In times of global capitalist crisis we are witnessing a return of critique in the form of a surging interest in critical theories (such as the critical political economy of Karl Marx) and social rebellions as a reaction to the commodification and instrumentalization of everything. On one hand, there are overdrawn claims that social media (Twitter, Facebook, YouTube, etc) have caused uproars in countries like Tunisia and Egypt. On the other hand, the question arises as to what actual role social media play in contemporary capitalism, crisis, rebellions, the strengthening of the commons, and the potential creation of participatory democracy. The commodification of everything has resulted also in a commodification of the communication commons, including Internet communication that is today largely commercial in character. This book deals with the questions of what kind of society and what kind of Internet are desirable, how capitalism, power structures and social media are connected, how political struggles are connected to social media, what current developments of the Internet and society tell us about potential futures, how an alternative Internet can look like, and how a participatory, commons-based Internet and a co-operative, participatory, sustainable information society can be achieved.

As we enter a new millennium, it is clear that we are in the midst of one of the most dramatic technological revolutions in history that is changing everything from the ways that we work, communicate, participate in politics, and spend our leisure time. The technological revolution centers on computer, information, communication, and multimedia technologies, is often interpreted as the beginnings of a knowledge or information society, and therefore ascribes technologies a central role in every aspect of life. This Great Transformation poses tremendous challenges to critical social theorists, citizens, and educators to rethink their basic tenets, to deploy the media in creative and productive ways, and to restructure the workplace, social institutions, and schooling to respond constructively and progressively to the technological and social changes that we are now experiencing.

Classic texts by thinkers from Althusser to Žižek alongside essays by leaders in interaction design and HCI show the relevance of critical theory to interaction design. Why should interaction designers read critical theory? Critical theory is proving unexpectedly relevant to media and technology studies. The editors of this volume argue that reading critical theory—understood in the broadest sense, including but not limited to the Frankfurt School—can help designers do what they want to do; can teach wisdom itself; can provoke; and can introduce new ways of seeing. They illustrate their argument by presenting classic texts by thinkers in critical theory from Althusser to Žižek alongside essays in which leaders in interaction design and HCI describe the influence of the text on their work. For example, one contributor considers the relevance Umberto Eco's “Openness, Information, Communication” to digital content; another reads Walter Benjamin's “The Author as Producer” in terms of interface designers; and another reflects on the implications of Judith Butler's Gender Trouble for interaction design. The editors offer a substantive introduction that traces the various strands of critical theory. Taken together, the essays show how critical theory and interaction design can inform each other, and how interaction design, drawing on critical theory, might contribute to our deepest needs for connection, competency, self-esteem, and wellbeing. Contributors Jeffrey Bardzell, Shaowen Bardzell, Olav W. Bertelsen, Alan F. Blackwell, Mark Blythe, Kirsten Boehner, John Bowers, Gilbert Cockton, Carl DiSalvo, Paul Dourish, Melanie Feinberg, Beki Grinter, Hrönn Brynjarsdóttir Holmer, Jofish Kaye, Ann Light, John McCarthy, Søren Bro Pold, Phoebe Sengers, Erik Stolterman, Kaiton Williams., Peter Wright Classic texts Louis Althusser, Aristotle, Roland Barthes, Seyla Benhabib, Walter Benjamin, Judith Butler, Arthur Danto, Terry Eagleton, Umberto Eco, Michel Foucault, Wolfgang Iser, Alan Kaprow, Søren Kierkegaard, Bruno Latour, Herbert Marcuse, Edward Said, James C. Scott, Slavoj Žižek

The digital, in the form of technologies, scenarios, objects, processes, and relational and interactional structures, is increasingly becoming central to understanding culture, society, human experience, and the social world. It permeates our society’s practices, symbols, and shared meanings, and it makes old distinctions, such as the one between online and offline, real and virtual, and material and immaterial, obsolete. It also introduces digitally native objects of research, such as cyber-bullying and digital identities, which have a direct impact on mainstream sociological problems.

