Papers by Grzegorz Ptaszek
The Future of Digital Communication
Media, War, and Conflict, 2023
This article discusses the results of verbal framing analysis of the conflict in news published o... more This article discusses the results of verbal framing analysis of the conflict in news published on Telegram channels by the Russian news agency RIA Novosti (RIAN) and the Ukrainian news agency (UNIAN) during the Russian invasion of Ukraine in 2022. The analysis, using the text mining method, shows differences between how a more authoritarian and more competitive regime uses social media to construct strategic narratives. RIAN benefits from a technical frame that has not changed throughout the war although the reality on the ground has been evolving dramatically. It focuses on military issues and international rivalry (e.g. sanctions) because the Kremlin focuses on it. UNIAN, on the other hand, uses the moralizing frame of conflict which is more flexible and has been developed in response to changes on the ground-from discussions about the possibility of the invasion to humanitarian tragedy to war crimes, and to creating a more essentialized image of the enemy ('rashists').
Gdańskie Wydawnictwo Psychologiczne Sp. z o.o., 2020
Badanie „Zdalne nauczanie a adaptacja do warunków społecznych w czasie epidemii koronawirusa” to ... more Badanie „Zdalne nauczanie a adaptacja do warunków społecznych w czasie epidemii koronawirusa” to badanie ilościowe z komponentem jakościowym. Realizowane było online łącznie w 34 szkołach podstawowych i ponadpodstawowych z całej Polski od 12 maja do 12 czerwca 2020 roku metodą sondażu diagnostycznego w trzech grupach funkcjonujących w społeczności szkolnej. W każdej szkole badani byli: • Uczniowie klas 6–8 szkół podstawowych oraz uczniowie szkół ponadpodstawowych (liceów, techników, liceów zawodowych); (N=1248) • Rodzice badanych uczniów - przy czym kwestionariusz badania wypełniał tylko jeden rodzic/opiekun w gospodarstwie domowym; (N=979) • Nauczyciele wszystkich przedmiotów prowadzący zajęcia w klasach badanych uczniów. (N=671)
"Mediatization Studies", 2018
The purpose of the study was to determine the level of knowledge and attitudes towards surveillan... more The purpose of the study was to determine the level of knowledge and attitudes towards surveillance capitalism and online institutional privacy protection practices among adolescents in Poland (aged 18-19), as well as to determine the relationships between these variables. Surveillance capitalism has emerged as a result of internet users' activities and involves the collection of all data about these users by different entities for specific benefits without letting them know about it. The dominant role in surveillance capitalism is played by hi-tech corporations. the aim of the study was to verify whether knowledge, and what kind of knowledge, on surveillance capitalism translates into practices related to the protection of online institutional privacy. the study was conducted on a sample of 177 adolescents in Poland. the main part of the questionnaire consisted of two scales: the scale of knowledge and attitudes on surveillance capitalism, and the scale of online institutional privacy protection practices. the results of the study, calculated by statistical methods, showed that although the majority of respondents had average knowledge and attitudes about surveillance capitalism, which may result from insufficient knowledge of the subject matter, this participation in specialized activities/workshops influences the level of intensification of online institutional privacy protection practices.
Advertainment – how to dull consumer's vigilance In a situation where the recipients are becomin... more Advertainment – how to dull consumer's vigilance In a situation where the recipients are becoming more and more tired by advertising, the advertisers are searching for new ways of affecting a consumer and reaching it, especially those that do not identify advertising messages as such. One of those ways is advertainment, which is making advertising messages. These messages are of the similar kind to entetainment species with whom consumers have contact most frequently. In such a situation so called " frame conflicts " phenomenon occurs because advertising does not comprise of indexes/features characteristic for this kind.
A human tendency to believe in divination arises from cognitive attributes
of human mind, includi... more A human tendency to believe in divination arises from cognitive attributes
of human mind, including a narrative thinking. In the article, a divination is treated as a narrative story, made up by two participants of a media
mediated encounter (a storyteller and a client). The story is developing
within a predetermined framework and is consisting of the elements of
the narrative scheme, determined by the content of a divinatory question.
the author analyses TV divinations broadcast by EZO TV in terms of the
elements included in the narrative structure such as: characters, intentions, complications preventing from an achievement of an objective and ways to overcome dificulties.
