![Impairment “… different impairments impinge in different ways. That is, they have different implications for health and individual capacity, but also generate different responses from the broader cultural and social milieu. For example, visible impairments trigger social responses while invisible impairments may not - the distinction which Goffman (1968) draws between 'discrediting' and 'discreditable' stigma. […] Some impairments are static, others are episodic or degenerative. Some mainly affect appearance, others restrict functioning. All these differences have salient impacts at both the individual and psychological level, and at the social and structural level. This is not an argument for disaggregating all disability, and referring solely to clinical diagnoses, but for recognising that the different major groupings of impairment, because of their functional and presentational impacts, have differing individual and social implications.” (Shakespeare and Watson, 2002: 12). Liverpool Hope University 8th March 2011](https://image.slidesharecdn.com/liverpoolhope2011-110329045559-phpapp01/85/Inversitgating-Socio-Technical-Experiences-of-Disability-in-New-Media-11-320.jpg)
![1/? Contents Questions and Answers! Contact: Sarah Lewthwaite [email_address] http://www.twitter.com/slewth Full references and related material: http://slewth.wordpress.com Liverpool Hope University 8th March 2011](https://image.slidesharecdn.com/liverpoolhope2011-110329045559-phpapp01/85/Inversitgating-Socio-Technical-Experiences-of-Disability-in-New-Media-43-320.jpg)
Inversitgating Socio-Technical Experiences of Disability in New Media
- 1. Disability 2.0: Investigating Socio-Technical Experiences of Disability in Social Media. Sarah Lewthwaite Learning Sciences Research Institute, School of Education.
- 2. Overview Background to the study Mobilising Multidisciplinary Research Methodologies Conducting Accessible Research Findings Conclusions Liverpool Hope University 8th March 2011
- 3. My Study 34 Internet-enabled interviews with 18 Disabled Students Focussing on Experiences of Disability and Social Networking Social Networks enable some and disable others Liverpool Hope University 8th March 2011
- 4. Models of Disability Medical model of disability Disability is the direct result of a physical condition, intrinsic to the individual Social model of disability Impairment and disability are distinct. Disability is caused by social barriers that disadvantage and exclude people with impairments Liverpool Hope University 8th March 2011
- 5. Social Model of Disability impairment ≠ disability Liverpool Hope University 8th March 2011
- 6. CAPTCHA " C ompletely A utomated P ublic T uring test to tell C omputers and H umans A part Liverpool Hope University 8th March 2011
- 7. Facebook Liverpool Hope University 8th March 2011
- 8. Facebook Jan 24th 2011: “Today, Facebook has begun testing a new security feature called " Social Authentication ", which intends to make sure that the person signing into Facebook is the account holder and not a hacker.” ReadWriteWeb. Liverpool Hope University 8th March 2011
- 9. SlideShare Liverpool Hope University 8th March 2011
- 10. Socio-technical study of Disability The development of systems that assume non-disabled patterns of activity and ignore disabled users create spaces in which disability (a social ascription) is exacerbated rather than reduced. (Goggin and Newell, 2003) Liverpool Hope University 8th March 2011
- 11. Impairment “… different impairments impinge in different ways. That is, they have different implications for health and individual capacity, but also generate different responses from the broader cultural and social milieu. For example, visible impairments trigger social responses while invisible impairments may not - the distinction which Goffman (1968) draws between 'discrediting' and 'discreditable' stigma. […] Some impairments are static, others are episodic or degenerative. Some mainly affect appearance, others restrict functioning. All these differences have salient impacts at both the individual and psychological level, and at the social and structural level. This is not an argument for disaggregating all disability, and referring solely to clinical diagnoses, but for recognising that the different major groupings of impairment, because of their functional and presentational impacts, have differing individual and social implications.” (Shakespeare and Watson, 2002: 12). Liverpool Hope University 8th March 2011
