></div><br />There are many <b>Anti Bullying Apps</b> (ABAs) seeking to inform and assist recipients of cyber harassment. Some ABAs may even assist cyberbullies with curbing their anti-social behaviours. ABAs vary in their specific functions and features. These can be categorised into three groups [1]: (1) general protection, (2) information, and (3) reporting to authorities. This post suggests a fourth, (4) in-platform interventions (such as Instagram's anti-bullying tools). This accommodates tools that are distinct in being specifically developed to exist inside a particular platforms (such as WhatsApp, versus being a standalone app outside it). Such sub-apps (or tools) may also combine different aspects of the top three categories:<p></p><p><br /></p><h3 style="text-align: left;"><span style="color: #6aa84f;">1 General protection</span></h3><div><span style="color: #7f6000;"><br /></span></div><b>1.1 Bark</b> at <a href="https://www.bark.us/learn/cyberbullying" target="_blank">https://www.bark.us/learn/cyberbullying</a> is an online protection tools for US parents to limit the amount of time their children spend on various websites, view their children’s browsing history, and for receiving alerts when keywords and phrases that might indicate bullying or harassment in their child’s electronic communications (such as text messages). Mentioned in [1].<div><br /><p><b>1.2 BullStop</b> at <a href="https://www.bullstop.io/" target="_blank">https://www.bullstop.io/</a> aims to help young people's proactive combating of cyberbullying, and monitors social media accounts by regularly reviewing messages as they are received. It uses artificial intelligence for analysing these- flagging offensive content like abuse, bullying, insults, pornography, spam and threats. [1]</p><p><br /></p><h3 style="text-align: left;"><span style="color: #6aa84f;">2 Information</span></h3><div><span style="color: #7f6000;"><br /></span></div><p></p><p><b>2.1 </b><b> ActionPoint </b>aims to help families build stronger communication skills, set healthy boundaries for social media use, define a teen's cyberbullying risk and identify instances of cyberbullying. Ultimately its designers seek to decrease the negative outcomes associated with cyberbullying (view app's research at <a href="https://ysilva.cs.luc.edu/BullyBlocker/publications&posters.html" target="_blank">https://ysilva.cs.luc.edu/BullyBlocker/publications&posters.html</a>).</p><p><br /></p><p><b>2.2 Bully Mysteries </b>(available as an Android package to download and install from <a href="https://apkcombo.com/bully-mysteries-4cv/udk.android.apptoapp.mystery.l1c5/" target="_blank">https://apkcombo.com/bully-mysteries-4cv/udk.android.apptoapp.mystery.l1c5/</a>) is an interactive mystery app that includes the chapter, 'The Case of the Cyberbully'- In it, 'A defenseless victim is being mercilessly harassed by someone. But who could it be and for what purpose? Katie and TC are extra motivated to solve this case and help protect those who can’t protect themselves!'. [6]</p><p><br /></p><p><b>2.3 ClearCyberbullying </b>(available as an Android package to download and install from <a href="https://apkcombo.com/clearcyberbullying/com.Clear.CyberBullying/" target="_blank">https://apkcombo.com/clearcyberbullying/com.Clear.CyberBullying/</a>) uses Drama Education for creating awareness on cyber-bullying among students and then develop an education video-games exploiting traditional “Puppet characters” or “shadow theatres” coming from the six partners countries. The project at <a href="https://www.clearcyberbullying.eu/" target="_blank">https://www.clearcyberbullying.eu/</a> seems to have been discontinued. [6]</p><p><br /></p><p><b>2.4 </b><b>Cyberbullying</b><b> by Grey Lab </b>(available as an Android package to download and install from <a href="https://apkgk.com/com.iggnovation.cyberbull" target="_blank">https://apkgk.com/com.iggnovation.cyberbull</a>) provides information on 'what cyberbullying is, why it works and how to prevent it'. [6]</p><p><br /></p><p><b>2.5 </b><b>Cyberbullying First-Aid </b>was developed in Germany by the <a href="https://www.klicksafe.de/youthpanel" target="_blank">klicksafe Youth panel</a> for Android and Apple users. <a href="https://www.klicksafe.de/en/materialien/cyber-mobbing-erste-hilfe-app" target="_blank">https://www.klicksafe.de/en/materialien/cyber-mobbing-erste-hilfe-app</a> described how the app includes short videos from the coaches Tom and Emilia for recipients of cyberbullying. The app gives 'those affected concrete tips on how to behave, encourage them and accompany in the first steps to take action against cyberbullying. In addition to legal background information and links to anonymous counseling centers, there are tutorials on how to report, block or delete offensive comments on social media platforms such as Instagram, YouTube and TikTok or in the messenger WhatsApp.' The app is available in English, French, German, Luxembourgish, Lithuanian and Slovenian, dependant on the user's device's language setting. [6]</p><p><br /></p><p><b>2.6 Cyberbullying Vaccine</b> (<a href="https://www.koreaherald.com/view.php?ud=20230327000595" target="_blank">available in Korea</a>) aims to provide parents, guardians and other adults with an indirect experience of cyberbullying. [2]</p><p><br /></p><p><b>2.7 Klikd</b> at <a href="https://klikd.co.za/the-app/" target="_blank">https://klikd.co.za/the-app/</a> covers many topics, ranging from how to manage tricky people online and cyberbullying, to online reputation to phone addiction. Each module contains multi-faceted components for keeping t/weens engaged throughout their learning journey. The app includes talks by teens, card games and quizzes, and offers plenty of opportunity for reflection. Parents and schools as also supported through updates. [9]</p><p><br /></p><p><b>2.8 Know Bullying</b> <b>app</b> at <a href="https://healthysafechildren.org/knowbullying-app" target="_blank">https://healthysafechildren.org/knowbullying-app</a> gives US guardians and parents information on how to discuss online risks and cyberbullying with their children. The app was developed by the U.S. Department of Health and Human Services to; explain the warning signs of bullying, and to offer advice for parents on talking to their kids about bullying. It includes important strategies for preventing bullying for kids in varied age groups (3-6, 7-12, and older). [3]</p><p><br /></p><p><b>2.9 Sit With Us </b>is a US <a href="https://www.sitwithus.io/#!/Home" target="_blank">Apple app</a> developed by a 16 year old. Natalie Hampton wanted to help pupils set up inclusive lunches with classmates who typically eat alone. [7]</p><p><br /></p><p><b>2.10 SpeakOut! </b>aims to help children and other vulnerable people with accessing the internet safely. The UK <a href="https://speakout.thecybertrust.org/" target="_blank">app</a> presents storylines that tackle the topics of cyber bullying, grooming, sexting, fake news, body image and racism. The app was developed in response to 'the <a href="https://cybersecuritychallenge.org.uk/who-we-are/our-partners/speakout-from-the-cyber-trust" target="_blank">growing need for support specifically targeting 10-14 year olds</a> as they face increased challenges as preteens and young teenagers growing up in a highly connected environment.' For example, the app tackles cyberbullying by featuring tools and techniques that help users recognise online bullying, and how to respond. [7]</p><p><br /></p><p><b>2.11 Stand Up to Bullying </b>shows an <a href="https://appadvice.com/app/stand-up-to-bullying/543301297" target="_blank">interactive educational video</a> featuring Lucky Kat, The Kat Patrol, The Cheese Posse and Daren the Lion. It teaches children to identify the different types bullying and to know what to do when they see it happening. The app contains five (5) chapters of informative animation that cover verbal bullying, physical attack and nonverbal bullying. The final chapter instructs them on how to make a plan for when they see any of these situations. Each chapter closes with question and answer sections to support open discussion with kids and students. [7]</p><p><br /></p><h3><span style="color: #6aa84f;">2+ Informational games</span></h3><p><br /><b>2.12 Cyberbully Zombies Attack</b> at <a href="https://toucharcade.com/games/cyberbully-zombies-attack" target="_blank">https://toucharcade.com/games/cyberbully-zombies-attack</a> was developed by NetSmartz® Workshop, a program of the National Center for Missing & Exploited Children® and Gamelearn. The online game helps kids, tweens and teens learn how to handle cyberbullying [6]. It was funded by Sprint through its 4NetSafety(SM) program. <br /><br /><b>2.13 Cybersafe</b> is a game for <a href="https://play.google.com/store/apps/details?id=air.com.excited.cybersafe&hl=en&gl=US" target="_blank">Android</a> and <a href="https://apps.apple.com/gb/app/cybersafe/id670926962" target="_blank">Apple</a> that Goffs School UK students created to help children deal with cyberbullying. [6] The app contains 3 fun mini games - each tackling a different issue chosen by the students: '<i>Detective Charlee:</i> An endless flying game which teaches children to collect cyberbully evidence, by taking screenshots of nasty comments on social networks, to email to a trusted friend or adult. <i>PaS$w0rdBlockr: </i>A challenging puzzle game which encourages children to keep their passwords safe and be wary of people hacking their online accounts. <i>Goof Run: </i>An endless running game with helpful cyberbully advice along the way, set in a colourful chatroom.'</p><p><b>2.14 Professor Garfield Cyberbullying</b> features a Garfield comic strip with examples of cyberbullying and advice on how to deal with it. These are followed by a short interactive quiz that tests what kids have learned. It is available on <a href=" https://professor-garfield-cyberbullying.appstor.io/" target="_blank">Apple</a>. [6]</p><p><br /></p><h3 style="text-align: left;"><span style="color: #6aa84f;">3 Reporting to authorities</span></h3><div><span style="color: #7f6000;"><br /></span></div><div><b>3.1 117 Chat </b>at <a href="https://apkcombo.com/117-chat/com.ucs.police_chat/" target="_blank">https://apkcombo.com/117-chat/com.ucs.police_chat/</a> provides school violence-related real-time chatting in consultation with South Korea's National Police Agency. [2]<br /><br /><b>3.2 BRIM: Bullying Reduction Intervention and Monitoring</b> provides <a href="https://antibullyingsoftware.com/about/" target="_blank">tools and resources</a> to US teachers, principals, counselors, and others in school communities to help tackle bullying.</div><div><br /><b>3.3 Bully Button</b> from <a href="https://bullybutton.fortresgrand.com" target="_blank">https://bullybutton.fortresgrand.com</a> complements US schools' anti-bullying programs by providing a multi-platform process for administrative intervention in situations of; abuse, bullying, cyberbullying, and social aggression.</div><div><br /></div><div><b>3.4 CyberBully Hotline apk (</b>available as an Android package to download and install from <a href="https://www.apkmonk.com/app/com.groupcast.android.cyberbullingapp/" target="_blank">https://www.apkmonk.com/app/com.groupcast.android.cyberbullingapp/</a>) provides 'schools with their own unique local phone number, to which students and parents can send a 100% anonymous text or voice message. School administrators can then send back replies which go directly to the person sending the report, without ever knowing their phone number or identity. This guaranteed anonymity provides a welcoming environment for addressing issues of bullying, violence, fighting, theft, harassment, and safety.' [6]</div><div><br /></div><div><b>3.5 Dunk A Bully </b>at <a href="https://www.dunkabully.com" target="_blank">https://www.dunkabully.com</a> aims to educate users about bullying by providing examples and questions and answers to learn from. It also enables users to select a counselor for messaging anonymously [8].</div><div><b><br /></b></div><div><b>3.6 FamiSafe </b>at <a href="https://famisafe.wondershare.com" target="_blank">https://famisafe.wondershare.com</a><b> </b>is one of five apps described in resource [3] which parents/guardians can install on their child/ward's phone. Available on Android, Chrome, Kindle, iOS, Mac and Windows, FamiSafe empowers users to 'locate their kid’s phone, monitor app usage, site usage, and screen time'. The app also allows parents/guardians to filter web content and block certain apps.</div><div><br /></div><div><b>3.7 Guardian Angel </b>at <a href="https://guardianangelmobile.com" target="_blank">https://guardianangelmobile.com</a> is available on Android and Apple. It is designed to help children and teenagers 'cope with the horrors of childhood violence such as bullying and family related problems.' It includes: access to a 24hr crisis hotlines; optional, anonymous reporting directly to the child’s counsellor or social worker; playlists for affirmation, meditation and motivation; and journaling options. [6]</div><div><br /></div><div><b>3.8 Speak Up! For Someone </b>at <a href="https://www.gospeakup.com" target="_blank">https://www.gospeakup.com</a> enables students to record bullying and to report it anonymously and securely to school officials. It's available for <a href="https://apps.apple.com/in/app/speak-up-for-someone/id974338910" target="_blank">Apple</a> users, and <a href="https://play.google.com/store/apps/details?id=com.p3tips.katy&hl=en&gl=US" target="_blank">Android</a> ones. [8]</div><div><br /></div><b>3.9 STOPit Solutions </b>at <a href="https://www.stopitsolutions.com" target="_blank">https://www.stopitsolutions.com</a> allows individuals (including parents, peers, and community members) to anonymously report harmful images, messages, and videos to government entities that can provide victims with help. Individuals can also connect with trained crisis counsellors from the Crisis Text Line™ for assistance. [3]<div><br /></div><div><b>3.10 Toot Toot </b>is an <a href="https://apps.apple.com/gb/app/tootoot-safeguarding-made/id1054315255" target="_blank">Apple</a> app funded by the UK's Department for Education which gives 'pupils and parents a voice by providing a safe and anonymous way to speak about concerns such as bullying, harassment, mental health and racism.' Its key features are: anonymous reporting from parents and pupils, from anywhere. Staff can log safeguarding and behaviour incidents to create a full picture. Admins and mentors receive notifications when new cases are logged. Users can quickly and simply manage their cases. Admins and mentors get a whole organisation overview to identify key trends in data. [7]</div><div><br /></div><div><b>3.11 Upstander</b> is an Android app at <a href="https://play.google.com/store/apps/details?id=com.ayaan.upstander" target="_blank">https://play.google.com/store/apps/details?id=com.ayaan.upstander</a> develop as a student initiative to make schools bullying-free. It is a mobile platform through which students can report bullying instances at varying degrees of anonymity. [8]</div><div><br /></div><div><h3 style="text-align: left;"><span style="color: #93c47d;"><b>3+ Reporting to self</b></span></h3><p><b>3.12 ReThink – Stop Cyberbullying </b>at <a href="https://www.rethinkwords.com/whatisrethink" target="_blank">https://www.rethinkwords.com/whatisrethink</a> is a non-intrusive service that seeks to detect and stop cyberbullying before it does damage. Its users are flagged to reconsider potentially offensive content before re-sharing it. [5]<br /></p><p><br /></p><h3 style="text-align: left;"><span style="color: #6aa84f;">4 Platform-specific</span></h3><div><span style="color: #7f6000;"><br /></span></div><p style="text-align: left;"><b>4.1 BullyBlock</b> or <b>BullyBlocker for Facebook</b> (<a href="https://www.facebook.com/thebullyblocker">https://www.facebook.com/thebullyblocker</a>) seems to have been superseded by the Action Point app (see 2.1) . BullyBlock resulted from research that 'designed, implemented and evaluated automated cyberbullying identification tools for social networks'. The mobile app for Facebook included several such tools. [1]</p><p style="text-align: left;"><br /></p><p style="text-align: left;"><b>4.2</b> <b>Instagram's Rethink</b> and <b>Restrict</b> are described in <a href="https://www.bbc.com/news/technology-48916828" target="_blank">https://www.bbc.com/news/technology-48916828</a>. Rethink uses 'artificial intelligence to recognise when text resembles the kind of posts that are most often reported as inappropriate by users'. <b>Rethink</b> prompts users to pause and consider what they are saying before sharing content flagged as potentially being inappropriate. <b>Restrict</b> is 'designed to help teens filter abusive comments without resorting to blocking others - a blunt move that could have repercussions in the real world'.</p><p style="text-align: left;"><br /></p><p><b>4.3</b> <b>Shushmoji® for WhatsApp</b> is an anti-chat harassment resource (for <a href="https://apps.apple.com/za/app/shushmoji/id1639680705" target="_blank">Apple</a> or <a href="https://play.google.com/store/apps/details?id=com.createwith.shushmoji&hl=en&gl=US" target="_blank">Android</a> users) that provides end-of-conversation stickers and information on tactics individuals can use against chat harassment. See general FAQs at <a href="https://www.createwith.net/shushmoji-app-faqs" target="_blank">https://www.createwith.net/shushmoji-app-faqs</a>.</p><p><br /></p><p><b>4.4 Vodafone’s #BeStrong Emoji Keyboard</b> is available on <a href="https://play.google.com/store/apps/details?id=com.snaps.be_strong&hl=en_ZA&gl=RU" target="_blank">Android</a> devices. This keyboard developed from the <a href="https://www.vodafone.com/news/inclusion/be-strong-online-emojis" target="_blank">Be Strong Online anti-bullying</a> initiative. A suite of #BeStrong support emojis aimed help young people convey compassion and support to friends who are being bullied online. The idea for a support emoji was first brought to Vodafone by anti-bullying ambassador <a href="https://www.vanityfair.com/news/2016/02/monica-lewinsky-emoji-safer-internet" target="_blank">Monica Lewinsky</a>. The app's emojis were chosen by 'almost 5,000 young people around the world, who identified with them as symbols of compassion and solidarity'. [7]</p><p><br /></p><h3 style="text-align: left;"><span style="color: #38761d;"><b>Conclusion</b></span></h3><div><br /></div><p>The examples of apps above are largely from the developed world's Anglo- and Asian spheres, with the full usability of these apps often being restricted to their country of origin (notably, Korea, the UK and US). Kindly let me know of any other interesting resources and/or ABAs in the moderated comments section below? Or you <a href="https://www.travisnoakes.co.za/p/contact.html" target="_blank">contact me directly</a>. I will update this post on an ongoing basis with suitable recommendations for new apps/resources, plus new ones my research uncovers.</p><p><br /></p><p>P.S. There are several apps listed in the resources below that are not highly-ranked for Google searches, nor available via the Apple or Android app stores (or may be hidden from searches from South Africa). These are Back Off Bullies [6], Be Cybersafe Game [6], <a href="https://appadvice.com/app/cyber-bullying/500995254" target="_blank">Cyberbullying by Maple Tree</a> [6], Cyberbully Hotline [6], Delete Cyberbullying [6], <a href="https://apkfab.com/i-am-a-witness-keyboard/com.snaps.adcouncil_keyboard" target="_blank">I Am Witness</a> and Put an End to Cyberbullying [6].</p><p><br /></p><p>N.B. The many discontinued anti-bullying apps suggest the importance of ongoing investment of human and financial capital. Sustaining ABAs availability requires costly resources to address code updates, app promotion and ongoing refinement.</p><h3 style="text-align: left;"><span style="color: #274e13;"><br /></span></h3><h3 style="text-align: left;"><span style="color: #38761d;">Resources</span></h3><div><span style="color: #7f6000;"><br /></span></div>[1]<i> <a href="https://www.sciencedirect.com/science/article/pii/S240584402306838X" target="_blank">U.S. Parents' Intentions to Use Anti-Bullying Apps: Insights from a Comprehensive Model</a></i><a href="https://www.sciencedirect.com/science/article/pii/S240584402306838X" target="_blank"> </a>(2023) by Brittany Wheeler, Katie Baumel, Deborah Hall and Yasin Silva describes new technological avenues for parents and other guardians to reduce their child’s cyberbullying risk. The authors focus on understanding the factors that predict parents' intentions to use ABAs. </div><div><br />[2] <i>'The application of anti-bullying smartphone apps for preventing bullying in South Korea' </i>by Insoo Oh in <a href="https://www.routledge.com/Tackling-Cyberbullying-and-Related-Problems-Innovative-Usage-of-Games/Toda-Oh/p/book/9780367610807" target="_blank">Tackling Cyberbullying and Related Problems - Innovative Usage of Games, Apps and Manga</a>.<br /><br />[3] <i>'Most useful bullying apps'</i> at <a href="https://famisafe.wondershare.com/anti-bullying/usefull-anti-bullying-apps-or-ideas-for-parental-control.html" target="_blank">https://famisafe.wondershare.com/anti-bullying/usefull-anti-bullying-apps-or-ideas-for-parental-control.html</a>. <br /><br />[4] <a href="https://www.tulsakids.com/5-anti-bullying-apps-every-family-should-have/" target="_blank">5 Anti-Bullying Apps Every Family Should Have</a><br /><br />[5] <i>Anti-bullying apps are popular, but do they work?</i>, Wyman, Christina (2022) in Wired magazine features an interesting critique of ABAs' limits, and their potential value, <a href="https://www.wired.com/story/anti-bullying-apps-schools-children/" target="_blank">https://www.wired.com/story/anti-bullying-apps-schools-children</a>.</div></div><div><br /></div><div>[6] Topcu-Uzer, C., & Tanrıkulu, İ. (2018). 3 - Technological solutions for cyberbullying. In M. Campbell & S. Bauman (Eds.), Reducing Cyberbullying in Schools (pp. 33-47). Academic Press. <a href="https://doi.org/https://doi.org/10.1016/B978-0-12-811423-0.00003-1" target="_blank">https://doi.org/https://doi.org/10.1016/B978-0-12-811423-0.00003-1</a></div><div><br /></div><div>[7] Top 10 anti-bullying apps at <a href="https://www.kcom.com/home/discover/categories/tech-corner/top-10-anti-bullying-apps/">https://www.kcom.com/home/discover/categories/tech-corner/top-10-anti-bullying-apps/</a><br /><br />[8] Searching #Antibullyingapp via Instagram - <a href="https://www.instagram.com/explore/tags/antibullyingapp/" target="_blank">https://www.instagram.com/explore/tags/antibullyingapp/</a></div><div><br /></div><div>[9] Recommended by this blog's readers.</div><div><br /></div><div class="blogger-post-footer">An update from travisnoakes.co.za. All posts and comments published to www.travisnoakes.co.za are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License at https://creativecommons.org/licenses/by-nc-sa/4.0/.</div>Travis Noakeshttp://www.blogger.com/profile/12001873863913970420noreply@blogger.com0tag:blogger.com,1999:blog-2127517647835977939.post-34191369144126195792023-06-29T16:04:00.034+02:002023-07-05T13:32:14.501+02:00Twitter Support must do better for helping celebrity and public victims of a global diet phishing scam!Worldwide, diet scammers are marketing fake “endorsements” from celebrities across social media adverts, search engine ads and online content to phish victims’ financial details. The sheer volume of content the fraudsters produce is very difficult for celebrities and their representatives to tackle alone. One major obstacle to stopping the false marketing of “miracle weightloss products” is the reluctance of social media platforms to take down fake accounts and ads timeously. The fraudsters typically run the ads regionally for a few days in which they are displayed to hundreds of thousands of people. Just a fraction of an ad’s viewers need to share their financial details for the scam to be highly profitable!<br /><br />This post presents the underwhelming example of reporting diet phishing accounts to Twitter Support as a way to spotlight the difficulties of tackling fraud via social media platforms. Hopefully publicly shaming <a href="https://twitter.com/TwitterSupport">@TwitterSupport</a> will encourage its leaders to help address the global diet phishing scam properly, whilst also providing decent reporting options for celebrities and their representatives:<div><br /><h3 style="text-align: left;">South African celebrities hijacked in fake diet adverts</h3>A major factor in the “success" of this global scam (it has been running since 2014!) is the poor response from Facebook, Instagram, Twitter and other social media companies to formal requests to close fake accounts and their advertisement campaigns. Their ineffective responses are legally shortsighted: social media companies that repeatedly permit diet phishing ads on their platforms are complicit in a fraud, and possibly in the delict of passing off. For example, in South Africa, the diet phishing scam has undoubtedly harmed the reputation of <a href="https://twitter.com/ProfTimNoakes" target="_blank">Prof Tim Noakes</a> and <a href="https://thenoakesfoundation.org/" target="_blank">The Noakes Foundation</a> through its fraudulent, direct misrepresentation, of fake products. These have certainly confused the public and <a href="https://twitter.com/TheNoakesF" target="_blank">@TheNoakesF</a> has lost goodwill from the many victims of the fraud’s misrepresentation! </div><div><br /></div><div>Prof Noakes, is just one of many well-known individuals whose identities have been hijacked. The South African version of the scam has seen: Minki van der Westhuizen, Jeannie D (<a href="https://twitter.com/Jeannieous" target="_blank">@Jeannieous</a>), Basetsana Kumalo (<a href="https://twitter.com/basetsanakumalo" target="_blank">@basetsanakumalo</a>), Nkhensani Nkosi (<a href="https://twitter.com/NkhensaniNkosi1" target="_blank">@NkhensaniNkosi1</a>), Shashi Naidoo (<a href="https://twitter.com/SHASHINAIDOO" target="_blank">@SHASHINAIDOO</a>), Tumi Morake (<a href="https://twitter.com/tumi_morake" target="_blank">@tumi_morake</a>), Dawn King (<a href="https://twitter.com/DawnTKing" target="_blank">@DawnTKing</a>), Ina Parmaan (<a href="https://twitter.com/inapaarman" target="_blank">@inapaarman</a>) and Dr Shabir Madhi (<a href="https://twitter.com/ShabirMadh" target="_blank">@ShabirMadh</a>) all having their reputations tarnished.<br /><br />Since Prof Noakes’ identity was first hijacked in 2020, The Noakes Foundation (TNF) and partners (such as <a href="https://twitter.com/DrMichaelMol" target="_blank">Dr Michael Mol</a> and <a href="https://twitter.com/Hello_DoctorSA" target="_blank">Hello Doctor</a>) have tried many options to stop the scam. For example, TNF developed and publicised content against it via blogposts, such as <a href="https://bit.ly/3KP71A4">Keto Extreme Scams Social Media Users Out of Thousands</a>. TNF also produced these videos: <a href="https://bit.ly/3r1yp7H">Professor Tim Noakes vs. Diet Phishing: Exposing a Global Scam with Fake Celebrity Endorsements</a>, <a href="https://bit.ly/3NuTqPR">Dr Michael Mol highlighting Diet Scams</a> and <a href="https://bit.ly/45juuTA">Prof Noakes Speaks Out Against The Ongoing Diet Scam</a>. Sadly, The Noakes Foundation’s repeated warnings to the public don’t seem to be making much difference in preventing new victims!</div><div><br /><h3 style="text-align: left;">American, Australian, British and Swedish celebs hijacked, too!</h3>In the United States, the diet phishing scam has also stolen the identities of major celebrities. Most are in popular TV franchises: Oprah Winfrey (<a href="https://twitter.com/Oprah" target="_blank">@Oprah</a>), Dr Mehmet Oz (<a href="https://twitter.com/DrOz" target="_blank">@DrOz</a>) Dr Phil (<a href="https://twitter.com/DrPhil" target="_blank">@DrPhil</a>), Dolly Parton (<a href="https://twitter.com/DollyParton" target="_blank">@DollyParton</a>), Kelly Clarkson (<a href="https://twitter.com/kellyclarkson" target="_blank">@kellyclarkson</a>), the Kardashian Family (<a href="https://twitter.com/kardashianshulu" target="_blank">@kardashianshulu</a> + <a href="https://twitter.com/KimKardashian" target="_blank">@KimKardashian</a>), Kelly Osbourne (<a href="https://twitter.com/KellyOsbourne" target="_blank">@KellyOsbourne</a>), Chrissy Teigen (<a href="https://twitter.com/chrissyteigen" target="_blank">@chrissyteigen</a>), Martha Maccallum (<a href="https://twitter.com/marthamaccallum" target="_blank">@marthamaccallum</a>), Blake Shelton (<a href="https://twitter.com/blakeshelton" target="_blank">@blakeshelton</a>) and <a href="https://twitter.com/search?q=%23TomSelleck&src=typed_query" target="_blank">#TomSelleck</a> 🥸. It’s a Magnum opus of fraud!<br /><br />Amazing female celebs in the United Kingdom have also seen their identities stolen. Diet phishing scammers have hijacked the IDs of Holly Willis (<a href="https://twitter.com/hollywills" target="_blank">@hollywills</a>), Amanda Holden (<a href="https://twitter.com/AmandaHolden" target="_blank">@AmandaHolden</a>), Anne Hegerty (<a href="https://twitter.com/anne_hegerty" target="_blank">@anne_hegerty</a>) and Dawn French (<a href="https://twitter.com/Dawn_French" target="_blank">@Dawn_French</a>). Even the British (<a href="https://twitter.com/RoyalFamily" target="_blank">@RoyalFamily</a>) has not been immune, with the targeting of Catherine, the Princess of Wales (<a href="https://twitter.com/KensingtonRoyal" target="_blank">@KensingtonRoyal</a>) and the Former Queen Elisabeth II, RIP and God Bless. Sadly, Meghan Duchess of Sussex, has been targeted too...<br /><br />Down Under, well-known Australian personalities, such as its national treasure Maggie Beer (<a href="https://twitter.com/maggie_beer" target="_blank">@maggie_beer</a>) and Farmer Wants A Wife host Sam Armytage (<a href="https://twitter.com/sam_armytage" target="_blank">@sam_armytage</a>) have had their identities misused for fake #weightloss endorsements. And also Mr Embarrassing Bodies Down Under himself, Dr Brad McKay (<a href="https://twitter.com/DrBradMcKay" target="_blank">@DrBradMcKay</a>).</div><div><br />In Sweden, Dr Andreas Eenfeldt (<a href="https://twitter.com/DrEenfeldt" target="_blank">@DrEenfeldt</a> from <a href="https://twitter.com/DietDoctor" target="_blank">@DietDoctor</a>), another leader in the low carbohydrate movement, has been targeted in promotions of fake #keto products. Sadly, the fake ads seem to generate far more attention and action than his or my father's health advice!<br /><br />N.B. The examples above are not extensive in terms of all victims. We largely know of celebrities in the Anglosphere whose identities were stolen, then featured in English language reports and related search engine results.</div><div><br /></div><div><br /></div><div><h3 style="text-align: left;">Deceptive "Tim Noakes" Twitter accounts market Keto Gummies</h3>Just as the celebrity names stolen for the fake ads change often, so do the product names. A few examples of these fake names are Capsaicin, FigurWeightLossCapsules, Garcinia, Ketovatru and KetoLifePlus. Be warned that new "products" are added every month! One particularly common term used in the scammers' product names is "Keto Gummies". A recent Twitter search for "<a href="https://twitter.com/search?q=Tim%20Noakes%20keto%20gummies&src=typed_query" target="_blank">Tim Noakes keto gummies</a>" suggested many fake accounts in Figure 1 (just the top view!), plus diverse "product" names.</div><div><br /><br /><a href="https://blogger.googleusercontent.com/img/a/AVvXsEjYpJ1h3WsziMpQHZ70y3iHHh8e2fMAnFwSingDu_I6f77dccyIgbcfyxL4CFZt_SpD2nSUKvsTqlk_nHIm3ijSZmWhkDl1A0uHFutD4Q5Z4t66Mn9C1sejaqQOOt7RWJwDzlu_dJu99ETBECENhi3lTeevKq7boF-z8-MMotL59bMkFIL7MN4tc-_z0vbN"><img src="https://blogger.googleusercontent.com/img/a/AVvXsEjYpJ1h3WsziMpQHZ70y3iHHh8e2fMAnFwSingDu_I6f77dccyIgbcfyxL4CFZt_SpD2nSUKvsTqlk_nHIm3ijSZmWhkDl1A0uHFutD4Q5Z4t66Mn9C1sejaqQOOt7RWJwDzlu_dJu99ETBECENhi3lTeevKq7boF-z8-MMotL59bMkFIL7MN4tc-_z0vbN=w517-h882" /></a><br /><span style="font-size: x-small;"><br />Figure 1. Twitter search results for Tim Noakes keto gummies (fake product accounts) (20 June, 2023)</span><br /><br /><br /><h3 style="text-align: left;">Twitter Support does not think fake accounts are misleading and deceptive?!</h3>These accounts have clearly been setup to fraudulently market "keto gummies" by suggesting an association with "Tim Noakes". So, the logical response for any representative of The Noakes Foundation would seem to be reporting each fake account for violating Twitter’s <a href="https://help.twitter.com/rules-and-policies/twitter-impersonation-and-deceptive-identities-policy">misleading and deceptive identities policy</a>, right?<br /><br /><a href="https://blogger.googleusercontent.com/img/a/AVvXsEicHAl72difmt4ozg2MhX6Gv9cdLa-08A4miU_1fImLG7jOgmkpQcNezYnX38ie60lcQw6jkNvKwau0_fG-UJnP9KHjm4qE4J2iuZJqMxj4Wf9HIbECUUM4EOIcMdCj1xyOJh9CzBKn_6YjEbMXzFbiyu8Pa3-vghVKX3oyKei_ARosdW7jPt5bJOG7b_N1"><img src="https://blogger.googleusercontent.com/img/a/AVvXsEicHAl72difmt4ozg2MhX6Gv9cdLa-08A4miU_1fImLG7jOgmkpQcNezYnX38ie60lcQw6jkNvKwau0_fG-UJnP9KHjm4qE4J2iuZJqMxj4Wf9HIbECUUM4EOIcMdCj1xyOJh9CzBKn_6YjEbMXzFbiyu8Pa3-vghVKX3oyKei_ARosdW7jPt5bJOG7b_N1=w410-h600" /></a><br /><br /><div style="text-align: left;"><span style="font-size: x-small;">Figure 2. Reporting the fake Tim Noakes Keto Gummies account to Twitter support</span></div><div style="text-align: center;"><br /></div>This is a very time consuming process- in the first place, the same complaint must be individually submitted for each account. Secondly, the representative reporting these complaints must also upload and/or email related proof of ID, business and legal documentation to Twitter Support before it will consider investigating whether impersonation is taking place.<br /><br />Fake Twitter accounts, including those below, were reported to Twitter, with support documentation:<br />@NoakesGumm28693 0327118996 <span> </span>@TimNoakesHoax 0327120384<br />@TimGummies 0327119602 <span> <span> <span> <span> </span></span></span></span>@NoakesGumm91126 0327119675<br />@gummies_tim 0327120030 <span> <span> <span> <span> </span></span></span></span>@TimNoakes_ZA 0327119741<br />@tim_gummies 0327118910 <span> <span> <span> <span> </span></span></span></span>@NoakesSouth 0327118634<br />@timnoakesketo0 0327119362 <span> <span> <span> <span> </span></span></span></span>@NoakesGumm22663 0327119487<br /><br />In each case, @TwitterSupport replied that the following accounts are NOT in violation of Twitter’s misleading and deceptive identities policy. This would seem to contradict the obvious evidence that Tim Noakes' name has been hijacked by scammers for misleading victims with a fake product!</div><div><br /></div><div>The Noakes Foundation has supplied its legal team with Twitter's related correspondence for review. I will update this post as developments progress (or fail to!) with the remarkably unhelpful and potentially criminally negligent @TwitterSupport.</div><div><br /></div><h3 style="text-align: left;">This "Tim Noakes keto gummies" Twitter account is not deceptive?!</h3><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1iMMBqarZzL5OVQAMuI5PMLw3df7hO1xxWbSJL2tZGrpkiRARBhI_Q-QASDi7RSAEzajQvUpHBjXvb7mq-nWnhqsU1arqXErpytNalYTULnX4IZV9R4JDfj6n0ilb51AInFlbUP_uIHv17Br-HPpPxSLjqiEJRt5XTqYBhSU6B3ls_KJ0TQEyFxAivZ53/s1628/Tim%20Noakes%20Keto%20Gummies%20fake%20account%202023.png" style="margin-left: 1em; margin-right: 1em;"><img alt="Figure 3. Fake @TimNoakesKetoGummies account" border="0" data-original-height="1628" data-original-width="596" height="1134" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1iMMBqarZzL5OVQAMuI5PMLw3df7hO1xxWbSJL2tZGrpkiRARBhI_Q-QASDi7RSAEzajQvUpHBjXvb7mq-nWnhqsU1arqXErpytNalYTULnX4IZV9R4JDfj6n0ilb51AInFlbUP_uIHv17Br-HPpPxSLjqiEJRt5XTqYBhSU6B3ls_KJ0TQEyFxAivZ53/w415-h1134/Tim%20Noakes%20Keto%20Gummies%20fake%20account%202023.png" title="Figure 3. Fake @TimNoakesKetoGummies account" width="415" /></a></div><br /><div><span style="font-size: x-small;">Figure 3. Fake @TimNoakesKetoGummies account</span></div><div> <br />Figure 3 shows a typical example of a fake account's style. It uses Tim Noakes' name, plus stock photography in marketing a non-existent product. It only tweeted on May the 24th, and is followed by one person. Any knowledgeable complaint reviewer would surely consider this to be a case of a scammer creating a misleading and deceptive account for gaming Twitter's search engine. However, Twitter Support does not agree, nor explain why in its generic correspondence around each scam account.<br /></div><div><br /></div><div><h3 style="text-align: left;">From stealing victims' banking details to delivering dubious products</h3><div>As fitness expert Reggie Wilson (<a href="https://twitter.com/fitforfreelance" target="_blank">@fitforfreelance</a>) deftly explains in his <a href="https://twitter.com/fitforfreelance/status/1534301085891960833 ">30 second video</a>, Keto Gummies cannot work. It is most concerning that The Noakes Foundation has received reports that scammers are now delivering a physical product to South African victims. Not only are fake #KetoGummies products being marketed locally via <a href="https://takealot.com" target="_blank">takealot.com</a> BUT are also offered internationally via <a href="https://Amazon.com">Amazon.com</a>, and possibly other major online retailers!</div><div><br /></div><div>Just as the scammers link themselves to celebs on Twitter, they also target the popular television franchises they're from. Notably: AmericasNextTopModel, DragonsDen, The Kardashians, The Oprah Show and Shark Tank. On Twitter, national businesses are also being misrepresented as selling these fake products, such as Walmart in the US, Jean Coutu pharmacies in Canada and Dischem in South Africa. Type in keto gummies into these retailers search engines and you will see that many options pop up, some seemingly associated with popular celebrities and TV franchises.</div></div><div><br /></div><div>The Noakes Foundation is keen to work with affected celebrities, their representatives and business to raise the pressure on social media companies to make a proper response to the scammers and fake ads they host. Do let us know if you would like to help using the comments below, or by emailing <a href="mailto:reportdietscam@gmail.com">reportdietscam@gmail.com</a>.</div><div class="blogger-post-footer">An update from travisnoakes.co.za. All posts and comments published to www.travisnoakes.co.za are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License at https://creativecommons.org/licenses/by-nc-sa/4.0/.</div>Travis Noakeshttp://www.blogger.com/profile/12001873863913970420noreply@blogger.com0Cape Town, South Africa-33.9248685 18.4240553-62.369078833509256 -16.7321947 -5.4806581664907483 53.5803053tag:blogger.com,1999:blog-2127517647835977939.post-40017245199844875662023-06-22T16:47:00.001+02:002023-06-22T16:53:48.218+02:00Recommendations for QDAS developers from 'Noteworthy disparities with four CAQDAS tools- explorations in organising live Twitter data', forthcoming<a href="https://orcid.org/0000-0002-0313-3875">Dr Corrie Uys</a>, <a href="https://orcid.org/0000-0003-2447-5521">Dr Pat Harpur</a> and I are working on a manuscript that explores the research implications of differences in Qualitative data analysis software (QDAS) packages’ support for live Twitter data imports. This paper's software comparison contrasts the four prominent QDAS tools that support such imports, namely <a href="http://ATLAS.ti" target="_blank">ATLAS.ti</a>™, <a href="https://lumivero.com/products/nvivo/" target="_blank">NVivo</a>™, <a href="https://www.maxqda.com/" target="_blank">MAXQDA</a>™ and <a href="https://provalisresearch.com/products/qualitative-data-analysis-software/" target="_blank">QDA Miner</a>™. We discuss key discrepancies in their use during the organisational phase of qualitative research and address related methodological issues.<br /><br /> Outside the paper's scope, our software comparison also uncovered several suggestions that developers of these QDAS tools might follow to improve the user experience for Twitter researchers:<div><br /><h4 style="text-align: left;"><i><span style="color: #7f6000; font-size: medium;">1 Make tweets easier to sort & link them to their original context </span></i></h4><div>QDAS typically present a myriad of isolated tweets in one spreadsheet document that seems to divorce tweets from their conversational context. Researchers would benefit from being able to order and sort tweets as data. QDAS should also provide the option to quickly link to the original tweet in Twitter. Only NVivo made it relatively efficient to see the original context of a tweet in a Twitter discussion.</div><div><br /></div><h4 style="text-align: left;"><span style="color: #7f6000;">2 Provide more extensive support for modes and Twitter affordances</span></h4><div>Linking to the original context with Twitter is particularly important where audio, emoji, font, image, and video modes and Twitter affordances for hashtagging and @mentions disappear. These may not be imported into QDAS spreadsheets as QDAS tools differ widely in the data they extract for Twitter affordances and modes. </div><div><br /></div><h4 style="text-align: left;"><span style="color: #7f6000;">3 Support conversational analysis</span></h4><div>Research into Twitter conversations was poorly supported by all four QDAS tools. Each presented a myriad of isolated tweets, with no way to display the original conversational thread. QDAS and Twitter should work together for providing qualitative researchers with ready access to Twitter exchanges. The added benefits of API2 functionality (such as conversation tracking) seem MIA in QDAS. Such integration would seem a useful step for promoting wider research into healthy conversations that Twitter described in <a href="https://blog.twitter.com/official/en_us/topics/company/2018/measuring_healthy_conversation.html" target="_blank">2018</a> as an important business priority.</div><div><br /></div><div><h4 style="text-align: left;"><span style="color: #7f6000;">4 Provide examples for live Twitter data analysis</span></h4><div>QDAS companies that provide Twitter import functionality should provide resources that address not only how to extract data, but also examples of how their software is used in analysing microblogging data. While Twitter is actively encouraging and training academic researchers to transform raw JSON into CSV files for research purposes, QDAS companies seem to provide scant examples for live Twitter data analysis. The online resources they provide could be improved by adding examples. For example, we look forward to seeing how QDAS are used in analysing Twitter conversation threads.</div><div><br /></div><h4 style="text-align: left;"><span style="color: #7f6000;">5 Spotlight the black box of Twitter data organisation</span></h4><div>QDAS developers could make the ‘black box’ of Twitter data organisation visible by showing a model of the data undergirding the tweets, and also the spreadsheet's data excludes. Researchers could benefit from such an overview for the great deal of Twitter fields that are missing.</div><div><br /></div><h4 style="text-align: left;"><span style="color: #7f6000;">6 Missing in extraction</span></h4><div>Another black box concerns the process of data extraction from Twitter. While the functionality of running live imports for select criteria is efficient, more information could be shared regarding the context of the extraction. For example, what are the internal and external limits on the maximum number of tweets a QDAS can import.<br /><br />Do let us know what you think of these suggestions by submitting a comment below, or <a href="https://www.travisnoakes.co.za/p/contact.html" target="_blank">contacting me</a>.</div></div></div><div class="blogger-post-footer">An update from travisnoakes.co.za. All posts and comments published to www.travisnoakes.co.za are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License at https://creativecommons.org/licenses/by-nc-sa/4.0/.</div>Travis Noakeshttp://www.blogger.com/profile/12001873863913970420noreply@blogger.com0Cape Town, South Africa-33.9248685 18.4240553-62.235102336178848 -16.7321947 -5.6146346638211568 53.5803053tag:blogger.com,1999:blog-2127517647835977939.post-27362995101584679192023-04-15T13:55:00.009+02:002023-04-15T14:10:23.003+02:00Use the Shushmoji app to learn anti chat harassment tactics and end anti-social conversations with WhatsApp chat stickers<div style="text-align: left;"><span><span style="color: #999999;">Written for people wanting to learn strategies for ending chat harassment in WhatsApp and use chat stickers for this.</span></span></div><div style="text-align: left;"><span style="color: red;"><span style="color: black;"><br /></span></span></div><div>Apple users can now feed their trolls with Shushmoji chat stickers in WhatsApp using the free Shushmoji app at <a href="https://apps.apple.com/us/app/shushmoji/id1639680705" target="_blank">https://apps.apple.com/us/app/shushmoji/id1639680705</a>. The app works on Mac, iPhone, iPad and iPods with an M1 chip (or later) and running Mac OS.11 (or later).</div><div style="text-align: left;"><br /></div><div style="text-align: left;">The Shushmoji app's sticker packs cover garden-variety <i>trolls, academic bullies, silly asses, pesky sinners and torturous types</i>. Check out two examples of their use below {or there's five <a href="https://www.createwith.net/best-whatsapp-sticker-packs/" target="_blank">here</a>, thirty examples <a href="https://www.createwith.net/shushmoji-app-examples/" target="_blank">here</a> or via <a href="https://za.pinterest.com/createwithcapetown/shushmojis/-" target="_blank">Pinterest</a> !} Download the app to use its free set with 30 stickers; premium sets are available for in-app purchase.</div><div><br /></div><div style="text-align: left;"><a href="https://www.createwith.net/" target="_blank">Create With Cape Town's</a> Shushmoji app is also available for Android users at <a href="https://play.google.com/store/apps/details?id=com.createwith.shushmoji&hl=en&gl=US" target="_blank">https://play.google.com/store/apps/details?id=com.createwith.shushmoji&hl=en&gl=US</a>. It's compatible with Android phones and tablets.</div><div style="text-align: left;"><br /></div>
