Suchergebnisse

As a government agency that plays a central role in regulating the entire state budget and revenue (APBN), the Ministry of Finance needs public support and trust. Therefore, it is necessary to disseminate all government information to the public. One way that can be done is the use of social media as a platform in conveying information to the public. Through research using the constructivist paradigm with a qualitative approach and descriptive content analysis, it is expected to illustrate how the Ministry of Finance optimizes the advantages of each social media platform to disseminate government information to the public. The results of this study are presented in the form of strategies for optimally utilizing social media so that they can be an example for various ministries and other government agencies to support the success of the country's current goal of becoming an Advanced Indonesia.

Recent discussions on voter fraud of the 2020 U.S. elections and ongoing discussions on the COVID-19 pandemic on social media platforms demonstrate how disruptive technologies can threaten democratic values. Free speech that is hateful, misleading or blatantly false, oftentimes conflicts with values such as equality, freedom, truth and consensus. This has amounted to public pressure to better regulate and design social media platforms. In response to this pressure, platform owners are making changes to their news feed, tweaking algorithms, installing third-party fact-checkers and writing new policies to democratize social media engagement.The question is how democratic these design changes and policies are and which alterations can make social media platforms even more democratic. In this article, we offer responses to the question 'what does a democratic regulation and design of social media entail?' Building on the work of Bozdag and van den Hoven (2015), we present a systematic evaluation of the current design choices and policies of social media platforms utilizing theories of democracy as defended by John Stuart Mill, Jürgen Habermas and Ernesto Laclau and Chantal Mouffe. As all theories offer different outlooks on democracy, all theories present alternative implications for regulating and designing social media platforms. To make this explicit, we translate each theory of democracy into several normative design rules, explicate the design implications of these rules and finally exemplify which design choices and policies fit these rules and implications. By systematically reviewing social media platforms as a whole, rather than specific tools or aspects, we underline the need for designers and policymakers alike to become (more) aware of the varying democratic norms and implications these can or potentially should have for the infrastructural design of social media platforms.

Transgender people use social media for identity work, which takes place over time and across platforms. In this study, we interviewed 20 transgender social media users to examine transgender identity management across the social media ecosystem. We found that transgender social media users curate their social media experiences to fit their needs through creating accounts on different platforms, maintaining multiple accounts on individual platforms, and making active decisions about content they post, networks they are connected to, and content they interact with. In this way, transgender people's social media curation is not limited to their own identity presentations, but also involves curating the content they see from others and whom they include in their networks. Together, these two types of online curation enable transgender social media users to craft social media worlds that meet their social and self-presentational needs.

The push to regulate social media content infringes on rights guaranteed by the Fifth Amendment.

Professional learning on social media is generally framed as unproblematic, but the transition to these platforms marks a change as professionals' work is conditioned by their logic and economy. In this paper, our focus is how problematic inequalities of teachers' professional learning around access, participation and resources are produced as their professional exchanges is formed by social media participation. Three aspects of inequality have been examined. First, the performance of teachers' (un)equal professional opportunities; second, (un)equal access to resources; and third, (un)equal existential opportunities for professional development. We draw on examination of three-years of API data from a large teacher Facebook-group asking, who can participate (gender, location), what voices are heard (status, language), and how does the social media platform condition professional exchange and participation? Our results consider the opportunities and costs for teachers as individuals, professionals and intellectuals. They reveal problematic temporal aspects such as work intensification, and limited professional exchange, partly conditioned by the platform functionality.