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  • 201.
    Berg, Martin
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Behind the Screen: Communicative capitalism and automated social structures2012Conference paper (Refereed)
    Abstract [en]

    During the last few years, numerous journal articles aiming at discerning the impact and possible meanings of social network sites (SNS) such as Facebook and Twitter have been published. It is often argued that SNS significantly diverge from earlier forms of web communities since they are centred around the individual actor rather than themes of interest. An important aspect of these changes is that SNS allow for the construction of a public or semi-public profile through which it is possible to put on display a list of shared social connections which, in turn, makes it viable to browse the social connections of other users. Although being important aspects of SNS, these observations do not account for the automated data processing of harvested personal information that constitute the very motor of these sites. Drawing on an analysis of an extensive empirical material consisting of approximately 470 self-reflexive diary entries on the subject of Facebook use, authored by people between the ages of 22 and 68 together with an exploration of the ways in which Facebook gathers and processes personal and interactional data in order to provide what is assumed to be an enhanced user experience, this paper aims at establishing a sociological understanding of the interrelationship between social practices and automated social structures on Facebook. Taken as a whole, this paper contributes to an understanding of SNS by relating social practices to the automated social structures that (for commercial reasons) emerge within SNS thus rendering creative identity performances problematic. In so doing, it provides an important account of how bodies, selves and technologies intersect and relate to new forms of power in contemporary communicative capitalism. 

  • 202.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Bloggen som forskningsredskap2010Other (Other (popular science, discussion, etc.))
  • 203.
    Berg, Martin
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Checking in at the urban playground: Digital geographies and electronic flâneurs2011In: Networked Sociability and Individualism: Technology for Personal and Professional Relationships / [ed] Francesca Comunello, Hershey: IGI Global, 2011, p. 171-196Chapter in book (Refereed)
    Abstract [en]

    Taking its point of departure in a critical discussion of the imagined dividing line between physical and digital spaces, this chapter demonstrates a socio-spatial turn in Internet studies and sets out to explore the meaning of locative technologies as an illuminating example of how such spatial boundaries increasingly collapse. Being empirically grounded in an analysis of twelve qualitative interviews with users of the applications Foursquare and Gowalla, this chapter focuses on the interplay between what is termed electronic flâneurs and digital geographies and demonstrates in what ways the use of locative technologies provokes changes at two levels in the social realm; first, by adding a communicative digital layer to the spatial organisation of physical space and second, by adding a spatially bound layer to interactions in digital space.

     

  • 204.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    ”Cumming” to Terms with Communicative Capitalism2012Conference paper (Refereed)
    Abstract [sv]

    The last few years have witnessed a dramatic increase in the number of services and applications that facilitate online social interaction of various kinds. Contemporary accounts of the social web most often take their point of departure in an analysis of Social Network Sites (SNS) such as Twitter and Facebook. In contrast to such an endeavour, this paper shifts focus from the social realm of SNS to social interactions that occur through and around amateur sex-cam services such as cam4.com, which is a service claiming to be ”the largest worldwide webcam community”. Cam4.com allows the users to broadcast themselves while having sex, masturbating or simply engaging in exhibitionist practices of different sorts. Every broadcast is accompanied by a public chat which provides a possibility to communicate with the viewers as well as a ”tip box” through which viewers can make economic transactions to the broadcasting user. These transactions are often closely related to the bodily sexual practices of the users and it is frequently said that a certain amount of tips is required for making an orgasm (or similar activity) taking place. This paper takes its point of departure in an analysis of various forms of social interaction on cam4.com in order to establish an understanding of the relationship between bodily practices and communicative acts in light of the electronically mediated setting by which their performance is facilitated and interconnected. This analysis, in turn, is related to a broader theoretical framework that builds upon a critical assessment of the works of George H. Mead (1934), Judith Butler (1990) and Anthony Giddens (1992) together with a reconfiguration of Jodi Dean’s (2005, 2010a, 2010b) notion of ”communicative capitalism” which designates a very specific form of late capitalism which is materialised in the bits and bytes of the network society. Taken as a whole, this paper provides a deeper understanding of the processes involved in contemporary online (bodily) communication while at the same time positioning these microsociological matters in a broader macroscopical theoretical framework.

  • 205.
    Berg, Martin
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Deltagande netnografi2015In: Handbok i kvalitativa metoder / [ed] Göran Ahrne & Peter Svensson, Stockholm: Liber, 2015, 2, p. 142-156Chapter in book (Other academic)
  • 206.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Den osynlige humanisten2011Other (Other (popular science, discussion, etc.))
  • 207.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Det draperade jaget2011Other (Other (popular science, discussion, etc.))
  • 208.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Det personliga varumärket och ofrihetens ekonomi2011Other (Other (popular science, discussion, etc.))
  • 209.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Social Change, Learning and Social Relations (SLSR).
    Där tran(s)orna slutar dansa: Facebook och den andres automatisering2012In: En gestalt, många berättelser: En vänbok till Lars-Erik Berg / [ed] Jessica Mjöberg och Anette Lundin, Skövde: Högskolan i Skövde, Institutionen för teknik och samhälle , 2012, p. 93-113Chapter in book (Other academic)
  • 210.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Facebook: Att återupptäcka gårdagen2011Other (Other (popular science, discussion, etc.))
  • 211.
    Berg, Martin
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Facebook: Automated structures and reflexive social practices2012Conference paper (Refereed)
    Abstract [en]