<p><span style="color: red;"></span></p><table style="background-color: lightyellow;">
<tbody><tr style="background-color: darkkhaki; color: white;">
<th><span style="font-weight: normal;">Stop silly troll! <a href="https://www.createwith.net/whatsapp-sticker-examples/#troll" target="_blank">chat sticker </a>example</span></th>
<th><span style="font-weight: normal;">Stop sinner! <a href="https://www.createwith.net/whatsapp-sticker-examples/#sinner" target="_blank">chat sticker</a> example</span></th></tr>
<tr><td><a href="https://createwith.net/wp-content/uploads/2022/07/Virus-Conv.png" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="800" data-original-width="365" height="640" src="https://createwith.net/wp-content/uploads/2022/07/Virus-Conv.png" width="293" /></a></td><td><a href="https://createwith.net/wp-content/uploads/2022/07/bystander_sinner3.png" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="610" data-original-width="376" height="640" src="https://createwith.net/wp-content/uploads/2022/07/bystander_sinner3.png" width="394" /></a></td><td><br /></td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;"><br /></div><p><br /></p><p><br /></p><p>The Shushmoji app also offers twenty anti-chat harassment tactics cards. These fall under four strategies for stopping trolls: <i>ignore, report, respond and prevent. </i>Install the app to scroll through all twenty cards on your phone or tablet.</p><p><br /></p><table style="background-color: lightyellow;"><tbody><tr style="background-color: darkkhaki; color: white;"><th><span style="font-weight: normal;">Ignore strategy index card</span></th><th><span style="font-weight: normal;">Ignore tactic card</span></th></tr><tr><td><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgos1uyN6HYZgnkJe-N5kojdCZU7xQPX_q2toq8f3INz4VulxRw8Q0U-YqIp3xYk0l4XTfS1Bj35gC7qCqwz-P9z-ePvpVGf34ZjFOvLZkS8xLnDSJSnnCL0uE74EKMTA4ChXe-iFem_pPJcappNpYzr5CpJBmx1__sTDs9I4_CdN8tPC5a70YSe5xtlw" style="margin-left: 1em; margin-right: 1em;"><img alt="Shushmoji app ignore strategy index card" data-original-height="2600" data-original-width="1462" height="640" src="https://blogger.googleusercontent.com/img/a/AVvXsEgos1uyN6HYZgnkJe-N5kojdCZU7xQPX_q2toq8f3INz4VulxRw8Q0U-YqIp3xYk0l4XTfS1Bj35gC7qCqwz-P9z-ePvpVGf34ZjFOvLZkS8xLnDSJSnnCL0uE74EKMTA4ChXe-iFem_pPJcappNpYzr5CpJBmx1__sTDs9I4_CdN8tPC5a70YSe5xtlw=w360-h640" title="Shushmoji app Ignore strategy index card" width="360" /></a></div><br /><br /></td><td><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEj95QpfB2Nz7dWvZQ1PYr2KhEXH2usJBFb48MsPAfBafWa5JwLyFLLoBxu55MkIExW8JsxcvzA1w586ojmhlXX6Gh_lkZUN5bdU5-r_JjGDWRBf6WOfPk97TV4KlQjuf-Uq-coGJ4EPZInWiLTMd_8-eyE1lDl1eSq63SvFHXa8pj622jsVDk8UNfEYDg" style="margin-left: 1em; margin-right: 1em;"><img alt="Shushmoji app ignore tactic card" data-original-height="2601" data-original-width="1463" height="640" src="https://blogger.googleusercontent.com/img/a/AVvXsEj95QpfB2Nz7dWvZQ1PYr2KhEXH2usJBFb48MsPAfBafWa5JwLyFLLoBxu55MkIExW8JsxcvzA1w586ojmhlXX6Gh_lkZUN5bdU5-r_JjGDWRBf6WOfPk97TV4KlQjuf-Uq-coGJ4EPZInWiLTMd_8-eyE1lDl1eSq63SvFHXa8pj622jsVDk8UNfEYDg=w360-h640" title="Shushmoji app ignore tactic card" width="360" /></a></div><br /></td></tr></tbody></table><h3 style="text-align: left;">Why develop a Shushmoji app?</h3><div><br /></div><div>In the first place, there are few end-of-conversation chat sticker designs. Secondly, there also seemed a need for an anti-chat harassment cyber toolkit that targets of cyberbullying could quickly access for tactics. Hopefully knowledge of these can helps expand cyberbullying recipients' understanding of what else is possible than simply being silent and enduring harassment!</div><div><br />Being silent echoes the conventional advice, Do Not Feed the Trolls (DNFTT). It reflects how there are many downsides to communicating with harassers, since they are likely to be mentally unstable (Barnes, 2018). Online trolls score low in the Big Five Personality scores of agreeability and conscientiousness, but score high in Dark Tetrad traits of- narcissism, Machiavellianism, sub-clinical psychopathy and/or everyday sadism. Attempting rational engagement with perpetrators of cyber harassment is likely to provoke retaliatory attacks in excess of the original abuse. This may be further escalated via circling cyber vultures and mobs. Such amplification is common to unmoderated platforms where destructive, hostile and bigoted behaviour is rewarded with likes and re-shares.</div><div><br /></div><div>While the responsibility for harassment should lie with its perpetrators, society often blames the victims for “putting themselves out there” (Citron, 2014). This reflects a slow-changing social reality in which support for targets of cyber harassment grows at a glacial pace; whether in institutional and organisational culture and policies, or in law and its enforcement. Individuals who fight back against cyber harassment must take a risky gamble in weighing up this battle's pros and cons. For many, the potential benefits of nudging discussion towards norms of respect, whilst repairing any reputational damage, seem unlikely to outweigh the severe downsides of escalating cyber-harassment.<br /><br />Create With Cape Town's end-of-conversation stickers were designed to support targets' ability to disengage from cyberbullies. Unlike the DNFTT tactic, it does not mute their voice and right-of-reply. <br />These chat stickers can help end chats-gone-bad, whilst showing trolls and their audiences what one thinks of their behaviour.</div><div><br /></div><div><h3 style="text-align: left;">Support using the Shushmoji app</h3><div><br /></div>Helpful FAQs on using the Shushmoji app are available at <a href="https://www.createwith.net/shushmoji-app-faqs/" target="_blank">https://www.createwith.net/shushmoji-app-faqs/</a>: These cover general users at <a href="http://bit.ly/3RfrAIG" target="_blank">http://bit.ly/3RfrAIG</a>, Android users at <a href="http://bit.ly/3Hlt2VB" target="_blank">http://bit.ly/3Hlt2VB</a> and Apple users at <a href="http://bit.ly/3Y5akZ5">http://bit.ly/3Y5akZ5</a>.</div><div><br /><h3 style="text-align: left;">Shushmoji app credits</h3><div><br /></div><div><div>Two intern teams from <a href="https://www.younglings.academy" target="_blank">Younglings Africa</a> coded the Shushmoji app in 2020 and 2021: Led by Russel Magaya, 2020’s Android development team comprised Diego Mizero, Shane Abrahams, Ethan Jansen and Johan van der Merwe.</div></div><div><br /></div><div><div>In 2021 the development team focused on Apple and Android versions. It was led by Joshua Schell with Lindani Masinga and consisted of Zaakirah Abrams, Arthur Butler, Rayaan Karlie and Zainab Hartley. </div><div><br /></div><div>Younglings Developer Solutions' Michael Pretorius completed the Android development in 2022 and the Apple roll-out in early 2023.</div></div><div><br /></div><h3 style="text-align: left;">Shushmoji feedback</h3><div><br /></div><div>We trust you enjoy using the Shushmoji app. Any comments, concerns or suggestions on the #Shushmoji app, can be shared with me via Create with Cape Town’s email form at <a href="https://www.createwith.net/contact/.">https://www.createwith.net/contact/.</a> Do be patient for a reply- it may take one full working week for non-urgent correspondence.<br /><br />Alternately, hashtag #Shushmoji and #CreateWithCapeTown and give a shout-out to our <a href="https://www.facebook.com/createwithcapetown/" target="_blank">Facebook</a>, <a href="https://www.instagram.com/createwithcapetown/" target="_blank">Instagram</a>, <a href="https://www.linkedin.com/company/67926439/admin/" target="_blank">LinkedIn</a> or <a href="https://twitter.com/Create_With_CT" target="_blank">Twitter</a> accounts. Cheers!</div></div><div class="blogger-post-footer">An update from travisnoakes.co.za. All posts and comments published to www.travisnoakes.co.za are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License at https://creativecommons.org/licenses/by-nc-sa/4.0/.</div>Travis Noakeshttp://www.blogger.com/profile/12001873863913970420noreply@blogger.com0Cape Town, South Africa-33.9248685 18.4240553-62.235102336178848 -16.7321947 -5.6146346638211568 53.5803053tag:blogger.com,1999:blog-2127517647835977939.post-34036252722971730892022-12-23T09:51:00.007+02:002023-01-04T08:41:55.512+02:00A summary of 'Who is watching the World Health Organisation? ‘Post-truth’ moments beyond infodemic research'<div><span style="color: #674ea7;">Written for infodemic/disinfodemic researchers and those interested in the scientific suppression of COVID-19 dissidents.</span></div><div><br /></div><div><a href="https://twitter.com/bell00david?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor" target="_blank">Dr David Bell</a>, <a href="https://twitter.com/ProfTimNoakes" target="_blank">Emeritus Professor Tim</a> <a href="https://twitter.com/LoreofRunning1" target="_blank">Noakes</a> and my opinion piece 'Who is watching the World Health Organisation? ‘Post-truth’ moments beyond infodemic research’ is available at <a href="https://td-sa.net/index.php/td/article/view/1263">https://td-sa.net/index.php/td/article/view/1263</a>. It was written for a special issue, 'Fear and myth in a post-truth age’ from the Journal for Transdisciplinary Research in Southern Africa (see call at <a href="https://aosis.co.za/call-for-papers-special-collection-in-journal-for-transdisciplinary-research/">https://aosis.co.za/call-for-papers-special-collection-in-journal-for-transdisciplinary-research/</a>).<br /><br />A major criticism this paper raises is that infodemic research lacks earnest discussion on where health authorities’ own choices and guidelines might be contributing to ‘misinformation’, ‘disinformation’ and even ‘malinformation’. Rushed guidance based on weak evidence from international health organisations can perpetuate negative health and other societal outcomes, not ameliorate them! If health authorities’ choices are not up for review and debate, there is a danger that a hidden goal of the World Health Organisation (WHO) infodemic (or related disinfodemic funders’ research) could be to direct attention away from funders' multitude of failures in fighting pandemics with inappropriate guidelines and measures.</div><div><div><br />In The regime of ‘post-truth’: COVID-19 and the politics of knowledge (at <a href="https://www.tandfonline.com/doi/abs/10.1080/01596306.2021.1965544" target="_blank">https://www.tandfonline.com/doi/abs/10.1080/01596306.2021.1965544</a>), Kwok, Singh and Heimans (2019) describe how the global health crisis of COVID-19 presents a fertile ground for exploring the complex division of knowledge labour in a ‘post-truth’ era. Kwok et al. (2019) illustrates this by describing COVID-19 knowledge production at university. Our paper focuses on the relationships between health communication, public health policy and recommended medical interventions. <br /><br />Divisions of knowledge labour are described for (1) the ‘infodemic/disinfodemic research agenda’, (2) ‘mRNA vaccine research’ and (3) ‘personal health responsibility’. We argue for exploring intra- and inter relationships between influential knowledge development fields. In particular, the vaccine manufacturing pharmaceutical companies that drive and promote mRNA knowledge production. Within divisions of knowledge labour (1-3), we identify key inter-group contradictions between the interests of agencies and their contrasting goals. Such conflicts are useful to consider in relation to potential gaps in the WHO’s infodemic research agenda:<br /><br />For (1), a key contradiction is that infodemic scholars benefit from health authority funding may face difficulties questioning their “scientific” guidance. We flag how the WHO ’s advice for managing COVID-19 departed markedly from a 2019 review of evidence it commissioned (see <a href="https://www.ncbi.nlm.nih.gov/pubmed/35444988">https://www.ncbi.nlm.nih.gov/pubmed/35444988</a>). <br /><br />(2)’s division features very different contradictions. Notably, the pivotal role that pharmaceutical companies have in generating vaccine discourse is massively conflicted. Conflict of interest arises in pursuing costly research on novel mRNA vaccines because whether the company producing these therapies will ultimately benefit financially from the future sales of these therapies depends entirely on the published efficacy and safety results from their own research. The division of knowledge labour for (2) mRNA vaccine development should not be considered separately from COVID-19’s in Higher Education or the (1) infodemic research agenda. Multinational pharmaceutical companies direct the research agenda in academia and medical research discourse through the lucrative grants they distribute. Research organisations dependant on external funding for covering budget shortfalls will be more susceptible to the influence of those funders on their research programs.<br /><p class="p2" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal; margin: 0px; min-height: 15px;"><br /></p>We spotlight the overwhelming evidence for the importance of (3) personal responsibility. In the COVID-19 pandemic, its discourses seemed largely ignored by Higher Education leadership and government. We flag how contradictions in (3)’s division of knowledge labour in a pandemic can explain such neglect. Personal responsibility is not a commercial site for generating large profits, some of which may be donated in supporting academic research. Research into effective, low-cost interventions seems to be at odds with the economic interests of both grant recipients and Big Pharma donors. Replacing costly treatments with low-cost alternatives would not only greatly diminish the profitability of existing funders, but also reduce the pool of new ones, plus the size of future donations. It is also important to reflect on how else the scientific enterprise at university lends itself to being an arena for misinformation. New information in science that refutes existing dogma does not become accepted immediately. Therefore a period exists when new ideas will be considered as misinformation especially by those with an agenda to suppress its acceptance.<br /><br />However, from the perspective of orthodoxy, views that support new paradigms are unverified knowledge (and potentially "misinformation"). Any international health organisation that wishes to be an evaluator must have the scientific expertise for managing this ongoing ‘paradox’, or irresolvable contradiction. Organisations such as the WHO may theoretically be able to convene such knowledge, but their dependency on funding from conflicted parties would normally render them ineligible to perform such a task. This is particularly salient where powerful agents can collaborate across divisions of knowledge labour for establishing an institutional oligarchy. Such hegemonic collaboration can suppress alternative viewpoints that contest and query powerful agents’ interests.<br /><br /><div>It is concerning how many Communication and Media Studies researchers are ignoring such potential abuse of power, whilst supporting censorship of dissenters based on unproven "harms". Embedded researchers seem to ignore that the Centers for Disease Control, National Institute for Health and the WHO’s endorsement of multinational pharmaceutical companies’ products is a particularly troubling development: it marks a ‘new normal’ of institutional capture by industry sponsoring regulators who become their ‘lobbyists’. This contrasts to the silo efforts of external influence in the past, for example by lobbyists working for Big Tobacco or Big Food. They spun embedded scientific research touting the ‘benefits’ of smoking and processed foods. At the same time, evidence of harm was attacked as "junk science".</div><div><br /></div><div>At least with cigarettes and ultra-processed foods, many individuals have the choice to buy or avoid paying. In stark contrast, tax-paying publics have no such option in avoiding the steep costs of mRNA vaccines. Public taxes pay for these treatments, while less expensive and potentially more effective interventions are ignored. Paying for vaccines takes funding away from interventions that would address wider and more pressing global health needs, in particular, <a href="https://www.pandata.org/covid-19-the-vaccine-and-the-betrayal-of-sub-saharan-africa/" target="_blank">poverty, malaria, tuberculosis and T2DM</a>.</div><div><br /></div>This paper alerts researchers to a broad range of ‘post-truth’ moments and flags the danger of relying on global health authorities to be the sole custodians of who is allowed to define what comprises an information disorder. Challenges to scientific propaganda from authorities captured by industry should not automatically be (mis-) characterised as low quality or harmful information. Rather, the digital voices of responsible dissenters can be valuable in protecting scientific integrity and public health (for example, <a href="https://drive.google.com/file/d/106Q76X25qOEDaFdPByHgpNmSqLDx2Xcs" target="_blank">@ProfTimNoakes</a> should not be <a href="https://change.org/p/twitter-account-of-prof-tim-noakes-permanently-banned-call-for-restoration-and-clarity" target="_blank">blocked from his Twitter account</a> for expressing dissent!)</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://pbs.twimg.com/media/FlmkAKzWQAAh6Sg?format=jpg&name=900x900" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Image ™ @TexasLindsay_" border="0" data-original-height="640" data-original-width="800" height="512" src="https://pbs.twimg.com/media/FlmkAKzWQAAh6Sg?format=jpg&name=900x900" title="Image ™ @TexasLindsay_" width="640" /></a></div><br />Our article results from collaboration between <a href="https://thenoakesfoundation.org/research-and-teams">The Noakes Foundation</a> and <a href="https://www.pandata.org/">PANDA</a>. The authors thank JTSA’s editors for the opportunity to contribute to its special issue, the paper’s critical reviewers for their helpful suggestions and <a href="https://aosis.co.za/">AOSIS</a> for editing and proof-reading the paper.<br /><br />This is the third publication from The Noakes Foundation’s Academic Free Speech and Digital Voices (AFSDV) project. Do follow me on <a href="https://twitter.com/travisnoakes">Twitter</a> or <a href="https://www.researchgate.net/project/Academic-Free-Speech-and-Digital-Voices-AFSDV">https://www.researchgate.net/project/Academic-Free-Speech-and-Digital-Voices-AFSDV</a> for updates regarding it. <br /><br /><br />I welcome you sharing constructive comments, below.</div><div class="blogger-post-footer">An update from travisnoakes.co.za. All posts and comments published to www.travisnoakes.co.za are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License at https://creativecommons.org/licenses/by-nc-sa/4.0/.</div>Travis Noakeshttp://www.blogger.com/profile/12001873863913970420noreply@blogger.com0Cape Town, South Africa-33.9248685 18.4240553-62.235102336178848 -16.7321947 -5.6146346638211568 53.5803053tag:blogger.com,1999:blog-2127517647835977939.post-4754674036994958172022-08-29T08:39:00.000+02:002022-08-29T08:39:08.441+02:00Banner design changes for Google Play Store's approval of the Shushmoji app<div style="text-align: left;"><span style="color: #999999;">Written for designers and marketers submitting edgy banners for approval with Google Play Store </span><span style="color: #999999;">apps</span></div><div style="text-align: left;"><span style="color: #999999;"><br /></span></div><p>In submitting the <span style="color: red;"><a href="https://play.google.com/store/apps/details?id=com.createwith.shushmoji&gl=ZA" target="_blank">Shushmoji app</a> </span>to the <a href="https://play.google.com/store/apps" target="_blank">Google Play store</a>, several changes were required to the app's promotional banners before Google Play approved the app. The changes that <a href="https://www.createwith.net/" target="_blank">Create With Cape Town</a> made may be of interest to other designers preparing edgy campaigns, given Google Play Store's somewhat opaque feedback- the store simply flags which designs are rejected, but does not specify exactly which elements must change. </p><p>Below is a Slideshare presentation featuring the varying banner iterations - see if you can spot the differences? The answers follow below...</p><p style="text-align: center;"> <iframe frameborder="0" height="400" marginheight="0" marginwidth="0" scrolling="no" src="https://www.slideshare.net/slideshow/embed_code/key/moBfKh8t2NIBsT?hostedIn=slideshare&page=upload" width="476"></iframe></p><b><div><b><br /></b></div>Adding an age-restriction to all banners (slides 8 to 14)</b><br />The first major change was adding a 13+ graphic in the bottom right of the presentation to comply with the policy that ‘app’s marketing imagery and text must make it clear that the app is only for young people aged 13 or older’. Subsequently, the Google Play Store calculated this rating for each country based on its app questionnaire. It decided on to a revised age restriction of 12+, so this banner is not inaccurate but will be updated with the next app version's submission.<div><div><br /></div><div><b>Changing banner 3 (contrast slide 5 vs 17 & 18)</b><br /><div>"Mother Grundy Google” does not like zap signs or mentions of 'ass', let alone 'a**'! The latter are a particular problem when Create With Cape Town wants to promote a <a href="https://www.createwith.net/silly-ass-vectors/" target="_blank">'silly ass' emoji sticker set.</a> </div><div><br /></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEhoePzmQv_HRTYuBpqatwxgW9PmB_e9RPUBemErMpeQ-IohpVSI9VthEEQIItLktFLWN7FLHp8Zt16A5wo2Dt0jDvsCxPwa9-CgkwngGt0Cgu9diKpk583ap_IE0fFgz5oQRwdICXGCEHqVSInnBvmfakBj47ZXKPzAcfu9aCqUcYWG4H1EUZRDfeVDJA" style="margin-left: 1em; margin-right: 1em;"><img alt="Shushmoji banner app - end conversations with dumb asses v1" data-original-height="1313" data-original-width="1875" height="280" src="https://blogger.googleusercontent.com/img/a/AVvXsEhoePzmQv_HRTYuBpqatwxgW9PmB_e9RPUBemErMpeQ-IohpVSI9VthEEQIItLktFLWN7FLHp8Zt16A5wo2Dt0jDvsCxPwa9-CgkwngGt0Cgu9diKpk583ap_IE0fFgz5oQRwdICXGCEHqVSInnBvmfakBj47ZXKPzAcfu9aCqUcYWG4H1EUZRDfeVDJA=w400-h280" title="Shushmoji banner app - end conversations with dumb asses" width="400" /></a></div><br />So, the banner's title was changed to 'End conversations with silly donkeys'. The WhatsApp screen graphics were also changed- the 'silly ass' part of 'Hey, silly ass' sticker set was blurred to make it obvious that the banner title is "censored". Lastly, in the left’s WhatsApp exchange ’the same species as you’ was changed to simply ‘humanity’. Out of an excess of caution, End it! was changed to End the chat! We did not want our AI Google overlord's algorithm to misinterpret 'End it!' as telling someone to end their life.</div><div><br /></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEhEJJ3aEp3UjkRhL6zNiLj5c8rilyu-jGhWWBQzR9sn3sEgwiXDbf2OMlnTZRgLnm38FgXgnAbnDeWCJvGyXwRZ2Y1uKLbTAWKWtqlUwSY-qJE102WoPk5gtRwrOX6XQaQ-_rWGHxRlUNfVPBmAKOmcg9dK3fUqISReN5P2l8aNYgFxnxwhYPo8pgo-5w" style="margin-left: 1em; margin-right: 1em;"><img alt="Shushmoji banner app - end conversations with dumb asses version 2" data-original-height="1313" data-original-width="1875" height="280" src="https://blogger.googleusercontent.com/img/a/AVvXsEhEJJ3aEp3UjkRhL6zNiLj5c8rilyu-jGhWWBQzR9sn3sEgwiXDbf2OMlnTZRgLnm38FgXgnAbnDeWCJvGyXwRZ2Y1uKLbTAWKWtqlUwSY-qJE102WoPk5gtRwrOX6XQaQ-_rWGHxRlUNfVPBmAKOmcg9dK3fUqISReN5P2l8aNYgFxnxwhYPo8pgo-5w=w400-h280" title="Shushmoji banner app - end conversations with dumb asses v2" width="400" /></a></div><br /></div><div><b>Changing banner 4</b> <b>(contrast slide 4 vs 21)</b></div><div><br /></div><div>Surprisingly, this <a href="https://www.createwith.net/silly-troll-vectors/" target="_blank">Stop, silly troll! </a>set's banner was not initially flagged in the review process, despite it also featuring a zap sign. </div><div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEiGXSHTzt_kV9_zaQ1Ja-RITIVgqNFVDP0OWxXarZivU1rBdAb8-IklbIWj5V_PdjMYghA-0klN6FUz55agZxtvXlhxphJREET5T6x_zi0-mFeahVduLmOq48UP5nTjrUk2d897T9yDkm8QVB3dTHJfm681xLuA-rSgG3tYCO9W5BZckF2wVp0tTQ1HGQ" style="margin-left: 1em; margin-right: 1em;"><img alt="Shushmoji banner app - end conversations with trolls version 1" data-original-height="1313" data-original-width="1875" height="280" src="https://blogger.googleusercontent.com/img/a/AVvXsEiGXSHTzt_kV9_zaQ1Ja-RITIVgqNFVDP0OWxXarZivU1rBdAb8-IklbIWj5V_PdjMYghA-0klN6FUz55agZxtvXlhxphJREET5T6x_zi0-mFeahVduLmOq48UP5nTjrUk2d897T9yDkm8QVB3dTHJfm681xLuA-rSgG3tYCO9W5BZckF2wVp0tTQ1HGQ=w400-h280" title="Shushmoji banner app - end conversations with trolls" width="400" /></a></div></div><div><br /></div><div>That risqué 'ass hole’ Shushmoji in the bottom right was also removed.</div><div><br /></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEj5TS5ZoBhordx15PoR__rc1ghYqVQ6Zi7agJUbU0vvrAPLT2CmV0uKjjWblaqEpSbsC0YZcROJ6-pHQvDAwNk5pY-NFS8rijTrVJ820ObOprBBmwLyZdfbioE8bsAbRPHMsj8RSmEXdopgOs3HUzLRlRIK7GfzK6Pjgomqds2A2YvvrpEGNlg4zP5bww" style="margin-left: 1em; margin-right: 1em;"><img alt="Shushmoji banner app - end conversations with trolls version 2" data-original-height="1313" data-original-width="1875" height="280" src="https://blogger.googleusercontent.com/img/a/AVvXsEj5TS5ZoBhordx15PoR__rc1ghYqVQ6Zi7agJUbU0vvrAPLT2CmV0uKjjWblaqEpSbsC0YZcROJ6-pHQvDAwNk5pY-NFS8rijTrVJ820ObOprBBmwLyZdfbioE8bsAbRPHMsj8RSmEXdopgOs3HUzLRlRIK7GfzK6Pjgomqds2A2YvvrpEGNlg4zP5bww=w400-h280" title="Shushmoji banner app - end conversations with trolls v2" width="400" /></a></div></div><div><br />All the changes above proved sufficient to meet the Google Play Store's approval of the Shushmoji app.<br /><br /></div><div>If you experienced similar challenges with your app's submission, kindly let us know in the comments below, cheers 👍!<br /></div></div></div><div class="blogger-post-footer">An update from travisnoakes.co.za. All posts and comments published to www.travisnoakes.co.za are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License at https://creativecommons.org/licenses/by-nc-sa/4.0/.</div>Travis Noakeshttp://www.blogger.com/profile/12001873863913970420noreply@blogger.com0Cape Town, South Africa-33.9248685 18.4240553-62.235102336178848 -16.7321947 -5.6146346638211568 53.5803053tag:blogger.com,1999:blog-2127517647835977939.post-86195660345171390302022-08-26T09:12:00.017+02:002022-08-26T11:12:39.253+02:00Want emoji stickers to end #WhatsApp chats with #cyberbullies? The #Shushmoji app on #Android is here!<span><span style="color: #666666;">Written for </span></span><span style="color: #666666;">emoji sticker fans and recipients of</span><span style="color: #666666;"> harassment via WhatsApp.</span><div><br /><div>The <span style="color: red;"><a href="https://play.google.com/store/apps/details?id=com.createwith.shushmoji&hl=en&gl=US" target="_blank">Shushmoji app for WhatsApp on Android</a></span> is now available via Google Play. This app was developed as an easy method of using Shushmojis as end-of-conversation points versus cyberbullies. As the Shushmoji ® name suggests, the app's emoji stickers are intended to silence irritating noise, just like a 'shush!’ silencing noisy brats. </div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://play-lh.googleusercontent.com/b-RpCaVS8fhNeLS6rSPYkhlJo0Fa1_CLq9-dLiaR5qrEl5Bn2UJK9PkspWR_X71xJA=s1024-rw" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Shushmoji banner advert" border="0" data-original-height="592" data-original-width="1024" height="370" src="https://play-lh.googleusercontent.com/b-RpCaVS8fhNeLS6rSPYkhlJo0Fa1_CLq9-dLiaR5qrEl5Bn2UJK9PkspWR_X71xJA=w640-h370" title="Shushmoji banner advert" width="640" /></a></div><div><br /></div><div>Check out examples for Shushmoji use in WhatsApp on <a href="https://pin.it/5nw1QBR" target="_blank">Pinterest</a> or <a href="https://www.createwith.net/whatsapp-sticker-examples/" target="_blank">createwith.net</a>.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://createwith.net/wp-content/uploads/2022/07/Flamer-1.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="611" data-original-width="376" height="611" src="https://createwith.net/wp-content/uploads/2022/07/Flamer-1.png" width="376" /></a></div><br /><div><br /></div><div><br /></div><div>The app was initially developed for <a href="https://www.createwith.net/" target="_blank">Create With</a> by interns at <a href="https://www.linkedin.com/company/younglingsafrica/?originalSubdomain=za" target="_blank">Younglings Africa</a>. <a href="https://michaelpretorius.com/" target="_blank">Michael Pretorius</a> at Younglings Development Studio (YDS) completed the app for the <a href="https://play.google.com/store/apps" target="_blank">Google Play Store</a>'s vetting. An Android version was developed first, since Younglings Africa had experience developing for it. It's also the easiest to develop and secure approval for. {P.S. Mac fans, YDS is working on an Apple iOS version for release in the fourth quarter}.</div><div><br /></div><div><div>As this <a href="https://www.slideshare.net/TravisNoakes/shushmoji-app-for-younglings-developers-2021" target="_blank">Slideshare presentation</a> explains, my research into online academic bullying and strategies for countering cyber-harassment inspired both the Shushmoji ® concept and its apps. I maintain a Google research spreadsheet (<a href="http://bit.ly/2D8qv0k" target="_blank">http://bit.ly/2D8qv0k</a>) that shares many strategies against cyber-harassment, plus links to salient online resources. One strategy is for a recipient of cyber-harassment to use emoji stickers for flagging the end-point of a low-value/anti-social conversation. However, high-quality designs that address a wide range of cyber-harassment activities seem to be M.I.A! </div><div><br /></div><div>The Shushmoji emoji sticker sets were developed in response to this visual aesthetic communication gap. In the app, 30 stickers are available to use for free. Users may purchase sticker sets for the themes they like.</div><div><br /></div><div>There are currently five sets to buy: </div><div><br /></div><div><a href="https://www.createwith.net/whatsapp-sticker-examples/" target="_blank">Stop, silly troll!</a> was designed by <a href="https://www.behance.net/JanineVenter" target="_blank">Janine Venter</a> to poke fun at all-too-common types of cyber-harassment.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://createwith.net/wp-content/uploads/2022/07/Virus-Conv.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="800" data-original-width="365" height="800" src="https://createwith.net/wp-content/uploads/2022/07/Virus-Conv.png" width="365" /></a></div><div><a href="https://www.createwith.net/whatsapp-sticker-examples/" target="_blank">Stop, sinner!</a> was also drawn by Janine to flag many naughty (and not nice!) behaviours.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://createwith.net/wp-content/uploads/2022/07/bystander_sinner3.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="610" data-original-width="376" height="610" src="https://createwith.net/wp-content/uploads/2022/07/bystander_sinner3.png" width="376" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div><a href="https://www.createwith.net/whatsapp-sticker-examples/" target="_blank">Stop, academic bully!</a> was illustrated by <a href="https://www.instagram.com/i_art_marlon/" target="_blank">Marlon Albertyn</a> to spotlight the different kinds of academic bullies one can meet in the Ivory Tower.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://createwith.net/wp-content/uploads/2022/07/Schill.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="800" data-original-width="223" height="800" src="https://createwith.net/wp-content/uploads/2022/07/Schill.png" width="223" /></a></div><div><br /></div><div><a href="https://www.createwith.net/whatsapp-sticker-examples/" target="_blank">Stop, silly ass!</a> was drawn by <a href="http://www.buyadonkey.co.za/about/" target="_blank">Dominique Whelan</a>, who loves drawing donkeys and worked on the set for "a(ss) laugh". These stickers flag a**holes with silly ass emoji stickers speaking to their asinine behaviours.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://createwith.net/wp-content/uploads/2022/07/gear_ass.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="618" data-original-width="376" height="618" src="https://createwith.net/wp-content/uploads/2022/07/gear_ass.png" width="376" /></a></div><div><br /></div><div><a href="https://www.createwith.net/torturer-vectors.html" target="_blank">Stop, torturer!</a> was illustrated by <a href="https://studiodolby.com/" target="_blank">Studio Dolby</a> and spotlights torturous "conversationalists".</div><div><div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.createwith.net/wp-content/uploads/2022/08/Stop_your_schadenfreude-Chat-627x1024.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="800" data-original-width="490" height="800" src="https://www.createwith.net/wp-content/uploads/2022/08/Stop_your_schadenfreude-Chat-627x1024.png" width="490" /></a></div><br /><div>An educational rationale also exists where Shushmojis can illustrate the particular dodgy roles and/or anti-social strategies that cyber harassers follow. For those interested in sampling these stickers, the vector designs for each set are for sale via: <a href="https://www.createwith.net/silly-troll-vectors/" target="_blank">Silly Troll</a>, <a href="https://www.createwith.net/academic-bully-vectors/" target="_blank">Academic bully</a>, <a href="https://www.createwith.net/silly-ass-vectors/" target="_blank">Silly Ass</a>, <a href="https://www.createwith.net/sinner-vectors/" target="_blank">Sinner</a> and <a href="https://www.createwith.net/stop-torturer-emoji-stickers/" target="_blank">Torturer</a>. </div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.createwith.net/wp-content/uploads/2022/07/ass_setB_1_980x624.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="509" data-original-width="800" height="509" src="https://www.createwith.net/wp-content/uploads/2022/07/ass_setB_1_980x624.jpg" width="800" /></a></div><div><br /></div><div>New Shushmoji sets are planned (such as Stop, Dumb Bot!) to close visual gaps for different roles and types of harassment (vs. doxxers and bot farm orchestrators). Hopefully, each set will prove useful for those wanting to express disinterest in continuing chats with cyberbullies. WhatsApp stickers should prove useful to flag this and a perp’s particular style of harassment. Of course, the stickers may also be used to poke fun at tactless friends and colleagues… </div></div><div><div><br /></div><div>Please download the app, use it and let the world know of your good experience via a Google Play Store app review.</div><div><br /></div><div>N.B. For updates on the Shushmoji ® app versions, you can follow Create With on <a href="https://www.facebook.com/createwithcc" target="_blank">Facebook</a>, <a href="https://www.instagram.com/createwithcapetown/" target="_blank">Instagram</a>, <a href="https://www.tiktok.com/@createwith_capetown?lang=en" target="_blank">TikTok</a>, <a href="https://twitter.com/CreateWith1" target="_blank">Twitter</a> or <a href="https://www.linkedin.com/company/create-with-cape-town/" target="_blank">LinkedIn</a>, ta.</div><div><br /></div><div>P.S. Several app iterations were trialed by Younglings Africa before the app's approval. Zaakirah Abrams led the most recent testing- her 2022 Shushmoji app report is <a href="https://www.createwith.net/wp-content/uploads/2022/08/Younglings-testing-report-for-Create-With-Shushmoji-app-for-WhatsApp-on-Android.pdf" target="_blank">here</a>.</div><div><br /></div></div></div></div></div><div><br /></div><div class="blogger-post-footer">An update from travisnoakes.co.za. All posts and comments published to www.travisnoakes.co.za are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License at https://creativecommons.org/licenses/by-nc-sa/4.0/.</div>Travis Noakeshttp://www.blogger.com/profile/12001873863913970420noreply@blogger.com0Cape Town, South Africa-33.9248685 18.4240553-62.235102336178848 -16.7321947 -5.6146346638211568 53.5803053tag:blogger.com,1999:blog-2127517647835977939.post-29656691131282687712022-04-23T11:31:00.011+02:002022-06-20T18:03:24.738+02:00Eight conceptual challenges in developing the 'online academic bullying' framework<div class="MsoNormal" style="text-align: justify;"><span style="color: #666666;">Written for scholars interested in understanding online harassment from academic cyberbullies, plus the </span><span style="color: #666666;">development of the </span><span style="color: #666666;">online academic bullying routine activity theory (OABRAT) framework</span></div><div class="MsoNormal" style="text-align: justify;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwhJtcsjyPqZCsG4G3itB49gDZmm6jmZG9QdMM4VjxaDi60DYdAuCXieFyHSkbvBsDwZB6holWz7zNXCNtbl_tzl-gczaIOruD9oDzKdnfom1rhk5VhZ8ywqckwdHpFpuonbag4cKW1W7KQ2oXVbF5zL5Juy19eeSlKxLlPZV-aMTksRiaPxS5WR5alA/s512/26_enjoys_attacking_academic_leaders.png" style="margin-left: 1em; margin-right: 1em;"><img alt="troll enjoys attacking academic leaders" border="0" data-original-height="512" data-original-width="512" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwhJtcsjyPqZCsG4G3itB49gDZmm6jmZG9QdMM4VjxaDi60DYdAuCXieFyHSkbvBsDwZB6holWz7zNXCNtbl_tzl-gczaIOruD9oDzKdnfom1rhk5VhZ8ywqckwdHpFpuonbag4cKW1W7KQ2oXVbF5zL5Juy19eeSlKxLlPZV-aMTksRiaPxS5WR5alA/w320-h320/26_enjoys_attacking_academic_leaders.png" title="troll enjoys attacking academic leaders" width="320" /></a></div><div class="MsoNormal" style="text-align: justify;"><br /></div><div class="MsoNormal" style="text-align: justify;">In developing our '<a href="https://doi.org/10.1016/j.heliyon.2021.e06326" target="_blank">Distinguishing online academic bullying</a>' article, <a href="https://www.researchgate.net/profile/Timothy-Noakes" target="_blank">Prof Tim Noakes</a> and I trimmed the manuscript several times. Reworking some of these cuts in this post may offer value through addressing the methodological challenges we encountered in proposing our article's <a href="https://www.travisnoakes.co.za/2021/02/some-background-for-distinguishing.html" target="_blank">OABRAT framework</a>. Seven conceptual challenges were overcome its development, while an eighth was encountered post-publication:</div><div class="MsoNormal" style="text-align: justify;"><br /><div style="text-align: left;"><a href="#1">1 NEW FORMS OF POWER IMBALANCE</a></div>
