Centre for Internet and Society

Programme Associate (Communications)

gurshabad — 2020-08-09T13:51:27Z

The Centre for Internet & Society (CIS) is seeking applications for the position of Programme Associate (Communications), to support its Access to Knowledge (CIS-A2K) Programme. In keeping with efforts within the larger Wikimedia movement in encouraging an inclusive workplace and addressing issues of gender disparity This position is presently open only to applicants who identify as women.

Context of the CIS-A2K programme

As an affiliate of the Wikimedia Foundation, the nonprofit behind Wikipedia and it’s sister projects, we design and implement different initiatives with an aim to create high-quality content and bring new contributors to Wikimedia projects in Indian languages. The initiatives are premised on various themes and seek to create a multilingual repository of knowledge using Wikimedia projects as a platform. You are encouraged to carefully read through the CIS-A2K work plan before making the application. You will work cohesively with the Wikimedia community and the Wikimedia India communities to meet the specific goals of each language community in India. You will be a part of a small team of 5 to 10 members doing high visibility and high impact work. Please learn more about CIS-A2K here.

Position Summary

As Programme Associate, your job will be to support the Team’s larger goals -- growth of Indian language Wikipedias, other Wikimedia projects and the contributor communities. Your primary responsibility will be to support the Programme Associates -- that spearhead our on-ground programmatic activities -- with regular communication with the community and the outside world.

Responsibilities

Storytelling and all other forms of of communication-related responsibilities are two major focus areas of this job. You will explore conventional to new media to share the stories of the many of volunteers that make Wikipedia and Wikimedia projects such great knowledge repositories
Creating original stories of challenges and success of the Indian language Wikimedia communities, including the ones that we closely work with Being the interface between A2K team and the community and lead different kinds of communications activities
Sharing the work of the community and A2k team in a regular manner through print media, newsletters, social media, mailing list updates, blog posts etc., including timely announcement of programme activities on these platforms
Providing training on effective communications to the communities on a need basis and enabling them to independently tell their own stories in their own languages
Support with writing, review and editing of the annual work plan and reports of the programme
Interviewing Wikimedians under the ambit of the WikipediansSpeak project and beyond, and share the story of the Wikimedia community widely in the media

Required skills

Good communication skill in writing and speaking, which will be required for correspondence, blog, report etc writing
Experience of blog post, report etc writing
Prior experience of working in a collaborative community, preferably online.
Strong understanding of the internet and work of the Wikimedia movement.
Active participation as a Wikimedia volunteer would be an asset, though not a prerequisite. Demonstrated experience working in a global, multi-cultural team environment.
Must be fluent in English and at least one Indian language.
A good understanding of the cultural and knowledge universe of one Indian language will be an added advantage.
Ability to integrate with and understand the complexity of the Indian Wikimedia community.
Prior experience/ knowledge in working with social media for professional communication would be an added advantage.
Prior experience/knowledge in liasioning with conventional print/broadcast media would be an added advantage.

Characteristics of the Programme Associate

High level of commitment: The Programme Associate should believe in the values of CIS and Wikimedia projects, exude enthusiasm for the mission and can powerfully embody and communicate the mission.
Intellectual curiosity and flexibility: Must enjoy tackling difficult, ambiguous problems and able to incorporate new knowledge into how one approaches situations and generates solutions, loves learning from others while expanding intellectual horizons.
Open and transparent: Have a high level of integrity and be comfortable working in a highly transparent fashion, open to input and feedback, a proactive and candid communicator who isn't afraid to bring others in when things are off-track or when they need help and should be able to handle criticism in a mature fashion.
Community builder: It is essential that the Programme Associate sees themself as a partner to and supporter of the Wikimedians who have and will continue to be the leaders in building the Wikimedia projects. The Programme Associate must be willing and able to work with a diverse array of people, many of whom come from non-traditional backgrounds and have a fervent commitment to Wikimedia movement’s community-led nature.
Strong cultural competency: Able to navigate in a global movement and on a global team in addition to navigating the complexity of India.

Location: Candidate willing to work from CIS’s Bangalore office will be preferred. Remote working option may be considered for experienced Wikimedians

Remuneration: Compensation structure will be determined by the level of expertise, experience and current remuneration.

Do not send anymore application now. the last date is over
To apply, please send your resume to Tito Dutta (tito+comm@cis-india.org) and cover letter by 21 May 2020 (applications must be submitted with cover later before 21 May 11:59:00 IST, please ensure to apply through email only).

For more details visit https://cis-india.org/jobs/programme-associate-communications

Data Visualization Session

praskrishna — 2017-05-20T02:32:55Z

For more details visit https://cis-india.org/internet-governance/files/data-visualization.pdf

Grants:APG/Proposals/2014-2015 round2/The Centre for Internet and Society/Impact report form

hasan — 2016-10-09T14:40:36Z

This form is for organizations receiving Annual Plan Grants to report on their results to date. For progress reports, the time period for this report will the first 6 months of each grant (e.g. 1 January - 30 June of the current year). For impact reports, the time period for this report will be the full 12 months of this grant, including the period already reported on in the progress report (e.g. 1 January - 31 December of the current year).

Read the original published on Wikimedia Blog here.

This form includes four sections, addressing global metrics, program stories, financial information, and compliance. Please contact APG/FDC staff if you have questions about this form, or concerns submitting it by the deadline. After submitting the form, organizations will also meet with APG staff to discuss their progress.

Global metrics overview - all programs

We are trying to understand the overall outcomes of the work being funded across our grantees' programs. Please use the table below to let us know how your programs contributed to the Global Metrics. We understand not all Global Metrics will be relevant for all programs, so feel free to put "0" where necessary. For each program include the following table and

Next to each required metric, list the outcome achieved for all of your programs included in your proposal.
Where necessary, explain the context behind your outcome.
In addition to the Global Metrics as measures of success for your programs, there is another table format in which you may report on any OTHER relevant measures of your programs success.

For more information and a sample, see Global Metrics.

Overall

Metric	Achieved outcome	Explanation
1. # of active editors involved	157	CIS-A2K has been able to increase participation of female editors across its Focus Language Areas.
2. # of new editors	799	Our WEP initiatives have helped in introducing and retaining editors across FLA (except for Odia).
3. # of individuals involved	1200	Public events and anniversary celebrations held in Odia and Kannada have helped Wikimedia projects in reaching the general public as these events have been widely covered by media.
4. # of new images/media added to Wikimedia articles/pages	2823	Photo-walks, WEP activities and image re-licensing efforts have helped the A2K team in achieving this metric.
5. # of articles added or improved on Wikimedia projects	18998	Thematic edit-a-thons anchored by A2K and Collaborative edit-a-thons that have been supported by A2K have been a big hit during the last grant period amongst Indic Wikimedians.
6. Absolute value of bytes added to or deleted from Wikimedia projects	109.64 MB

Kannada

Metric	Achieved outcome	Explanation
1. # of active editors involved	23	As of now the Kannada community is relatively small, A2K would like to expand the user and editor base by taking Wikimedia activities to various parts of the state.
2. # of new editors	609	These numbers include new editors from WEP initiative and editathons conducted as part of 13 Kannada Wikipedia anniversary.
3. # of individuals involved	700	Public event organised during the 13th Kannada Wikipedia anniversary has boosted our reach.
4. # of new images/media added to Wikimedia articles/pages	1290	Due to the Photo walk organised as part of the 13th year Kannada Wikipedia anniversary celebrations.
5. # of articles added or improved on Wikimedia projects	8132	Most of the articles created under WEP initiative are still under sandbox (as a quality enforcing measure), hence the number is low. The number also includes Wikisource folios.
6. Absolute value of bytes added to or deleted from Wikimedia projects	56.5 MB

Konkani

Metric	Achieved outcome	Explanation
1. # of active editors involved	4	Activities in Konkani Wikipedia dipped after the project became live.
2. # of new editors	20	The new editors were introduced to Konkani Wikipedia with the help of Nirmala Institute of Education, Panjim an institutional partner of CIS-A2K.
3. # of individuals involved	50
4. # of new images/media added to Wikimedia articles/pages	34
5. # of articles added or improved on Wikimedia projects	1546	Konkani Wikipedians took the project of creating one article per village in Goa quite enthusiatically.
6. Absolute value of bytes added to or deleted from Wikimedia projects	8.11 MB

Marathi

Metric	Achieved outcome	Explanation
1. # of active editors involved	64	Events conducted at Pune University, Pune and IIT-Bombay involved existing Wikipedians.
2. # of new editors	59	Activities conducted at SWERI, Pandharpur, TISS, Mumbai and IIT-Mumbai have contributed to this.
3. # of individuals involved	150	Involvement of Maharashtra Knowledge Corporation Limited opened up new readership to get involved in Marathi Wikimedia projects.
4. # of new images/media added to Wikimedia articles/pages	27	A2K team could not organise a dedicated photo walk or invest in image re-licensing activity.
5. # of articles added or improved on Wikimedia projects	331	Although the number of the articles is low, many new female editors were introduced and have taken up editing on Marathi Wikipedia.
6. Absolute value of bytes added to or deleted from Wikimedia projects	2.64 MB

Odia

Metric	Achieved outcome	Explanation
1. # of active editors involved	21	Wiki Tungi activities are lead by active Wikimedians from the Odia community.
2. # of new editors	56	Nabakalebara edit-a-thon gained a lot of currency on the social media platforms which in turn resulted in new editors for Odia Wikimedia projects.
3. # of individuals involved	120	Three events with Puri WikiTungi (Puri Workshop, 15th Anniversary celebration, and Mission Odisha event), Wikipedia workshop in Utkal University.
4. # of new images/media added to Wikimedia articles/pages	601	Nabakalebara edit-a-thon had an in-built component of adding images related to the Rathayatra.
5. # of articles added or improved on Wikimedia projects	1780	Only pages created in Odia Wikipedia and Odia Wikisource are indicated and not article improved.
6. Absolute value of bytes added to or deleted from Wikimedia projects	9.56 MB

Telugu

Metric	Achieved outcome	Explanation
1. # of active editors involved	30
2. # of new editors	45	Need to try getting more New users on to the board.
3. # of individuals involved	150
4. # of new images/media added to Wikimedia articles/pages	871
5. # of articles added or improved on Wikimedia projects	1342	Includes folios digitized in Wikisource.
6. Absolute value of bytes added to or deleted from Wikimedia projects	7.23 MB

Train-a-Wikipedian

Metric	Achieved outcome	Explanation
1. # of active editors involved	15	Editors who have participated in at least one training session.
2. # of new editors	10	Editors who got beginners' training (includes account creation and basic Wikipedia training such as Wikiformatting, components of Wikipedia, article structure).
3. # of individuals involved	30	#1+#2 and the people who were involved during training sessions.
4. # of articles added or improved on Wikimedia projects	5867
5. Absolute value of bytes added to or deleted from Wikimedia projects	25.6 MB

Telling your program stories - all programs

Please tell the story of each of your programs included in your proposal. This is your chance to tell your story by using any additional metrics (beyond global metrics) that are relevant to your context, beyond the global metrics above. You should be reporting against the targets you set at the beginning of the year throughout the year. We have provided a template here below for you to report against your targets, but you are welcome to include this information in another way. Also, if you decided not to do a program that was included in your proposal or added a program not in the proposal, please explain this change. More resources for storytelling are at the end of this form. Here are some ways to tell your story.

We encourage you to share your successes and failures and what you are learning. Please also share why are these successes, failures, or learnings are important in your context. Reference learning patterns or other documentation.

Make clear connections between your offline activities and online results, as applicable. For example, explain how your education program activities is leading to quality content on Wikipedia.

We encourage you to tell your story in different ways by using videos, sound files, images (photos and infographics, e.g.), compelling quotes, and by linking directly to work you produce. You may highlight outcomes, learning, or metrics this way.

We encourage you to continue using dashboards, progress bars, and scorecards that you have used to illustrate your progress in the past, and to report consistently over time.

You are welcome to use the table below to report on any metrics or measures relevant to your program. These may or may not include the global metrics you put in the overview section above. You can also share your progress in another way if you do not find a table like this useful.

A2K key activities

During this grant period CIS-A2K has organized and supported a number of events in collaboration with Indic Wikimedia community members. Some of those are:

July 2015	August 2015	September 2015
Konkani Wikipedia goes live, (See more)	Telugu Wikipedia edit-a-thon at Annamacharya library Tulu Wikipedia edit-a-thon in Mangalore (See more)	Seminar on "Empowering Marathi Schools", Pune, Kannda Wikipedia meetup (See more)
October 2015	November 2015	December 2015
Konkani language book donation (See more)	4 Indic language communities IRC meeting, Community discussion for making Tulu Wikipedia live (See more)	Sau Dhuni Teen Project: December Wikipedia Edit-a-thon, Initiative to bring 1000 books about the culture of Maharashtra on Marathi Wikipedia (See more)
January 2016	February 2016	March 2016
Konkani-language Edit-a-thon and English-Romi Konkani dictionary release, Geographical Indications in India Edit-a-thon (See more)	Digitisation sprint at Andhra Loyola College, Kannada Wikipedia's 13th anniversary (See more)	(See more) National Wikipedia Education review program, Odia-language Women’s History Month edit-a-thons (See more)
April 2016	May 2016	June 2016
Odia Wikipedia's 14th anniversary (See more)	Mini TTT and MWT in Pune, Advanced training for Kannada-language Wikimedians (See more)	Train the Trainer 2016, MediaWiki Training (See more)

Capacity building

Train the Trainer

Train the Trainer (or TTT in short) is a residential program that attempts to groom leadership skills among the Indian Wikimedians. Participating Wikimedians interact with A2K staff members and community leaders towards designing, implementing and documenting activities such as outreach, GLAM projects, edit-a-thons, etc. Various topics such as grants' structure, funding opportunities both with A2K and WMF, effective reporting and documentation, use of Global and other metrics, etc., are also covered.

After the first 2 iterations in 2013 and 2015, the third iteration of the training program was conducted in June 2016.

Diversity

In this iteration—

Language: 16 Wikimedians from 10 different language communities participated as shown in the pie chart below.

Participants of TTT 2016, representing different language communities

Gender: This year we had 5 female participants (out of 15 participants). After the 2013 iteration we felt we should try to encourage more female Wikipedians to participate in TTT. However, this does not mean that we had any different eligibility criteria set for the female Wikipedians.

Participants division by gender

Representation of Indic Wikimedia communities: We had participants from all over India. Although TTT is a national-level event, we also had participants from outside of India (Nepal and Sri Lanka).

Lessons learnt

TTT 2016 participants

After the 2015 version we found that a few participants faced difficulties to understand and work on the pre-event presentations. This year (2016), we have given more detailed instructions and were in touch with the participants while they were doing pre-event works.
By dovetailing TTT and MWT, A2K team was able to bring Indic Wikimedians working for outreach and on technical front together. This helped the participants to create a wishlist regarding tools, gadgets, and other technical help required to conduct effective outreach activities.

Based on participants' feedback and suggestions plus our own observations, while keeping Wikimedia Foundation's guidelines in mind, we make necessary changes to our program structure. In this year's TTT we made a number of changes‖

We encouraged more eligible female editors to participate.
We found that the objective and aims of the event remained unclear to a few participants in the earlier iterations. This year we have given more attention to explain the program's objectives, aims and expectations.

Challenges

We expected that the participants would be in touch with us while planning, conducting, and making reports of an event. After 2015 TTT^[1] we found a few participants did not respond to our emails or messages.
While TTT 2016 participants have shown active interest during WCI-related edit-a-thon, the same level of interest was not seen during regular monthly meetups.
Despite having communicated to the TTT 2015 participants that a mini TTT should be organized in their communities, however this was not taken up actively.

Mediawiki Training

Participants of MWT 2016, during the workshop

MediaWiki Training (MWT) is an annual residential training workshop that intends to bridge the prevalent gap between outreach volunteers and MediaWiki volunteers and developers. MWT attempts to create and groom 'tech' leaders from the existing Indian language Wikipedians. It aims to facilitate discussions around nurturing leadership regarding technical issues such as filing bugs that hinder the growth of Indian language Wikipedia and Wikimedia projects. At the same time, it encourages active contribution towards improving the existing MediaWiki software from the participants to understand importance of utilizing technology for outreach activities.

The first iteration of the event was held on 24-27 June 2015. 14 editors from 8 Indic communities participated in this workshop. Some of the topics taught during the workshop were: Bugs -presentation, demo & case study, Bots - Pywiki & AWB, MediaWiki tools, TranslateWiki, Quarry, WikiMetrics, APIs, User scripts.

The second iteration of the workshop was conducted on 17-19 June 2016 in Bangalore. MWT 2016 was planned to facilitate an idea-exchange platform between outreach volunteers and MWT participants. 11 editors from 6 Indic Wikimedia communities recieved training during this workshop. Some of the topics discussed during the program were Wikidata, usage of Wikimedia labs tools, templates and infobox creation, as well as AutoWikiBrowser (AWB).

Lessons learnt

Ensure better logistics co-ordination thus guaranteeing involved participation from the participants.
Priority topics must be given more time.

Challenges

Scheduling follow-up events such as mini version of MWT across Indic Wikimedia communities.
To identify female Wikimedians and encourage them to participate in MWT.

Train-a-Wikipedian

Train-a-Wikipedian session in Hyderabad on 15 May 2016

Train-a-Wikipedian (TAW) was started in December 2015 to identify enthusiastic Indic Wikipedians, to train and groom them to develop their editing skills. Inspired by the Adopt-a-User program of the English-language-Wikipedia, this initiative is working on encouraging new Wikimedians who nominate themselves to learn basic Wikimedia policies. Until 30 June 2016, more than 25 training sessions have been conducted.

The concept of Train-a-Wikipedian was appreciated by several Indic Wikimedians from different communities.
More than 25 Wikimedians signed up for this program.