    During the last few years, numerous journal articles aiming at discerning the impact and possible meanings of social network sites (SNS) such as Facebook and Twitter have been published. It is often argued that SNS significantly diverge from earlier forms of web communities since they are centred around the individual actor rather than themes of interest. An important aspect of these changes is that SNS allow for the construction of a public or semi-public profile through which it is possible to put on display a list of shared social connections which, in turn, makes it viable to browse the social connections of other users. Although being important aspects of SNS, these observations do not account for the automated data processing of harvested personal information that constitute the very motor of these sites. Drawing on an analysis of an extensive empirical material consisting of approximately 470 self-reflexive diary entries authored by people between the ages of 22 and 68 together with an exploration of the ways in which Facebook gathers and processes personal and interactional data in order to provide what is assumed to be an enhanced user experience, this paper aims at establishing a sociological understanding of the interrelationship between social practices and automated social structures on Facebook. This paper provides an important contribution to contemporary sociological studies of new media by relating social practices to the automated social structures that (for commercial reasons) emerge within social network sites thus rendering creative identity performances problematic.

  • 212.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Facebook och friheten som sköt sig i foten2011Other (Other (popular science, discussion, etc.))
  • 213.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Facebook Places och den elektroniska flanören2011Other (Other (popular science, discussion, etc.))
  • 214.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Forskningsprocesser och öppenhetens politik2011Other (Other (popular science, discussion, etc.))
  • 215.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM).
    George Herbert Mead2013In: Relationell socialpsykologi: Klassiska och samtida teorier / [ed] Henrik Stenberg & Bo Isenberg, Stockholm: Liber, 2013, p. 16-34Chapter in book (Other academic)
  • 216.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Gör språket dig tjock?2011Other (Other (popular science, discussion, etc.))
  • 217.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Hur blir man sociolog (och andra svåra frågor)?2011Other (Other (popular science, discussion, etc.))
  • 218.
    Berg, Martin
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Improve me! 100 days of wristband guidance2015Conference paper (Refereed)
    Abstract [en]

    Body monitoring devices are increasingly turning into machines that not only track personal activity but also provide suggestions on how to lead a life that is assumed to be continuously improved. By measuring, interpreting and correlating various data sources, these devices are assumed to provide an understanding that goes beyond everyday self knowledge. Although these devices most certainly can provide information on how to run faster or sleep better, it remains unclear how it feels to gain a deeper understanding of oneself by means of a technological device. This paper approaches this question in an auto-ethnographic study (by the author of this paper) where the Jawbone UP wristband and the ”Smart Coach” insight and coaching ”engine” will be used and the suggestions for improvement slavishly followed during 100 days. This system crunches personal data in various ways in order to provide ”actionable insights and uniquely personalized guidance” (jawbone.com).

  • 219.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Social Change, Learning and Social Relations (SLSR).
    Interpassivity and social network subjectivity2012Conference paper (Refereed)
    Abstract [en]

    During the last few years, a steady stream of journal articles and conference papers with the aim of discerning the impact and possible meanings of social network sites (SNS) have been published. It is often argued that SNS diverge significantly from earlier forms of web communities since they are centred around the individual actor rather than themes of interest. Although providing a solid understanding of the social dynamics surrounding identity performance and self-presentation, most researchers have not sufficiently assessed the interrelationship between the conditions of social interaction on SNS and subjectivity. Being of crucial importance for any understanding of the relationship between participatory action and identity performance, an analysis of the conditions of subjectivity illuminates fundamental social processes of importance to the general understanding of the implications of SNS. Drawing on an analysis of an extensive empirical material consisting of approximately 470 self-reflexive diary entries authored by people between the ages of 22 and 68, the purpose of this paper is to explore the changed conditions of subjectivity on SNS by addressing two interrelated themes. First, this paper aims at understanding the possible implications of the fact that social and symbolic content increasingly becomes delivered to the individual through personalised feeds, thus invigorating a state of interpassivity through which the social network acts on its own behalf. Secondly, this paper strives at understanding what it means that other individuals occupy a salient role in the individual self-presentation. In what ways does this state of affairs affect the processes through which individual subjectivity is continuously enabled and negotiated? This paper explores crucial aspects of the social and interactional terrain of SNS thus attempting to provide a theoretical and conceptual apparatus, mainly by the concepts interpassivity and social network subjectivity, that can further strengthen research on SNS.

