
Friday, April 30, 2010
Free Comic Book Day 2010

Tuesday, April 27, 2010
Speaking Engagement: 2010 Consumer Privacy Consultations
Monday, April 26, 2010
CFP Alert: Upcoming Conferences on Gaming & Tech (in Canada!!!)
THE ONLINE VIDEOGAME: NEW SPACE OF SOCIALIZATION
Bilingual colloquium (French/English)
October 28 , 29 and 30, 2010
Montreal, Quebec, Canada
To play is a vital function for the development of individuals. Play is an activity of socialization which enables learning of the rudiments of social interaction. Since the middle of the twentieth century, our societies have placed more value on the playful practice at all ages. As such, playing is more and more present in numerous spheres of society. Huizinga (1938) and Caillois (1958) assert moreover that any playful activity is social, by definition, and gets its real meaning when it is practised in groups. For Gadamer (1960), the charm of playing lies primarily in the fact that it exercises a fascination in the player. Online videogames gather more and more followers worldwide as this phenomenon becomes more important from day to day. It is no longer necessary to question play as a way to spend time. Through the intervention of videogames, play has also become a way to develop social networks, learn new communication skills and tools, a way to learn a foreign language, a place to keep or develop friendships, an opportunity to participate in an online community, or even a way to be exposed to new cultures. Online videogames have become a media of socialization, that is to say, devices of mediation and mediatization which allow people to share large-scale information thanks to its network of exchanges and meetings. Such spaces of socialization arouse interactions convenient to the construction of the “self” and to the renewal of the representations of others and the world. Online videogames can facilitate socialization and be a carrier of values which are not necessarily different than those found in society. Online videogames can also be a place that facilitate values that are not necessarily present in society in general.
Indeed, the experience as much as the manners and representations in videogames contribute to the moulding of cognitive modes, to the development of both technical and social skills and, in a more general way, to the reconfiguration of one’s relationship to the world. From this perspective, it is imperative to explore the modes of socialization shaped by online videogames and to question the various forms of instrumentalization, of domination, of exclusion, as well as forms of dependence and addiction which this kind of community can facilitate. The criteria from which the players give a value and organize their relations into a hierarchy with other players is potentially defined by the customs and contexts of online videogames. The observations, the descriptions, and the analysis of the manners and representations that are connected to the experience of online videogames become essential as a generation is subject to building their social referents partially through playful cyber universes. This type of study is justified all the more as players become imbedded in innovative modes of socialization, rehabilitation, social reintegration, and learning, not only in school and at home, but also in their workplace. This colloquium aims to make inventory of the researches within game studies, while online videogames are becoming more and more popular. Topics include (but are not limited to) the following themes:
• Forms of socialization in online videogames
• Communicational stakes in online videogames
• Questions of ethics and aesthetics in online videogames
• Innovations and types of appropriation in online videogames
• Questions of law, economy, and politics in online videogames
• Design of games and the communications tools in online videogames
• Therapeutic and educational customs in online videogames
SUBMISSION GUIDELINES: The persons interested to participate in this colloquium have to submit an abstract treating of the higher presented theme (max. 3000 characters, included spaces), as well as a short biographic note. Abstracts should be sent to: recherchehomoludens@gmail.com
CALENDAR
Abstract deadline: April 28, 2010
Notification of Acceptance: May 17, 2010
Full Paper deadline: August 27, 2010
Colloquium dates: October 28, 29 and 30, 2010
INVITED SPEAKERS: Mia Consalvo, PhD; Nicolas Ducheneaut, PhD; Sébastien Genvo, PhD; Miguel Sicart, PhD; Bart Simon, PhD; T.L. Taylor, PhD.
ORGANIZING COMMITTEE : The colloquium is organized by the research group Homo Ludens (Université du Québec à Montréal), with the collaboration of Technoculture, Art and Games (Concordia University)
Charles Perraton, professor at the Department of social and public communication (Université du Québec à Montréal) Magda Fusaro, professor at the Department of management and technology (Université du Québec à Montréal)
Coordination : Maude Bonenfant, postdoctoral researcher, Technoculture, Art and Gaming (Concordia University) recherchehomoludens@gmail.com
DIY CITIZENSHIP: CRITICAL MAKING AND SOCIAL MEDIA
Download the Call for Papers (PDF)
A renewed emphasis on participatory forms of digitally-mediated production is transforming our social landscape. ‘Making’ has become the dominant metaphor for a variety of digital and digitally-mediated practices. The web is exploding with independently produced digital ‘content’ such as video diaries, conversations, stories, software, music, video games—all of which are further transformed and morphed by “modders,” “hackers,” artists and activists who redeploy and repurpose corporately-produced content. Equally, communities of self-organized crafters, hackers, and enthusiasts are increasingly to be found online exchanging sewing and knitting patterns, technical guides, circuit layouts, detailed electronics tutorials and other forms of instruction and support. Many of these individuals and collaborators understand their work to be socially interventionist. Through practices of design, development, and exchange they challenge traditional divides between production and consumption and to redress the power differentials built into technologically-mediated societies.
“DIY Citizenship” invokes the participatory nature of these diverse “do-it-yourself” modes of engagement, community, networks, and tools—all of which arguably replace traditional with remediated notions of citizenship. The term “critical making” refers to the increasing role ‘making’ plays in critical forms of social reflection and engagement.
