Sunbelt XXXI International Network for Social Network ... - INSNA

Studying Enterprise Community Networks: Dynamic Patterns In Two‐mode NetworksKrempel, LotharOnline Social NetworksKnowledge Networks, Two‐mode Networks, Dynamic Networks, Online NetworksTHURS.AM1Social media and online social networks are new forms of digital communication that have emerged in just a few years. These digital spaces produce data in sofar unknown precision and temporal granularity, they allow to identify actor networks and semantic spaces being linked by activities and interests. Two‐ and n‐mode graphs are suitable formal concepts to explore their dynamics in greater detail, to identify emerging social processes and the coevolution of social andsemantic structures empirically. We illustrate the potential by discussing a research design for digital communities and knowledge generation in an enterprisecommunication system.Teaching Sociology As A Community: The Effect Of Creating A Digital LibraryMayorova, Olga V.; Spalter‐Roth, RobertaAcademic and Scientific NetworksAcademic Networks, Information Technologies, Communities Of PracticeTHURS.PM1This paper investigates changes in the size and structure of a teaching and learning network or community among sociology faculty prior to and after theimplementation of a new interactive digital library (TRAILS). Scholars of teaching and learning argue that activities designed to improve pedagogy and enhancecurricula need to take place within a community of faculty members rather than in individual classrooms. We measure network size and structure byexamining the links among faculty that participate in at least 1 of 13 teaching and learning activities. We investigate further whether participation appearsconstrained or encouraged by academic departments across types of institutions of higher education. We find that 6 out of 10 faculty members can bedescribed as “teaching alone” over three years because they do not gain resources and contacts from the teaching and learning community. In 2008, fewerthan 7 percent of participating faculty make up the core of community knowledge producers and gatekeepers. We find that women are more involved thanmen, while racial/ethnic minorities, early career faculty, and faculty members with PhDs get involved in fewer teaching and learning activities. Facultymembers from Research I institutions are most likely to participate by contributing their syllabi, writing articles, and making presentations, but overall theytend to participate in fewer activities than faculty from master’s and baccalaureate schools. We go on to investigate the changes that occur in size, structure,and characteristics of the 2008 teaching and learning community as a result of the first six months of TRAILS.