  • 220.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Social Change, Learning and Social Relations (SLSR).
    It’s quiet! What are they talking about?: Auto-ethnographic Reflections on Silence and Mediated Interactions in a Digital Workplace Environment2011In: The Work Environment: Impact of Technological, Social and Climate Change / [ed] Maria Albin, Johanna Alkan-Olsson, Mats Bohgard, Kristina Jakobsson, Björn Karlson, Peter Lundqvist, Mikael Ottosson, Fredrik Rassner, Måns Svensson, and Håkan Tinnerberg, Göteborg: Arbete och Hälsa, University of Gothenburg , 2011, p. 11-Conference paper (Refereed)
    Abstract [en]

    The last few years have witnessed an increased development of applications and services aimed at organisational communication and interaction. Instant messaging, enterprise social networks and web-based systems for time tracking are often assumed to facilitate organisational communicative practices. While providing a vast array of possibilities, applications and services of this kind also provoke changes at the level of social interaction and communication in the physical workplace environment. Taking its point of departure in an auto-ethnographic account of processes involved in the author’s becoming part of a digital workplace environment, this paper critically considers core characteristics of organisational communicative technologies as well as their social and material implications. In overall terms, this paper suggests that technologies of this kind allows for a layering of the workplace environment that facilitates the establishment of serendipitous relationships and interactions as well as providing a blurring of the boundaries of corporate positions and hierarchies while simultaneously giving rise to a complex set of surveillance techniques and power relations.

  • 221.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    McFacebook och den sociala snabbmaten2011Other (Other (popular science, discussion, etc.))
  • 222.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Netnografi2011In: Handbok i kvalitativa metoder / [ed] Göran Ahrne och Peter Svensson, Malmö: Liber, 2011, p. 118-130Chapter in book (Other academic)
  • 223.
    Berg, Martin
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Netnografi: Att forska om och med internet2015 (ed. 1:1)Book (Other academic)
    Abstract [sv]

    ”Det är väl bara att googla ... ” Allt fler forskare och studenter upplever ett behov av att använda sig av internet i sin forskning. I regel uppstår då en rad frågor om hur detta ska gå till. Den här boken ger en grundlig introduktion till netnografin som vetenskaplig metod för att forska om och med hjälp av internet.

    Boken bidrar med en förståelse för internet som struktur, artefakt, redskap och umgängesyta samtidigt som en förståelse utvecklas för det sociala och kulturella liv som blomstrar på, med och i relation till internet. Författaren beskriver hela den netnografiska forskningsprocessen – från forskningsfråga till publicerat forskningsresultat – på ett sätt som tar internets villkor och möjligheter på allvar för att kunna utnyttja dess potential. 

  • 224.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Nya Facebook och sammanträffandets autenticitet2011Other (Other (popular science, discussion, etc.))
  • 225.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Nyårslöftets sociologi: lagbrottets njutning2011Other (Other (popular science, discussion, etc.))
  • 226.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Nätporr och det förlösande kapitalet2011Other (Other (popular science, discussion, etc.))
  • 227.
    Berg, Martin
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Participatory trouble: Towards an understanding of algorithmic structures on Facebook2014In: Cyberpsychology : Journal of Psychosocial Research on Cyberspace, ISSN 1802-7962, E-ISSN 1802-7962, Vol. 8, no 3, article id 2Article in journal (Refereed)
    Abstract [en]

    Several studies have engaged in understanding how the internet and online platforms increase political engagement through various forms of online participation and leverage social collective action. This article advances this line of research by exploring how social network sites in general and Facebook in particular are fuelled by algorithms that affect and become entangled with social practices on these sites. The article is empirically grounded in an analysis of 66 self-reflexive diaries on Facebook use and studies algorithmic structures on Facebook by exploring how personalized social feeds affect the experienced relationship between self and others as well as the readiness to share information to a network of peers. In contrast to studies that position online platforms as strengthening participatory political action, this article argues that it is necessary to take into account how algorithmic structures affect interpersonal relationships and the experienced ability to engage in participatory practices. © 2014, Masaryk University. All rights reserved.

  • 228.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Professorsporträtt #1: Elisabet Näsman2011Other (Other (popular science, discussion, etc.))
  • 229.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Professorsporträtt #2: Katarina Sjöberg2011Other (Other (popular science, discussion, etc.))
  • 230.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Professorsporträtt #3: Carl-Göran Heidegren2011Other (Other (popular science, discussion, etc.))
  • 231.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Professorsporträtt 4: Stefan Svallfors2012Other (Other (popular science, discussion, etc.))
  • 232.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Social Change, Learning and Social Relations (SLSR).
    Rationalized Intimacy and Disciplinary Social Networks2010Conference paper (Refereed)
  • 233.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Social Intermediaries and Object-Centred Sociability2011Conference paper (Refereed)
    Abstract [en]

    During the last few years, a steady stream of journal articles and conference papers with the aim of discerning the impact and possible meanings of social network sites (SNS) have been published. It is often argued that SNS significantly diverge from earlier forms of web communities since they are centred around the individual actor rather than themes of interest. According to boyd and Ellison (2007), an important aspect of these changes is that SNS allow for the construction of a public or semi-public profile through which it is possible to put on display a list of shared social connections which, in turn, makes it viable to browse the social connections of other users. By demonstrating the social connections to others, an establishment of latent social ties is facilitated and thus, as Haythorntwaite (2005) has demonstrated in depth, a form of connectivity emerges that makes otherwise unconnected others connect. Following these lines of thoughts, this paper aims at establishing an understanding of SNS which takes into account two interrelated yet hitherto undertheorised themes. First, SNS such as Facebook and Twitter, have largely come to function as mediators of social and symbolic content which in turn provide the basis for social interaction. Following the arguments of Knorr-Cetina (1997), among others, this paper explores the fact that communication on SNS occurs through a shared social object which is not only mediated but also structured thus allowing for a certain kind of object-centred sociability. Secondly, taking into account the emergence of such a sociability, this paper suggests that SNS are not so much mechanisms for self-presentation and social interaction as they can be regarded as social intermediaries which subject social and symbolic content to the specific structure of the digital interface. Taken as a whole, this paper provides an exploratory understanding of emerging social structures in digital culture thus illuminating important facets of social interaction and communication in contemporary society. 