Reflections

These are some of the reflections/feedback we received from Train-a-Wikipedian participants:

Username

	Community	Topics/Learnings	Feedback/Reflections
User:Nrgullapalli (Training page)	Telugu Wikipedia	Policy discussion such as civility, stub, How to search in a better way using operators etc on the web to get references Introduction to The Wikipedia Library / Resource exchange / CIS-A2K Resource exchange.	“ The training was helpful, I learned a couple of new tools. But I feel such trainings should be conducted on regular basis and follow-ups should be done. ”
User:Mouryan (Training page)	Bengali Wikipedia	Essentials of conducting local Wiki-event. Using special pages such as Special:UncategorizedPages,, Special:ShortPages etc., Google Books citation, Metrics.wikimedia.org	“ It was amazing and a quite enriching experience for me at a personal level sir. The things I learnt at Train-a-Wikipedian Hyderabad actually paid the results soon enough.and it enabled to successfully conduct my first offline Wikipedia Meetup in Kolkata just within one month's time. . . ”
User:Rajasekhar1961 (Training page)	Telugu Wikipedia	AdminTools such as MoreMenu, QuickWikiEditor, Citation making using Google Books citation tool, autofilling (from reftoolbar), DOI citation tool; Quick Page purging	“ I picked up some very useful skills & learnt good tools. But, I became a little inactive after that so could not utilize these learnings much. I hope to do so in future.

Lessons learnt

This initiative was inspired by English Wikipedia's program Adopt-a-user, however we found that we must make necessary changes to meet requirements of Indic Wikimedians.
Real-life training sessions left a deeper impact and motivated Wikimedians much more than online training modules.

Challenges

We failed to conduct sufficient number of offline training sessions.
Follow-ups have not been done for a couple of workshops, for example a TAW workshop was conducted in Hyderabad on 15 May and was well-received, but no follow-up TAW workshop has been conducted since then in the city.
From A2K's side sometimes there were delays in connecting and co-ordinating with the signed-up participants. On the other hand sometimes, we did not got responses from the participants when we contacted them.

Policies and guidelines on Indic Wikipedias

Indic Wikipedia policy handbook

CIS-A2K started working on a project to support and encourage Indic Wikipedians to create and/or localize policies in their native languages. A survey was conducted and a policy handbook was also created.

Lessons learnt

Efforts must be taken to initiate discussion regarding creation, localisation of policies in events organized by A2K

Challenges

Although a few policy-discussion meetups have been conducted (such as this one), we faced difficulties finding volunteer translators to translate the handbook into Indic languages.

Play media

Dr. Soubhagyavathi talks about Kannada Wikipedia

Kannada

Kannada Wikipedia Edit-a-thon partcipants at DSERT in January 2016

Kannada Wikipedia has reached the 20,000 article mark during this year. Kananda community members collaboratively designed the plan for the 13th Kannada Wikipedia anniversary. This activity brought together Wikimedians from different parts of Karnataka. By applying for a PEG Kannada Wikipedians have interacted with global Wikipedians and WMF staff. This event resulted in new editors and outreach activities in various parts of Karnataka. A2K has appointed a Program Associate as per its revised strategy A2K 2.0 for Kannada Wikimedia projects.

Institutional partnership

Two new partnerships have been initiated during this grant period–

The Department of State Educational Research and Training (DSERT), Government of Karnataka and
Alva's Education Foundation at Moodabidri.

While Alva's Education Foundation is going to be a partner in implementing Wikipedia Education Program. DSERT is an institution that trains school teachers all across Karnataka state. A2K will be training the trainers about using and editing Wikipedia and other Wikimedia projects in the context of their classroom. However, the 3 other institutional partnerships - Karnataka Janapada University, Manjusha Museum, Dharmasthala, and Tumkur University, Tumkur- that were anticipated during the writing of workplan, could not materialize. This was due to the delay in recruiting a Program Associate for the Kannada Wikimedia projects.

A2K has successfully continued its earlier partnerships and has benefited from their advice regarding our WEP activities and workplan.

Awareness and Outreach

Both the DSERT partnership and the 13th anniversary helped raise awareness around thematic article writing which encouraged Kannada Wikipedians to engage in projects. Various editing projects on literature, science, engineering subjects were taken up actively by the community members. Approximately 225 articles were created exclusively as part of 13th year anniversary celebrations.

Offline versions of Kannada Wikipedia (using kiwix) were distributed through flash drives like this during 13th year Kannada Wikipedia anniversary

CIS-A2K also tried to engage in skill-building activities for the Kannada community members. As per the requests from volunteers, capacity building programs were arranged both in groups and in one-on-one settings to individual Wikimedians. Both TTT and MWT saw active participation from Kannada community. The results of these would be visible in the coming months.

In order to increase the offline readership of Kannada Wikipedia, offline versions of Kannada Wikipedia (using kiwix) were distributed through flash drives during 13th year Kannada Wikipedia anniversary held at Mangalore. 50 such flash drives have been distributed so far to those in need.

Lessons learnt

Kannada was not properly represented in terms of blogs and media coverage and we have been working on addressing this issue.
A better communication method would be devised with inputs from the community members.

Gating factors

A2K has not been successful towards re-releasing of textbooks published by the Government of Karnataka under CC-by-SA licences.

An orientation for Kananda bloggers, some of who could be potential Wikimedians, has not taken place.
Some community members have repeatedly emphasized on having better communication, documentation of activities taken up by the Program Associate.

Odia

Active editors in Odia Wikipedia during the period July 2015 to Feb 2016

Through the community building activities such as the formation of Puri WikiTungi and revival of Bhubaneswar WikiTungi, active editors of the Odia Wikipedia movement reached 30 editors (as of 30 June 2016). Regular follow-up with Wikimedians on-Wiki and via different social media channels along with monthly meetups has helped in editor retention. This has further encouraged Odia Wikimedians to participate in both on-Wiki and off-Wiki activities.

CIS-A2K has supported the community to celebrate the 14th Anniversary of Odia Wikipedia, which facilitated 30 Wikimedians to meet and discuss the future activities for Odia Wikimedia projects.

Formation of Puri WikiTungi

Play media

Adyasha Sahu a Wikimedian from Puri community sharing her journey in the Wikimedia movement.

Puri WikiTungi is a city-based editing group formed by Wikimedians from Puri to spread awareness about Odia Wikimedia projects in and around the city. This group was formed after the first Wikipedia workshop in Puri. Around 30 individuals attended the workshop. 14 participants from this workshop have emerged as active editors on Odia Wikipedia and Odia Wikisource. They are also involved in conducting offline meet-ups, seminar and workshops.

Bridging the Gender gap

Gender diversity in Odia Wikimedia community during 2014-16. For this statistics Odia Wikipedia and Odia Wikisource have been considered.

CIS-A2K has engaged with seven new female Wikipedians and this has resulted in their active participation on Odia Wikimedia projects. One of the female Wikmedians, Chinmayee Mishra has independently conducted a Wikipedia orientation workshop. This workshop has boosted participation of female Wikipedians. Their efforts have been discussed through blog posts and other social media platforms.

Lessons learnt

Two organizations are unofficially supporting Odia Wikimedia community by providing meetup space and internet access for Bhubaneswar and Puri WikiTungis. A2K must make official agreements with these institutions.

Gating factors

Failed to build a partnership with any institution for running Education program for Odia Wikimedia projects. Awareness about the importance of WEPs is required for achieving this.

Telugu

A2K team has been successfully collaborating with Telugu Wikipedia community to improve content quality on Telugu Wikipedia and strengthen the community by increasing its reader and editor base. The team also shares ideas by providing and extending support such as involving community members in discussions with potential partners and designing programs based on their suggestions. Such collaboration has strengthened communities to conduct many Edit-a-thons which have resulted in a wide variety of quality articles. A2K intends to continue such collaborative activities resulting in improvements of stub and poorly translated articles.

Activities and Events

CIS-A2K team has been involved in conducting (holding or co-ordinating) several edit-a-thons in Telugu Wikimedia community, while a few were anchored in Telugu, others were multi-lingual. Many initiatives of the last grant period (i.e. July 2014 to June 2015) have been continued. A2K and the community have collaboratively organised an of sharing resources has resulted in which focused on improving Telugu movie articles. Community members have expanded stubs with information, references and photos. For the edit-a-thon A2K provided resources and references and the community members developed stub articles and created new articles.

Capacity building activities have also been carried out with Telugu Wikipedians. A copyrights session was conducted to improve Telugu Wikimedians' understanding on the subject and clear doubts for Wikisource contributors. Community members, Meena Gayathri and T.Sujatha, attending CIS A2K's Train-a-Wikipedian session have expressed that they gained invaluable knowledge and skills in content translation. The two later initiated a project to improve the quality of Google Translated articles. More than 30 such articles have been improved through it.

Similarly, the Quick introduction sessions held in Hyderabad community meet-ups by CIS A2K helped explain some online tools usage and enabled Wikipedians to contribute better for Wikimedia projects. One of the most active Wikipedians, Swaralasika, said that he was able to make better citations after the sessions which has helped him improve his editing.

Institutional Partnership

With the institutional partnerships established between CIS A2K and Annamayya library, Telugu Wikisource community members have uploaded some of the missing pages in on Telugu Wikisource. Due to the attempts of the community members towards proofreading these books can be downloaded now. The Andhra Loyola College partnership has also cultivated new editors and engage in WEP activities.

Outreach and Media

Increased media coverage has helped the cause of Telugu Wikimedia projects. Hard work of several Telugu Wikipedians (such as Pranayraj and Viswanadh) has been recognized and highlighted. Pranayraj points out that the media coverage helped him reach more people who want to contribute to Wikipedia.

Lessons learnt

A2K team has been working to make Telugu Wikipedia more visible in popular Telugu media, especially in printed media such as off-wiki and on-wiki events coverage in major local newspapers like Eenadu, Sakshi, Andhra Jyothi
WEP activities at partner institutions need to be synchronized with their academic schedule.

Gating factors

Technical support requests from the community were delayed on our end. To overcome this, we are trying to find interns to assign technical tasks requested from communities.

Konkani

Play media

Darshan Kandolkar talks about Konkani Wikipedia

Having gone live since July 2015 after nine years of incubation, Goan Konkani Wikipedia has developed and expanded with the help of CIS A2K to draw more contributors and resources into the project. CIS-A2K has attempted to develop Konkani Wikipedia in all the three scripts (Romi, Devanagari, Kannada). Institutions such as Thomas Stephen Konkani Kendra (TSKK) for Romi script, Goa Konkani Sahitya Academy for Devanagari script, Karnataka Konkani Sahitya Academy for Kannada script have agreed to donate content.

Department of Computer Science, Goa University, had organized an edit-a-thon to include the villages of Goa state on Konkani Wikipedia.

Due to the discontinuation of the Program Associate for Konkani, several of our programmatic activities have not been accomplished during this grant period.

Partnership

In the past year, CIS-A2K had the honour to collaborate with Mannd Sobhaann and World Konkani Centre, organizations working with Konkani language and culture, to bring in more resources into Konkani Wikipedia. These two organizations work for popularization and conservation of Konkani culture and language. Mannd Sobhaan has donated three Konkani books under CC-BY-SA license which has provided great sources for citation and references. On the other hand, these organizations have also agreed to hold GLAM activities, while A2K would digitize their archives of audio, video and text resources to further expand resources available for Konkani Wikimedia projects.

Activities and Events

A one-day edit-a-thon was organized at Krishnadas Shama Central Library, Goa in January 2016. Members of CIS-A2K participated in this event to help mentor the participants. The event created 100 new articles on Konkani Wikipedia in a single day.

Lessons learnt

Increase editor base by engaging academicians and bloggers.
Increase readership by introducing Konkani Wikipedia in primary and higher primary schools.

Gating factors

Activity in the end of 2015 was low in Konkani Wikipedia that no new articles were created in November and December.
Non-availability of a Program Associate

Marathi

Partnership

Maharashtra Granthottejak Sanstha (MGS) has re-licensed 1000 books on the culture, history, and literature under CC-by-SA 4.0 license in October, 2015. In December 2015, a discussion was initiated by CIS A2K at The Energy Resources Institute (TERI) to plan digitization and uploading of the books for Marathi Wikisource.

Events and Outreach

A two-day workshop was organised by the CIS A2K Program Associate in August 2015 at Srimati Savitribai Phule Pune University. This workshop was an attempt to bridge the gender gap on Marathi Wikipedia. The "Sau Dhuni Teen" project focused on creating Wikipedia articles on notable women, themes and works related to gender studies. This event attracted new editors and introduced to them input methods for Marathi methods and basic guidelines of contributing to Wikipedia. The event also served as an important initiative to utilize Wikipedia in generating Indian language annotations on academic sources in Women's Studies and the Social Sciences.

In May, 2016, CIS A2K organized a two-day mini version of Train-the-trainer (TTT) and Mediawiki Training (MWT) for Marathi Wikimedians in Pune. Topics covered in the Mediawiki training include Wikidata, bug triage, Mediawiki extensions, etc., while the TTT session focused on advanced editing skills, outreach planning, and grants structure introduction.

Lessons learnt

A strategy is required to utilize books donated by Maharashtra Granthottejak Sanstha (MGS) as references on Marathi Wikipedia.
Spreading Marathi Wikipedia-related activities to different parts of Maharashtra .

Gating factors

Some participants of workshops reflect that unavailability of sandboxes in Marathi Wikipedia was a concern for new editor as they were unsure if the article might be changed during the time they edit.

General Support and Service to the Movement

Play media

Odia Wikisourcer Pankajmala Sarangi shares her experience and future plans to grow the community. Video by Pankajmala Sarangi (original video) and Subhashish Panigrahi (post production), CC BY-SA 4.0. Pankajmala recorded the video herself covering a few specific topics sent over email.

Partnership Summary

Growing partnerships in WEPs: A2K team has successfully continued all the partnerships form the previous grant period and has also been able to bring new partners onboard thus adding value to the Wikimedia movement. A2K conducted a review program for its WEP partners in Bangalore during the last grant period. This review program allowed the WEP partners across 3 different states to meet and discuss the salient features of the WEP initiative being run at their institutions. This review program helped A2K team to understand institutional expectations and challenges. The review meeting also helped us to generate inter institutional collaboration and sync A2K schedule with academic calendar of these institutions.
Book/Resource donation and digitization: A2K team is immensely happy to have partnered with Maharashtra Granthottejak Sanstha which has donated 1000 books about the Maratha administration, culture, history and social life. Maharashtra Knowledge Corporation Limited, Pune has offered us in-kind support by digitising all these books and making them available to be uploaded on Marathi Wikisource.
Our collaboration with Manasu Foundation, Bangalore has also allowed us to digitise content donated to A2K for free. Andhra Loyola College, Vijayawada now hosts a Digital Resource Lab that provides nevessary infrastructure (Computers, Internet access and printing facility) for all the Telugu Wikimedians.
Centurion University, Bhubhaneswar has expressed in digitising Odia publications from the copyright lapse period. With this partnership A2K expects to add close to 50000 folios to Odia Wikisource.
Goa University partnership and Indian village articles: After a brief lull in the activities of Konkani Wikipedia activities have spiked up again mainly because of the encouragement offered by Goa University. Prof. Madhav Gadgil with support from Goa University has launched a project of using the Census of India data to create articles on Villages of India. This activity has been eagerly taken up by the Konkani community members.Encouraged by the level of enthusiasm shown by the Konkani community members Telugu, Marathi and Odia community members have also been engaged in creating articles on villages of India in their respective languages.
Partnership in image re-licensing: Alva's Education Foundation have donated more than 15000 images under CC-BY_SA license. These images depict the folk art forms, famous personalities, cultural practices, tribal costumes and other areas regarding the social and cultural life of Karnataka in particular and South India in general.
Decision of focusing on existing partnerships: Many institutions that were indicated under the category 'To be explored' for a partnership during this plan year have not been approached as A2K team worked towards consolidating its work with the existing institutions rather than crowding our resources. This decision was taken in accordance with the suggestion of community members and FDC suggestion.
Partnership re-assessment: A further re-assessment of Institutional partnerships based on the parameters of RoI, contribution to Global Metrics and community support will be undertaken during the grant period July 2016- June 2017. Thus providing the A2K team opportunity to consolidate its work further and adopting course corrections (such as working with a different Wikimedia project, changing target group, conducting intensive summer/winter camps and if necessary exiting the partnership).

Outreach Strategies Development

Online and offline media outreach strategies: Stories related to Indian language Wikipedias and Wikimedia projects used to get less attention in the regional language media in India. There has been a hike in news articles and columns related to Indic-language Wikimedia projects both in print and electronic media. One of the most important reasons behind this is the establishment and growing relations with journalists and news editors that are responsible for specific genre of news. Actively writing opinion pieces to newspaper editorials and making blog posts on popular online portals are another reason.
Laying out strategies for recruiting new contributors using social media: Learning from our past initiative experiences such as the movement where new contributors on social media helped Odia Wikisource go live^[2], CIS-A2K has been helping communities with online outreach strategies. Some of the lessons learned can be found in this learning pattern.

Other Communication and Contribution

Balance of Focus Language Area (FLA) and non-FLA language: As CIS-A2K has been working primarily in five focus languages (Kannada, Konkani, Marathi, Odia and Telugu, with Tulu and Santali as two additional languages), there has been more attention paid to the aforementioned seven languages and less on the remaining Indian languages. The same pattern also reflects in our media outreach. To balance this and to provide support in the larger Indic language community, CIS-A2K has made efforts in connecting non-FLA Wikimedians with global community leaders^[3] and writing about work accomplished in non-FLA communities.^[4]
Highlighting the' community-led projects and less-known languages: CIS-A2K has contributed and highlighting in promoting the projects that are primarily community-led^[5] that are not necessarily catalyzed by the CIS-A2K. Also, via public speaking and publications, CIS-A2K has attempted to promote indigenous and the less-known languages of India.^[6]

Challenges

Labor intensive WEP programs: WEP initiative at many of our institutions have proven to be labour intensive. A2K team has not been able to integrate its efforts with the community members. There has also been a perception that the participating Higher Education institutions are required to only provide infrastructure and carve time out of academic schedule. This leads to a situation where the A2K team is often forced to devote time and resources towards the evaluation of assignments.
Lack of institutional partnership in Odia community: Despite the A2K team's attempts to establish formal institutional partnership and further a WEP initiative in Odia language, we have not been successful. With the consent of the Odia community A2K team has approached Centurion University regarding setting up a Wikisource Learning Centre.

