Online syllabus: http://www.cs.cornell.edu/people/sengers/Teaching/INFO4240/index.php
Instructors: Prof. Phoebe Sengers and Prof. Chris Csíkszentmihályi
Lecture:Tu, Th 12:25-1:15 through Zoom link from Canvas; required short lecture pre-video available through Canvas
Asynchronous lecture option: Recordings of lecture will be made available to allow for asynchronous attendance. Please note: (1) there will be a lag owing to the time to produce accurate closed captions; and (2) videos of a week's lectures will be available through the following Sunday at 5pm EST
Sections: Fridays, various times and locations
The social impact of technologies is typically thought about fairly late, if ever, in the design process. Indeed, it can be difficult at design time to predict what effects technologies will have. Nevertheless, design decisions can inadvertently "lock in" particular values early on. In this course, we will draw on science & technology studies, technology design, and the arts to analyze the values embodied in technology design and to design technologies to promote positive social impact. What social and cultural values do technology designs consciously or unconsciously promote? To what degree can social impact be "built into" a technology? How can we take social and cultural values into account in design?
Technical background is not needed for this course, but may be drawn on if you have it.
Course Philosophy
In the modern world, technologies are an intimate part of everyone's daily lives. The act of designing technologies does not simply create functionality; it also offers possibilities for and constraints on action, ways of looking at the world, and modes through which we can relate to one another. Designs thus, intentionally or not, embody values—ones we as a community of users sometimes accept, sometimes reject, sometimes build on, and sometimes alter.
This course will equip students to find their own answers to two key questions:
- What values do specific technology designs embody, and how and to what extent do they do so?
We will look at current and historical case studies of design interventions to identify ways in which technologies can, intentionally or unintentionally, promote specific values and to analyze how those values play out in practice in the complex worlds of everyday life. - How and to what extent is it possible to design technologies to reflect specific values?
We will examine and practice a variety of design methods intended to incorporate values in design, and analyze their benefits and drawbacks.
These questions cross between two domains which are not often brought into conversation in undergraduate education: technology design and the social, cultural, and political analysis of technologies. In these course, we will develop a facility to think, speak, and act across these domains using techniques from critically-informed technology design and analysis. These techniques draw on and blend ideas from human-computer interaction, engineering, product design, science & technology studies, and the arts. This course is open to all students from engineering, the humanities, the social sciences, and the arts and design who are interested in reflecting on and improving the role of technology in society. No technical background is required or expected.
This course is oriented to an advanced undergraduate and master's student audience. An ability to read critically and willingness to take intellectual risks are essential in this course.
Learning objectives
Upon completion of this course, students will be able to:
- Articulate how and to what extent values are built into designed artifacts in early stages of the design process
- Identify relevant values issues that arise in a particular technology design
- Use the design workbook method to explore social implications of design and to ideate new design possibilities
- Appropriately deploy a variety of design strategies that aim to address values issues
- Weigh the possibilities and limits of different strategies for considering values in design, and identify values commitments inherent in these design strategies themselves
- Create technology designs which reflect varying value commitments in response to a design brief
- Recognize and comment on issues in values and design in everyday life
- Construct a compelling argument that builds on documented evidence and the arguments of others
For further information
You can explore the rest of the syllabus by scrolling up to the navigation and clicking on the other syllabus topics. If you have questions, please contact instructor Prof. Csikszentmihalyi, at cpc83 at cornell.edu.
You can download the full syllabus with all information in a print-friendly format.
What does it mean to build a technology that has a good impact on society? Can "values" even be built into technology? If not, does this mean designers have no responsibilty? If so, what values do technologies already have? How do they impose these values? How can we start designing with values in mind? How are the values designers can espouse shaped by the institutions they work in?
An introduction to the class. We'll cover how the course works, and learn about some major approaches to social impact issues .
We'll adapt Gaver's design workbook technique as a method to explore cultural and social issues in and through the early stages of design.
We'll practice sketching and review questions about course tools.
We'll continue honing our skills at speculative design as a way to explore conceptual issues related to design.
What does it mean to say that a technology design has a certain social 'impact'? How can we understand the consequences of design?