    boyd, d. m., & Ellison, N. B. (2007). Social Network Sites: Definition, History, and Scholarship. Journal of Computer-Mediated Communication, 13(1), 210-230. 

    Cetina, K. K. (1997). Sociality with Objects: Social Relations in Postsocial Knowledge Societies. Theory, Culture & Society, 14(1), 1-30. 

    Haythornthwaite, C. (2005). Social networks and Internet connectivity effects. Information, Communication & Society, 8(2), 125-148. 

  • 234.
    Berg, Martin
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Social Intermediaries and the Location of Agency: A Conceptual Reconfiguration of Social Network Sites2012In: Contemporary Social Science, ISSN 2158-2041, E-ISSN 2158-205X, Vol. 7, no 3, p. 321-333Article in journal (Refereed)
    Abstract [en]

    Over recent years significant changes in the nature of online communication have taken place, not the least because of the emergence of Web 2.0 and the subsequent proliferation of Social Network Sites (SNS). These changes illuminate the need for having a precise conceptual apparatus that can grasp the complexity of contemporary online phenomena and their social dynamics. Exploring various accounts of SNS as part of the wider Web 2.0 realm, this paper approaches the widespread assumption that SNS bring forth a number of changes in the social as well as institutional arrangements surrounding their being used. Distinguishing between an instrumental and an institutional approach towards SNS, this paper suggests that contemporary research on SNS is roughly divided into two broad streams, one that focuses on how SNS are brought into service by users, and the other on how SNS bring users into service. The difference between these approaches is framed by suggesting a conceptual separation between individual-oriented and system-oriented agency. In order to overcome the difficulties attached to understanding the social dynamics of SNS as a distinct application within the Web 2.0 realm, it is argued that the term ‘social intermediaries’ offers a way to conceptualise SNS with respect to their functional position in the social realm, thus providing an important alternative to contemporary instrumental and institutional accounts. © 2012 Copyright Academy of Social Sciences.

  • 235.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Social Intermediaries as the Third Other: Web 2.0 and the Conceptualisation of Sociality and Agency2011Conference paper (Refereed)
    Abstract [en]

    Over recent years significant changes in the nature of online communication have taken place, not the least because of the emergence of Web 2.0 and the subsequent proliferation of Social Network Sites (SNS). These changes have provided researchers, scholars and critics with a multi-levelled field of investigation while at the same time illuminating the need for having a precise conceptual apparatus which bears a possibility to account for the social dynamics of contemporary online phenomena. This paper explores the possibility to understand the various appearances of Web 2.0 and SNS as bringing forth a number of changes in the social as well as institutional arrangements surrounding their being used. In overall terms, these phenomena are conceptualised from a perspective that either focuses on individual instrumentality or institutional exploitation. Whereas the instrumental view primarily locates agency at the level of individual users and the personal benefits associated with the performance of various technologically mediated actions, the institutional view ascribes agency to the Web 2.0 applications which are assumed to commercially deploy their users as objects of inquiry and sources of information. In this paper, these ideas are further elaborated by suggesting a conceptual separation between individual- oriented and system-oriented agency that lays the foundation for developing a conceptual apparatus that accounts for the social dynamics of Web 2.0 and SNS. Taking the different ways of locating agency as a point of departure, it is furthermore suggested that the term ‘social intermediaries’ provides a possibility to conceptualise Web 2.0 and SNS from the perspective of their functional position in the social realm, thus providing an important alternative to contemporary instrumental and institutional accounts. Drawing on Georg Simmel’s understanding of sociality, the notion of social intermediaries is conceptualised as a ‘third Other’ that is assumed to intervene in the social realm and the processes as well as practices of of which it consists. 

  • 236.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Sociala algoritmer och brukat skratt2011Other (Other (popular science, discussion, etc.))
  • 237.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Sociala medier är en omöjlighet2011Other (Other (popular science, discussion, etc.))
  • 238.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Teknologisk socialitet och bokskrivandets problem2011Other (Other (popular science, discussion, etc.))
  • 239.
    Berg, Martin
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    The Archived Self: Online Data Processing and the Automated Re-Invention of Life History2012In: Proceedings of a Regular Session, Archives for Maintaining Community and Society in the Digital Age: Final Version (20120213), 2012Conference paper (Refereed)
    Abstract [en]