CIS-A2K request page

CIS-A2K has a request page intended for Wikimedian/s from India to place requests for support from CIS-A2K. Between 1 July 2015 and 30 June 2016, CIS-A2K has supported 21 such programs/initiatives. The communities supported by CIS-A2K include Odia, Kannada, Telugu, Malayalam, Bengali etc. Besides offering financial support to conduct events, CIS-A2K has also provided non-financial support such as SWAG material, and technical and documentaion support.

Some of the events/initiatives we have supported are

Odia Wikipedians conducting Nabakalebara edit-a-thon (July 2015), Odia Wikisource 1st anniversary celebration (October 2015), Wikipedia's 15th Birthday celebration (January 2016)
funding Bengali Wikipedia community to conduct a workshop (Wikiacademy) (August 2015), a meetup (October 2015), and an "in-depth Meet-up of Bengali Wikipedia editor community in Kolkata" (June 2016)
helping Malayalam Wikimedia community to organize a meet-up at Kozhikode, Kerala (July 2015), and Wikisangamotsavam 2015 (December)
support Telugu Wikipedians to conduct a photowalk and a joint Telugu-English Wikimedians’ meetup in Hyderabad (both in December)
supporting two-day workshop on Samskrit Wikisource - 2016

Lessons learnt

WMF grants opportunities should be discussed and promoted amongst Indic Wikimedia communities.
Wikimedia communities must be encouraged to optimize in-kind support such as event venue, internet connectivity.

Challenges

We have continuously informed communities that a request (specially if it is a large one) should come to us at least 3-4 weeks before the event date(s). However we have received requests at the last moment and hence faced difficulties (such as time-pressure) reviewing and process these requests in time.
We ask communities to submit expenditure details and narrative report of an event soon after its completion. However, we have faced difficulties collecting the said records in time.

Revenues received during this period (6 month for progress report, 12 months for impact report)

Provide exchange rate used:

1 USD = 61.88 INR

Table 2 Please report all spending in the currency of your grant unless US$ is requested.

Please also include any in-kind contributions or resources that you have received in this revenues table. This might include donated office space, services, prizes, food, etc. If you are to provide a monetary equivalent (e.g. $500 for food from Organization X for service Y), please include it in this table. Otherwise, please highlight the contribution, as well as the name of the partner, in the notes section.

Revenue source	Currency	Anticipated	Q1	Q2	Q3	Q4	Cumulative	Anticipated ($US)*	Cumulative ($US)*	Explanation of variances from plan
GSMA	INR	263,783.00	263,783.00	-	-	-	263,783.00	4262.73	4262.73
Wikimedia Foundation	INR	12,000,000.00	6,997,845.00	-	4,998,082.00	-	11,995,927.00	193,923.72	193,857.90
Kusuma Foundation	INR	15,000,000.00	7,500,000.00	-	7,500,000.00	-	15,000,000.00	242,404.65	242,404.65
MacArthar Foundation	INR	6,593,625.00	6,593,625.00	-	-	-	6,593,625.00	106,555.03	106,555.03
Cybersteward Project	INR	495,100.00	495,100.00	-	-	-	495,100.00	8,000.97	8,000.97
Big Data MF	INR	4,578,734.00	-	4,578,734.00	-	-	4,578,734.00	73,993.76	73,993.76
Privacy International	INR	3,883,300.63	-	405,388.00	3,477,912.63	-	3,883,300.63	62,755.34	62,755.34
IDRC	INR	6,751,260.57	-	-	6,751,260.57	-	6,751,260.57	109,102.47	109,102.47
The Mozilla Corporation	INR	662,173.00	-	-	-	662,173.00	662,173.00	10,700.92	10,700.92

* Provide estimates in US Dollars

Grants	Explanation
GSMA	This fund is allocated to CIS for GSMA project undertaken in collaboration with Privacy International. The research has sought to understand different legal and regulatory aspects of security and surveillance in India.
Wikimedia Foundation	Wikimedia Foundation has given this grant, as part of their APG, to work with the Wikimedia community of volunteers in India to expand Wikimedia’s Indic language free knowledge projects, including Wikipedia in Indic languages. In addition, the grant aims to generate improvements in India-relevant free knowledge in Wikimedia’s English projects and wider distribution of free knowledge within India.
Kusma Foundation Fund	Kusuma Foundation funds the core of CIS programmes.

Spending during this period (6 month for progress report, 12 months for impact report)

Please use the exchange rate in your APG proposal.

Table 3 Please report all spending in the currency of your grant unless US$ is requested.

(The "budgeted" amount is the total planned for the year as submitted in your proposal form or your revised plan, and the "cumulative" column refers to the total spent to date this year. The "percentage spent to date" is the ratio of the cumulative amount spent over the budgeted amount.)

Expense	Currency	Budgeted	Q1	Q2	Q3	Q4	Cumulative	Budgeted ($US)*	Cumulative ($US)*	Percentage spent to date	Explanation of variances from plan
Staff Cost	INR	5,884,320.00	986,800.00	1,328,057.00	1,695,815.00	1,455,531.00	5,466,203.00	95,092.44	88,335.54	92.9	Slightly under spent
Staff Travel & Stay	INR	985,000.00	211,267.00	162,566.00	453,724.00	-	827,557.00	15,917.91	13,373.58	84.02	Due to inclusion of Program Associates presence staff travel has come down
Volunteer Support	INR	1,530,000.00	41,847.00	422,041.00	100,631.00	764,787.00	1,329,306.00	24,725.27	21,482.00	86.89	Increased activities with the intervention of Program Associates
Meetups	INR	895,000.00	84,285.00	4,679.00	151,904.00	114,825.00	355,693.00	14,463.48	5,748.11	39.74	A2K team has conducted Train-the-Trainer and Media Wiki Training during the last quarter of the grant period. These receipts will be updated in the final cumulative financial report
Digitization	INR	150,000.00	5,250.00	-	10,250.00	-	15,500.00	2,424.05	250.48	39.74	Purchase of scanners to assist communities towards digitisation has been done
Equipment	INR	80,000.00	-	170,000.00	362,430.00	122,660.00	655,090.00	1,292.82	10,586.46	819	Essential equipment such as laptops, video camera and hard disks purchased for newly hired Program Associates and A2K staff
Assistant/Intern	INR	110,000.00	20,000.00	30,000.00	110,000.00	-	160,000.00	1,777.63	2,585.65	145.45	Hiring of 3 Program Associates has resulted in over spending
Consumables (Printing, Statinery, Swag)	INR	460,000.00	-	-	-	-	0	7,433.74	0	0	A2K was unable to utilise these funds for publishing and distributing of Community Resources
Miscellaneous	INR	165,000.00	89,003.00	21,207.00	50,978.00	50,442.00	211,630.00	2,666.45	3,420.01	128	Unanticipated expenses regarding orientation of PA
Design/Documentation & Research	INR	50,000.00	-	20,950.00	-	16,508.00	37,458.00	808.02	605.33	75	Optimal spending
Program Advisor	INR	580,800.00	132,000.00	132,000.00	132,000.00	132,000.00	528,000.00	9,385.91	8,532.64	90.9	Optimal spending
TOTAL	INR	11,979,132.00	1,570,452.00	2,291,500.00	3,067,732.00	2,656,753.00	9,586,437.00	193,586.49	154,919.80	80	Final Financial report will have the cumulative details.

* Provide estimates in US Dollars

Compliance

Is your organization compliant with the terms outlined in the grant agreement?

As required in the grant agreement, please report any deviations from your grant proposal here. Note that, among other things, any changes must be consistent with our WMF mission, must be for charitable purposes as defined in the grant agreement, and must otherwise comply with the grant agreement.

Are you in compliance with all applicable laws and regulations as outlined in the grant agreement? Please answer "Yes" or "No".

Are you in compliance with provisions of the United States Internal Revenue Code (“Code”), and with relevant tax laws and regulations restricting the use of the Grant funds as outlined in the grant agreement? Please answer "Yes" or "No".

References

2016 TTT version was conducted between 15–17 June 2016, and in this impact report we are reporting only till 30 June 2016. Although we have seen positive impact after this year's TTT, we are not including these in this report.
Panigrahi, Subhashish. "More Than 40 Million People Await the Launch of Odia Wikisource". Wikimedia Blog (21 October 2014).
[ Roali], an IME for Assamese language that is quite popular in the Assamese speakers, came live after long time. CIS-A2K has worked closely with the developer of this IME, some of the Assamese Wikipedia community members and Wikimedia Foundation's Language Engineering team in the entire process.
Broadening the scope of blogs CIS-A2K has contributed to the larger Indic communities has been a constant effort, though in a limited capacity. A few such blogs can be read here: 1, 2, and 3.
In this article, a community-led project for creating a script encoding converter for the Odia-language Wikimedia projects was highlighted. There were more publication in the Odia newspapers and the project was promoted on social media so that more people contribute using the Unicode standard. The latter will eventually help spread the language's reach on the Internet.
CIS-A2K and type designer Pooja Saxena submitted a paper and presented a paper titled "Bringing Ol Chiki to the digital world" at the Typoday 2016, an annual conference in India to bring type designers and script experts under one roof. The presentation is about CIS-A2K's work in bringing a freely-licensed typeface for the Ol Chiki script that is used to write Santali, an indigenous language spoken across several countries in South Asia.

Signature

Once complete, please sign below with the usual four tildes.

Lahariyaniyathi (talk) 17:01, 28 September 2016 (UTC)

Resources

Resources to plan for measurement

Global metrics are an important starting point for grantees when it comes to measuring programmatic impact (Learning Patterns and Tutorial) but don’t stop there.
Logic Models provide a framework for mapping your pathway to impact through the cause and effect chain from inputs to outputs to outcomes. Develop a logic model to map out your theory of change and determine the metrics and measures for your programs.
Importantly, both qualitative and quantitative measures are important so consider both as you determine measures for your evaluation and be sure to ask the right questions to be sure to capture your program stories.

Resources for storytelling

WMF storytelling series and toolkit (DRAFT)
Online workshop on Storytelling. By Frameworks institute
- The origin of storytelling
- Story frames, with a focus on news-worthiness.
Reading guide: Storytelling and Social change. By Working Narratives
- The uses of the story.
- Case studies.
Blog: 3 Tips on telling stories that move people to action. By Paul VanDeCarr (Working Narratives), on Philanthropy.com
Building bridges using narrative techniques. By Sparknow.net
- Differences between a report and a story
- Question guides and exercises.
Guide: Tools for Knowledge and Learning. By Overseas Development Institute (UK).
- Developing a strategy
- Collaboration mechanisms
- Knowledge sharing and learning
- Capturing and storing knowledge.

For more details visit https://cis-india.org/a2k/blogs/grants-apg-proposals-2014-2015-round2-the-centre-for-internet-and-society-impact-report-form

Reclaim Open Learning Symposium

praskrishna — 2013-09-30T10:44:39Z

This international convening is the culmination of the Reclaim Open Learning Innovation Challenge, committed to surfacing individuals and organizations that are transforming higher education toward connected and creative learning, open in content and access, participatory, and building on a growing range of experiments and innovations in networked learning. Nishant Shah is giving a talk at this event.

Note: The event is free and open to the public. Click to read the original published by DML Research Hub. This event is sponsored and organized by the Digital Media and Learning Research Hub, University of California Humanities Research Institute, located at UC Irvine and is co-sponsored by the MIT Media Lab and CALit2.

A Live recording of the panel discussion here.

Please feel free to follow the conversation on Twitter using the hashtag #ReclaimOpen. Certain portions of the Reclaim Open Learning Symposium will be streaming live via the DML Research Hub's YouTube Channel. Please click on the "streaming live" links below for more info. All times listed below are Pacific Time.

September 26, 2013

5:00 PM (CALit2 Auditorium + streaming live)

Welcome to Calit2 by G.P.Li and to the symposium by David Theo Goldberg

Opening Keynote Event - Conversation with John Seely Brown and Amin Saberi, moderated by Anya Kamenetz

Scientist, artist and strategist, for two decades the head of Xerox PARC, one of the country’s most innovative places, JSB is hailed as one of the premier minds bent to the work of understanding how learning evolves in a connected age. He’ll be talking with Amin Saberi, a professor of management science, computational and mathematical engineering at Stanford, and now the CEO of NovoEd, a MOOC startup offering courses from some of the world’s top business schools with the novel inclusion of small group, real-world collaborative project-based learning. Some questions we’ll take on: where are we in the MOOC hype cycle, and does it matter? What are the relative strengths and weaknesses of online and offline interaction for learning?

7:30 PM (CALit2 Atrium)

Gathering - Reclaim Open Learning Reception

We invite you to join us in celebrating the opening of the Reclaim Open Learning Symposium following the Conversation with John Seely Brown and Amin Saberi

September 27, 2013

9:00 AM - 10:00 AM (CALit2 Atrium)

Reclaim Open Learning Demos + Continental Breakfast

10:00 AM - 11:00 AM (CALit2 Auditorium + streaming live)

Reclaiming Open Learning--A Stake in the Ground

John Seely Brown, Nishant Shah, and Philipp Schmidt (Moderator)

What values are we articulating? Why does open learning matter? What is it “good for”? What are the stakes?

11:00 AM - 3:00 PM (CALit2, Room 3008)

Working Group - Reclaim Open Learning: The COURSE

Howard Rheingold

We will work all day to create a distributed multimedia open course on Reclaiming Open Learning, hacking together a syllabus, activities, assignments, competencies, and more across platforms.

11:00 AM - 12:00 PM (CALit2 Auditorium + streaming live)

Connected Learning, Digital Arts and Humanities

Susie Ferrell, Jade Ulrich, Martha Burtis, Alan Levine, Jonathan Worth, and Liz Losh (Moderator)

Why is art important in an online learning world sometimes dominated by STEM? how does the media production of learners get facilitated and managed in distributed networks and large-scale?

12:00 PM - 2:00 PM

Break for Lunch

2:00 PM - 3:00 PM (CALit2 Auditorium + streaming live)

The Warm Body Effect

Josie Fraser, Freeman Murray and Anya Kamenetz (Moderator)

Space, place, and collocation -- what do physical presence, local communities and live social interaction mean for learners connected by the web? What power relationships and hierarchies are implied/facilitated by openness?

3:00 PM - 4:00 PM (CALit2 Auditorium + streaming live)

Contexts & Outcomes

Howard Rheingold, Anya Kamenetz, and Mimi Ito (Moderator)

What are the broader social and economic contexts in which open learning is happening? How do questions of value and quality get negotiated? How do we define success?

4:00 PM - 4:30 PM (CALit2 Auditorium + streaming live)

Presentation from 'Reclaim Open Learning: The COURSE'

Howard Rheingold

The working group will present their course.

4:30 PM - 5:00 PM (CALit2 Auditorium + streaming live)

Closing Remarks

David Theo Goldberg

Winners

DigiLit Leicester www.digilitleic.com | Josie Fraser (Leicester City Council), Lucy Atkins (Leicester City Council), Richard Hall (De Montfort University)

This distributed course has a local aim: increasing the ability of local teachers in Leicester to use connected learning methods to support teaching and transform learning.

Digital Storytelling 106 (DS106) ds106.us | Jim Groom, Martha Buris, Alan Levine, University of Mary Washington, United States

Based on the principle “a domain of one’s own,” Groom’s course connects registered students and open participants in an ever-evolving online community where they submit, complete and collaborate on assignments in writing, mash-ups, design, video, audio, and other media. DS106 lives online as a livestreaming radio station, a sub-reddit, a G+ group, a Twitter feed, and more.

FemTechNet femtechnet.blogspot.com | Susanna Ferrell, Jade Ulrich Scripps College, United States

FemTechNet bills itself as the first “distributed online collaborative course.” In their beta outing, students applied feminist texts to labor, digital art, and archives, drawing connections between the dichotomies of software/hardware and feminism/masculinity. They edited Wikipedia, created sculptures and images and held dialogues with others of diverse backgrounds. The course is expanding globally.

Jaaga Study jaaga.in/study | Archana Prasad, Freeman Murray, India

Jaaga is a multidisciplinary creative hub in Bangalore, India. They are piloting informal learning programs leveraging MOOC resources with volunteer facilitators in a face to face community setting, with the goal of creating market-ready computer programmers.

Photography BA Hons and Phonar-Ed www.phonar.covmedia.co.uk | Jonathan Worth, Matt Johnston, Shaun Hides, Jonathan Shaw, Coventry University, UK; David Kernohan, JISC, UK

These free and open photography classes are available in app form and deal directly with the nature of the photographer as publisher. Classroom-based but leveraging various online communities, they are expanding to a full master’s and bachelor’s program.

For more details visit https://cis-india.org/news/dml-hub-reclaim-open-learning-symposium

CIS-A2K Communication Officer position

tito — 2019-06-04T06:45:28Z

The Centre for Internet & Society (CIS) is seeking applications only from prospective candidates who identify themselves as women, for the position of Programme Officer (Communications, the position is also known as Communication Officer), to support its Access to Knowledge (CIS-A2K) Programme. The job application is open to women only because we feel that a woman communications person will contribute more towards bridging the gender gap in the Wikimedia movement by emphasising on gender-sensitive communication apart from contributing internally for bringing a gender balance in the team.

Context of the CIS-A2K programme

As an affiliate of the Wikimedia Foundation, the nonprofit behind Wikipedia and Wikipedia’s sister project, we design and implement different projects with an aim to create high quality content and cultivate new contributors to Wikimedia projects. The projects will be premised on themes and seek to create a multilingual repository of knowledge using Wikimedia projects as a knowledge platform. You are encouraged to deeply engage with the CIS-A2K work plan before making the application. You will work cohesively with the Wikimedia community and the Wikimedia India Chapter to meet specific goals of each language community in India. You will be a part of a small team of 5 to 10 doing high visibility and high impact work. Please learn more about CIS-A2K here.

Position summary

As a Programme Officer, your job will be to support the Team’s larger goals -- growth of Indian-language Wikipedias and other Wikimedia projects (hereinafter Wikimedia projects), and the contributor communities (hereinafter Community). Your primary responsibility will be to support the Programme Associates -- that spearhead our on-ground programmatic activities -- with regular communications with the community and the world outside.

