Books

Academic Book

• Hanging Out, Messing Around, Geeking Out: Kids Living and Learning with New Media. Mizuko Ito, Sonja Baumer, Matteo Bittanti, danah boyd, Rachel Cody, Becky Herr, Heather A. Horst, Patricia G. Lange, Dilan Mahendran, Katynka Martinez, C.J. Pascoe, Dan Perkel, Laura Robinson, Christo Sims, and Lisa Tripp. Cambridge: MIT Press, 2010.

Edited Textbook

• Emerging Global Cultures, 2nd Edition, Jan English-Lueck (primary editor). With: J. Anderson, S. Cate, S. Choi, K. Fjelstad, P. G. Lange, R. Gonzalez, and W. Reckmeyer, Pearson Publishing, 2006.

Journal Articles

• “Learning Real Life Lessons from Online Games” Games and Culture, Forthcoming July 2010.

• “Conversational Morality and Information Circulation: How Tacit Notions about Good and Evil Influence Knowledge Exchange” Human Organization, 68(2): 218-229, Summer 2009. Full text is available here.

• “Interruptions and Intertasking in Distributed Knowledge Work” National Association of Practicing Anthropologists (NAPA) Bulletin, 30(1): 128-147, September 2008.

• “An Implicature for um: Signaling Relative Expertise,” Discourse Studies, 10(2): 191-204, April 2008.

• “Publicly Private and Privately Public: Social Networking on Youtube,” Journal of Computer-Mediated Communication, 13(1), October 2007.

• “The Vulnerable Video Blogger: Promoting Social Change through Intimacy” The Scholar and Feminist Online, 5(2), Spring 2007.

• “What is Your Claim to Flame?” First Monday, 11(9), September 2006.

• “Covert Mentoring on the Internet: Methods for Confirming Status in Imagined Technical Communities,” in Anthropology of Work Review. 26(2): 21-24, 2006.

• “Globalization, the Internet, and Diversity: An Orthogonal View” International Journal of Technology, Knowledge, and Society, 1(5): 121-128, 2005.

• “Anthropological Research and Collaborative Computing” Social Science Computer Review, 14(1). Spring 1996. (as Patricia Gonzalez)

Book Chapters

• “YouTube: Creating, Connecting and Learning Through Video,” Lange, Patricia G. and Jessica Parker, in Teaching Tech-Savvy Kids, Bringing Digital Media Into the Classroom, Grades 5-12, Jessica K. Parker, Ed. Corwin Press, Forthcoming 2010.

• “Creative Production,” Lange, Patricia G. and Mizuko Ito, in Hanging Out, Messing Around, Geeking Out: Kids Living and Learning with New Media (Ito et al.). Pp. 243-293. Cambridge: MIT Press, 2010.

• “Videos of Affinity on YouTube,” in The YouTube Reader, Patrick Vonderau and Pelle Snickars, Eds. Pp. 228-247. Swedish National Library Press, Distributed by Wallflower Press, 2009.

• “(Mis)Conceptions about YouTube,” Video Vortex Reader: Responses to YouTube, Geert Lovink and Sabine Niederer, Eds. Pp. 87-100. Amsterdam: Institute of Network Cultures, 2008.

• “Terminological Obfuscation in Online Research,” Handbook of Research on Computer Mediated Communication, Sigrid Kelsey and Kirk St. Amant, Eds. Pp. 436-450. Hershey, PA: IGI Global, 2008.

Conference Proceedings Chapters

• “Living in YouTubia: Bordering on Civility” Proceedings of the Southwestern Anthropological Association Conference, April 10-12, 2008, Pp. 98-106.

• “Searching for the ‘You’ in ‘YouTube’: An Analysis of Online Response Ability,” National Association of Practicing Anthropology Proceedings of the Ethnographic Praxis in Industry Conference 2007, Pp. 31-45. Berkeley CA: University of California Press.

• “Getting to Know You: Using Hostility to Reduce Anonymity in Online Communication,” in Proceedings of the Thirteenth Annual Symposium about Language and Society—Austin. Texas Linguistic Forum, Volume 49, 2006, Pp. 95-107.

Academic Reports and Report Chapters

The John D. and Catherine T. MacArthur Foundation

• “Creative Production,” Lange, Patricia G. and Mizuko Ito, in Hanging Out, Messing Around, Geeking Out: Living and Learning with New Media (Ito et al. 2008).

• Hanging Out, Messing Around, Geeking Out: Living and Learning with New Media (Ito et al.). Co-authors: Mizuko Ito, S. Baumer, M. Bittani, d. boyd, R. Cody, B. Herr-Stephenson, H.A. Horst, P. G. Lange, D. Mahendran, K. Martinez, C.J. Pascoe, D. Perkel, L. Robinson, C. Sims, and L. Tripp), Report to the MacArthur Foundation, 2008.