This interactive conference seeks to extend conversations about new modes of engaged DIY citizenship and politics evidenced by the exponential increase of DIY media, “user-generators”, “prosumers,” “hacktivists,” tactical media interventionists, and other ‘maker’ identities. We invite scholars, activists, artists, designers, programmers and others interested in the social and participatory dimensions of digitally-mediated practices, to engage in dialogue across disciplinary and professional divides. All methodological and theoretical approaches are welcomed. Submissions may include paper proposals, works of art and/or design, short video or audio segments, performances, video games, digital media, or other genres and forms. Potential topics include: the relation between social media and the ‘making’ of new forms of citizenship engagement—thus, for example, making movements; making community; making news; making play; making bodies; making health; making public; making education; making networks.
Plenary speakers include:
Anne Balsamo, Professor of Interactive Media in the School of Cinematic Arts, and of Communications in the Annenberg School of Communications, University of Southern California, co-founder of Onomy Labs, Inc. a Silicon Valley technology design and fabrication company that builds cultural technologies.
Suzanne de Castell, Professor (media, educational technologies) Faculty of Education Simon Fraser University, Vancouver: educational media theory, research, design and development, Founded Canadian Game Studies Association, co-editor of Loading…
Ron Deibert, Professor (Political Science), University of Toronto, Director of the Citizen Lab; a co-founder and a principal investigator of the OpenNet Initiative and Information Warfare Monitor projects; co-founder and VP of global policy and outreach for Psiphon Inc.
Paul Dourish, Professor of Informatics at the University of California, Irvine, co-conspirator in the Laboratory for Ubiquitous Computing and Interaction, and author of Where the Action Is: The Foundations of Embodied Interaction, MIT Press.
Henry Jenkins, Provost's Professor of Communications, Journalism, and Cinematic Arts, University of Southern California. Blogger, henryjenkins.org. Author of Convergence Culture: Where Old and New Media Collide. Currently doing research for MacArthur Foundation on youth, new media, and the public sphere.
Jennifer Jenson, Professor of Pedagogy and Technology, York University, Toronto: video game designer, co-editor of Loading…: The Journal of the Canadian Game Studies Association
Natalie Jeremijenko, artist whose background includes studies in biochemistry, physics, neuroscience and precision engineering. Jeremijenko’s projects which explore socio-technical change have been exhibited by several museums and galleries, including the MASSMoCA, the Whitney, Smithsonian Cooper-Hewitt. Jeremijenko is the director of the environmental health clinic at NYU, assistant professor in Art, and affiliated with the Computer Science Dept.
Steve Mann, professor of Applied Engineering, and Arts and Sciences, University of Toronto, proliferate inventor including wearable computing, hydraulophone, and concept of 'sousveillance': "the effects a surveillance device has on others"
Trebor Scholz, Professor of Culture and Media Study, The New School, New York: media activist, writer, and artist, founder of the Institute for Distributed Creativity. In the fall of 2009, Dr. Scholz convened The Internet as Playground and Factory conference
Conference organizers: Prof. Megan Boler, University of Toronto; Prof. Matt Ratto, University of Toronto.
Please submit a 250-word proposal or description of work/presentation and a one-page artist or scholarly CV to submissions@diycitizenship.com by May 20, 2010. Please include up to five images of work to be shown/discussed or a web URL if appropriate. Notifications will take place by June 15, 2010. For more information, contact info@diycitizenship.com or visit our website at www.diycitizenship.com
Presenters will be invited to submit completed papers for an edited collection with a university press and/or a special issue of a peer-reviewed journal.
Wednesday, April 14, 2010
Pink Shirt Day!!!

Two Nova Scotia students are being praised across North America for the way they turned the tide against the bullies who picked on a fellow student for wearing pink. The victim — a Grade 9 boy at Central Kings Rural High School in the small community of Cambridge — wore a pink polo shirt on his first day of school. Bullies harassed the boy, called him a homosexual for wearing pink and threatened to beat him up, students said.Two Grade 12 students — David Shepherd and Travis Price — heard the news and decided to take action.
"I just figured enough was enough," said Shepherd.
They went to a nearby discount store and bought 50 pink shirts, including tank tops, to wear to school the next day. Then the two went online to e-mail classmates to get them on board with their anti-bullying cause that they dubbed a "sea of pink." But a tsunami of support poured in the next day.
Not only were dozens of students outfitted with the discount tees, but hundreds of students showed up wearing their own pink clothes, some head-to-toe. When the bullied student, who has never been identified, walked into school to see his fellow students decked out in pink, some of his classmates said it was a powerful moment.
[...]
The students' "sea of pink" campaign did not go unnoticed outside the province. U.S. talk show host Ellen DeGeneres expressed interest in their story, and other schools are talking about holding their own "pink day."
Read more: http://www.cbc.ca/canada/story/2007/09/18/pink-tshirts-students.html#ixzz0l5umd1Fa
Monday, April 12, 2010
Jackie Marsh on Digital literacy and play in MMOs/vws for children
- Young children in Sheffield, UK, average 2 hours/day of media use
- Family scaffold kids' emergent digital literacy
- Growing independence among even younger children - 64% of 3-5 year-olds can use a mouse, 37% can turn on a computer by themselves and 56% have used a computer by themselves.
- Place of the child in the family (older siblings) very important to children's use - how they are introduced, when, etc.
- Key features identified in commercial vw's for children: customizable avatars, avatar homes, games which earn in-world currency, free chat and safe-chat servers, moderators, links to out-world toys and texts and tie-in products.
- On this latter point - highlights the importance of online/offline linkages as the products themselves move to mobile technologies. Highlights the importance of market-based hierarchies.
- Her own data derived from a very specific case - "primary school serving a primarily white, working class community in an area of socio-economic deprivation" - 175 kids aged 5 to 11 surveyed, three 11 year olds selected for a series of interviews and online sessions (taped and observed). Much of the more detailed data about Club Penguin and Barbie Girls came from these 3 respondents.