The position is full time and will be based in CIS’ Bengaluru office. Programme Officer will work closely with CIS-A2K Team (hereinafter Team) and would report to the Executive Director/any supervisor in Team.

Characteristics of the Programme Officer

High level of commitment: The Programme Officer should believe in the values of CIS and Wikimedia projects, exude enthusiasm for the mission and can powerfully embody and communicate the mission.
Intellectual curiosity and flexibility: Must enjoy tackling difficult, ambiguous problems and able to incorporate new knowledge into how one approaches situations and generates solutions, loves learning from others while expanding intellectual horizons.
Open and transparent: Have a high level of integrity and be comfortable working in a highly transparent fashion, open to input and feedback, a proactive and candid communicator who wants people to know what s/he is doing and isn't afraid to bring others in when things are off-track or when you need help and should able to handle criticism in a mature fashion.
Community builder: It is essential that the Programme Officer sees herself/himself as a partner to and supporter of the Wikimedians who have and will continue to be the leaders in building the Wikimedia projects. The Programme Officer must be willing and able to work with a diverse array of people, many of whom come from non-traditional backgrounds and have a fervent commitment to Wikimedia movement’s community-led nature.
Strong cultural competency: Able to navigate in a global movement and on a global team in addition to navigating the complexity of India.
Partnership developer: Able to initiate, negotiate and operate partnerships that advance the Wikimedia mission in Indic languages and English (as relevant to India) with a wide range of institutions across the public, NGO, universities, philanthropic and private sector.
Willing to travel: The Programme Officer must regularly travel within India to engage with Wikimedia communities and partner with institutions.

Responsibilities

You will be responsible for the overall communications of Team that include storytelling in the form of interviews, blogs, opinion pieces in newspaper/other platforms, regular coverage in both Indian language and English media, and anything beyond.
You will be exploring widely from conventional to new media to spread the stories of the hundreds and thousands of volunteers that make the Indian-language Wikipedia and Wikimedia projects such great knowledge repositories.
Creating original stories of challenges and learning, and successes of Wikimedia community in general and the ones that we closely work with in particular.
Function as an interface between A2K team and the community, and help the team better work collaboratively with the community.
Sharing the work of the community and A2k team in a regular basis in the monthly newsletters and other places.
Providing training on effective communications to the communities in a need basis, and supporting them to independently tell their own stories in their own languages.
Announcement of programmatic activities in the form of announcements, blogs and reports, and microblogging (social media, etc.).

Interviewing Wikimedians under the ambit of the WikipediansSpeak [1] project and beyond, and share the story of the Wikimedia community widely in the media

Required skills

Graduate with a strong track record of success in high performance organisations, preferably in non-profits.
Experience could be during studies or after, primarily in blogging, writing organisation reports, managing social media for organisations, interviewing and covering people’s stories in mainstream media.
Prior experience of working in a collaborative community, preferably and open one like Wikipedia and in online.
Good understanding of the basics of organisational programme design and management.
Strong understanding of the Internet and the forces that underpin the success of Wikipedia. Active participation as a Wikimedia volunteer would be an asset, though not a prerequisite (must be prepared to demonstrate knowledge of how Wikipedia works in interviews).
Experience working in a global, multicultural and diverse team environment will be preferred.
Must be fluent in English and at least in one Indian language.
A good understanding of the cultural and knowledge universe of the Indian language communities.

Location: The position is based out of the CIS’s Bangalore office.

Remuneration: Compensation structure will be determined by the level of expertise, experience and current remuneration.

To apply, please send your resume to Tito Dutta (tito+po2019@cis-india.org) by 4 June 2019. Please do not miss the +po2019 part in the email, that is an email filter for us)

For more details visit https://cis-india.org/a2k/cis-a2k-communication-officer-position

Consultation on Gendered Information Disorder in India

Amrita Sengupta and Yesha Tshering Paul — 2024-10-15T10:57:06Z

On 14th and 15th March 2024, Centre for Internet and Society (CIS) collaborated with Point of View (POV) to organise a consultation in Mumbai to explore the phenomenon of gendered information disorder in India, spanning various aspects from healthcare and sexuality to financial literacy, and the role of digital mediums, social media platforms and AI in exacerbating these issues.

The event was convened by Amrita Sengupta (Research and Programme Lead, CIS), Yesha Tshering Paul (Researcher, CIS), Bishakha Datta (Programme Lead, POV) and Prarthana Mitra (Project Anchor, POV)..* Download the event report here.

The event brought together experts, researchers and grassroots activists from Maharashtra and across the country to discuss their experiences with information disorder, and the multifaceted challenges posed by misinformation, disinformation and malinformation targeting gender and sexual identities.

Understanding Information Disorders: The consultation commenced with a look at the wide spectrum of information disorder by Yesha Tshering Paul and Amrita Sengupta. Misinformation^{^[1]} was highlighted as false information disseminated unintentionally, such as inaccurate COVID cures that spread rapidly during the pandemic. In contrast, disinformation involves the intentional spread of false information to cause harm, exemplified by instances like deepfake pornography. A less recognized form, malinformation, involves the deliberate misuse of accurate information to cause harm, as seen in the misleading representation of regret rates among trans individuals who have undertaken gender affirming procedures. Yesha highlighted that the definitions of these concepts are often varied, and thus the importance of moving beyond definitions to centre user experiences of this phenomenon.

The central theme of this discussion was the concept of “gendered” information disorder, referring to the targeted dissemination of false or harmful online content based on gender and sexual identity. This form of digital misogyny intersects with other societal marginalizations, disproportionately affecting marginalised genders and sexualities. The session also emphasised the critical link between information disorders and gendered violence (both online and in real life). Such disorders perpetuate stereotypes, gender-based violence, and silences victims, fostering an environment that empowers perpetrators and undermines victims' experiences.

Feminist Digital Infrastructure: Digital infrastructures shape our online spaces. Sneha PP (Senior Researcher, CIS) introduced the concept of feminist infrastructures as a potential solution that helps mediate discourse around gender, sexuality, and feminism in the digital realm. Participant discussions emphasised the need for accessible, inclusive, and design-conscious digital infrastructures that consider the intersectionality and systemic inequalities impacting content creation and dissemination. Strategies were discussed to address online gender-based violence and misinformation, focusing on survivor-centric approaches and leveraging technology for storytelling.

Gendered Financial Mis-/Dis-information: Garima Agrawal (Researcher, CIS) with inputs by Debarati Das (Co-Lead, Capacity Building at PoV) and Chhaya Rajput (Helpline Facilitator, Tech Sakhi) led the session by highlighting gender disparities in digital and financial literacy and access to digital devices and financial services in India, despite women constituting a higher percentage of new internet users. This makes marginalised users more vulnerable to financial scams. Drawing from the ongoing financial harms project at CIS, Garima spoke about the diverse manifestations of financial information disorders arising from misleading information that results in financial harm, ranging from financial influencers (and in some cases deepfakes of celebrities) endorsing platforms they do not use, to fake or unregulated loan and investment services deceiving users. Breakout groups of participants then analysed several case studies of real-life financial frauds that targeted women and the queer community to identify instances of misinformation, disinformation and malinformation. Emotional manipulation and the exploitation of trust were identified as key tactics used to deceive victims, with repercussions extending beyond monetary loss to emotional, verbal, and even sexual violence against these individuals.

Fact-Checking Fake News and Stories: The pervasive issue of fake news in India was discussed in depth, especially in the era of widespread social media usage. Only 41% of Indians trust the veracity of the information encountered online. Aishwarya Varma, who works at Webqoof (The Quint’s fact checking initiative) as a Fact Check Correspondent, led an informative session detailing the various accessible tools that can be used to fact-check and debunk false information. Participants engaged in hands-on activities by using their smartphones for reverse image searches, emphasising the importance of verifying images and their sources. Archiving was identified as another crucial aspect to preserve accurate information and debunk misinformation.

Gendered Health Mis-/Dis-information: This participant-led discussion highlighted structural gender biases in healthcare and limited knowledge about mental health and menstrual health as significant concerns, along with the discrimination and social stigma faced by the LGBTQ+ community in healthcare facilities. One participant brought up their difficulty accessing sensitive and non-judgmental healthcare, and the insensitivity and mockery faced by them and other trans individuals in healthcare facilities. Participants suggested the increased need for government-funded campaigns on sexual and reproductive health rights and menstrual health, and the importance of involving marginalised communities in healthcare related decision-making to bring about meaningful change.

Mis-/Dis-information around Sex, Sexuality, and Sexual Orientation: Paromita Vohra, Founder and Creative Director of Agents of Ishq—a multi-media project about sex, love and desire that uses various artistic mediums to create informational material and an inclusive, positive space for different expressions of sex and sexuality—led this session. She started with an examination of the term “disorder” and its historical implications, and highlighted how religion, law, medicine, and psychiatry had previously led to the classification of homosexuality as a “disorder”. The session delved into the misconceptions surrounding sex and sexuality in India, advocating for a broader understanding that goes beyond colonial knowledge systems and standardised sex education. She brought up the role of media in altering perspectives on factual events, and the need for more initiatives like Agents of Ishq to address the need for culturally sensitive and inclusive sexuality language and education that considers diverse experiences, emotions, and identities.

Artificial Intelligence and Mis-/Dis-information: Padmini Ray Murray, Founder of Design Beku—a collective that emerged from a desire to explore how technology and design can be decolonial, local, and ethical— talked about the role of AI in amplifying information disorder and its ethical considerations, stemming from its biases in language representation and content generation. Hindi and regional Indian languages remain significantly under-represented in comparison to English content, leading to skewed AI-generated content. Search results reflect the gendered biases in AI and further perpetuate existing stereotypes and reinforce societal biases. She highlighted the real-world impacts of AI on critical decision-making processes such as loan approvals, and the influence of AI on public opinion via media and social platforms. Participants expressed concerns about the ethical considerations of AI, and emphasised the need for responsible AI development, clear policies, and collaborative efforts between tech experts, policymakers, and the public.

* The Centre for Internet and Society undertakes interdisciplinary research on internet and digital technologies from policy and academic perspectives. Point of View focuses on sexuality, disability and technology to empower women and other marginalised genders to shape and inhabit digital spaces.

^{^[1]} Claire Wardle, Understanding Information Disorder (2020). https://firstdraftnews.org/long-form-article/understanding-information-disorder/.

For more details visit https://cis-india.org/internet-governance/blog/consultation-on-gendered-information-disorder-in-india

Call for Position - Programme Officer (Communication) - Access to Knowledge

tito — 2018-11-02T09:37:09Z

We are inviting applications for the position of a Programme Officer (Communication) to join the Access to Knowledge (CIS-A2K) team at the Centre for Internet and Society. Please find below the description of the position, the eligibility criteria, and the application process.

To contribute to, support, and lead public communication of the work of the CIS-A2K team, we are looking for a creative, dedicated, and enterprising individual to join the team as Programme Officer (Communications). Please note that women and trans candidates, especially those from socio-economically marginalised communities, and women who are returning to work after a hiatus will be given preference.

Project Background

Responsibilities

Competencies

Required Skills and Experience

Desirable Skills and Experience

Location and Remuneration

Application Process

Project Background

The CIS-A2K team is supported by Wikimedia Foundation to work towards catalysing the growth of the open knowledge movement in south Asia and in Indian languages. The current work plan (2018-19) of the CIS-A2K team is focused on working towards creating an inclusive Wiki atmosphere in India, with emphasis on creating safe spaces, and promoting activities to bridge gender gap in Wiki projects across languages. Further, CIS-A2K facilitates exchange and incubation of ideas amongst Indian language Wikimedia communities, which contributes to the growth of these community and enables emergence of community leaders. During the current year, the A2K team is investing resources and energy on 4 programs/ideas that we believe are going to be 'triggers of change': 1) Focus Project Area, 2) MediaWiki Training, 3) Bridging Gender Gap, and 4) Wikisource Conference India. Please find a detailed description of our proposed activities during 2018-19 on our Meta-Wiki page.

Responsibilities

The CIS-A2K team is primarily based in the Bangalore office of CIS, and the Programme Officer (Communication), henceforth POC, will be expected to work out of the same office. Members of this team are also based in Bhubaneswar (Odisha), Hyderabad (Telangana), and Sangli (Maharashtra), and the POC will be expected to work closely with them - generally remotely, and sometimes by travelling to these locations

To support and drive outreach of the work being done by the CIS-A2K team, the POC will be responsible for the following tasks:

Public communication (60% of monthly work): POC will be responsible for the overall public-facing communication of the work and activities of the CIS-A2K team. This includes planning, driving, and carrying out multi-media documentation of ongoing activities of the team; announcement of programmatic activities in terms of authoring press releases, opinion pieces, short updates, and social media posts, including helping CIS-A2K team members with doing the same; co-authoring and editing the major reports prepared by the team, primarily for submission to Wikimedia Foundation; managing and posting on the Twitter account of the CIS-A2K team; and preparing and publishing a monthly newsletter to share the work of Indian Wikimedia communities and the CIS-A2K team. The CIS-A2K team usually conducts 4 events each month on average.
Innovative media projects (25% of monthly work): POC may explore widely from conventional to new media forms to create original stories of experiences, challenges, and learnings of members of Indian Wikimedia communities in general, and communities engaged with by the CIS-A2K team in particular. This may include storytelling in the form of interviews, blogs, audio and video productions including those native to social media platforms, with a focus on producing content in multiple Indian languages, often with support from CIS-A2K team and members of Wikimedia communities. The focus of these media projects will be on the stories of the volunteers who edit and contribute to Indian language Wikimedia projects, as well as gaps and futures thereof. This task includes interviewing Indian Wikimedians under the ambit of the WikipediansSpeak project.
Liasoning and training (15% of monthly work): POC will function as an interface between A2K team and the Indian (and global) Wikimedia communities as the first point of contact for incoming communications, and inform the CIS-A2K about requests and concerns shared by members of these communities. POC may also be invited to provide training on effective communications for members of Indian Wikimedia communities, as needed, and to support them to independently tell their own stories in their languages.

Competencies

Core Competencies

Accountability
Awareness and sensitivity regarding issues of gender and sexuality
Critical appreciation of open knowledge initiatives
Effective communication
Inclusive collaboration
Intellectual curiosity and openness
Respect for diversity
Strong cross-cultural competency

Functional Competencies

Ability to learn-at-work, especially about the Wikimedia ecosystem
Highly organised, motivated, and able to take initiative
Experience of managing public communications and outreach, including managing mailing lists and social media accounts
Experience of producing multimedia content, including writing and web-based content

Required Skills and Experience

Languages

Excellent communication skills (written and oral) in English
Working knowledge (or better) of at least one other Indian language

Professional

Two years of working experience in an Indian/global organisation with diverse members, and in a position that involved managing communication and producing text and media content

Technical

Basic understanding of functioning of Wikipedia, and ideally of other Wikimedia projects too
Basic ability to produce audio/video content, including recording and editing

Desirable Skills and Experience

Active user of free and open source software
Experience of actively contributing to Wikimedia projects, including Wikipedia and others
Experience of being a member of an Indian Wikimedia community, or taking part in Wikimedia-related events
Experience of being part of a free and open source software / open knowledge community

Location and Remuneration

The position is based out of the Bangalore office of CIS.

Monthly remuneration for the position will be Rs. 40,000-45,000 (including taxes) based on the level of experience and previous salary.

Application Process

We invite interested (and eligible) candidates to apply for the position by sending us the following documents to tito@cis-india.org, with “Application for Programme Officer (Communication)” as the subject, by Sunday, October 28, 2018:

Cover letter (2 pages): This should introduce your relevant academic, professional, and other experiences, and describe the kind of work you look forward to do as part of the CIS-A2K team. We strongly recommend reading the 2018-19 work plan of the CIS-A2K team while writing this cover letter, as well as for preparation for the interview to follow (if you are shortlisted for interview).
CV: This should provide details of your academic, professional, and other achievements
Work samples: The position will require you to produce effective writing outputs in a regular manner. Please share 2 samples of your writing (published or unpublished). In case you have produced media works (photographs, audio/video interviews, short films, etc.), please share 1 or 2 samples of the same. While sharing media works, please share the URL to the same and not the actual files.

We will prepare a short list of candidates, on the basis of the submitted applications, and inform you of our selection decision by Friday, November 02.

The shortlisted candidates will be interviewed by the CIS team, including members of the CIS-A2K team. If needed, there will be two rounds of interview.

We will take the final hiring decision by early November, inform the shortlisted candidates accordingly, and invite the selected person to join our from December 1, 2018.

Please do not hesitate to write to us at tito@cis-india.org for any clarification regarding this.

For more details visit https://cis-india.org/jobs/call-for-position-programme-officer-communication-a2k-2018

Tech Anthropology Today: Collaborate, Rather than Fetishize from Afar

Geert Lovink and Ramesh Srinivasan — 2017-05-16T14:51:09Z

"That is why the 'offline' if you will is so critical to understanding the 'online'—because they do not exist in isolation and what we have constructed is an illusory binary between the two." In this interview, Geert Lovink discusses with Ramesh Srinivasan: “how can we embrace the realities of communities too-often relegated to the margins?”

Cross-posted from nettime.org.

“How can we embrace the realities of communities too-often relegated to the margins?”

In Whose Global Village? (NYUPress, 2017) UCLA scholar Ramesh Srinivasan travels the globe in order to find out much techno-autonomy there’s still left. Now that more than half of the world has moved to urban centres, the rural population is literary a minority and is kindly asked to adjust accordingly. This makes Srinivasan’s work even more urgent when he asks “what the internet, mobile phone or social media platforms may look like when considered from the perspectives of diverse cultures.”

The communities Ramesh Srinivasan visits are on the defensive, in a process of fragmentation. “There is a disconnection not just from one another,” he writes, “but also from the common threads of their history and culture. The tribes and villages experience “placelessness, fragmentation of identity, and dissolution of social bonds.” Throughout the study, which took place between 2004-2013, Srinivasan reports from the rising gap between the proposed technologies (such as videos, websites, databases) and the ‘techno-solutionism’ (as described by Morozov) that he wants to prevent. Ramesh is so honest to present this dilemma as an inner struggle of today’s anthropologist with a technology background. Computers and smart phones are an integral part of the everyday life—no matter where we go—and can no longer be presented as liberating tools. This put the ‘ICT for development’ researcher is an awkward position. Post-colonial theories have widely been read and their influence (from Fanon, Said to Spivak) is having an inevitable impact. This in turn leads to a new attitude that I would describe as ‘radical modesty’ (if not ‘vital pessimism’).