    During the last few years, numerous journal articles aiming at discerning the impact and possible meanings of social network sites (SNS) such as Facebook and Twitter have been published. It is often argued that SNS significantly diverge from earlier forms of web communities since they are centred around the individual actor rather than themes of interest. According to boyd and Ellison (2007), an important aspect of these changes is that SNS allow for the construction of a public or semi-public profile through which it is possible to put on display a list of shared social connections which, in turn, makes it viable to browse the social connections of other users. Although being important aspects of SNS, these observations do not account for the automated data processing of harvested personal information that constitute the very motor of these sites. Exploring the ways in which Facebook gathers and processes personal and interactional data in order to provide what is assumed to be an enhanced user experience, this paper aims at establishing a (micro-)sociological understanding of the interrelationship between social interaction and archival practices as well as processes on Facebook. Drawing on the theories of Mark Poster (1995/2006) and Michel Foucault (1990/1979) among others, this paper provides an important contribution to contemporary archive studies as well as a critical account of the increasingly automatised understanding of personal life history.

  • 240.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Social Change, Learning and Social Relations (SLSR).
    The “cyberqueer” option: A sociological take on queer qualitative methods2009Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    Drawing on my experience of “field work” within the web community qruiser.com, this presentation raises a number of questions related to the tension between sociological and queer modes of inquiry. Frequently, as Seidman suggests out, queer analyses consist of a “rendering of literary analysis into social analysis” (1995: 125). The social realm, however, is “often narrowed into categories of knowledge and culture while the latter is itself often reduced to linguistic, discursive binary figures” (ibid: 139). What are the possibilities of a queer sociological method and in what ways is it possible to overcome the problems that Seidman points out? It is my intention to further investigate these issues by turning to what Wakeford (2002) has named “cyberqueer research”. Is it a viable thought that web communities, as O’Brien proposes, make up “a site for studying the viability and implications of constructionist theories that emphasize ’doing gender’ as a social accomplishment” (2001: 79)? Following this line of thought, could a “cyberqueer research” help to overcome the inherent differences between sociological and queer modes of inquiry?

    O’Brien, Jodi. (2001), “Writing in the body: gender (re)production in online interaction”, in Marc A. Smith and Peter Kollock (eds.), Communities in Cyberspace. London & New York Routledge, 76-104.

    Seidman, Steven (1995), “Deconstructing Queer Theory or the Under-Theorization of the Social and the Ethical”, in Linda Nicholson and Steven Seidman (eds.), Social Postmodernism: Beyond Identity Politics. Cambridge: Cambridge University Press, 116-41.

    Wakeford, Nina (2002), “New Technologies and ’Cyber-queer’ Research”, in Diane Richardson and Steven Seidman (eds.), Handbook of Lesbian & Gay Studies. London: Sage, 115-44.

  • 241.
    Berg, Martin
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    The production of online space: Facebook and algorithmic metapower2014Conference paper (Refereed)
    Abstract [en]

    Explicitly focusing on Facebook, this paper aims at exploring the effects of algorithms as social structures and strives at advancing the study of how algorithms contribute to a production of online space and its impact on various social processes concerning self and subjectivity. Empirically, this papers departs from an analysis of approximately 470 self-reflexive diary entries about Facebook use, authored by people between the ages of 22 and 68. The findings are analysed by turning to core readings in the emerging field of software studies (Kitchin & Dodge 2011, Manovich 2013) along with the works of Henri Lefevbre (1999/1974) and Georg Simmel (2009/1908). In overall terms, this paper suggests that spatiality is still an important facet of contemporary online sphere yet in a radically different sense than early accounts of online space proposed. By exploring the changed characteristics of online space, this paper advances the ongoing discussion of algorithms as social structures as well as the possible surfacing of new forms of power and their general implications for everyday life (online). These are all matters that need to be taken seriously if research is supposed to establish an understanding of the complex nature of the digital world and the ways in which it feeds into, affects and become part of material social spaces.

  • 242.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Vernacular Sociology and Netnographic Explorations2011Conference paper (Refereed)
    Abstract [en]

    Although the history of the internet, and the social web in particular, is comparatively short, numerous publications have strived at establishing an understanding of what it means to undertake qualitative research on the internet. Early accounts of virtual ethnography or "netnography" focused mainly on the possibility to make use of web communities for researching identity performances and consumption patterns among other themes. During the last few years, the emergence of social network sites (SNS) has heavily redefined the social landscape of the internet since it involves a shift from thematically orientated communities to networks that are centred around the activity of the individual actor. Increasingly, these networks form the basis for a new way of interaction by means of user-generated content since people engage in social activities such as sharing, reviewing and commenting upon the information that each and other user generate. Taking these fundamental changes into account, Beer och Burrows (2007) point at the importance of adjusting research strategies to the conditions of the social web while at the same suggesting that users of SNS are to some extent already involved in a sort of vernacular sociology as part of their social practices. Taking these thoughts further, this paper sets forth to understand in what ways recent developments of SNS have provided a shift in the ways in which the social actor can possibly be delineated. Since SNS allow for a self-presentation and social interaction that largely depend upon the social connection to others, the conditions for communication and social interaction have been fundamentally altered and this state of affairs challenges the assumptions that underlie qualitative research in general and ethnograpy in particular. Theoretically elaborating on these thoughts, the overall objective with this paper is to explore the tensions between ethnographic practies on the internet and the fact that users of SNS are not only preoccupied with a vernacular sociology but are also, and more importantly, to a large extent delineated by their interpersonal actions and social connections. 

