Figure - uploaded by Deborah Lupton
Content may be subject to copyright.
Source publication
This is a chapter providing an overview of digital sociology, published in Public Sociology (4th edition). It includes suggestions for teaching prompts and discussion questions, further reading and suggestions for websites and films/documentaries to use for teaching.
Context in source publication
Context 1
... across the globe have becoming linked together by digital media and networks in unprecedented ways, allowing for the fast and efficient flow of information across these networks. Table 1 provides a timeline of important digital media technologies that have emerged since the turn of the twenty-first century. This indicates the scale of innovation and rapid adoption of platforms such as Wikipedia, iTunes, Facebook and Twitter and devices such as smartphones and tablet computers over a relatively short space of time. ...Citations
In this paper, we argue that digital platforms play an important role within higher education, not least of all when Covid-19 has made remote working the norm. An increasingly rich field of theoretical and empirical work has helped us understand platforms as socio-technical infrastructures which shape the activity of their users. Their insertion into higher education raises urgent institutional questions which necessitate dispensing with the individualised mode of analysis and instrumentalised conception of technology which often accompany these topics. We outline an alternative approach through a case study of social media in the 2014 Research Excellence Framework, exploring the incorporation of platforms into research evaluation. Our findings suggest social media is invoked differently across disciplinary groupings, as well as platform metrics being cited in a naive and problematic matter. We offer a neo-institutionalist analysis which identifies a tendency towards isomorphism, with perceived ‘best practice’ being seized upon in response to uncertainty. We suggest such an approach is urgently needed given the role which digital platforms will play in building the post-Pandemic university.
We tested the utility of applying the Verifiability Approach (VA) to witness statements after a period of delay. The delay factor is important to consider because interviewees are often not interviewed directly after witnessing an event. A total of 64 liars partook in a mock crime and then lied about it during an interview, seven days later. Truth tellers (n = 78) partook in activities of their own choosing and told the truth about it during their interview, seven days later. All participants were split into three groups, which provided three different verbal instructions relating to the interviewer’s aim to assess the statements for the inclusion of verifiable information: no information protocol (IP) (n = 43), the standard-IP (n = 46) and an enhanced-IP (n = 53). In addition to the standard VA approach of analysing verifiable details, we further examined verifiable witness information and verifiable digital information and made a distinction between verifiable details and verifiable sources. We found that truth tellers reported more verifiable digital details and sources than liars.