Wnioski i rekomendacje po I Kongresie Edukacji Medialnej 1 (Kraków, 25-26 września 2014) 1. Eduka... more Wnioski i rekomendacje po I Kongresie Edukacji Medialnej 1 (Kraków, 25-26 września 2014) 1. Edukacja medialna stanowi kluczowy obszar rozwoju kompetencji cywilizacyjnych w społeczeństwie obywatelskim i społeczeństwach wiedzy. Powinna być integralną częścią polityki oświatowej i systemu edukacji na wszystkich etapach kształcenia oraz wpisana w ideę edukacji ustawicznej (Long Life Learning), zwłaszcza jako narzędzia służącego wyrównywaniu szans edukacyjnych oraz przeciwdziałającemu zjawisku wykluczenia cyfrowego. 2. Nadrzędnym celem edukacji medialnej jest kształcenie kompetencji zwanych medialnymi, cyfrowymi, e-kompetencjami, kompetencjami medialnymi i informacyjnymi. Bez względu na to, w jaki sposób są one nazywane, ich istotą powinno być kształcenie "o mediach, poprzez media, dla i do mediów". 3. Edukacja medialna musi być rozpatrywana w całościowym, interdyscyplinarnym ujęciu, a nie jako samodzielne spojrzenie psychologiczne, socjologiczne, pedagogiczne lub medioznawcze (nawet jeśli jest ono pogłębione). Tak wypracowane społeczno-humanistyczne podejście do edukacji medialnej należałoby skonfrontować z podejściem technologicznym, tak by przedstawiciele obu tych kierunków podjęli dialog i współpracę. Jest to niezbędne, jeżeli chcemy nauczyć się całościowo rozkodowywać teksty medialne. 4. Edukacja medialna rozumiana jako proces kształcenia złożonych kompetencji powinna mieć charakter stosowany i być użyteczna w rozwijaniu różnych kompetencji człowieka (m.in. społecznych, kulturowych, obywatelskich, komunikacyjnych). Powinna również modyfi kować treści i formy kształcenia stosownie do możliwości poznawczych, emocjonalnych i społecznych odbiorców.
Wszelkie prawa zastrzeżone. Żadna część tej publikacji nie może być powielana ani rozpowszechnian... more Wszelkie prawa zastrzeżone. Żadna część tej publikacji nie może być powielana ani rozpowszechniana za pomocą urządzeń elektronicznych, mechanicznych, kopiujących, nagrywających i innych bez uprzedniego wyrażenia zgody przez wydawcę.
Media literacy (called also Digital Literacy) are one of the most important competences in XXI ce... more Media literacy (called also Digital Literacy) are one of the most important competences in XXI century. They not only condition an appropriate access to information and media content, but also their correct reception (understanding) as well as participation in cultural, civic and social spheres. For this reason, their diagnosis and survey are of important subject of a scientific discussion. This article signals key problems that stand before researchers planning to measure media literacy, such as: choosing a correct model of a literacy (together with specifying detailed components, levels etc.), supervisory institution and methods selection as well as a construction of a measurement tool. These indicated problems are also elaborated in the context of Polish proposals dealing with this issue.
Wi-Fi networks are based on the cooperation of users in sharing a common resource -the radio chan... more Wi-Fi networks are based on the cooperation of users in sharing a common resource -the radio channel. This is a security risk because users may behave selfishly to increase their own throughput but at the same time decrease the overall network performance. Many scientific analyses have focused on this problem, but none have taken into account real user behavior. We present the initial results of a work-in-progress in which we studied a group of users in terms of their online behavior as well as their psychological characteristics. We have found that users behave selfishly in a wireless setting, regardless of their cooperative nature. We provide lessons learned as well as pose open questions for further research in this field.