<div style="text-align: left;"><a href="#2">2 BEYOND TROLLS: ACADEMIC CYBERBULLIES AS DECEIVERS, FLAMERS, ETC.</a></div><div style="text-align: left;"><a href="#3">3 CYBER HARASSMENT AS SCIENTIFIC SUPPRESSION VERSUS "HERESY"</a></div><div style="text-align: left;"><a href="#4">4 FOREGROUNDING THE VICTIM’S PERSPECTIVE</a></div><div style="text-align: left;"><a href="#5">5 ACADEMIC CYBERMOBBING, SEPARATE FROM AN ACADEMIC MOB</a></div><div style="text-align: left;"><a href="#6">6 GUARDIANS AGAINST VICTIMS OF ACADEMIC CYBERBULLYING</a></div><div style="text-align: left;"><a href="#7">7 ACADEMIC BULLIES MAY TARGET OUTSIDERS FROM ANYWHERE</a></div><div style="text-align: left;"><a href="#8">8 A COMPLEX FORM FOR AN EXTREME CASE</a></div>
<h4 style="text-align: left;"><span id="1" style="font-weight: normal;"><br />1 NEW FORMS OF POWER IMBALANCE</span></h4><div><span style="font-weight: normal;"><br /></span></div><div><a>
</a>Conventional definitions of cyber-bullying suggest a power imbalance in which one aggressor is more powerful than his or her victim (<a href="https://www.publications.aap.org/pediatrics/article-split/140/Supplement_2/S148/34183/Defining-Cyberbullying" target="_blank">Englander, Donnerstein, Kowalski, Lin, & Parti, 2017</a>). By contrast, an established academic may be easily be targeted by individuals of varied statuses; who can mount frequent attacks as part of cybermobs. OAB differs from the conventional definition of cyberbullying in that there need not be a one-to-one power-imbalance in favour of the bully. It can include varied power relationships between a victim and his or her attackers: a standard power-imbalance may exist in the victim being on a lower rung of an academic cultural hierarchy within a particular field than the bullies (e.g. Cardiology has greater prestige than Sports Medicine in the medical field). However, a senior scholar may still be the subject of collegial mobbing (<a href="https://www.mobbing-usa.com/" target="_blank">Davenport, Elliot and Schwartz, 1999</a>). For example, the Emeritus Professor was attacked online by junior academics and non-scholars, from within his field and from other disciplines (see Figure 1 for his university).</div><div><div class="MsoNormal" style="text-align: justify;"><br /></div><div class="MsoNormal"><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEhg_mHaX2cCt15I-eJcf__TFzv0gdGAEeGYmA7jBmJW5moBOVGEt0uYbTh6N7F8xfPw0g_OoE8SxMoykUKhwkbZCR9fqkOQjjI9KDTxdQ32cRT1r6o6XABn2z1ebCkZ59_mmfXgBEdMhSwt7tbAahQmwdZzQVPcvOfKW3RoDMe1X35z8ZWnL55d5bdRbA" style="margin-left: auto; margin-right: auto;"><img alt="Faculties and departments in which employees persistently criticized the Emeritus Professor on social media" data-original-height="492" data-original-width="294" height="400" src="https://blogger.googleusercontent.com/img/a/AVvXsEhg_mHaX2cCt15I-eJcf__TFzv0gdGAEeGYmA7jBmJW5moBOVGEt0uYbTh6N7F8xfPw0g_OoE8SxMoykUKhwkbZCR9fqkOQjjI9KDTxdQ32cRT1r6o6XABn2z1ebCkZ59_mmfXgBEdMhSwt7tbAahQmwdZzQVPcvOfKW3RoDMe1X35z8ZWnL55d5bdRbA=w239-h400" title="Figure 1. Faculties and departments in which employees persistently criticized the Emeritus Professor on social media (Travis Noakes, 2020)" width="239" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">Figure 1. Faculties and departments in which employees persistently criticised the Emeritus Professor on social media (Travis Noakes, 2020)</span></td></tr></tbody></table><br />Attacking a scientific dissident as a pre-defined target seemed to provide attackers with an instant form of credibility- they did not have to prove their symbolic credentials to gain visibility. Few of the professor's blogging critics were Health Science scholars. Despite making no scholarly contribution to the debate, some academic cyberbullies seemed to achieve visibility as opinion "leaders" online. This shows how micro-celebrity hijacking can apply for Higher Education (HE) employees. Academic bloggers criticise public intellectuals for "wrongthink" thereby gaining attentional capital- blogged critiques by "independent" critical thinkers can convert into appearances on broadcast media.</div><div class="MsoNormal"><div class="MsoNormal" style="text-align: justify;"><a><br /></a></div>
Power imbalances may also result from other differences in a victim’s status versus his or her attackers. These can span inequalities in capital (<a href="https://home.iitk.ac.in/~amman/soc748/bourdieu_forms_of_capital.pdf" target="_blank">Bourdieu, 1986</a>), notably social and cultural capital- a scholar who defends an unorthodox position is at a disadvantage in terms of her social capital. She will struggle to draw support against unfair criticism by organic groups of academic cyberbullies.<div class="MsoNormal" style="line-height: 107%; text-align: justify;"><o:p></o:p></div> <br /> Another dimension of power imbalance may lie in technical cultural capital- an OAB recipient who has less knowledge of the digital platform(s) on which she is being attacked may be at a serious disadvantage. For example, cyberbullies can use advantages in their ‘digital dimensions’ (<a href="https://journals.sagepub.com/doi/pdf/10.1177/0038040712456556" target="_blank">Paino & Renzulli, 2013</a>) of cultural capital for gaining greater visibility. They can leverage a myriad of online presences for amplifying their attacks, whilst leveraging multiple chains of digital publication that are difficult for a victim to reply to.<br /><br />This suggests another imbalance whereby OAB recipients will struggle to defend themselves against asymmetrical cyber-critiques. It may be exhausting to respond to frequent criticisms, across a myriad of digital platforms and conflicting timezones.</div><div class="MsoNormal"><br /><h4><span id="2" style="font-family: inherit; font-weight: normal; text-align: left; text-indent: -18pt;">
2 BEYOND TROLLS: ACADEMIC CYBERBULLIES AS DECEIVERS, FLAMERS, ETC.</span></h4><div><span style="font-family: inherit; font-weight: normal; text-align: left; text-indent: -18pt;"><br /></span></div><div>Definitions of cyberbullying are in themselves broad, since
they may also cover electronic bullying and internet harassment <w:sdt docpart="86A2DB4154ECFA4CBD6AF6351AA4FBDE" id="1350606376" osflinked="t" sdttag="doc:5d5e4aaae4b0f8e115d421b1;body">(<a href="http://rzukausk.home.mruni.eu/wp-content/uploads/Cyberbullying-assessment-instruments-A-systematic-review.pdf" target="_blank">Berne et al., 2013</a>)</w:sdt>. <span style="mso-spacerun: yes;"> </span>Likewise, classifications for academic cyberbullies’ roles and behaviours must be wide-ranging to address how bullies can readily draw on many repertoires for anti-social communication. A<span lang="EN-US"> highly agentive cyberbully could draw on practices that meet several characteristics- the mocking "jokes" of a </span>malevolent troll<span lang="EN-US">, the </span>swearing attacks of a 'flamer' and a 'deceiver''s misrepresentations in their self-presentation (e.g. a self-proclaimed "philosophe(r)"/"scholar" without a PhD). <span lang="EN-US">We chose not make </span>sharp distinctions between an academic bully’s and
other online deviants' roles and behaviours, since this could actually include areas that strongly overlap. <span style="text-align: start;">At the same time, we were mindful that defining OAB as a particular form of harassment by HE employees was important to ensure OAB does not become a catchall. There is a danger that definitions of harassment that are generalised can be misused in bad faith to apply to mere criticisms or mildly unpleasant language (<a href="https://cdn.vox-cdn.com/uploads/chorus_asset/file/12599893/The_Internet_of_Garbage.0.pdf" target="_blank">Jeong, 2018</a>).</span></div><div class="MsoNormal" style="text-align: justify;"><div><br /></div></div>A flexible OAB framework for academic cyberbullies also had to be future-proof in accommodating new methods. While there are many characteristic behaviours that mark cyberbullying, the denigration of a scholar’s symbolic capital via scholarly publications that tie-in with weaponised micro-celebrity is another unique layer that other forms of cyberbullying lack. Weaponised micro-celebrity considers how highly prolific micro-celebrities, whose content has the potential to polarise public opinion, are hijacked for attention by traditional media through disproportionate and sensationalist coverage. Their viral persona, fame and content becomes reappropriated as place-holders for various causes by broadcast media (<a href="https://www.emerald.com/insight/publication/doi/10.1108/9781787560765" target="_blank">Abidin and Brown, 2018</a>). This resonates with the examples of unscrupulous advertisers who illegally use micro-celebrities' profiles and made-up quotes in fake campaigns that market non-existent products. <span style="font-family: "Times New Roman", serif; text-align: start;">Such</span><span style="font-family: "Times New Roman", serif; text-align: start;"> as the Emeritus Professor's image and name being hijacked to market </span><span style="font-family: "Times New Roman", serif; text-align: start;">"</span><span style="font-family: Times New Roman, serif; text-align: start;">products" by</span><span style="font-family: "Times New Roman", serif; text-align: start;"> "Keto Extreme"</span><span style="font-family: "Times New Roman", serif; text-align: start;"> (2022) and "</span><span style="font-family: Times New Roman, serif; text-align: start;">Ketovatru” </span><span style="font-family: "Times New Roman", serif; text-align: start;">(2021) </span><span style="font-family: Times New Roman, serif; text-align: start;"> </span><span style="font-family: "Times New Roman", serif; text-align: start;">(</span><a href="https://thenoakesfoundation.org/news/keto-extreme-scams-social-media-users-out-of-thousands" style="font-family: "Times New Roman", serif; text-align: start;" target="_blank">The Noakes Foundation, 2022</a><span style="font-family: "Times New Roman", serif; text-align: start;">).</span><div><div><h4 style="text-align: left;"><span>
<br /><span style="font-family: inherit;"><span id="3" style="font-weight: normal;">
3 SCIENTIFIC SUPPRESSION VERSUS BIO-MEDICAL HERESY "JUSTIFIES" HARASSMENT</span></span></span></h4><div><span><span style="font-family: inherit;"><span style="font-weight: normal;"><br /></span></span></span></div>Another conceptual challenge lay in framing how academic cyberbullies' hyper-agentive practices could potentially threaten academic free speech and scientific innovation. Both are threatened where a powerful grouping lays claim to a monopoly on scientific truth. It will follow a win-or-lose competitive approach in defending its belief system as the dominant set of ideas (<a href="https://www.sciencedirect.com/science/article/abs/pii/S0277953603002235" target="_blank">Martin, 2004</a>). The term ‘heresy’ remains useful for describing ideological challenges that threaten the values of a dominant orthodoxy, such as biomedicine. In the Emeritus Professor's case, the supporters of the dominant “cholesterol” model of chronic disease development (CMCDD) can view a rival scientific model, such as the Insulin Resistance Model of Chronic Ill Health (IRMCIH) paradigm, as a heretical field. The beliefs of health experts who promote IRMCIH are viewed as heretical because they threaten the current health care model for the treatment of many chronic diseases. Dissidents question past research findings and the resulting interventions prescribed for treating most patients with chronic diseases.<div><br /></div><div>When a challenger to orthodoxy begins to attract attention from patients, the general public and the press, then those in power will take active steps to protect the reigning paradigms (<a href="https://www.sciencedirect.com/science/article/abs/pii/S0277953603002235" target="_blank">Martin, 2004</a>). Adherents to the dominant ideology will view such individuals' questioning of the central values of their CMCDD orthodoxy as performing heresy. Heresy is created by the response of the orthodoxy when its views' delineate attacks as beyond the pale (<a href="https://www.sciencedirect.com/science/article/abs/pii/0277953694903468" target="_blank">Wolpe, 1994</a>). Defenders of CMCDD might justify their harassment in believing that only high carbohydrate/low fat diets are “healthy”. Followers of this belief have argued that pursuing any other ideas or approaches constitute a "threat to public health". Following this rationale, such critics may argue for censorship of dissidents' "dangerous" work and to limit digital publics' exposure to state-of-the-art IRMCIH science news.</div><div><br /></div>In highly-polarised debates, HE employees can develop social capital for themselves, and 'negative social capital' for opponents, by using digital platforms to confront heretics, apostates, rebels and dissenters. Negative social capital (<a href="https://link.springer.com/article/10.1007/BF02496932" target="_blank">Wacquant, 1998</a>) is the engineered dislike and distrust of a person or group by other people and groups. This capital is the antithesis of social capital as it results in its wilful destruction. The examples of cyberbullies creates a chilling effect whereby witnesses of harassment will be reluctant to engage with the proponents of heresy. Their future vocational trajectories may be at risk when grouped with heretical "outsiders".<div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhoT0TNYbmXw9bnfyTBgmiKxS1RO--76GxBTzXglrbrnfJQMvF_AnvbRSb6BwFXpNsAsLshaToM5ZqEAOaZD3YEhI-N157gLUBj50T5Wb6tpxsiaCxF56PKHYhdu4Wj8pZd4ph0gkZzrZsu909OqV9i_NcXwRAk1L_i4_KunYNKGt4sB7DtxK_JPk6ncg/s512/25_enjoys_attacking_superiors.png" style="margin-left: 1em; margin-right: 1em;"><img alt="troll enjoys attacking superiors" border="0" data-original-height="512" data-original-width="512" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhoT0TNYbmXw9bnfyTBgmiKxS1RO--76GxBTzXglrbrnfJQMvF_AnvbRSb6BwFXpNsAsLshaToM5ZqEAOaZD3YEhI-N157gLUBj50T5Wb6tpxsiaCxF56PKHYhdu4Wj8pZd4ph0gkZzrZsu909OqV9i_NcXwRAk1L_i4_KunYNKGt4sB7DtxK_JPk6ncg/w320-h320/25_enjoys_attacking_superiors.png" title="troll enjoys attacking superiors" width="320" /></a></div><div>Defenders of the status-quo enjoy visibility as part of dominant networks and can readily spotlight “heretics” for criticism via formal and informal channels, such as social media. Recipients must negotiate rapidly-spreading disinformation, defamation, misrepresentation-of-argument and even character assassination HE employees involved in such adverse actions typically explain their actions as being justified in maintaining 'academic standards'' (<a href="https://bmartin-41667.medium.com/what-ive-learned-about-suppression-of-dissent-3a3836fc6053" target="_blank">Martin, 2020</a>). However, such actions are detrimental in silencing dissenters' and whistleblowers' free speech, thereby stifling scientific debate and potential innovations.</div></div><div><div><div><p class="MsoNormal" style="font-family: "Times New Roman", serif; margin: 0cm; text-align: justify;">
<br /><span style="font-family: inherit;"><span id="4" style="font-weight: normal;">
4 FOREGROUNDING THE VICTIM’S PERSPECTIVE</span></span></p></div></div></div><div><p class="Normal" style="font-family: Constantia, serif; font-size: 11pt; margin: 0cm 0cm 0cm 2.05pt; text-align: justify;"><br /></p></div>The perspective of the victim is frequently neglected in research into online hostility (<a href="https://link.springer.com/article/10.1007/s10676-015-9362-0" target="_blank">Jane, 2015</a>). Our initial drafts of the manuscript focused on different styles of attack from academic cyberbullies. Subsequent drafts shifted to developing a unique, decade-long, pilot study for a cyberbullying recipient's case. We hoped his experiences of novel forms of OAB harassment might resonate with other recipients. Since we could not find any similar lengthy example of a scholar's online victimisation, we trusted his case would be informative for cyberbullying researchers, plus anti-bullying policy decision makers in HE.</div><div><br /><div class="MsoNormal"><span style="font-family: inherit;"><span style="font-weight: normal;">5 ACADEMIC CYBERMOBBING- SEPARATE FROM AN ACADEMIC MOB</span></span></div></div><div><br /></div><div><span style="font-family: "Times New Roman", serif;">The Emeritus Professor's case study was closely linked to a formal mobbing at his former academic institutional employer. In the initial manuscript, we foregrounded this strong overlap: </span><span style="font-family: "Times New Roman", serif;">His employer's </span>neglect of rules and policies against harassment by its employees provides a fertile space for harassment (<a href="https://books.google.co.za/books/about/The_Fall_of_the_University_of_Cape_Town" target="_blank">Benatar, 2021</a>). Senior<span lang="EN-GB" style="font-family: Times New Roman, serif;"> leaders followed a <a href="https://www.travisnoakes.co.za/2020/06/" target="_blank">dominating conflict culture (DCC)</a> approach (<a href="https://www.taylorfrancis.com/chapters/edit/10.4324/9781315148113-10/theory-bullying-conflict-cultures-nathalie-desrayaud-fran-dickson-lynne-webb" target="_blank">Desrayaud et al., 2018</a>) in </span><span style="font-family: "Times New Roman", serif;">protecting the Faculty of Health Science's (FHS) CMCDD orthodoxy from criticism</span><span style="font-family: "Times New Roman", serif;">. Although DCC actively encourages discourse about incompatible goals and ideas, DCC does not acknowledge the validity of opposing views. In a toxic DCC workplace, dissent is ignored and support for dissenters is withheld. Explicit bullying is seen as an acceptable response to intellectual differences and overt mobbing is also condoned. In this respect, attacks on the Emeritus Professor were similar to the bullying of other senior scholars that university leadership clearly tolerated (<a href="https://www.politicsweb.co.za/opinion/ucts-climate-turns-toxic" target="_blank">Benatar, 2017</a>; <a href="http://www.theconmag.co.za/2015/03/25/the-day-of-the-jekyll/" target="_blank">Coovadia, 2015</a>; <a href="http://timguineacrowe.blogspot.com/2017/10/wasis-uct-institutionally.html" target="_blank">Crowe, 2017</a>; <a href="https://rationalstandard.com/the-academic-mob-strikes-back-how-to-get-away-with-murder-at-uct-pt-2/" target="_blank">Crowe, 2019</a>; <a href="https://www.news24.com/news24/southafrica/news/uct-prof-at-centre-of-race-storm-hits-back-accuses-varsity-of-hatchet-job-response-20200606" target="_blank">McCain, 2020</a>; <a href="https://martinplaut.com/2020/06/22/the-bitter-debate-about-academic-freedom-at-the-university-of-cape-town/" target="_blank">Plaut, 2020;</a> <a href="https://www.iol.co.za/capetimes/opinion/uct-stands-devoted-to-debate-1844882" target="_blank">Soudien, 2015</a>; <a href="https://www.samedical.org/files/cape_doctor/CAPE_DOCTOR_VOL_52.pdf" target="_blank">Steer, 2019</a>; <a href="https://vernacnews.co.za/2019/05/15/a-collective-of-concerned-law-students-speak-out-against-unpalatable-legacy-of-racism-and-alienation-of-students-at-uct-law-faculty-a-call-for-change-read-full-statement-below/" target="_blank">Vernac News, 2019</a>). In 2019, his employer's institution acknowledged that bullying was a major concern amongst staff (<a href="https://www.news.uct.ac.za/article/-2019-09-19-update-and-next-steps-on-the-inclusivity-survey" target="_blank">Feris, 2019</a>), but has yet to recognise the importance of addressing DCC in its FHS. One positive recent development is that an anti-bullying policy was passed (<a href="https://www.hr.uct.ac.za/hr/employee_relations/bullying_policy" target="_blank">2021</a>). Albeit, a very late response to its former Ombudsman's recommendation from 2012 (<a href="http://webcms.uct.ac.za/sites/default/files/image_tool/images/29/annual_report/UCT%20Ombud%20report%202019%2009072020.pdf" target="_blank">Makamandela-Mguqulwa, 2020</a>).</span></div><br />In university workplaces, bullies can use a justification of “academic freedom” to condone actions that would be unacceptable in other workplaces (<a href="https://www.taylorfrancis.com/chapters/edit/10.4324/9781315189406-18/faculty-members-bullies-jon-driver" target="_blank">Driver, 2018</a>). For example, an academic lecturer (who is neither a scholar nor a scientist) published thirty blog posts that criticised the Emeritus Professor's popularisation of LCHF science. Although by no means an academic peer, this junior lecturer might justify such fervent criticism of a fellow employee at the same university as a necessary part of academic freedom in an institute of higher learning. Nevertheless, such obsessive behaviour from a low-ranking, under-qualified employee seems unlikely to be acceptable at any other place of employment.</div><div class="MsoNormal"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6u8-UgO-Ak3Q-te_8qfjyJVxiIF3mcMp9all8EJzTTNTpu-7vxGZvYXP75RfBiNaVDbxb6EPKWzeyQ2LIugEqMuL90ofxbOVkOQEwONmLuEfRXMkyOW_hSEJ8kEm51oYhWk3cvtufhnDUGHSAIyuXEuyOV7XlXIcqQ_Pi-KeSjVUGdKqLdvGlm1rTpg/s512/40_failblog_troll.png" style="margin-left: 1em; margin-right: 1em;"><img alt="academic failblog troll" border="0" data-original-height="512" data-original-width="512" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6u8-UgO-Ak3Q-te_8qfjyJVxiIF3mcMp9all8EJzTTNTpu-7vxGZvYXP75RfBiNaVDbxb6EPKWzeyQ2LIugEqMuL90ofxbOVkOQEwONmLuEfRXMkyOW_hSEJ8kEm51oYhWk3cvtufhnDUGHSAIyuXEuyOV7XlXIcqQ_Pi-KeSjVUGdKqLdvGlm1rTpg/w320-h320/40_failblog_troll.png" title="academic failblog troll" width="320" /></a></div><div class="MsoNormal"><br /><div><span style="font-family: Times New Roman, serif;">In collating the varied forms of harassment from "academic colleagues", it was unsurprising that we initially considered a recipient's OAB as being inseparable from an experience of academic mobbing</span><span style="font-family: "Times New Roman", serif;"> in the HE context. However, the manuscript's r</span><span style="font-family: "Times New Roman", serif;">eviewers flagged that it could be separate- especially for targets outside HE. In response, we designed the OABRAT framework to accommodate a</span><span style="font-family: "Times New Roman", serif;"> separate phenomenon.</span></div><div><br /></div><div><span style="font-family: "Times New Roman", serif;">Such separation also addressed concerns that the private, departmental ostracisation of ‘academic mobbing’ in HE (<a href="https://www.universityaffairs.ca/opinion/in-my-opinion/academic-mobbing-become-campus-tormentors/" target="_blank">Seguin, 2016</a>. <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4170397/" target="_blank">Khoo, 2010</a>) is a </span><span style="font-family: "Times New Roman", serif;">very different</span><span style="font-family: "Times New Roman", serif;"> negative phenomenon from the public attacks that academic cyberbullies launch. Unlike the largely concealed backstabbing of an academic mob, </span><span style="font-family: "Times New Roman", serif;">academic cyberbullies criticisms are </span><span style="font-family: "Times New Roman", serif;">public. OAB recipients can readily spot </span><span style="font-family: "Times New Roman", serif;">critics and their networks in digital criticisms, such as group petitions. </span><span style="font-family: "Times New Roman", serif;">Like others </span><span style="font-family: "Times New Roman", serif;">cybermobbers, public</span><span style="font-family: "Times New Roman", serif;"> attacks fall</span><span style="font-family: "Times New Roman", serif;"> within </span><span style="font-family: "Times New Roman", serif;">a spectrum that can include: i. drive-by harassment, ii. low-level mobbing, iii. sustained hounding and iv. sustained orchestration (<a href="https://cdn.vox-cdn.com/uploads/chorus_asset/file/12599893/The_Internet_of_Garbage.0.pdf" target="_blank">Jeong, 2018</a>). Professor Noakes and I are working on </span><span style="font-family: "Times New Roman", serif;">a manuscript that explores this spectrum for defining an </span><span style="font-family: "Times New Roman", serif;">‘academic cybermobbing’'s particular </span><span style="font-family: "Times New Roman", serif;">characteristics. </span></div><div><span style="font-family: "Times New Roman", serif;"><br /></span></div></div><div class="MsoNormal" style="text-align: justify;"><h4 style="text-align: left;"><span style="font-family: inherit; font-weight: normal;">6 GUARDIANS AGAINST VICTIMS OF ACADEMIC BULLYING</span></h4><div><span style="font-family: inherit; font-weight: normal;"><br /></span></div>
<div class="MsoNormal"><span lang="EN-US"><span style="font-family: inherit;"><div class="MsoNormal"><span lang="EN-US">In addition to considering academic cyberbullies practices and their recipients experiences, it is also vital to address the role of guardians. </span><span lang="EN-US" style="font-family: inherit;">RAT supports addressing the activities of both the targets of crime, plus their </span><span lang="EN-US" style="font-family: inherit;">guardians. In academic cyberbullying, it is important to consider how the online activities of a victim could be placing him or her at added risk. It is also worthwhile considering how the lack of action from guardians of civility, whether they be at the scholar’s academic institution or moderators for social media platforms, has an impact. </span><span style="font-family: inherit;">Prevention would seem better than cure for the negative phenomenon of </span><span style="font-family: inherit;">persistent cyber harassment. In OAB, this emerges when a </span><span style="font-family: inherit;">large quantum of criticism from academic cyberbullies creates an easily searchable footprint.</span></div><div class="MsoNormal"><span style="font-family: inherit;"><br /></span></div><div class="MsoNormal">Policies protecting employees at HE institutes from workplace persecution have largely focused on sexual and racial harassment. The danger exists that other forms of persecution may be neglected as seeming relatively unimportant by comparison (<a href="https://www.hup.harvard.edu/catalog.php?isbn=9780674659902" target="_blank">Citron, 2007</a>). For example, aggressive behaviours in the workplace may be considered acceptable by default (<a href="https://psycnet.apa.org/record/2006-03272-007" target="_blank">Rayner, Hoel, & Cooper, 2002</a>). <span style="font-family: inherit;">Informal expectations and norms can increase the sense of a lack of accountability online and boost the likelihood of deviant behaviours. Without deterrents or any consequences for academic cyberbullying, bullies may believe that they will not be held accountable for their actions. Worse, hegemonic leadership may actually </span><span style="font-family: inherit;">reward those whose cyberbullying seems to maintain perceptions </span><span style="font-family: inherit;">of consensus. </span><span style="font-family: inherit;">In HE, such rewards are unethical in undermining academic free speech, scientific innovation and motivating academic cyberbullying. </span></div></span></span><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiayfIOCe0PWIFH1R11WuSXZjeVoJenl-QxdMddRqaV02Bjq7bR_tOou5lsm64lMqSOkykE7U42tMPm5vOXw77Yu-HgTi5PlG3scEPjyOX4KFC5zCWGr64UF0GJe2nV3Kp70S5M8WWMYURBfR2Ns7R_zcTlEy4MOKk7UBXsH8-QLTqEqjlL3PbZGVyACQ/s512/38_academic_white_knight.png" style="margin-left: 1em; margin-right: 1em;"><img alt="fake academic white knight troll" border="0" data-original-height="512" data-original-width="512" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiayfIOCe0PWIFH1R11WuSXZjeVoJenl-QxdMddRqaV02Bjq7bR_tOou5lsm64lMqSOkykE7U42tMPm5vOXw77Yu-HgTi5PlG3scEPjyOX4KFC5zCWGr64UF0GJe2nV3Kp70S5M8WWMYURBfR2Ns7R_zcTlEy4MOKk7UBXsH8-QLTqEqjlL3PbZGVyACQ/w320-h320/38_academic_white_knight.png" title="fake academic white knight troll" width="320" /></a></div><div><br /></div></div>Dubious research and related fake news may be amplified online with impunity where university employers are unwilling to confront their source(s) and defend their scholarly recipients. Even where HE leaders uncover such falsehoods, they may have little enthusiasm for organising retraction or the censure of those who create and spread them. A <span style="font-family: "Times New Roman", serif;">HE</span><span style="font-family: "Times New Roman", serif;"> l</span>eadership that models being <span style="font-family: "Times New Roman", serif;">bystanders in the face of</span><span style="font-family: "Times New Roman", serif;"> cyber harassment from its own</span><span style="font-family: "Times New Roman", serif;"> employees, would be hypocritical to expect staff to respond as </span><span style="font-family: "Times New Roman", serif;">upstanders against OAB.</span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Times New Roman", serif;"><br /></span></div><div class="MsoNormal"><div class="MsoNormal"><span style="font-family: inherit;"><span id="3" style="font-weight: normal;">
7 ACADEMIC BULLIES MAY TARGET OUTSIDERS FROM ANYWHERE</span></span></div><div class="MsoNormal"><span style="font-family: inherit;"><br /></span></div><div>In conceptualising OAB, we came to argue that the victims of academic cyberbullies need not be HE employees. Feedback from IRMCIH proponents in varied health professions, plus LCHF entrepreneurs, confirmed attacks from cyberbullies in HE. While our literature review produced many examples of dissenting scientists and academic whistleblowers being confronted academic mobs, there is a gap concerning cases for bullying victims outside HE. This is another area that <a href="https://thenoakesfoundation.org/portfolio-items/online-academic-bullying">The Noakes Foundation's Academic Free Speech and Digital Voices</a> (AFSDV) project can address for the IRMCIH scientific issue arena.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjL0tjnABUySa53dATBrK5ziW7gclI0lVOEVvGysgpw4RZFJkZGaBgrvc-q2FBkcvL_YDuCVjImgDRDu53wLrQyiedvL58NnyJXHyJ-IeHnbT4IKZXnvsgqJEnDu4Q2-OQryUjwDCgENVJ_aOXpDdgxpuXPrTRD2Qn9Oypt7mZlsoGoDOJ0nGoB9DY7A/s512/39_line_crosser.png" style="margin-left: 1em; margin-right: 1em;"><img alt="academic troll line crosser" border="0" data-original-height="512" data-original-width="512" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjL0tjnABUySa53dATBrK5ziW7gclI0lVOEVvGysgpw4RZFJkZGaBgrvc-q2FBkcvL_YDuCVjImgDRDu53wLrQyiedvL58NnyJXHyJ-IeHnbT4IKZXnvsgqJEnDu4Q2-OQryUjwDCgENVJ_aOXpDdgxpuXPrTRD2Qn9Oypt7mZlsoGoDOJ0nGoB9DY7A/w320-h320/39_line_crosser.png" title="academic troll line crosser" width="320" /></a></div><div>After Professor Noakes and I submitted the article for publication, we identified another concern to explore under the AFSDV theme:</div><div><br /></div><h4 style="text-align: left;"><span style="font-family: inherit; font-weight: normal;"><span style="font-family: inherit;"><span id="8" style="font-weight: normal;">
8 A COMPLEX FORM FOR AN EXTREME CASE</span></span></span></h4><div><span style="font-family: inherit; font-weight: normal;"><span style="font-family: inherit;"><span style="font-weight: normal;"><br /></span></span></span></div>Our article shared a reporting instrument for OAB recipients. We hoped that targets of academic cyberbullies could use the Google form at <a href="https://bit.ly/3pnyE6w" target="_blank">https://bit.ly/3pnyE6w</a> for developing reports on their experiences of cyber harassment. However, based on some OAB recipients' feedback, we must prepare a simplified version of the form. The questionnaire speaks to all aspects of cyber harassment the Emeritus Professor experienced by over a ten year period. So while his outlier experience informed the development of a comprehensive and wide-ranging questionnaire, there is considerable scope to shorten it and simplify its questions via new <a href="https://www.researchgate.net/project/Academic-Free-Speech-and-Digital-Voices-AFSDV" target="_blank">AFSDV research</a>.<br /><br />GRAPHIC CREDITS<br /><br /><a href="https://createwith.net/academic.html">Stop, academic bully!</a> shushmoji™ graphics courtesy of <a href="https://createwith.net/">Create With</a> Cape Town.</div></div></div><div class="blogger-post-footer">An update from travisnoakes.co.za. All posts and comments published to www.travisnoakes.co.za are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License at https://creativecommons.org/licenses/by-nc-sa/4.0/.</div>Travis Noakeshttp://www.blogger.com/profile/12001873863913970420noreply@blogger.com0Cape Town, South Africa-33.9248685 18.4240553-62.235102336178848 -16.7321947 -5.6146346638211568 53.5803053tag:blogger.com,1999:blog-2127517647835977939.post-73731577724444639282022-04-14T10:21:00.006+02:002022-06-20T18:30:08.619+02:00Behind 'Design principles for developing critique and academic argument in a blended-learning data visualization course'<span style="color: #666666;"><i>Written for visual design educators and social semiotic researchers interested in students' use of data visualisations for argument.</i></span><p><br /></p><div style="text-align: left;">Professor Arlene Archer and my chapter, '<i><a href="https://bit.ly/3xrOTpc" target="_blank">Design principles for developing critique and academic argument in a blended-learning data visualization course</a>'</i>, is to be published in <a href="https://learningdesignvoices.com/" target="_blank">'Learning Design Voices</a>'. Edited by <a href="https://czernie.weebly.com/" target="_blank">Professor Laura Czerniewicz</a><span style="color: red;">, <a href="https://scholar.google.co.za/citations?user=7f_96u4AAAAJ&hl=en" target="_blank">Tasneem Jaffer</a> </span>and<span style="color: red;"> <a href="https://twitter.com/govendershanali" target="_blank">Shanali Govender</a>.</span> the book is produced by the University of Cape Town's (UCT) <a href="http://www.cilt.uct.ac.za/" target="_blank">Centre for Innovation in Learning and Teaching</a> (CILT). Its compilation <a href="http://www.cilt.uct.ac.za/cilt/learning-design-voices" target="_blank">aims</a> to catalyse a discussion of key themes shaping practice in online learning design. Our contribution falls under the book's '<i>Learning materials, activities and processes' </i>section. The book's other two tackle<i> 'Learning Design as field, praxis and identity' </i>and<i> 'Humanising Learning Design'.</i></div><p><i><br /></i></p><p>Our new chapter is a sequel to '<a href="https://library.oapen.org/bitstream/handle/20.500.12657/22273/9789048543137.pdf?sequence=1#page=240" target="_blank">Exploring academic argument in information graphics</a>' (2020), in which we proposed the <i>framework for argument in data visualizations</i> shown in Table 1. This social semiotic framework provides a holistic view that is useful for providing feedback and recognising students’ work as realised through the ideational, interpersonal, and textual meta-functions. For example, in addition to the verbal (written) mode that they are usually assessed on in Higher Education, students' digital poster designs must also consider composition, size, shape and colour choices.</p><p><br /></p><b>Table 1.</b> Framework for analysing and producing argument in data visualisation. <br />Designed by Arlene Archer and Travis Noakes, 2021.<br /><div><i><br /></i><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhG2Cx77G5NZ4gluJrLttHzPMp55GfRN1YFy5i66cnDKsRD2vAWdH-UUqzq1VAmxLGDDKRFQCmzgxdXrpINT4VHoQjaMdtRjzjehAVPl7Dw-P6bmLC-DQWYLvb1uD61A5knWMHQzjzIvW19/s1622/Framework+for+analysing+and+producing+argument+in+data+visualisation+2021.png" style="margin-left: 1em; margin-right: 1em;"><img alt="Framework for analysing and producing argument in data visualisation" border="0" data-original-height="1214" data-original-width="1622" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhG2Cx77G5NZ4gluJrLttHzPMp55GfRN1YFy5i66cnDKsRD2vAWdH-UUqzq1VAmxLGDDKRFQCmzgxdXrpINT4VHoQjaMdtRjzjehAVPl7Dw-P6bmLC-DQWYLvb1uD61A5knWMHQzjzIvW19/w640-h480/Framework+for+analysing+and+producing+argument+in+data+visualisation+2021.png" title="Framework for analysing and producing argument in data visualisation" width="640" /></a></div></div><div><br /></div><div>When the course was first introduced, many students' were able to produce attractive posters, but there seemed scope to support them in developing better arguments by revising the course's contents. Our follow-up piece describes how using this framework proved helpful for changing a second-year journalism, blended-learning course and helping students' argument-development:</div><div><br /></div><div>In five-weeks, the lecturer had to teach novices- data infographics, graphic design and Excel software, visual design aesthetics and multimodal argumentation via data visualization designs. Many changes were considered for <a href="https://www.travisnoakes.co.za/2017/11/designing-infographics-on-educational.html" target="_blank">improving the posters’ argument </a>and the lecturer changed the 2018 syllabus structure by adding two new sections (for ‘Multimodal argument’ and ‘Creative ideas for infographic design’, see Table 2).</div><div><br /></div><b>Table 2.