We'll practice creating a designed response to a course reading; submit the results for your design workbook checkin this weekend.
We'll look at a detailed example of designers aiming for social impact with their design. In part, they achieved these aims; in others, they were wildly off. We'll use this case to think through the complexities of how to approach social impact through design.
One way in which we might create a positive impact is by using technology to persuade people to think or act differently, by providing new forms of information or by suggesting different ways to see what is happening around them.
Designing software and hardware to persuade people to alter their ways of thinking or their behavior, and thereby contribute to solving social problems.
We will hone the most critical skill for effective persuasive design; creating a precise description of the behavior we want to change.
How can - and should - we use information visualization to make a point?
Some other useful tactics for designing compellingly persuasive information campaigns include the following: Principle: Make the invisible visible (by Nadine Bloch) (Beautiful Trouble, pp 152-153); Principle: Bring the issue home (by Rae Abileah and Jodie Evans) (Beautiful Trouble, pp 106-107); and "Show, Don't Tell (by Doyle Canning, Patrick Reinsborough and Kevin Buckland)" (Beautiful Trouble, pp 174-175)). What to do with your visualization? How about Tactic: Guerilla Projection (by Samantha Corbin and Mark Read) (Beautiful Trouble, pp 52-53)?
A nice example of political visualization is the Data Viz Challenge, a contest to generate visualizations of where your tax dollars go. To understand why data visualizations have so much power, it can help to understand its place in visual history: Belief at First Sight (by Kosminsky et al).
Reflecting on the politics and experience of persuasion
How do you decide what the problem is you are trying to solve? How can we expand our imaginations about how technologies - or non-technologies - can make change?
Code and algorithms form a contemporary infrastructure for our organizations, work, and social life. What kinds of impacts do they have on how we behave, alone and together? How can or should technical infrastructure be designed for better social outcomes?
How do political issues become embodied in the details of how computer programs work? How could they become embodied in new ways?
What is infrastructure exactly, what are its effects, and what should we consider when designing it?
How to write an op-ed
Search engines are one example of an infrastructure with political consequences. How do seemingly innocuous technical choices about algorithms lead to political consequences?
How do algorithms 'build in' societal biases, and what can we do about it?
Making technical changes to infrastructure
Bring your miniprojects to class to get help with your project from your peers and course staff.
Everyone needs a break sometimes. Take one today.
Until now, engineers and designers have mostly been in the driver's seat. Here we expand beyond experts in technology - how can individuals and communities be involved in design decisions that affect them? Can we use this to improve the design of technology and its impact?
Developing methods and philosophies for designing technology directly with non-technically-trained participants.
Is it possible to organize platform workers to have more of a say in their own work?
Designing participatory design activities
No lecture today. Meet with your participatory design partner to finalize your design. Course staff will be available in the lecture slot for office hours to help if needed.
How can technologies be used by citizens to have a say in how they are governed? What role can designers play to support such conversations?
Sometimes - perhaps much of the time -the primary impact of a technology is not what it does, but how it shapes our imaginations of what is possible or should happen.
Critical design as a strategy for reflecting on the social implications of technology and the design process itself.
Bring your projects to class to get hands-on help from course staff
Refining design techniques to express and question values and futures in design
Imagining alternative technological worlds and histories which start from experiences of the African diaspora.
How do IT developers in Silicon Valley frame how they are making a difference? What kind of a difference are they making?
What alternative framings of technology innovation exist if we stop assuming Silicon Valley is its center?
We'll review where we've come and plot out paths moving forward.
Final exam review
Assignments Overview
Reading
Lecture prep
Once you've reviewed the course readings, you will watch a lecture pre-video, which will introduce the major concepts that the lecture will cover. These pre-videos allow us to reduce the amount of time in the day you have to spend in Zoom and allow you to have more flexibility in how and when you engage the course material. Once you've watched the pre-video, you will take a quiz. The purpose of the quiz is not to 'test' you but to improve your understanding and retention of the material by having you immediately apply the material you just learned about. It also gives you immediate feedback about how well you understood the material, so you know if you need to review the readings and pre-video in more depth. You may take the quiz as many times as you like to improve your score. You will get full credit for a quiz taken before the scheduled lecture time, and half credit if the quiz is taken after the scheduled lecture.
