Table of contents for Understanding and communicating social informatics : a framework for studying and teaching the human contexts of information and communication technologies / Rob Kling, Howard Rosenbaum, Steve Sawyer.

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Contents
Figures and Tables
Foreword, by Bill Dutton 
Acknowledgments
Preface
Chapter 1: Introduction to Social Informatics
1.1 The Disconnection Between Popular and Scholarly Discussion
1.2 Defining Social Informatics
1.3 The Value of Social Informatics [Au: this appeared in your revised ToC as "Fundamental Ideas of..."--I changed to match heading in text.]
Chapter 2: The Consequences of ICTs for Organizations and Social Life
2.1 The Social Nature of ICTs 
2.1.1. ICTs Are Interpreted and Used in Different Ways by Different People
2.1.2. ICTs Enable and Constrain Social Actions and Social Relationships
2.1.3. ICTs Provide a Means to Alter Existing Control Structures
2.1.4. There Can Be Negative Consequences of ICT Developments for Some Stakeholders
2.2 The Technical Nature of ICTs 
2.2.1. ICTs Play Both Communicative and Computational Roles 
2.2.2. There Are Important Temporal and Spatial Dimensions of ICT Consequences
2.2.3. ICTs Rarely Cause Social Transformations
2.3 The Institutional Nature of ICTs
2.3.1. Social and Technical Consequences Are Embedded in Institutional Contexts
2.3.2. ICTs Often Have Important Political Consequences
Chapter 3: Social Informatics for Designers, Developers, and Implementers of ICT-based Systems
3.1 Understanding the Social Design of ICTs 
3.1.1. The Historical Premise of Designer-Focused Systems
3.1.2. The Configurational Nature of ICT-Based Systems
3.1.3. Usability Is a Partial Response to Designer-Focused Approaches
3.2 Principles for Social Design
3.2.1. Social Design Compared to Designer-Focused Approaches [Au: appeared in revised ToC as "Designing for a heterogeneity of uses, users, contexts and data;" I changed to match heading in text.]
3.2.2. Designing for a Heterogeneity of Uses, People, Contexts, and Data [Au: appeared in revised ToC as "Designing of ICTs continues during their use;" I changed to match heading in text.] 
3.2.2. Designing for a Heterogeneity of Uses, People, Contexts and Data [Au: appeared in revised ToC as "The design and deployment of ICTs is influenced by the interests and orientations of some groups;" I changed to match heading in text.] 
3.2.3. The Designing of ICTs Continues During Their Use
3.2.4. There Is Agency in the Design and Deployment of ICTs
Chapter 4: Social Informatics for ICT Policy Analysts
4.1. How Can Social Informatics Contribute to ICT Policy Analysts' Work?
4.1.1. How Social Informatics Can Help
4.1.2. Contemporary Policy Issues from a Social Informatics Perspective
4.1.2.1. Notebook Computers Replacing Textbooks
4.2. A Historical View of Social Informatics-Oriented Policy Analysis
4.2.1. U.S. ICT Policy (1970-Present)
4.2.1.1. U.S. Congress's Office of Technology Assessment
4.2.1.2. The Computer Science and Telecommunications Board 
4.2.1.3. President's Information Technology Advisory Committee
4.2.1.4. U.S. Department of Commerce
4.2.2. Private ICT Research Institutes in the 1990s
4.2.3. European ICT Policy Analysis (1985-Present)
4.2.3.1. The United Kingdom's Programme on Information and Communication Technologies
4.2.3.2. European Commission's Information Society Project Office in the 1990s
4.3. ICT Policy Analysis in the Next Decades
Chapter 5: Teaching Key Ideas of Social Informatics
5.1 Why Teach Social Informatics?
5.1.1. Social Informatics Teaching in the Context of Broad Trends in Science-Oriented Education [Au: this subhead did not appear in your revised ToC and appeared in text as "5.1"]
5.2. Summarizing the Teaching of Social Informatics
5.2.1. Current Status of Teaching Social Informatics
5.2.2. Issues with the Current Status of Teaching Social Informatics
5.3. Teaching Social Informatics
5.3.1. Key Social Informatics Ideas