</b> Lesson topic changes from 2017 to 2018's course<br /><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNPoMOIEL3gWzub85NWjvRkVk84uSfO2Xfxnrj0oKRvsv5-fKXSKElxQxBrSgxvLqoQpfORb3icf7rlaKDcl3Tcp-IFOu4S5zuDP5icP88HLzRWBV4vTrL41AFlEgYcp7Uwdhf7KcFJgPO/s1962/Lesson+topic+changes+from+2017+to+2018%2527s+course.png" style="margin-left: 1em; margin-right: 1em;"><img alt="Lesson topic changes from 2017 to 2018's course" border="0" data-original-height="892" data-original-width="1962" height="290" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNPoMOIEL3gWzub85NWjvRkVk84uSfO2Xfxnrj0oKRvsv5-fKXSKElxQxBrSgxvLqoQpfORb3icf7rlaKDcl3Tcp-IFOu4S5zuDP5icP88HLzRWBV4vTrL41AFlEgYcp7Uwdhf7KcFJgPO/w640-h290/Lesson+topic+changes+from+2017+to+2018%2527s+course.png" title="Lesson topic changes from 2017 to 2018's course" width="640" /></a></div><div><br /></div><div>A midway assessment was also introduced in which students’ infographic arguments were tested as works-in-progress. Reviewers’ feedback presented those who went for the wrong goalposts with opportunities for changing their direction by the final assessment. The new sections and mid-way assessment proved helpful for supporting 2018's students on aggregate with developing better arguments via infographic posters. The initial course was arguably weighted too much on using new tools for aesthetic design. By contrast, the new iteration was weighted towards teaching opaque discursive conventions and how to make a coherent, strong infographic poster argument using different modes that travel well as they traverse different formats. </div><div><br /></div><div>To illustrate the benefits of this shift, our article focuses on two students, whose work differed from those of the 2017’s class in presenting meta-level critiques. As a result of some of the curriculum interventions, students began to engage with normative attitudes and societal discourses that shaped the information they shared. They began to flag how the graphs they shared might represent a numeric simplification of a qualitatively complex situation, and to point to the ways in which the categories for comparison may be blurred.</div><div><br /></div><div>Before presenting two in-depth student cases, we described how several principles for learning design informed our analysis of student work using this framework:</div><div style="text-align: left;"><br />1) Delimiting the scope of the task<br />2) Encouraging the use of readily accessible design tools<br />3) Considering gains and losses in digital translations<br />4) Implementing a process approach for developing argument and encouraging reflection<br />5) Developing meta-languages of critique and argument<br />6) Acknowledging different audiences and the risks of sharing work as novices</div><div><p><br /></p><p>"Tumi" and "Mark" followed different approaches to metalevel critique in their data visualization project's. Tumi’s presentation (see Figures 1 and 2) critiqued the usefulness of Youth Explorer for exploring education in a peripheral township community versus a suburban ‘core community’. In contrasting the Langa township ward's educational attendance data versus the leafy suburb of Pinelands, she flagged why the results may be skewed unfavourably against Langa- children from peripheral communities often travel to core communities for schooling, so data for both core and peripheral communities “can be blurred to some extent”. Tumi also flagged that youth accused of contact crime were not necessarily ‘convicted or found guilty’.</p><p><br /></p><b>Figure 1.</b> Tumi's findings slide 2018</div><div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjR7-1OPZVdmWEPASD0toY8sDvA-Behw5JJ5jk8fPjJCPdSeDvEL1AG4F91tMiMV1rVraz2wzkKrNWKURCe2jCyBF8k-uaHe-2_UkyCaxkvwAvGCi2lYSVagsH_0SgwO-K4IQPDFvAh01wI/s1780/Tumi%2527s+findings+slide+2018.png" style="margin-left: 1em; margin-right: 1em;"><img alt="Tumi's findings slide 2018" border="0" data-original-height="1002" data-original-width="1780" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjR7-1OPZVdmWEPASD0toY8sDvA-Behw5JJ5jk8fPjJCPdSeDvEL1AG4F91tMiMV1rVraz2wzkKrNWKURCe2jCyBF8k-uaHe-2_UkyCaxkvwAvGCi2lYSVagsH_0SgwO-K4IQPDFvAh01wI/w640-h360/Tumi%2527s+findings+slide+2018.png" title="Tumi's findings slide 2018" width="640" /></a></div><br /><b>Figure 2. </b>Tumi's limitations slide 2018</div><div><span style="font-size: x-small;"><i><br /></i></span><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3Gy8Ub_94HeSwNyba2_yWWoBYa-P6QtsXujJvhL2D1LLRm6zVHzzo3OYm-sIdVyo4gswxlgoaAeDr7osQV2m1b8QSMM9xHJN6S4z3OnNv3w9gGIX6Ku7O7vjL1pe5EEkhOUuyJotNkBxU/s1780/Tumi%2527s+findings+limitations+slide+2018.png" style="margin-left: 1em; margin-right: 1em;"><img alt="Tumi's findings limitations slide 2018" border="0" data-original-height="1000" data-original-width="1780" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3Gy8Ub_94HeSwNyba2_yWWoBYa-P6QtsXujJvhL2D1LLRm6zVHzzo3OYm-sIdVyo4gswxlgoaAeDr7osQV2m1b8QSMM9xHJN6S4z3OnNv3w9gGIX6Ku7O7vjL1pe5EEkhOUuyJotNkBxU/w640-h360/Tumi%2527s+findings+limitations+slide+2018.png" title="Tumi's findings limitations slide 2018" width="640" /></a></div><br /><p>By contrast, Mark’s poster (see Figure 3) critiqued the statistics available for understanding ‘poor grade 8 systemic results’ and the reasons for higher drop-out rates in schooling between suburbs. His poster explored the limitations of what Youth Explorer can tell us about systemic tests and how these link to dropout rates and final year pass rates. He argued that a shortcoming is the dataset’s failure to convey 'the role that extra-curricular support plays' in shaping learners’ results. Mark's poster reflected the fact that many children from affluent homes go for extra lessons after school to improve subject results. This knowledge of concerted cultivation was based on his personal experience, but is unaccounted for in most official accounts of educational input.</p><p><br /></p><b>Figure 3. </b>Mark's data visualisation poster 2018</div><div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiS-z52AxC0GsL5p4IBs6MRMEvDe05Ig1XK9nj9FKOdTV-8JVYHzhc7rYeMewnuSYx6mN1kuYI2FUhcHGaT3P-BcptXoZUromhxp8x5NLbb49y0gCsRh4OgdOROEddESLeirt9zy4l1pJMJ/s950/Mark+Athlone+versus+Rondebosch+2018+compressed.png" style="margin-left: 1em; margin-right: 1em;"><img alt="Mark's data visualisation poster 2018" border="0" data-original-height="950" data-original-width="672" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiS-z52AxC0GsL5p4IBs6MRMEvDe05Ig1XK9nj9FKOdTV-8JVYHzhc7rYeMewnuSYx6mN1kuYI2FUhcHGaT3P-BcptXoZUromhxp8x5NLbb49y0gCsRh4OgdOROEddESLeirt9zy4l1pJMJ/w453-h640/Mark+Athlone+versus+Rondebosch+2018+compressed.png" title="Mark's data visualisation poster 2018" width="453" /></a></div><p>Both cases reveal how teaching a social semiotic approach for analysing and producing argument proved helpful. It informed changes to a data visualisation poster course that could better support students’ development as critical designers and engaged citizens- the two aspirant media professionals' meta-critiques flagged important challenges in relying on data that may be incorrect and incomplete, accurately spotlighting the inherent difficulties of simplifying qualitative complexity into numbers for their audiences.</p><p><br /></p><p>If you would like to view a presentation on our research, please visit my earlier blog post at <br /><span><a href="https://www.travisnoakes.co.za/2021/10/the-presentation-developing-critique.html" style="color: red;">https://www.travisnoakes.co.za/2021/10/the-presentation-developing-critique.html</a>.</span></p><p><span style="color: red;"><br /></span></p><div style="text-align: left;"><b>Acknowledgements</b></div><p>The research is based upon work supported by the <a href="https://www.thebritishacademy.ac.uk/funding/newton-advanced-fellowships" target="_blank">British Academy Newton Advanced Fellowship</a> scheme. Travis’ research was supported by a Postdoctoral Fellowship (2019-21) at the <a href="https://www.cput.ac.za/academic/faculties/informaticsdesign" target="_blank">Cape Peninsula University of Technology</a>. Both authors thank the University of Cape Town’s <a href="http://www.cfms.uct.ac.za/" target="_blank">Centre for Film and Media Studies</a> for facilitating our research with students between 2017 and 2018. In particular, we thank <a href="https://scholar.google.co.za/citations?hl=en&user=83TszQQAAAAJ&view_op=list_works&sortby=pubdate" target="_blank">Professor Marion Walton</a> and <a href="https://scholar.google.co.za/citations?user=N8A6wbMAAAAJ&hl=en" target="_blank">Dr Martha Evans</a> for their valued assistance. We also greatly appreciate the feedback from the editors and reviewers at Learning Design Voices.</p><p><br /></p><p><span><b>Need support doing Social Semiotic research in Africa?<br /></b><br />Both Arlene and Travis are members of the <a href="https://samultimodality.wordpress.com/" target="_blank">South African Multimodality in Education</a> research group (<a href="https://twitter.com/samultimodality" target="_blank">SAME</a>) hosted by UCT. Should you be interested in sharing your multimodal research project with its <a href="https://samultimodality.wordpress.com/same-members/" target="_blank">experts</a>, please contact <a href="https://samultimodality.wordpress.com/contact/" target="_blank">SAME</a>.</span></p></div></div><div>I hope that you will read our chapter and find it informative. You are most welcome to give readers and I your feedback in the moderated comments section below.</div><div class="blogger-post-footer">An update from travisnoakes.co.za. All posts and comments published to www.travisnoakes.co.za are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License at https://creativecommons.org/licenses/by-nc-sa/4.0/.</div>Travis Noakeshttp://www.blogger.com/profile/12001873863913970420noreply@blogger.com0Cape Town, South Africa-33.9248685 18.4240553-62.235104384802426 -16.732197382209016 -5.6146326151975821 53.580307982209014tag:blogger.com,1999:blog-2127517647835977939.post-56032624728345721192021-11-24T11:29:00.022+02:002021-11-25T15:11:51.191+02:00Shushmoji app briefing presentation to Younglings' interns and mobile dev leadership<p><span style="font-size: small;">Written for interns at Younglings who expressed an interest in working on the Shushmoji app for Android and Apple</span></p><br /><p>
I recently presented on the background to <a href="https://www.createwith.net/index.html" target="_blank">Create With's Shushmoji app</a> to <a href="https://www.younglings.capetown/" target="_blank">Younglings</a>. Its interns will be working to complete an Android version this year and an Apple version for launch in 2022.<br /></p><br />
<iframe allowfullscreen="" frameborder="0" height="485" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/p9RFXxMckTe1Oe" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="595"> </iframe> <div style="margin-bottom: 5px;"> <strong> <a href="//www.slideshare.net/TravisNoakes/shushmoji-app-for-younglings-developers-2021" target="_blank" title="Shushmoji app for Younglings developers 2021">Shushmoji app for Younglings developers 2021</a> </strong> from <strong><a href="//www.slideshare.net/TravisNoakes" target="_blank">Travis Noakes</a></strong> </div><br />
<p>The hyperlinks from the presentation are shared below for ease-of-access:</p><br /><p><b>SLIDE 3</b></p><p>Travis Noakes' research at <a href="https://www.travisnoakes.co.za/p/researcher.html" target="_blank">www.travisnoakes.co.za/p/researcher.html</a><br />Create With at <a href="https://createwith.net/" target="_blank">createwith.net/</a></p><p><br /></p><p><b>SLIDE 4</b></p><p>Anti-trolling graphics to end abusive conversations at <a href="https://samultimodality.wordpress.com/2018/11/26/anti-trolling-graphics-to-end-abusive-conversations-how-to-whack-a-troll/" target="_blank">samultimodality.wordpress.com/2018/11/26/anti-trolling-graphics-to-end-abusive-conversations-how-to-whack-a-troll/</a></p><div><div>Online academic bullying project at <a href="http://www.researchgate.net/project/Online-academic-bullying" target="_blank">researchgate.net/project/Online-academic-bullying</a></div></div><div><br /></div><div><b>SLIDE 5</b></div><div>The Noakes Foundation Lab for Low Carb Nutrition Research at <a href="https://www.researchgate.net/lab/The-Noakes-Foundation-Lab-for-Low-Carb-Nutrition-Research-Timothy-D-Noakes" target="_blank">researchgate.net/lab/The-Noakes-Foundation-Lab-for-Low-Carb-Nutrition-Research-Timothy-D-Noakes</a></div><div><br /></div><div><b>SLIDE 6</b></div><div><div><div>Younglings’ Social Media and Internet Lab for Research (SMILR)</div></div></div><div><div><a href="https://www.linkedin.com/posts/younglingsafrica_empowering-software-development-interns-activity-6844615195738816512-Kj_u" target="_blank">linkedin.com/posts/younglingsafrica_empowering-software-development-interns-activity-6844615195738816512-Kj_u</a></div><div><br /></div><div><b>SLIDE 7</b></div><div><div>Hate Crimes in Cyberspace at <a href="http://www.hup.harvard.edu/catalog.php?isbn=9780674659902" target="_blank">hup.harvard.edu/catalog.php?isbn=9780674659902</a></div><div><br /></div><div><b>SLIDE 10</b></div><div><div><div>Distinguishing online academic bullying at <a href="https://www.sciencedirect.com/science/article/pii/S240584402100431X#!" target="_blank">sciencedirect.com/science/article/pii/S240584402100431X#!</a></div></div></div><div><br /></div><div><b>SLIDE 12</b></div><div>OAB reporting questionnaire at <a href="http://bit.ly/3pnyE6w" target="_blank">http://bit.ly/3pnyE6w</a><br />Strategies against cyber harassment at <a href="http://bit.ly/2D8qv0k" target="_blank">http://bit.ly/2D8qv0k</a></div><div><br /></div><div><b>SLIDE 13</b></div><div><div>Examples of anti-bullying emojis at <a href="https://www.bark.us/blog/witness-helps-teens-stand-cyberbullying" target="_blank">bark.us/blog/witness-helps-teens-stand-cyberbullying</a> and <a href="https://mashable.com/2016/08/17/anti-bullying-emoji/">mashable.com/2016/08/17/anti-bullying-emoji/</a></div><div><div><br /></div><div style="font-weight: bold;"><b>SLIDE 14</b></div></div><div>#GoodMannersEmojis at <a href="https://www.dailymail.co.uk/sciencetech/article-7665833/" target="_blank">dailymail.co.uk/sciencetech/article-7665833/</a> and</div></div><div>#GoodMannersEmojis tweet at <a href="https://twitter.com/PennyMordaunt/status/1192378538726494208" target="_blank">twitter.com/PennyMordaunt/status/1192378538726494208</a></div><div>Positive and critical responses at <a href="https://twitter.com/hashtag/GoodMannersEmojis?src=hashtag_click" target="_blank">twitter.com/hashtag/GoodMannersEmojis?src=hashtag_click</a></div><div><div>@Iconfactory on Twitter at <a href="https://twitter.com/Iconfactory">twitter.com/Iconfactory</a></div></div><div><br /></div><div><b>SLIDE 15</b></div><div><div>Iconfactory lego icons example at <a href="https://design.iconfactory.com/lego-icon-suite" target="_blank">design.iconfactory.com/lego-icon-suite</a></div></div><div>Icon finder example at <a href="https://www.iconfinder.com/iconsets/hand-drawn-emojis" target="_blank">iconfinder.com/iconsets/hand-drawn-emojis</a></div><div><br /></div><div><b>SLIDE 16</b></div><div><div>UNICODE proposals at <a href="https://unicode.org/emoji/proposals.html" target="_blank">unicode.org/emoji/proposals.html</a></div></div><div><br /></div><div><b>SLIDE 17</b></div><div>UNICODE oversight concerns at <a href="http://fortune.com/2016/11/06/unicode-consortium-no-emoji" target="_blank">fortune.com/2016/11/06/unicode-consortium-no-emoji</a></div><div>External influence at <a href="https://shadycharacters.co.uk/2018/11/emoji-part-4-who-owns-emoji/" target="_blank">shadycharacters.co.uk/2018/11/emoji-part-4-who-owns-emoji/</a></div><div><div>Sculptmojis at <a href="https://www.collater.al/en/sculptmojis-ben-fearnley" target="_blank">collater.al/en/sculptmojis-ben-fearnley</a></div></div><div><br /></div><div><b>SLIDE 19</b></div><div><div>Emoji counts at <a href="http://emoji-counts.com" target="_blank">emoji-counts.com</a></div></div><div><br /></div><div><b>SLIDE 20</b></div><div>Emojitracker at <a href="http://emojitracker.com" target="_blank">emojitracker.com</a></div><div><br /></div><div><b>SLIDE 21</b></div><div>Ideas for African emoji designs at <a href="https://www.businessinsider.co.za/african-emoji-we-would-like-to-see-2018-9" target="_blank">businessinsider.co.za/african-emoji-we-would-like-to-see-2018-9</a></div><div>Madam & Eve's New South African emojis at <a href="https://mg.co.za/cartoon/2015-10-02-new-sa-emojis" target="_blank">mg.co.za/cartoon/2015-10-02-new-sa-emojis</a></div><div><br /></div><div><b>SLIDE 22</b></div><div><div>Oju Africa launches the first black emoji sticker at <a href="https://www.npr.org/sections/codeswitch/2015/02/25/388945510/african-emoji-ceo-apple-missed-the-whole-point-with-its-diverse-emojis" target="_blank">npr.org/sections/codeswitch/2015/02/25/388945510/african-emoji-ceo-apple-missed-the-whole-point-with-its-diverse-emojis</a></div></div><div><div><br /></div><div><b>SLIDE 23</b></div><div>Afro emoji sticker launch at <a href="https://www.buzzfeednews.com/article/monicamark/xx-emojis-only-nigerians-will-understand" target="_blank">buzzfeednews.com/article/monicamark/xx-emojis-only-nigerians-will-understand</a></div></div><div><br /></div><div><b>SLIDE 24</b></div><div>ZA emojis at <a href="https://www.zaemoji.co.za" target="_blank">zaemoji.co.za</a></div><div><br /></div><div><b>SLIDE 25</b></div><div>Zouzoukwa platform at <a href="https://zouzoukwa.notion.site/The-App-dda960d90ef64f579f24d1aea9ba62a8" target="_blank">zouzoukwa.notion.site/The-App-dda960d90ef64f579f24d1aea9ba62a8</a></div><div>Zouzoukwa app at <a href="https://play.google.com/store/apps/details?id=apps.oplerou.zouzoukwa" target="_blank">play.google.com/store/apps/details?id=apps.oplerou.zouzoukwa</a></div><div>Zouzoukwa on Instagram at <a href="https://www.instagram.com/zouzoukwa_/?hl=en" target="_blank">instagram.com/zouzoukwa_/?hl=en</a></div><div>O’Pleuro on Twitter at <a href="https://twitter.com/OPlerou" target="_blank">twitter.com/OPlerou</a><br /><div><br /></div></div><div><b>SLIDE 26</b></div><div>Younglings research on WhatsApp stickers at <a href="https://docs.google.com/document/d/1bsEuquI3p6pSdi5jvcXJBiKUNhl-PiVnqTnV7Na-YiE/edit#heading=h.9zcqnmu0zw1y" target="_blank">docs.google.com/document/d/1bsEuquI3p6pSdi5jvcXJBiKUNhl-PiVnqTnV7Na-YiE/edit#heading=h.9zcqnmu0zw1y</a></div><div><br /></div><div><div><b>SLIDE 34</b></div><div>Shushmoji mock-up WhatsApp conversations examples at <a href="https://createwith.net/shushmoji_FAQ.html" target="_blank">createwith.net/shushmoji_FAQ.html</a> and <a href="https://za.pinterest.com/createwithcapetown/shushmojis/" target="_blank">za.pinterest.com/createwithcapetown/shushmojis/</a></div><div><br /></div><div><b>SLIDE 37</b></div><div>Shushmoji usability testing Google form at <a href="https://docs.google.com/forms/d/1rSPrt-KkLABoErsy-fOpxEH7BI0gRCjuRifMl6ZwQ2E/edit" target="_blank">docs.google.com/forms/d/1rSPrt-KkLABoErsy-fOpxEH7BI0gRCjuRifMl6ZwQ2E/edit</a></div><div><br /></div><div><b>SLIDE 42</b></div><div>My slideshare account at <a href="https://www.slideshare.net/TravisNoakes" target="_blank">slideshare.net/TravisNoakes</a></div></div></div></div><div class="blogger-post-footer">An update from travisnoakes.co.za. All posts and comments published to www.travisnoakes.co.za are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License at https://creativecommons.org/licenses/by-nc-sa/4.0/.</div>Travis Noakeshttp://www.blogger.com/profile/12001873863913970420noreply@blogger.com0Cape Town, South Africa-33.9248685 18.4240553-62.369080888422829 -16.732197382209016 -5.4806561115771792 53.580307982209014tag:blogger.com,1999:blog-2127517647835977939.post-74022176126772584612021-10-22T15:56:00.004+02:002021-10-22T15:57:27.309+02:00The presentation 'A systematic literature review of academic cyberbullying- notable research absences in Higher Education contexts', plus its hyperlinks<div>Dr Pat Harpur and I recently presented on our manuscript 'A systematic literature review of academic cyberbullying- notable research absences in Higher Education contexts'. We spoke to the Design Research Activities Workgroup at the Cape Peninsula University of Technology.</div><div><br /></div><iframe allowfullscreen="" frameborder="0" height="485" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/4iieUbeHwg0vp7" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="595"> </iframe> <div style="margin-bottom: 5px;"><strong><a href="//www.slideshare.net/TravisNoakes/a-systematic-literature-review-of-academic-cyberbullying-2021" target="_blank" title="A systematic literature review of academic cyberbullying 2021">A systematic literature review of academic cyberbullying 2021</a> </strong> from <strong><a href="https://www.slideshare.net/TravisNoakes" target="_blank">Travis Noakes</a></strong></div>
<div style="font-weight: bold;"><b><br /></b></div>For ease of clicking, I've shared the webpage links mentioned in our presentation below:<br /><b><br /></b><div><b>SLIDE 1</b><div><div>Distinguishing an online academic bullying: identifying new forms of harassment in a dissenting Emeritus Professor's case. </div></div><div><a href="https://doi.org/10.1016/j.heliyon.2021.e06326">https://doi.org/10.1016/j.heliyon.2021.e06326</a></div><div><br /></div><div>The value (or otherwise) of social media to the medical professional : some personal reflections</div><div><a href="https://journals.co.za/doi/abs/10.10520/ejc-caci-v34-n1-a5">https://journals.co.za/doi/abs/10.10520/ejc-caci-v34-n1-a5</a></div><div><br /></div><div>Future Internet special issue on Cyberbullying Analysis in Higher Education call for proposals<div>
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<p style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;"><span style="color: #407aaa; font-family: "Times New Roman"; font-size: 12pt; language: en-US; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: +mn-ea; mso-fareast-theme-font: minor-fareast; mso-font-kerning: 12.0pt; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #407AAA; mso-style-textfill-type: solid;"><a href="https://www.mdpi.com/journal/futureinternet/special_issues/Cyberbullying_Education">www.mdpi.com/journal/futureinternet/special_issues/Cyberbullying_Education</a></span></p>
<!--EndFragment--></div><div><br /></div><div><b>SLIDE 3</b></div><div><div>Dr Pat Harpur's research profiles</div><div><a href="https://www.researchgate.net/profile/Patricia-Harpur-2">www.researchgate.net/profile/Patricia-Harpur-2</a></div></div><div><div><a href="http://scholar.google.co.za/citations?user=n1-qgFAAAAAJ&hl=en">https://scholar.google.co.za/citations?user=n1-qgFAAAAAJ&hl=en</a></div></div><div><br /></div><div><b>SLIDE 6</b></div><div><div>The Social Media and Internet Lab for Research launches: empowering software development interns to work with social media data </div></div><div><a href="https://www.linkedin.com/posts/younglingsafrica_empowering-software-development-interns-activity-6844615195738816512-Kj_u">www.linkedin.com/posts/younglingsafrica_empowering-software-development-interns-activity-6844615195738816512-Kj_u</a></div><div><br /></div><div><b>SLIDE 7</b></div><div><div><div>News via the OAB’s ResearchGate channel</div></div><div><a href="http://www.researchgate.net/project/Online-academic-bullying">www.researchgate.net/project/Online-academic-bullying</a></div><div style="font-weight: bold;"><br /></div></div><div style="font-weight: bold;">SLIDE 8</div><div><div>The Noakes Foundation is the founder sponsor of Younglings’ SMILR lab at <a href="http://www.linkedin.com/posts/younglingsafrica_empowering-software-development-interns">www.linkedin.com/posts/younglingsafrica_empowering-software-development-interns</a></div><div><a href="The Noakes Foundation is the founder sponsor of Younglings’ SMILR lab at www.linkedin.com/posts/younglingsafrica_empowering-software-development-interns Infrastructural funder- payments and funding proposals" target="_blank">Infrastructural funder- payments and funding proposals</a></div><div style="font-weight: bold;"><br /></div><div style="font-weight: bold;">SLIDE 9</div></div><div>Hate Crimes in Cyberspace</div><div><div><a href="http://www.hup.harvard.edu/catalog.php?isbn=9780674659902">www.hup.harvard.edu/catalog.php?isbn=9780674659902</a></div><div style="font-weight: bold;"><br /></div></div>Workplace Bullying, Mobbing and Harassment in Academe: Faculty Experience</div><div><div><div><a href="https://doi.org/10.1007/978-981-10-5154-8_13-1">https://doi.org/10.1007/978-981-10-5154-8_13-1</a></div><div style="font-weight: bold;"><br /></div></div><div><b>SLIDE 32</b></div><div><div>The Noakes Foundation’s Academic Free Speech and Digital Voices theme</div></div></div><div><a href="https://thenoakesfoundation.org/portfolio-items/online-academic-bullying">https://thenoakesfoundation.org/portfolio-items/online-academic-bullying</a></div><div><br /></div><div><div>The Noakes Foundation's Lab for Low Carb Nutrition Research</div><div><a href="https://www.researchgate.net/lab/The-Noakes-Foundation-Lab-for-Low-Carb-Nutrition-Research-Timothy-D-Noakes">www.researchgate.net/lab/The-Noakes-Foundation-Lab-for-Low-Carb-Nutrition-Research-Timothy-D-Noakes</a></div></div><div><br /></div><div><b>SLIDE 33</b><br /><div><a href="https://www.slideshare.net/TravisNoakes">https://www.slideshare.net/TravisNoakes</a></div></div><div><br /></div><div>Creative commons license for our presentation</div><div><div><a href="https://creativecommons.org/licenses/by-nc-sa/4.0/">https://creativecommons.org/licenses/by-nc-sa/4.0/</a></div></div><div><br /></div><div><div><b>SLIDE 34</b></div><div>Graphic credits</div><div><a href="http://createwith.net">createwith.net</a></div></div><div><br /></div></div><div class="blogger-post-footer">An update from travisnoakes.co.za. All posts and comments published to www.travisnoakes.co.za are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License at https://creativecommons.org/licenses/by-nc-sa/4.0/.</div>Travis Noakeshttp://www.blogger.com/profile/12001873863913970420noreply@blogger.com0tag:blogger.com,1999:blog-2127517647835977939.post-25626910232986608582021-10-08T09:51:00.010+02:002021-10-18T16:10:47.393+02:00The presentation 'Developing critique and academic argument in a blended-learning data visualization course', plus its hyperlinksHere is a link to Associate Professor Arlene Archer and my presentation on our manuscript, 'Developing critique and academic argument in a blended-learning data visualization course'. It's on Slideshare at <a href="https://www.slideshare.net/TravisNoakes/developing-critique-and-academic-argument-in-a-blendedlearning-data-visualization-course">www.slideshare.net/TravisNoakes/developing-critique-and-academic-argument-in-a-blendedlearning-data-visualization-course</a>. We developed this presentation for the Cape Peninsula University of Technology's (CPUT) Design Research Activities Workgroup (DRAW). <div><br /></div>
<iframe src="//www.slideshare.net/slideshow/embed_code/key/131zm37u1rBBMf" width="595" height="485" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" style="border:1px solid #CCC; border-width:1px; margin-bottom:5px; max-width: 100%;" allowfullscreen> </iframe> <div style="margin-bottom:5px"> <strong> <a href="//www.slideshare.net/TravisNoakes/developing-critique-and-academic-argument-in-a-blendedlearning-data-visualization-course" title="Developing critique and academic argument in a blended-learning data visualization course" target="_blank">Developing critique and academic argument in a blended-learning data visualization course</a> </strong> from <strong><a href="https://www.slideshare.net/TravisNoakes" target="_blank">Travis Noakes</a></strong> </div>
<br /><div>For ease of clicking, I've shared the webpage links our presentation mentions here:</div><div><div><div><br /><b>Slide 1 </b></div><div><i>Learning Design Voices call</i><br /><div><a href="http://www.cilt.uct.ac.za/cilt/learning-design-voices">www.cilt.uct.ac.za/cilt/learning-design-voices</a></div></div><div><br /></div><div><b>Slide </b><b>3</b></div><div><div><i>Lead Author- Associate Professor Arlene Archer</i></div><div><a href="https://orcid.org/0000-0001-9013-7788 " target="_blank">https://orcid.org/0000-0001-9013-7788 </a></div><div><a href="https://www.researchgate.net/profile/Arlene-Archer https://scholar.google.co.za/citations?user=KCtYGZkAAAAJ&hl=en&oi=ao" target="_blank">https://www.researchgate.net/profile/Arlene-Archer https://scholar.google.co.za/citations?user=KCtYGZkAAAAJ&hl=en&oi=ao</a></div><div><a href="https://uct.academia.edu/ArleneArcher?from_navbar=true">https://uct.academia.edu/ArleneArcher?from_navbar=true</a></div><div>Multimodality and Society journal <a href="https://journals.sagepub.com/home/mas">https://journals.sagepub.com/home/mas</a></div></div><div><br /></div><div><b>Slide 4</b><br /><i>UCT Writing Centre and the Language Development Group</i></div><div><div><a href="http://www.writingcentre.uct.ac.za">http://www.writingcentre.uct.ac.za</a><br /><div><a href="https://changingwriting.wordpress.com">https://changingwriting.wordpress.com</a></div></div></div><div><br /></div><div><b>Slide 5</b></div><div><i>SA Multimodality in Education (SAME) research group</i></div><div><div><a href="https://samultimodality.wordpress.com">https://samultimodality.wordpress.com</a></div></div><div><div><a href="https://twitter.com/samultimodality" target="_blank">@samultimodality</a></div></div><div><br /></div><div><b>Slide 6</b></div><div><i>Second author - Travis Noakes, PhD</i></div><div><div><a href="https://orcid.org/0000-0001-9566-8983">https://orcid.org/0000-0001-9566-8983</a></div><div><a href="https://publons.com/researcher/1881059/travis-miles-noakes/">https://publons.com/researcher/1881059/travis-miles-noakes/</a></div><div><a href="https://www.semanticscholar.org/author/Travis-M-Noakes/144922761">https://www.semanticscholar.org/author/Travis-M-Noakes/144922761</a></div><div><a href="https://scholar.google.co.za/citations?user=-beyzEoAAAAJ&hl=en">https://scholar.google.co.za/citations?user=-beyzEoAAAAJ&hl=en</a></div><div><a href="https://www.researchgate.net/profile/Travis-Noakes-2">https://www.researchgate.net/profile/Travis-Noakes-2</a></div><div><a href="https://capepeninsula.academia.edu/TravisNoakes?from_navbar=true">https://capepeninsula.academia.edu/TravisNoakes?from_navbar=true</a></div></div><div><br /></div><div><b>Slide 10</b></div><div><i>A framework for argument in data visualization (2020)</i></div><div><div><a href="https://www.travisnoakes.co.za/2020/03/multimodal-academic-argument-in-data.html">https://www.travisnoakes.co.za/2020/03/multimodal-academic-argument-in-data.html</a></div></div><div><span style="color: #0000ee; text-decoration-line: underline;"><a href="https://www.travisnoakes.co.za/2020/03/multimodal-academic-argument-in-data.html" target="_blank">Exploring academic argument in information graphics</a> </span>in 'Data Visualization in Society' (2020)</div><div><br /></div><div><b>Slide 22</b></div><div><i>The fate of peripheral action research innovations?</i></div><div><a href="http://www.cfms.uct.ac.za/fam/undergrad/ba-film-media-production-multimedia-production">http://www.cfms.uct.ac.za/fam/undergrad/ba-film-media-production-multimedia-production</a><br /><a href="https://www.researchgate.net/publication/346797110_15_Multimodal_academic_argument_in_data_visualization">https://www.researchgate.net/publication/346797110_15_Multimodal_academic_argument_in_data_visualization</a></div><div><br /></div><div><b>Slide 24</b><br /><i>Thanks for watching, watch again on Slideshare</i></div><div><div><a href="https://www.slideshare.net/TravisNoakes">https://www.slideshare.net/TravisNoakes</a></div></div><div><div><a href="https://creativecommons.org/licenses/by-nc-sa/4.0/">https://creativecommons.org/licenses/by-nc-sa/4.0/</a></div></div></div><div><br /></div><div>Please let us know if you have any questions about the presentation in the comments box below, ta.</div></div><div class="blogger-post-footer">An update from travisnoakes.co.za. All posts and comments published to www.travisnoakes.co.za are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License at https://creativecommons.org/licenses/by-nc-sa/4.0/.</div>Travis Noakeshttp://www.blogger.com/profile/12001873863913970420noreply@blogger.com0Cape Town, South Africa-33.9248685 18.4240553-90 -122.20095542883607 37.952720408470029 159.04906602883605tag:blogger.com,1999:blog-2127517647835977939.post-39127452845461083892021-04-08T16:01:00.036+02:002021-10-18T16:07:31.540+02:00From informal academic debate to cyber harassment - navigating the minefield as a responsible contributor #WNS2021This <a href="https://courses.nutrition-network.org/p/wns">World Nutrition Summit</a> (WNS2021) talk focuses on clinicians’ opportunities for becoming responsible digital content contributors on social media (plus several pitfalls). <div><br /></div><div></div>
<iframe allowfullscreen="" frameborder="0" height="485" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/Cg8PCmuDz2vqqv" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="595"> </iframe> <div style="margin-bottom: 5px;"> <a href="//www.slideshare.net/TravisNoakes/from-informal-academic-debate-to-cyber-harassment-navigating-the-minefield-as-a-responsible-contributor-243996265" style="font-weight: bold;" target="_blank" title="From Informal Academic Debate To Cyber Harassment- Navigating The Minefield As A Responsible Contributor">
</a><div><br /></div><div>The post-conversion image quality of slides shared via Slideshare leave a lot to be desired. As a multimodal researcher, I'm exploring the talk's remediation into a blog post for online audience's ease-of-access. I trust its "slides" as 'images' plus reworked "presenter notes" as 'post text' do prove fit-for-purpose:<br /><br /><a href="https://draft.blogger.com/#">#WNS2021</a> was organised by the <a href="https://draft.blogger.com/#">Nutrition Network</a>, which digitally educates, trains and connects clinicians (ranging from doctors to health coaches) concerning up-to-date Insulin Resistance Model of Chronic Ill Health (IRMCIH) science and research in the field of Low Carb, High Fat (LCHF) nutrition interventions.<p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><span class="Apple-converted-space"><br /></span></p><p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><span class="Apple-converted-space"></span></p><div class="separator" style="clear: both; font-weight: bold; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWQlmPVf7CH0rmNFAVHLf6exDCjb1OupNztscfr60UIHOFSR9Hqfgp-yUXQIIgguo-0yuKRK3YuHdcgmTdomfOahbchcYQYoJ5z2dD1jQKSvIg_w9qB6uAdIrwP0goNICNuhEJRYaNa_FX/s768/Serial+killers+and+curators+meme.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="768" data-original-width="566" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWQlmPVf7CH0rmNFAVHLf6exDCjb1OupNztscfr60UIHOFSR9Hqfgp-yUXQIIgguo-0yuKRK3YuHdcgmTdomfOahbchcYQYoJ5z2dD1jQKSvIg_w9qB6uAdIrwP0goNICNuhEJRYaNa_FX/s320/Serial+killers+and+curators+meme.png" /></a></div><h4><div style="text-align: left;"><span style="font-weight: normal;">Polishing one’s digital profile is an unusual practice, just like curating one’s photos. Many WNS2021 participants did not enter comprehensive details about themselves for their Accelevents profile and few added profile photos. Such inaction exemplifies how in most professional communities, becoming an original online content creator puts one in an exclusive category. Historic (and likely outdated!) research around online content creation suggests that 89% of Web 2.0 platform users are viewers, while 9% comment, rate and re-share content. Just 1% actively produce original/creative content <a href="https://draft.blogger.com/#">(van Dijk, 2009)</a>. The NN community seems to be doing better (of the 6,000 professionals who have done NN courses, 150 have digital presences linked from its directory). There is plenty of scope to build on this (2%) and it also presents many interesting opportunities for media scholars. For example, given the scientific and professional suppression that IRMCIH scholars and LCHF proponents face, how many use pseudonymous accounts that these experts do not want to be linked back to their genuine identity? Chat feedback and polls linked to my virtual talk suggested that several do!</span></div><div style="text-align: left;"><span style="font-weight: normal;"><br /></span><span style="font-weight: normal;">My talk encouraged low-carbohydrate clinicians to leverage an opportunity mindset in sharing their professional roles and interests via digital practices to raise their visibility and spotlight low-carb interventions’ successes. Ideally, clinicians should be supported with turning such successes into academic publications, to best support the precarious opportunities of IRMCIH scholars.</span></div><span style="font-family: Helvetica Neue;"><span><span style="font-size: 13px;"><br /></span></span></span></h4><h4><span style="font-family: Helvetica Neue;"><span><span style="font-size: 13px;">SLIDE 2</span></span></span></h4><p style="font-weight: bold;"></p><div style="font-weight: bold;"><b><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzGekPsJRN6yNtIoWbMS1OIoxdvvz-l601FvmLpKOvBU7_vzAl6Chs5V5PywRZBhXkj1UYPDRR_9sDfBGhZCbr1xWoQqG_GqP2GOM3G2ewMHsryLHGTUy33mqHb4eH3epKqYCsUn-ZfdDl/s960/Slide2.png" style="margin-left: 1em; margin-right: 1em;"><img alt="Overview of FROM INFORMAL ACADEMIC DEBATE TO CYBER HARASSMENT Navigating the minefield as a responsible contributor" border="0" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzGekPsJRN6yNtIoWbMS1OIoxdvvz-l601FvmLpKOvBU7_vzAl6Chs5V5PywRZBhXkj1UYPDRR_9sDfBGhZCbr1xWoQqG_GqP2GOM3G2ewMHsryLHGTUy33mqHb4eH3epKqYCsUn-ZfdDl/w640-h360/Slide2.png" width="640" /></a></div></b></div><div style="font-weight: bold;"><b><div class="separator" style="clear: both; text-align: center;"><br /></div></b></div>SECTION 1 covers why IRMCIH scholars have turned to digital platforms for promulgating their model… and the cyber harassment they negotiate from academic cyberbullies in HE. The latter is a core focus of the Online Academic Bullying (OAB) research project. SECTION 2 focuses on bridging the veracity of experiences shared on social media with the legitimacy associated with traditional scholarship publications. SECTION 3 focuses on the example of Twitter for developing capitals, as well as the challenges of engaging in online debates in online platforms.</div><div><br /><h3 style="font-weight: bold; text-align: left;"><span style="color: #800180;">SECTION 1</span></h3><h4 style="font-weight: bold; text-align: left;">SLIDE 3</h4><p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><b></b></p><div class="separator" style="clear: both; font-weight: bold; text-align: center;"><b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9CGXy399Nj9Vj1TzNcxJ8ff_Zi8cORGDc2Lj0g3pzN60-yzXDLTka1n1OBkrswyFCtnEVJLIhGxUIt11A8LBJj9PP2w9YX3dGyXZpv25N6XezaelvwcI4Iv_8nG2hgIreA5tahyphenhyphenUjvmGO/s960/Slide3.png" style="margin-left: 1em; margin-right: 1em;"><img alt="CAN WE FIND ACADEMIC FREE SPEECH ON IRMCIH IN HIGHER EDUCATION?" border="0" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9CGXy399Nj9Vj1TzNcxJ8ff_Zi8cORGDc2Lj0g3pzN60-yzXDLTka1n1OBkrswyFCtnEVJLIhGxUIt11A8LBJj9PP2w9YX3dGyXZpv25N6XezaelvwcI4Iv_8nG2hgIreA5tahyphenhyphenUjvmGO/w640-h360/Slide3.png" width="640" /></a></b></div><br />These scholars are fighting for academic free speech in Higher Education (HE), where such speech is an important ideal but not a reality. Very few IRMCIH scholars enjoy opportunities to research and teach this emergent paradigm. Notably, there is very little debate in Higher Education concerning the dominant “cholesterol” model of chronic disease development (CMCDD) versus its IRMCIH rival. Skeptics of IRMCIH and low-carb diet interventions largely seem to ignore the role of scientific suppression in stifling IR scholarship. The most vocal skeptics do not seem to engage with the literature on the suppression of dissent or the sociology of scientific knowledge.