Design workbook
Over the course of the semester, you will document your thoughts and ideas in response to the readings in a design workbook. Each page in your workbook will identify a specific idea from the reading that caught your attention, and explore its implications through a rough design sketch, annotated with thoughts about how the design relates to, extends, challenges, or otherwise explores the idea you chose to respond to. At the end of each unit, you will submit the portion of your design workbook that responds to readings from that unit. It will be easiest if you write up each design response directly after finishing the corresponding reading, rather than waiting until the end of your unit. You should expect each design response in your workbook to take about 20 minutes to execute. If you find it taking significantly longer, please visit office hours for aid in tuning up your strategies for crafting responses.
Class participation
Your participation in class is essential to your success in the course. In class we will analyze, build on, and debate about the course readings; practice design skills; work on homeworks; and engage in other activities to aid your facility in the course material. We cover material in lecture and section that is not available through any other means. While you will benefit most from participating in the live lecture, which allows you to make use of interactive elements to improve your understanding, we realize time zones vary and health levels fluctuate. Lecture video will be made available. Please be aware there will be a time lag in releasing video recordings to allow for the production of accurate captioning, and lecture videos are available for 48 hours after release only except by prior arrangement with the instructor.
Sections are not recorded to allow for the privacy of section participants and their contributions. We strongly encourage you to attend, unless you are ill. In previous years, we found that lack of significant engagement in section resulted in an average grade drop of a full letter grade in this course, compared to students who attended.
We do not excuse individual absences in this course. We understand that people will sometimes have family conflicts, job interviews, religious commitments, illnesses, and other reasons why they cannot come to class/ If you have a serious situation that will potentially force you to miss a significant number of classes, please contact Prof. Csíkszentmihályi at cpc83 @ cornell.edu or via Ed Discussions to make an alternative plan for covering course material.
Design mini-projects
Over the course of the semester, you will have 4 design mini-projects which will help you develop facility in some of the design methods we are learning about in the course.
Final exam
The final exam will be a written exam involving a critically engaged design analysis and exploration on an assigned topic in current events. The exam questions, minus the topic, will be released in April so that you can prepare for it.
Grade breakdown
- 5%: Lecture Quizzes
- 40%: Design workbook
- 40%: Design mini-projects
- 15%: Final exam
Grading is not just a matter of numbers, but also of judgment. The instructors reserve the right to adjust grades by up to half a letter grade based on knowledge of your performance not summed up in this tidy formula.
Academic Integrity
My expectation is that you are generally aware of the need for academic integrity and self-motivated to achieve it. Issues with academic integrity that have come up in my courses in the past have been frequently due to students being unaware of the specific requirements of academic integrity at Cornell, rather than students trying to "game the system" for their own advantage. Some examples of situations I have encountered include:
- Not knowing how to properly cite or use non-academic on-line sources, informal sources such as another student's comments in class, or another person's ideas (as opposed to their words)
- Not being aware when doing literature reviews that close paraphrasing of someone else's text is considered a form of plagiarism, even when the original text is cited
- Coming from cultural or disciplinary contexts where it is considered more appropriate to use an expert's words to express an idea rather than one's own
- Not being aware that commonly available design ideas (e.g., that come up immediately with a Google search of terms related to the topic or that have been highlighted recently in the news) are not appropriate to submit as one's own work; they must be directly cited as others'.
Zoom policy
You need to log in to Zoom using your Cornell netID to attend lecture/section· Please keep your microphone muted except when it is your turn to talk, and make sure that your screen name is set with your first and last name.
We appreciate that it can be uncomfortable to give the entire class a view into your personal life. In lecture you are not required to have your camera on. We do ask you to turn your cameras on when we have small-group breakout sessions of 5 or fewer students; the quality of conversation and co-design improves greatly with a visual channel.
In section, to foster a personal, relational climate and collabroative design work, you are required to have camera on; to accommodate students in special circumstaces, exceptions are possible by contacting your section TA privately.