While studying the impact of the Tribal Peace system that he and others installed to connect the different Navajo tribes in San Diego County, Srinivasan realises that he has to work with rather than ignore the networks that exist. “It was neither the technology nor institutions that connected the people I had met. Instead, the very few threads of kinship I noted were related to revered individuals, regarded by most with collective respect and as a source of inspiration.” It is with and through the elders that he starts to draw up information architectures (or ‘ontologies’), listing topics, themes, and values across the native reservations. How can ‘lateral networks’ be supported in a a process of what James Carey calls ‘ritual communication’?

Needless to say this approach takes us light years away from Facebook and other social media. This is only in part a question of translating interfaces to local indigenous languages. The proposed systems require the design of its own visual metaphors, reminding us of 1990s multi-media navigation screens, meant to represent digital storytelling. This is dealt with in closed, or semi-open networks, paying respect to the different experiences of time and space. These ideas are put to the test in the last part of the book that describes the encounter with the Zuni tribe (Arizona/New Mexico), where Ramesh Srinivasan worked together with Robin Boast. It is amongst the Zuni peoples that the researchers encounter the distrust against anthropologists. “Our Zuni friends voiced feelings of misrepresentation and anger at their objectification. They explained that social scientists would visit their community, exoticize their traditions and customs, and extract what they could to benefit their own agendas rather than those of the community.”

The gained detachment aims to put the researcher “at the service of our friends and partners.” Important is no longer the one-way transfer of knowledge but the art of listening. Towards the end of his study Ramesh asks: “What would it mean to step away from top-down understandings of the internet and instead ‘splinter’ the way we think about technologies and the communities they may support?” As an activist in Egypt explained: “We do not need another NGO or a new dialogue.com to solve our problems—we just need you to listen, support our voices, an pay attention to what we we do.” Whose Global Village? adequately describes the moral and methodological crisis in the ‘ICT for Development’ field. The wide condemnation of Facebook’s neo-colonial internet.org balloon campaign to bring access (to Facebook) to hundreds of millions of rural poor in India clearly marks a paradigm shift. Access is no longer a benevolent project. It’s clear that ICT for Development as such does not contribute to a redistribution of wealth and makes global inequality only worse. So much for internet charity.

Ramesh admits: “Trained as a designer and engineer, I recognize my innate tendency to valorize my power to come up with a set of solutions for any challenge at hand. Yet every project I have described illustrates the valuable insights gained when I put aside my own agenda and bias as much as possible to open myself to experiences that could not have been predicted from afar.” This modesty sounds like a new starting point. But is it also resulting into new concepts and narratives? This might be too much to ask of a single publication (in fact, the first book publication of this author). The ‘tactical distance’, created out of respect for the communities-in-defence, results into rather sparse information about the places we visit. There are no interview fragments included in the book, and the few local leaders that we encounter do not speak to the reader in a direct manner. The chosen way to report creates a vague cloud of secrecy around the research itself. What happens when we listen but do not acknowledge the Other? Were more detailed research results published elsewhere or only accessible for donors (a common practice in NGO land)? What happens when we listen but do not acknowledge the Other? Is it too risky to give them a voice? Might their opinions and desires be too ordinary, too radical, or simply not what we want to hear? What if they do not fit our Western expectations? The Others are humans, after all, and, like us, tend not to live up to expectations. These, and more, are some of the questions we encounter once we give up on the development rhetoric.

Geert Lovink: You’ve been in a lucky, privileged position to travel so often and witness events and encounter communities in diverse places such as Cairo during the 2011 uprising, with the Zapatistas Chiapas, doing research in the land of your ancestors, South India and on reservations in the South-West of the United States. The offline encounter in-real-life seems to be constitutional for your theory. In the past scholars travelled through the library and many these days do not leave their screens while processing their ‘big data’. Digital ethnography, on the other hand, seems to require direct exchanges with the Other. This assumption pops in all chapters. Is travelling the new luxury? Or should we say that it is rather dedicated time? Once you arrive elsewhere there is suddenly another time regime.

Ramesh Srinivasan: Indeed, I think all of us as researchers and teachers are nothing if not 'lucky' or 'privileged'. And you're certainly on point to recognize that the root of my scholarship and activism locates technologies within an assemblage of other factors - peoples, places, infrastructures, and environments. Yet it is essential that I do not collaborate with (rather than ‘study of’) any community unless I am invited to do so and where our efforts are focused on initiatives that live and are owned by that group itself.

That is why the 'offline' if you will is so critical to understanding the 'online'—because they do not exist in isolation and what we have constructed is an illusory binary between the two. If we want to be of service and understand the complex relationships between technologies, politics, and cultures—as I attempt to do via the multiple case studies discussed in the book, we need to put our bodies and hearts in places rather than our distant gaze. It's critical for me to not step foot anywhere where I am not invited first, and to critically think about my role and power as I enter different environments. Indeed, the book is full of ethnographies of attempting to listen more than make, and how I eschew the 'study of' any community and instead write about what we create and work on together. My goal is to collaborate rather than study, rather than fetishize from afar.

GL: Whose Global Village? has an unusual time span of 10-14 years. First research goes back to 2003-2004. Some case study closed in 2005 while most literature dates from 2012-2013. In between, the 2008 global financial crisis occurred, the smart phone was launched and apps became mainstream. How did you deal with these constant changes? Are you proposing a ‘longue durée’ in media studies and internet criticism’? What are the benefits of this approach? How do you see ‘grassroots storytelling’ dealing with the relentless changes of platforms, interfaces and protocols? Do remote communities have a different approach to the latest fashion and the famous ‘fear of missing out’?

RS: There are some dynamics that don't change no matter what app, gadget or platform has captured the popular imagination. That is—the realities of power over how technologies are designed, owned, and politically or economically appropriated. The book starts with the simple but surprisingly ignored sociotechnical truism - People and societies shape and are shaped by technologies. Yet such a small percentage of Internet users have any power over the design process let alone any sovereignty over what occurs with their data and identities as they are refracted onto digital networks. Those issues are timeless and all the more urgent today. I focus on the political and cultural flashpoints where by users and communities can reign in their blind trust of new digital platforms and instead take power over these in relation to their local concerns and agendas.

GL: As a media activist you have a background in engineering. However, at UCLA you work inside library science (called ‘information studies’). However, you seem to relate most to the role of anthropologist, in that you deeply desire not make past mistakes in encounters with ‘the Other’. In this context you work with Mary Louise Pratt’s theory of the contact zones and apply this to the design of ‘multiple ontologies’. I never hear IT engineers talking about contact zones. How do you want to carry your insights into the tech world? After all, you live in California. Who else is going to do this? What could be a good strategy? How do you look at the Bay Area and the global geek class they still dominate in terms of its global imaginary?

RS: I see myself as a scholar who can contribute to fields that tend to remain mostly distinct in the academy—design, engineering, cultural studies, media studies are but a few. If I was ever an IT ‘geek’ that was decades ago!

To engage in the charge of the book, of locating our understandings of digital networks and systems in relation to diverse cultures and users worldwide, all of these fields are useful to invoke and bring into dialogue with one another. I'm fortunate to be in a department that supports this interdisciplinarity and indeed as you stated, coming from California and trained in engineering here, I believe it is all the more important to question the black boxes not just of Silicon Valley hardware and software platform design but to push these incredibly powerful technologies to open up to an engaged, conversational social contract with diverse publics.

GL: Over the past 10-15 years we’ve seen the closing down of the possibility space of the Web and the rise of the ‘easy to use’ template culture of social media. The technologies that you’ve proposed and built seem to move away from the consumer culture. In South India you’re spread video cameras, elsewhere you’ve developed a dedicated Tribal Peace system interface (as part of a stand-alone website) while for the Zuni communities you’ve utilized the FileMaker Pro Advanced database software. Not Facebook, Twitter, Instagram or YouTube (and no wikis either). Can you elaborate on this?

RS: It's important to not assume that naively putting content online is somehow empowering. Indeed, that which we ‘share’ (eg; sharing economy) asymmetrically builds power and value for the platform holder and all those that can monetize it. As a result, we increasingly know that corporate proprietary platforms such as Facebook or Google are hardly designed to directly support a user's sovereignty or agency. The interest, across each of the book's chapters, is to instead think about how the communities with which I collaborate can have their interests served via technologies either that we design together or appropriate/subvert in various ways. Far too often we see examples where such 'participation' actually does little to shape any cultural or political cause from the grassroots. So we think agnostically and critically about the systems, networks and infrastructures we use in relation to our collaborations.

GL: Can you tell us what you’ve been doing over the past few years? Did you continue to work in the same direction? The book indicates that your collaboration with Robin Boast and the work with the Zuni Native American Reservation seems to continue.

RS: My interests lie in that important space between understanding how technologies may aid and support grassroots political movements and diverse user communities. The Zuni collaboration, described in chapter 4, is interested in that cause in relation to the political and cultural sovereignty of a tribe that was not just historically colonized but still faces the objectification and misrepresentation of new forms of coloniality online.

The cases in the book look at both political movements as well as diverse cultures and communities. Currently, I am collaborating with activists and indigenous Zapotec and Mixtec communities in the Oaxaca Mexico region, one of the most biodiverse and culturally/linguistically diverse parts of our world. In this work, I am writing about the Rhizomatica project (invoking Deleuze/Guarttari's rhizome) where these communities are designing their own collectively-owned cell phone networks in cloud forests all around the region. This has massive political and economic effects. What we see here is a rhizome in the making, a set of networks, systems, and infrastructures shaped and produced from the grassroots, by communities and for communities, and not for the major corporations of our world that tend to on the surface exploit and monitor the activities of these people. More on this amazing project, including some videos at www.rhizomatica.org . I believe that as we start to think about this new effort, that Lisa Parks and I describe as 'network sovereignty', we can start to embark on a path I describe in detail in chapter 5 of the book, of getting back the social contract and communitarian potential of technology to serve democratic agendas located in people's politics and cultures.

I am hopeful we can start that conversation now. I attempt to continue it via my soon to be released second book, After the Internet (with Adam Fish, Polity, end 2017) which looks at examples ranging from Iceland’s Pirate Party, hacktivism, the Silk Road, the Arab Spring, and other activist movements that re-imagine new technologies in relation to grassroots power and voice.

Reference

Ramesh Srinivasan, Whose Global Village? Rethinking How Technology Shapes Our World, New York University Press, New York, 2017.

Profiles

Ramesh Srinivasan is Associate Professor of Information Studies with a courtesy appointment in Design|Media Arts. Srinivasan, who holds M.S and Doctoral degrees, from the MIT Media Laboratory and Harvard's Design School respectively, has focused his research globally on the development of information systems within the context of culturally-differentiated communities. He is interested in how an information system can function as a cultural artifact, as a repository of knowledge that is commensurable with the ontologies of a community. As a complement, he is also interested in how an information system can engage and re-question the notion of diaspora and how ethnicity and culture function across distance. This research allows one to uncover mechanisms by which indigenously-articulated forms of development can begin to occur, as relating to his current work in pastoral and tribal communities in Southern India. His research therefore involves engaging communities to serve as the designers, authors, and librarians/archivists of their own information systems. His research has spanned such bounds as Native Americans, Somali refugees, Indian villages, Aboriginal Australia, and Maori New Zealand.

Geert Lovink is a media theorist, internet critic and author of Dark Fiber (2002), Zero Comments (2007), Networks Without a Cause (2012) and Social Media Abyss (2016). Since 2004 he is researcher in the Faculty of Digital Media and Creative Industries at the Amsterdam University of Applied Sciences (HvA) where he is the founder of the Institute of Network Cultures. His centre recently organized conferences, publications and research networks such as Video Vortex (the politics and aesthetics of online video), Unlike Us (alternatives in social media), Critical Point of View (Wikipedia), Society of the Query (the culture of search), MoneyLab (internet-based revenue models in the arts) and a project on the future of art criticism. From 2004-2013 he was also associate prof. at Mediastudies (new media), University of Amsterdam. Since 2009 he is professor at the European Graduate School (Saas-Fee/Malta) where he supervises PhD students.

For more details visit https://cis-india.org/raw/tech-anthropology-today-collaborate-rather-than-fetishize-from-afar

DCS 2018 Agenda

ambika — 2018-11-07T02:51:36Z

For more details visit https://cis-india.org/internet-governance/files/dcs-2018-agenda

Technology, Social Justice and Higher Education

praskrishna — 2015-03-30T14:54:21Z

Since the last two years, we at the Centre for Internet and Society, have been working with the Higher Education Innovation and Research Applications at the Centre for the Study of Culture and Society, on a project called Pathways to Higher Education, supported by the Ford Foundation.

The main aim of the project is to research the state of social diversity and justice in undergraduate colleges in India and encourage students to articulate the axes of discrimination and exclusion which might keep them from interacting and engaging with educational resources and systems in their college environments.

Peer-to-Peer Technologies

The entry point into these debates was digital technologies, where through an introduction to peer-to-peer technologies, digital story telling through various web based platforms, and a collaborative thought environment mediated by internet and digital technologies, we facilitated the students to identify, articulate and address questions of discrimination, change and the possibility of engaging with these critically in order to build a better learning environment for themselves (and their peers) in their own colleges.

Each workshop was designed not only to be sensitive to the specificities of the locations of the colleges, but also to accommodate for the needs, desires and aspirations of the students involved. The participants looked at their own personal, family and community histories, their everyday experiences, their affective modes of aspiration and desire, and their own circumstances which often circumscribe them, in order to come up with certain themes that they thought were relevant and crucial in their own contexts.

As a follow-up on the workshops, the students developed specific projects and activities that will help them strengthen their hypotheses by looking beyond the personal and finding ways by which they can engage with the larger communities, spreading awareness, building histories and acquiring skills to successfully bolster their classroom interaction and learning.

The following is a bird’s eye view of the key themes that have emerged in the workshops:

The Costs of Belonging

Almost unanimously, though articulating it in different ways, the students looked at different costs of belonging to a space. Sometimes it was the space of the web, sometimes of the larger educational institution, sometimes to distinct language groups which do not treat English as the lingua franca, and sometimes to communities and friend circles within the college environment.

It was particularly insightful for us to understand that granting access, providing infrastructure or equipping ‘underprivileged’ students with skills is not enough. In fact, it became apparent that there is a certain policy driven, post-Mandal affirmative action that has already bridged the infrastructural and access gap in the educational institutions. The easy availability of computers, internet access, the ubiquitous cell phone, were all indicators that for most of the students, it wasn’t a question of affording access. Even when we were dealing with economically disadvantaged students, there were a plethora of technology devices they had access to and familiarity with. Shared resources, public access to digital technologies, and institutional support towards promoting digital familiarity all played a significant role in demystifying the digital for them. In many ways, these students were digital natives if defined through access, because they had Facebook accounts and browsed Google to find everything they wanted. Their phone was an extension of their selves and they used it in creative ways to communicate and connect with their peers.

Based on this, the students are now prepared to work on documenting, exploring and raising awareness about these questions, to see what the gating factors are that disallow people with access to still feel excluded from the power of the digital.

The Need for Diversity

It is a telling sign about the state of the Internet in India that every student presumed that the only way to be really fluent with the digital web is to be fluent in English. The equation of English being synonymous with being online was both fascinating and troubling to us. Of course, a lot of it has to do with India’s own preoccupations, marked by a postcolonial subjectivity, with English as the language of modernity and privilege. But it also has to do with the fact that almost all things digital in India, lack localisation. The digital technologies and platforms remain almost exclusively in English, fostered by the fact that input devices (keyboards, for example) and display interfaces favour English as the language of computing.

Such an idea might also help in reducing the distance between those who can fluently navigate the web through its own language, and those who, through various reasons, find themselves tentative and intimidated online.

The breakthrough that the participants had, when they realised that they don’t have to be ‘proper in English’ while being online – the ability to find local language resources, fonts, translation machines, and the possibility of transliterating their local language in the Roman script was a learning lesson for us.

Peer-to-Peer (P2P) Learning

As a part of their orientation to the world of the digital, especially with the methodologies of the workshops, the students literally had an overnight epiphany where they could see the possibilities and potentials of P2P learning. The recognition that they are not merely recipients of knowledge but also bearers of experience and contexts which are rich and replete with knowledge, gave them new insights on how to approach learning and education. Through digital storytelling, the workshops demonstrated how, in our own stories and accounts of life, there are many indicators and factors which can help us engage with the realities of exclusion and injustice.

Working together in groups, not only to excavate knowledge from the outside, as it were, but also to unearth the knowledge, experience, stories, emotions that we all carry with ourselves and can serve as valuable tools to bring to the classroom, is a lesson that all the groups learned. The idea of a peer also led them to question the established hierarchies within formal education. What was particularly interesting was that they did not – as is often the case – translate P2P into DIY education. They recognised that there are certain knowledge and skill gaps that they would like experts to address and have incorporated special trainings with different experts in areas of language, communication, ethnography, interviews, film making, etc. However, the methods for these trainings are going to emphasise a more P2P structure that is different from the regular classroom learning.

What would happen if a teacher is looked at as a peer rather than a superior? How would they navigate curricula if the scope of their learning was greater than the curricula? How could they work together to learn from each other, different ways of learning and understanding? These are some of the questions that get reflected in their proposed campus activities, where they are trying to now produce knowledge about their communities, cities, families, groups and experiences, by conducting surveys, ethnographies, historical archive work, etc. The digital helps them in not only disseminating the information they are collecting but also in re-establishing their relationship with learning and knowledge.

Ideas like open space dialogues, collaborative story-telling, mobilising resources for knowledge production, creating awareness campaigns and interacting with a larger audience through the digital platforms are now a part of their proposals and promise to show some creative, innovative and interesting uses of these technologies. How the teachers would react to such an imagination of the students as peers within the formal education system, remains to be seen as we organise a faculty training workshop later in December.