<div><h4 style="text-align: left;">SLIDE 4</h4><p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"></p><div class="separator" style="clear: both; font-weight: bold; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhV1gp_yPobcFw_WcFcvcjWU7rN7tSBDg-PW4XL5oXSx1txjj_yS90JsIlnlZCKAyPQsE6ttu9mnoue5H_RnhzPS_kCj4P1oH6AK490dgkTpNqOesnieuZlMZQAxNZVjv7KOF-ckeHeY43V/s960/Slide4.png" style="margin-left: 1em; margin-right: 1em;"><img alt="SCIENTIFIC SUPPRESSION OF IRMCIH AND DOUBLE STANDARDS FOR CMCDD" border="0" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhV1gp_yPobcFw_WcFcvcjWU7rN7tSBDg-PW4XL5oXSx1txjj_yS90JsIlnlZCKAyPQsE6ttu9mnoue5H_RnhzPS_kCj4P1oH6AK490dgkTpNqOesnieuZlMZQAxNZVjv7KOF-ckeHeY43V/w640-h360/Slide4.png" width="640" /></a></div><p class="p1" style="font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal; margin: 0px;"><br />Rather than HE being an ideal place to lead scientific innovation, which <a href="https://philpapers.org/archive/CABTSO-3.pdf" target="_blank">pseudoskeptics</a> typically present it as, it can be a CMCDD dictatorship. Here, academic mafias stifle dissenting scholars for daring to challenge an old model and high-carb, low-fate guidelines. IRMCIH proponents in HE Health Sciences become ostracised as “heretics”; just as other medical dissidents have been (<a href="https://www.sciencedirect.com/science/article/abs/pii/S0277953603002235" target="_blank">Martin, 2004</a>).</p><h4 style="font-weight: bold; text-align: left;"><span style="font-family: Helvetica Neue;"><span style="font-size: 13px;">SLIDE 5</span></span></h4><p style="font-weight: bold;"></p><p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><b></b></p><div class="separator" style="clear: both; font-weight: bold; text-align: center;"><b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3CUQpRfZlUEkWQEHGL3c-ZXpweRtzJYWLsXlPp4Qq2bXtGxy5jIoxAOrwf-uybP-nXlgGWGJgYnbo9ZOWur0iUOtdgEyPK2td7010uAEopZZEgqc4wFu8E-4wYwEL2V_FfhsyJU9YZZFA/s960/Slide5.png" style="margin-left: 1em; margin-right: 1em;"><img alt="IRMCIH EXPERTS CHANGE SCIENCE, NEGOTIATE ONLINE ACADEMIC BULLYING" border="0" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3CUQpRfZlUEkWQEHGL3c-ZXpweRtzJYWLsXlPp4Qq2bXtGxy5jIoxAOrwf-uybP-nXlgGWGJgYnbo9ZOWur0iUOtdgEyPK2td7010uAEopZZEgqc4wFu8E-4wYwEL2V_FfhsyJU9YZZFA/w640-h360/Slide5.png" width="640" /></a></b></div><br />As Christopher Holmberg’s research has described, dissenting IR scholars in Sweden have turned to using <a href="https://www.researchgate.net/publication/310606285_Using_the_Blogosphere_to_Promote_Disputed_Diets_The_Swedish_Low-Carb_High-Fat_Movement?_sg=xoyh_27roAeSMea-Js1wuim6G-4vItgUf46IBb1gSU2XhSuwFRqKzKhHQeXl-NXpttaJA4ukhcpFZDTKmpAAL_nye97jdnPbKNMBU95z.2eklXkDOerQmIFREm-mGpUvoelEWxJCrxzTycuEpnL-ZxvY3Onhs5Bks0_NELulsL5linpmIU0U6xIHGoY1wNA" target="_blank">digital platforms for contesting flawed nutritional guidelines</a>; this raised political awareness around low carb diets, providing vital opportunities to contest the nutritional “authorities”. Notably, social media enabled low-carb experts to network their expertise and start conventional scientific research approaches that shift from the anecdotal. This does not seem to have happened in most other countries, though. Scientific suppression of the IRMCIH model in HE seems globally strong.</div><div><h4 style="font-weight: bold; text-align: left;">SLIDE 6</h4><p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><b></b></p><div class="separator" style="clear: both; font-weight: bold; text-align: center;"><b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFU9xPcwOtjKemVFl1el4H1bPV1hMc_HONitAdqQgLdQ80h3DEs396kvBuUXwvB8OcjNzl7M4KrjXWi8G0JwdUvqz9lLL-HSqf56urspRkdzMJvxH5erXqiWHRSmJq7rYgx-tl-A3M_ybQ/s960/Slide6.png" style="margin-left: 1em; margin-right: 1em;"><img alt="DISTINGUISHING ONLINE ACADEMIC BULLYING: identifying new forms of harassment in a dissenting Emeritus Professor’s case" border="0" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFU9xPcwOtjKemVFl1el4H1bPV1hMc_HONitAdqQgLdQ80h3DEs396kvBuUXwvB8OcjNzl7M4KrjXWi8G0JwdUvqz9lLL-HSqf56urspRkdzMJvxH5erXqiWHRSmJq7rYgx-tl-A3M_ybQ/w640-h360/Slide6.png" width="640" /></a></b></div><br />An emergent form of such suppression sees advocates for IRMCIH being targeted by cyberbullies from academia. <a href="https://www.researchgate.net/profile/Timothy-Noakes" target="_blank">Professor Tim Noakes</a> and my Heliyon publication flags the emergence of Online Academic Bullying (OAB), which is an emergent challenge from HE employees whose academic cyberbullies dissident experts must confront. OAB included the distinctive attacks academic cyberbullies used against an Emeritus Professor- <a href="https://www.sciencedirect.com/science/article/pii/S240584402100431X" target="_blank">sciencedirect.com/science/article/pii/S240584402100431X</a>. In addition to academics, the Online Academic Bullying concept also applies to health professionals and those outside academia who become recipients of intellectual and other forms of harassment by higher education’s cyberbullies. A few emergent cyber harassment strategies are shown in the article's graphic abstract.</div><div><h4 style="font-weight: bold; text-align: left;">SLIDE 7</h4><p class="p1" style="font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"></p><div class="separator" style="clear: both; font-weight: bold;"><b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRWLHHaHsRfsHi6cz9bt-WaSHzXdPL8DvyaA0fvBzoSi_z_nVmcij4DE0cqpkdKbga3d6n684KpQTClyedOYJVLA6HWmITdnN1F_J2M_l1U1MS_1f9F3Eh8l9KmPqHbtKGmAn6AhlGkVQZ/s960/Slide7.png" style="margin-left: 1em; margin-right: 1em;"><img alt="FORMS OF CYBER HARASSMENT IN ONLINE ACADEMIC BULLYING" border="0" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRWLHHaHsRfsHi6cz9bt-WaSHzXdPL8DvyaA0fvBzoSi_z_nVmcij4DE0cqpkdKbga3d6n684KpQTClyedOYJVLA6HWmITdnN1F_J2M_l1U1MS_1f9F3Eh8l9KmPqHbtKGmAn6AhlGkVQZ/w640-h360/Slide7.png" width="640" /></a></b></div><span style="font-weight: bold;"><br /><span style="color: #351c75; font-weight: normal;"><br /></span></span>Cyberbullies in HE may also draw on many other forms of digital harassment for attacking others, as listed here. </div><div><span style="font-weight: bold;"><h4>SLIDE 8</h4><p class="p1" style="font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal; margin: 0px;"></p></span><p style="font-weight: bold;"></p><p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><b></b></p><div class="separator" style="clear: both; font-weight: bold; text-align: center;"><b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVAq1eMR1hswWb_YqSa2020dykrQ_GviiOjpQfy3FON_9s8eg7l3KemWERl879_B7e2KIN5PdfRHIag1lihOO0eSMbB4sD76CusrKMsLf_DxpFzfbb5RtHSPxmUrXs102KpmCgxXWISBTc/s960/Slide8.png" style="margin-left: 1em; margin-right: 1em;"><img alt="REPORT ACADEMIC CYBERBULLIES TO DECISION MAKERS" border="0" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVAq1eMR1hswWb_YqSa2020dykrQ_GviiOjpQfy3FON_9s8eg7l3KemWERl879_B7e2KIN5PdfRHIag1lihOO0eSMbB4sD76CusrKMsLf_DxpFzfbb5RtHSPxmUrXs102KpmCgxXWISBTc/w640-h360/Slide8.png" width="640" /></a></b></div><br />While there are university policies that protect the public from racist, sexual and homophobic harassment, few universities seem to have tackled intellectual cyber harassment from their employees under anti-bullying policies. At <a href="https://paritymovement.org/about/">The Academic Parity movemen</a>t's <a href="https://paritymovement.org/videos-of-stem-the-bullying-conference/">STEM the BULLYING conference</a>, probably the most important insight for the OAB research project emerged from Professor Loraleigh Keashly's <a href="https://youtu.be/7DJ8t2MhOLs">talk</a>; 'Without anti-bullying policies, incidents in HE are seen in isolation as once-off, rare and framed as subjective. Thus, they are not related to systemic or structural problems.'<br /><br />This links to Academic Free Speech, since academic mobs can target dissident scholars being secure in the knowledge that even if they are removed unfairly that investigations are unlikely to identify a systemic pattern. In particular, one across several scholars over many years that has constrained free speech and dissent by the recipients of bullying. Further, an anonymised PostDoc pointed out that there are 'academic mafias' in the Health Sciences. These ensure that any dissenting Principal Investigators(PIs)/young researchers become ostracised and lose funding. Dissident PIs are soon replaced with compliant PIs who can be relied upon to adhere to the orthodox view. Given this context, anti-bullying policies and reporting are vitally important- not just to protect scholars from harassment, but for supporting free speech itself in HE.<div><h4 style="font-weight: bold; text-align: left;">SLIDE 9</h4><p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><b></b></p><div class="separator" style="clear: both; font-weight: bold; text-align: center;"><b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1GTbL_jor3CPlkAuQ3edzCxP2ynImuNyG1FZ9YqWmNuEC0_lBagm0drEsYzhdEXGbce4Zdn6UU8UTc3_thP3RCC8mvkvFKDOvN9F3gfqtoR1pD5Bh-hv8XMeQkkYeqmhy-4JYH40KCYBX/s960/Slide9.png" style="margin-left: 1em; margin-right: 1em;"><img alt="EXPERIENCED ONLINE ACADEMIC BULLYING? SHARE YOUR EXPERIENCES WITH US" border="0" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1GTbL_jor3CPlkAuQ3edzCxP2ynImuNyG1FZ9YqWmNuEC0_lBagm0drEsYzhdEXGbce4Zdn6UU8UTc3_thP3RCC8mvkvFKDOvN9F3gfqtoR1pD5Bh-hv8XMeQkkYeqmhy-4JYH40KCYBX/w640-h360/Slide9.png" width="640" /></a></b></div><br />To help reporting on the OAB phenomenon, <a href="https://www.researchgate.net/profile/Patricia-Harpur-2" target="_blank">Dr Patricia Harpur</a> and I are currently researching an OAB reporting instrument (see <a href="https://bit.ly/3pnyE6w">https://bit.ly/3pnyE6w</a>). We are approaching diverse IRMCIH scholars and LCHF activists to report their experiences with the form and to advise us on its strengths and weaknesses. Anonymised data from those who give us permission will be used to explore the varieties of OAB. In particular, we hope to explore differences by gender, nationality and profession. If you have experienced formal suppression and been targeted by academic cyberbullies and are interested in generating a report and even becoming a research participant, do email me on <a href="mailto:noakest@cput.ac.za">noakest@cput.ac.za</a> for a Google Form invite and research consent form.</div><div><h4 style="text-align: left;">SLIDES 10 and 11</h4><p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"></p><p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYVE6c8x3HgEfKOgLuulsyCudDfQxZfr_vB-FdE1jE8c0wCuHfmkc6dHuWG8lqOLrUvL6gwkJ_634nkJ3bnRv0N14p9ff0nqg_IRyvCK35tknH-VxhbiOvJZBz2wBRNtopWZtvpvklvFTn/s960/Slide10.png" style="font-weight: 700; margin-left: 1em; margin-right: 1em; text-align: center;"><img alt="ONLINE ACADEMIC BULLYING RESEARCH PROJECT STAGES" border="0" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYVE6c8x3HgEfKOgLuulsyCudDfQxZfr_vB-FdE1jE8c0wCuHfmkc6dHuWG8lqOLrUvL6gwkJ_634nkJ3bnRv0N14p9ff0nqg_IRyvCK35tknH-VxhbiOvJZBz2wBRNtopWZtvpvklvFTn/w640-h360/Slide10.png" width="640" /></a></p><div style="font-weight: bold;"><p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal; margin: 0px;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvqLe14FrsVJi3ECkizc0couU6RduW-sIBU86hWtMg_8S9qBwuo3oYt0bjyQKBMbYRkeD-vA0fOFWs6eYWJ_MLiZBTQE-a7ZDVmolu5B-PMgkTa4tTD9aSJHcK6FibKNs7Ikir1yPAiiPC/s960/Slide11.png" style="font-weight: 700; margin-left: 1em; margin-right: 1em; text-align: center;"><img alt="THE NOAKES FOUNDATION’S FOUR RESEARCH THEMES" border="0" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvqLe14FrsVJi3ECkizc0couU6RduW-sIBU86hWtMg_8S9qBwuo3oYt0bjyQKBMbYRkeD-vA0fOFWs6eYWJ_MLiZBTQE-a7ZDVmolu5B-PMgkTa4tTD9aSJHcK6FibKNs7Ikir1yPAiiPC/w640-h360/Slide11.png" width="640" /></a></p></div><div><br /></div><div>There is a paucity of research into how dissenting IRMCIH scientists and clinicians have used digital platforms for working around scientific suppression and censorship. In response, The Noakes Foundation supports the research theme ‘Academic Free Speech and Digital Voices’, which the <a href="http://thenoakesfoundation.org/portfolio-items/online-academic-bullying" target="_blank">OAB research project</a> falls under. This theme largely aims to flag the importance of digital voice for IRMCIH scholars in Higher Education. By contrast, TNF’s theme ‘From clinical practice to published research’ seeks to leverage the freedom that clinicians’ enjoy in prescribing low-carb interventions. It links them to research and supporting clinicians with doing research and preparing manuscripts that can help address gaps in the IRMCIH academic literature.</div><div><br /></div><div><h3 style="font-weight: bold;"></h3><h3 style="font-weight: bold; text-align: left;"><span style="color: #800180;">SECTION 2</span></h3><h4 style="font-weight: bold; text-align: left;"><br /></h4><h4 style="font-weight: bold; text-align: left;">SLIDE 12</h4><p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMMhEk8fdec-B74qZ5EB0RPrwMh2OlFdkambCJSZeOisrdGKYpCerrCWTlX56LqYPsS5iu80ZQvy20gDEWsL9MEsCSiX1ptyWDS2ysBsOibjuzvdagBDzQCNO0FfMzj61PgRz4crtUAkj-/s960/Slide12.png" style="font-weight: 700; margin-left: 1em; margin-right: 1em; text-align: center;"><img alt="GAINS IN TRANSLATION BRIDGING THE CREDIBILITY GAP FOR MAX SOCIAL IMPACT" border="0" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMMhEk8fdec-B74qZ5EB0RPrwMh2OlFdkambCJSZeOisrdGKYpCerrCWTlX56LqYPsS5iu80ZQvy20gDEWsL9MEsCSiX1ptyWDS2ysBsOibjuzvdagBDzQCNO0FfMzj61PgRz4crtUAkj-/w640-h360/Slide12.png" width="640" /></a></p>There is a huge opportunity for IR clinicians to translate the veracity of their LCHF interventions into scholarship. If more health experts take up this responsibility, it will improve the visibility of the IRMCIH model in academic literature whilst also building legitimacy for funders to increase financial support for projects tackling IR. Connecting the outcomes of practices’ LCHF interventions to research should result in more written manuscripts and scholarly publications, whilst growing the number and visibility of IR scholars. A strong body of IRMCIH academic publications working in tandem with highly visible, positive reports on popular social media platforms can achieve a powerful synergy whose social impact the CMCDD orthodoxy would greatly struggle to contain.</div><div><br /><h4 style="font-weight: bold; text-align: left;">SLIDES 13 & 14</h4><p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-AkR0856Md4dysnQh5eGZygxjenVxNeoev_TEgO16GtPSdUKcHHfkEdYJFmh26EmR-fOhlsRqm7nBmCZ0iwIf4U_PdhLWuk8RbQwEhNy2Jw0gDLfp7g9QnAbgPajV1rZ92dHRuX6-pRs-/s960/Slide13.png" style="font-weight: 700; margin-left: 1em; margin-right: 1em; text-align: center;"><img alt="USING YOUR FREEDOM OF PRACTICE TO HELP LCHF & IRMCIH CONNECTIVE MOVEMENTS" border="0" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-AkR0856Md4dysnQh5eGZygxjenVxNeoev_TEgO16GtPSdUKcHHfkEdYJFmh26EmR-fOhlsRqm7nBmCZ0iwIf4U_PdhLWuk8RbQwEhNy2Jw0gDLfp7g9QnAbgPajV1rZ92dHRuX6-pRs-/w640-h360/Slide13.png" width="640" /></a></p><p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><b><br /></b></p><p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqin0-J6OeCq0G9LxvKKkcqxzd5R52Q-MKnSGODcKEDNXShsXttGoPIZR5CdorRGNJV7qUUGZXQa6-6BzBA25TglzOa_PgCIWk0KfapP7bsKAFfOqFtVOOKv0DYb8dwdVMGyuJzi8Gq_0K/s960/Slide14.png" style="font-weight: 700; margin-left: 1em; margin-right: 1em; text-align: center;"><img alt="RESPONSIBILITIES IN DEVELOPING DISTINCTIVE DIGITAL PERSONAE" border="0" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqin0-J6OeCq0G9LxvKKkcqxzd5R52Q-MKnSGODcKEDNXShsXttGoPIZR5CdorRGNJV7qUUGZXQa6-6BzBA25TglzOa_PgCIWk0KfapP7bsKAFfOqFtVOOKv0DYb8dwdVMGyuJzi8Gq_0K/w640-h360/Slide14.png" width="640" /></a></p><br />By contrast to IR scholars, who may lose their livelihoods for teaching, researching and promoting the IRMCIH model, many clinicians enjoy the professional freedom to share LCHF science and prescribe low-carb interventions. Clinicians need support with contributing to both the online and academic IR issue arenas. It starts with participating in networks, such as the Nutrition Network’s, where clinicians learn not only what works… but what is not known. This connection may motivate clinicians to help protect their peers by becoming ‘upstanders’ against cyber harassment. Upstanders are former bystanders who have recognised patterns of bullying behaviour and choose to intervene in a bid to stop bullying (<a href="https://eric.ed.gov/?id=EJ1053992" target="_blank">Padgett & Notar, 2013</a>).<br /><br />Clinicians may also be able share the latest research with their clients. For those who are not English-speaking, clinicians have a huge opportunity to spotlight academic literature for those whose first language is not English, or clients who prefer to follow users in their home languages. The OAB research project has seen examples of this with Spanish interlocutors of an IRMCIH scientific editorial on YouTube. With the right support, health experts with the time and interest to contribute to scholarship, may be able to help close IRMCIH research gaps by researching their patients’ outcomes.<p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><br /></p><h4 style="font-weight: bold; text-align: left;">SLIDE 15</h4><p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEV0zeAC7RZpm7P51QATT9GReiCXC1lSbNVp5E2Ga5iIEkwVGmLJNDF-sRaIx5ON9DXy4ggkwSlgJcTU4RFhKg0FXgW3OyviicYtYnIjxsuvxxLiuMd2ik4_n4D2gOwpOrO-nIZyW_Fl23/s960/Slide15.png" style="font-weight: 700; margin-left: 1em; margin-right: 1em; text-align: center;"><img alt="LEVELS OF ENGAGEMENT ON DIGITAL PLATFORMS" border="0" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEV0zeAC7RZpm7P51QATT9GReiCXC1lSbNVp5E2Ga5iIEkwVGmLJNDF-sRaIx5ON9DXy4ggkwSlgJcTU4RFhKg0FXgW3OyviicYtYnIjxsuvxxLiuMd2ik4_n4D2gOwpOrO-nIZyW_Fl23/w640-h360/Slide15.png" width="640" /></a></p><p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><b><br /></b></p><br />In sharing their work online, health professionals must choose how they present themselves: genuine identities are a norm for health professionals, but a pseudonymous identity is appropriate where dangers exist from public visibility. Likewise, there are trade-offs in choosing to portray a strictly professional role online, versus one with a blend of interests that could be more relatable to general public. Creators must also consider their preference in mode of communication: the academic default is verbal, social media is multi-media. However, digital content creators may choose to foreground productions with spoken-word, imagery, slides, or even video and coding projects.<br /><br />With such a broad range of possibilities, it is important that health professionals define their main aim (such as producing a unique portfolio of content). They may have the luxury of time to develop a well-planned strategy for achieving that aim that draws on the examples of Nutrition Network influencers… or content creators might focus on learning-by-doing, gonzo approach where the plan is to continually experiment for finding what works. For example, the research literature does not address which academic social media sites’ audiences will best-respond to manuscripts, so developing presences on the most popular ones, then sharing a manuscript draft via all, would seem the best way to learn firsthand. Over time, health professionals will develop an understanding of who they want to speak to and how to move content across platforms for reaching witnesses and interlocutors.<p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><br /></p><h4 style="font-weight: bold; text-align: left;">SLIDE 16</h4><p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjudlUQ3v9ERkCf5RXubUy0OsUHGgxATiWxpTcOx6MJPMy_scz2ulIIm_lX72NVdrxXYY72m80ePxB97KbDTlX_bD6YgPL9fprtEZCXrpiQW_nOHRznLoCqw7-PAlttzSOE1ZMqTKeWthGd/s960/Slide16.png" style="font-weight: 700; margin-left: 1em; margin-right: 1em; text-align: center;"><img alt="CHECK YOUR PLATFORM(S)" border="0" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjudlUQ3v9ERkCf5RXubUy0OsUHGgxATiWxpTcOx6MJPMy_scz2ulIIm_lX72NVdrxXYY72m80ePxB97KbDTlX_bD6YgPL9fprtEZCXrpiQW_nOHRznLoCqw7-PAlttzSOE1ZMqTKeWthGd/w640-h360/Slide16.png" width="640" /></a></p>There are many different levels of media engagement that online creators might pursue… producing quality content and driving engagement with audiences does necessitate a big time investment! Even the most private of us will have shadow profiles that popular social network platforms create for their not-as-yet-members, who may be identified in photos or email addresses that members share. Most people take control of their digital personas by putting themselves on the ‘Google Map’ so to speak through joining social media to network, share resources and give feedback on what they like. Few people produce original online content under their own names and this has emerged as a contemporary form of distinction. There are many roles that digital content producers can choose from to support the LCHF and IRMCIH connective movements. Likewise, for becoming their own personal channel across different platforms.<p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><br /></p><h4 style="font-weight: bold; text-align: left;">SLIDE 17</h4><p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtnHJfDVrYknZNt8dJ2g3VPx9NOqJebYuB70Rai-SOsqlLoHHnI9vHp52RZxc4PQDt7d2EnwuqOuMRFPPNWfwRpw6GmFSsDHd40kKSciKnqpGMLqUDe3i6-Rl6MxSeQfG9Xzrp_DL9GKmz/s960/Slide17.png" style="font-weight: 700; margin-left: 1em; margin-right: 1em; text-align: center;"><img alt="EXAMPLES FOR DEBATE SELECTION CHAGEMYVIEW & DEBATE.ORG & LETTER.LY" border="0" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtnHJfDVrYknZNt8dJ2g3VPx9NOqJebYuB70Rai-SOsqlLoHHnI9vHp52RZxc4PQDt7d2EnwuqOuMRFPPNWfwRpw6GmFSsDHd40kKSciKnqpGMLqUDe3i6-Rl6MxSeQfG9Xzrp_DL9GKmz/w640-h360/Slide17.png" width="640" /></a></p><p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><br /></p><br /><br />For example, if a health professional is interested in pursuing civil debate, there are interesting options, such as: Reddit’s ‘<a href="http://www.reddit.com/r/changemyview/" target="_blank">change my view</a>’, <a href="https://www.debate.org" target="_blank">Debate.org</a> and <a href="https://letter.wiki/topics/82" target="_blank">Letter Wiki</a>. A particularly IRMCIH/LCHF-friendly space is <a href="https://www.reddit.com/r/ketoscience/">subreddit/ketoscience</a>, which has 175k members. These platforms are designed specifically for civil discussion, so are arguably better venues for agonistic exchange than social media networks. These have much greater reach, but are marred by underwhelming moderation and safety policies/procedures. <br /><br /><p class="p2" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px; min-height: 15px;"><br /></p><h4 style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px; text-align: left;"><b>SLIDE 18</b></h4><p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_z0uAvMX0-BhrLeUqzXK3ohXk_tNCTv1MPtCu1i6m5KiI6TJyRJxN4ZCRZdjtpnAfaY0ArWgtlYmHwEzTpVQ0f442_CDyIrNEdvtGSCXMrO4s41wDY_Jx07zBkrmVrE3A-OSdvHx-0Df8/s960/Slide18.png" style="font-weight: 700; margin-left: 1em; margin-right: 1em; text-align: center;"><img alt="OPPORTUNITY-DRIVEN EXPECTATIONS VERSUS HARM-DRIVEN ONES" border="0" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_z0uAvMX0-BhrLeUqzXK3ohXk_tNCTv1MPtCu1i6m5KiI6TJyRJxN4ZCRZdjtpnAfaY0ArWgtlYmHwEzTpVQ0f442_CDyIrNEdvtGSCXMrO4s41wDY_Jx07zBkrmVrE3A-OSdvHx-0Df8/w640-h360/Slide18.png" width="640" /></a></p><p class="p1" style="font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal; margin: 0px;"><br />Media studies researchers who focus on participatory culture and Connected Learning have shown the importance of an opportunity-mindset in education for teenagers’ practices with digital affinity networks. The same likely applies for leaders in the LCHF and IRMCIH connective movements. If clinicians develop a positive mindset to the opportunities that online content development and sharing afford, they will be in a better position than those who have not developed or shared content, perhaps owing to a pessimistic focus on the potential harms of technology.<br /><br /></p><h3 style="font-weight: bold; text-align: left;"><span style="color: #800180;">SECTION 3</span></h3><p style="font-weight: bold;"></p><h4 style="font-weight: bold; text-align: left;"><br />SLIDE 19</h4><p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjknnWp5hWvqbNfDJ1RLZk7HOmmt0K9BgxfOn6MppQtVhjP3f6VSAYEJPk2iIw3za-l-PSM8zsBVNpO4ifblYdSqavSR6NNOGSr0DYjUrrlaJigf-9D-NSNZcYrN9cMGEP5L1CiiWjMYB-p/s960/Slide19.png" style="font-weight: 700; margin-left: 1em; margin-right: 1em; text-align: center;"><img alt="A LOT OF TWITTERPERTUNITIES FOR CLINICIANS, RESEARCHERS AND PATIENTS" border="0" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjknnWp5hWvqbNfDJ1RLZk7HOmmt0K9BgxfOn6MppQtVhjP3f6VSAYEJPk2iIw3za-l-PSM8zsBVNpO4ifblYdSqavSR6NNOGSr0DYjUrrlaJigf-9D-NSNZcYrN9cMGEP5L1CiiWjMYB-p/w640-h360/Slide19.png" width="640" /></a></p><br />For health professionals on Twitter, Professor Murphy’s chapter Twitter and Health flags this platform’s influence on opening-up discussions on health: patients are using Twitter in a form of ‘update culture’ to share intimate information about their health (similar to a public diary of their health, but now as one’s personal Twitter domain on one’s IR scores for followers’ support). Such patients can potentially become a source of expertise whilst contributing to a support community for patients’ confronting the same condition(s). Health professionals can use Twitter to understand their patients’ behaviours better and to pursue research that might otherwise be difficult to arrange patients’ feedback on successful alternative treatments from. Notably, Johns Hopkins university has used the <a href="https://www.alsuntangled.com" target="_blank">Amyotrophic Lateral Sclerosis Untangled</a> project with researchers to capture 40 reviews of alternative and off-label treatments. Its participants and other ALS patients are encouraged to ask questions on the state-of-the-art science (for example, by engaging with the ALS <a href="https://twitter.com/ALSUntangled" target="_blank">Twitter</a> account). This is similar to IRMCIH experts being contacted around LCHF lifestyle queries. Such shifts for patients, clinicians and researchers reveal how Twitter facilitates the circumvention of traditional controls in healthcare and life-sciences industries. This facilitates a poly-vocal approach in healthcare and the life-sciences versus the traditional uni-directional prescriptions from "The Anointed" experts in the <a href=" https://graymirror.substack.com/p/3-descriptive-constitution-of-the " target="_blank">Cathedral</a> combining HE and media.<br /><br /><h4 style="font-weight: bold; text-align: left;">SLIDE 20</h4><p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzOKdBanNUeMVwQCzs1Maha9zplke5m9_O-rAMJRSNBT93agtLsOi35H-eAF-3GisDviBKr0UvnpGLYvjxcAMw29xiBOcJ1OkmRYge-6BrDE_1ColD0i97laL19IKEB7bDE51cPQ9WRbss/s960/Slide20.png" style="font-weight: 700; margin-left: 1em; margin-right: 1em; text-align: center;"><img alt="GET IRMCIH SPEED ON SCIENTIFIC TWITTER" border="0" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzOKdBanNUeMVwQCzs1Maha9zplke5m9_O-rAMJRSNBT93agtLsOi35H-eAF-3GisDviBKr0UvnpGLYvjxcAMw29xiBOcJ1OkmRYge-6BrDE_1ColD0i97laL19IKEB7bDE51cPQ9WRbss/w640-h360/Slide20.png" width="640" /></a></p><br />‘Scientific Twitter’ has emerged a popular choice for IRMCIH scholars to update each other, reach out of to sympathetic digital publics in the broader LCHF space. It also provides a platform for public disagreements with CMCDD supporters. For LCHF proponents' examples, please view a Twitter list featuring updates from The Noakes Foundation and other #LCHF advocates at <a href="https://twitter.com/i/lists/974554836850032640" target="_blank">https://twitter.com/i/lists/974554836850032640</a>.<br /><br />As Professor Noakes describes, by following LCHF proponents on Twitter, he can more easily stay current with their research than via journal notifications. Twitter provides him with as much scholarly information each day as he ever received in the years of his career as a researcher and teacher. He also describes how it supports the sharing of a message with a large number of people beyond one’s own immediate social circle.</div><div><br /><h4 style="font-weight: bold;">SLIDE 21</h4><p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjG_GRv5K8I9_zUNpvPpmAhMbxiqhFOEnsek5Jce7vTg0ClcISS_RqcX2p-ujtmWE5_r7Zljr_VokY7gAKztTHwrzSXm9XPPyx-FN9t6pIhIgjHOXAIaPLP8vk9iV2RGxQcpDTCpsiW_fpc/s960/Slide21.png" style="font-weight: 700; margin-left: 1em; margin-right: 1em; text-align: center;"><img alt="EARNING 1M TWITTER FOLLOWERS IS RARER THAN BEING A $ BILLIONAIRE" border="0" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjG_GRv5K8I9_zUNpvPpmAhMbxiqhFOEnsek5Jce7vTg0ClcISS_RqcX2p-ujtmWE5_r7Zljr_VokY7gAKztTHwrzSXm9XPPyx-FN9t6pIhIgjHOXAIaPLP8vk9iV2RGxQcpDTCpsiW_fpc/w640-h360/Slide21.png" width="640" /></a></p><br />As a highly influential and accessible platform for news and networking, Twitter provides an interesting example concerning how different forms of capital can be developed via microblogging as social media. Firstly, Twitter is free and easy-to-use, meaning there is no direct cost in ECONOMIC capital to its users. Twitter users own the copyright of the CULTURAL capital (or tweet content) posted via its service. Highly engaged Twitter users can develop SOCIAL CAPITAL via high numbers of followers. Interestingly, the number of Twitter users with more than a million followers is rarer than the number of dollar billionaires! This spotlights what an exclusive achievement cultivating a large Twitter audience is. <br /><br />Twitter handles with large followings place their producers in a very exclusive category of high influence microblogger. Twitter itself is an influential news platform which does shape traditional media and the public debates it features. While rare, scientific research articles that break on Twitter can become widely shared. Not only does this contribute to an article’s ALTmetrics but, quite likely, a research publication’s citation rate.</div><div><br /><h4 style="text-align: left;">SLIDE 22</h4><p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjll3pCu-YV_0XBnPxQX2Sdu8fPPvDAORsDLXr-cSyuOF-mhADR4sEqrsXB0PDfK37AvsFibYyq18wk4muoMqye6fGoTOAEfMZ7FfnMjM-U_OWIjLP_QqF4-wM4er6R-dHN4fzOQZoCA6F_/s960/Slide22.png" style="font-weight: 700; margin-left: 1em; margin-right: 1em; text-align: center;"><img alt="AN EXAMPLE OF A CIVIL SCIENTIFIC TWITTER DISCUSSION" border="0" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjll3pCu-YV_0XBnPxQX2Sdu8fPPvDAORsDLXr-cSyuOF-mhADR4sEqrsXB0PDfK37AvsFibYyq18wk4muoMqye6fGoTOAEfMZ7FfnMjM-U_OWIjLP_QqF4-wM4er6R-dHN4fzOQZoCA6F_/w640-h360/Slide22.png" width="640" /></a></p><p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><br /></p><a href="https://twitter.com/DrAseemMalhotra/status/598175147611262976">twitter.com/DrAseemMalhotra/status/598175147611262976</a> is a rare example of a civil Twitter discussion concerning a BJSM podcast featuring Professor Malhotra and the editorial he focused on.<p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><br /></p><h4 style="font-weight: bold; text-align: left;">SLIDE 23</h4><p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpp39h8_qd_9V0PuqCygj_RRRWKqEZZ0J8zmP-EherwzrCBAz_na91F2Mwf_goD4RmnV6VctgHyyf8kjLDZVtHlYF3KBfkDqJUqJ6Zdo5r2uoilcF3itl2FlriynP2JcnOD46DEAxewCUq/s960/Slide23.png" style="font-weight: 700; margin-left: 1em; margin-right: 1em; text-align: center;"><img alt="TWITTER FOR OUTREACH AND NETWORKING NOT “TWIFFIC” FOR DEBATE!" border="0" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpp39h8_qd_9V0PuqCygj_RRRWKqEZZ0J8zmP-EherwzrCBAz_na91F2Mwf_goD4RmnV6VctgHyyf8kjLDZVtHlYF3KBfkDqJUqJ6Zdo5r2uoilcF3itl2FlriynP2JcnOD46DEAxewCUq/w640-h360/Slide23.png" width="640" /></a></p><p class="p1" style="font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal; margin: 0px;"><br /><br />Sadly, this is far from the norm, as Twitter was not designed to facilitate scholarly debate… Rather, Twitter facilitates status updates via concise tweets, rather than the lengthy interchange of in-depth content that a scholarly debate might cover. So, it is unsurprising that the multiple pitfalls shown here can stifle anyone’s attempts at engaging with a ‘public debate’ on Twitter:<br /></p><ol style="text-align: left;"><li>As an asynchronous platform, micro-bloggers can argue at times and in threads that are hard to respond to</li><li>The attribution of user’s re-embedded tweets can be challenging</li><li>A stalker can use the open network to call on hypercritical users to respond to tweets</li><li>Since it is hard to vet responders, a lot of time can be wasted responding to trolls,</li><li>such as sealions, who want to waste one’s time by posing questions, but not learning from responses.</li><li>Twitter users can also abuse its reporting, muting and blocking features for hampering their opponents digital voices.</li></ol><h4 style="font-weight: bold; text-align: left;"><span style="font-family: Helvetica Neue;"><span style="font-size: 13px;"><br /></span></span></h4><h4 style="font-weight: bold; text-align: left;"><span style="font-family: Helvetica Neue;"><span style="font-size: 13px;">SLIDE 24</span></span></h4><p style="font-weight: bold;"></p><p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTu75z5cg5G9r8uWEoTzL-q29rI6OesSNwwZHw9UzIJiFNl3t6QI3gU9ZOE2XgtB7Cyn5xYKI_DEgAUqN3cvne1_sugMknx6zWDLwsXijwzf1q2EQOC0ej8zR1KPpaZBy95bPd92D2bMHh/s960/Slide24.png" style="font-weight: 700; margin-left: 1em; margin-right: 1em; text-align: center;"><img alt="MANY COMMON PITFALLS FOR ONLINE DEBATES ALSO APPLY" border="0" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTu75z5cg5G9r8uWEoTzL-q29rI6OesSNwwZHw9UzIJiFNl3t6QI3gU9ZOE2XgtB7Cyn5xYKI_DEgAUqN3cvne1_sugMknx6zWDLwsXijwzf1q2EQOC0ej8zR1KPpaZBy95bPd92D2bMHh/w640-h360/Slide24.png" width="640" /></a></p><p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><b><br /></b></p><br />Outside the Twitter platform, there are many other influences that undermine legitimate online debate<br /><br />These include: <br /><ul style="text-align: left;"><li>A gap in guidelines for how debaters might best conduct themselves on particular platforms;</li><li>Legitimate online debate examples seem to be missing in the research literature;</li><li>Online profiles can give a poor indication of who is a genuine debater… for example, the profiles of cyber harassers are not flagged. By contrast, accounts of legitimate, but dissenting scholars, may not be verified with Twitter’s blue tick for expressing "controversial" opinions;</li><li>It may also be hard to distinguish upstanders from the cyberbullies they strongly chastise;</li><li>Online debaters may not know how to use the full range of online modes well;</li><li>For debaters, it can be unclear what the personal rewards and social impact of lengthy online debate is.</li></ul><h4 style="font-weight: bold; text-align: left;"><br /></h4><h4 style="font-weight: bold; text-align: left;">SLIDE 25</h4><p class="p1" style="font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"></p><p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxwpqkITd8mrlPhT7limOa1G_JgIQvmifB2x-7U6vmGH5er2UtOgzonuPCO7BMBeIz-OJlhQcrwx5xn_VajBtwSGsk_DdHxtrOtzItWvB0arcIMVIHiYmvZtj-kGLncqItaubL3HaP6P7z/s960/Slide26.png" style="font-weight: 700; margin-left: 1em; margin-right: 1em; text-align: center;"><img alt="DON’T GET HIGH OFF YOUR OWN ALTMETRICS SUPPLY…" border="0" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxwpqkITd8mrlPhT7limOa1G_JgIQvmifB2x-7U6vmGH5er2UtOgzonuPCO7BMBeIz-OJlhQcrwx5xn_VajBtwSGsk_DdHxtrOtzItWvB0arcIMVIHiYmvZtj-kGLncqItaubL3HaP6P7z/w640-h360/Slide26.png" width="640" /></a></p><br />Overall, a polarized Twitter discussion may create great stats for its usage… and raise the visibility of its most frequent interlocutors… but Twitter’s limitations mean that high-quality debate is an unlikely outcome for participants!</div><div><br /><p style="font-weight: bold;"></p><p class="p1" style="font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"></p><h4 style="font-weight: bold; text-align: left;"><span style="font-family: Helvetica Neue;"><span style="font-size: 13px;">SLIDE 26</span></span></h4><p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifZ_LaO42a7-0wesZbCR7h5Q85_fi2ITgqMdEm4BEi_nDdyJGES9YtXpqPYud_HwNI-Tp5XmpdVMJXG7NKk5aw81rmtnneI-OCBSk2UYNoTTEB_LPF9qYjFXZ3fZddmjQ8hBSe5OS9f-4s/s960/Slide25.png" style="font-weight: 700; margin-left: 1em; margin-right: 1em; text-align: center;"><img alt="DEPOSITION FOR CONTROVERSY’S ALGORITHMIC VISIBILITY" border="0" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifZ_LaO42a7-0wesZbCR7h5Q85_fi2ITgqMdEm4BEi_nDdyJGES9YtXpqPYud_HwNI-Tp5XmpdVMJXG7NKk5aw81rmtnneI-OCBSk2UYNoTTEB_LPF9qYjFXZ3fZddmjQ8hBSe5OS9f-4s/w640-h360/Slide25.png" width="640" /></a></p><p style="font-weight: bold;"></p><br />Twitter’s algorithms reward controversy and highly emotive engagement with attention. So, if one wants to attract users to discussions, one must foreground what one is AGAINST. This is an effective strategy as it depositions one's opponents (who probably don’t want to be described as representing Fiat Science™!). It also serves as a lightning rod for witnesses and the critical interlocutors they might refer. Focusing on what one is FOR on the left is “nice”, but largely ineffective in terms of visibility. Speaking up in strong terms about what one is against will stoke more intense reactions and attention. Instead of hating the algorithm, savvy Twitter users must stoke IR and CMCDD controversies for lighting Twitter’s dumpster fires!<br /><br />It’s also useful to be mindful of the limitations of what stats implicitly suggest that one focuses on. For example for scholars, ALTmetrics does not distinguish between sentiment in publications, which may all be negative as shown in the blue text. So, as a responsible online content contributor, one must be mindful of BOTH how one’s aims link to a preferred platform’s stats… and differs from them. For example, one may serve a niche LCHF interest that is unlikely to attract a high number of followers… nevertheless, its social impact in creating a support network for an under-served group of patients, whose examples come to be featured in the IRMCIH research literature, might be the best metric of success for one’s digital content contribution!<p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal; margin: 0px;"><br /></p><h4 style="font-weight: bold; text-align: left;">SLIDE 27<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZTwKJn2GInFvDT06I8AUDLlJM-e4PgKYQT1z8DznC8H45rLrddqBvOjkva82E8JkoFQQrd97QeC_gOTbCeMDdAA9w5m1IiWtQEChBbfXG0Js3cuDI5mK53JXJekkAVF4AVsProg0ewIrl/s960/Slide27.png" style="margin-left: 1em; margin-right: 1em;"><img alt="RESEARCH CREDITS Cape Peninsula University of Technology (CPUT) Centre for Communication Studies" border="0" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZTwKJn2GInFvDT06I8AUDLlJM-e4PgKYQT1z8DznC8H45rLrddqBvOjkva82E8JkoFQQrd97QeC_gOTbCeMDdAA9w5m1IiWtQEChBbfXG0Js3cuDI5mK53JXJekkAVF4AVsProg0ewIrl/w640-h360/Slide27.png" width="640" /></a></div></h4>Thank you for reading this post. I’d also like to thank the OAB Research team for their contribution to the research insights shared here.</div><div><br /><h4 style="font-weight: bold; text-align: left;">SLIDE 28</h4><p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"></p><div class="separator" style="clear: both; font-weight: bold; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPlWuKbiwT2_b-6o49q9ELi4t8f9wRsbXnivv1WUNd5Mdlx5Xua-jJqUOgEgQXMreZpTaAJdvAuDMKF28Re_rIhFpWj1blqzViWe-Mg0xxxrdo3O6sW_rnP24MpO-U9NtiHA7X3VwhuyWp/s960/Slide28.png" style="margin-left: 1em; margin-right: 1em;"><img alt="GRAPHICS CREDITS" border="0" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPlWuKbiwT2_b-6o49q9ELi4t8f9wRsbXnivv1WUNd5Mdlx5Xua-jJqUOgEgQXMreZpTaAJdvAuDMKF28Re_rIhFpWj1blqzViWe-Mg0xxxrdo3O6sW_rnP24MpO-U9NtiHA7X3VwhuyWp/w640-h360/Slide28.png" width="640" /></a></div><div style="font-weight: bold;"><br /></div>And thanks to <a href="http://createwith.net" target="_blank">Create With </a>for providing the Shushmoji graphics, which were designed as end-of-conversation points for cyberbullies. Check out Create With's work on <a href="https://za.pinterest.com/createwithcapetown/_created/" target="_blank">Pinterest</a>, <a href="https://www.instagram.com/createwithcapetown/" target="_blank">Instagram</a> or <a href="https://www.facebook.com/createwithcc/ " target="_blank">Facebook</a>.</div><div style="font-weight: bold;"><br /></div><div><h4 style="font-weight: bold; text-align: left;">RELATED RESOURCES</h4>February 2021's OAB research project update is on ResearchGate under News on <a href="https://www.researchgate.net/project/Online-academic-bullying" target="_blank">https://www.researchgate.net/project/Online-academic-bullying</a>. </div><div><br /></div><div>There’s more background on the OAB project in my introductory talk at: <a href="https://www.youtube.com/watch?v=PI_pGqxcrmc" target="_blank">www.youtube.com/watch?v=PI_pGqxcrmc</a>.<br /></div><div style="font-weight: bold;"><br /></div><div><h4 style="font-weight: bold; text-align: left;">FEEDBACK</h4>Do let me know what you think of this <a href="https://multimodalityglossary.wordpress.com/transduction/" target="_blank">transduced</a> presentation in the comments below, ta?