- 12. Print Impairments Typically people with any type of print impairment can have difficulty with both the mechanics of reading and interpreting the message (Draffan, 2008). Factors relating to print impairment can include: Visual impairment Dyslexia Aphasia (as a result of a stroke) Colour blindness Poor literacy skills Learning disabilities D/deaf or hard of hearing and have BSL as their first language English as a second language Liverpool Hope University 8th March 2011
- 13. Literature Review Student experiences of disability and technology Seale (2006); Seale et al. (2008); (2010); Student experiences of disability and physical social networks Riddel et al. (2005); Goode (2006); Low (2009); Experiences of disability and Computer Mediated Communication Sonderstrom & Ytterhus (2010) Bowker (2003), (2009); Bowker and Tuffin, (2003); (2003). Liverpool Hope University 8th March 2011
- 14. Literature Review Other sources: SKILL (National Bureau of Students with Disabilities) BBC Ouch! Face to Facebook (Franklin, 2009) Not such a pretty Facebook (Shakespeare, 2009) International News Liverpool Hope University 8th March 2011
- 15. Developing Methods Bricolage In the Interview Activity Theory Phenomenography Analysis Discourse Analysis Case Study Liverpool Hope University 8th March 2011
- 16. Bricolage Bricolage is a term used in arts and social science disciplines to refer to the construction or creation of a work from a diverse range of things that happen to be available, or a work created by such a process. The term is borrowed from the French word bricolage, from the verb bricoler, the core meaning being “fiddle, tinker” and by extension “to make creative and resourceful use of whatever materials are at hand (regardless of their original purpose)”. Liverpool Hope University 8th March 2011
- 17. Bricolage as Methodology The interpretive bricoleur produces a bricolage – that is, a pieced together set of representations that is fitted to the specifics of a complex situation. (Denezin and Lincoln, 2005: 4) The researcher/bricoleur’s method ‘is an emergent construct’ (Weinstein and Weinstein, 1991: 161) Bricolage helps denote those processes involved in articulating multi-perspective research methods (Kinchloe, 2001) Liverpool Hope University 8th March 2011
- 18. Bricolage and Feminism Feminist research perspectives frequently advocage multiple research methods and inter-disciplinary working (e.g. Cohen et al., 2000). Multiple frameworks and methodologies produce more rigerous and ‘praxiological’ insights into socio-political and educational phenomena (Kincheloe & McLaren, 2005) Liverpool Hope University 8th March 2011
- 19. Bricolage and Hacking Hacking refers to the re-configuring or re-programming of a system to function in ways not facilitated by the owner, administrator, or designer. The term has several related meanings in technology and computer sciences, where a “hack” may refer to a clever or quick fix to a computer program, or to what may be perceived to be a clumsy or inelegant (but usually relatively quick) solution to a problem. Liverpool Hope University 8th March 2011
- 20. Hacking and Research Liverpool Hope University 8th March 2011
- 21. Accessibility Accessibility: Flexibility of a system to meet the needs and preferences of all users. Key aspects: Accounting for Assistive Technologies Providing Alternative Formats Adapting to Contrary Requirements Liverpool Hope University 8th March 2011
- 22. Approaches to Accessibility Standards Based Approaches: universal design . Holistic Approaches: points to the need to account for the context in which resources would be used, to help overcome inadequacies of a technical approach. Both of these approaches place responsibility for accessibility into the researchers domain. They do not recognise the role the participant might want to play, or the roles that the participant’s peers might want to play. Liverpool Hope University 8th March 2011
- 23. Internet Enabled Interviews Screen Capture : Camtasia or CamStudio Remote desktop viewer : Techinline licenced, web-based service. Mobile broadband allows the researcher to conduct immediate, co-located interview. Liverpool Hope University 8th March 2011
- 24. Facebook Liverpool Hope University 8th March 2011
- 25. Facebook Liverpool Hope University 8th March 2011
- 26. Activity Theory Liverpool Hope University 8th March 2011 Vygotsky’s Model of Mediated Act; (Engeström, 1987:134).
- 27. Activity Theory Liverpool Hope University 8th March 2011 Engeström’s formulation of a Human Activity System, (1987:134).