- 52% of the kids surveyed used virtual worlds on a regular basis. Average of 2 visits per week.
- Most popular CP and BC
- Gender patterns in terms of preferences and choices of virtual worlds - none of the boys surveyed reported going to Barbie Girls.
- Marsh identifies evidence of the subjectivities of consumption that are constructed in these sites - many examples of children describing themselves in consumer terms & enjoying consumption play (shopping, browsing catalogues, trying on items). But also frustration about purchases of pre-fabricated goods that offer little flexibility or affordances. Key complaint that wigs and hats couldn't be combined on Club Penguin, frustration that the Puffles run away if not taken care of.
- Online/offline networks - children played with siblings, relatives and classmates, often in pre-arranged sessions. Also played with unknown others.
- The children interviewed expressed using a range of criteria for accepting in-world friends (if the avatar name was "weird" or "normal" - if the player's igloo was "posh" or "plain"). This latter point shows the integration of social and economic capital in children's negotiation of social relations in-world.
- Classmates who played together online and offline tended to have larger friend networks (around 9 vs. 7).
- Genres of play: fantasy play, games with rules, "rough and tumble" play (snowball fights, other play that uses avatar movement for contact), socio-dramatic play. In this last category, Marsh noticed a lot of adult-themes, going to the disco, having parties, pretending they're getting "drunk". Ritualized play - playing at flirting, trying to tip the iceberg in CP.
- Various instances and types of digital literacy - reading the CP Times every day, reading postcards from other players, keeping up with the game lore (reading the books in the reading room, reading the instructions), using CP as an instant messaging service (definitely a chat room). Reading, comprehension, following instructions, etc.
- She went over 6 different types of literacy identified in CP - she has a paper coming out shortly that describes and explores these, so I won't bother reproducing them here (but I will link to the article once it's available). Suffice to say that many of the forms of literacy identified revolved around social relations and identity construction/expression.
- Among the kids surveyed, Marsh found that many used/viewed Club Penguin-based machinima on Youtube
- For example, David Cook's "Time of My Life" - created by a young girl Ineuit2, a self-described 13 year old girl who runs a Club Penguin fan site). Kids use other forums to discuss and coordinate these - for instance, a player advertised for extras for his upcoming CP machinima on a Shaun The Sheep discussion forum, much to the dismay of Shaunthesheep purists.
- Frames that these vw's introduce - the implications for education (as well as some implications that certainly carry over to policy and ethical decisions), including the need for recognition of online activities outside of school, firewall considerations, critical digital literacy - esp. as children are now co-authoring new forms of multi-modal texts (which I'm very interested in myself).
- The first, a series of questions involving time and temporal dimensions of virtual worlds - the transience that many kids' express in terms of the worlds, new media use, and their lives/life changes, schedules, age, etc.
- The second, space and geographies of play - particularly as this is influenced by the various affordances of the devices/worlds, etc., involved. What guides children's movement between the various genres, sites, technologies, platforms and usages they engage in. For example, getting around design limitations or parental restrictions by moving on to a different device.
- The third, the issue of agency and change - as children age, develop forms of literacy, etc. What's the relationship/role of the low barriers to entry that are usually contained within sites like CP, or within popular culture/commercial culture more generally. How do these worlds contribute to children's agency and dignity - opportunities/challenges, barriers, etc. Are the worlds subject to workarounds, resistance, remixing, do kids actively attempt to change the worlds?
Monday, April 05, 2010
UGC Games Go Portable

Friday, March 19, 2010
Speaking Engagement: Public Lecture on Children's Virtual Worlds & Rules of Play

Free Admission • General Seating • All Welcome
Saturday, March 13, 2010
Jack Zipes Talks Fairy Tales at UBC

Heads up, children's media fans in the Vancouver area - you're about to get the chance to hear the wonderful and prolific Professor Jack Zipes (Professor Emeritus at the University of Minnesota) discuss his ongoing and thoroughly fascinating work on fairy tales. UBC's Green College is currently hosting Zipes as Cecil H. and Ida Green Visiting Professor, through which he will be giving a series of public and community lectures from March 23-27, on various aspects of his research on the evolution and function of fairy tales within childhood and children's media (literature, films, tv). Here's a copy of his bio, as posted on the Green College site:
Jack Zipes is one of the world’s leading authorities on fairy tales, writing about and translating them. An internationally renowned scholar and author of more than 50 books on many subjects, he has through his writings transformed research on fairy tales, particularly with respect to how they function in the socialization of readers. His books include Why Fairy Tales Stick: The Evolution and Relevance of a Genre (2006), Relentless Progress: The Reconfiguration of Children’s Literature, Fairy Tales, and Storytelling (2008), Fairy Tales and the Art of Subversion (1985, 2006) and The Enchanted Screen: A History of Fairy Tales on Film (coming, 2010). His translations include The Complete Fairy Tales of the Brothers Grimm (1987), The Fairy Tales of Hermann Hesse (1995), and most recently Lucky Hans and Other Merz Fairy Tales by Kurt Schwitters (2009). Jack Zipes is Professor Emeritus of German and Comparative Literature at the University of Minnesota.