Digital Democracy, Social Media and Disinformation discusses some of the political, regulatory and technological issues which arise from the increased power of internet intermediaries (such as Facebook, Twitter and YouTube) and the impact of the spread of digital disinformation, especially in the midst of a health pandemic. The volume provides a detailed account of the main areas surrounding digital democracy, disinformation and fake news, freedom of expression and post-truth politics. It addresses the major theoretical and regulatory concepts of digital democracy and the ‘network society’ before offering potential socio-political and technological solutions to the fight against disinformation and fake news. These solutions include self-regulation, rebuttals and myth-busting, news literacy, policy recommendations, awareness and communication strategies and the potential of recent technologies such as the blockchain and public interest algorithms to counter disinformation. After addressing what has currently been done to combat disinformation and fake news, the volume argues that digital disinformation needs to be identified as a multifaceted problem, one that requires multiple approaches to resolve. Governments, regulators, think tanks, the academy and technology providers need to take more steps to better shape the next internet with as little digital disinformation as possible by means of a regional analysis. In this context, two cases concerning Russia and Ukraine are presented regarding disinformation and the ways it was handled. Written in a clear and direct style, this volume will appeal to students and researchers within the social sciences, computer science, law and business studies, as well as policy makers engaged in combating what constitutes one of the most pressing issues of the digital age.

Can behaviour on social media predict future purchase patterns? Can what we click on social media foresee which political party will we vote for? Can the information we share on our wall foretell the next series I might want to watch? Can the likes on Instagram and Facebook predict the time one will spend on digital platforms in the next hour? The answer is no longer science fiction. It points to the ability of mainstream social media platforms such as Facebook and Twitter to be able to deliver specialised advertising services to highly targeted audience segments controlled by the billions of devices that flood our daily lives. At the same time, it highlights a more relevant problem: can social media guide, suggest or impose a certain behaviour or thought? Everything seems to indicate that they can do it. Predictive Technology in Social Media comprises 10 essays that reflect on the power of the predictive technology of social media in culture, entertainment, marketing, economics and politics. It shows, from a humanistic and critical perspective, the predictive possibilities of social media platforms, as well as the risks this entails for cultural plurality, everyday consumption, the monopolistic concentration of the economy and attention, and democracy. The text is an invitation to think, as citizens, about the unbridled power we have ceded to digital platforms. A new voice to warn about the greatest concentration of communicative power ever seen in the history of humanity.

Film has become a cultural staple across the world. As with literature, film can be used to inform, entertain, inspire critical thinking, educate, and more. As such, it is a useful tool to implement in the classrooms of all levels and subjects. It is essential to explore the implementation of film in classrooms and the multiple teaching methodologies surrounding it. Enhancing Education Through Multidisciplinary Film Teaching Methodologies provides strategies that emphasize close reading, analysis, curricular connections, and composing through film. It examines both the theory and practice that surrounds the use of film in K-12 and post-secondary classroom instruction from a multidisciplinary perspective. Covering topics such as critical cultural awareness, literacy education, and film pedagogies, this premier reference source is an essential resource for preservice teachers, teacher educators, faculty and administrators of both K-12 and higher education, librarians, researchers, and academicians.

Questioning society and one’s place in it is a common theme in both comedy and sociology. Understanding and subverting hierarchies and norms, exploring deviance and taboos, and relating lived experience to broader questions all hold a crucial place for them both. Introduction to Sociology Through Comedy teaches foundational sociological concepts using comedy, first considering the history of sociology before employing examples from comedians – including standalone comedy bits, sketches, characters, and scenes – to illustrate a specific theory, concept, or social phenomenon. The profession of comedy is then used as a case study for the application of sociological concepts, such as impression management, social stratification, racial segregation, deviance, and stigma, allowing readers to gain familiarity with the concepts while simultaneously practicing their application. This book explains why we laugh by applying theories of humor, which will bolster students’ understanding of sociological principles by forcing them to question their own assumptions – helping them to put why they laugh into sociological terms.