These three large themes find different articulations, interpretations and executions in different locations. However, they seem to be emerging as the new forms of social exclusion that we need to take into account. It is apparent that the role of technologies – both at the level of usage and of imagination – is crucial in shaping these forms of social inequities. But the technologies can also facilitate negotiations and engagements with these concerns by providing new forms of knowledge production and pedagogy, which can help the students in developing better learning environments and processes. The Pathways to Higher Education remains committed to not only documenting these learnings but also to see how they might be upscaled and integrated into mainstream learning within higher education in India.

For more details visit https://cis-india.org/digital-natives/pathways/blog/higher-education

Digital transitions in the newsroom: How are Indian language papers adapting differently?

zeenab — 2017-02-03T01:50:20Z

In a new report published by the Reuters Institute for the Study of Journalism and Centre for Internet and Society, Zeenab Aneez explores how Indian newsrooms are adapting their workflow and processes to cater to an increasing digital audience and the implications these changes have on how journalists produce news.

This was published on the website of the London School of Economics and Political Science on January 16, 2017.

Global discussions about how the rise of the Internet has impacted journalism and news publishers has involved accounts of newspapers stopping publication altogether, or bringing their presses to a halt in order to direct resources to publishing solely digital content as in the case of Newsweek or the Independent. Large newspapers like The New York Times and The Guardian have successfully managed to transition from print only publications to multimedia news providers, bringing out both print and digital news but this is an ongoing and costly process.

In the Indian context however, things are a bit different, especially with regard to Indian language newspapers whose print business remains profitable, which positively impacts the dynamics of this transition. For our report, we interviewed over 30 senior editors, managers and rank-and-file journalists of three newsrooms – Hindustan Times, Dainik Jagran and Malayala Manorama – to understand how large Indian newspapers are reorganising themselves to cater to the demands of the digital space.

It has always been known than the print industry in India is still growing and we found that this leaves big Indian newspapers in a more comfortable position when it comes to investing in digital operations. Contrary to our assumptions, we discovered that these newspapers are taking aggressive steps to capture India’s growing digital audience and while Hindustan Times’ transition is very similar to English-language newspapers abroad, both Malayala Manorama and Dainik Jagran have adopted approaches that are specific to their niche audience and their position as market leaders.

Expansion rather than transition

In contrast to the Hindustan Times, which has reorganised and equipped its existing print newsroom to do print as well as digital and mobile journalism, both the Indian language newspapers have focused on launching digital operations that run parallel to the print newspaper organisation.

This involved creating new brands (Jagran Online, Jagran Josh, Manorama Online), opening up new offices and hiring new personnel geared towards putting purely digital media products, that are not limited to news.

Sukirti Gupta, CEO of MMI Online explains, “When we started thinking of our digital strategy, we were not looking so much at news but asking if there are new areas of growth as a media company and content was the first thing that seemed exciting for us. We looked at two genres that we thought would be great – health and education.”

Jagran Online includes ten websites covering news, health, entertainments, blogging and classifieds. Manorama Online lists fifteen websites as part of their operations, of which about ten are news, feature or content websites while the rest include a matrimonial site, classifieds and portals for real estate listings and doctor’s appointments.

Changing rhythms in the newsroom

The production and distribution of digital news content for Malayala Manorama and Dainik Jagran is handled primarily by their respective digital counterparts from a separate newsroom. In adopting this approach, both newspapers have partially shielded their traditional newsrooms from the difficulties that arise when moving from a print to a digital newsrooms. At the same time Manorama Online and MMI Online, which operate as start-ups within these incumbent organisations, partially avoid the inertia that comes from their established organisational and professional cultures. Although print reporters are not directly involved with the digital publication, they continue to be the primary source of news for the website and mobile applications and have to adapt their workflow according to the demands of the online space.

This means that breaking news, a prominent feature of online news, has been made a priority for all reporters. “The journalism remains the same,” says Santosh Jacob George, Editor, Manorama Online, “the only difference is that we have to break the news ourselves while print has the whole day to produce the story. We’ve requested our print reporters to file first for online, either directly into the CMS or via WhatsApp.” At Dainik Jagran, Digital Editor Shekhar Tripathi, has the right to ask a reporter to file the story immediately for the website. “First our policy was print but now online is our first priority, but not at the cost of print. If a story breaks at 8 am, it first comes to me on WhatsApp. If I’m interested, I ask the reporter for more details and then to file the story. Our print reporters have gotten into the habit of filing stories online, they give us the facts first and add perspective later,” he says.

This change in rhythm has not come easily to the print newsrooms which are accustomed to filing stories towards an evening deadline but efforts by management are towards promoting a systematic collaboration between the print and online desks. Dainik Jagran’s Chief Editor has made digital a part of every journalist’s Key Result Area (KRA). “So it’s not just the digital team’s responsibility but now everyone has it in his list of duties and responsibilities to support digital,” explains Gupta. At Malayala Manorama, a clear set of guidelines to streamline workflow were introduced; ‘They called in senior people from print to have detailed discussions on this and our senior editors also visited individual bureaus and spoke to reporters there,’ informs an associate content producer, recalling efforts to sensitise print journalists to the demands of digital news.

Emergence of new forms of newswork

Apart from the changes in workflow, the medium demands the use of various new tools and methods to gather, publish and distribute news. This has resulted in the emergence of new kinds of newswork performed by a new category of news workers. At the Hindustan Times newsroom, this work is performed by journalists who work on the online and audience engagement desks while at Dainik Jagran and Malayala Manorama, it is carried out by ‘content producers’ of the digital newsrooms. Although writers and editors for Manorama Online are journalism graduates who have also undergone journalism training specific to MM’s writing styles and journalistic values, they are designated as ‘content producers’ to differentiate their role from that of print journalists. At MMI Online, content producers do not necessarily possess prior journalistic experience, but have experience in web content production.

These content producers are social media savvy, have an eye for trending topics, are acutely aware of their competition and feel directly responsible for performance of their stories and subsequently, revenue. “We have to be very quick and prepare keyword-stuffed, trending news in a matter of minutes. It’s a race not just to get clicks but to retain the audience,” informs a junior content producer at Jagran Josh. “In print, your job [is], you write your story and you are done. With online we are more responsible for the outcomes. A well-researched story may not garner too many views so we have the option and the responsibility to package and redistribute the story until it finds the audience,” explains a senior content producer at Manorama Online.

Aside from these key observations, our interviews revealed the increased use of audience analytics combined with the introduction of new applications like Chartbeat and Parse.ly that analyse performance of stories and aid in editorial decision making, the increased use of social media sites like Facebook and Twitter as a source of news and distribution, experiments with new forms of storytelling, especially with the use of mobile phones and a renewed focus on hyperlocal news especially in the case of Indian-language publications.

Our findings, which are limited to observations of what changes are taking place within newsrooms and how this is impacting journalists, open up several questions about the current state of journalism in India, the increasing interdependence on social media platforms, especially Facebook, the use of external software to make editorial decisions, the evolving role of journalists in digital newsrooms and finally, the question of developing a sustainable business model for news on the web.

This article is based on a report co-authored by Zeenab Aneez, Sumandro Chattapadhyay from the Centre for Internet and Society, Vibodh Parthasarathi of the Centre for Culture, Media and Governance, Jamia Milia Islamia and Rasmus Kleis Nielson of the Reuters Institute for the Study of Journalism. The open access report can be read and downloaded on the Reuters Institute website here.

For more details visit https://cis-india.org/raw/london-school-of-economics-and-political-science-january-16-2017-digital-transitions-in-the-newsroom-how-are-indian-language-papers-adapting-differently

The Elements of Role Playing Games

arun — 2011-08-02T05:58:06Z

This article, the first in a three part series addresses the definitions of role-playing games (RPGs) and their elements, the integration of elements from other genres facilitating to what might lead to the hybridization of genres and the relation between online and offline games as well as solo gaming with respect to the ‘Alone Together’ phenomenon.

What are RPGs?

RPGs include a broad family of games where a player assumes the role of a character who interacts with the game(s) world (often imaginary) in some manner. It is to be noted that even an empire building game, which technically belongs to another genre has mild elements of role play where the player is a ruler and certain elements of characterization that follows are noticeable in the Caesar series designed by Sierra. The in-game character from generation (character generation is prominent among most RPGs, particularly fantasy based, and this marks the beginning of a particular route or path that a player wishes to take) to growth and development along various pathways and strands in multi-pathed RPGs would be an interesting read and is duly examined in the third and final part of this series. Role-playing games examined here are not table top games or board games but simulations, which sufficiently justify the basic RPG elements as well as the incorporation of other generic elements from turn based gaming, real time strategy, and simulation.

The ideal examples used are ‘Dragon Age: Origins’ (DA: O) and ‘King Arthur: The Role-playing Wargame’ (KA).

What are some of the key elements of RPGs?

Interviews given by Chris Beleszinski from Epic Games and Ray Mayzuka from Bioware echo similar statements on the future of shooters (both first person{FP} and third person{TP} shooters), on the lifting of the pillars of RPGs, and the merging of genres, which may inevitably lead to some form of hybridization of genres. The key features among many of RPGs are (also described as the three key pillars, with the fourth pillar being a new addition/merger):

Combat/Conflict: Some of the new RPGs such as Mass Effect, DA: O and KA have options of combat centred on the choices that are made. In KA allies and enemies and such other categorizations depend on the ability of the character. All RPGs have some form of conflict which may present itself in the third person form in DA: O or in the slightly merged Real Time Strategy (RTS) form in KA.
Progression: Progression is hard to define since there are different levels of progression often simultaneously operating in RPGs. It may be based on Quest/Plot progression without which the game (most if not all) do not progress (for example, finding Dr. Young is imperative in Batman: Arkham Asylum. This quest cannot be overridden or bypassed as is possible in others with a more flexible quest progression system, such as DA: O or KA). Progression may also include character progression in terms of statistics such as health, agility, dexterity, constitution, intelligence, and mana/magic. They are the six main attributes that defer among character classes. Depending on the fantasy game there are considerable differences or overlaps in their attributes (refer the RPG terminologies listed earlier). Progression could also mean levelling in a war game where there are no identifiable characters but cities/towns or some similar collective.
Exploration: Another main feature of any RPG almost always present in a shooter (FP/TP) also reiterated by developers such as Bioware and Epic Games in their RPG shooters is Exploration! This is most notably found in Dungeon Crawlers (with non-persistent characteristics being the best example), which contributes to replayability. Exploration often contributes to the immersiveness of the game environment in conjunction with storytelling. Exploration is also linked to quest and character progression in that the game does not sufficiently progress without a minimum amount of exploration meanwhile some content/areas are always hidden and accessible only through certain quests and characters. For example - in T.O.M.E, an ASCII based game which follows Tolkien’s fictionalized world of LOTR, it is nearly impossible to locate ‘Sauron the Sorcerer’ in the dungeons of ‘Angband’ level 99 without first finding/defeating ‘The Necromancer of Dol Guldur’ in the dungeons of ‘Dol Guldur’. In the LOTR world ‘The Necromancer’ is the disguise Sauron uses to conceal his presence from Middle Earth. In fact Greg Zeschuka developer (and co-founder) from Bioware, mentions ‘developing of vast parts of content that an ordinary player might never see in an interview to Gamasutra. Almost 30 per cent of the content including sub-quests and related content are available but generally not explored by a casual gamer (the distinctions between casual gamers and hardcore gamers is problematic, but in this case suffices to say that the casual gamer would be an ordinary player who spends a few hours a week gaming compared to the hardcore gamer).
The Story (The Narrative) as the fourth pillar of RPG: Releases such as Mass Effect 2 and DA: O are by the developers own definition catering to a new RPG (shooter) and a more traditional RPG (in terms of classical role-play). The narrative is one of the elements of an RPG that has in recent releases strengthened enough to be termed as a key pillar particularly by prominent developers such as Epic Games and Bioware whose efforts are to create immersive game worlds, which respond to a player’s actions and characterizations.
Another feature important to gameplay but which do not possess such commonalities is social interaction. Although focus is given to social interaction in RPGs, there is no identification of social interaction as a relevant feature. This may manifest in two phases, one is the ‘alone together’ phenomenon and the second is the emulation of social interaction through choice (moral) in games such as DA: O.

The Playing ‘Alone Together’ Phenomenon

The ‘Alone Together’ phenomenon refers to gaming on and off MMOs in either solo play or in small manageable teams. These phenomena are noticed in MMO Games and multi-player games. ‘Alone Together’ elements are also imported into the offline gaming scene. This is not a new phenomena, rather it is something which has gained more prominence with MMO releases and offline/LAN games trying to incorporate these elements for better gameplay. DA: O has a specific in-game function where you can login and post screenshots/character profiles and achievements online through the game. This is also noticeable in newer releases of T.O.M.E (v2.35 and 3.00 alpha 19 release). Fan content and MODs were usually put up on the Games official website or fans sites, a few games incorporate these modifications as custom maps and thus incorporating fan content into the game. The incorporation of this element in DA: O suggests the merging or the blurring of lines between genres, explored in the following sections.

Unification and/or Merger of Genres

Ray Mayzuka and Chris Beleszinski echo similar sentiments. Genres are ‘almost a vestige of the past’, says Mayzuka, and Beleszinski echoes this as he says that the future of shooters is lodged with RPG. Mayzuka stretches this to predict a future, which may no longer subscribe to traditional classifications and have borrowed elements from multiple genres. The rising importance given to story and narrative technique by game developers such as Epic Games and Bioware are telling, since generically opposite developers (Epic works on shooters, while Bioware is renowned for its RPG) are working towards similar goals—goals which focus on creating games which are more realistic and require the addition of elements that traditionally remains the exclusive domain of one genre. Traditionally, Shooters and RPGs have been simulating the same experience (fighting) from two different perspectives, the former focuses on the action and combat, and the latter focuses on development and story behind warfare. The inclusion of the story in shooters enhances its immersiveness. Beleszinski states that the content is there for a purpose just like a script and as such the feedback by the in-game character contributes to the immersive environment for the player/reader. Feedback becomes one aspect of the immersive environment, one that responds and reacts to the player as and when the game is played. The player creates the game as it is played and takes part in the process of authorship of that playthrough. This element of authorship gives an amount of independence and moral choice that allows the player to create the narrative as the game progresses and this among many elements contributes to the immersiveness of the game environment (by environment I mean the game world including all its design aspects as well as the programming aspects which create this world).

The second part will review the debates around narratives and gameplay and focuses on the 'Demands of the story' and the 'Demands of the Game' derived from Greg Costikyan’s ‘Where Stories End and Games Begin’.

For more details visit https://cis-india.org/raw/histories-of-the-internet/blogs/gaming-and-gold/the-elements-of-role-playing-games

From Taboo to Beautiful - Menstrupedia

denisse — 2015-10-24T14:25:59Z

On this post, we take a look at 'menstrual activism' -a movement that despite its trajectory in feminism, remains unnoticed in most accounts of traditional and digital activism. We interview Tuhin Paul, the artist and storyteller behind Menstrupedia, an India-based social venture creating comics to shatter the myths and misunderstandings surrounding menstruation around the world.

CHANGE-MAKER: Tuhin Paul, Aditi Gupta and Rajat Mittal
ORGANIZATION: Menstrupedia
METHOD OF CHANGE: Storytelling and comics
STRATEGY OF CHANGE: To shatter the myths and misunderstandings surrounding
 menstruation, by delivering accessible, informative and entertaining 
 content about menstruation through different media.

Most of us think we know what menstruation is; except...we don’t. Many of my male friends still cringe at the mention of the phrase “I’m on my period”, or use it as a derogatory justification for my occasional cranky mood at the office: “It’s that time of the month, isn’t it?” Poor menstruation has been the culprit of femininity; always bashful, tiptoeing for five days straight, trying its best to remain incognito. The social venture Menstrupedia is committed to change this. Aditi, Tuhin and Rajat want to shift how we look at menstruation and remove the stigma that haunts the natural, self-regulation process women undergo to keep their bodies healthy and strong to sustain life in the future.

Now, if you are already wondering what menstruation has to do with internet and society, just wait for it. This post manages to bring art, punk, menstruation and technology together, all within the scope of the Making Change project! Before though, we shall start with some definitions. Let us first lay conceptual grounds about menstruation and Menstrupedia, to then locate and unpack their theory of change.

What is menstruation?

It can be defined as:

Menstruation is the periodic discharge of blood and mucosal tissue (the endometrium) from the uterus and vagina. It starts at menarche at or before sexual maturity (maturation), in females of certain mammalian species, and ceases at or near menopause (commonly considered the end of a female's reproductive life).

And it looks something like this:

But, I believe, most women will agree the following are much more accurate depictions of the spectrum of thoughts, emotions and sensations that menstruation spurs:

The Beauty of RED

My Periods: A Blessing or a Curse

By Naina Jha

My periods
Are a dreadful experience
Because of all the pain.
Myths and secrets make it a mystery
What worsens it most though, are members of my family
Especially my mother, who always make it a big deal
They never try to understand what I truly feel
I face all those cramps and cry the whole night long
None of which is seen or heard or felt by anyone.

Instead of telling me, what it is,
They ask me to behave maturely instead.
Can somebody tell me how I am supposed to
Naturally accept it?
My mother asks me to stay away from men
And a few days later, she asks me to marry one!
When I ask her to furnish
the reason behind her haste
She told me that now that I was menstruating,
I was grown up and ready to give birth to another.

I don’t know whether to feel blessed about it
Or consider it to be my curse.
For these periods are the only reason for me to be disposed.
Since my childhood, I felt rather blessed to be born as a girl
But after getting my periods now,
I’m convinced that it’s a curse...

Find it in Menstrupedia's blog.

Despite all this, it is still perceived as a social stigma in society. There is clearly a dissonance between the definition, experience and perceptions around menstruation, that calls for a reconfiguration of the information we are using to define it.

Stigma as a Crisis

However, re-defining 'menstruation' is no popular or easy task. The word belongs to a group of contested terminology around womanhood and is the protagonist of its own breed of feminist activism: menstrual activism. [1] Although I would consider many of the stigmas surrounding menstruation to be quite self-explanatory (we've all experienced and perpetuated them in one way or another -and if they are not, then you are the product of an obscenely progressive upbringing for which I congratulate your parents, teachers and all parties involved), I will still outline the main reasons why menstruation is a source of social stigma for women, and refer to scholarly authority on the subject to legitimize my rant.

