n emphasis is placed on the ability to‘actively listen’ on a one-to-one basis using Nelson-Jones’s (2010) ten skills of activelistening and also group facilitation (Benson, 2010).

Personal and professional development will follow andultimately these very same characteristics and approaches will naturally transfer intopractice and in direct contact with young people

courage to be transparen

the better a student/youth worker knows himself/herself the more likely he/shewill be able to help others know themselves;

increasing self-awareness provides themeans for students to integrate skills into their own personal and professionaldevelopment and into their practice.

.The firstparadigm centres on institutional power: ‘Our schools, our government, our businessesand corporations are permeated with the view that neither individual nor group aretrustworthy. There must be power over, power to control. This hierarchal system isinherent in our whole culture’. The second paradigm takes the opposite view: ‘Givena suitable climate, humankind is trustworthy, creative, self-motivated, powerful andconstructive – capable of releasing undreamed-of-potentialities’

‘power with’ (based on equity) rather than‘power over’ (based on domination and control).

Carl Rogers aims to facilitate a person’s‘actualising tendency’ (Kirshenbaum and Henderson, 1997:137). Rogers stronglybelieved that there were certain qualities, attitudes or core values, which, if present ina facilitator (in this case, a youth worker) would enhance nurturing practice. Hetermed these qualities, attitudes and values ‘the three core conditions’ and said thatthese were ‘necessary and sufficient’ for growth and change to occur

elationships of trust and respect

young people havethe skills, knowledge and opportunities to make informed choices about their lives, areat the heart of designing, managing and evaluating youth work policy and practice,have opportunities to address issues they are interested in and can make meaningfulcontributions within their communities and within public and political decision makingprocesses’

importedfrom the business and commercial world.

target driven climate which has the potential to undermine theimportance of ‘relationship

involved in a more meaningful way in their own communities and beyond.

There is a difference between an open mind and an empty head.'

Through comparing data with data, we learn what our research partic-ipants view as problematic and begin to treat it analytically.

we try to understand participants' views and actions from their perspectives

Language plays a crucial role in how and what we code. Most fundamentally, the empirical world does not appear to us in some natural state apart from human experience. Rather we know the empirical world through language and the actions we take toward it.

We want to know what is happening in the setting, in people's lives, and in lines of our recorded data. Hence, we try to understand our participants' standpoints and situations, as well as their actions within the setting.

attempt to portray meanings and actions

For sociologists, generic processes are basic to social life; for psychologists, generic processes are fundamental for psychological exis-tence; for anthropologists, these processes support local cultures. Because they are fundamental, generic processes can apply in varied professions and fields. A grounded theorist can elaborate and refine the generic process by gathering more data from diverse arenas where this process is evident.

In a memo, raise them to conceptual categories for your developing analytic framework-give them conceptual definition and analytical treatment in narra-tive form in your memo.

Precollj:_eptions work their way into how we think and write. Researchers who believe themselves to be objective social scientists often assume that their judgments of participants are correct. This stance can lead to treating one's unexamined assumptions as fact.

Some respon-dents or events will make explicit what was implicit in earlier statements or events.

In vivo codes can provide a crucial check on whether you have grasped what is significant

we look for their implicit meanings and attend to how they construct and act upon these meanings. In doing so, we can ask, what analytic category(ies) does this code suggest?

Those general terms everyone 'knows' that flag condensed but significant meanings o A participant's innovative term that captures meanings or experience • Insider shorthand terms specific to a particular group that reflect their perspective.

compare incident with incident, then as your ideas take hold, com-pare incidents to your conceptualization of incidents coded earlier.

Thomas (1993) says that a researcher must take the familiar, routine, and mundane and make it unfamiliar and new.

Rather than seeing your perspectives as truth, try to see them as representing one view among many.

Concrete, behavioristi.c descriptions of people's mundane actions may not be amenable to line-by-line coding, particularly when you observed a scene but do not have a sense of its context, its participants, and did not interact with them.

How does the research participant(s) act while involved in this process?

Line-by-line coding works particularly well with detailed data about funda-mental empirical problems or processes whether these data consist of inter-views, observations, documents, or ethnographies and autobiographies.

If you ignore, gloss over, or leap beyond participants' meanings and actions, your grounded theory will likely reflect an outsider's, rather than an insider's view.

starting from the words and actions of your respondents, preserves the fluidity of their experience and gives you new ways of looking at it

Codes are also provisional in the sense that you may reword them to improve the fit. Part of the fit is the degree to which they capture and condense meanings and actions.

Hence, simultaneous data collection and analy~is can help you go further and deeper into the research problem as well as engage in developing categories.

'My advisor wants me to use Anselm Strauss's concept of "negotiations".' Such approaches preclude ideas from emerging as you code events.

Thus we define what we see as significant in the data and describe what we think is happening.