If you need to step out temporarily during lecture or section, please log out of the Zoom meeting and log back in when you return. This avoids other students having the unpleasant experience of getting into a breakout room to find the other "students" are zombie attenders.
Please treat our Zoom classes as you would in-person class in terms of dress and appearance. Your camera should not reveal anything potentially offensive.Of course, babies, little siblings, grandparents, pets, messy rooms, etc. are fine — we’re all working in unusual locations.
You may use the "Everyone" chat channel to share questions or comments about the lecture; we will also use chat at times for in-class exercises. Public and private chat channels should be used for course-related work. Personal comments or other non-section dialogues should not be sent in Zoom chat, even with friends. Flirting on chat channels is off-topic and may easily be experienced as sexual harrassment, even if this is not your intention. Please remember that anything said on a private chat channel in the Zoom meeting may potentially be seen by the course instructors and keep your comments on appropriate topics.
Late policy
It is possible to hand in design workbook submissions and mini-projects up to 7 days after the assignment is due. You will be charged "slip days" for late assignments. A slip day is accrued starting immediately after the assignment is due (i.e. an assignment which is one hour late will incur a full slip day).
Life happens. We believe you are the best judge of when you need a break in the course. Therefore, we allow you some flexibility in handing in your assignments, to use at your own judgement, for situations such as routine illness, minor injuries, interviews, competing workload in other courses, extra-curricular activities, or just the need to take a break. You will have 7 free slip days that you can use to hand homework assignments in late at any point over the semester. For example, you could hand one workbook assignment in 4 days late, and one mini-project 3 days late. Each slip day beyond the 7 allowed for the course will result in a deduction of 1/2 point from your final grade. Please note that free slip days cannot be applied to the final exam.
Additional homework extensions can only be granted by the professors and are only granted under truly exceptional circumstances. It is wise to save your slip days for illness, sudden personal emergencies, and other unexpected events. We strongly discourage using slip days on your first assignment.
The final exam carries a late penalty of 1 full letter grade (10 points out of 100) per hour late, starting immediately after the final exam is due (i.e. a final exam which is 10 minutes late will incur a full letter grade penalty).Please note late assignments may be (very) delayed in grading, as they fall outside our regular course rhythm. Late final exams may result in a temporary grade of incomplete for the course.
Addressing special circumstances
We teach this course with the goal of reaching every student, no matter your circumstances. If you find that issues around ability, family commitments, health problems, religious commitments, legal issues, or other personal situations are impeding your ability to learn in this course, please reach out to the course instructors so we can make a personal plan to help you succeed in this course. Reaching out early, before things get out of hand, makes it easier for us to help you effectively. Nevertheless, do not let being late deter you from reaching out.
Some other resources that might be of use include:
- Office of Student Disability Services
- Cornell Health CAPS (Counseling & Psychological Services)
- Undocumented/DACA Student support: In the Dean of Students office, contact Kevin Graham ( Kevin.Graham @ cornell.edu ) and see this list of campus resources
Regrade policy and grading explanations
Questions about why you got a grade may be answered by any TA. You may also ask any TA whether they believe there may be an error in the grading. However, TAs are not permitted to change your grade. If you believe that there may be an error in your grading, you can let us know about a potential issue by requesting your assignment to be formally regraded, through the on-line regrade form available over Canvas.
Please note:
- Regrade requests must be submitted within 2 weeks of receiving your grade.
- If we regrade your assignment, this could result in your grade going up or down.
- It is possible that course staff will request a personal meeting to clear up misunderstandings around grading and/or your request.
- Changes in grade that are based on differing interpretations of yoru assignment will be registered if they are at least 3 percentage points different from the originally assigned grade. Smaller changes are within normal intergrader variance, not a sign of a serious grading error.
Textbook
The course uses a course reader, which you can purchase from the Cornell Store.
The rest of the course readings are available on-line or will be handed out through Canvas. To access many of these readings through the links, you will need to be on the Cornell network, or logged in to the Cornell library through a proxy using your NetID. You can find out more about how to do this here.