    Beer, D., & Burrows, R. (2007). Sociology And, of and in Web 2.0: Some Initial Considerations. Sociological Research Online, 12(5).

  • 243.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    What you need to know about the youth to become successful in the future: Föredrag och paneldebatt tillsammans med Prof. Thomas Johansson och Dr. Katarina Graffman.2011Conference paper (Other academic)
    Abstract [sv]

    Tillsammans med Katarina Graffman, doktor i antropologi och VD för InCulture, samt Thomas Johansson, professor i pedagogik vid Göteborgs universitet, höll jag ett kortare föredrag med påföljande diskussion på The Conference. Rubriken var satt till “What you need to know about the youth to become successful in the future” och redan dessa ord tyder på att det var fråga om en grannlaga uppgift. Hur skulle det vara möjligt för tre talare att under 45 minuter komma fram till något vettigt, säga det på ett begripligt sätt och dessutom vara någorlunda överens i det vi kom fram till? Det är stora frågor vi har att göra med då utveckling och design omtalas eftersom det inte på något vis är fråga om att bara skapa en cool eller praktisk grej, tjänst eller applikation på eget bevåg eller för kunds räkning. Snarare handlar det om att skapa produkter som på ett eller annat sätt får en plats i människors vardagsliv och som därifrån får betydande konsekvenser för hur vi lever våra liv. Kanske låter det överdrivet stort men det går inte längre att se nätet och dess olika applikationer som ett festligt eller praktiskt inslag i människors vardagsliv. Med tanke på den vikt som människor (och inte minst ungdomar) lägger vid nya medier av olika slag blir design- och utvecklingsprocesser snarare en fråga om att skapa och förändra de strukturer varvid vardagslivets olika skeenden häftas fast. För att lyckas med en sådan uppgift krävs det att långsiktiga relationer med användarna byggs upp och det är något som kräver en fördjupad förståelse av såväl det sociala sammanhang som användarna (som ju trots allt är människor) befinner sig i som deras komplexa relation till teknologi. Om detta talar jag, Katarina Graffman och Thomas Johansson.

  • 244.
    Berg, Martin
    et al.
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM).
    Grafström, Maria
    Samhällsvetenskapliga fakulteten, Stockholms centrum för forskning om offentlig sektor (SCORE), Stockholm, Sverige.
    Att samverka2014In: Efter festen: Om konsten att utvecklas från doktor till docent, eller en överlevnadsguide för den postdoktorala tillvaron / [ed] Sara Eldén & Anna Jonsson, Lund: Studentlitteratur, 2014, 1, p. 197-212Chapter in book (Other academic)
  • 245.
    Berg, Martin
    et al.
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Sjunnesson, Joakim
    Lunds universitet.
    ICOTW: Internet flyttar hemifrån2011Report (Other academic)
  • 246.
    Berg, Martin
    et al.
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Wickman, Jan
    Åbo Akademi; Gästforskare vid Centrum för genusvetenskap, Lunds universitet.
    Queer2010Book (Other academic)
    Abstract [sv]

    Queerteorin har fått ett stort genomslag inom forskning och debatter om kön, genus och sexualitet. I den här boken presenteras "klassisk" amerikansk queerteori och utvecklingen av queerforskningen fram till våra dagar. Den diskuterar de spänningar som uppstår i en sociologisk tillämpning och erbjuder en analys av den lokala utformningen av perspektivet i Sverige och Norden.

  • 247.
    Bergenfelz, Charlotte
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Silverglimth, Fredrik
    Halmstad University, School of Education, Humanities and Social Science.
    Att designa bort det oönskade: Exkluderande design i Göteborg och Västsverige2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to explore different forms of unpleasant design in public and semi-public spaces and what potential consequences such design may have on different social groups. The results are based on focused observations of the physical designs themselves, primarily in Gothenburg, Sweden, in triangulation with text analysis of official documentations of land use and zoning plans.

    The findings indicate that a variety of designs were used throughout the observed public and semi-public spaces, some of which can be seen as unpleasant. Most of the observed seating options were located within privatised businesses, signalling the need to be a consumer to use these semi-public spaces. Semi-public spaces that are inaccessible during the night as well as anti-skate obstacles were other observed designs that targeted a certain group or behaviour. Four social groups were found to be more of a target or sufferer of the designs: the homeless, people with disabilities, the destitute, and skateboarders. In contradiction to previous research a substantial amount of the observed designs can be perceived as inclusive rather than only exclusionary.

  • 248.
    Bergenfelz, Charlotte
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Silverglimth, Fredrik
    Halmstad University, School of Education, Humanities and Social Science.
    "Religionen, hejdå! Ateism, välkommen!": Nyanlända elevers självpositionering och upplevelser av religionskunskapsundervisningen i Sverige2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to explore how recently immigrated pupils perceive religion based on two themes. The first theme deals with how these students position themselves in regard to religious traditions, and how these positions might have changed in the diaspora. The second theme deals with how the pupils experience Religious Education (RE) in Sweden. The results are based on semi-structured interviews with six recently immigrated pupils and their RE teacher. Critical discourse analysis and postcolonialism are used as theoretical and analytical approaches.