Zipes' work has been an invaluable resource to me, ever since my early days as an undergrad writing about Disney Princesses. I've particularly enjoyed his discussions of subversion and transgression in fairy tale storytelling traditions, and his descriptions of how visionary media creators like Jim Henson have managed to translate these elements (at least partially) into film and television. For example, in Happily Ever After: Fairy Tales, Children, and the Culture Industry (1997), Zipes proposes that whereas many children’s media texts, such as Disney’s fairy tale films, employ “techniques of infantilization, narrative strategies of closure, and the exaltation of homogeneity” (p.96), there are also some that work to challenge hegemonic conventions. As mentioned, Zipes points to the works of the late Jim Henson (including The Muppet Show, Muppet Babies, Sesame Street and The Storyteller) as key examples of subversive children’s media texts. Using bricolage, multimedia pastiche, satire and parody, these texts subvert their own authority by transgressing established norms and conventions (such as "breaking the fourth wall” or having characters step “out of character” to question a particular plot development) and reviving pre-Industrial, oral storytelling traditions that invite children “to explore the tale’s manifold meanings” (p.99). Rather than simply promoting conformity to established scripts, structures and consumer behaviours (although these features may nonetheless also be present), these texts can be seen as “challeng[ing] the creative and critical capabilities of young viewers” (p.95).
Jack Zipes, Folklore and Fairy Tale Scholar at UBC
Saturday, March 06, 2010
Looking Awry at My Little Pony & Other Precious Things

A quick post today, to point you towards some of the fascinating work that STS scholar, MIT professor and "big thinker" Sherry Turkle is currently working on. Turkle is well known within new media/internet/game studies for her early work on online identity, particularly The Second Self and Life on the Screen. Her more recent work, however, which is captured in a series of edited volumes published by The MIT PRess, provide an elaboration of Turkle's ongoing inquiry into the relationships between people, technology and material culture...with an emphasis on how "things" - tangible, material, physical objects - mediate and shape both our usage and relationships with technological forms, digital practices, etc. My interest in this work was ignited by a recent post on BoingBoing, relaying a cute and thought provoking story contained in one of Turkle's edited volumes, Falling for Science: Objects in Mind (as discussed in an interview Turkle gave a few months ago). This particular volume is a collection of interviews with MIT students and established computer/scientists about the material objects that provided an initial entry point into developing a personal interest in science, tech, or math (STEM).
What captured the attention of BoingBoing contributor Maggie Koerth-Baker, and mine as well, was computer scientist Christine Alvaradoa's story about the crucial role played by My Little Pony in inspiring her interest in math (and, I would assume, programming). As Alvaradoa writes (in Falling for Science):
I had several small plastic Ponies that I used to play make-believe with my friends. But I had one larger, plush My Little Pony, a bright-green stuffed horse with a vivid pink mane and tail that I played with all by myself. I would sit for hours on my own, braiding and rebraiding its tail. I developed a system for braiding the tail of my Pony that taught me about mathematical concepts-- from division to recursion.
[...]
When I started, I took the hair on the Pony's tail and divided it into three pieces for braiding. Soon I became bored with a single braid. I then divided the tail into nine pieces and made three groups. I braided each group of three until I had three braids, then took these three braids and braided them together. Soon I was up to starting with twenty-seven pieces (nested down to nine braids, then to three and then one) and then on to eighty-one. All the while I was learning about math: I saw that division is the process of taking a large number of things and grouping them into a smaller number of groups. In order to end up with one even braid at the end, I had to be able to divide the initial number evenly by three, then by three,and then by three again, until I ended up with just one braid.
Her description is very reminiscent of the Sadie Plant's comparisons of weaving and computer programming. What's particularly fascinating is how Alvaradoa transformed the pleasures of manipulating the tangible features of her My Little Pony doll into a new form of emergent, educational play.
This article led be back to Turkle's website, and then to the other two installments of the"objects" series, which sound just as fascinating. The first, Evocative Objects: Things We Think With, makes the argument that "We think with the objects we love; we love the objects we think with," featuring writings, memoirs and essays by scientists, humanists, artists, and designers that explore the power of everyday things. The second, The Inner History of Devices, features chapters applying a variety of methods (with an emphasis on "intimate ethnographies") to explore the ways in which the things "we make [are] woven into our ways of seeing ourselves." She's now taken the discussion to another level with a new solo contribution, Simulation and Its Discontents. Here, Turkle takes on some of the larger philosophical questions raised by the shift from tangible objects and systems to digital/virtual simulations. An impressive body of work - all published within the last three years. Incredible.
While I obviously haven't had the chance to make my way through the collection as of yet, I'm really looking forward to figuring out where Turkle and her collaborators situate themselves within the field of technology studies and the parallel discussions of these same issues that have been unfolding within the realm of philosophy of technology. In any case, this work is sure to be compelling and worthy of focused exploration.
For an overview of some of the themes and theoretical paradigms that Turkle is engaging with in this series, be sure to watch her TechTV Big Thinkers interview from last summer.
And for more examples of transformative and interesting My Little Pony appropriations, you should definitely check out Mari Kasurinen's awesome sculptures, as seen in the (borrowed) image above.
[For those of you do watch the interview = On a personal note, I was struck by how profoundly I related with her comment about how irrational childhood fascinations with stationary stores were once said to be a sign of a lifelong passion/talent for writing. Who knew!?!]
Wednesday, February 24, 2010
How Indie Games Have Helped Me Appreciate Games for Kids
For the seasoned gamer (as well as many non-gamer adults for that matter), playing a game designed specifically for kids is often quite a different experience from playing a game designed for teens and adults. This is particularly true of games that are designed for kids specifically rather than for a general audience of "Everyone", and even truer when looking at MMOGs. Rather than the usual themes of violence, exploration and epic adventure that shape so many fantasy MMOGs, kids' MMOGs tend to be characterized by an emphasis on lightness, casual gameplay, positive feelings (such as happiness and kindness) and commercial/popular culture. Playing these games can also be oddly underwhelming. Like many digital games designed for children, technical features and aesthetic qualities are usually much more basic (not just more accessible, but more barebones) than those found in successful mainstream games. The customizable options available in kids' MMOGs are quite limited when compared to those available in T-rated MMOGs. The different areas and activities are fragmented and unintegrated. The “mise-en-scenes” (for example, the visual background and soundscape) are static and minimalistic. And the game mechanics are crude and oftentimes “clunky” -- delayed by time lags and program glitches.