Współczesne media - język mediów, 2013
Na funkcję fatyczną współczesnej telewizji zwraca uwagę Agnieszka Ogonowska w książce 1 Voyeuryzm... more Na funkcję fatyczną współczesnej telewizji zwraca uwagę Agnieszka Ogonowska w książce 1 Voyeuryzm telewizyjny. Między ontologią telewizji a rzeczywistością telewidza [2006]. Zdaniem Petera Winterhoffa-Spurka: "widz nastawiony na doznanie neguje jakiekolwiek od-2 niesienia zdarzeń oglądanych na ekranie do własnych celów, potrzeb, hierarchii wartości" [2007, s. 90]. PRZEGLĄD HUMANISTYCZNY 6, 2011 Grzegorz Ptaszek (Akademia Górniczo-Hutnicza w Krakowie) TELEWIZYJNY REPORTAŻ ŚLEDCZY JAKO ROZRYWKA. SPOSOBY DRAMATURGII NARRACJI TELEWIZJA AFEKTYWNA I POSZUKIWANIE WRAŻEŃ
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Papers by Grzegorz Ptaszek
of human mind, including a narrative thinking. In the article, a divination is treated as a narrative story, made up by two participants of a media
mediated encounter (a storyteller and a client). The story is developing
within a predetermined framework and is consisting of the elements of
the narrative scheme, determined by the content of a divinatory question.
the author analyses TV divinations broadcast by EZO TV in terms of the
elements included in the narrative structure such as: characters, intentions, complications preventing from an achievement of an objective and ways to overcome dificulties.
of human mind, including a narrative thinking. In the article, a divination is treated as a narrative story, made up by two participants of a media
mediated encounter (a storyteller and a client). The story is developing
within a predetermined framework and is consisting of the elements of
the narrative scheme, determined by the content of a divinatory question.
the author analyses TV divinations broadcast by EZO TV in terms of the
elements included in the narrative structure such as: characters, intentions, complications preventing from an achievement of an objective and ways to overcome dificulties.
The first part, titled Digital media environment, consists of two chapters, in which phenomena that constitute the context for understanding the concept of media education 3.0 are discussed and characterized. In the first chapter, Technologies. Media. Engagement the author focuses on showing changes in defining the term "media "(including discussing the original concept of media as a data extraction proposed by Joseph Turow and Nick Couldry). The researcher presents how technology and culture influenced the development of engagement and participation and they became their permanent specific programmers. In this chapter, the author also critically discusses the concept of digital natives and digital immigrants. In the second chapter Datafication and traceability, he describes the consequences of digital technologies development, as well as the activity and engagement that have contributed to the dynamics of the data-driven market that underpins many technology corporations and the advertising industry. As a result, digital data may have been dataficated, i.e. presented in a countable way, and through intelligent mathematical computing techniques, analyzed, correlated, and grouped into categories.
The second part titled From Media Education 1.0 to Media Education 2.0 consists of two chapters that adequately deal with: the formation of media education in a historical perspective (foreign and Polish context) and a discussion of the most important concepts for media education (including genesis and the scope of meaning and two main concepts of competence).
In the third part titled Media education 3.0. Outline of the problem and selected issues (containing five chapters) focuses on presenting several important from the point of view the concept of media education 3.0 phenomena resulting from the datafication and algorithmization described in the second chapter. It is in the fifth chapter Media education 3.0. The essence and assumptions, referring to interalia the principle formulated in the 1980s by Len Masterman, that media education must develop in parallel to changes in reality, the concept of "media education 3.0" is introduced as its next stage (wave). Although it may be arguable to use numerical terms to designate the next phases of the evolution of media education, this concept shows the transition from focusing on mass media (1.0), through an interest in new media and digital technologies (2.0), and data and algorithms, including artificial intelligence ending. Media education 3.0 due to media convergence and deep mediatization (including datafication) expands the area of interest to the entire technological sphere, which is invisible for the user (digital data, algorithms) and and refers to hidden and intelligent mechanisms for managing its activity, behavior, attention, content, information, and knowledge when using the media and new digital technologies. In turn in the fifth chapter titled The power of new media corporations in communication networks referring to the idea of the power of Manuel Castells' communication networks the author notes that the modern power of technology giants that manage the most popular products and services is the ability to program communication networks. The technological solutions introduced by them led to a change in the functioning of the entire media industry, especially news media, an example of which is the submission by traditional media corporations to the rules of algorithmic access to content and information. Events that took place in the last few years, such as the Cambridge Analytica scandal (2017-2018) or the introduction of a new Data Protection Regulation in the European Union (2018) show that the concerns of the academics who warned against growing technology corporations were justified. In this part, the author also discusses the effects of the development of online platforms, especially social networking, which led to the imposition of own rules to other actors of the network (media institutions, the advertising industry, users), what is called the institutional isomorphism. He also points out two other phenomena that are directly related to the business model of media platforms: profiling and computational propaganda.
The last part of the fourth titled Key user competences in the area of media education 3.0: privacy management and critical thinking is a discussion of two competencies important for media education: privacy management and critical thinking. Privacy management should be understood as control over the sharing of content and not the opposite of sharing. In turn, the development of critical thinking in the context of such phenomena as computational propaganda should take into account the significant influence of cognitive psychological factors on the process of information evaluation, especially those inconsistent with our beliefs, which is at all overlooked.
W artykule omówiono wybrane zagadnienia związane z wpływem nowoczesnych technologii, w tym inteligentnych maszyn, na różne aspekty życia człowieka u progu czwartej rewolucji przemysłowej. Autorzy wychodzą z założenia, że jakakolwiek skrajna postawa wobec technologii prowadzi na poznawcze manowce. Rozwój technologiczny przynosi bowiem różnorodne konsekwencje dla człowieka,
społeczeństwa, gospodarki i środowiska. Z jednej strony pozwala on
pokonać ograniczenia człowieka i wzmocnić jego potencjał, wymuszając zarazem rozszerzenie terminu podmiotowości i sprawczości na rzeczy, które stają się faktycznymi uczestnikami relacji społecznych. W rezultacie wzrastający udział nowoczesnych technologii we współczesnych społeczeństwach prowadzi do istotnych zmian w przestrzeni zarówno komunikacji, jak i w sferze konsumpcji,
zmieniając dotychczasowe praktyki, poprzez wprowadzanie maszyn zdolnych do interakcji z człowiekiem oraz coraz łatwiejsze korzystanie z nowoczesnych urządzeń. Uspołecznienie technologii staje się dziś ważnym trendem w nowoczesnym społeczeństwie, które wymaga szerokiej analizy jego skutków. Rodzi bowiem szereg dylematów i problemów wymagających przedefniowania wielu klasycznych pojęć, które dotąd w naukach społecznych były zarezerwowane wyłącznie dla aktywności człowieka, a dziś muszą obejmować również technologie i superinteligentne maszyny. Procesy te wymykają się prostej opozycji
technofobia–technofetyszyzm i stanowią nowe wyzwanie dla naukowej refleksji.
Słowa kluczowe: nowoczesne technologie, superinteligentne maszyny,
czwarta rewolucja przemysłowa.
Abstract
In the article the selected issues related to the influence of new technologies on various aspects of life of a human being on the treshold of the Fourth Industrial Revolution, including inteligent machines, are discussed. The authors assume that any extreme attitude to technology leads up to a cognitive blind alley. Technological development brings different consequences for a man, society, economy and environment. On one hand, it allows to overcome human limitations and strenghten its potential, in the same time enforcing the extention of the subjectivity term and agency of things which become real participants of social relations. As a result, a growing contribution of modern technologies to contemporary societies leads to essential changes in the area of communication as well as of area of consumption, modifying the currect
practises through implementing machines enabling to interact with a human being and use of modern devices increasingly easier. Socialization of technology is becoming today an important trend within a modern society that demandsa broaden analysis its consequences. This in fact rises a number of dilemmas and problems requiring a redefning classical concepts that in social sciences have been reserved so far for an activity of a man, and today must embrace technologies and superinteligent machines too. These proceses are out of a standard
of a simple opposition: technophobia – technofetishism and represent a new challenge for a scientifc reflection.
Keywords: new technologies, superintelligence machines, fourth industrial revolution.
Gałuszka, D..; Ptaszek, G.; Żuchowska-Skiba, D. (2016). Wyzwania i dylematy humanistyki XXI wieku, [w:] D. Gałuszka, G. Ptaszek, D. Żuchowska-Skiba (red.), Technokultura: transhumanizm i sztuka cyfrowa. Kraków: Libron, s. 9-21.
podstawowych i ponadpodstawowych z całej Polski od 12 maja do 12 czerwca 2020 roku metodą sondażu diagnostycznego w trzech grupach
funkcjonujących w społeczności szkolnej.
W każdej szkole badani byli:
• Uczniowie klas 6–8 szkół podstawowych oraz uczniowie
szkół ponadpodstawowych (liceów, techników, liceów
zawodowych); (N=1248)
• Rodzice badanych uczniów - przy czym kwestionariusz
badania wypełniał tylko jeden rodzic/opiekun
w gospodarstwie domowym; (N=979)
• Nauczyciele wszystkich przedmiotów prowadzący
zajęcia w klasach badanych uczniów. (N=671)