    The findings on the first theme indicate that most of the pupils do not see themselves as religious, and instead refer to themselves as believers, and their religious practice is characterised by a large variation. Five of the six pupils come from a muslim background, and the language these pupils use show signs of stereotyping muslims. All the muslim pupils describe a change in belief and a decrease in practice as a result of being in diaspora. The findings on the second theme indicate that the pupils generally have a positive experience of their RE in Sweden. One pupil had a negative view of the education, which was seen as a leading factor in becoming an atheist. The teaching and study materials used in the classroom were perceived as good or neutral in their depiction of islam, which does not match the findings of previous research, although some of the muslim pupils remarked on a few inaccuracies.

  • 249.
    Berglund, Hanna
    Halmstad University, School of Education, Humanities and Social Science.
    Stereotypes of British Accents in Movies: A Speech Analysis of Character Types in Movies with British Accents2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay deals with the use of linguistic stereotypes in three different movies with British accents, namely Harry Potter and the Order of the Phoenix, The Lord of the Rings: The Fellowship of the Ring and Narnia: The Lion the Witch and the Wardrobe, with a main focus on phonology. It investigates whether attitudes towards British accents found in studies about ideological beliefs about accent variation are reflected in the selected movies and discusses the notion of linguistic identity. The essay analyses how studies of perceived prestige and attractiveness of accents correlates to the character types males, females, main heroes, villains, comic relief and mentors in the selected movies. The essay finds a correlation between Received Pronunciation and every character type. It also finds that accents rated high on the discussed lists most often correlate to the character types mentor, villain and hero, while accents lower down on the list correlates with the character types comic relief and villains. The use of accents in these movies is probably intentional and not coincidental.