<br /><p class="p1" style="font-family: "Helvetica Neue"; font-size: 13px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: bold; line-height: normal; margin: 0px;"><br /></p></div></div></div></div></div><div class="blogger-post-footer">An update from travisnoakes.co.za. All posts and comments published to www.travisnoakes.co.za are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License at https://creativecommons.org/licenses/by-nc-sa/4.0/.</div>Travis Noakeshttp://www.blogger.com/profile/12001873863913970420noreply@blogger.com0Cape Town, South Africa-33.9248685 18.4240553-62.235104384802426 -16.732197382209016 -5.6146326151975821 53.580307982209014tag:blogger.com,1999:blog-2127517647835977939.post-61151677486458422232021-02-25T18:01:00.009+02:002021-10-28T11:33:05.387+02:00Some background for 'Distinguishing online academic bullying: identifying new forms of harassment in a dissenting Emeritus Professor’s case'<span style="color: #666666;"><i>Written for academics and researchers interested in academic cyberbullies, peer victimisation, scientific suppression and intellectual harassment.</i></span><div><span style="color: #999999;"><i><br /></i></span><div>The <a href="https://draft.blogger.com/#">Heliyon journal</a> has published <i>Distinguishing online academic bullying: identifying new forms of harassment in a dissenting Emeritus Professor’s case. </i>It is an open-access article that's freely available from <a href="https://draft.blogger.com/#" target="_blank">sciencedirect.com/science/article/pii/S240584402100431X</a>.</div><div><br /></div><div><a href="https://thenoakesfoundation.org/prof-noakes" target="_blank">Adjunct Professor Tim Noakes</a> and I wrote it to foreground how the shift of academic discourse to online spaces without guardians presents cyberbullies from Higher Education (HE) with a novel opportunity to harass their peers and other vulnerable recipients. We argue that cyberbullying from HE employees is a neglected phenomenon, despite the dangers it can pose to academic free speech, as well as other negative outcomes.</div><div><div class="separator" style="clear: both; text-align: center;"><a href="http://10.0.3.248/j.heliyon.2021.e06326" style="margin-left: 1em; margin-right: 1em;"><img alt="Ringleader of the tormentors graphic by Create With" data-original-height="512" data-original-width="512" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjroyUhZ-BS4j4zAeycPrF2Eh3LWQrJAEH6u27ToD_M5n5t7rKLfYdGB1fFodeB0Z-AZNEV68KwQk9M9yIdAoW4O034R23VRz38sIqWqXMc82ODuyVIZggUUjNTgafjBfB5VSfCwtkU8pLp/w200-h200/22_ringleader_of_the_tormentors.png" title="Ringleader of the tormentors graphic by Create With" width="200" /></a></div></div><div><div><b><span style="color: #38761d;">Background to the Online Academic Bullying (OAB) research project</span></b></div><div>The inspiration for researching OAB as a distinctive phenomenon arose during the lead author’s presentation to a research group in November, 2018. In this talk, I presented on <i>designing new emojis as conversation stoppers for combating trolling</i> (<a href="https://samultimodality.wordpress.com/2018/11/26/anti-trolling-graphics-to-end-abusive-conversations-how-to-whack-a-troll/" target="_blank">SAME, 2018</a>). The attendees' questions in response suggested the necessity of researching how cyber harassment plays out in academic disputes on social media platforms.</div><div><br /></div><div>My original PostDoc research proposal aimed to research emoji design projects in Africa, whilst also working on the creative direction for Shushmoji™ emoji sticker sets (for example,<i> Stop, academic bully!</i> at <a href="https://createwith.net/academic.html">https://createwith.net/academic.html</a>). This particular set was inspired by the cyber harassment of insulin resistance model of chronic ill-health (IRMCIH) experts on Twitter by defenders of the dominant “cholesterol” model of chronic disease development (CMCDD).</div><div><br /></div><div>As I began my PostDoc, a review of the academic cyberbullying literature produced a surprising result. There seemed to be very little conceptual or empirical research concerning academic employees who harass scholars online. In response to a neglected negative phenomenon that would seem highly important to study, my PostDoc's focus shifted to initiating the <a href="https://www.researchgate.net/project/Online-academic-bullying" target="_blank">Online Academic Bullying (OAB) research project</a>.</div><div><br /></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjh0f4sXF6xioGMPh7eGZ1kEdkzQLzvODCp9NFvsbp5SQDd-iLE6VWdH_fNojISRDMZVem6bkJ34jvEnk3oV2Bz55C2A-7fWdkyn0g-YgHLIBt2SGTaDhONZC2fGrI0mKUB1zRXNzvvsjQg/" style="margin-left: 1em; margin-right: 1em;"><img alt="Nitpicker_who_does_not_add_to_the_debate graphic from Create With" data-original-height="512" data-original-width="512" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjh0f4sXF6xioGMPh7eGZ1kEdkzQLzvODCp9NFvsbp5SQDd-iLE6VWdH_fNojISRDMZVem6bkJ34jvEnk3oV2Bz55C2A-7fWdkyn0g-YgHLIBt2SGTaDhONZC2fGrI0mKUB1zRXNzvvsjQg/w200-h200/36_nitpicker_who_does_not_add_to_the_debate.png" title="Nitpicker_who_does_not_add_to_the_debate" width="200" /></a></div>Professor Noakes and I then setup the new research theme, <a href="https://www.researchgate.net/lab/The-Noakes-Foundation-Lab-for-Low-Carb-Nutrition-Research-Timothy-D-Noakes" target="_blank">Academic free speech and digital voices</a>, under <a href="https://thenoakesfoundation.org/portfolio-items/online-academic-bullying" target="_blank">The Noakes Foundation</a>. Under this theme, the OAB research project’s first stage (2018-2021) has focused on proposing a theoretically grounded conceptualisation for a recipient's experiences of OAB. We wrote '<i>Distinguishing online academic bullying'</i> over a two year period in which the theoretical lens was refined to better address OAB's distinguishing characteristics. Our manuscript underwent four major rewrites and three revisions to accommodate diverse reviewers' plus an editor's constructive criticism.</div></div><div><br /></div><div><div><b><span style="color: #38761d;">Academic free speech and digital voices</span></b></div><div><div>Many studies in the field of scientific communication have focused on the dissemination of medical disinformation. By contrast, very few seem to explore the legitimate use of digital voice by scientific experts and health professionals who must work around scientific suppression in HE. In the Health Sciences scientific suppression and intellectual harassment is particularly dangerous where it: </div><div><ol style="text-align: left;"><li><span style="color: #666666;">entrenches an outdated and incorrect scientific model; </span></li><li><span style="color: #666666;">suppresses scholarly debate over rival models; </span></li><li><span style="color: #666666;">continues to support poor advice and interventions that result in sub-par outcomes versus proven and relatively inexpensive alternatives. </span></li></ol><div><br /></div>It would seem unethical to suppress the testing of scientific models and development of academic knowledge that may greatly benefit public health. Nevertheless, this continues to occur in HE regarding the academic free speech of IRMCIH scholars. Although there is growing evidence for their model and the efficacy of its interventions, the rival blood lipid hypothesis and CMCCD model for the causation of heart disease largely remains the only one taught and researched by medical schools. There are few examples of legitimate debates between IRMCIH and CMCDD scholars in HE (Lustig, 2013; Taubes, 2007; 2011; 2017; 2020; Teicholz, 2014). Opportunities for IRMCIH research and teaching in HE are heavily constrained by scientific suppression of CMCDD dissenters (Noakes and Sboros, 2017, 2019).</div><br />In HE, scientific suppression can be understood as a normative category of impedance that is unfair, unjust and counter to the standards of academic behaviour (Delborne, 2016). Such impedance is apparent in the treatment of dissenting scholars who challenge the CMCDD model, then become ostracised from the Health Sciences as "heretics". In theory, universities should encourage academic free speech and robust debate on the CMCDD versus IRMCIH models. By contrast, in HE practice, IRMCIH scholars cannot exercise their rights to academic free speech.<div><br />Academic freedom is a special right of academics- a right to freedom from prescribed orthodoxy in their teaching, research, and lives as academics (Turk, 2014). This right seeks to avoid corruption from the vested interests of other parties, which ranges from scholarly peers and university board members to corporate donors. This right is foundational in supporting scholars to advance and expand knowledge, for example by accommodating diverse voices (Saloojee, 2013).<br /><br />Academic free speech is a failed ideal where IRMCIH scholars do not enjoy opportunities to research and teach this emergent paradigm. Instead, dissenting IRMCHI scientists must negotiate scientific suppression by a multitude of entrenched networks and embedded academics. These have varied stakes in the medical establishment's highly profitable “cholesterol” model and its costly, but largely ineffective, interventions. This orthodox regime heavily constrains the IRMCIH model's development, whilst applying double-standards for evidence and proof. These demands typically ignore the sociological context of scientific knowledge. It flags key constraints, including:<div><ol style="text-align: left;"><li><span style="color: #666666;">The relatively minuscule funding for IRMCIH studies </span></li><li><span style="color: #666666;">Many unethical ”ethical" or pseudo-skeptic "scientific" arguments used for delaying IR research projects</span></li><li><span style="color: #666666;">Long-standing anti-IRMCIH, pro- CMCDD scholarly citation rings</span></li><li><span style="color: #666666;">Academic mobs that defame IR scholars and create a chilling effect for their colleagues</span></li><li><span style="color: #666666;">Likewise, <a href="https://philpapers.org/archive/CABTSO-3.pdf" target="_blank">pseudoskeptic</a> academics, politicians and "science" journalists may unwittingly serve as agents of industry by diverting public attention from Fiat science™ and consensus silence to IRMCIH “failures”.</span></li></ol></div></div><div><div><span style="color: #38761d;"><b><br /></b></span></div><div><span style="color: #38761d;"><b>Online academic bullying as an emergent extension of scientific censorship </b><div class="separator" style="clear: both; font-weight: bold; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3hHvfFQizwMC3vJWwHvvCuAahoMUF2mPt_RE7tZFnBDl4D5NXbzJm9fPeO1yfX7ts20ROtkcwhlgQkgcyKwQiGrF4F0AmsJOMU8E7AXKgk_8E5BkRdpi2fvmjb4Ld0laPGrSi_-Zp5I5a/s512/29_mob_dogpiler.png" style="margin-left: 1em; margin-right: 1em;"><img alt="Mob dogpiler graphic from Create With" border="0" data-original-height="512" data-original-width="512" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3hHvfFQizwMC3vJWwHvvCuAahoMUF2mPt_RE7tZFnBDl4D5NXbzJm9fPeO1yfX7ts20ROtkcwhlgQkgcyKwQiGrF4F0AmsJOMU8E7AXKgk_8E5BkRdpi2fvmjb4Ld0laPGrSi_-Zp5I5a/w200-h200/29_mob_dogpiler.png" title="Mob dogpiler graphic from Create With" width="200" /></a></div></span></div></div></div><div><br /></div><div><div>A contemporary form of censorship exists that <i>denies attention</i> and stifles opportunities for turning scholarship and innovation into better options for public policy (Tufekci, 2017). For IRMCIH experts, cyber harassment has emerged as a 21st century form of attention-denial that CMCDD's defenders leverage. They apply a range of strategies to stifle dissident scientists' and health experts' outreach to online audiences and affinity networks. As this 21st century censorship matrix illustrates, cyber harassment is just one of many visible and direct strategies that powerful networks have used to censor dissenting IRMCIH scholars in HE.</div><div><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtrVxtwsvKTTPoDzbJnLIhZL4hjqZKPAfZVD5pcBcQ_s0og-AFTRU79wkhncTQCaJeieaveVbq7aA3VaeDEAWGCMoUD6dXEnaBxRrTHpm3BzlZpzss6oGe5dXV0WePZdn9xElsEkR51x2W/s2048/21st+century+censorship+of+IRMCIH.png" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1083" data-original-width="2048" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtrVxtwsvKTTPoDzbJnLIhZL4hjqZKPAfZVD5pcBcQ_s0og-AFTRU79wkhncTQCaJeieaveVbq7aA3VaeDEAWGCMoUD6dXEnaBxRrTHpm3BzlZpzss6oGe5dXV0WePZdn9xElsEkR51x2W/s16000/21st+century+censorship+of+IRMCIH.png" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><br /></td></tr></tbody></table><div><br />With a wide range of vitriolic critics within and outside academia, we focused on the case of an Emeritus Professor as a convenience sample. He had first-hand exposure to OAB for almost a decade across varied social media platforms. In <i>'Distinguishing online academic bullying',</i> OAB is clearly differentiated from the traditional forms of bullying (eg. <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4170397/" target="_blank">academic mobbing</a>) that he had to negotiate after taking the unorthodox, but scientific, position for IRMCIH. Major aspects are shown in the article's abstract graphic, below- academic cyberbullies strategies in OAB may range from misrepresenting an employer's position as "official" to hypercritical academic bloggers whose chains of re-publication become sourced for defamatory online profiles.</div></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiagCKjLlSe_AsT02EDQ8fhbS0-lRFoNh_jrCGvEBt0Phu4W_SrlOSeET5pczG-9z7magaG4us8wi7s2U50r-AXNfppwnRZhpqmjjapl84yVFft6p5egnOaGJTbeBrnBJijWTHGPxGl-6cT/s1200/Distinguishing+online+academic+bullying+abstract+graphic+2021.png" style="margin-left: 1em; margin-right: 1em;"><img alt="Distinguishing online academic bullying abstract graphic" border="0" data-original-height="480" data-original-width="1200" height="256" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiagCKjLlSe_AsT02EDQ8fhbS0-lRFoNh_jrCGvEBt0Phu4W_SrlOSeET5pczG-9z7magaG4us8wi7s2U50r-AXNfppwnRZhpqmjjapl84yVFft6p5egnOaGJTbeBrnBJijWTHGPxGl-6cT/w640-h256/Distinguishing+online+academic+bullying+abstract+graphic+2021.png" title="Distinguishing online academic bullying abstract graphic" width="640" /></a></div><div><br /></div>There were also many minor forms that we may cover in a future article. For example, scholars' could signal ostracism in small ways, such as removing the Emeritus Professor as a co-contributor on their Google Scholar profiles.</div><div><br /><div><span style="color: #38761d;"><b>Reporting on cyber-victimisation with r</b><b>outine activity theory</b></span></div>While writing our article, we also developed a reporting instrument for OAB recipients. Targets of academic cyberbullies can use a Google form at <a href="https://bit.ly/3pnyE6w">https://bit.ly/3pnyE6w</a> to develop reports on their experiences of cyber harassment. They can share it with decision- and policy-makers at the institutions they are targeted from, as well as our OAB research project. This reporting instrument is based on Routine Activity Theory (RAT) and is being refined with IRMCIH and other experts' feedback. </div><div><br /></div><div><div>The problem of cyber harassment is not easy to fix, since it requires individual, systemic and collective action (Hodson, Gosse, Veletsianos, & Houlden, 2018). We hope that spotlighting OAB’s distinctive attacks will raise awareness amongst researchers and institutional policy makers. We argue that it is important for HE employers and related professional organisations to consider strategies that can guard against academic cyberbullies and their negative impacts.</div></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYHhYfUGRE_EUN2ywQSNXyoWJcnR6GH3uQKT6v_4OaNvp5Ax8HhT8iiTfaF7WxlZtNawCf_QcgAabEgx3FUN3mEI_Q4ZmQ6mUKREpYe2A8mWkYRE05egnLUfcm7yHwCvVZ0A7ty_ICllXV/s512/33_academic_myopia.png" style="margin-left: 1em; margin-right: 1em;"><img alt="Academic myopia graphic from Create With" border="0" data-original-height="512" data-original-width="512" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYHhYfUGRE_EUN2ywQSNXyoWJcnR6GH3uQKT6v_4OaNvp5Ax8HhT8iiTfaF7WxlZtNawCf_QcgAabEgx3FUN3mEI_Q4ZmQ6mUKREpYe2A8mWkYRE05egnLUfcm7yHwCvVZ0A7ty_ICllXV/w200-h200/33_academic_myopia.png" title="Academic myopia graphic from Create With" width="200" /></a></div><div><br /></div><div><b><span style="color: #38761d;">Credits</span></b></div><div><a href="https://createwith.net/academic.html">Stop, academic bully!</a> shushmoji™ graphics courtesy of <a href="https://createwith.net" target="_blank">Create With</a>, Cape Town.</div><div><br /></div><div><div><b><span style="color: #38761d;">Acknowledgements</span></b></div><div>The authors would like to thank the funders, software developers, researchers and Heliyon's reviewers who have made the best version of this article possible: </div><div><br /></div><div>The Noakes Foundation’s project team of Jayne Bullen, Jana Venter, Alethea Dzerefos Naidoo and Sisipho Goniwe have contributed to expanding the scope of the researchers’ OAB project. The software development contributions of Yugendra ‘Darryl’ Naidoo, Cheryl Mitchell and the support of Alwyn van Wyk (<a href="https://www.younglings.capetown/" target="_blank">Younglings</a>) and the developers Tia Demas, Ruan Erasmus, Paul Geddes, Sonwabile Langa and Zander Swanepoel have enabled the researchers to gain the broadest view of Twitter’s historical data. The feedback from the South African Multimodality in Education research group after the authors’ shared the Emeritus Professor’s case indirectly suggested the topic of this article. <a href="https://www.linkedin.com/in/saywrite" target="_blank">Mark Phillips</a> and <a href="https://www.researchgate.net/profile/Cleo-Protogerou" target="_blank">Dr Cleo Protogerou</a>’s feedback on the ensuing manuscripts proved invaluable in guiding it into a tightly-focused research contribution. We would also like to thank CPUT’s Design Research Activities Workgroup (DRAW) for its feedback on a progress presentation, especially Professor Alettia Chisin, Dr Daniela Gachago and <a href="https://www.researchgate.net/profile/Izak-Zyl" target="_blank">Associate Professor Izak van Zyl</a>. He and <a href="https://www.researchgate.net/profile/Patricia-Harpur-2" target="_blank">Adjunct Professor Patricia Harpur</a> provided valuable guidance that helped shape the OAB reporting tool into a productive research instrument.</div></div></div><div class="blogger-post-footer">An update from travisnoakes.co.za. All posts and comments published to www.travisnoakes.co.za are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License at https://creativecommons.org/licenses/by-nc-sa/4.0/.</div>Travis Noakeshttp://www.blogger.com/profile/12001873863913970420noreply@blogger.com0tag:blogger.com,1999:blog-2127517647835977939.post-4889975735564443982020-06-18T17:16:00.008+02:002021-02-02T12:44:45.980+02:00Combine the 'conceptual framework for bullying' with a 'typology of bullying conflict cultures' to contextualise #toxicacademia (and its #cyberbullying)<font color="#ba67c8" size="2">Written for cyberbullying researchers who may be interested in combining perspectives of academic bullying culture and bullying conflict cultures for framing cyberbullying in higher education. Estimated reading time = 10 minutes.</font><div>
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In preparing the manuscript 'Distinguishing online academic bullying: new forms of harassment' for journal submission, my father, <a href="https://publons.com/researcher/3370549/tim-noakes/" target="_blank">Professor Tim Noakes</a>, and I drafted four versions. Its first title was 'Identifying and countering online ogres on Twitter'. This change in title evidenced how far we shifted from focusing on hyperactive, microblogging trolls' activities to a broad conceptualisation of online media's use for novel forms of intellectual harassment. The final manuscript describes diverse examples that academics directed against an influential scientific leader. Based on such distinctive forms of cyber harassment, we defined <i>online academic bullying</i> (OAB) as an emergent threat to academic free speech, scholarship and the academe itself. <i>OAB </i>is<i> </i>a drawn-out situation in which scholars experience harassment by other academics via online media (Noakes & Noakes, forthcoming).</div>
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In drafting earlier versions of the manuscript we prepared a lengthy contextualisation of how academic bullying and mobbing in toxic higher education workplaces sets the stage for OAB. In the first place, we believe that if the intellectual harassment of scholars by fellow employees at their shared academic institution employer is unlikely to take place if culturally unacceptable and strongly sanctioned. By contrast, at employers where academic bullying is tolerated, cyber harassment might seem acceptable and perhaps even desirable in extreme cases.</div>
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<b>Robust debates in a bully-free academic workplace</b></div>
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In an overview of empirical research into academic bullying, <a href="https://scholar.google.com/citations?user=b-CBPWUAAAAJ&hl=en" target="_blank">Professor Loraleigh Keashly</a> describes why the higher education (HE) workplace is unusual in providing an environment in which bullying may be encouraged and rewarded (2019). She flags that researchers must address the unique HE context, since its expectations and norms for faculty conduct can be very different. Whether in the norms for other employees at the same institution, as well as for other work contexts and industry. HE norms are critical for what gets identified and experienced as bullying- for example, academic culture emphasises knowledge production by scholars. They compete for status by pointing out the flaws and holes in each others arguments (Sternberg, 2015). The rules that support such agonistic aggression are quite different from the rules by which other workers in the university, and outside, are expected to abide (Christy, 2010. Fratzl & McKay, 2013). As the context of academic debate already begins in an environment of skepticism, the challenge for researchers in incivility and cyberbullying is to differentiate between positive (pro-social) and negative (anti-social) instances. The former may be a robustly critical process that supports scientific debate, while the latter can constitute abuse online speech in deference to, and in defence of, an established paradigm. </div>
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We believe that the grave social, ethical and material ramifications of such online hostility between scholars and others in HE have been overlooked or underplayed. As a result, victims of OAB are unlikely to receive sympathetic institutional support in combating this abusive activity. Creating a sympathetic,<span style="color: #b51200;"> </span>healthy workplace in which bullying activities are not tolerated seems very difficult. It requires a combination of measures that are resource-intensive {see Table 1- compiled from the recommendations of Tracy, Alberts and Rivera (2007) and Twale and de Luca (2008)}:</div>
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<table border="1" bordercolor="#888" cellspacing="0" style="border-collapse: collapse; border-color: rgb(136, 136, 136); border-width: 1px;"><tbody>
<tr><td></td><td> <span style="color: #7b1fa2;">Table 1. Measures against (anti-)intellectual bullying in higher education</span></td></tr>
<tr><td style="min-width: 60px;"> 1</td><td style="min-width: 60px;">Robust faculty policies against intellectual harassment <i>e.g. anti-social (low value) discourse</i></td></tr>
<tr><td style="min-width: 60px;"> 2</td><td style="min-width: 60px;">Staff and student education on handling aggressive disagreements in varied forums & formats</td></tr>
<tr><td> 3</td><td>Education for staff and students on what intellectual harassment is and how to report it</td></tr>
<tr><td> 4</td><td>An independent, third-party reporting line for intellectual harassment and academic free speech</td></tr>
<tr><td> 5</td><td>Regular reporting on academic bullying (in addition to other forms of harassment)</td></tr>
<tr><td> 6</td><td>Negative, visible outcomes for academic bullies and mobs led by their academic institutional employer(s)</td></tr>
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<span style="color: #9e9e9e;">{N.B. Even where such measures are in place, academic bullying and mobbing is likely to continue, as both are rooted in underlying human nature (Harper, 2013)}</span></div>
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In-depth literature reviews on academic bullying in HE (Henning, Zhou, Adams, Moir, Hobson, Hallet & Webster, 2017. Keashly, 2019) suggest that academic bullying is widespread. This may suggest that the application of such measures in many university workplaces is inadequate at best, non-existent at worst. For South African universities, supporting steps one to six for reducing academic bullying, mobbing and cyber harassment may indeed seem a "soft issue" versus the hard challenges they confront. These include: decolonisation (Heleta, 2016); expanded access for under-resourced students and better supporting them (Leibowitz and Bozalek, 2014); neo-liberal demands to find new sources of funding to address decreased state support (Swartz, Ivancheva, Czerniewicz & Morris, 2018) and shifting to digital pedagogy in response to COVID19. </div>
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Nevertheless, <a href="http://thenoakesfoundation.org/portfolio-items/online-academic-bullying" target="_blank">The Noakes Foundation</a> (TNF) argues that addressing academic mobbing in HE is a hard issue that also requires prioritisation and resourcing. TNF's directors and staff all believe that combatting intellectual harassment is important for scholars' free enquiry and speech. This in turn supports scientific truth and effective research innovations that can better support public health. TNF supports 'Academic Free Speech and Digital Voices' as a <a href="https://www.researchgate.net/lab/The-Noakes-Foundation-Lab-for-Low-Carb-Nutrition-Research-Timothy-D-Noakes" target="_blank">key research theme</a>. The <a href="https://www.researchgate.net/project/Online-academic-bullying" target="_blank">Online Academic Bullying research project</a> project would not have been possible without TNF’s support, since funding for non-commercial social media data analysis seems practically non-existent in South Africa. </div>
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In the OAB research project's first stage, we conceptualise OAB and academic cybermobs. Next, we plan to use grant applications and/or <a href="https://thenoakesfoundation.org/portfolio-items/online-academic-bullying" target="_blank">donations</a> to explore the different approaches that insulin resistance experts follow in communicating state-of-the-art news via Twitter and Facebook’s contrasting affordances and ecologies. We will describe their informal academic debates, illegitimate ones and these experts' varied negotiations of cyber harassment. Our research participants will ideally be from very different contexts (national, disciplinary and institutional), but will all have been described as being formal targets of intellectual mobbing.</div>
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<b>Precursors to toxic academic workplaces and cultures</b></div>
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To situate academic bullying, mobbing and OAB, we combined understandings from the ‘conceptual framework for bullying’ (CFB) (Twale & de Luca, 2008) and an organisation’s type of 'bullying conflicting culture’ (BCC) (Desrayaud, Dickson, & Webb, 2019). After describing the precedents to a toxic, bullying academic workplace using CFB, we then framed how the type of BCC contributed to the style of cyber harassment in the OAB space. We suggest that academic cyberbullying researchers should consider combining CFB and DCC perspectives for describing antecedents to academic (cyber)bullying:</div>
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<b>Explaining precursors with a conceptual framework for bullying</b></div>
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In a toxic HE workplace, different forms of bullying all emerge from pre-existing circumstances, structures and processes whose academic cultures favour bullying (Twale & de Luca, 2008). Denise Salin’s ‘conceptual framework for bullying’ (2003) was expanded for addressing incivility in institutes of higher learning by Twale and de Luca (2008). CFB contains three elements (see Figure 1); motivating structures and processes (i), precipitating circumstances and enabling structures (ii) and processes (iii). Motivating structures and processes are the incentives and positive reinforcements that encourage incivility, bullying and mobbing behaviour in the workplace. The triggering processes for workplace bullying are precipitating circumstances. Bullying is allowed to continue by enabling structures and processes. </div>
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjI1RmE3te2K6XIu_qMREPgMZ8r-Id-9nshTdt9QlEtOHNDYXZJiL0Xp2i-2fcmDYjbA-WEyH5UnjfHPppV5kKUBE52CoiKLQh0ZaFnLH_fvRjnv_ZNhSeW9SIcqu23UjHxXhBV-MSBl0St/s1038/Twale+and+de+Luca+2008.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Figure 1. Conceptual Framework of Bullying by Twale and de Luca (2008), based on Salin (2003)" border="0" data-original-height="1038" data-original-width="936" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjI1RmE3te2K6XIu_qMREPgMZ8r-Id-9nshTdt9QlEtOHNDYXZJiL0Xp2i-2fcmDYjbA-WEyH5UnjfHPppV5kKUBE52CoiKLQh0ZaFnLH_fvRjnv_ZNhSeW9SIcqu23UjHxXhBV-MSBl0St/w578-h640/Twale+and+de+Luca+2008.png" title="Figure 1. Conceptual Framework of Bullying by Twale and de Luca (2008), based on Salin (2003)" width="578" /></a></div></div>
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<span style="color: #0b8043;">Figure 1. Conceptual Framework of Bullying by Twale and de Luca (2008), based on Salin (2003)</span></div>
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Academic bullying takes place in institutions in which each of these three elements are present and in which bullying behaviours are permitted or rewarded (Twale & De Luca, 2008).<br />
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<b>Defining types of conflict culture</b><br />
In addition to how CFB elements (i-iii) act as antecedents, researchers must also consider how an organisation's type of workplace conflict culture (Desrayaud et al., 2019) shapes bullying. At academic institutes, the type of bullying that can take place is strongly shaped by the influence of different styles of conflict culture that occur. Organisations with certain conflict cultures are more likely to tolerate and encourage workplace bullying than others (p.90):</div>
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The organisational theory of BCC proposes that conflict culture is ‘an organisation’s norms, expectations, and shared understandings about how conflict should be initiated, managed, resolved, and interpreted’ (pp.86). The typology of conflict cultures involves two conflict management dimensions: active-passive and agreeable-disagreeable (Gelfand, Leslie, & Keller, 2008) (see Figure 2).</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjojxc8xj-JhvMFPnvU4t9pwDDQ69m19eZAw8JcNsUE-Sa37nnMsAT4eDejDKrRjhdx2DuwYe0jUTIG5jDSOgNPlUbdBE6VUxIlHSs5c1_5QLsSw4pmLnO53xYhPk5p6Lg9HSRUwwHZqIfB/s895/Typology+of+Workplace+Conflict+Cultures+and+Likelihood+of+Bullying+Behaviours.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Figure 2. Typology of Workplace Conflict Cultures and Likelihood of Bullying Behaviours in Desrayaud et al. (2019). Figure based on Gelfland et al. (2008)." border="0" data-original-height="811" data-original-width="895" height="580" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjojxc8xj-JhvMFPnvU4t9pwDDQ69m19eZAw8JcNsUE-Sa37nnMsAT4eDejDKrRjhdx2DuwYe0jUTIG5jDSOgNPlUbdBE6VUxIlHSs5c1_5QLsSw4pmLnO53xYhPk5p6Lg9HSRUwwHZqIfB/w640-h580/Typology+of+Workplace+Conflict+Cultures+and+Likelihood+of+Bullying+Behaviours.png" title="Figure 2. Typology of Workplace Conflict Cultures and Likelihood of Bullying Behaviours in Desrayaud et al. (2019). Figure based on Gelfland et al. (2008)." width="640" /></a></div>
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<span style="color: #0b8043;"><br />Figure 2. Typology of Workplace Conflict Cultures and Likelihood of Bullying Behaviours in Desrayaud et al. (2019). Figure based on Gelfland et al. (2008). </span></div>
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According to this schema, there are four types of conflict cultures; ‘collaborative-’, ‘avoidant-’, ‘dominating-’ and ‘passive-aggressive’(Gelfand, Leslie and Keller, 2008). A 'collaborative conflict culture' exhibits active and agreeable conflict norms (Desrayaud et al., 2018, p.88). Organisations with this culture expect members to collaborate or integrate while managing conflict. As organisational structures and staff do not actively support a bullying culture, bullying behaviours are unlikely.</div>
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An 'avoidant conflict culture' is passive and members are expected to keep most conflicts to themselves or use highly structured and indirect methods to express disagreement (p.88). Valuing harmony and cohesiveness, avoidant conflict cultures make bullying less likely as overt tactics are not supported by organisational structures or colleagues.</div>
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A 'passive-aggressive conflict culture' is passive and disagreeable (p.89). Competition occurs, but norms strictly regulate how to communicate that competition. This culture does not value harmony nor cohesiveness; its individuals are also expected to express disagreement via highly structured and indirect methods, but bullying here is subtle and well-hidden. For example, predatory bullying (Einarsen, 1999) and subtle mobbing is more likely to occur in this BCC than in the other types.</div>
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A 'dominating conflict culture' actively encourages discourse about incompatible goals and ideas, but DCC does not acknowledge the validity of opposing views. In a toxic DCC workplace, dissent is ignored and support for dissenters is withheld. Explicit bullying is seen as an acceptable response to intellectual differences and overt mobbing is also condoned.</div>
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<b>Does combining CFB and BCC provide a rich framework for situating academic bullying?</b></div>
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We trust that other cyberbullying researchers will also find combining CFB and BCC perspectives to be helpful for their understanding. We welcome feedback and critique in the comments below or you are welcome to <a href="https://www.travisnoakes.co.za/p/contact.html">contact me</a> directly.</div>
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<b>References</b><br />
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<span style="font-family: inherit;">Christy, S. (2010). <i style="box-sizing: border-box;">Working with faculty</i> (1st ed.). Berkeley, CA: University Resources Press.</span></div>
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<span style="font-family: inherit;">Desrayaud, N., Dickson, F. C., & Webb, L. M. (2018). The theory of bullying conflict cultures: Developing a new explanation for workplace bullying. In R. West, & C. S. Beck (Eds.), <i style="box-sizing: border-box;">The routledge handbook of communication and bullying</i> (1st ed., pp. 81-92). New York, NY: Routledge.</span></div>
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<span style="font-family: inherit;">Einarsen, S. (1999). The nature and causes of bullying at work.<i style="box-sizing: border-box;"> International Journal of Manpower, </i><i style="box-sizing: border-box;">20</i>(1/2), 16-27.</span></div>
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<span style="font-family: inherit;">Fratzl, J., & McKay, R. (2012). Professional staff in academia: Academic culture and the role of aggression. In J. Lester (Ed.), <i style="box-sizing: border-box;">Workplace bullying in higher education</i> (1st ed., pp. 60-73). New York, NY: Taylor & Francis.</span></div>
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<span style="font-family: inherit;">Gelfand, M. J., Leslie, L. M., & Keller, K. M. (2008). On the etiology of conflict cultures.<i style="box-sizing: border-box;"> Research in Organizational Behavior, </i><i style="box-sizing: border-box;">28</i>(n/a), 137-166.</span></div>
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<span style="font-family: inherit;">Harper, J. (2016). <i style="box-sizing: border-box;">Mobbed!: What to do when they really are out to get you</i> (1st ed.). Tacoma, WS: Backdoor Press.</span></div>
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<span style="font-family: inherit;">Heleta, S. (2016). Decolonisation of higher education: Dismantling epistemic violence and eurocentrism in south africa.<i style="box-sizing: border-box;"> Transformation in Higher Education, </i><i style="box-sizing: border-box;">1</i>(1), 1-8.</span></div>
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<span style="font-family: inherit;">Henning, M. A., Zhou, C., Adams, P., Moir, F., Hobson, J., Hallett, C., et al. (2017). Workplace harassment among staff in higher education: A systematic review.<i style="box-sizing: border-box;"> Asia Pacific Education Review, </i><i style="box-sizing: border-box;">18</i>(4), 521-539. doi:10.1007/s12564-017-9499-0</span></div>
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<span style="font-family: inherit;">Keashly, L. (2019). Workplace bullying, mobbing and<br style="box-sizing: border-box;" />harassment in academe: Faculty<br style="box-sizing: border-box;" />experience. In D’Cruz (Ed.), <i style="box-sizing: border-box;">Special topics and particular occupations, professions and sectors, handbooks of workplace bullying, emotional abuse and harassment 4,</i> (1st ed., pp. 1-77). Singapore: Springer Nature.</span></div>
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<span style="font-family: inherit;">Noakes, T., & Noakes, T. (Forthcoming). Distinguishing online academic bullying: New forms of harassment.</span></div>
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<span style="font-family: inherit;">Oravec, J. A. (2019). Online social shaming and the moralistic imagination: The emergence of internet-based performative shaming.<i style="box-sizing: border-box;"> Policy & Internet, </i><i style="box-sizing: border-box;">n/a</i> doi:10.1002/poi3.226</span></div>
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<span style="font-family: inherit;">Salin, D. (2003). Ways of explaining workplace bullying: A review of enabling, motivating and precipitating structures and processes in the work environment.<i style="box-sizing: border-box;"> Human Relations, </i><i style="box-sizing: border-box;">56</i>(10), 1213-1232.</span></div>
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<span style="font-family: inherit;">Sternberg, R. (2015). <i style="box-sizing: border-box;">Coping with verbal abuse.</i> Retrieved June 18, 2020, from <a href="https://www.chronicle.com/article/Coping-With-Verbal-Abuse/231201" style="background-color: transparent; box-sizing: border-box; color: #0066cc; cursor: pointer; text-decoration-line: none;" target="_blank">https://www.chronicle.com/article/Coping-With-Verbal-Abuse/231201</a></span></div>
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<span style="font-family: inherit;">Swartz, R., Ivancheva, M., Czerniewicz, L., & Morris, N. P. (2019). Between a rock and a hard place: Dilemmas regarding the purpose of public universities in south africa.<i style="box-sizing: border-box;"> Higher Education, </i><i style="box-sizing: border-box;">77</i>(4), 567-583. doi:10.1007/s10734-018-0291-9</span></div>
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<span style="font-family: inherit;">Tracy, S. J., Alberts, J. K., & Rivera, K. D. (2007). <i style="box-sizing: border-box;">How to bust the office bully. eight tactics for explaining workplace abuse to decision-makers</i>. Tucson, AR: Arizona State University.</span></div>