5.3.1.1. The Context of ICT Use Directly Affects Their Meanings and Roles
5.3.1.2. ICTs Are Not Value Neutral: Their Use Creates Winners and Losers
5.3.1.3. ICT Use Leads to Multiple, and Often Paradoxical, Effects
5.3.1.4. ICT Use Has Ethical Aspects
5.3.1.5. ICTs Are Configurable
5.3.1.6. ICTs Follow Trajectories
5.3.1.7. Co-Evolution of ICT System Design/Development/Use
5.3.2. Tailoring Social Informatics Concepts for Specific Curricular Purposes
5.3.3. Social Informatics as Informed Critical Thinking
5.3.4. Issues with Teaching Social Informatics
5.3.4.1. Motivating Contemporary ICT-Oriented Educators to Value (and Include) Social Informatics Concepts and Techniques in the Curriculum
5.3.4.2. The Ability of Contemporary ICT-Oriented Faculty to Effectively Represent Social Informatics Concepts, Findings, and Techniques
5.3.4.3. Difficulties with Synthesizing Social Informatics Literature That Is Mostly Research-Based and Spread Across Numerous Disciplines
5.3.4.4. Issues with Helping Students Integrate Social Informatics Concepts and Techniques with Their Own Experiences
5.3.4.5. Dealing with Existing Mental Models That Students Bring to Social Informatics Topics
5.4. Recommendations
Chapter 6: Communicating Social Informatics Research to Professional and Research Communities
6.1. Learning from Organizational and Social Informatics
6.2. Audience
6.3. Communicating to ICT Professional Audiences
6.3.1. Perceptions of the Relevance of Social Informatics Research
6.3.2. Competition for the Attention of the ICT Professional Audience
6.3.3. Strategies for Communicating to ICT Professional Audiences
6.3.3.1. Learning About ICT Professionals
6.3.3.2. Redesigning the Research Focus
6.3.3.3. Publicizing SI Research to the ICT Professional Audience
6.3.3.4. Holding Regular Forums That Bring Academics Together with ICT Professionals
6.3.3.5. Providing Continuing Education for ICT Professionals
6.3.3.6. Creating Research-Based "ICT Extension Services"
6.3.3.7. Managing Competition with Research and Consulting Firms
6.4. Communicating to Academic and Research Communities
6.4.1. Audience
6.4.2. Challenges of Communicating to Academic and Research Communities
6.4.3. Strategies for Improving Communication with Other Academic and Research Communities
6.4.3.1. Raising the Profile of Social Informatics Research
6.4.3.2. Increasing Publishing Options for SI Research
6.4.3.3. Taking Advantage of Easy Access to Networked Digital Information About Social Informatics
6.4.3.4. Research Initiatives to Raise the Profile of SI
6.4.3.5. Increasing Institutional Support for SI Research
6.5. Conclusions
Chapter 7: Conclusions 
7.1. Summary of Findings, Concepts, and Issues
7.1.1. ICTs Are Socially Shaped
7.1.2. Problem-Oriented Nature of Social Informatics Research
7.1.3. People Are Social Actors
7.1.4. ICT Use Is Situated and Contextually Dependent
7.2. Specific Relevance to Particular Domains of Interest
7.2.1. Social Informatics Relative to Designing, Developing, and Implementing ICTs
7.2.2. Social Informatics Relative to Information and ICT Policy Making [Au: I added "information and" to match heading in text.]
7.2.3. Social Informatics in ICT-Oriented Formal Education
7.3. Moving from Collecting Findings to Theorizing About ICTs
7.3.1. Institutional Nature of ICTs
7.3.2.	Conceptualizing Computing from a Social Informatics Perspective
7.4. Social Informatics as a Professional Obligation [Au: this was listed in ToC as 7.2.3 but I matched number to text.]
7.5. Taking Social Informatics Seriously
References
Glossary
Appendix A: Reviews and Anthologies of Social Informatics Research [Au: I matched head in ToC to that in text.]
Appendix B: Structure and Process of the 1997 Social Informatics Workshop
Appendix C: 1997 Social Informatics Workshop Participants
Appendix D: Additional Reviewers
About the Authors
Index

Library of Congress Subject Headings for this publication:

Computers and civilization.