CCT

It's been an ongoing joke between fellow gnovis blogger, Trish, and I that a semester full of stats and social network analysis has seduced me into post-positivism.  It's true.  I've learned that I like to measure things.

But in all seriousness, quantitative naysayers out there should consider the benefits of visualizing data. On the one hand, charts, graphs, and indexes are limited by their simplicity, and can often hide nuances and complexities. On the other hand, these same tools can be quite powerful for illuminating patterns previously indiscernable among data sets.  Read More »

Today, gnovis hosted a session entitled "Why We Publish, and Why You Should Too!" from 3-4pm in Car Barn 311. Joining us was a well-published panel of professors from CCT: Professors Jeanine Turner, Michael Coventry, Matthew Tinkcom, and David Ribes. The faculty joined the gnovis staff and 30 students to discuss why they publish (and why we should, too!). Below are some highlights of the evening's panel.  Read More »

In last Spring’s issue of gnovis, CCT student Jeff Borenstein contributed a paper on the role of cell phones and citizen journalism during the London bombings in 2005.  In “Camera Phone Images: How The London Bombings in 2005 Shaped the Form of News”, Jeff examines how social conditions, theory and technological climates intertwine to result in global phenomena.  This week, I sat down with Jeff to discuss his research, the state of the news media, his work with gnovis a  Read More »

One of the unfortunate side effects of writing a thesis is that you essentially vanish from campus - your non-thesis-writing peers don't see much of you. The result? A lot of valuable information about the thesis writing process, information that could be shared from one year to the next, just gets discarded at the start of the summer. The following Do's and Don'ts are my modest attempt to get around this problem, by sharing some of the things I've learned along the way.  Read More »

Here in Georgetown's Communication, Culture and Technology (CCT) program, the students have informally divided themselves into CCT ("CC-Big-T") and CCt ("CC-little-t"). The implication, for the benefit of outside readers, is that some of us, the little-t's, while comfortable working with theories of technology, are not comfortable working with technology itself. There is, without trivializing a very important term, a digital divide in our midst.  Read More »