Bibliography of course readings
Abileah, Rae and Jodie Evans. Principle: Bring the Issue Home. In Andrew Boyd and Dave Oswald Mitchell, eds., 2012. Beautiful Trouble: A Toolbox for Revolution. OR Books. http://beautifultrouble.org/
Asad, Miriam and Christopher LeDantec. “Creating the Atlanta Community Engagement Playbook.” Atlanta Studies. November 09, 2017. https://doi.org/10.18737/atls20171109
Asad, Mariam, Christopher A. Le Dantec, Becky Nielsen, and Kate Diedrick. 2017. Creating a Sociotechnical API: Designing City-Scale Community Engagement. In Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems (CHI '17). ACM, New York, NY, USA, 2295-2306. DOI: https://doi.org/10.1145/3025453.3025963
Arieff, Allison, 2016. Solving All the Wrong Problems. The New York Times, July 9. http://www.nytimes.com/2016/07/10/opinion/sunday/solving-all-the-wrong-problems.html?_r=1.
Avle, Seyram and Silvia Lindtner. 2016. Design(ing) 'Here' and 'There': Tech Entrepreneurs, Global Markets, and Reflexivity in Design Processes. In Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems (CHI '16). ACM, New York, NY, USA, pp 2233-2245. https://doi.org/10.1145/2858036.2858509
Bleecker, Julian, 2009. Design Fiction: A Short Essay on Design, Science, Fact, and Fiction. http://drbfw5wfjlxon.cloudfront.net/writing/DesignFiction_WebEdition.pdf.
Bloch, Nadine. Principle: Make the invisible visible. In Andrew Boyd and Dave Oswald Mitchell, eds., 2012. Beautiful Trouble: A Toolbox for Revolution. OR Books. http://beautifultrouble.org/principle/make-the-invisible-visible/
Blume, Kathryn. Principle: Enable, Don't Command. In Andrew Boyd and Dave Oswald Mitchell, eds., 2012. Beautiful Trouble: A Toolbox for Revolution. OR Books. http://beautifultrouble.org/principle/enable-dont-command/
Bogost, Ian, 2006. Playing Politics: Videogames for Politics, Activism, and Advocacy. First Monday, Special Issue Number 7: Command Lines: The Emergence of Governance in Global Cyberspace. http://firstmonday.org/ojs/index.php/fm/article/view/1617/1532.
Boyd, Andrew. Tactic: Prefigurative Intervention. Andrew Boyd and Dave Oswald Mitchell, eds., 2012. Beautiful Trouble: A Toolbox for Revolution. OR Books. http://beautifultrouble.org/tactic/prefigurative-intervention/
Brandt, Eva, 2006. Designing Exploratory Design Games: A Framework for Participation in Participatory Design? In Proceedings of the Ninth Conference on Participatory Design: Expanding Boundaries in Design Pp. 57-66. ACM. http://dl.acm.org/citation.cfm?doid=1147261.1147271.
Brynjarsdottir, Hronn, Maria Håkansson, James Pierce, Eric Baumer, Carl DiSalvo, and Phoebe Sengers, 2012. Sustainably Unpersuaded: How Persuasion Narrows Our Vision of Sustainability. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems. pp. 947-956. ACM. http://dl.acm.org/citation.cfm?id=2208539.
Bueno, Gui, 2012. Principle: Jury-rig Solutions. In Andrew Boyd and Dave Oswald Mitchell, eds.. Beautiful Trouble: A Toolbox for Revolution. OR Books. http://beautifultrouble.org/principle/jury-rig-solutions/
Cairo, Alberto, 2013. Emotional Data Visualization: Periscopic's "U.S. Gun Deaths" and the Challenge of Uncertainty. http://www.peachpit.com/articles/article.aspx?p=2036558
Canning, Doyle, 2012. Principle: Show, Don’t Tell. In Andrew Boyd and Dave Oswald Mitchell, eds., Beautiful Trouble: A Toolbox for Revolution. OR Books. http://beautifultrouble.org/principle/show-dont-tell/
Consolvo, Sunny, James A. Landay, and David W. McDonald, 2009. Designing for Behavior Change in Everyday Life. IEEE Computer 42(6), pp 100-103. http://ieeexplore.ieee.org/xpl/login.jsp?tp=&arnumber=5199605&url=http%3A%2F%2Fieeexplore.ieee.org%2Fiel5%2F2%2F5199578%2F05199605.pdf%3Farnumber%3D5199605
Crawford, Kate. Artificial Intelligence's White Guy Problem. Op-ed, New York Times, June 25, 2016. https://www.nytimes.com/2016/06/26/opinion/sunday/artificial-intelligences-white-guy-problem.html.