Coding impels us to make our participants' language problematic to render an analysis of it. Coding should inspire us to examine hidden assumptions in our own use of language as well as that of our participants.

scrutinize your data and define meanings within it Through this active coding, you interact with your data again and again and ask many different ques-tions of them. As a result, coding may take you into unforeseen areas and new research questions.

users on reddit will upvote content for performative reasons (in the sense that they do so to make a point). If users are aware that IncelTears and others who dislike them are watching, they will often upvote material that they think is unpopular with those users. Essentially, it’s “upvoting to trigger the libs”.

Chans are fast-moving boards with enormous quantities of content produced every hour, and so staying on the front page is extremely difficult unless you create something that stands out. In addition, anons (chan posters are almost always anonymous) pride themselves on shock value, posting content designed to “trigger”, offend, and chime with a particular dark sense of humour. 

ersonality variablesalso will influence the extent of this disinhibition

What’s happening is a kind of intellectual judo, in which the power and enthusiasm of contrary voices are turned against those contrary voices through a carefully rigged internal structure of belief.

A cult isolates its members by actively alienating them from any outside sources. Those outside are actively labelled as malignant and untrustworthy.

An epistemic bubble is when you don’t hear people from the other side. An echo chamber is what happens when you don’t trust people from the other side.

ce. We conclude with a discussion of directions for future research aimed at incorporating comments in the content design pro-cess and for enhancing the user’s experience via new design features in commenting platforms.

this article advances an approach that grasps the mul-tiplicity of online racism while locating its specificities in relation to the YouTube platform.

we innovate a methodology that reveals YouTube comments as operating in a networked environment. Th

depicting antagonism in YouTube’s comment space as essentially a site of flaming or abuse, fails to realize that users can be engaged in purposeful discussions entangled with a multitude of forms of hostile expression.

lack of understanding about how antagonistic racial-ized discourses operate on the Web,

the Web has become a trenchant site of public conver-sations and expressions about race. And that the medium itself needs to be taken seri-ously for spawning neoteric forms of racism. Moreover, there is a paucity of academic studies exploring YouTube’s comment space. While this space is represented negatively, users actively posting comments remain a key mode of engagement on YouTub

the quasi-anonymous comment space of YouTube enabling viewers to respond to video content has become notorious for online trolling, flaming and abuse, often expressed via forms of racist, homophobic and misogynistic language

mainstream media representation of the YouTube platform portrays its comment culture as a toxic environment, averse to any kind of intelligible or worthwhile discus-sion

To help understand howsuch groups might differ from one another, we collected data frommany different types of communities discussing some of the sameinformation and ideas

First of all, while ourapproach is also observational, our aim is not to study a particularuse case [20], or a small sub sample of tweets collected during fewmonths [6,21,22], but concrete communities, where users sharein-group characteristics, like common ideology or subcultural lan-guage. Moreover, we do not aim to observe a time snapshot, but thefull evolution of these communities from their inception.

various classification methods to categorise misogyny

this notion of community is based on users who have no connectionto each other rather than either supporting or abusing Caroline

Computational methods have been eitherused toobserveand study the phenomenon of online misogyny[6,20–22], to generate automatic misogynisticcontent detectionmethods [4,12,13], or to use the appearance of misogyny relatedwords in online content as apredictorof criminal behaviour

computational techniques can improve upon and enhance existingapproaches, providing more efficient ways of identifying some typesof anomalies and providing a historical picture of the evolution oflanguage and activity over time

political as it is personal and cultural

Anonymityand technology affordances are believed to play an further aggra-vating role in this phenomenon, by giving perpetrators a way ofvoicing extreme sentiments without taking responsibility for theirwords or their consequences

victims of exclusionunder the authority of feminism

deeply entrenched or networkedmisogyny, as we see online

efensive hashtags, suchas notallmen or FemalePrivilege, imply that because not all menare misogynist and some women are more powerful than somemen, misogyny does not really exist as part of cultural or politicalhegemony

However, feminist studies on the nature of misogyny online aretypically conducted by a small number of authors looking at a smallamount of data intensively.

Online men’s groups have given space to members’ glorifi-cation of tragedies like the Isla Vista Killings, in which Elliot Rogerkilled 6 people and wounded 14 others, after communicating exten-sively online about his contempt for women (and people of colour)[1]. That rhetoric is believed to have attracted others, includingAlek Minassian, the alleged perpetrator of the Toronto van attackthat killed 10 and wounded 16 people [2]. Along with the #Gamer-Gate and #TheFappening controversies, which impacted hundredsof women [31], there are growing concerns that misogynyonlinehas some worrying qualities in scope and scale that women areunable to avoid [25]

summary of a wide range of theories and models of onlinemisogyny from the feminist literature, as well as an analy-sis of the works that have targeted the problem of onlinemisogyny from a computational perspective.•The translation of different categories of misogyny, identifiedin feminist theory, into lexicons of hate terms to study theevolution of language within the manosphere.•An in-depth analysis of different manifestations and evolu-tion of misogyny across the Reddit manosphere.•We corroborated existing feminist theories and models aroundthe phenomenon of the manosphere by conducting a large-scale observational analysis.

where users group aroundshared interests, ideologies, and subcultural language.

