digital affect conference manchester \'10
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Affect it, digitize it, explore itAffect it, digitize it, explore itAffective labour and digital technologies
in scholarly collaboration
Affect it, digitize it, explore itAffect it, digitize it, explore itAffective labour and digital technologies
in scholarly collaboration
Smiljana Antonijevic, Stefan Dormans, Sally Wyatt
Affective Fabrics of Digital Culture
June 3-4, 2010
Smiljana Antonijevic, Stefan Dormans, Sally Wyatt
Affective Fabrics of Digital Culture
June 3-4, 2010
Paper outlinePaper outlinePaper outlinePaper outline
• Premise: emotional engagements constitute one of the central elements of knowledge production.
• Theme: types and role of affective labour in scholarly work (collaboration).
• Focus: changes brought by the use of digital technologies.
• Premise: emotional engagements constitute one of the central elements of knowledge production.
• Theme: types and role of affective labour in scholarly work (collaboration).
• Focus: changes brought by the use of digital technologies.
Affective labourAffective labourAffective labourAffective labour
• Production activities that create, sustain, and/or modify judgements.
• Can be found in formal and informal interactions between scholars (and other social actors).
• Production of affect also part of goal of academic work, e.g. in teaching & preparing texts.
• Production activities that create, sustain, and/or modify judgements.
• Can be found in formal and informal interactions between scholars (and other social actors).
• Production of affect also part of goal of academic work, e.g. in teaching & preparing texts.
SourcesSourcesSourcesSources• Theoretical debates about immaterial and affective labour and knowledge
economy (Marx 1861-63; Castells 1996; Hardt and Negri 2000; Terranova 2004; Fraser and Puwar 2008; Gill 2010).
• Ethnographic study on collaboratories in social and economic history (VKS/IISG study; Stefan Dormans and Jan Kok).
• Our own collaborative experience in writing this paper (reflections, emails, conversations, drafts).
• Theoretical debates about immaterial and affective labour and knowledge economy (Marx 1861-63; Castells 1996; Hardt and Negri 2000; Terranova 2004; Fraser and Puwar 2008; Gill 2010).
• Ethnographic study on collaboratories in social and economic history (VKS/IISG study; Stefan Dormans and Jan Kok).
• Our own collaborative experience in writing this paper (reflections, emails, conversations, drafts).
Conceptual framework Conceptual framework Conceptual framework Conceptual framework
• Care work• Articulation work• Persuasion work
• Care work• Articulation work• Persuasion work
• Not intended to be comprehensive or mutually exclusive.
• Heuristic to draw our attention to aspects of scholarly work that often remain invisible or unspoken.
• Not intended to be comprehensive or mutually exclusive.
• Heuristic to draw our attention to aspects of scholarly work that often remain invisible or unspoken.
Care workCare work
• Taking care of and being careful with sources, data, texts, colleagues.
• Formal (disciplinary ethical codes, peer review, promotion committees); informal (personal and/or institutional ‘styles of behavior’).
• Taking care of and being careful with sources, data, texts, colleagues.
• Formal (disciplinary ethical codes, peer review, promotion committees); informal (personal and/or institutional ‘styles of behavior’).
• Taking care of and being careful with sources, data, texts, colleagues.
• Formal (disciplinary ethical codes, peer review, promotion committees); informal (personal and/or institutional ‘styles of behavior’).
• Challenges of creating shared databases in social history: caring of intellectual property arrangements; acknowledging the work in creating and maintaining shared data.
• Challenges in our team: different attitudes/experiences with collaborative writing; “epistemological carelessness”.
• Taking care of and being careful with sources, data, texts, colleagues.
• Formal (disciplinary ethical codes, peer review, promotion committees); informal (personal and/or institutional ‘styles of behavior’).
• Challenges of creating shared databases in social history: caring of intellectual property arrangements; acknowledging the work in creating and maintaining shared data.
• Challenges in our team: different attitudes/experiences with collaborative writing; “epistemological carelessness”.
Articulation workArticulation work
• A set of activities required to manage the distributed nature of cooperative work.
• Planned (coordination of work, organisation of meetings); ad hoc (communicating tacit knowledge, initiating and moderating discussions, managing staff turnover).
• A set of activities required to manage the distributed nature of cooperative work.
• Planned (coordination of work, organisation of meetings); ad hoc (communicating tacit knowledge, initiating and moderating discussions, managing staff turnover).
• A set of activities required to manage the distributed nature of cooperative work.
• Planned (coordination of work, organisation of meetings); ad hoc (communicating tacit knowledge, initiating and moderating discussions, managing staff turnover).
• Challenges of creating shared databases in social history: implementing metadata guidelines; sharing contextual knowledge of own data.
• Challenges in our team: explicitness in collaborative research/writing; sharing web calendars.
• A set of activities required to manage the distributed nature of cooperative work.
• Planned (coordination of work, organisation of meetings); ad hoc (communicating tacit knowledge, initiating and moderating discussions, managing staff turnover).
• Challenges of creating shared databases in social history: implementing metadata guidelines; sharing contextual knowledge of own data.
• Challenges in our team: explicitness in collaborative research/writing; sharing web calendars.
Persuasion workPersuasion work
• Rhetorically, the creation of knowledge is a task beginning with self-persuasion and ending with the persuasion of others (Gross 1990).
• Credibility work (topic and methods); reputation work (outputs); position work (status).
• Rhetorically, the creation of knowledge is a task beginning with self-persuasion and ending with the persuasion of others (Gross 1990).
• Credibility work (topic and methods); reputation work (outputs); position work (status).
• Rhetorically, the creation of knowledge is a task beginning with self-persuasion and ending with the persuasion of others (Gross 1990).
• Credibility work (topic and methods); reputation work (outputs); position work (status).
• Challenges of creating shared databases in social history: making the implicit explicit; persuasive for whom?
• Challenges in our team: conceptual and methodological differences; the broader context of work.
• Rhetorically, the creation of knowledge is a task beginning with self-persuasion and ending with the persuasion of others (Gross 1990).
• Credibility work (topic and methods); reputation work (outputs); position work (status).
• Challenges of creating shared databases in social history: making the implicit explicit; persuasive for whom?
• Challenges in our team: conceptual and methodological differences; the broader context of work.
Discussion Discussion Discussion Discussion
• Comments on existing categories?• Additional examples?• Non-academic care, articulation, and/or persuasion work?• Negative affective labour – feelings of frustration, envy,
resentment, anxiety?• …
• Comments on existing categories?• Additional examples?• Non-academic care, articulation, and/or persuasion work?• Negative affective labour – feelings of frustration, envy,
resentment, anxiety?• …
Thank youThank you
Smiljana Antonijevic
Stefan Dormans
Sally Wyatt
Thank youThank you
Smiljana Antonijevic
Stefan Dormans
Sally Wyatt