Data Viz Challenge, N.d.. Preemptive Media. Visualize Your Taxes: Grand Award Winner. http://www.datavizchallenge.org/
Davis, Ben, 2013. A Critique of Social Practice Art. international Socialist Review, Issue 90, July 2013. http://isreview.org/issue/90/critique-social-practice-art
Dörk, Marian, Patrick Feng, Christopher Collins, and Sheelagh Carpendale. 2013. Critical InfoVis: exploring the politics of visualization. In CHI '13 Extended Abstracts on Human Factors in Computing Systems (CHI EA '13). ACM, New York, NY, USA, 2189-2198. DOI: https://doi.org/10.1145/2468356.2468739
Dunne, Anthony, and Fiona Raby, 2001. Design Noir: The Secret Life of Electronic Objects. Birkhauser.
Edgerton, David, 2007. The Shock of the Old: Technology and Global History since 1900. Oxford University Press.
Erete, Sheena and Jennifer O. Burrell. 2017. Empowered Participation: How Citizens Use Technology in Local Governance. In Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems (CHI '17). ACM, New York, NY, USA, 2307-2319. DOI: https://doi.org/10.1145/3025453.3025996
Ewing, John, 2012. Case Study: Virtual Streetcorners. In Andrew Boyd and Dave Oswald Mitchell, eds., 2012. Beautiful Trouble: A Toolbox for Revolution. OR Books. http://beautifultrouble.org/case/virtual-streetcorners/
Flanagan, Mary, Daniel C. Howe, and Helen Nissenbaum, 2008. Embodying Values in Technology: Theory and Practice. In John Weckert, ed., Information Technology and Moral Philosophy, pp. 322-353. Cambridge University Press. http://www.nyu.edu/projects/nissenbaum/papers/Flanagan,%20Howe%20&%20Nissenbaum%20-%20Embodying%20Values.pdf.
Fogg, BJ. 1998. Persuasive computers: perspectives and research directions. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI '98). ACM, New York, NY, USA, 225-232. DOI=http://dx.doi.org/10.1145/274644.274677
Fogg, BJ. 2009. Creating persuasive technologies: an eight-step design process. In Proceedings of the 4th International Conference on Persuasive Technology (Persuasive '09). ACM, New York, NY, USA, Article 44, 6 pages. DOI: https://doi.org/10.1145/1541948.1542005
Foverskov, Maria, and Thomas Binder, 2011. Super Dots: Making Social Media Tangible for Senior Citizens. In Proceedings of the 2011 Conference on Designing Pleasurable Products and Interfaces. ACM. http://dl.acm.org/citation.cfm?doid=2347504.2347575.
Froehlich, Jon, Tawanna Dillahunt, Predrag Klasnja, Jennifer Mankoff, Sunny Consolvo, Beverly Harrison, and James A. Landay. 2009. UbiGreen: investigating a mobile tool for tracking and supporting green transportation habits. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI '09). ACM, New York, NY, USA, 1043-1052. https://doi.org/10.1145/1518701.1518861
Gaver, Bill, and John Bowers, 2012. Annotated Portfolios. interactions 19(4), pp 40-49. http://dl.acm.org/citation.cfm?doid=2212877.2212889
Gaver, Bill, and Heather Martin, 2000. Alternatives: Exploring Information Appliances through Conceptual Design Proposals. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, pp. 209-216. ACM.
Gaver, William, 2011. Making Spaces: How Design Workbooks Work. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, pp. 1551-1560. ACM. http://dl.acm.org/citation.cfm?doid=1978942.1979169.