  • 250.
    Berglund, Josephine
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Forsberg, Andreas
    Halmstad University, School of Education, Humanities and Social Science.
    Skrivutveckling i svenskämnet: Vad kan läraren göra för att främja elevers skriftliga förmågor?2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Det som lyfts fram i denna litteraturstudie är bland annat de metodersom används för att främja elevers skrivutveckling, samt vad som krävs. Det som lyfts fram i denna litteraturstudie är bland annat de metodersom används för att främja elevers skrivutveckling, samt vad som krävs för att lärare skall få chansen att utveckla den undervisning de bedriver.Syftet med denna litteraturstudie är att undersöka vad som bidrar till godskrivutveckling för elever i grundskolan. Den frågeställning vi Det som lyfts fram i denna litteraturstudie är bland annat de metodersom används för att främja elevers skrivutveckling, samt vad som krävsför att lärare skall få chansen att utveckla den undervisning de bedriver.Syftet med denna litteraturstudie är att undersöka vad som bidrar till godskrivutveckling för elever i grundskolan. Den frågeställning vi skallförhålla oss till och försöka besvara är: vad kan, enligt forskning, hjälpagrundskoleelever att utveckla sina skriftliga förmågor i ämnet svenska?För att kunna besvara vår frågeställning har vi gjort systematiskaartikelsökningar genom databaserna Swepub och ERIC. Resultaten idenna litteraturstudie visar att undervisningens upplägg kringskrivuppgifter och hur de är konstruerade kan vara avgörande för eleversskrivutveckling. Även lärares utbildning och möjligheter till fortbildningär betydande för hur elever utvecklar sina skriftliga förmågor. Resultatenutmynnar i vår slutsats som, oavsett om lärare har implementerademetoder i sin undervisning eller ej, så kommer varken lärare eller eleveratt utvecklas om inte lärarna får möjlighet till reflektion över undervisningen eller fortbildning inom ämnet.skall förhålla oss till och försöka besvara är: vad kan, enligt forskning, hjälpa grundskoleelever att utveckla sina skriftliga förmågor i ämnet svenska?För att kunna besvara vår frågeställning har vi gjort systematiska Det som lyfts fram i denna litteraturstudie är bland annat de metodersom används för att främja elevers skrivutveckling, samt vad som krävsför att lärare skall få chansen att utveckla den undervisning de bedriver.Syftet med denna litteraturstudie är att undersöka vad som bidrar till godskrivutveckling för elever i grundskolan. Den frågeställning vi skallförhålla oss till och försöka besvara är: vad kan, enligt forskning, hjälpagrundskoleelever att utveckla sina skriftliga förmågor i ämnet svenska?För att kunna besvara vår frågeställning har vi gjort systematiskaartikelsökningar genom databaserna Swepub och ERIC. Resultaten idenna litteraturstudie visar att undervisningens upplägg kringskrivuppgifter och hur de är konstruerade kan vara avgörande för eleversskrivutveckling. Även lärares utbildning och möjligheter till fortbildningär betydande för hur elever utvecklar sina skriftliga förmågor. Resultatenutmynnar i vår slutsats som, oavsett om lärare har implementerademetoder i sin undervisning eller ej, så kommer varken lärare eller eleveratt utvecklas om inte lärarna får möjlighet till reflektion överundervisningen eller fortbildning inom ämnet.Det som lyfts fram i denna litteraturstudie är bland annat de metodersom används för att främja elevers skrivutveckling, samt vad som krävsför att lärare skall få chansen att utveckla den undervisning de bedriver.Syftet med denna litteraturstudie är att undersöka vad som bidrar till godskrivutveckling för elever i grundskolan. Den frågeställning vi skallförhålla oss till och försöka besvara är: vad kan, enligt forskning, hjälpagrundskoleelever att utveckla sina skriftliga förmågor i ämnet svenska?För att kunna besvara vår frågeställning har vi gjort systematiskaartikelsökningar genom databaserna Swepub och ERIC. Resultaten idenna litteraturstudie visar att undervisningens upplägg kringskrivuppgifter och hur de är konstruerade kan vara avgörande för eleversskrivutveckling. Även lärares utbildning och möjligheter till fortbildningär betydande för hur elever utvecklar sina skriftliga förmågor. Resultatenutmynnar i vår slutsats som, oavsett om lärare har implementerademetoder i sin undervisning eller ej, så kommer varken lärare eller eleveratt utvecklas om inte lärarna får möjlighet till reflektion överundervisningen eller fortbildning inom ämnet.Det som lyfts fram i denna litteraturstudie är bland annat de metodersom används för att främja elevers skrivutveckling, samt vad som krävsför att lärare skall få chansen att utveckla den undervisning de bedriver.Syftet med denna litteraturstudie är att undersöka vad som bidrar till godskrivutveckling för elever i grundskolan. Den frågeställning vi skallförhålla oss till och försöka besvara är: vad kan, enligt forskning, hjälpagrundskoleelever att utveckla sina skriftliga förmågor i ämnet svenska?För att kunna besvara vår frågeställning har vi gjort systematiskaartikelsökningar genom databaserna Swepub och ERIC. Resultaten idenna litteraturstudie visar att undervisningens upplägg kringskrivuppgifter och hur de är konstruerade kan vara avgörande för eleversskrivutveckling. Även lärares utbildning och möjligheter till fortbildningär betydande för hur elever utvecklar sina skriftliga förmågor. Resultatenutmynnar i vår slutsats som, oavsett om lärare har implementerademetoder i sin undervisning eller ej, så kommer varken lärare eller eleveratt utvecklas om inte lärarna får möjlighet till reflektion överundervisningen eller fortbildning inom ämnet.Det som lyfts fram i denna litteraturstudie är bland annat de metodersom används för att främja elevers skrivutveckling, samt vad som krävsför att lärare skall få chansen att utveckla den undervisning de bedriver.Syftet med denna litteraturstudie är att undersöka vad som bidrar till godskrivutveckling för elever i grundskolan. Den frågeställning vi skallförhålla oss till och försöka besvara är: vad kan, enligt forskning, hjälpagrundskoleelever att utveckla sina skriftliga förmågor i ämnet svenska?För att kunna besvara vår frågeställning har vi gjort systematiskaartikelsökningar genom databaserna Swepub och ERIC. Resultaten idenna litteraturstudie visar att undervisningens upplägg kringskrivuppgifter och hur de är konstruerade kan vara avgörande för eleversskrivutveckling. Även lärares utbildning och möjligheter till fortbildningär betydande för hur elever utvecklar sina skriftliga förmågor. Resultatenutmynnar i vår slutsats som, oavsett om lärare har implementerade metoder i sin undervisning eller ej, så kommer varken lärare eller elever att utvecklas om inte lärarna får möjlighet till reflektion över undervisningen eller fortbildning inom ämnet.artikelsökningar genom databaserna Swepub och ERIC. Resultaten idenna litteraturstudie visar att undervisningens upplägg kring skrivuppgifter och hur de är konstruerade kan vara avgörande för elevers skrivutveckling. Även lärares utbildning och möjligheter till fortbildningär betydande för hur elever utvecklar sina skriftliga förmågor. Resultaten utmynnar i vår slutsats som, oavsett om lärare har implementerade metoder i sin undervisning eller ej, så kommer varken lärare eller eleveratt utvecklas om inte lärarna får möjlighet till reflektion över undervisningen eller fortbildning inom ämnet.för att lärare skall få chansen att utveckla den undervisning de bedriver.Syftet med denna litteraturstudie är att undersöka vad som bidrar till god skrivutveckling för elever i grundskolan. Den frågeställning vi skall förhålla oss till och försöka besvara är: vad kan, enligt forskning, hjälpa grundskoleelever att utveckla sina skriftliga förmågor i ämnet svenska?För att kunna besvara vår frågeställning har vi gjort systematiska artikelsökningar genom databaserna Swepub och ERIC. Resultaten i denna litteraturstudie visar att undervisningens upplägg kring skrivuppgifter och hur de är konstruerade kan vara avgörande för elevers skrivutveckling. Även lärares utbildning och möjligheter till fortbildningär betydande för hur elever utvecklar sina skriftliga förmågor. Resultaten utmynnar i vår slutsats som, oavsett om lärare har implementerade metoder i sin undervisning eller ej, så kommer varken lärare eller elever att utvecklas om inte lärarna får möjlighet till reflektion överundervisningen eller fortbildning inom ämnet .

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