White Papers and Other Publications

• “Learning about Civic Engagement,” Lange, Patricia G. in Teaching Tech-Savvy Kids, Bringing Digital Media Into the Classroom, Grades 5-12, Jessica K. Parker, Ed. Corwin Press, Forthcoming 2010.

• Living and Learning with New Media: Summary of Findings from the Digital Youth Project (Ito et al.). Co-authors: Heather Horst, Matteo Bittanti, danah boyd, Becky Herr-Stephenson, Patricia G. Lange, C.J. Pascoe, and Laura Robinson. Cambridge: MIT Press, 2009.

• “All in the Family,” Lange, Patricia G., in Hanging Out, Messing Around, Geeking Out: Kids Living and Learning with New Media (Ito et al.). Pp. 263-272. Cambridge: MIT Press, 2010.

SRI International Reports (Stanford Research Institute; selected reports)

• Anthropology and Design of Technical Systems (January 1996)
• The Road to the Intelligent Assistant: Perspectives on Mobile ’95 (June 1995)
• Telepresence: Applications and Commercial Feasibility (August 1994)
• Telepresence: Current Research Directions and Major Participants (July 1994)
• Portable Computing: Observations from the Mobile ’93 Conference (May 1993)
• Groupware Guide: An Introduction to the Technology of Collaboration (co-author; 1991)
• Prospects for Biometrics (February 1991)
• Intelligent Software Agents (September 1990)

Book Reviews

• YouTube: Online Video and Participatory Culture, New Media and Society, 12(2), Forthcoming, March 2010.

 • The Cell Phone: An Anthropology of Communication, American Anthropologist, 109(4): 769-770, December 2007.

Dissertation

Virtual Trouble: Negotiating Access in Online Communities
The dissertation combines anthropological theories with micro-analyses of conversation to explore how certain instantiations of tech talk influence access to information, access to conversational rights and privileges, and access to self-expression. The dissertation draws on a broad notion of online “access” that is concerned with opportunities for participation in cultural groups. It analyzes interaction from two online communities to address anthropological and linguistic questions such as: 1) How is the negotiation of identity accomplished through online interactional forms, such as question-and-answer segments and arguments? 2) How are displays of status performed through text-based interaction? 3) How do sequences of interaction impact self expression? In contrast to previous studies that asserted that the supposed “anonymous” nature of computer-based interaction leads to acrimonious interaction, this study asserts that antagonistic argument often stems from participants’ desires to reduce anonymity and establish their membership in imagined communities of technical prestige.

The dissertation proposes a theoretical lens, called performing technical affiliation, to explain certain interactional dynamics in conversations about technology and the development of online, participatory competencies. Performing technical affiliation refers to displaying, in words or actions, associations to certain beliefs, values, goals, or moral ideas about specific technologies and related technical cultures. Performances are negotiable, and shift across and even within conversations. People may display varying degrees of allegiance to ideas according to their goals in particular socio-cultural contexts. Discussing the “evils” of using a certain computer system is an example of performing technical affiliation. Insulting someone for asking a question, rather than consulting a frequently asked questions file, is another example. Such examples provide an analytical window into larger issues such as ideologies of acceptable forms of participation, knowledge acquisition, and mentoring.

Importantly, performances are not always harmful; they are often part of ordinary interaction and their impact is negotiable. Further, the construct of performance is not used to claim that an interaction is only a “show” that masks a truer essence or set of beliefs, but rather to leave open an analytical window that recognizes that people who perform technical affiliation often display varying and sometimes shifting degrees of commitment to particular technologies, technological beliefs, or to cultural ideas associated with technology or technical milieu. These displays may change in intensity or form according to context, such as how a performance is received by one’s interlocutors. The dissertation is concerned with how performances help interlocutors propose and negotiate socially-recognized and sometimes nuanced aspects of the self that pertain to technology and related technical cultures. It contributes to the field of the anthropology of science by analyzing how social performances of the self affect understanding and distribution of technical knowledge, and how cultural and linguistic forms of certain interactions influence the possibilities of personal self-expression.

Dissertation Table of Contents
Chapter 1: Introduction
 Chapter 2: Theoretical Framework
Chapter 3: The Story of Um
Chapter 4: Questions and Answers
Chapter 5: Opposition and Arguments
Chapter 6: Technical Performance...Interrupted
Chapter 7: Conclusion

Print or PDF Copy Available from UMI.