Bibliographic record and links to related information available from the Library of Congress catalog.
Note: Contents data are machine generated based on pre-publication provided by the publisher. Contents may have variations from the printed book or be incomplete or contain other coding.
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 188.8.131.52. Notebook Computers Replacing Textbooks 4.2. A Historical View of Social Informatics-Oriented Policy Analysis 4.2.1. U.S. ICT Policy (1970-Present) 184.108.40.206. U.S. Congress's Office of Technology Assessment 220.127.116.11. The Computer Science and Telecommunications Board 18.104.22.168. President's Information Technology Advisory Committee 22.214.171.124. U.S. Department of Commerce 4.2.2. Private ICT Research Institutes in the 1990s 4.2.3. European ICT Policy Analysis (1985-Present) 126.96.36.199. The United Kingdom's Programme on Information and Communication Technologies 188.8.131.52. 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 184.108.40.206. The Context of ICT Use Directly Affects Their Meanings and Roles 220.127.116.11. ICTs Are Not Value Neutral: Their Use Creates Winners and Losers 18.104.22.168. ICT Use Leads to Multiple, and Often Paradoxical, Effects 22.214.171.124. ICT Use Has Ethical Aspects 126.96.36.199. ICTs Are Configurable 188.8.131.52. ICTs Follow Trajectories 184.108.40.206. 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 220.127.116.11. Motivating Contemporary ICT-Oriented Educators to Value (and Include) Social Informatics Concepts and Techniques in the Curriculum 18.104.22.168. The Ability of Contemporary ICT-Oriented Faculty to Effectively Represent Social Informatics Concepts, Findings, and Techniques 22.214.171.124. Difficulties with Synthesizing Social Informatics Literature That Is Mostly Research-Based and Spread Across Numerous Disciplines 126.96.36.199. Issues with Helping Students Integrate Social Informatics Concepts and Techniques with Their Own Experiences 188.8.131.52. 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 184.108.40.206. Learning About ICT Professionals 220.127.116.11. Redesigning the Research Focus 18.104.22.168. Publicizing SI Research to the ICT Professional Audience 22.214.171.124. Holding Regular Forums That Bring Academics Together with ICT Professionals 126.96.36.199. Providing Continuing Education for ICT Professionals 188.8.131.52. Creating Research-Based "ICT Extension Services" 184.108.40.206. 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 220.127.116.11. Raising the Profile of Social Informatics Research 18.104.22.168. Increasing Publishing Options for SI Research 22.214.171.124. Taking Advantage of Easy Access to Networked Digital Information About Social Informatics 126.96.36.199. Research Initiatives to Raise the Profile of SI 188.8.131.52. 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.