Twitter (aplatform where communities are not well-defined)

Full manual analysis is impractical and thus, automatictechniques need to be used.

Feminist analysis of the manosphere concludes that there isanideological shiftaway from the men’s rights topics that usedto unite members toward more misogynistic and violent ideas.

violent crimes perpetrated in the real world by individualsbelonging to online communities of self-proclaimed misogynists

‘manosphere’ is a group of loosely incorporated websites andsocial media communities where men’s perspectives, needs, gripes,frustrations and desires are explicitly explored.

While technology was key toour raison d’être, our inquiries often evolved to focus on issues of pedagogy thattranscended individual technologies.

This movement, with its focus on classroom-basedevidence, provided key tools and language for the Visible Knowledge Project. I

InstituteofVocalStudies

Walter Benjamin,

how can we convey to such students the deep engagement we feel with challenging literary texts? I argue that we cannot do this effectively if our teaching does not take place in the zone of proximal development, that is, if we are focused exclusively on print close reading.

literary studies teaches literacies across a range of media forms, including print and digital, and focuses on interpretation and analysis of patterns, meaning, and context through close, hyper-, and machine reading practices.

. Most of these programs are not difficult to use and provide the basis for wide-ranging experimentation by students and teachers alike.

Because their mission is to encourage wide-spread use across and among campuses and to foster collaborations among academic, government, corporate, and community stakeholders, they see humanistic inquiry and artistic creation as missing parts of the picture that enrich the mix.

it offers students traditional literary training; it expands their sense of how they can use digital media to analyze literary texts; and it encourages them to connect literary methodologies with those of other fields they may be entering. It offers close reading not as an unquestioned good but as one methodol-ogy among several, with distinctive capabilities and limitations. Moreover, because de-cisions about how to encode and analyze texts using software programs require precise thinking about priorities, goals, and methodologies, it clarifies the assumptions that undergird close reading by translating them into algorithmic analysis

On the other hand, machine reading may reveal patterns overlooked in close reading

Close and hyperreading operate synergistically when hyperreading is used to identify passages or to home in on a few texts of interest, whereupon close reading takes over.

keyword searches exhaust the repertoire of machine reading and that the gap between analy-sis and interpretation yawns so wide as to form an unbridgeable chasm rather than a dynamic interaction.

which implies that drawing conclusions from machine analysis is a mechanical exercise devoid of creativity, insight, or literary value.

ensure that deep attention and close reading continue to be vibrant components of our reading cultures and interact synergistically with the kind of Web and hyperreading in which our young people are increasingly immersed

For me, the topic is much more than the latest research fad, because it hits me where I live: the college classroom.

(hayles, “hyper and Deep Attention”)

The scientific research is valuable and should not be ignored, but our experiences are also valuable and can tell us a great deal about the advantages and disadvantages of hyperreading compared with close reading, as well as the long-term effects of engaging in either or both of these reading strategies

Obviously, few scholars in the humanities have the time—or the expertise—to backtrack through cited studies and evaluate them for correctness and replicability.

, the example illustrates the unsurprising fact that read-ing someone else’s synthesis does not give as detailed or precise a picture as reading the primary sources themselves.

[t]here may be cases in which enrichment or complexity of the hypertext experience is more desir-able than maximizing comprehension and ease of navigation

Carr has tilted the evidence to support his view.

circular methodology in which the hypothesis affects how the data is seen

how valid is this conclusion?

very short forms such as tweets that encourage distracted forms of reading

“harrison Bergeron,”

changes in brain architecture that makes close reading more difficult to achieve.

In digital environ-ments, hyperreading has become a necessity.

The research shows that Web pages are typically read in an F pattern

In 1999, James Sosnoski presciently introduced the concept of hyperreading, which he defined as “reader-directed, screen-based, computer-assisted reading”

if the distance is too great between what one wants someone else to learn and where instruction begins, the teaching will not be effective.

we must start close to where they are, rather than where we imagine or hope they might be.

We are tired of symptomatic reading.

the text is an alibi for ideological formations that are subtextual.

If that McLuhanesque view of media is prologue, then digital technologies, Guillory suggests, may be launch-ing the epilogue.

lose reading justifies the discipline’s con-tinued existence in the academy, including the monies spent to support literature fac-ulty and departments. More broadly, close reading in this view constitutes the major part of the cultural capital that literary studies relies on to prove its worth to society

ethics, or bad philosophy”

“This [close reading] is the only teaching that can properly be called literary; anything else is history of ideas, biography, psychology,

Close reading then assumed a preeminent role as the essence of the disciplinary identity.

While literary studies continues to teach close reading to students, it does less well in exploiting the trend toward the digital.

they fail to measure how much digital reading is going on or its effects on reading abilities

examples obviously weighted toward showing the inanity of online chats, blogs, and Facebook entries.

The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes Our Future,

how to make effective bridges between digital reading and the literacy traditionally associated with print.

how to convert the increased digital reading into increased reading ability

No Child Left Behind

and I of course agree

people read less print, and they read print less well.

connecting with one another at the same time.