Ingrid Johnston-Robledo and Joan Chrisler use Goffman's definition of stigma [2] on their paper: The Menstrual Mark: Menstruation as a Social Stigma to explain the misadventures of menstruation:

Stigma: 
stain or mark setting people apart from others. it conveys the information 
that those people have a defect of body or of character that spoils their 
appearance or identity

Among the various negative social constructs deeming menstruation a dirty and repulsive state, this one made a particular echo: “[menstruation is] a tribal identity of femaleness”. Menstruation is the equivalent of a rite of passage marking the lives of girls with a 'before' and an 'after' on how the world sees them and how they see themselves. From the dreaded stain on the skirt and the 5-day mission to keep its poignant color and smell on the down low, to having to justify mood and body swings to the overly inquisitive; menstruation is imagined as inconvenient, unpleasant and unwelcome. As Johnston-Robledo and Chrisler point out: the menstrual cycle, coupled with stigmas, pushes women to adopt the role of the “physically or mentally disordered” and reinforce it through their communication, secrecy, embarrassment and silence (Kissling, 1996).

Why does it matter?

Besides from strengthening attitudes that underpin gender discrimination and attempting against girls' self-identity and sense of worth, there are other tangible consequences for their development and education. I'm going to throw some facts and figures at you, to back this up with the case of India.

An article published by the WSSCC, the Geneva based Water supply and Sanitation Council, shows the Menstruation taboo, consequence of a “patriarchal, hierarchical society”, puts 300 million women at risk in India. They do not have access to menstrual hygiene products, which has an effect on their health, education (23% of girls in India leave school when they start menstruating and the remaining 77% miss 5 days of school a month) and their livelihoods.

In terms of awareness and information about the issue, WSSCC found that 90% didn't know what a menstrual period was until they got it. Aru Bhartiya's research on Menstruation, Religion and Society, shows the main sources of information about menstruation come from beliefs and norms grounded on culture and religion. Some of the related restrictions (that stem from Hinduism, among others) include isolation, exclusion from religious activities, and restraint from intercourse. She coupled this with a survey where she found: 63% of her sample turned to online sites over their mothers for information, 62% did not feel comfortable talking about the subject with males and 70% giggled upon reading the topic of the survey. All in all, a pretty gruesome scenario

Here's where Menstrupedia comes in

The research ground work attempted above was done in depth by Menstrupedia back in 2009 when the project started taking shape. They conducted research for one year while in NID and did not only find that awareness about menstruation was very low, but that parents and teachers did not know how to talk about the subject.


							Facts about menstruation awareness in India. Video courtesy of Menstru pedia Youtube channel.

Their proposed intervention: distribute an education visual guide and a comic to explain the topic. They tested out the prototype among 500 girls in 5 different states in Northern India and the results were astonishing.

A workshop conducted by MJB smriti sansthan to spread awareness about mensuration.
Find full album of Menstrupedia Comic being used around India on Menstrupedia's Facebook page.

"To my surprise, they [the nuns] all agreed that until they read the information given in the Menstrupedia comic, even they were of the opinion that Menstruation was a ‘dirty’ and 'abominable' thing and they wondered 'why women suffered from it in the first place'? But after reading the comic book, their view had changed…now they felt that this was a 'vital' part of womanhood and there's nothing to feel ashamed about it! The best part was while this exercise clarified their ideas, beliefs, concepts about menstruation, it also helped me to get over my innate hesitancy to approach such a sensitive issue in ‘public’ and boosted my confidence for taking this up as a 'mission' to reach out to the maximum possible girls across the country."

Ina Mondkar,
on her experience of educating young nuns about menstruation.

Testimonial after a workshop held in two Buddhist monasteries in Ladakh.

Their mandate today reads: ‘Menstrupedia is a guide to explain menstruation and all issues surrounding it in the most friendly manner.’ They currently host a website with information about puberty, menstruation, hygiene and myths, along with illustrations that turn explaining the process of growing up into a much friendlier endeavour than its stigma-ladden alternatives.

Snipbit of the first chapter. Read it for free here.

Through the comic and the interactions around it, Menstrupedia strives to create a) content that frame menstruation as a natural process that is inconvenient, yes; but that should have no negative effects on their self-esteem and development; and b) an environment where girls can talk about it openly and clarify their doubts.

Technology's role in the mix

"We want to reach out to as many girls as possible”. Tuhin, Menstrupedia

The role of digital technologies basically comes down to scalability. Opposite to The Kahani Project's views on scaling up, Menstrupedia makes emphasis on using technology to reach a larger audience. Currently they have a series of communication channels enabled by technology that include: a visual quick guide, a Q&A forum (for both men and women), a blog (a platform of self-expression on menstruation), a you tube channel (where they provide updates on their progress) and the upcoming comic.

Upon the question of the digital divide and whether this expands the divide between have and have nots, Tuhin was very set on the idea of producing the same content in both its digital and print form. “parents or schools should be able to buy the comic and give it to their daughters, so whenever they feel like it, they can refer to it”. The focus is on making this material as readily available as possible, in order to overcome the tension between new and old information: “workshops are conducted but the moment they go back home, their mothers impose certain restrictions. It becomes a dilemma. But if you provide [The girl] with a comic book, she has something she can take home and educate her mother with”

And here's why it works

More than the comic book itself, what is truly remarkable about Menstrupedia is Tuhin, Rajat and Aditi’s guts to pick up such a problematic theme in the Indian social imaginary and challenge the entrenched, stubborn beliefs surrounding the issue. The comic book, asides from being appealing to the eye and an accessible format of storytelling (a method we have unpacked in previous posts), fits right into the movement of menstrual activism and what it stands for.

“We thought of creating something: a tool that can help girls understand menstruation without having to rely on anybody else”. Tuhin, Menstrupedia

First, it is a self-reliant resource. Once the comic book leaves Menstrupedia's hands and lands on those of kids and adults, it takes its own journey. The format of the comic is accessible enough for someone to pick it up and learn about menstruation without the intervention or the support of a third party. This makes Menstrupedia's comic highly flexible and mobile. It can be shared from teacher to child, from mom to daughter, from peer to peer: “[it should teach] how to help your friends when they get their period” (Tuhin) However, it has the autonomy to also take roads less travelled: from mom to dad, from child to teacher, from boy to girl. The goal at the end of the day: a self-reliant, solidarity-based community where information circulating about menstruation highlights its capacity to give life and overshadows its traditional stigmatized identity.

This self-reliance is characteristic of previous manifestations of menstrual activism. Back in the 80s, the feminist movement, tightly linked to punk culture, embraced the do it yourself movement,[3] that enabled women to materialize personalized forms of resistance. They published zines promoting “dirty self-awareness, body and menstrual consciousness and unlearning shame” through “raw stories and personal narratives” (Bobel, 2006). According to Bobel using the self as an example is a core element in the “history of self-help” within the DIY movement. The role of the Menstrupedia blog is then crucial to sustain the exposure and production of “raw narratives”. Tuhin adds: “We don't write articles on the blog. It is a platform where people from different backgrounds write about their experiences with menstruation and bring in a different perspective”: For example,

Red is my colour by Umang Saigal

Red is my colour,
To make you understand, I endeavour,
Try to analyse and try to favour.
It is not just a thought, but an attempt,
To treat ill minds that are curable.

When I was born, I was put in a red cradle,
I grew up watching the red faces for a girl-children in anger,
Red became my favourite,
But I never knew,
That someday I would be cadged in my own red world.

Red lover I was,
All Love I lost,
When I got my first red spots,
What pain it caused only I know,
When I realized, Red determined my ‘class’

I grew up then, ignoring red,
At night when I found my bedsheet wet,
All day it ached,
All day it stained,
And in agony I would, turn insane.

At times I would think,
Does red symbolize beauty or pain?
But when I got tied, in the sacred knot,
I found transposition of my whole process of thought,
When from dirty to gold, Red crowned my bridal course.

As I grew old,
All my desires vanished and got cold,
My mind still in a dilemma,
What more than colour in itself could it unfold?
What was the secret behind its truth untold?

Is Red for beauty, or is it for beast?
It interests me now to know the least,
All I know is that Red is a Transition,
From anguish to pride
Red is a sensation.

Red is my colour, as it is meant to be,
No matter what the world thinks it to be,
No love lost, one Love found,
Red symbolizes life and also our wounds,
I speak it aloud with life profound,
That red is my colour, and this is what I’ve found.

Submission to the Menstrupedia blog

'Self-expression' is not a concept we usually find side by side with 'menstruation'; however, if we look at what has been done in the past, we find that Menstrupedia is actually contributing to a much larger tradition of resistance. For instance, Menstrala, by the American artist Vanessa Tiegs. Menstrala is the name of a collection of 88 paintings “affirming the hidden forbidden bright red cycle of renewal”.

Another interesting example is American feminist Gloria Steinem's[4] text If Men Could Menstruate.

“What would happen, for instance, if suddenly, magically, men could menstruate and women could not?
The answer is clear:
Menstruation would become an enviable, boast worthy, masculine event:
Men would brag about how long and how much.
Boys would mark the onset of menses, that longed- for proof of manhood,with religious and stag parties.”

Gloria Steinem
[excerpt]

Opportunities like these, enable Menstrupedia's community to actively participate in the reconfiguration of 'menstruation' as a concept and as an experience. By exposing new narratives and perspectives on the issue and by disseminating menstrual health information, the community is able to crowd source resistance and dismantle the stigma together.

Making Change through Menstrupedia

The case of Menstrupedia reminds us of Blank Noise because of its approach to change. Both locate their crises at the discursive level and seek to resolve them by creating new forms of meaning-making. They advocate for a reconsideration of 'givens', for a self-reflection on our role perpetuating these notions and for resistance against conceptual status quos: be it socially accepted culprits like 'eve-teasing', or more discrete rejects like 'menstruation'. Both seek to dismantle power structures that give one discourse preference over others, and both count with a strong gender dynamic dominating the context where these narratives unfold. They are producing a revolution in our system of meaning making, yet only producing resistance in the larger societal context they inhabit.

On the question of where is Menstrupedia's action located, Tuhin replied by pinning it at the individual level: “if a person is aware of menstruation and they know the facts, they are more likely to resist restrictions and spread awareness”. However, they still acknowledge the historicity behind menstrual awareness (as knowledge passed down from generation to generation) that precedes the project. While the introduction of Menstrupedia, to an extent, does shake up household dynamics in terms of content, it also provides tools and resources to sustain the traditional model of oral tradition and knowledge sharing within the community.

In terms of their role as change-makers ,Tuhin stated that the possibility to intervene was a result of their socio-economic status and the resources they had at hand as “educated members of the middle class with access to information and communication technologies”. Is this the role the middle class should play? I asked. To which he gave a two fold answer: First, in terms of responsibility of action: “it is a role that anyone can play depending on what kind of expertise they have. It comes to a point where [intents of change] cannot be sustained by activism if you want to achieve long term impact” And second, in terms of setting up a resilient infrastructure: “I believe we can create an infrastructure people can use and create models that can help low income groups overcome their challenges and become self-sustainable.” Both answers highlight the need for sustainability in social impact projects, hinting a retreat from wishful thinking upon the presence of technology and a more strategic allocation of skills and resources by middle class and for-profit interventions.

As far the relationship between art, punk, menstruation and technology goes; that was just a hook to get you through the unreasonable length of my blog post, but if anything, it represents an effort to portray the importance of contextuality and interdisciplinary we have been exploring throughout the series. Identifying the use of various mediums and language systems, such as different art forms and modes of self-expression, as well the acknowledgement of the theoretical and social contexts preceding and framing the project, as is feminist activism and the cultural and religious backdrop in India, contribute immensely to fill gaps in the stories of how we imagine change making today; especially at the nascence of new narratives, as we hope is the case for menstruation in a post-Menstrupedia era.

Sources:

Bhartiya, Aru: “Menstruation, Religion and Society” IJSSH: International Journal of Social Science and Humanity. Volume: Vol.3, No.6.

Bobel, Chris. "“Our Revolution Has Style”: Contemporary Menstrual Product Activists “Doing Feminism” in the Third Wave." Sex Roles 54, no. 5-6 (2006): 331-345.

Johnston-Robledo, Ingrid, and Joan C. Chrisler. "The menstrual mark: Menstruation as social stigma." Sex roles 68, no. 1-2 (2013): 9-18.

Footnotes

[1] Refer to Chris Bobel's work including New Blood: Third-Wave Feminism and the Politics of Menstruation. Access it here

[2] Johnston Robledo and Chrisler made reference to Erving Goffman's 1963 work: Stigma: Notes on the management of spoiled identity. "According to Goffman (1963), the word stigma refers to any stain or mark that sets some people apart from others; it conveys the information that those people have a defect of body or of character that spoils their appearance or identity Goffman (1963, p. 4) categorized stigmas into three types: "abominations of the body” (e.g., burns, scars, deformities), “ blemishes of individual character” (e.g., criminality, addictions), and “tribal” identities or social markers associated with marginalized groups (e.g., gender,race, sexual orientation, nationality)".

[3] For a short run through on DIY as part of the Punk Subculture, refer to Ian P. Moran's paper: Punk - The Do-it-Yourself culture."Punk as a subculture goes much further than rebellion and fashion as punks generally seek an alternative lifestyle divergent from the norms of society. The do-it-yourself, or D.I.Y. aspect of punk is one of the most important factors fueling the subculture." Access it here.

[4] Gloria Steimen is a journalist, and social and political activist who became nationally recognized as a leader of, and media spokeswoman for, the women's liberation movement in the late 1960s and 1970. Visit her official website here.

For more details visit https://cis-india.org/digital-natives/making-change/menstrupedia-taboo-beautiful

Digital Transition in Newspapers in India: A Pilot Study

zeenab — 2016-07-20T11:43:53Z

Introduction

This pilot study situates itself at the intersection of global trends in news and journalism, and emergent practises of legacy print media in India. Our aim is to explore how legacy print newspapers are transitioning to the online space. The study will address questions in two thematic clusters: 1) the work of journalism, and 2) how the emergence of the digital, both as a source of news, and the medium of distribution, is shaping the work of newspaper journalists, which has expanded to include various functions particular to the digital environment. And two, newsroom practices, which focus on the different modalities of convergence emerging in Indian newsrooms, and the organisational re-engineering that is being attempted in order to do journalism in a space where professional editors and journalists no longer have dominance with respect to the production and distribution of content.

News Culture in Transition

The influx of digital technology combined with advancements in the field of telecommunications has had a disruptive effect on the global news industry. This year’s World Press Trends survey, released last month, reports that at least 40 per cent of global internet users read newspapers online and that in most developed countries, readership on digital platforms has surpassed that in print(WAN-INFRA, 2016). However, while revenue from print is said to be declining, it still makes up for more than 92 per cent of all newspapers revenues. At the same time, circulation increased by 4.9 per cent globally, mostly owing to the 7.8 per cent growth in numbers from India, China and other parts of Asia which made up 62% of the global average daily print unit circulation in 2015. This growth, the report suggests, is a function of low prices and expanding literacy in these markets.

While newspapers are a thriving industry in India, newspaper organisations and journalists are adopting new technology in order to remain relevant in a fast changing environment (Chattopadhyay 2012, Panda 2014). One one hand, they are swept up in the disruptive shifts in the global media economy, while on the other, they are in a unique position to convert this disruption into an opportunity.

The WPT report also notes, perhaps to the relief of those struggling to find a sustainable revenue model for digital news, that revenue from paid digital circulation has increased 30 per cent in 2015 and that one in five readers from the countries studied are willing to pay for online news. Revenue from digital advertising on the other hand, is growing at the slower pace of 7.3 per cent.

The report points out that there is a huge opportunity in mobile growth, with more than 70 per cent of readers in countries like USA, UK, Australia and Canada reading newspapers via a mobile device. Similar trends can be seen in India, as internet usage here is increasingly shaped by mobile growth (Google India Report, 2015). The fact that many digital-born news sites are adopting a mobile-first strategy (Sen and Nielsen, 2016) reflects this. More recently, Hindustan Times has hired a mobile editor to build a team of over 700 journalists specialising in mobile journalism.

Earlier this year the Reuters Institute for the Study of Journalism released a report on digital news start-ups in India (Sen and Nielsen, 2016), which explores how digital-born news start-ups are developing new editorial priorities, funding models and distribution strategies for news in the Indian digital media market. The study, which included observing the practices of The Quint, Scroll, The Wire, Khabar Lahariya, Daily Hunt and InShorts, concluded that India was not short of noteworthy experiments in journalism and online news. It also found that more news publishers are adopting mobile-first approaches, given that internet use in India is increasingly through mobile devices. More relevant to this study, the report established that social media has emerged as a tool for distribution and also stated that digital news start-ups are turning their focus to Hindi and local language content, in order to serve new audiences.

Studying the Effects of Convergence

Their digital transition can be witnessed on two counts: publishing with digital and publishing for digital. The first involves a shift towards using the digital in the process of sourcing and publishing news. Workflow is managed by advanced content management systems, news articles contain multimedia and interactivity that require technical expertise, and the web and social media are increasingly becoming a reliable source of primary and secondary information for journalists. Second, publishing for the highly competitive comes with it’s own challenges. Distribution and consumption of news is increasingly being carried out on digital platforms, fostering a culture of interdependence that impacts news providers in previously unforeseen ways. As the decision to prioritise their digital products take hold, newsrooms themselves evolve to contain a diverse range of skill and expertise.

According to the 2015 Trends in Newsroom report, editors and senior reporters in newsrooms across the globe are experimenting with new ways of storytelling using podcasts, chat apps, automation, virtual reality and gamification, as well as dealing with new challenges with respect to source protection in the face of increased surveillance and intermediaries like Facebook and Google and reporting on culturally sensitive subjects(World Editors Forum, 2015).