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<span style="font-family: inherit;">Twale, D. J., & De Luca, B. M. (2008). <i style="box-sizing: border-box;">Faculty incivility: The rise of the academic bully culture and what to do about it</i> (1st ed.). San Francisco, CA: John Wiley & Sons.</span></div>
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<div class="blogger-post-footer">An update from travisnoakes.co.za. All posts and comments published to www.travisnoakes.co.za are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License at https://creativecommons.org/licenses/by-nc-sa/4.0/.</div>Travis Noakeshttp://www.blogger.com/profile/12001873863913970420noreply@blogger.com0Cape Town, South Africa-33.9248685 18.4240553-90 -122.20095542883607 44.290708518260033 159.04906602883605tag:blogger.com,1999:blog-2127517647835977939.post-6998655389848792432020-05-06T10:32:00.006+02:002021-11-05T10:14:01.972+02:00'Exploring academic argument in information graphics' in 'Data Visualization in Society' from @AmsterdamUPress #Academicbooks #OpenAccess<div><font color="#9e9e9e" size="2">Written for design educators and social semiotic researchers who are interested in infographic design and multimodal argument.</font><br /> <br /> <a href="https://draft.blogger.com/#">Associate Professor Arlene Archer</a> and I wrote 'Exploring academic argument in information graphics', which was recently published in the book, <a href="https://draft.blogger.com/#">Data visualization in society</a>. Our chapter proposes a framework for analysing and producing argument in data visualisation. This framework is applied in the chapter for investigating two second-year journalism students’ semiotic and rhetorical strategies in making arguments via data visualisation posters. We then discuss the broader implications in Higher Education for teaching students to become critical citizens via infographic poster production and analysis.</div><div><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUfTyDgKeSf3qp9oUJYCZ5yw3c43fcGPAa475rV0n5rnsdUuMfXRswPi-20rlylcl8d0eh7Prji9qMxpF4r5Gz3yWrRU1Bsdtp5M3WnflmNKottZN9F0ZiOcZ9FnmRznX-Dzdv7dJjwM1m/" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="2764" data-original-width="1843" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUfTyDgKeSf3qp9oUJYCZ5yw3c43fcGPAa475rV0n5rnsdUuMfXRswPi-20rlylcl8d0eh7Prji9qMxpF4r5Gz3yWrRU1Bsdtp5M3WnflmNKottZN9F0ZiOcZ9FnmRznX-Dzdv7dJjwM1m/w265-h400/9789463722902_prom.jpg" title="Data Visualization in Society book cover" width="265" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><font color="#0b8043" size="2">Figure 1. <span style="caret-color: rgb(0, 0, 0); text-align: start; text-size-adjust: auto;"><span lang="EN-GB"><i style="font-family: calibri, sans-serif;">Data Visualization in Society</i> book cover, Amsterdam University Press, 2020.</span></span></font></td></tr></tbody></table><div><br />The chapter drew on my fieldwork as a lecturer in the multimedia production course (<a href="https://draft.blogger.com/#">FAM2017S</a>) teaching <a href="https://draft.blogger.com/#">infographic poster design</a> to journalism students at the <a href="https://draft.blogger.com/#">Centre for Film and Media Studies</a>, UCT. I liaised with <a href="https://draft.blogger.com/#">Professor Marion Walton</a> and <a href="https://draft.blogger.com/#">Dr Martha Evans</a> in preparing a five-week course for teaching infographic poster production in 2017. Students learnt to explore educational inequalities between two suburbs in Cape Town using <a href="https://draft.blogger.com/#">youthexplorer.org.za</a>'s aggregated data and to visualise their findings via infographic poster design. Arlene kindly volunteered as a guest reviewer of students' poster design progress. As novice designers, students' data visualisation arguments produced some interesting inconsistencies and disjunctures that helped inspire this chapter. Its analysis was also informed by a review of students' final posters and accompanying rationales. </div><div><br />In response to these concerns, Arlene proposed the <i>framework for analysing and producing argument in data visualisation</i>. Its components are illustrated in <font color="#0b8043">Table 1</font> below.<br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjok0xxBcuuIv2SnATik_bHEFsWLTx-iHAesRnEwakB0lzrZAIxeRqhG8BhlcFiHl8FctRWMjcRyU9Wx7a0O3aER7m3twm4A1t7EP7LRRLyJwZEoQZZcHrsmmYvXjfXytf-wnzLqNViXW-T/" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1334" data-original-width="1736" height="491" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjok0xxBcuuIv2SnATik_bHEFsWLTx-iHAesRnEwakB0lzrZAIxeRqhG8BhlcFiHl8FctRWMjcRyU9Wx7a0O3aER7m3twm4A1t7EP7LRRLyJwZEoQZZcHrsmmYvXjfXytf-wnzLqNViXW-T/w640-h491/Framework+for+analyzing+and+producing+argument+in+data+visualization.jpg" title="a framework for analysing and producing argument in data visualisation" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><font color="#0b8043" size="2">Table 1. A framework for analysing and producing argument in data visualisation. Archer, A. and Noakes, T. 2020.</font><br /></td></tr></tbody></table><div><br /></div>This framework was applied in an investigation of how two infographic posters drew on semiotic and rhetorical strategies for realising argument: The semiotic strategies included their use of colour, typography and graphics, while the rhetorical strategies include establishing credibility and the use of citation. The effect that the underlying basis for comparison of data had on their contrasting arguments was examined, plus students' linked selection and processing of aggregated data. We also investigated the semiotic encoding of ideational material and the ways relationships were established within the discourse communities constructed via the data visualisations. The investigation highlights the complex entanglement of aspects of data visualisation. These include varied design processes, the underlying discourses and ideological work of data visualisations, as well as their pleasures and aesthetics. We concluded by arguing that this way of looking at academic argument has important implications for teaching these text-types in higher education in order to produce critical citizens.<br /><br />We are very grateful to the book's editors, Professors <a href="https://www.sheffield.ac.uk/socstudies/people/academic-staff/helen-kennedy" target="_blank">Helen Kennedy</a> and <a href="https://www.uia.no/en/kk/profil/martine" target="_blank">Martin Engebretsen</a>, for their feedback and help in refining the chapter. <br /><br />In 2018, I retaught infographic poster design to a new group of second years and adjusted the course to allocate more for considering argument and included this framework and the article's cases for students' consideration. Both interventions helped students to improve the critical arguments in their posters. Arlene and I are writing about these changes in a draft manuscript, 'Developing critique and academic argument in a blended-learning data visualisation course'.<br /><br />There are three ways you can view <i>Data Visualization in Society</i> digitally:</div>1. Its e-book page is at <a href="https://www.aup.nl/en/book/9789048543137/data-visualization-in-society" target="_blank">https://www.aup.nl/en/book/9789048543137/data-visualization-in-society</a>.<div>2. Its Open Access version is at <a href="https://www.jstor.org/stable/j.ctvzgb8c7">https://www.jstor.org/stable/j.ctvzgb8c7.</a></div><div>3. You can download it as an Adobe Acrobat pdf book via <a href="http://library.oapen.org/handle/20.500.12657/22273">http://library.oapen.org/handle/20.500.12657/22273</a>.</div><div><br /></div><div>Or to purchase it in hardcopy, you can order through your local bookseller, via <a href="https://www.aup.nl/en/book/9789463722902/data-visualization-in-society">Amsterdam University Press</a> for Europe/Rest of the World, or via <a href="http://shop.btpubservices.com/Title/9789463722902">Baker & Taylor Publisher Services</a> for North America.</div><div><br /></div><div>I hope that you will find our chapter informative and welcome any feedback in the comments below.</div><div class="blogger-post-footer">An update from travisnoakes.co.za. All posts and comments published to www.travisnoakes.co.za are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License at https://creativecommons.org/licenses/by-nc-sa/4.0/.</div>Travis Noakeshttp://www.blogger.com/profile/12001873863913970420noreply@blogger.com0Cape Town, South Africa-33.9248685 18.424055299999964-34.768186 17.133161799999964 -33.081551000000005 19.714948799999963tag:blogger.com,1999:blog-2127517647835977939.post-90343721205918781662019-07-15T17:25:00.004+02:002019-07-24T12:25:45.322+02:00Reflections after 'Young black women curate visual arts e-portfolios': a South African cultural hierarchy versus local practices...<style type="text/css">
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<span style="color: #666666;">Written for media studies researchers and educators interested in the challenges that young people in Cape Town face when formally expressing identities as visual arts students.</span><br />
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My first sole-authored journal article is published in the Learning, Media and Technology journal at <a href="https://www.tandfonline.com/doi/full/10.1080/17439884.2019.1640738">https://www.tandfonline.com/doi/full/10.1080/17439884.2019.1640738</a>. <i>Young black women curate visual arts e-portfolios: negotiating digital disciplined identities, infrastructural inequality and public visibility</i> addresses the special issue’s theme ’Global Technologies, Local Practices’, outlined <a href="http://michaelseangallagher.org/call-for-papers-for-special-issue-of-learning-media-and-technology-global-technologies-local-practices-redefining-digital-education-with-marginalised-voices/">here</a>. Please visit <a href="http://bit.ly/2NOxxiM">http://bit.ly/2NOxxiM</a> to download one of the 50 free e-prints that Taylor & Francis has made available for download.<br />
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<a href="https://twitter.com/j_k_knox?lang=en">Dr Jeremy Knox</a> and a few anonymous reviewers provided in-depth guidance that helped me to better address both the special issue’s theme and its international audiences. Over the course of two revisions, the article’s abstract became:<br />
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‘Despite the growing importance of digital portfolios for justifying creative work and study opportunities, little is known about arts students’ creative appropriation of online portfolios in secondary school. In particular, there is a research gap concerning the challenges that young black women face when curating portfolios as visual arts students. This paper describes the key challenges that three such government school students negotiated when taught to creatively appropriate an online portfolio software for curating showcase visual arts e-portfolios: <br />
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In formal contexts, art students’ e-portfolios are strongly shaped by assimilatory norms. Visual arts students who want to develop portfolios that follow local or global crafts and fandoms must negotiate their low status in, or complete exclusion from, the national syllabus. Students in under-resourced school and home settings may already be using other online portfolio solutions that suit their purposes better than the particular software prescribed in arts lessons. Online portfolios are public by default and young women negotiated this risk by using pseudonymous self presentations. Each student’s classroom practices were also constrained by a technology selected for its minimalist exhibition aesthetic. Students curated showcase exhibitions, but the prescribed service did not facilitate a wider exploration of contemporary digital practices.’<br />
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The case studies for three young black women revealed the diverse, yet overlapping, challenges each faced in expressing their creative identities and interests. It balanced the need to provide a full context with the special issue’s concerns in under 6,000 words. Following this article's publication, I felt I should use this blog post for reflecting more broadly on why so few local practices from Cape Town (and South Africa) became shared by visual arts students in their e-portfolios. </div>
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Overall, such neglect of the local seemed strongly shaped by four cultural hierarchies in Cape Town communities, which may fall under a broader cultural hierarchy in South Africa:<br />
<ol>
<li>South African visual arts education is dominated by a <b>Modernist tastes</b> for expressing a traditional version of aesthetic distinction.</li>
<li>Cape Town is an important creative hub in South Africa and there are many creative industries producing local content. However, students’ e-portfolios largely ignored it and other (South) African creations. This reflects how better-off homes typically prefer consuming <b>global popular cultures</b> versus local creative industries. Global media fandoms from the United States (such as Hollywood franchises) and Japan (Manga and Anime) influenced most of the fan art in students’ e-portfolios. </li>
<li>The lifestyle and vocational preferences of the <b>middle-class</b> dovetail with the <b>cultural capital </b>of secondary schooling. By contrast, working class culture was largely excluded in teens' e-portfolios.</li>
<li>There are <a href="https://en.wikipedia.org/wiki/Languages_of_South_Africa">11 official languages</a> in South Africa. Despite several of the students not speaking English as their home language, all used <b>English</b> to present their identities and work.</li>
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As my essay describes, young black women did face obstacles in using the "global" online portfolio technology, <a href="http://carbonmade.com/">Carbonmade.com</a>, for expressing their artistic identities. This technology was not designed to accommodate their under-resourced contexts.<br />
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By comparison, the strong shaping influence of the dominant cultural hierarchy seemed to exert a much greater influence on all visual arts students in my <a href="http://bit.ly/2EhKV8i">PhD research</a> study. Most did not spotlight uniquely local cultural interests and practices in their portfolios. This suggests how South Africa's cultural hierarchy is a great obstacle for those Cape Town visual arts students and their expression of local practices via "global" technology.<br />
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<span style="color: #666666;">Kindly comment on this post, or <a href="https://www.travisnoakes.co.za/p/contact.html">contact me</a> with your thoughts.</span><style type="text/css">
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<div class="blogger-post-footer">An update from travisnoakes.co.za. All posts and comments published to www.travisnoakes.co.za are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License at https://creativecommons.org/licenses/by-nc-sa/4.0/.</div>Travis Noakeshttp://www.blogger.com/profile/12001873863913970420noreply@blogger.com0Cape Town, South Africa-33.9248685 18.424055299999964-34.768186 17.133161799999964 -33.081551000000005 19.714948799999963tag:blogger.com,1999:blog-2127517647835977939.post-15321750029808207362019-05-08T17:24:00.002+02:002021-10-19T09:31:22.211+02:00How strategic design informed my research blog's 2019 update<style type="text/css">
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<span style="color: #666666;">Written for researchers interested in using design strategy and brand positioning for improving their online research presences (particularly via blogs, blogsites and websites).</span><br />
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Last year, J<a href="http://www.jonathanwhelan.com/">on Whelan</a> and I updated this blogsite to prepare for my post-doctoral reality as a media studies research fellow, who can contribute to scholarly publications and pursue new research opportunities. By contrast to our previous work focused on <a href="http://www.travisnoakes.co.za/2016/07/how-to-extensively-customize-your.html">Blogger customisation</a> in 2016, the latest design process was largely a strategic one. It drew strongly on insights from brand positioning, plus design strategy more broadly, for my blogsite's improvements:<br />
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<b>A. Why Strategic Design?</b><br />
<i><span style="color: #666666;">Table 1. High-, mid- and practice level design disciplines.</span></i><br />
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<table cellpadding="0" cellspacing="0" class="t1"><tbody>
<tr><td class="td1" valign="top"><div class="p1">
<i>HL <b>Design Management</b></i><b><i> </i></b><i>(i.e. brand & software & service design mx)</i></div>
</td></tr>
<tr><td class="td1" valign="top"><div class="p1">
<i>HL <b>Strategic Design</b> (i.e. data analysis informing brand positioning)</i></div>
</td></tr>
<tr><td class="td1" valign="top"><div class="p2">
<br /></div>
</td></tr>
<tr><td class="td1" valign="top"><div class="p1">
<i>ML <b>Design Thinking</b> (meta-disciplinary)</i></div>
</td></tr>
<tr><td class="td1" valign="top"><div class="p2">
<br /></div>
</td></tr>
<tr><td class="td1" valign="top"><div class="p1">
<i>PL Surface design<span class="Apple-converted-space"> </span></i></div>
</td></tr>
<tr><td class="td1" valign="top"><div class="p1">
<i>PL Brand design management</i></div>
</td></tr>
<tr><td class="td1" valign="top"><div class="p1">
<i>PL User-centred and experience design</i></div>
</td></tr>
<tr><td class="td1" valign="top"><div class="p1">
<i>PL Software and information design</i></div>
</td></tr>
<tr><td class="td1" valign="top"><div class="p1">
<i>PL Service design management</i></div>
</td></tr>
<tr><td class="td1" valign="top"><div class="p1">
<i>PL Curricular and instructional design</i></div>
</td></tr>
<tr><td class="td1" valign="top"><div class="p1">
<i>PL Legal design</i></div>
</td></tr>
<tr><td class="td1" valign="top"><div class="p1">
<i>PL Business design management</i></div>
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As Table 1 illustrates, the disciplines of <a href="https://en.wikipedia.org/wiki/Strategic_design">Strategic Design</a> and <a href="https://en.wikipedia.org/wiki/Design_management">Design Management</a> are high level (HL) strategic ones. In business, these disciplines typically seek to define and improve the long-term, 'meta' design drivers. By contrast, <a href="https://en.wikipedia.org/wiki/Design_thinking">Design Thinking</a> is a mid-level (ML) meta-disciplinary approach that often seeks to tackle a ‘wicked problem’ space with varied perspectives in a short burst. At the bottom of the table are <a href="https://web.archive.org/web/20071117224847/http://www.indexaward.dk/2007/default.asp?article=1279&id=708&Folder=708">performance level</a> (PL) practices whose designers' expertise is used for providing discrete, 'micro' solutions.<br />
<br />
For an individual blog designer, strategic design considerations may be particularly helpful for answering a big personal challenge. For example, mine was 'How do I update my research blogsite to best support my post-PhD aspirations?' To answer this, I did a strategic design process that included data analysis, a review of my personal branding plus identity development exercises. These informed <a href="https://docs.google.com/document/d/1tndmllYbnt9z0BGBynfs-sFDjdcJ9wn0Bh8osG-LsI8/edit?usp=sharing">my creative brief</a> to Jon, plus the ongoing development of this blogsite.<br />
<br />
To improve my blog's usability and personal salience, I made the following design changes:<br />
<span style="text-align: justify;"> +1> My </span><b style="text-align: justify;">roles</b><span style="text-align: justify;"> were simplified;</span><br />
<span style="text-align: justify;"> +2> I checked how each role and my research interests were reflected in my </span><b style="text-align: justify;">labels</b><span style="text-align: justify;">;</span><br />
<span style="text-align: justify;"> +3> My </span><b style="text-align: justify;">publication plan</b><span style="text-align: justify;"> addresses my diverse roles and interests;</span><br />
<span style="text-align: justify;"> +4> I reordered my </span><b style="text-align: justify;">'research' navigation</b><span style="text-align: justify;"> to support the postdoctoral publication hierarchy;</span><br />
<span style="text-align: justify;"> +5> I also took other measures for improved </span><b style="text-align: justify;">reliability</b><span style="text-align: justify;">;</span><br />
<span style="text-align: justify;"> +6> plus </span><b style="text-align: justify;">security.</b><br />
<ol>
</ol>
<b><span style="color: #38761d;"><br /></span></b><b>+1> Refined my personal brand positioning and roles</b><br />
Online spaces can provide ready opportunities for individuals to experiment with digital personas. As part of my PhD's broader identity exploration project, my blog featured five roles in its navigation. These were 'researcher', 'designer', 'educator', 'public speaker' and 'volunteer'.<br />
<br />
While accurate in terms of identity exploration as a PhD candidate, it made for a complex and potentially confusing navigation structure on the mobile phone <i><span style="color: #38761d;">(see left in Figure 1)</span></i>. It also seemed important to simplify identities to reduce that inevitable 'he's a jack-of-all-trades' perception!<br />
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<h4 style="-webkit-text-stroke-width: 0px; color: black; font-family: Times; font-size: medium; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;">
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="-webkit-text-stroke-width: 0px; font-family: Times; letter-spacing: normal; margin-bottom: 0.5em; margin-left: auto; margin-right: auto; orphans: 2; padding: 6px; text-align: center; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px;"><tbody>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhn5qOM_C9wfJ0rh-UBV98NksqR9rcf6AwqZcVAhAvFouf-xhyphenhyphenKP0iCisWwjm0bORzWVTKPPTrcwQ0xUP1o1QofyycMWds0TLH90ENbzOHrIVYJpINNW1tBe8Kasl_GjCRvFFlI60HayrZA/s1600/travisnoakes+navigation+2016+vs+2019.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="900" data-original-width="1600" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhn5qOM_C9wfJ0rh-UBV98NksqR9rcf6AwqZcVAhAvFouf-xhyphenhyphenKP0iCisWwjm0bORzWVTKPPTrcwQ0xUP1o1QofyycMWds0TLH90ENbzOHrIVYJpINNW1tBe8Kasl_GjCRvFFlI60HayrZA/s640/travisnoakes+navigation+2016+vs+2019.jpg" style="cursor: move;" width="640" /></a></div>
</td></tr>
<tr><td class="tr-caption" style="font-size: 12.8px; padding-top: 4px;"><div style="margin: 0px;">
<span style="color: #666666; font-size: small;">Figure 1. travisnoakes.co.za navigations (version 2016 vs 2019) in mobile screen by Jon Wheelan, 2019.</span></div>
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To solve both challenges, I did an exercise for simplifying my identity by clearly defining the three roles I prefer to do. Such consolidation also supports a simpler overall online persona that is easier to keep coherent (i.e. I might describe the same roles on; LinkedIn for work, academic portals for research; Twitter micro-blogging or Facebook for friends). My roles were prioritised down to the big three of: '<a href="https://www.travisnoakes.co.za/p/researcher.html">researcher</a>', '<a href="https://www.travisnoakes.co.za/p/design-steward.html">design steward</a>' and '<a href="https://www.travisnoakes.co.za/p/educator.html">techné mentor</a>'. Interestingly, researching design strategy introduced me to the unusual 'design steward' and 'techné mentor' roles: The former reflected how my career in design increasingly involved briefing designers and sharing their work, versus my own designs. As a ‘techné mentor’, I am involved in fluid, once-off educational interventions related to technology. My previous roles (such as speaker and volunteer) proved easy to re-house under the simpler navigation <i><span style="color: #38761d;">(see right in Figure 1)</span></i>.<br />
<br />
<b>+2> Checked that my Postdoctoral roles and interests are covered in Blogger labels</b><br />
I've tried to make my blog easy to search by using Blogger 'labels' for each of its posts. By analysing my use of labels and how these relate to my roles, I learnt that there were far more articles that related to my role as a techné mentor, than as a researcher or design steward.<br />
<div>
As a multi-disciplinary <a href="https://www.travisnoakes.co.za/p/researcher.html">researcher</a>, I als<span id="goog_212934514"></span><a href="https://draft.blogger.com/"></a><span id="goog_212934515"></span>o explored how well, or poorly, my label-use linked to my core research interests; 'online identity', 'cultural taste', 'connected learning', 'participatory culture' and 'design strategy'. The analysis <span style="color: #6aa84f;">(see Figure 2)</span> foregrounded an opportunity for improving the labels I had used and the need to add key labels that were 'missing-in-action'.<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHARXdz9q0f2VXd7qavZbxnVp1ARDGY_JdXJJO5k0_-n4bS4ry5Mzzcxtw9luBj2CnATbQyG-SqmsyAoSWSAi047Eu6mIKIPeJuxCjthdU-CzrVLd53OIs5uZZf4sEM4TtAwINtg8lsDM7/s1600/Blogger+label+keyword+review.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="791" data-original-width="1600" height="315" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHARXdz9q0f2VXd7qavZbxnVp1ARDGY_JdXJJO5k0_-n4bS4ry5Mzzcxtw9luBj2CnATbQyG-SqmsyAoSWSAi047Eu6mIKIPeJuxCjthdU-CzrVLd53OIs5uZZf4sEM4TtAwINtg8lsDM7/s640/Blogger+label+keyword+review.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: #666666; font-size: small;">Figure 2. travisnoakes.co.za label review</span></td></tr>
</tbody></table>
It'll be a lengthy project on its own to simplify them; these labels reflect ten years of history in terms of the varied interests and projects they reflect. A big benefit of doing such work lies in it improving viewers' label search options, whilst helping me to better strategise on the blog's content development.<br />
<div>
<br /></div>
<b>+3> Plan for publications linked to refined roles and interests</b><br />
<h4>
<span style="font-weight: normal;">Speaking of which, I have prepared a research publication </span><a href="http://bit.ly/2ztFIYL" style="font-weight: normal;">plan</a><span style="font-weight: normal;"> that primarily includes research articles from my </span><a href="https://open.uct.ac.za/handle/11427/29652" style="font-weight: normal;">PhD</a><span style="font-weight: normal;">, the </span><a href="https://www.researchgate.net/project/Online-academic-bullies-and-mobs" style="font-weight: normal;">online academic bullies and mobs</a><span style="font-weight: normal;"> project and this blog. Over time, I hope to feature more design-related posts on this blog, plus visual designs. This will create a clear shift with content previously dominated by my PhD research and related techné mentorship concerning e-portfolios.</span></h4>
<div>
<span style="font-weight: normal;"><br /></span></div>
<b>+4> Reprioritised researcher publications</b><br />
<h4>
<span style="font-weight: normal;"><span style="font-weight: normal;">Another important shift lay in switching the priority of navigation options under my researcher button. Back when I was a PhD candidate, it was most important to get feedback via conferences on my manuscripts and presentations. However, both are near the bottom of a traditional academic publishing hierarchy. Postdoc application requirements reflect this hierarchy in spotlighting emergent scholars' publication of research articles (and/or chapters). My revised navigation reflected this hierarchy by first featuring </span><a href="https://www.travisnoakes.co.za/p/peer-reviewed-research-articles.html" style="font-weight: normal;">articles</a><span style="font-weight: normal;"> and first </span><a href="https://www.travisnoakes.co.za/p/chapters.html" style="font-weight: normal;">chapters</a><span style="font-weight: normal;">. It then provided a link to my thesis' </span><a href="https://www.travisnoakes.co.za/p/thesis.html" style="font-weight: normal;">abstract</a><span style="font-weight: normal;">, my </span><a href="https://www.travisnoakes.co.za/p/conference-papers.html" style="font-weight: normal;">conference papers</a><span style="font-weight: normal;"> and Slideshare </span><a href="https://www.slideshare.net/TravisNoakes" style="font-weight: normal;">account</a><span style="font-weight: normal;">. Overall, this structure is fairly future-proof, since it is easy to add new research material to and for users to follow.</span></span><br />
<div style="font-weight: 400;">
<span style="font-weight: normal;"><br class="Apple-interchange-newline" /></span></div>
<b>+5> Improved research blogsite's reliability</b></h4>
<span style="font-weight: normal;"><span style="font-weight: normal;">Blogger's widget layout system makes it very easy to add functions to one's blog. A downside of adding content from third parties </span><span style="color: #666666; font-weight: normal;">(such as one's researcherID <a href="https://publons.freshdesk.com/support/solutions/articles/12000051854-what-is-my-profile-card-">badge</a>...)</span><span style="font-weight: normal;"> is that these may not have been tested in Blogger widgets, nor on all browsers. One side effect can be that widgets alter one's layout</span></span><span style="color: #666666;"> (... which influenced this blog's body text layout after it exceeded a certain width in Google Chrome). </span><span style="font-weight: normal;"><span style="font-weight: normal;">Running Google Chrome error reports also flagged issues with select add-ins. In response, I updated all profile badges and combined them into as few widgets as I could to increase reliability Defunct services, such as my </span><a href="https://en.wikipedia.org/wiki/Google%2B" style="font-weight: normal;">Google+</a><span style="font-weight: normal;"> profile and related pages, were removed. In their place, I added the curatorial accounts of </span><a href="https://za.pinterest.com/travisnoakes/" style="font-weight: normal;">Pinterest</a><span style="font-weight: normal;"> and </span><a href="https://www.diigo.com/profile/travisnoakes" style="font-weight: normal;">Diigo</a><span style="font-weight: normal;"> accounts.</span></span><br />
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<b>+6> Secured </b><span style="font-weight: 700;">research blogsite</span><b> with the https protocol</b></div>
When I started this blog ten years ago, <a href="https://www.shoutmeloud.com/why-migrate-https-http.html">securing it via the https:// protocol</a> was not even a consideration due to the high cost and the technical complexities involved. By contrast, today it is affordable and Internet Service Providers provide FAQs on shifting to https:// protocols that are easy to follow. With assistance from the helpful staff of <a href="https://1-grid.com/knowledge/support/how-to-install-your-ssl-certificate/">grid-1.com</a>, transitioning this blog to a secure protocol proved a surprisingly straightforward process that took less than two days from purchase to authorisation and implementation.<br />
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I hope this post will inspire others to apply strategic design practices and brand positioning for improving their online research presences. </div>
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<div class="blogger-post-footer">An update from travisnoakes.co.za. All posts and comments published to www.travisnoakes.co.za are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License at https://creativecommons.org/licenses/by-nc-sa/4.0/.</div>Travis Noakeshttp://www.blogger.com/profile/12001873863913970420noreply@blogger.com0Cape Town, South Africa-33.9248685 18.424055299999964-34.768186 17.133161799999964 -33.081551000000005 19.714948799999963tag:blogger.com,1999:blog-2127517647835977939.post-19792651008205444652019-04-12T13:44:00.001+02:002019-04-12T13:47:49.070+02:00Five curricular changes to consider when teaching visual arts e-portfolios<span style="color: #999999;">Written for visual arts and design teachers who teach their students e-portfolio curation.</span><br />
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'Young black women curate visual arts e-portfolios: negotiating digital disciplined identities, infrastructural inequality and public visibility' was recently accepted subject to changes for a special issue of the <a href="https://www.tandfonline.com/loi/cjem20">Learning Media and Technology</a> journal. Contributions whose perspectives challenge '<a href="http://michaelseangallagher.org/call-for-papers-for-special-issue-of-learning-media-and-technology-global-technologies-local-practices-redefining-digital-education-with-marginalised-voices/">universal technological solutionism</a>' were invited for the forthcoming 'Global technologies, Local Practices: redefining digital education with marginalised voices'.<br />
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My contribution foregrounded the key challenges that three young black women faced in creatively appropriating online portfolio software for showcase e-portfolio production. Each student had to negotiate (i) cultural and technical forms of exclusion, (ii) visibility versus privacy concerns and (iii) different forms of digital infrastructural inequalities. To reach the journal's 6,000 word limit for articles, I cut mine's initial visual arts e-portfolio curriculum recommendations, but cited this post. I trust its readers will find the recommendations below helpful, whether for reworking the <a href="http://www.travisnoakes.co.za/p/online-portfolio-lessons.html">visual arts showcase e-portfolio curriculum</a> or refining similar curricula. Such changes may better accommodate young visual artists’ varied circumstances and creative aspirations:<br />
<br />
<b><span style="color: #38761d;">Recommended changes when teaching visual arts e-portfolios</span></b><br />
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<span style="color: #7f6000;"><br /></span><span style="color: #38761d;">+1 > Provide examples of privacy protection that can address visibility risks</span><br />
<div>
"Lesley Ann", "Melissa" and "Dina" all chose not to use their full first and last names for minimising risks of sexual harassment. Such measures were often not sufficient, since their full names were shown in their email addresses. E-portfolio curricula must guide students appropriately on how to protect their privacy by not sharing genuine identities. For example, a curriculum could include reflection of the potential negative consequence of presenting one's legal identity online, versus assuming that using one's genuine identity and legal name, as "the ('Modern gallery') artist" must be the norm. Alternative self-presentation strategies should be taught, particularly where vulnerable individuals would benefit from privacy protection.</div>
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<span style="color: #38761d;"> +2 > Accommodate the roles in creative industry and digital identities that young people explore </span><br />
Taken together, the case studies suggested a broader need for a more inclusive visual arts syllabus. South African visual arts pedagogy largely ignores the many and varied types of genres in visual culture that students may participate in. Despite affinity spaces in youth-, do-it-yourself and ethnic cultures potentially being valuable resources for young people's e-portfolio personas and projects, students reported exercising self-presentation strategies that hid participation in "unofficial", "illegitimate" genres. There was a missed pedagogical opportunity for challenging cultural exclusion and supporting greater e-portfolio differentiation by including teens' informal cultural interests. </div>
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Educators could explore potential continuities between youth’s extra-mural affinities and the visual arts syllabus. This may better engage students’ interests, whilst also offering youth greater scope to share their varied personas. For example, presenting market-driven identities in creative industry proved a valued strategy for gaining economic capital amongst under-resourced students. E-portfolio curricula can also better house the existing social network and online content practices of students, which our curricular plans neglected. For example, the curriculum could accommodate students’ pre-existing digital portfolios by encouraging students to link link to theirs from within their e-portfolios.<br />
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<span style="color: #38761d;">+3> Cater for students who want to be seen as 'emergent creative pros', not "students"</span><br />
An online identity as an arts student can be seen as undesirable to emergent visual creatives, who prefer to portray themselves as 'creative professionals' outside school. Examples of young creatives could be added to visual arts e-portfolio curricula for such students to learn from and experiment with.<span style="color: #7f6000;"></span><br />
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<span style="color: #38761d;">+4> Foreground both process and product to make context explicit</span><br />
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My <a href="https://open.uct.ac.za/handle/11427/29652">thesis </a>revealed that students’ curation of disciplined digital identities and addition of other personas was strongly shaped by their levels of connectivity. In particular, under-resourced youth’s school and homes did not provide sufficient infrastructure for them to fully participate in e-portfolio design. The least resourced students were under-connected in lacking home internet access and having to share ownership of digital devices. Both were strong markers of class inequality. Under-connected students were at a severe disadvantage in being constrained to doing digital portfolio curation only in e-portfolio lessons. Youth with costly mobile internet access could workaround their computer lab’s slow internet speeds, but could not always work on e-portfolios at home owing to priorities related to mobile broadband costs.</div>
<div>
<br />
The 'visual arts showcase' e-portfolio curriculum was taught as a capstone showcase exhibition project. This neglected sharing information related to students’ digital infrastructures. Their e-portfolios did not list the resources that each student used, which made it very difficult to compare the respective infrastructures youth used in e-portfolio curation. Teenagers from black, working class homes faced the greatest obstacles in accessing and using digital infrastructures. A danger lies in the increasing use of digital portfolios potentially serving as a new hurdle for these youth in accessing tertiary studies at elite institutions. This is allied to the rise of professional, digital self-presentation in spaces of creative production potentially serving as another gatekeeper to freelance projects.</div>
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<div style="font-family: times; font-size: medium; font-style: normal; font-weight: 400; letter-spacing: normal; margin: 0px; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;">
<span style="color: #38761d;">+5> Provide workarounds for inequalities in digital infrastructures</span></div>
E-portfolio teaching must accommodate the media ecologies of students who are under-connected to the internet. They should be identified and prioritised with classroom support, since other students can readily do such work at home. Our syllabi also neglected mobile technologies by focusing on desktop and laptop computer users. Resourceful teens used their mobile phones in class to continue e-portfolio curation and overcome school infrastructure constraints. Teaching should accommodate the mobile devices that students bring with them. Students must be encouraged to use these tools for creative production, as well as to make resourceful workarounds where there are problems with classroom infrastructure.</div>
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I trust these five suggestions will help teachers of visual creative e-portfolios to better accommodate young people’s different circumstances, repertoires and creative aspirations.</div>
