User talk:XiaolinSun

Open-minded and keep critical thinking, welcome to discuss there.

XiaolinSun (discuss • contribs) 14:10, 28 September 2019 (UTC)

This page is going to be used for online project of the Module: Living in a Connected World

XiaolinSun (discuss • contribs) 14:54, 7 October 2019 (UTC)

Survey of My Screen-time in a Given Weekend


Total Screen-time: 33 hours

Categories:

Communicating and Information Searching 11 hours (33.33%)

Watching TV series on phone 6 hours (18.18%)

Studying and Reading 6 hours (18.18%)

PC Gaming Time 10 hours (30.30%)

(Calculation of deviation 0.01%)

XiaolinSun (discuss • contribs) 00:05, 11 October 2019 (UTC)

We spend a lot of time in our daily life on electronic products. Cell phones, computers, televisions, large and small screens fill our lives. Technology is so ubiquitous.[1] However, I have never thought about how many hours did I spend in front of screens in a given week until I had the first lecture of the module: Living in a Connected world. We have been asked to estimate our screen-time and discuss how do we categorize them. Since my phone and I were all hard to figure out the exact number, I estimated this through addition, different way to Danah Boyd, who tried to answer the same question through subtraction. After calculating the hours, I found that I spent totally 33 hours in a weekend, most of the hours that I spent were on entertainment activity.

There are many ways to categorize time. For my personal example, I categorize by different events, or in other word by different requirements of my daily life. Then my screen-time falls into to four categories: communicating and information searching; watching Tv series; Studying and Reading; PC Gaming time. I basically use my computer when I play games or study. Actually, unaware checking my phone has become an important part of my daily life, I take it out when checking email, chatting, or even boring waiting in line. I notice that the contexts in which screen time is shaped are hard to tell just because we need technology products all the time -- I even check my phone while bathing. However, what struck me is not just how attached I am to these 'screens', but we are in a state of always-on just because of the ubiquity of technology. As D.Boyd mentioned, 'all of these activities are not in and of themselves "online", but because of technology, the online is always around the corner.'[2], we are living in a connected world which means that everyone is connected to each other. This connectivity is accomplished through technology and media, which forms our 'always-on' state. Always-on is not just because of the internet or social media, it is because that we are living in a connected world. People could find us and get in touch with us as long as our phones and network on. But sometimes although we are online, we still have choice for being found or not.

After reading D. Boyd’s article: Participating in the Always-On Lifestyle, I start to figure out a feasible mode for us who live in this digital world. Sometimes we would feel overwhelm while getting so much information, sometimes people would struggle in this always-on situation because technology and internet blurred many barriers including the public and privacy. All we need is to find out our own balance. As D. Boyd said, it feels like navigating a maze, we are finding our own ways to survive in this always-on state, every time we are getting better.

This survey gives me a new viewing angle to think about these phenomena appeared in my life. Compared with accept and live in this always-on situation, I wish to explore more relevant questions about it such as why this mode exists, how do I cope with it. Hope this module could let me know more about what living in a connected world really mean to us.

XiaolinSun (discuss • contribs) 02:06, 11 October 2019 (UTC)

Reference
[1]Felt et al (2017), The Handbook of Science and Technology Studies. 4th ed.

[2]Boyd, D. Participating in the always-on lifestyle. In The social media reader (pp.71-76). New York: New York University Press.

XiaolinSun (discuss • contribs) 02:04, 11 October 2019 (UTC)

Comments
Hi XiaolinSun! I think you did good with our first Wiki Exercise. I agree with you with the always-on theory; you explained it very well. However, even with the choice of being found, we are still connected. You can turn off everything you think is keeping you found, but people around you or companies with advertisements can still send you a message which keeps you connected.

The categorisation of your screen time is detailed, which is easy to understand. You included all the significant screens you are using in your time. Have you thought about other screens which you can see or use throughout the day? For example, a credit card machine in shops or a ticket box on a bus. In which category would you put these examples? Or do you think it shouldn't be included in your screen time at all?