So, in order to be able to immerse myself in these worlds and begin to appreciate their unique attributes and hidden complexities, it has been essential that I first cast aside any pre-existing biases about game design and aesthetic "standards" (as best I can anyway). Many of these biases are likely the result of many years of keeping pace with the perpetual race for technological and artistic innovation that has driven the growth of the commercial games industry since the early 1990s. While comparison to mainstream games and MMOGs is at times useful, particularly when comparing children’s game design across platforms and industry sectors, it is important that I avoid letting these comparisons dictate or obscure analysis of children's games on their own terms.
In fact, some of the strongest criticisms of mainstream game development in recent years are aimed at the perceived state of creative stagnancy produced by the industry’s narrow emphasis on “technological advancement.” As Fullerton, Chen, Santiago et al. describe, “Design advancement in the industry is generally limited to feature advancement within the existing domains of market genres. […] The exploration of new genres of games is considered risky in all regards: gameplay, technology, design and market viability." Like film before it, an important source of resistance and challenge to the status quo is found among the independents, who lack the big budgets required to compete in the industry’s endless race toward technological advancement, but as a result also have more freedom and impetus to attempt different types of innovation.
Accordingly, some of the most critically acclaimed games of the past few years have come out of independent game design studios, such as flOw, Flower and Cloud (created by Chen and produced by Santiago, who now run That Game Company), World of Goo (by 2D Boy), The Path (by Tale of Tales) and Okami (by the now defunct Japanese independent Clover Studios) (AND Braid, Submachine, Scarygirl, And Yet It Moves, Today I Die, etc., etc., etc.). Each of these “indie games” won multiple awards for originality and design innovation, and was widely celebrated by both the industry and the gaming culture (of players, fans, and critics). Yet none of them feature the type of "realistic" three-dimensional graphics, expansive level structures and expensive production qualities found within the mainstream games that usually set the hegemonic standard.
Instead, the emphasis within the indie games mentioned above is on the uniqueness of the graphics, on unusual innovations and manipulations of the gameplay mechanics, and on contributing to the advancement of something other than a Moore’s Law vision of technological advancement. Okami features a Japanese scroll-inspired game environment upon which the player can “paint” new objects and actions using the game controller to manipulate a giant virtual paintbrush. In World of Goo, the individual levels are spatially limited and contain simple, cartoonish graphics. However, the game is remarkable in the innovation of its physics, with which players must interact in increasingly complex ways in order to create structurally sound bridges and towers out of living gobs of goo. The main goal of gameplay within both flOw and Cloud is to attain a particular emotional state. There are no points or missions other than exploration, immersion and emotional investment in the gameplay process itself. Because these games are attempting to push and even break open existing standards and expectations of what a digital game should look and feel like, they defy established modes of comparison and evaluation.
Even within the established digital game industry, increasing attention is now placed on innovation, with the various console systems that now (or soon will) enable kinetic gameplay, multi-modal games that players can access across a variety of platforms, and a reconsideration of game design fundamentals. This is in fact particularly the case within child-inclusive games, most notably found in numerous titles released by Nintendo over the past couple of years, including Wii Sport, Super Mario Galaxy, Cooking Mama and Super Princess Peach. What this growing movement in game design demonstrates is that simple can be sophisticated, and that innovation cannot always be measured by size, scope and the number of pixels alone.
In terms of how this relates to the current discussion, there are many potential overlaps between indie games and children’s MMOGs. After all, children’s virtual worlds are a new phenomenon, and represent a clear break from the norms that have developed over the course of the past decade within MMOG design, including the tendency to develop games that specifically (and oftentimes exclusively) target a core gamer demographic consisting of young men between the ages of 14 to 32 years. Not to mention the fact that the games’ developers tend be outsiders themselves in relation to the established digital games industry. Perhaps some design limitations and a different set of emerging standards should be expected as new voices break into game development, and as new player communities are introduced into the existing MMOG culture.
Anyway - just some thoughts I've had about my process and about how to further contextualize my research &/or findings. I've never actually taken on or addressed this comment head on, and thought it might be time to hash out what my position actually is. My own growing love and appreciation for indie games, casual games and puzzle games has developed concurrent to (and possibly intertwined with) my ongoing study of kids' games, so there's also a definite "chicken or egg" phenomenon going on here. But the key theme that I take away from all this is that a shift in perspective has allowed me to find joy, meaning and value in a much broader spectrum of digital games (and game designs), which has not only helped my research but has also enriched my leisure experience immensely.
Saturday, February 20, 2010
Our DML2010 Prezi Presentation
Monday, February 15, 2010
Digital Media Learning Conference, 2010
Here's an excerpt from the original call for proposals, which provides a nice description of the aims and scope of the DMLC:
A growing body of research has identified how young people's digital media use is tied to basic social and cultural competencies needed for full participation in contemporary society. We continue to develop an understanding of the impact of these experiences on learning, civic engagement, professional development, and ethical comprehension of the digital world. Yet research has also suggested that young people's forms of participation with new media are incredibly diverse, and that risks, opportunities, and competencies are spread unevenly across the social and cultural landscape. Young people have differential access to online experiences, practices, and tools and this has a consequence in their developing sense of their own identities and their place in the world. In some cases, different forms of participation and access correspond with familiar cultural and social divides. In other cases, however, new media have introduced novel and unexpected kinds of social differences, subcultures, and identities.