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</style><div class="blogger-post-footer">An update from travisnoakes.co.za. All posts and comments published to www.travisnoakes.co.za are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License at https://creativecommons.org/licenses/by-nc-sa/4.0/.</div>Travis Noakeshttp://www.blogger.com/profile/12001873863913970420noreply@blogger.com0Cape Town, South Africa-33.9248685 18.424055299999964-34.768186 17.133161799999964 -33.081551000000005 19.714948799999963tag:blogger.com,1999:blog-2127517647835977939.post-47808834894816853822019-04-06T19:42:00.003+02:002019-04-06T19:42:45.696+02:00My Cursed Referencing = Google Scholar citation imports + legacy Refworks<span style="color: #a64d79;">A cautionary tale for researchers using legacy Refworks and importing citations via Google Scholar (hint: it's not a "shortcut").</span><br />
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<span style="color: #e06666;">The Academic Referencing Horror Story<span style="font-weight: normal;">-</span> <span style="font-weight: normal;">a neglected genre?</span></span></h3>
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There seems to be a dearth of blogposts that share academic referencing disasters in detail. This should not be surprising, since all the role-players in such dramas have little to gain from sharing their time-sucking examples: Scholarly search engines and referencing software conceal their flaws within legalese and support departments. Institutions will not spotlight their limitations in offering minimal support. Academics' reputations may suffer for sharing referencing mistakes. Even students who share their frustrations and experiences publicly (i.e. via tweets) seem to lack the motivation for elaborating these into lengthier narratives (e.g. a twitter roll). Further, since the costs are paid by the "free time" and suffering of individuals, there seems to be "no need" for systemic interventions that might address the attendant losses of scholars' time and morale.</div>
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On the flipside, students and researchers who lack examples of what to avoid MUST be widely repeating the errors of their peers, surely? This may range from colleagues within a particular university to software users globally whose experiences of a service's functionality differs from its promises. Just, maybe, the downside of sharing academic referencing horror stories SHOULD not trump the importance of providing important learnings for online audiences?!</div>
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In the spirit of being transparent about such disasters for others to avoid similar suffering, here's 'My Cursed Referencing'. It compiles key incidents with a cast of fellow researchers, an Apple laptop running Microsoft Word 2010, Google Scholar, Refworks Legacy and ProQuest versions plus support, the University of Cape Town, plus yours-victim-truly.</div>
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<span style="color: #e06666;">MY CURSED REFERENCING</span></h3>
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The internet was just becoming a thing when I completed my MA thesis using Claris Works in 1997, so I was pretty much an online referencing virgin when I returned to university 12 years later. In terms of this type of software, <a href="https://www.proquest.com/products-services/refworks.html">Refworks</a> seemed the obvious choice. It was offered as a free tool at UCT and seemed easy to access and use. Besides, which PhD candidate can prioritise the time to: (i) research the universe of referencing software and compare their upsides and downsides, (ii) check they will install on Mac and integrate well with his or her university library's back-end, plus (iii) investigate if the support post-purchase will be sound? Doing the PhD reading on 'Diffusion Model of Innovation' and 'Concerns Based Adoption Model' was daunting enough, thanks...</div>
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<b><span style="color: #e06666;">The Unknown Evil of using Google Scholar exports for creating a bibliography</span></b></div>
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If Google <a href="https://scholar.google.co.za/">Scholar</a> valued '<a href="https://en.wikipedia.org/wiki/Don%27t_be_evil">Don't Be Evil</a>', its 'import reference' function would be labelled 'import an (in)complete reference' as a fair warning. A bibliography made up of such exports for recent journal articles may well be accurate and complete. BUT should your sources range across old books, scholarly dissertations and online sources, be vigilant. Your citations are probably incomplete AND imported in the wrong format (i.e. a 'book section' can be indexed as a 'journal article' by default).</div>
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<b><span style="color: #e06666;">Evils is Even (bad things come in twos)</span></b></div>
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I was alerted to this conundrum after presenting a draft of '<a href="http://www.travisnoakes.co.za/2018/07/icel2018-capital-meets-capabilities.html">Capital meets Capabilities</a>' to the Technology in Education Postgraduate Researchers group in January, 2018. A senior researcher observed, 'You didn't generate your references with software'. Stunned, I answered that indeed I had. After requesting that he highlight the errors in my bibliography, I was mortified to see copious redlining that highlighted many of my references missing information...</div>
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This was horrific, because of the time it must take to correct. I was preparing my thesis for submission in early February and could ill afford prioritising additional work. My legacy Refworks database had around 1,600 references in it. If I used 1,200 of those in my thesis and 1,000 required correction with six minutes for finding the missing information, I would need to find 100 hours to fix this giant mistake.</div>
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On a related note, my main supervisor flagged another major citation evil. The particular Harvard referencing style I had used (since my BAFA Hons in '94, ahem) might be flagged as 'outdated' by external reviewers. They might prefer me to use one of the other nine Harvard styles. Prof. Marion Walton recommended that I shift to the <a href="https://www.apastyle.org/">American Psychological Association</a>, which has just one style. It's widely used in Media Studies, so would also prove useful in developing articles from my PhD. In response, I learnt this new style and restyled my in-line citations.</div>
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<b><span style="color: #e06666;">Enter ProQuest Refworks, enter light (yellow)?</span></b></div>
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By default, the UCT off-campus login (see Figure 1) points to the old version of Refworks . The option to upgrade was listed in a tiny box on the top right of Legacy Refworks (see Figure 2). I clicked on this link to find out what had changed... </div>
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0FplC7NviOKBjbzaA2kPeifaGISIkB6-1LkonUWnGmNSiMz_YAnjIxRXsZ7cf0mh2tt3Pa0BrGG1csiSXvQ6oBPqf4dPoHBpTZVvS1iB-ixDa-eD6pG5CTofg0L2zqrB1q4P23dqjfB3h/s1600/Screenshot+2019-03-31+at+16.13.46.png" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1171" data-original-width="1436" height="323" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0FplC7NviOKBjbzaA2kPeifaGISIkB6-1LkonUWnGmNSiMz_YAnjIxRXsZ7cf0mh2tt3Pa0BrGG1csiSXvQ6oBPqf4dPoHBpTZVvS1iB-ixDa-eD6pG5CTofg0L2zqrB1q4P23dqjfB3h/s400/Screenshot+2019-03-31+at+16.13.46.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: #990000; font-size: xx-small;">Figure 1. Screenshot of UCT off campus login at <a href="https://login.ezproxy.uct.ac.za/menu">https://login.ezproxy.uct.ac.za/menu</a> shows Refworks' high salience.</span></td></tr>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhnIR4Gzolw8SWXvdklwI7SJuSbp6E6WFNUrC39qlZzKe8sEHQSzsOgpKzHVMdOS-r6X6WlucraaBgdmnMYBJCguGcug2y1F7NLlRrRhhRyyZan88XxxjfrEBsvqyr00DG_2X9yiccfbk8A/s1600/Screenshot+2019-03-31+at+16.18.12.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhnIR4Gzolw8SWXvdklwI7SJuSbp6E6WFNUrC39qlZzKe8sEHQSzsOgpKzHVMdOS-r6X6WlucraaBgdmnMYBJCguGcug2y1F7NLlRrRhhRyyZan88XxxjfrEBsvqyr00DG_2X9yiccfbk8A/s400/Screenshot+2019-03-31+at+16.18.12.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: xx-small;"> <span style="color: #990000;">Figure 2. Screenshot of the Legacy Refworks screen, which shows the low salience of its top left link to ProQuest Refworks.</span></span></td></tr>
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<br />Probably the most helpful change for my purposes was that the Legacy Refworks did not flag incomplete citations. By contrast, ProQuest Refworks did this in yellow for essential and blue for optional information. This proved helpful for Lungile Madela and I as we worked through correcting my Refworks database in one week.</div>
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<b><span style="color: #e06666;">Exported references with Missing Parts</span></b></div>
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We had taken considerable care to ensure each reference was as complete as it could be, but some references became incomplete on export. For example, the PhD and Masters dissertations (in which we tried variations for 'Faculty' and 'Degree' under the 'thesis' type) would not display all their information under the citation view, nor in the exported bibliography. At the time, the only UCT specialist who could advise on a workaround was on leave. I did learn from ProQuest Refworks support that the university and type of degree are not mapped from the old database into the new one. So, I did a *. search for all thesis entries, then manually cut-and-pasted the correct version of each citation into my bibliography. This points again to the importance of understanding the constraints of the referencing software you use, versus what it does.</div>
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<span style="color: #e06666;"><b>The Disconnected B</b><b>ibliography of the Damned</b></span></div>
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Another important constraint existed in my use of an old <a href="https://en.wikipedia.org/wiki/History_of_Microsoft_Word">version</a> of Microsoft Word that did not support the use a ProQuest Refworks add-in. In particular, it automatically generates a bibliography from in-line citations. By contrast, read-through the bibliography to remove sources that had become irrelevant. I then passed my thesis through <a href="https://reciteworks.com/">Reciteworks</a>, a free APA and Harvard citations checker. It proved super-useful for matching in-line citations with the bibliography and also identifying stylistic errors to fix.</div>
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<span style="color: #e06666;"><b>The Summoning of my</b><b> Legacy Refworks database and its Zombie Citations</b></span></div>
I eventually had to update to the latest version of Word for handling my large thesis file (Word 2010 crashed repeatedly while I combined all chapters into a thesis). After submitting it, I started to use the Refworks Citation Manager for manuscripts from my thesis and the '<a href="https://www.researchgate.net/project/Online-academic-bullies-and-mobs">online academic bullies and mobs</a>' project. This add-in worked well for me until a 'new projects' functionality upgrade was launched. Projects are a better way for organising references at a high-level; rather than showing all of them at once, one can associate a Word document with a particular project's references. I split my projects into two; one for cyberbullies, the other for my '<a href="https://open.uct.ac.za/handle/11427/29652">Inequality in Digital Personas</a>' PhD.</div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj17zd20gewrcYR3322hUkzEvsKAaErppdXUADO3ftf7l1brrOfRRGV1jz_TTe0BrfbJAuP-Bm0M-91RXiNmYwF6q6fuPAsemPyvA-Eyj3UuqByikp8KJ5xl0yl6kxb4HMSZMNBBah-qvc1/s1600/Screenshot+2019-04-04+at+10.10.53.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="192" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj17zd20gewrcYR3322hUkzEvsKAaErppdXUADO3ftf7l1brrOfRRGV1jz_TTe0BrfbJAuP-Bm0M-91RXiNmYwF6q6fuPAsemPyvA-Eyj3UuqByikp8KJ5xl0yl6kxb4HMSZMNBBah-qvc1/s640/Screenshot+2019-04-04+at+10.10.53.png" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: #990000; font-size: xx-small;">Figure 3. The ProQuest Refworks add-in for Microsoft Word shows old folders from my Legacy Refworks database. </span></td></tr>
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At last on the leading edge of referencing technology, an unexpected downside was that my'PhD' project combined with my UCT proxy access to summon the Legacy Refworks database's return. The project's old database did not reflect the new folders, citations and corrected references in my ProQuest Refworks database. Thankfully, Rich and Jay from its <a href="https://knowledge.exlibrisgroup.com/RefWorks">support portal</a> were very helpful in organising my Legacy Refworks database's deletion.</div>
<br />I sincerely hope that there will be no further episodes of 'My Cursed Referencing', but commit to writing a sequel post if they do... Here's to helping others avoid or overcome similar predicaments.<div class="blogger-post-footer">An update from travisnoakes.co.za. All posts and comments published to www.travisnoakes.co.za are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License at https://creativecommons.org/licenses/by-nc-sa/4.0/.</div>Travis Noakeshttp://www.blogger.com/profile/12001873863913970420noreply@blogger.com0Cape Town, South Africa-33.9248685 18.424055299999964-34.768186 17.133161799999964 -33.081551000000005 19.714948799999963tag:blogger.com,1999:blog-2127517647835977939.post-51740307512743282082018-10-03T13:20:00.001+02:002018-11-02T10:16:11.164+02:00Supporting education for 'digitally enfranchised' visual arts students?<span style="color: #6aa84f;">Written for visual arts policy makers, educators and those visually creative who just may be interested...</span><br />
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As a genre closely aligned with the Modern take on aesthetic distinction, the visual arts school genre is very distant from <a href="https://en.wikipedia.org/wiki/Postmodernism">postmodern</a> approaches, let alone <a href="https://en.wikipedia.org/wiki/Metamodernism">meta-modern</a> ones. There are large gaps between school art and what occurs in contemporary art (Faucher, 2016), creative industry and screen-based visual culture. The national syllabus' emphasis on the institutional artist (as mostly an observational drawer and painter) ignore many other roles that young people might pursue for becoming successful visual creatives. Likewise, the visual arts syllabus does not explicitly address the existence of multiple visual creative hierarchies (i.e. observational drawing versus <a href="https://en.wikipedia.org/wiki/Manga">Manga</a> illustrations) whose genres may compete in prioritising very different aesthetic and creative values (e.g. detailed realism versus imaginative graphic abstraction) for their creative communities. There is an opportunity for visual arts policy makers and educators to consider how visual arts teaching might address such competition and support young peoples' exploration of contemporary visual creative roles outside the traditional gallery path.<br />
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Within this opportunity lies the challenge of considering how the visual arts syllabus might respond to the growing role of digital media in contemporary life and art? In particular, what new academic and technical cultural capital should aspirant visual creatives be taught for supporting their<br />
development of artistic identities and access to opportunities, whether in art worlds, creative industry or elsewhere... Here arts educators and policy-makers can turn to media studies educators and researchers who have explored young adults' creative digital productions and associated development of new media literacies (Coiro, Knobel, Lankshear, and Leu, 2014; Ito et al. 2009, 2010; Jenkins, 2006; Jenkins and Ito, 2015; Gauntlett, 2000, 2007, 2011; Lankshear and Knobel, 2006). <br />
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Young people who develop new media literacies arguably enjoy a form of digital enfranchisement through developing a level of visibility through personal presences in digital environments through which they exercise their voices. This may feature roles that range from <i>prosumption</i> (i.e. liking, commenting on and re-sharing YouTube videos) to <i>produsage </i>(editing and sharing videos via videos on a YouTube channel) (Bruns, 2008). By contrast, individuals and groups who choose not to participate or cannot surmount gatekeepers are disenfranchised through being invisible in digital environments. As the online and offline environments become increasingly interlinked, individuals who enjoy high visibility online are potentially advantaged. Their digital symbolic capital serves to generate further interest and opportunities versus the proverbial 'people of no account/sans digital personas'.</div>
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Case studies for South African aspirant design students (Venter, 2018), visual arts students (Noakes, 2018) and media studies students (Brown, Czerniewicz and Noakes, 2016) suggest that young creatives are deriving benefits similar to those identified in the global North's media studies research. That said, there are large contrasts between the affluent research contexts of the Global North (in which most media studies research with teens is done) and under-served ones in the Global South. Educational ideas and media studies research from the Global North may translate very poorly for educators in South African classrooms who typically have minimal, if any, digital infrastructure, and may have to teach large class sizes. It is important to use educational sociology for scoping the many challenges involved when creatively appropriating digital literacies into the South African visual arts syllabus, as well as who benefits from such changes, or not.<br />
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It also important to understand how the digital media repertoires of young content producers mark new forms of social distinction (Noakes, 2018) or have even shifted to become commonplace. As part of '<a href="https://trendwatching.com/trends/GENERATION_C.htm">Generation C</a>'(ontent), elite groups of creatives in varied communities (Brake, 2013) enjoy the rare privilege (Schradie, 2011) of assuming roles with digital media that distinguish them from their peers. For example, presenting a <i>qualified self</i> (Humphreys, 2018) as a visual creative with an overall online identity spanning varied digital portfolios serves to mark social distinction (Noakes, 2018). In schools, art students' digital repertoires may signify distinction for both schools and students through requiring extraordinary development of technical cultural capital and access to resources for the development of digital personas and aesthetics. By contrast, such repertoires may seem unremarkable in creative industries where communicating via digital imagery is an everyday part of professionals' work in <i>ephemeral screen culture</i> (Grainge, 2011). At some tertiary institutions in Cape Town, digital portfolios are now required for evaluation before admission is granted (Noakes, 2018). This points to the changing status and use of digital repertoires over time {from rare to commonplace and expected for aspirant arts students after they leave school} in different fields {tertiary fine arts and design education} by particular groups. Assessment was not a key focus of my research, but it would be interesting for researchers to describe whether a<span class="s1">cademic institutions have also shifted to </span><span class="s2">screening students' overall online presences in evaluating admissions!</span></div>
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As introduced in my opening paragraph, the doxa of a highbrow Modernist taste in South African visual arts education contributes to its many blindspots. Foregrounding the institutionalised artist as its (only?) hero distances the school art genre from many learning opportunities. These span artistic media and genres (i.e. mobile phone photography for self-portraiture and perspective), creative processes (e.g. not handmade and crafted by others) and approaches to contemporary art (i.e pseudonyms) and creative industry (e.g. writing creative briefs). Educators could support students with considering decolonisation and its arguments against implicitly foregrounding only highbrow/high status cultural capital as "the legitimate one". Educators could also draw on indigenous repertoires {beadwork and other patterns} and the energy of African artists' identities as exemplified via the <a href="https://zeitzmocaa.museum/">Zeitz Museum of Contemporary Art Africa</a> and Norval Foundation's <a href="http://www.norvalfoundation.org/">Art Museum</a>'s collections. Multiple platform, creative entrepreneurs could also be positioned as heroes by visual art educators who choose to address the fields of creative industry, fandoms and craft. </div>
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<span style="color: #6aa84f;"><b>How new content on this blogsite might help young visual creatives and their educators</b></span><br />
Describing concerns related to cultural stratification and infrastructural resourcing (<u>in that order</u>!) are important in my role as a scholar. Challenges in these two areas suggest how difficult it would be for secondary school visual arts curricular advisers to promote systematic change. It is simply impossible that South Africa's visual arts syllabus and educators could support all visual arts students with becoming digitally enfranchised. For the foreseeable future, three major obstacles will remain in place: arts education will continue to be under-served with poor digital infrastructure (1); there will be a dearth of support for arts educators to develop their own digital media literacies, let alone teach them (2), the Modern aesthetic hierarchy will continue to be reproduced in art history lessons and via arts studio practices (3).<br />
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In my roles as design steward and techné mentor, I am interested in an ongoing contribution towards digital enfranchisement for emergent/young artists beyond the <a href="http://www.travisnoakes.co.za/p/online-portfolio-lessons.html">e-portfolio syllabus</a>. I would like to support their informal <a href="https://www.teachthought.com/pedagogy/a-primer-in-heutagogy-and-self-directed-learning/">andragogical</a> / <a href="https://heutagogycop.wordpress.com/history-of-heutagogy/">heutagogical</a> experiences via this blogsite by continuing to develop its links to educational content. Below is a table that lists potential lessons that could support digital enfranchisement. Its content is ordered from closest links to the established literacies in the visual arts. Such content will be written for students and arts educators may repurpose the content with <a href="https://creativecommons.org/licenses/by-nc-sa/4.0/">appropriate attribution</a>.<br />
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<b><span style="color: #6aa84f;">Digital enfranchisement lesson ideas</span></b><br />
<span style="color: #38761d;">Table 1. Lesson ideas that may be close to existing literacies in the visual arts syllabus</span><br />
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<tr style="background-color: darkkhaki; color: white;"> <th><div style="text-align: left;">
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<span style="font-weight: normal;"><span style="font-size: small;">SUBJECT</span></span></div>
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<span style="font-weight: normal;"><span style="font-size: small;">INSPIRATION</span></span></div>
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<tr> <td><span style="color: #6aa84f;">1</span> </td><td>Folksonomies through social bookmarking</td> <td>Independent school syllabus</td> </tr>
<tr> <td><span style="color: #6aa84f;">2</span> </td><td>Search engine syntax for researching art, etc.</td><td>(See this <a href="http://www.googleguide.com/print/adv_op_ref.pdf">Google cheat sheet</a>)</td> </tr>
<tr> <td><span style="color: #6aa84f;">3</span> </td><td>Using artists' blogs, portfolios and digital affinity space for visual creative learning</td><td>Online portfolios such as <a href="https://www.deviantart.com/">DeviantArt</a> and <a href="https://www.behance.net/">Behance</a>, online art galleries</td> </tr>
<tr> <td><span style="color: #6aa84f;">4</span> </td><td>How to curate your inspiration</td><td>Dr Potter and Ass Prof Gilje who propose <a href="http://journals.sagepub.com/doi/full/10.1177/2042753014568150">digital curation to be a new literacy</a></td> </tr>
<tr> <td><span style="color: #6aa84f;">5</span> </td><td>Developing digital portfolios</td><td>Baron on <a href="https://books.google.co.za/books/about/Designing_a_Digital_Portfolio.html?id=PogL65ggKkIC&redir_esc=y">developing a digital portfolio</a></td> </tr>
<tr> <td><span style="color: #6aa84f;">6 </span> </td><td>E-portfolio: digital curation and self-presentation</td><td><a href="http://www.travisnoakes.co.za/p/online-portfolio-lessons.html">Visual arts showase e-portfolio syllabus</a></td> </tr>
<tr> <td><span style="color: #6aa84f;">7 </span> </td><td>Becoming an artist </td><td><a href="https://scholar.google.co.za/citations?user=l6DsVH0AAAAJ&hl=en&oi=sra">Dr Hansson's research</a> into university art students' online portfolios</td> </tr>
<tr> <td><span style="color: #6aa84f;">8 </span> </td><td>Emojis II Trollz (designing pixel art)</td><td><a href="https://emojipedia.org/">Emojipedia</a> and <a href="https://www.diigo.com/user/travisnoakes?query=troll">online trolls</a></td> </tr>
<tr> <td><span style="color: #6aa84f;">9</span> </td><td>Medias and mediums: expressive potentialities of modalities and media</td><td>Social semiotic researchers using multimodal an analysis for studying <a href="https://multimodalityglossary.wordpress.com/transduction/">transduction</a> </td> </tr>
<tr> <td><span style="color: #6aa84f;">10</span> </td><td>The creative brief</td><td>Writing numerous briefs as a <a href="https://www.linkedin.com/in/travis-noakes-57289613/">brand manager</a></td> </tr>
<tr> <td><span style="color: #6aa84f;">11</span> </td><td>Protecting your work's copyright and selling your work online</td><td>Prof Haupt on <a href="https://books.google.co.za/books?id=xqrZAAAAMAAJ&q=Haupt+stealing+empire&dq=Haupt+stealing+empire&hl=en&sa=X&ved=0ahUKEwi819euhOrdAhWNbMAKHX2NAv0Q6AEIKDAA">creative copyright</a> and Prof Gauntlett on <a href="http://davidgauntlett.com/portfolio/making-is-connecting-second-edition/">Making is Connecting</a></td> </tr>
<tr> <td><span style="color: #6aa84f;">12</span> </td><td>Prosumption practices for online audience engagement</td><td>Lankshear and Knobel on <a href="https://books.google.co.za/books?id=HSdFBgAAQBAJ&printsec=frontcover&dq=Lankshear+and+Knobel+on+New+Literacies&hl=en&sa=X&ved=0ahUKEwjk0O6UhOrdAhWCBcAKHQyhB5QQ6AEIKDAA#v=onepage&q=Lankshear%20and%20Knobel%20on%20New%20Literacies&f=false">New Literacies</a></td> </tr>
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Developing these lessons should provide helpful content that creatives can use for developing new media literacies. Hopefully visual arts and design educators can explore how such lessons might be integrated into their syllabi. In developing these lessons, I will also be learning as I use different combinations of platforms (perhaps <a href="https://www.slideshare.net/TravisNoakes">Slideshare</a> for a local Trolls II Emojis syllabus, but <a href="https://www.wikiversity.org/">wikiversity</a> for a global version).<br />
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If you can suggest further inspiration, please make a comment, ta. Or to collaborate, get <a href="http://www.travisnoakes.co.za/p/contact.html">in touch</a>.<br />
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<span style="color: #6aa84f;"><b>References</b></span><br />
Brake, D. R. (2013). Are We All Online Content Creators Now? Web 2.0 and Digital Divides. Journal of Computer‐Mediated Communication, 19(3), 609.<br />
Brown, C., Czerniewicz, L., & Noakes, T. (2016). Online content creation: looking at students’ social media practices through a Connected Learning lens. Learning, Media and Technology, 41(1), 140-159. doi:10.1080/17439884.2015.1107097<br />
Bruns, A. (2008). Blogs, Wikipedia, Second Life, and beyond: From production to produsage (1st ed.). Bern, Switzerland: Peter Lang.<br />
Coiro, J., Knobel, M., Lankshear, C., & Leu, D. J. (2014). Handbook of research on new literacies (1st ed.). New York, NY: Routledge.<br />
Cronin, B., & Shaw, D. (2002). Banking (on) different forms of symbolic capital. Journal of the American Society for Information Science and Technology, 53(14), 1267-1270.<br />
Faucher, C. (2016). Informal youth cultural practices: Blurring the distinction between high and low. Visual Arts Research, 42(1), 56-70.<br />
Gauntlett, D. (2000). Web. studies: Rewiring media studies for the digital age. London, England, UK: Arnold, Edward.<br />
Gauntlett, D. (2007). Creative Explorations: New approaches to identities and audiences. Oxon, England, UK: Routledge.<br />
Gauntlett, D. (2011). Making is Connecting. The social meaning of creativity, from DIY and knitting to YouTube and Web 2.0. Cambridge, England, UK: Polity.<br />
Grainge, P. (2011). Ephemeral media: Transitory screen culture from television to YouTube (1st ed.). London, England, UK: Palgrave Macmillan.<br />
Humphreys, L. (2018). The Qualified Self: Social Media and the Accounting of Everyday Life (1st ed.). Cambridge, MA: The MIT Press.<br />
Ito et al. (2009). Living and Learning with New Media. Massachusettes, USA: Massachusettes Institute of Technology.<br />
Ito et al. (2010). Hanging Out, Messing Around, and Geeking Out. Massachusettes, USA: Massachusettes Institute of Technology.<br />
Jenkins, H. (2006). Convergence culture: Where old and new media collide (1st ed.). New York, NY: NYU press.<br />
Jenkins, H., & Ito, M. (2015). Participatory Culture in a Networked Era: A Conversation on Youth, Learning, Commerce, and Politics John Wiley & Sons.<br />
Lankshear, C., & Knobel, M. (2006a). New literacies : changing knowledge and classroom learning (1st ed.). Berkshire, England, UK: Open University Press, McGraw-Hill Education.<br />
Lankshear, C., & Knobel, M. (2006b). New literacies: Everyday practices and classroom learning (2nd ed.). Berkshire, England, UK: Open University Press.<br />
Noakes, T. (2018). Inequality in Digital Personas- e-portfolio curricula, cultural repertoires and social media, (Unpublished doctoral dissertation). University of Cape Town, Cape Town, RSA.<br />
Venter, M. A. (2018). Patchworked creative practice and mobile ecologies. (Doctoral dissertation). University of Cape Town, Cape Town, RSA. Retrieved from <a href="https://open.uct.ac.za/bitstream/handle/11427/28365/Venter_Patchworked_creative_2018.pdf?sequence=1">https://open.uct.ac.za/bitstream/handle/11427/28365/Venter_Patchworked_creative_2018.pdf?sequence=1</a>.<style type="text/css">
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<div class="blogger-post-footer">An update from travisnoakes.co.za. All posts and comments published to www.travisnoakes.co.za are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License at https://creativecommons.org/licenses/by-nc-sa/4.0/.</div>Travis Noakeshttp://www.blogger.com/profile/12001873863913970420noreply@blogger.com0Cape Town, South Africa-33.9248685 18.424055299999964-34.768186 17.133161799999964 -33.081551000000005 19.714948799999963tag:blogger.com,1999:blog-2127517647835977939.post-80307697845097212042018-10-01T13:54:00.000+02:002018-10-03T09:38:53.972+02:00Knowledge gaps in African design for my Post-doc research to address<span style="color: #666666; font-size: x-small;">Written for readers interested in the directions that my future Post-doctoral research will take (and won't!)</span><br />
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Doing a PhD helps one understand that there are many gaps in human knowledge. It helps clarify the existence of important gaps and challenges one to do appropriate research that help with closing them. As part of writing Post-doctoral Fellowship applications, it became important to reflect on what my inter-disciplinary media studies research contributions have been so far and how I might build on them, and move onto new topics, in the future:<br />
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In working for UCT's 'ICT Access and Use' project (2011/12), I explored how media students followed a form of connected learning for developing identities linked to creative industry as undergrads. Together with Associate Professors Cheryl Brown and Laura Czerniewicz, we addressed a gap in the literature regarding university students’ extramural creative production with varied online services. Three case studies illustrated how Connected Learning can be empowering: each student provided a vivid example of digital practices embedded within social contexts, exemplifying the processes students undertake when constructing meaning and knowledge in the digital world. Such cases have been lacking in the literature, especially from developing country contexts <span style="color: #38761d;">(GAP1)</span>. Future research can build on ours by exploring how Connected Learning is experienced in other South African contexts and more broadly in the global South.<br />
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My PhD thesis contributed to closing a research gap concerning digital inequality. Its research described how the e-portfolios of young Cape Town visual arts students at two secondary schools were shaped by their privileged or marginalised circumstances. There is an opportunity to extend this pathfinder project by looking at completely underserved schooling environments. For example, what digital repertoires are young visual creatives in Cape Town's marginalised settings (poor suburbs in schools without support for visual art or design) developing <span style="color: #38761d;">(GAP2)</span>? This focus also suggests an opportunity to combine research interests in connected learning and participatory culture for exploring the visual creative productions that occur in underserved contexts outside formal academic settings in Cape Town and how these repertoires link to academic cultural capital, or not <span style="color: #38761d;">(GAP3)</span>. Multimodal researchers could also explore the longitudinal changes to visual creatives' e-portfolios<span style="color: #38761d;"> </span><span style="color: #38761d;">(GAP4)</span>. For example, how students change their e-portfolio styles after leaving school and preparing to apprentice in creative industries or helping justify future study).<br />
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I would like to continue developing longitudinal studies that range from young adult creatives in Cape Town that are heavily involved with online content creation to those that are scarcely involved. There are many related gaps for local researchers to explore:<br />
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<ol>
<li>What are the advantages and pitfalls of young online content creators developing their technical cultural capital plus digital symbolic capital?</li>
<li>How are social networks and technical cultural capital becoming more important as determinants of opportunity (see <a href="https://www.wiley.com/en-us/Participatory+Culture+in+a+Networked+Era%3A+A+Conversation+on+Youth%2C+Learning%2C+Commerce%2C+and+Politics-p-9780745660707">Jenkins, Ito and boyd, 2016</a>).</li>
<li>How are people being included, or excluded, in participatory culture based on their cultural, ethnic, gender or racial affiliation? </li>
<li>How might such differences be echoed or different in the global South? </li>
<li>How are inequalities of opportunity reproduced via schooling and how might this be or challenged? </li>
<li>How does cultural taste impact on what is valorised or dismissed and which identities and communities of practice are permissable in different creative contexts? </li>
<li>What novel forms of creative production result from new media literacies and how do creators perceive them to be successful, or failures?</li>
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I am currently preparing Post-doctoral Fellowship applications for Cape Town universities and the positions that might support research contributions to (1- 7) and tackling <span style="color: #38761d;">GAPS1-4</span> are very scarce.<br />
A further challenge is that justifying a Post-doctoral fellowship position requires a narrow focus on the type of gap selected. One's post-doc work is required to develop knowledge that moves one's 'field' forward by addressing its 'critical knowledge gaps'. As an interdisciplinary researcher, whose PhD has spanned disciplines ranging from media studies to cultural sociology, the academic field I must contribute to seems blurred and difficult to address. Which 'field' and what 'gaps' must my interdisciplinary focus prioritise? Which unrelated threads of work can I link that might change current research? What concepts and approaches can be extended to address critical knowledge gaps in my field?</div>
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African design is an understudied and emergent field, which could benefit from more scholarship documenting its existing practices (<a href="https://open.uct.ac.za/bitstream/handle/11427/28365/Venter_Patchworked_creative_2018.pdf?sequence=1">Venter, 2018</a>)}. After lengthy consideration, I have decided to develop an inter-disciplinary proposal for this field that addresses three distinct, but overlapping, concerns related to bitmap design, digital access and collaborative software design:<br />
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The first concern is what bitmap designs are marginalised young creatives producing and sharing online? This online content analysis will serve as a starting point for exploring the second concern- what does 'access' to digital design really mean in under-served contexts. For example: How accessible are apps and open source software to mobile-centric designers in highly constrained circumstances? What role does English as a 'global language' play in shaping Xhosa mother-tongue creatives' access and use to bitmap software? What cultural repertoires (i.e. fashion, gaming) seem to motivate interest in being a bitmap designer? The final concern is to contrast what happens when design thinking and design strategy approaches are used for collaborative software design focussed on localisation. I will describe the benefits and limitations of both, using workshops for aspirant, but under-resourced, visual creatives. They will be consulted for understanding how <a href="https://www.createwith.net/">Create With</a>'s new functional specifications for <a href="https://www.createwithpixels.com/">https://www.createwithpixels.com</a> might provide better access for young South Africans.<br />
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By addressing these three concerns, my Post-doc research should make a solid contribution to the field of African design. It addition to its novel exploration of bitmap designers' content and circumstances, it should also generate interesting findings concerning the meanings of 'access', plus the differences between two design approaches' outcomes for collaborative software localisation.<br />
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</style><div class="blogger-post-footer">An update from travisnoakes.co.za. All posts and comments published to www.travisnoakes.co.za are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License at https://creativecommons.org/licenses/by-nc-sa/4.0/.</div>Travis Noakeshttp://www.blogger.com/profile/12001873863913970420noreply@blogger.com0Cape Town, South Africa-33.9248685 18.424055299999964-34.768186 17.133161799999964 -33.081551000000005 19.714948799999963