{[ promptMessage ]}

Bookmark it

{[ promptMessage ]}

fms351-L15-reading02

fms351-L15-reading02 - stronger versiong it may e wider...

Info icon This preview shows pages 1–3. Sign up to view the full content.

View Full Document Right Arrow Icon
stronger versiong it may e wider socio-technical t theoretical approaches nerican political econo- tronger foundations for iationship between new enisation, and their rela- I patterng and forms of rital backdrop to current CTs marks a'fifth long Jre emergence of a 'new t, value-added serviceg ive impact of network )w economy is found in l proposes that the new rd that the cumulative rn technology paradigm rte eighteenth century. nges upon the global labour force, global forms of resistance to aims to develop a profoundly global culture it is not without its ing of culture as for more comparative ing to new media ioloeical accounts of of how new <www.oecd.org>. The media on the world's foeconl>. Developed site provides valuable perspective. inter-disciplinary research and policy li E4 UIRTUf,L CULTURES The history of new media technologies is frequently told as a history of computers and networks: a history of RAM, hard disk capacity, packet switching, and TCP/IP. Such technological developments would, howeve4 be limited in their significance if they had not also been accompanied by changes in how people use these technologies, and how they transform modes of social interaction. One of the most interesting elements of the development of the Internet as a global communications network has been the rise of virtual communities, or virtual cultures, based around ongoing interactions among those participating in computer-mediated communication [CMC). This chapter will consider the rise in virtual cultures through CMC, their relationship to debates about the democratic and community-building potential of the Internet, and some case studies of such virtual cultures. This will lead to consideration of the digltal divide, or questions of inclusion and social exclusion from such forms of interaction and participation, as well as cuestions of identitv and the self in virtual environments.
Image of page 1

Info icon This preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
I 6:l n I t- o c ! C ! m o ds rl& 4S z F- ) o o E F z z < o u,,l = lrJ z The chapter also considers new forms of 'social software'to have emerged such as collaborative and open publishing and weblogs ('blogs'J, and evaluates their relationship to current debates about the significance ofsocial capital to the development of communities and political interactiorr. gf, Virtual communities and online identities In perhaps the most famous early account of CMC-based online cultures, Howard Rheingold defined virtual communities as 'social aggregations that emerge from the Net when enough people carry on those public discussions [using the Internet] long enough, with sufficient human feeling, to form webs of personal relationships in cyberspace' (Rheingold 1994: 5J. While recognising that the origins of the Internet lay in the US military-industrial-governmental complex, Rheingold observed that the democratic potential of CMC lay in the decentralised nature of such networked communications, which presented, in a way very different to one-to-many mass media, the possibility to 'piggyback alternate networks on the mainstream infrastructure', and 'use CMC
Image of page 2
Image of page 3
This is the end of the preview. Sign up to access the rest of the document.

{[ snackBarMessage ]}

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern