Associate Professor, California College of the Arts
Editor-at-Large, Platypus: The CASTAC Blog
- civic engagement
- Digital Anthropology
- Media Anthropology
- Science & Technology Studies
About Patricia G.
Patricia G. Lange is an anthropologist studying use of video to express the self and civically engage. She is Associate Professor and Chair of Critical Studies (undergraduate program) and Associate Professor of Visual & Critical Studies (graduate program) at California College of the Arts (San Francisco, California). She is the recipient of the Franklyn S. Haiman Award (2020) for Distinguished Scholarship in Freedom of Expression for her book, Thanks for Watching: An Anthropological Study of Video Sharing on YouTube (University Press of Colorado, 2019), awarded by the National Communication Association. She is also the author of Kids on YouTube: Technical Identities and Digital Literacies (Routledge, 2014), and director of the film Hey Watch This! Sharing the Self Through Media (2020) [Available on Vimeo] which engages with enduring and philosophical questions about our use of media in an increasingly complex mediascape. Her CCA bio may be found at: https://portal.cca.edu/people/plange/ and her website is: http://www.patriciaglange.org.
Thanks for Watching : An Anthropological Study of Video Sharing on YouTube
Patricia G. Lange | University Press of Colorado (2019) | ISBN: 9781607329473
YouTube hosts one billion visitors monthly and sees more than 400 hours of video uploaded every minute. In her award winning book, Thanks for Watching, Patricia G. Lange offers an anthropological perspective on this heavily mediated social environment by analyzing videos and the emotions that motivate sharing them. She demonstrates how core concepts from anthropology—participant-observation, reciprocity, and community—apply to sociality on YouTube. Lange's book reconceptualizes and updates these concepts for video-sharing cultures.
Lange draws on 152 interviews with YouTube participants at gatherings throughout the United States, content analyses of more than 300 videos, observations of interactions on and off the site, and participant-observation. She documents how the introduction of monetization options impacted perceived opportunities for open sharing and creative exploration of personal and social messages. Lange’s book provides new insight into patterns of digital migration, YouTube’s influence on off-site interactions, and the emotional impact of losing control over images. The book also debunks traditional myths about online interaction, such as the supposed online/offline binary, the notion that anonymity always degrades public discourse, and the popular characterization of online participants as over-sharing narcissists.
YouTubers' experiences illustrate fascinating hybrid forms of contemporary sociality that are neither purely mediated nor sufficient when conducted only in person. Combining intensive ethnography, analysis of video artifacts, and Lange’s personal vlogging experiences, the book explores how YouTubers are creating a posthuman collective characterized by interaction, support, and controversy. In analyzing the tensions between YouTubers' idealistic goals of sociality and the site's need for monetization, Thanks for Watching makes crucial contributions to cultural anthropology, digital ethnography, science and technology studies, new media studies, communication, interaction design, and posthumanism.
For its perceptive analysis of video blogging for self-expression and sociality, Thanks for Watching received the Franklyn S. Haiman Award for Distinguished Scholarship in Freedom of Expression (2020), from the National Communication Association.
Kids on YouTube : Technical Identities and Digital Literacies
Patricia G Lange | Left Coast Press (2014) | ISBN: 1611329361
The mall is so old school—these days kids are hanging out on YouTube, and depending on whom you ask, they're either forging the digital frontier or frittering away their childhoods in anti-intellectual solipsism. Kids on YouTube cuts through the hype, going behind the scenes to understand kids' everyday engagement with new media. Debunking the stereotype of the self-taught computer whiz, new media scholar and filmmaker Patricia G. Lange describes the collaborative social networks kids use to negotiate identity and develop digital literacy on the 'Tube. Her long-term ethnographic studies also cover peer-based and family-driven video-making dynamics, girl geeks, civic engagement, and representational ethics. This book makes key contributions to new media studies, communication, science and technology studies, digital anthropology, and informal education.
The Oxford Handbook of Social Media and Music Learning
Janice L. Waldron, Stephanie Horsley, Kari K. Veblen | Oxford University Press (2020) | ISBN: 0190660775
Chapter: Learning by Lip-Synching, Patricia G. Lange (pgs. 373-393)
The rapid pace of technological change over the last decade, particularly the rise of social media, has deeply affected the ways in which we interact as individuals, in groups, and among institutions to the point that it is difficult to grasp what it would be like to lose access to this everyday aspect of modern life. The Oxford Handbook of Social Media and Music Learning investigates the ways in which social media is now firmly engrained in all aspects of music education, providing fascinating insights into the ways in which social media, musical participation, and musical learning are increasingly entwined.
In five sections of newly commissioned chapters, a refreshing mix of junior and senior scholars tackle questions concerning the potential for formal and informal musical learning in a networked society. Beginning with an overview of community identity and the new musical self through social media, scholars explore intersections between digital, musical, and social constructs including the vernacular of born-digital performance, musical identity and projection, and the expanding definition of musical empowerment. The fifth section brings this handbook to full practical fruition, featuring firsthand accounts of digital musicians, students, and teachers in the field. The Oxford Handbook of Social Media and Music Learning opens up an international discussion of what it means to be a musical community member in an age of technologically mediated relationships that break down the limits of geographical, cultural, political, and economic place.