It is far too simple to talk about this in terms of binaries such as "information haves and have nots" or "digital divides". There are many different kinds of obstacles to full participation, many different degrees of access to information, technologies, and online communities, and many different ways of processing those experiences. Participatory cultures surrounding digital media are characterized by a diversity that does not track automatically to high and low access or more or less sophisticated use. Rather, multiple forms of expertise, connoisseurship, identity, and practice are proliferating in online worlds, with complicated relationships to pre-existing categories such as socioeconomic status, gender, nationality, race, or ethnicity
My contribution will consist of participating in a panel on "The Mangle of Play" (in reference to Constance Steinkuehler's article of the same name), which will look at how players use workarounds, cheats, social capital and other informal knowledge systems to confront (and sometimes overcome) design challenges within a number of different MMOGs (and the specific contexts/case studies of each's presenter's research and focus). The panel was co-organized by a number of grad students I met at this summer's State of Play Grad Symposium, and is shaping up to be a pretty compelling (and hopefully engaging!) combo of papers/research and dialogue.
If you're going to be at DMLC and would like to meet up, be sure to drop me a line!
Monday, February 08, 2010
Girl Museum

Via the Girl Studies network, news about the (somewhat) recent launch of the first official exhibit of the Girl Museum. The Girl Museum describes itself as the "first and ONLY museum in the world dedicated to the celebration of girlhood." An online initiative, the museum is virtual but comprehensive, focusing on research and exhibitions exploring various aspects, issues and experiences of girlhood...both historic and contemporary, as well as across a variety of different cultures. The project's first exhibit, Defining Our Terms, is actually an introduction to the Girl Museum and its upcoming exhibitions (including Girlhood in Art, Art of Girlhood, Girls in the World and GirlSpeak...an interactive community outreach series). In addition to the exhibit, there's a lot of information on the site about the museum's aims and mission, including the following statement of terms:
Why Girl Museum?
History can be broken down into endless material and esoteric categories that when labeled and displayed can yield both vital and useless information. As a result, there are thousands of museums in the world dedicated to themes from torture to lunchboxes. Out of this vast range of objects and data, Girl Museum dedicates its purpose to the valuable and overlooked topic of ‘girlhood’. There are many children’s museums, yet few look at childhood itself as the subject.
Women’s museums are also becoming more prevalent. While they often include girls, Girl Museum specifically focuses on them. Taxonomically, girlhood is a subset of both child and womanhood. However, we want to examine this universally experienced yet highly individualized state of being as a freestanding idea worthy of its own platform.
Also worth a gander is the all-star line up of girlhood scholars that the Museum has on its Advisory Board:
Rachel Devlin, Associate Professor of History, Tulane Univeristy
Catherine Driscoll, Associate Professor, Gender and Cultural Studies, University of Sydney
Miriam Forman-Brunell, Professor of History, University of Missouri-Kansas City
Mary Celeste Kearney, Associate Professor of Radio-Television-Film, University of Texas at Austin
Claudia Mitchell, Professor, Faculty of Education, McGill University
Ilana Nash, Assistant Professor of English and Women's Studies, Western Michigan University
Jacqueline Reid-Walsh, Associate Professor of Education, Penn State University
Kelly Schrum, Associate Professor, Center for History and New Media, George Mason University
Lynne Vallone, Professor of Childhood Studies, Rutgers University
Valerie Walkerdine, Research Professor, School of Social Sciences, Cardiff University
Check out the site to find out more about some of their fascinating, ongoing projects. For instance, the virtual HEROINE QUILT, which is taking initial submissions until Feb.12th (this Friday!), sounds like a great new iteration of Open Source Embroidery and the parallels that Sadie Plant draws between women, computers and weaving. Looking forward to seeing how it manifests.
In addition to needing some help spreading the word, the Girl Museum is also looking for suggestions about exhibit themes, partnership opportunities, educational materials, curricula, advice about funding, volunteers, contributors, etc. If interested, drop them a line!
Monday, January 25, 2010
CFP Alert: Paying Attention: Digital Media Cultures and Generational Responsibility
CALL FOR PAPERS: Paying Attention: Digital Media Cultures and Generational Responsibility
A European Science Foundation Research Conference, Linkoping, Sweden 7 – 10th Sept 2010. Organised by the Digital Cultures Research Centre at the University of the West of England.
Chairs:
1. Professor Jonathan Dovey, Director, Digital Cultures Research Centre, University of the West of England
2. Dr Patrick Crogan, Department of Culture, Media and Drama, University of the West of England.
Confirmed Keynote Speakers:
1. Michel Bauwens, Foundation for Peer-to-Peer Alternatives
2. Bernard Stiegler, Director, Institut de recherche et d’innovation, Centre Georges Pompidou
3. Tiziana Terranova, Associate Professor in the Sociology of Communications, Universita di Napoli
‘Paying Attention’ concerns the politics, ethics and aesthetics of the attention economy. This is the social and technical milieu in which web native generations live much of their lives. It will address key questions like: What architectures of power are at work in the attention economy ? How is it building new structures of experience? What kinds of value does this architecture produce? ‘Paying Attention’ encourages dialogue between researchers from the fields of Cultural and New Media Studies, Education, Communications, Economics, Internet studies, Human Computer Interface Studies, Art and Design. It also seeks the input and insights of creative practitioners exploring critical and alternative uses of new media forms and technologies.
Through an ever-burgeoning technical apparatus of surveying, data mining and internet search-tailoring the attention of individual minds is estimated, costed, marketed, bought and sold. The ‘attention economy’ is enabled by technologies like Google’s web-crawler and search algorithms and agents and all kinds of metadata production. The dominance of this mode of conceiving and calculating attention, above all that of the young, can be seen to be bearing fruit in many national, regional and global phenomena. The traditional values of the public sphere are unmistakably reshaped though these processes.