Keep up the good work!

--Klp00015 (discuss • contribs) 12:01, 11 October 2019 (UTC)

Instructor Feedback on Wiki Exercise 1

 * Posts of this standard roughly correspond to the following grade descriptor. Depending on where your actual mark is in relation to the making criteria as outlined in the relevant documentation, it should give you an idea of strengths and weaknesses within the achieved grade band overall:

Merit. Among other things, merit entries will make a clear point in a clear way. They will relate concepts to original examples in a straightforward fashion. They will make effective use of the possibilities of the form (including links, as well as perhaps copyright-free videos and images, linked to from Wiki Commons). They may also demonstrate a broader understanding of the module's themes and concerns, and are likely to show evidence of reading and thinking about the subject material. The wiki markup formatting will be very clear.


 * This work is at the lower end of this grade band, so there’s clearly room for improvement here. I think in order to engage with the wiki exercises a bit more, it might be useful for you to take a closer look at the assessment brief to get more of an idea of how to hit those targets.


 * Making more use of the wiki functionality and markup would have gone a long way to improving fluidity and functionality of posts, although there is some evidence that you’re already started to experiment with some of these techniques. I suspect that, as you become more familiar and proficient with the platform, this will make a considerable difference.

Detail:
 * Although fairly well written, you probably ought to work on your written communication a little, as there are grammatical slips and some unconventional sentence structures in here. This will allow you to more effectively communicate your ideas.
 * It is great that you’ve referred to some key reading here. Please do continue in this vein, reading, note-making and then applying the ideas you encounter in your studies to support your arguments, in subsequent work.

General:
 * 'Reading and research': evidence of critical engagement with set materials; evidence of independent reading of appropriate academic and peer-reviewed material. Pass.


 * 'Argument and analysis': well-articulated and well-supported argument; evidence of critical thinking (through taking a position in relation to key ideas from the module, and supporting this position); evidence of relational thinking (through making connections between key ideas from the module and wider literature, and supporting these connections); evidence of independent critical ability. Merit.


 * 'Presentation': good use of wiki markup and organisational skills. Pass.

GregXenon01 (discuss • contribs) 12:08, 30 October 2019 (UTC)

Wiki Exercise#2 Annotated Bibliography Entry
Andrew L. Mendelson, Zizi Papacharissi. (2010). Look at us: Collective narcissism in college student facebook photo galleries. A networked self: Identity, community, and culture on social network sites (2010th ed., pp. pp.251–273) Routledge.

In this chapter, the authors aim to examine the use of photo galleries as an instrument of self-presentation and a means of visual autobiography. In this study, they hope to better understand the nature of identities that are performed on online spaces on the basis of experiences lived online. They find out that the practices of photograph sharing on Facebook of college students are serving as performative exercises of identity and belonging, simultaneously declaring and corroborating shared experiences. The methods they applied in the study are qualitative analysis, semiotic analysis, and the using of online survey. The sample study is limited to Facebook photos and is not meant to be representative of all college students but it does suggest some interesting directions for future research. This chapter contributes to build up our understanding of “performance” and “online self-presentation” which is related to “networked-self” in this module.

XiaolinSun (discuss • contribs) 15:28, 17 November 2019 (UTC)

Gay Pride Social Movement
Pride parades are defined as the outdoor events which aim to celebrate lesbian, gay, bisexual, transgender, and queer social and self-acceptance, achievements, legal rights, and pride. The events also at times serve as demonstrations for legal rights such as same-sex marriage. Since the late 1950s, the gay community has faced severe social opposition and discrimination. Psychoanalysts once defined homosexuality as a form of mental illness and the state of New York banned selling alcohol to them from restaurants and bars, leading to a growing number of injustices. They launched a series of protest movements to fight for their rights. In 1969, the conflict between the gay community and society reached its height, triggering the landmark "Stonewall incident" in the history of gay rights.

Late at night on June 27, 1969, New York City police officers entered Stonewall, a gay bar in Greenwich Village, and, as usual, arrested several gay men and women without identification and evicted gay customers. At the end of a long period of conflict and disrespect, more than 400 gay men threw coins, stones and bottles at police. Police also began batoning those who resisted arrest, with batons. One teenager was even run over by police, cutting off two fingers. Though the chaos subsided early the next morning, New York's huge gay community gathered again the next night to hand out flyers, march and sing the song "gay power" for five nights. After the stonewall incident, gay people all over the world came out in solidarity and more actively fought for their right to normal life, and the number of gay groups increased from 50 to 800.

XiaolinSun (discuss • contribs) 00:40, 29 November 2019 (UTC)

The Effects and Achievements of Gay Pride Social Movement
Since then, the gay community has regarded June as its proudest month. Every summer, they will hold the hands of their lovers, hold high the rainbow flag, sing happy songs, walk in the street with the most proud attitude, and declare to the world: "love is a right, and every love deserves to be respected!" It has maintained that in order to grow and develop, the gay and lesbian movement relied on access to public space. In this regard, gay pride parades represent the most significant event in which public space, considered to be ‘heterosexual’ by default, is temporarily ‘queered’.Rushbrook (2005, p. 199) This statement has proved Goodwin and Jasper's words that the groups and individuals debate their own future through social movement and the public sphere. Given the ceremonial nature of these events and their catalytic role in creating a purposeful sense of community, even across national boundaries, they are useful for investigating the different ways in which gender and gender identities are generated and mobilized in different national contexts.

XiaolinSun (discuss • contribs) 00:41, 29 November 2019 (UTC)

Reference
[1] Definition of Gay Pride https://g.co/kgs/Afv2C9 [2] Blum, R. (2019). Stonewall at 50: Whose Movement Is It Anyway? New Labor Forum, 28(3), 28–32. https://doi.org/10.1177/1095796019864927 [3] Michelle Esther O’Brien (2019) The influence of donors on cross-class social movements: same-sex marriage and trans rights campaigns in New York State, Social Movement Studies, 18:5, 586-601, DOI: 10.1080/14742837.2019.1598354 [4] Francesca Romana Ammaturo (2016) Spaces of Pride: A Visual Ethnography of Gay Pride Parades in Italy and the United Kingdom, Social Movement Studies, 15:1, 19-40, DOI: 10.1080/14742837.2015.1060156 [5] Goodwin, J., & Jasper, J. M. (Eds.). (2019). The social movements reader : Cases and concepts. Retrieved from https://ebookcentral.proquest.com

Wiki Exercise #4 Collaborative Essay Critical Evaluation
This is not my first year studying in the UK, but it is my first time to learn about Wikibooks. We have a collaborative essay which needs to be accomplished through this online platform. Our topic is Freedom of Information, thanks to my teammate Ruaraidh for giving me so much help and ideas in the process of doing the collaborative essay because actually I know nothing about this area, he came up with several topics such as Copyright, Media intrusion and also give out the detailed explanations. Wikibooks is a platform that allows multiple parties to participate, facilitates academic development and discussion. It is also a media platform that focuses on collaboration. It is quick and easy to edit and view contributions and discuss them. I still remember Dr Greg said if we have something about the wikis that we do not know, we can learn just from Tutorial and communicate with others on wikis. Every step, the time we edit, and what things we add or delete, are all recorded on wiki edit history page in details. Every progress is visible. We could learn from these visible steps, which seems like everyone's page could be regarded as an operating tutorial. The most convenient thing that I have experienced from Wikibooks is that we could edit, discuss and post our words no matter where we are or what time is it. I think this is really helpful to some collaborative research. In this way, the process of research will not just be restricted by time and place. Ruarai and I have planned to have an offline discussion, although there are only two of us in the group, the meeting time is still hard to settle, when we arrived at the library, wow, so many students and there were almost no place and seats. Comparing with this, the collaborative platform would be a good choice for collaborative research. The communities are defined as ‘shared, close, and intimate’(Jensen,1990) I think as for now Wikibooks has already reached the‘shared' level. It does enable like-minded people to have a platform to communicate with each other. However, in my view, this communication is impersonal. Everything here is visible and open for everyone, it is hard to further the communication, kind of self-protect. It still be a long way for Wikibooks to really foster a community. Wiki platforms make everyone has opportunities to express and has a collaborative project through it which is economizing and convenient. From this perspective, it helps to emancipate our minds and encourage further cooperation between like-minded groups or individuals.

XiaolinSun (discuss • contribs) 01:21, 29 November 2019 (UTC)

INSTRUCTOR FEEDBACK: ESSAY DISCUSSION PAGE
Students should be engaging at least once a day, for the duration of the project. The following points illustrate how this engagement was evaluated.

Evidence from contribs to both editing and discussion of content (i.e. volume and breadth of editorial activity as evidenced through ‘contribs’). These are primarily considered for quality rather than quantity, but as a broad guideline:
 * Each item on a contribs list that are 1000+ characters are deemed “substantial”: none
 * Items on a contribs list that are <1000 characters are important, and are considered in the round when evaluating contribs as a whole because of their aggregate value: certainly not for the duration of the project, and not near the level, advised in the wikilabs - many of these were submitted in the last two days of the project's life.
 * It is expected that you will make at least one contrib per day, for the duration of the project: see above, this would have been greatly improved by following the advice in labs and in the assessment brief

GregXenon01 (discuss • contribs) 13:08, 19 December 2019 (UTC)

Instructor Feedback on Wiki Exercise Portfolio
Posts of this standard roughly correspond to the following grade descriptor. Depending on where your actual mark is in relation to the making criteria as outlined in the relevant documentation, it should give you an idea of strengths and weaknesses within the achieved grade band overall:


 * Satisfactory. Among other things, pass entries may try to relate an idea from the module to an original example, but might not be very convincing. They may waste space on synopsis or description, rather than making a point. They may have spelling or grammatical errors and typos. They might not demonstrate more than a single quick pass at the assignment, informed only by lecture and/or cursory reading. They may suggest reading but not thinking (or indeed the reverse). The wiki markup formatting will need some work.


 * This work is at the upper end of this particular grade band, but even so, a little improvement will go a long way to attaining a higher mark to push you into the next grade band. I think in order to engage with the wiki exercises a bit more, it might be useful for you to take a closer look at the assessment brief to get more of an idea of how to hit those targets, attending to details further.


 * Making more use of the wiki functionality and markup would have gone a long way to improving fluidity and functionality of posts. I suspect that, if you become more familiar and proficient with the platform, that this will make a considerable difference. As it stands, there is a some engaged work in here, and you have thought of the implications of your argument. Although most of the time you communicating fairly effectively, I think your written communication would improve through practice and also through seeking advice from the relevant student support. Some good work in here.

General: In addition to the common marking scheme, there are three broad criteria widely employed in the Division, which are used to help assessors evaluate your work in a more general sense:

Reading and research: is there evidence of critical engagement with set materials?; is there evidence of independent reading of appropriate academic and peer-reviewed material? For this element, your work has been evaluated as: Satisfactory

Argument and analysis: Is argument well-articulated and well-supported?; is there evidence of critical thinking (through taking a position in relation to key ideas from the module, and supporting this position)?; is there evidence of relational thinking (through making connections between key ideas from the module and wider literature, and supporting these connections)?; is there evidence of independent critical ability? For this element, your work has been evaluated: Satisfactory

Presentation: academic writing style and structure, and organisational skills For this element, your work has been evaluated as: Satisfactory

GregXenon01 (discuss • contribs) 13:44, 19 December 2019 (UTC)