Typing your way to technical identity
Patricia G. Lange (2016) | Pragmatics 25(4): 553-572 | http://dx.doi.org/10.1075/prag.25.4.04lan
Vlogging Toward Digital Literacy
Patricia G. Lange (2015) | Biography 38(2): 297-302 | http://dx.doi.org/10.1353/bio.2015.0024
Commenting on YouTube rants: Perceptions of inappropriateness or civic engagement?
Patricia G. Lange (2014) | Journal of Pragmatics 73: 53-65 | http://dx.doi.org/10.1016/j.pragma.2014.07.004
What is your claim to flame?
Patricia G. Lange (2013) | First Monday | http://dx.doi.org/10.5210/fm.v11i9.1393
Video-mediated nostalgia and the aesthetics of technical competencies
Patricia G Lange (2011) | Visual Communication 10(1): 25-44 | http://dx.doi.org/10.1177/1470357210389533
Learning Real-Life Lessons From Online Games
Patricia G. Lange (2010) | Games and Culture 6(1): 17-37 | http://dx.doi.org/10.1177/1555412010377320
Contributions to Platypus: The CASTAC Blog
During this most spooky time of year, it is apropos to explore our transmogrification into posthumanity—a concept that instills fear in the hearts of many scholars, including many anthropologists, who are especially afraid that exploring this terrain precipitates the end of their discipline. For humanities studies scholar Rosi Braidotti (2013: 5), there is an “undeniably gloomy connotation to the posthuman condition, especially in relation to genealogies of critical thought.” In her view, our lack of theorization of posthuman subjectivity has brought us into a “zombified landscape of repetition without difference and lingering melancholia” (Braidotti 2013: 5). To be honest, I share numerous concerns about posthumanist claims and their implications. However, whether widespread posthuman-phobia is warranted remains to be explored. (more…)
This week, the CASTAC community received the sad news that Professor David Hakken had passed away. Hakken was Director of the Social Informatics Program at The University of Indiana. Trained as an anthropologist, Hakken conducted research at the intersection of ethnography and cyberspace. He was concerned about how digital technologies and culture are continually co-constructive. His prolific career included publication of a recent book co-authored with Maurizio Teli and Barbara Andrews entitled, Beyond Capital: Values, Commons, Computing, and the Search for a Viable Future (Routledge, 2015). Hakken presciently focused on critical areas emerging at the intersection of digital anthropology and science and technology studies.
The outpouring on social media from his colleagues and former students has been truly touching and shows the depth of his impact on the community. Hakken was a principal founding member of CASTAC. As a pioneer in anthropological studies of computing in the early 1990s, Hakken initiated action on creating a committee devoted to particular concerns of anthropologists in science and technology studies. He was also a friend to the CASTAC Blog. He helped lend our fledgling endeavor gravitas by writing posts and graciously being interviewed. Please join me in honoring his life and work by enjoying this gem from the Platypus vault, which originally appeared on the blog in January 2013. I was honored to have the opportunity to interview him and hear more about his big ideas on big data. I first met David at a CASTAC summer conference (remember those?) nearly twenty years ago. Over the years, I personally benefited from his wise mentoring and vibrant disposition. I was deeply saddened to hear of his passing.
He will be greatly missed.
Colleagues who would like to share public remembrances about David for a longer tribute post should contact the editor, Jordan Kraemer.
Patricia G. Lange
May 6, 2016 (more…)
When Jennifer Cool, Jordan Kraemer and I co-founded this blog we began on a web page and a prayer, or if you prefer, an incantation. Drawing on an “if you build it, they will come” inspiration, we felt that starting a blog would be a great way to encourage more conversation about science and technology studies. As members of CASTAC, the Committee on the Anthropology of Science, Technology and Computing, we felt excited about the organization’s goals, and we sought ways to connect to the other members of the group who chose to hang their hat in this corner of the American Anthropological Association.
We launched with a “start-up” mentality in which content was king. Our goal was to bring in guest authors while also sharing our work. Our initial goals were modest: as long as we could consistently put up one interesting post per week, we were happy. I was excited to see our blog grow and eventually garner several hundred views a month. Going forward, we realized we would need to create a sustainable model to expand the blog’s content and reach, and thus the idea of an Associate Editing team was born. I crafted a structure roughly modeled after publication organizations in which Associate Editors (AEs) managed particular “beats” or specific topic areas of interest. The idea was to encourage AEs to contribute posts about their own research as well as solicit exciting up-to-date content from other CASTAC members, researchers, and practitioners engaged in projects conducted within the auspices of the anthropology and sociology of science, technology, and computing. (more…)