- 28. Activity Theory Liverpool Hope University 8th March 2011
- 29. Phenomenography Phenomenography complements the activity/contextual focus of activity theory by directly investigating participants’ experiences. Phenomenography aims to articulate second-order experiences describing alternative views of a phenomenon as people of certain groups conceive it (Uljens, 1991). Liverpool Hope University 8th March 2011
- 30. Participants 18 Disabled Students, 13 Undergraduates, 2 Masters students, 3 PhD students 11/18 used specialised and/or generalised Assistive Technologies Diverse approaches to notion of ‘Disability’ Liverpool Hope University 8th March 2011
- 31. Network Conditions Facebook A Network of Necessity Creates a “Context Collapse” Consolidates Identity Represents an Unequal Gaze Powerful Norms are created based on cues that can be read in combination. Liverpool Hope University 8th March 2011
- 32. Experiences of Disability Socio-Technical Experiences of Dis/ability and the Social Networking Site Socio-Technical Experiences of Dis/Ability within the Network Extra-visibility Dyslexia Life-fit Depression Liverpool Hope University 8th March 2011
- 33. The Social Networking Site Liverpool Hope University 8th March 2011
- 34. The Social Networking Site “ I just can't be bothered, with entering all these bloody passwords and I find a lot of it overload, with the information. I just can't be bothered to be honest. You always have to remember a password. Like for example, I had somebody, a friend of mine was quite ill and she, I prefer to speak on the telephone, she uses Facebook. She tried to set me up, I can't remember the bloody password! I've got more important things to do with my life than remember the bloody password for Facebook! When I want to talk to somebody, you know? I can't be bothered to be visiting Facebook and things like that.” Elizabeth Liverpool Hope University 8th March 2011
- 35. The Network Extra Visibility: Dyslexia Liverpool Hope University 8th March 2011
- 36. The Network Extra Visibility: Life-fit Could you show me your Profile page? “ Yeah. I hate it. I really, I worry about it all the time ... It just, I just hate the thought of being judged so much, so... Where does that anxiety comes from? “ People misjudging my relationships with people based on like how many Friends I have, like, I'm not one to use the Wall much so does that look like I'm not really friends with people? Or is. ‘Cause if people don't know me, it looks like, I don't know, am I uncool? Rather than I just can't be bothered to log on.” (Gemma) Liverpool Hope University 8th March 2011
- 37. The Network Extra Visibility: Depression “ Yeah, I mean during the, the time that I was not very well, my Status didn’t show that at all. You know, it was 'Naomi is.' I never put 'is so depressed she wants to go home and never come back to uni'. It was just left blank, it wasn’t, I never put anything, it was just dot dot dot.” (Naomi) Liverpool Hope University 8th March 2011
- 38. Managing Disability Self-Surveillance Managing direct disclosure Managing indirect disclosure Self-Discipline Managing time Managing reflexivity Managing privacy Liverpool Hope University 8th March 2011
- 39. Managing Disability Self-Advocacy Digital agility Building digital capital Research participation Self-Affect Liverpool Hope University 8th March 2011
- 40. Self-Affect Liverpool Hope University 8th March 2011
- 41. Conclusions Social networks are essential to student life, yet not all students can access them on an equal basis. Some disabled students cannot use social networks, or are limited in the tools and interactions they can participate, introducing a digital divide with material social outcomes. Secondly, social networks represent a socio-technical redefinition of disability. Some students with impairments have a non-disabled experience within the social network, or may adopt non-disabled interactions, where others do not…. Liverpool Hope University 8th March 2011
- 42. Conclusions … .As a result, diversity remains suppressed, leading to a situation where an exclusionary divide is maintained and those who are unable or unwilling to access the network are further marginalised. In this context, students disabled by the network are doubly disadvantaged as disability is rendered invisible, and the social and digital divide of the network is reinforced. Students’ strategies for managing disability in this context highlighting diverse tactics for resisting normative ascriptions and illuminate the role of peers and tools in mediating accessibility, disability and impairment itself. Liverpool Hope University 8th March 2011
- 43. 1/? Contents Questions and Answers! Contact: Sarah Lewthwaite [email_address] http://www.twitter.com/slewth Full references and related material: http://slewth.wordpress.com Liverpool Hope University 8th March 2011
Editor's Notes
- #5: Visibility of barriers in society: vs visibility of barriers online.
- #6: Task 1 (5 mins): In pairs identify three potential access barriers in this room.
- #7: Contrived Acronym
- #9: Identifying a tension between accessibility and other requirements.
- #10: " C ompletely A utomated P ublic T uring test to tell C omputers and H umans A part". SlideShare screenshot from 2009.
- #12: “… different impairments impinge in different ways. That is, they have different implications for health and individual capacity, but also generate different responses from the broader cultural and social milieu. For example, visible impairments trigger social responses while invisible impairments may not - the distinction which Goffman (1968) draws between 'discrediting' and 'discreditable' stigma. […] Some impairments are static, others are episodic or degenerative. Some mainly affect appearance, others restrict functioning. All these differences have salient impacts at both the individual and psychological level, and at the social and structural level. This is not an argument for disaggregating all disability, and referring solely to clinical diagnoses, but for recognising that the different major groupings of impairment, because of their functional and presentational impacts, have differing individual and social implications.” (Shakespeare and Watson, 2002: 12).
- #22: Interfaces with high levels of accessibility may demonstrate low usability, preventing people with disabilities from using them effectively.
- #23: Interfaces with high levels of accessibility may demonstrate low usability, preventing people with disabilities from using them effectively.
- #42: This problematises the notion of ‘disability’ and exposes the ways in which the boundaries of disability can shift online, rearranging the socially defined ‘hierarchy of impairments’ (Deal, 2003) that students usually operate within.