‘Paying Attention’ is also interested in how practices such as videogaming, P2P Filesharing, pervasive media experimentation, and mobile phone activism also create detours, reinventions and reimaginings of the cultural program to which younger generations are recruited. While there is a concerted effort to commercialise and exploit these spaces according to the demands of the global media industries, web 2.0’s reorientation of social communication practices remains charged with an indeterminate techno-cultural potential which the conference seeks to explore.
Applications
Applications are invited for research paper contributions on any subject relevant to the conference’s aims. These may include the areas listed below to indicate the broad scope of relevant topics or subjects. The conference also seeks through its ‘Poster’ section contributions of an experimental kind from digital media and computer-based practitioners that engage with the conference theme of attention and experiential design in critical and/or creative ways. These may take the form of demos, animatics, ethical or critical design projects, installation treatments or concepts in progress. These will form a major part of the program as key elements in the articulation of viable technocultural futures.
Key Themes
1. Education, Technique & Responsibility
2. The Political Economy of Digital Experience
3. Emerging forms of knowledge and value transmission
4. Ethical design, trust and security
5. Experiments with mediated attention and experience
6. Value in the new social spaces of digital culture
7. Records, archives and digital memories
8. Metadata, search algorithms and politics
9. Entertainment, marketing and attention technologies
10. Web 2.0 : Playbour and Grammatisation
11. Profiling Data Mining and Control
12. Pervasive media and remediated living spaces
Applications Due Date: by March 30th, 2010
Notice the emphasis on youth/young people, as well as the inclusion of both interdisciplinary academic research and works by creative types/media practitioners. Sounds like this will be an amazing conference, bringing together a number of my core interests - yay!
Monday, January 18, 2010
Canada's Privacy Commissioner Launching Public Consultations Aimed at Understanding Online Tracking, Profiling and Targeting
The Office of the Privacy Commissioner of Canada is hosting consultations with Canadians on issues that we feel pose a serious challenge to the privacy of consumers, now and in the near future.
The topics to be explored include the online tracking, profiling and targeting of consumers by businesses, and the growing trend towards cloud computing.
The aim of this consumer consultation is to learn more about such industry practices, explore their privacy implications, and find out what privacy protections Canadians expect with respect to these practices. The consultation is also intended to promote debate about the impact of these technological developments on privacy, and to inform the next review process for the Personal Information Protection and Electronic Documents Act (PIPEDA).
The centerpiece of the consultations will be a series of single-day panel discussions involving a range of participants, including representatives of industry, government, consumer associations and civil society. In order to canvass the broadest possible range of views in preparation for these events, we are also welcoming written submissions.
For more info, you can check out:
Today's news release;
The Call for Submissions;
and, in the interests of preserving people's privacy while they participate in the consultations, a Preliminary Privacy Impact Assessment Analysis of the consultation process. Note that they've assessed that the consultations will have an "overall low impact on privacy" - Cute ;)
Saturday, January 16, 2010
Haitian Youth Document the Earthquake & Aftermath

Via Unicef's MAGIC Network, news today about an amazing and humbling initiative being undertaken by students of Haiti's only film school, the Ciné Institute, who are tirelessly documenting and producing an eye witness account of this week's devastating earthquake and its aftermath. Located in Jacmel, a small town south of Port-au-Prince, the film school's classrooms and most of its equipment were reduced to rubble during the earthquake. But that hasn't stopped its students -- all but one of which is currently accounted for, but all of whom have lost their homes and/or loved ones -- from banding together to produce on the ground news footage, which they have been uploading to the internet since Thursday. So far, they've been able to salvage six cameras, a few editing stations and an uploading station from the site of their former school. Working with a team in New York, they've been able to generate an impressive multi-media news stream, complete with (in some cases) english subtitles and growing attention from mainstream media outlets (some of whom are using their footage, e.g. CNN).
You can watch the videos on the school's Vimeo channel, through the school website, and on Facebook. You can also follow them on Twitter, and view some of the first images taken in Jacmal through Flickr. Their work not only provides a crucial firsthand account of the disaster's impact and aftermath in Jacmel, but also raises awareness about smaller communities and towns that are also in need of global aid, but that might not be getting as much attention as Haiti's capital, Port-au-Prince. As Dana Chivvis, who did a feature on the students' efforts in a recent article for Aol News, writes:
With their lives in chaos and their buildings in ruins, the students set up a makeshift base at a radio station. With the equipment they salvaged, they have four editing stations and one uploading station. Working with a team at the school's office in New York, they uploaded Keziah's video to their Web site only two days after the earthquake.
At noon on Friday, a second video was up, and six more are waiting for volunteers to edit and produce. Fritzner Simeus's footage shows buildings stacked like pancakes on top of themselves, people freeing a man pinned under the rubble, and thousands at night lying in the grass at the airport with nothing but blankets to cover themselves.
"The idea really now is that we make the world know that Jacmel has been equally hit as Port-au-Prince and need as much support," Bigosinski said. The students have had food and fresh water, but supplies are running low. Already fuel for generators and medical supplies in the town are nearly spent.
Clearly, along with the need for support in these vital areas, the students will also need support to continue their work of covering the aftermath. They are already encountering problems with internet access, which could seriously delay their efforts to provide a key public and humanitarian service of keeping the rest of the world informed of what's going on in Jacmel. They're currently in search of a temporary donation of an Inmarsat BGAN, a lightweight, easily transportable broadband global area network (BGAN) that would enable them to upload large video files without having to rely on the limited local services currently available to them. Just one of many things that we can do to help, but one that media professionals might be in a particularly unique position to make happen.