Gaver, William, and Anthony Dunne, 1999. Projected Realities: Conceptual Design for Cultural Effect. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, pp. 600-607. ACM. http://dl.acm.org/citation.cfm?doid=302979.303168.
Gillespie, Tarleton, 2014. The Relevance of Algorithms. In Media Technologies: Essays on Communication, Materiality, and Society. Tarleton Gillespie, Pablo Boczkowski, and Kirsten Foot, eds. MIT Press.
Hustwit, Gary, 2009. Objectified. http://www.objectifiedfilm.com/.
Introna, Lucas D., and Helen Nissenbaum, 2000. Shaping the Web: Why the Politics of Search Engines Matters. The Information Society 16(3), pp 169-185. http://www.tandfonline.com/doi/abs/10.1080/01972240050133634
Irani, Lilly C., 2015. Hackathons and the Making of Entrepreneurial Citizenship. Science, Technology & Human Values 40(5), pp 799-824. http://sth.sagepub.com/content/early/2015/04/07/0162243915578486
Irani, Lilly C., and M. Six Silberman, 2013. Turkopticon: Interrupting Worker Invisibility in Amazon Mechanical Turk. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, pp. 611-620. ACM. http://dl.acm.org/citation.cfm?doid=2470654.2470742.
Jackson, Steven J., Paul Edwards, Geoffrey C. Bowker, and Cory P. Knobel. 2007. Understanding Infrastructure: History, Heuristics, and Cyberinfrastructure Policy. first Monday, vol 12, no 6, June 4, 2007. http://firstmonday.org/ojs/index.php/fm/article/view/1904/1786
Khovanskaya, Vera, and Phoebe Sengers. Data Rhetoric and Uneasy Alliances: Data Advocacy in US Labor History. In Proceedings of the 2019 Conference on Designing Interactive Systems, 1391-1403. DOI: https://doi.org/10.1145/3322276.3323691
Kyng, Morten, 1991. Designing for Cooperation: Cooperating in Design. Communications of the ACM 34(12). http://dl.acm.org/citation.cfm?doid=125319.125323: 65-73.
Lerner, Stephen, 2012. Tactic: General Strike. In Andrew Boyd and Dave Oswald Mitchell, eds., 2012. Beautiful Trouble: A Toolbox for Revolution. OR Books. http://beautifultrouble.org/tactic/general-strike/
Leslie, Ian, 2016. The Scientists Who Make Apps Addictive. 1843 Magazine. October/November 2016. https://www.1843magazine.com/features/the-scientists-who-make-apps-addictive
Levy, Karen E. C., 2015. The Contexts of Control: Information, Power, and Truck-driving Work. The Information Society, 31(2), 160-174.
Liboiron, Max, 2014. Against Awareness, For Scale: Garbage Is Infrastructure, Not Behavior. Blog. Discard Studies: Social Studies of Waste, Pollution, & Externalities. https://discardstudies.com/2014/01/23/against-awareness-for-scale-garbage-is-infrastructure-not-behavior/.
Liboiron, Max, 2015. How the Ocean Cleanup Array Fundamentally Misunderstands Marine Plastics and Causes Harm. Blog. Discard Studies: Social Studies of Waste, Pollution, & Externalities. https://discardstudies.com/2015/06/05/how-the-ocean-clean-up-array-fundamentally-misunderstands-marine-plastics-and-causes-harm/.
Lipartito, Kenneth, 2003. Picturephone and the Information Age: The Social Meaning of Failure. Technology and Culture 44(1), pp 50-81. http://www.jstor.org/stable/pdf/25148054.pdf?seq=1#page_scan_tab_contents
Martins, Luiza Prado de O., and Pedro Oliveira, N.d.. Questioning the "critical" in Speculative & Critical Design. Blog. https://medium.com/a-parede/questioning-the-critical-in-speculative-critical-design-5a355cac2ca4#.fylx9m4d3.
McDonough, William, and Michael Braungart. "Towards a sustaining architecture for the 21st century: the promise of cradle-to-cradle design." Industry and environment 26.2 (2003): 13-16.
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