The dynamics of these shifts in different countries may be shaped by several factors including the availability of human and financial resources, and pace of adoption of new technologies by the readers. In markets like Japan, complexities of the existing newspaper trade in the country act as a deterrent to technological change (Villi and Hayashi, 2014). Given the pace at which the media ecology of the web evolves; this transition is an ongoing process characterised by experiments in business, marketing and editorial strategies. A good example of such an experiment is last week’s decision by leading Indian newspapers, to make their content unavailable to those consumers who had ad-blocking software installed.

Such a shift also demands that we ask new questions of news in journalism. In his paper on studying computational and algorithmic journalism, C. W. Anderson tackles how sociologists and media scholars can frame inquiries related to journalism, given its computational turn (Anderson, 2012). He suggests using the added lens of ‘technology’ and ‘institutions and fields’ to Michael Schudson’s (Schudson, 2010) typology on the sociology of news which approaches the study of news from economic, political, cultural and organisational approaches. While most of these are self-explanatory, by institutions and fields, he refers to the ‘field of journalism’ as a whole and the different actors that shape it. This frame will examine the cultural power struggles that occur within the field and the way these struggles shape newsroom practises and news content (Anderson, 2012). Anderson adds that it is imperative to understand that the dynamics of the field of journalism are closely connected to nearby fields which now include computer science, web development and digital advertising.

We adopted a similar approach for our study. We began our inquiry by asking questions about how the emergence of digital technologies and the Internet are changing the process of producing news and how news organisations are rising up to the challenges posed by the digital space: what technologies and software are being used in the production and distribution of news in India, how are these technologies and softwares influencing the process of news production and distribution, how are the everyday practices and roles with respect to journalistic and editorial work transforming with their transition to digital, how do media agencies conceptualise and measure online viewership, and how do these metrics impact journalistic and editorial practices.

These questions led us to explore how leading legacy print newspapers across three language markets - English, Hindi and Malayalam - are making the transition from producing news stories exclusively for print to producing multimedia stories for the highly competitive and and diverse media ecology of the web.

Research Plan

As already mentioned, the study is divided into two thematic clusters: work of journalism and newsroom practises.

The former will include asking questions related to strategies and skills of information gathering and validation, methods and tools of communicating a news story in an online-first (or simultaneously print and online) environment, personal engagements with audiences via social media websites, new methods of performance assessment and sources and practices of learning and capacity building.

The latter will explore how choice/emphasis of content and reportage is being re-shaped by the digital environment by inquiring into changes in editorial responsibilities, dynamics of decision making, news-making workflows, technical diversity of the work force, and interaction between news producers within an increasingly convergent newsroom.

This being a pilot study, we will conduct intensive interviews with journalists, editors, and management personnel associated with one newspaper in each language market: 1) Hindustan Times in English, 2) Dainik Jagran in Hindi, and 3) Malayala Manorama in Malayalam. We selected these three languages due to their large market sizes and geographic distribution, and selected the newspapers for either their pioneering efforts in adopting digital technologies, or their dominant position in terms of circulation.

The research team includes Zeenab Aneez and Sumandro Chattapadhyay from CIS, and RISJ Director of Research Rasmus Kleis Nielsen. Vibodh Parthasarathi from CCMG, Jamia Millia Islamia, will contribute to the study as an advisor.

References

Anderson, Christopher W. 2013. ‘Towards a Sociology of Computational and Algorithmic Journalism’. New Media & Society 15 (7): 1005-1021.

Bajaj, Ambrish. 2016. “Indian news sites lost 100 million page views and $500K in three weeks - and had no clue why” http://factordaily.com/indian-news-sites-lost-100-million-page-views-500k-three-weeks-no-clue/.

Chattopadhyay, Saayan. 2012. ‘Online Journalism and Election Reporting in India’. Journalism Practice 6 (3): 337-48. doi:10.1080/17512786.2012.663596.

Coddington, Mark. 2014. ‘Defending Judgment and Context in “original Reporting”: Journalists’ Construction of Newswork in a Networked Age’. Journalism 15 (6): 678–95.

– 2015. ‘The Wall Becomes a Curtain: Revisiting Journalism’s News–business Boundary’. Boundaries of Journalism: Professionalism, Practices, and Participation. New York: Routledge. [forthcoming]. Accessed from http://markcoddington.com/wp-content/uploads/2014/09/CoddingtonFINAL.NewReferences.docx.

Diakopoulos, Nicholas, and Mor Naaman. 2011. ‘Towards Quality Discourse in Online News Comments’. In Proceedings of the ACM 2011 Conference on Computer Supported Cooperative Work, 133–42. ACM. http://dl.acm.org/citation.cfm?id=1958844.

Diakopoulos, Nicholas, Mor Naaman, and Funda Kivran-Swaine. 2010. ‘Diamonds in the Rough: Social Media Visual Analytics for Journalistic Inquiry’. In Visual Analytics Science and Technology (VAST), 2010 IEEE Symposium on, 115–22. IEEE. http://ieeexplore.ieee.org/xpls/abs_all.jsp?arnumber=5652922.

Hermida, Alfred. 2010. ‘Twittering the News: The Emergence of Ambient Journalism.’ Journalism Practice. Special Issue on the Future of Journalism. 4 (3): 297-308. doi:10.1080/17512781003640703.

Jalarajan, Sony, Rohini Sreekumar, and Nithin Kalorth. 2014. ‘“Tweeting” the News: Twitter Journalism as a New Age Crowd News Disseminator in India’. http://euacademic.org/UploadArticle/317.pdf.

Kilman, Larry. 2015. ‘World Press Trends: Newspaper Revenues Shift To New Sources - WAN-IFRA’. World Press Trends. June 1. http://www.wan-ifra.org/press-releases/2015/06/01/world-press-trends-newspaper-revenues-shift-to-new-sources.

K. J., Shashidar. 2016. ‘Hindustan Times has appointed a Mobile Editor’. Published online on Medianama.com. http://www.medianama.com/2016/07/223-hindustan-times-has-appointed-a-mobile-editor/.

Nielsen, Rasmus Kleis, Frank Esser, and David Levy. 2013. ‘Comparative Perspectives on the Changing Business of Journalism and Its Implications for Democracy’. The International Journal of Press/Politics 18 (4): 383-91. doi:10.1177/1940161213497130.

Örnebring, Henrik. 2010. ‘Technology and Journalism-as-Labour: Historical Perspectives.’ Journalism. February. 11 (1): 57-74. doi: 10.1177/1464884909350644.

Panda, Jayanta K. 2014. ‘Impact of Media Convergence on Journalism: A Theoretical Perspective’. Pragyaan, 14.

Paulussen, Steve and Pieter Ugille. 2008. ‘User Generated Content in the Newsroom: Professional and Organisational Constraints on Participatory Journalism.’ Westminster Papers in Communication and Culture. 5(2): 24-41.

Royal, Cindy. 2010. ‘The Journalist as Programmer: A Case Study of The New York Times Interactive News Technology Department.’ Presented at the International Symposium in Online Journalism, The University of Texas at Austin, April 20. Accessed from https://online.journalism.utexas.edu/2010/papers/Royal10.pdf.

Schudson, Michael. 2010. ‘Political Observatories, Databases * News in the Emerging Ecology of Public Information’. Daedalus. 139(2): 100–109. doi:10.1162/daed.2010.139.2.100.

Scott, Ben. 2005. ‘A Contemporary History of Digital Journalism.’ Television & New Media. February. 6(1): 89-126. doi: 10.1177/1527476403255824.

Sen, Arijit and Nielsen, Rasmus Kleis. 2016. Digital Journalism Start-Ups in India. Reuters Institute for the Study of Journalism. Accessed from: http://reutersinstitute.politics.ox.ac.uk/sites/default/files/Digital%20Journalism%20Start-ups%20in%20India_0.pdf.

‘Nine top #TrendsinNewsrooms’. 2015. WAN-IFRA blog. http://blog.wan-ifra.org/2015/06/02/nine-top-trendsinnewsrooms-of-2015.

Villi, M., and K. Hayashi. 2014. ‘“The Mission Is to Keep This Industry Intact”: Digital Transition in the Japanese Newspaper Industry’. In 64th Annual International Communication Association (ICA) Conference, Seattle, WA, 22-26 May.

For more details visit https://cis-india.org/raw/digital-transition-in-newspapers-in-india-pilot-study

Information Structures for Citizen Participation - Janaagraha

denisse — 2015-10-24T14:28:47Z

In our efforts to understand how change is conceptualized in the digital era, we find a growing emphasis on the role of effective information structures to empower the citizen and the government. We interview Joylita Saldanha from Janaagraha to answer questions around information, participation and e-governance.

CHANGE-MAKER:Interview with Joylita Saldanha

ORGANIZATION: Janaagraha - I change my city

METHOD OF CHANGE: Online platforms to enable communication between the citizen and the government.

STRATEGY OF CHANGE:Empower the government -create resources to help them do what the citizens expect them to do.

10 posts into the project, we are identifying the most outstanding patterns between processes of change. One of the themes that comes up often is: information management. How do we translate data to information, and information to knowledge? What is the best way to produce, consume and disseminate information? How does visible information lead to better mechanisms of participation in democracy? As the topic recurs in my conversations with change-makers, I have even reflected about the way that I display the research outputs of this project, and have adapted the format of these articles to make them as interactive and accessible as possible. Why? Because we believe this research is an entry point for a wider conversation around different ways to understand ‘making change’, and in order to produce this knowledge we need different actors to take part in the conversation. Hence, the format of our information must be (visually) persuasive enough to sway the readers into at least reading the article, and encourage their engagement, interaction and participation.

This is also the rationale behind digital information platforms, including e-governance. Governments, authorities and organizations are devising new ways of presenting their information and making their services more accessible and interactive for the public. According to the UNESCO’s definition, e-governance is the public sector’s use of information and communication technology with the aim of:

Improving information and service delivery
Encouraging citizen participation in decision-making processes
Making governments accountable, transparent and effective

What is e-governance?
By the IDRC and IdeaCorp

India has its own National e-governance plan in place. It’s ambitious in scope:

“a massive country-wide infrastructure reaching down to the remotest of villages is evolving, and large-scale digitization of records is taking place to enable easy, reliable access over the internet. The ultimate objective is to bring public services closer home to citizens”.

Information and Urban Governance

(This section will be revised)

The question on information management is key in the analysis of citizen action in emerging information societies. This project acknowledged from its inception that the information flow of networks is changing and shaping the dynamics of state-citizen-market relationships (Shah, 2014). I will refer to Yochai Benkler’s The Wealth of Networks, to revisit the information economy, as it has been a recurrent reference in my analyses throughout the project, and it will be a useful benchmark to cross-reference findings in the future. On this opportunity, I would like to highlight his views on the role of information flow in democratic societies:

“The basic claim is that the diversity of ways of organizing information production and use, opens a range of possibilities for pursuing the core political values of liberal societies-individual freedom, a more genuinely participatory political system, a critical culture, and social justice” Benkler, 2006

Enabling a smoother and more transparent information flow, according to his work, has the following effects on citizen’s participation:

1. Autonomy: Access to information enables citizens to perceive a wider range of possibilities and options against which they can gauge their choices. This is particularly important when the citizen participates in decision-making processes.

2. Democracy: The emergence of an information economy, creates information structures that are not only an alternative to mass media, as Benkler states, but I would like to add are also alternative to government-run e-governance platforms that cannot fully cater to citizens' need for participation and debate. Creating an accessible and participatory information structure also creates a space that fosters public discussion, and hence, the expression of our political nature. (Visit Storytelling as Performance Part 2 for a larger exploration of the political in the public space)

3. Human justice: The freedom to access basic resources and services, allows us to fulfil our capabilities in society, including producing our own information, as well as improving our well-being by accessing information about health, education, public infrastructure, etc.

These three characteristics can be very well tied up with the three objectives of e-governance outlined above: wider information delivery, citizen participation and government accountability. Citizens aspire to access information that enables them to make good choices and participate in conversations that affect their livelihoods. For this reason, we find a common goal among the change actors (interviewed in the series), is devising new modes to engage with government-related information that complement or replace government-owned platforms.

Civil Society' and E-governance

One of the best known examples of these initiatives have been spearheaded by the Bangalore-based NGO: Janaagraha. the Centre for Citizenship and Democracy.

Image courtesy of Duke University website

The organization works to improve the quality of life in Indian cities and towns, by improving the information around infrastructure and services; and citizenship. We interviewed Joylita Saldanha, who works for the NGO’s leadership team to learn more about Janaagraha’s views on the role of information for urban governance, based on the experience of platforms such as I change my city. Her perspective c aught me off guard, as she framed the problem in urban governance from a somewhat unconventional angle:

Joylita Saldanha

Janaagraha's Leadership Team

Experience conceptualizing and
building Mobile and Web products in Los Angeles and Bangalore

Believes technology is a great lever and enabler.
Sees potential in technology to drive community action at the ground level

Whenever we talk about social change, participation and democracy, we root for the discourse that works to empower the citizen. Janaagraha finds this assumption incomplete. Saldanha suggests it is our role to find new ways to empower the government and help them do their job: "One citizen cannot be always an agent of change so we need communities coming together [...] We want to look at how to get citizens involved, because we can’t keep blaming the government if we don’t participate. We need to help them do what they do".

Read this short interview to get a glimpse of the information structures Janaagraha is building to empower the government.

Interview:

In order to gauge the extent to which Janaagraha is empowering and enabling the government to make information accessible for the public, we will look at how their online platforms are improving e-governance, based on the three characteristics outlined in the UNESCO definition and the three characteristics of effective information economies outlined by Benkler.

Stage 1: Improving information delivery

How does I change my city tackle this information crisis?

JS: Janaagraha wants to improve the quality of life in two ways:

Improving the quality of infrastructure.
Improving the quality of citizenship and citizen engagement.

We look at I change my city as something that enables citizens and governments to be more transparent for each other. Janaagraha can’t be everywhere, but technology crosscuts all the programs to allow us to roll it out to other cities.

How does Janaagraha know what information people need?

JS:We have a Net Plus Roots approach:

Stage	Roots: Information transactions at the grassroots level	Net: Information transactions through technology
Process	Reach out to communities and engage with them Community outreach and advocacy teams contacts the government Get the government and the citizen connected Send out citizen reports to government Follow up with the government to get responses Share responses with the citizens	We take all learnings from the grassroots and apply them to technology. The design/product team in place does customer research. Look at google keywords and try to understand what people are searching for Disseminate that content with citizens
Example	Crisis: Low voting turn out. Roots intervention: Look at where people go to enroll for voting and how we can clean up the electoral role at the grassroots level. Net intervention: Jaagte Raho: A portal People can register online to vote.	Crisis: How to get a driving license in Bangalore. Roots intervention: People were not getting them because they don’t know the correct process or what to do. They don’t know the hows or the whys. Net intervention We created a section called How To and put the process of a) How to get a driving license b) why do you go and get a driving license c) what are the documents you need to carry.

Right now we are playing the role of facilitator, but eventually we don’t want to be those facilitators. We want these platforms to be bridges between the citizen and the government.

My only problem with this is that an information structure based and reliant on digital technologies will only allow the interests of the middle class to permeate the system. How will information from other groups feed into the structure?

JS: We definitely want to enable access for everyone, but we don’t want a duplication of efforts. If the road is broken; even if one person complains and gets that pothole fixed then the road will be good for everyone to use. At the end of the day what we want people is to participate. From then we can take it to the next level and ask: ok what are we really missing in terms of planning? where are we missing participatory budgeting? where can we involve everybody: not only the urban but everybody. That’s what it takes it to the next level.

Stage 2: Encouraging citizen participation in decision-making processes

How does access to information improve urban governance?

JS: A very basic important aspect of where you live is to find which is your ward who is your electoral representative and what does he do. People don’t even know which ward they are living in, which is their assembly constituency, etc. Engaging with the electoral representative, then engaging with civic agencies. These are things you need to have in place before we start looking beyond this.

And you are facilitating this information?

JS: Yes, we are trying to map out services in the neighborhood and give more information about this. We have Municipal Commissions in Bangalore, and most people don’t know where these agencies are located, so our survey team went out found the offices and mapped them.

We use maps a lot because we make a lot of emphasis in spatial data. We want people to participate: tell us where their the park or playground is, locate it and then we take this information and find out: what is the budget allocated for this park, when was the last clean up, what is the future of this park, etc. At the same time, we want the citizen to tell us about its state and their wish-lists for this park.

You mention spatial data. What is the best way to use it? and who should manage it?

One thing we see when we interact with civic agencies or electoral, is that most of them don’t have a grasp of the analytics to understand what is the ground level situation, and that is where we come in. We have an information structure in place and we make data accessible. This helps representatives understand what are the patterns: a) what are the trends, b) where are their successes, c) where are their failures. Data needs to play a major role in how we take our decisions. It cannot be intuitively thought out.

Stage 3: Making governments accountable and transparent

How can these resources make the government more accountable?

We need more [information] systems in place to identify what is accessible in terms of services and infrastructures. First step is making things transparent; and making elected representatives, civic agencies, citizens -all these people accountable. We believe that accountability and participation goes hand in hand. You need to participate in order to make it accountable. The process of engagement is empowering for the citizen once they realize they can bring about change."

It takes time to get things done; change happens very slowly. And we can’t keep blaming the government if we don’t participate. We don’t lend them a hand, and let’s be honest, we probably don’t have the resources. So, how do we enable the government? How do we empower them? That’s something Janaagraha works for: helping the government do what they need to do.

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The next interview will feature Surabhi HR from Political Quotient, an organization working to redefine how youth engage with politics in the digital era. We will refer back to the characteristics about information economies and e-governance outlined on this post and use Janaagraha's experience as a backdrop, to explore the work PQ is doing: organizing spatial data, improving information structures for the government and bridging communication between citizens and their elected representatives.

Sources:

Benkler, Yochai. The wealth of networks: How social production transforms markets and freedom. Yale University Press, 2006.

Shah, Nishant “Whose Change is it Anyways? Hivos Knowledge Program. April 30, 2013.

For more details visit https://cis-india.org/digital-natives/making-change/information-structures-janaagraha

Communication	Government to Citizen	Citizen to government
Portal	Aadhar Kiosk	Portal for Public Grievances
Link	http://resident.uidai.net.in/	http://pgportal.gov.in/
Interface