My heart goes out to the students and teachers of the Ciné Institute, to Jacmel and to Haiti, to all those impacted or whose loved ones have been impacted by the earthquake, and to all those involved in the relief efforts.
Tuesday, January 05, 2010
Get Ready Sports Fans!!!
You can check out the details (syllabus in the final stages of revision) on the course website. As always, I'll be providing links and updates to the course website throughout the semester, and will tweet any links/items that overlap into kids' media using a #cmns324 hash tag (e.g. Mattel's new WWE toyline). Here's the official course description:
The objective of this course is to critically examine the changing relationship between sports and the media within western popular cultures. We will begin with an historical overview of the sport and media industries, and an introduction to some of the key themes and concepts that will be explored over the course of the semester.
During the second section, strong emphasis will be placed on the political economic dimensions of sports media, including production, marketing and commodity flows; the commodification of youth sports and "lifestyle" sports; labour issues and athletes’ rights.
In section three, we will examine media, sport and the politics of “identities”, including national identities and globalization; sports subcultures; the representation of gender, race and ethnicity within sports media; and popular depictions of sports and athletes.
The final section will explore the social, cultural and political meanings of the sporting “spectacle”, as well as the impact of media technologies (both old and new) on sports performance and spectatorship. Discussions will touch upon a wide range of issues and theoretical approaches, with examples drawn from a variety of sports and sporting practices.
I'm pretty sure the course is over full by now, but if you're an SFU student who's interested, you can always check in with the Communication department undergrad advisor to get on the wait list. The course is taught pretty frequently as well, so there's always next time.
Monday, December 21, 2009
Brief Hiatus - the Christmas edition
Sara

(via Geeksugar)
Tuesday, December 15, 2009
Habbo Reveals the Depth of Corporate Surveillance in VWs

Via Emily Claire Afan at Kidscreen online, news this week that Sulake is expanding its already impressive data mining services to advertisers and third-party data collectors, by enabling companies to "track" how, when and why certain topics come up in the everyday "in-world" conversations of players of teen-targeted virtual world Habbo Hotel. The company calls the service "Habble," and describes it as a new "brand measurement tool". What it really does is allow companies to buy access to players' thoughts and peer interactions, through an ongoing and highly context-sensitive tracking of "brand names, slogans or key phrases" in player-to-player chat. The data is then mapped out to enable identification of peaks and drops in the rate at which the word/brand/phrase features as a topic of conversation. The client companies can also contrast these fluctuations with other events, promotional initiatives (either in-game or IRL), measurement variables, players' plans for the coming weekend, etc., etc. As Afan writes:
More than 155 million registered avatars controlled by users 19 and younger are part of the global Habbo community and Habble will enable marketers to measure brand names, slogans or key phrases used over a defined period. Data is updated daily, displayed and analyzed in a chart that maps activity peaks. The tool does not grant access to personal info of Habbo users, but monitors the level of brand mentions and then cross-references them with other measurement data.
As Afan -- and the Sulake press release -- points out, the tool doesn't grant access to the players' personal info...but then again, it doesn't have to to be effective. The fact that the company already knows so much about its players, along with the very flexible ability client companies are given to cross-reference with other measurement data, makes a lack of "personally identifiable info" almost irrelevant. You don't need to know someone's name or address when what you're aiming to find out is whether a particular brand strategy is more or less likely to work on girls aged 12-14 living in the suburbs who spend time in Habbo talking about how much they like both Vampire Weekend and Red Bull. And isn't most market research "anonymous" in this respect anyway? Tracking trends among demographics - groups of people with similar characteristics and/or interests - isn't exactly dependent on individual names and phone numbers.
The tool has already gone through a trial run, back in September, in partnership with MTV International - wherein it was used to track a campaign promoting the MTV European Music Awards. According to the Sulake press release, "After the campaign commenced in September, Habble showed that conversations around the awards were up by 371% in the UK and 762% in the Netherlands." As the press release makes quite clear, however, ad effectiveness is not the only thing companies will be able to measure:
Brands not directly engaging within the virtual world can also use Habble to analyse teen perceptions amongst product categories. This allows brands to see conversation levels related to messages targeted at young people, which could help shape future marketing plans.
Sulake describes Habble as "fly on the wall marketing insight into the hard to reach under-18’s demographic." This is a somewhat innocuous way of portraying what actually amounts to 24-7 corporate surveillance -- spying on players and recording their conversations, all in the aim of finding out more about their preferences, daily habits, and how to more effectively exploit their deepest desires.
Of course, the language used in the corporate materials is much more flippant, calling kids "media savvy" and highlighting their presumably vast ability to identify online marketing. At one point, they describe:
Teens today expect to engage with brands online and are aware of online marketing and advertising campaigns. Habbo research shows that 75% of users accept advertising promotions in Habbo and 56% tell their friends about promotions they have seen; 17% say they do this often.
Note that there is absolutely nothing in there about teens being aware or okay with having their conversations recorded and analyzed to "help shape future marketing plans." And note that the generalization about "teen awareness" ignores much of the research on kids' and teens' online literacy, which can be awesome in some areas, but poor in others -- especially about things like data mining and copyright, which they mostly "learn about" from companies rather than objective third parties. The Sulake argument ignores well circulated studies, such as Turow's research showing that both kids and adults often assume that the mere presence of a privacy policy means that their info will be protected.
Not to mention the clear evidence that the depth and breadth of current data mining practices are misunderstood by even the most digitally literate adults. Which leads me to wonder if we'll hear even half as much about Habbo's new initiative as we do about Facebook selling their (adult) users' information.