Making Public(s): Web 2.0 documentaries and social activism
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Abstract
Presentation text for i-Docs Symposium in Bristol in March 2011
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Recent scholarship treats the transition to the digital format in documentary film as a straightforward change in production practices or distribution channels, ignoring the deeper implications of digital technology for non-fiction moving image media. Far from a simple transition in the technology used to shoot and produce these films, however, digital technology has altered, and been altered by, documentary film to a far greater extent than any previous period in its history. The first decade of the twenty first century gave rise to dramatic technological, aesthetic and political revolutions around the globe, dramatic events mirrored in the rapid evolution of documentary form across the same time period. This project focuses on the emergence of digital documentary in the context of the ideological shifts and social conflicts of the early 21st century. As blogs, social networks and mobile technologies became the connective tissue of political dissent and social mobilization over thi...
2013
Author(s): Fallon, Kris | Advisor(s): Williams, Linda | Abstract: Recent scholarship treats the transition to the digital format in documentary film as a straightforward change in production practices or distribution channels, ignoring the deeper implications of digital technology for non-fiction moving image media. Far from a simple transition in the technology used to shoot and produce these films, however, digital technology has altered, and been altered by, documentary film to a far greater extent than any previous period in its history. The first decade of the twenty first century gave rise to dramatic technological, aesthetic and political revolutions around the globe, dramatic events mirrored in the rapid evolution of documentary form across the same time period. This project focuses on the emergence of digital documentary in the context of the ideological shifts and social conflicts of the early 21st century. As blogs, social networks and mobile technologies became the conne...
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The organizers of this conference have posed a crucial question: When is citizen participation socially transformative? In this presentation I suggest one possible answer: it is transformative when it affects how a communityʼs knowledge is created and circulated, how its value is established, and who decides. That is, citizen participation can transform society when it offers a compelling and useful challenge or complement to authoritative, institutionalized knowledge. The process of participation can be thought of as a continuous cycle of interplay and tension between social/cultural centers and margins; professional and amateur expertise; institutions and informal networks of social relations; and documentary sources and interaction/experience. In recent years commons knowledge has disrupted and amplified this process (Lievrouw, 2011). In commons knowledge projects, participants-amateurs, enthusiasts, hobbyists, activists, novices, community members at large, sometimes in league with professional collaborators-use and tinker with established knowledge resources to generate and share new, alternative projects, ideas and practices that often challenge authoritative, institutionalized knowledge creation, distribution and gatekeeping. Participants have also developed new modes of reward, reputation and visibility that reject the conventional reward structures for expertise, such as professional qualifications or academic publishing (David, 2007). Facing such challenges, knowledge authorities (government, cultural institutions, the academy, etc.) will naturally attempt to maintain their knowledge monopolies, traditions, privileges, professional market shelter, and so on. But they may also seek to appropriate or co-opt the most innovative, generative, or useful new ideas or practices into the established mainstream-at which point the cycle begins again, with the commons-knowledge "margins" subverting and repurposing the "mainstream," and the mainstream co-opting and legitimizing what they learn from the margins. While this ongoing process of cross-appropriation is not new, particularly in popular culture (cf. Hebdige, 1979; Frank, 1997), elsewhere I have argued that new media technologies have helped accelerate and expand its scope in other domains of culture (Lievrouw, 2010, 2011). Here, I outline several characteristic features of commons knowledge and its role in the cycle of cross-appropriation, with brief illustrations drawn from journalism, science, and contemporary art practice. I explore their implications for the design and evaluation of participatory cultural projects, and the ramifications of those projects in citizenship and civic life; the sustainability of participatory processes; and their susceptibility to commercial exploitation.

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