PapertoTheDanishConferenceofSociology:TroubledIdentities.19 20January2012AarhusUniversity.

Workinggroup:selfreferential systemsandnetworkcommunication

Attention to Attention Reflexions on new Media in Education

Jesper Tkke Associate Professor, PhD Centre for Internet Research Aarhus University http://www.jespertaekke.dk imvjet@hum.au.dk Michael Paulsen Associate Professor, PhD Institute of Philosophy, Education and the Study of Religions University of Southern Denmark www.sdu.dk/ansat/paulsen paulsen@ifpr.sdu.dk
Abstract Intheseyearsdigitalmediaandwirelessnetworksareintroducedinupper secondaryschoolsinDenmark.Thisimpliesnewattentionalobjectslikeupdates onFacebookortweetsonTwitterwithininstantreachofthepupilsandteachers. Alsoitimpliesnewkindsofattention(awareness)likewhenpupilstrytolistento theteacherandsimultaneouslyparticipateinonlinegames.Tothisnewsocial settingtheteachershasreactedwitheitherprohibitionorunconcern.Whathasnot beenrealisedisthattheintroductionofnewmediaprofoundlychallengestheway attentionhithertohasfunctionedasapsychicprerequisiteforthesocialinteraction betweenpupilsandteachers.Newkindsofsplitattentionariseandnewkindsof socialmediation(regulationanduse)ofpsychicattentionbecomenecessaryif teachinginthenewdigitalmediummilieushallbebeneficial.Inthispaperwe qualifythisinterpretationtheoreticallythroughsystemstheoryandmediumtheory. FurtherwepresentinitialresultsfromtheactionresearchprojectSocioMedia Education(SME)inwhichweworkwithhowteachersandpupilscanhandlethe 1

newattentiondemandingsituation,sothenewmediadonotmeanspoiledteaching, butnewexpandedpossibilitiesforteachingandlearningprovidedbythenew media.Ourcorepostulateisthattheteachersandpupilshavetodevelopsocial reflexiononthepracticeofattentionintheclass,bothonasocialandindividual level;usethenewmediatofacilitatethisreflexionandsimultaneously(basedonthe ongoingreflexion)learntocopebetterwiththenewattentiondemandingmedium milieu,whichmeansbothtorestrictoneselfandbehavemoresociallyresponsible andtodevelopbetterawarenessskills(e.g.multiplexingskills).Onlythis(andnot prohibitionagainstFacebook,onlinegamesetc.neitherunconcernandignoranceof thenewmediaandtheirconsequencesforattention)wearguecangenerate adequatesocialnormsregulatingpsychicawarenessinthenewdigitallearning environment.1 Keywords Digitalmedia,wirelessnetworks,education,attention,multitasking,multiplexing. Introduction From20092011wemadestudiesindifferentuppersecondaryschoolsinDenmark informofinterviewsandobservationsandsmallsurveysabouthowdigitalmedia andwirelessnetworksinfluencedtheinteractionbetweenpupilsandteachers (Tkke&Paulsen2009,2010a,2010b).Thefindingswerediscouraging;they showedthatthesemediaprovidemanyproblemsinrelationtodistraction,conflicts betweenpupilsandteachers,andahighdropoutrate.Thedefinitionofthesituation reportedininterviewswithbothteachersandpupilswasthatthepupilswereina situationofaddiction!Ourobservationsshowedthattheteacherseithermeetthe newmediawithprohibitionorunconcern.Theresultwascontrol,surveillance, circumvention,mistrust,andpupilsthatdidnotlearntousenewmediaforleaning, ortocontroltheiruse. Basedontheknowledgeofthesestudieswehaveinitiatedthethreeyear actionresearchprojectSocialMediaEducation(SME),whereanexperimentation 1ForamoregeneralintroductiontoSMEseeTkke&Paulsen(2012). 2

class(thatrunsfrom20122014)isusedtofindnewwaysofteachingthatfittothe newmediumenvironment.Asaprincipletheteachersinthistestclassmayneither meetthepupilswithprohibitionsorindifferenceinrelationtotheuseofmedia,and inaddition,theyhavetousetwosocialmediaintheirteachingnamelyTwitterand Wiki.Finallytheteachersarecommittedtopromotereflexioninthetestclass throughandaboutthesemediaandtheroleofattentionandhowthepupilsmanage tohandlethenewattentiondemandingsituationinalearningperspective. Theaimofthisshortpaperisprimarytosetupatheoreticalframeworkto understandthesocialsituationbetweenteachersandpupils(i.e.teaching),therole ofpsychicattentionanditssocialmediationandmodulation(i.e.individualbut sociallymediatedawareness)andhowtheupcomingofnewmediachallengeand changethisrelationshipbetweentheformertwo(i.e.facilitatingnewformsof teachingandawareness).Secondlytheaimistoputforwardsomeexamplesofthe newpossibilitiesforteachingwhichcanbeachievedusingthenewmedia,andthat thefirstresultsfromSMEindicates. TheoreticallywesuggestthatacombinationofLuhmannssystemstheory andthemediumtheoryofMeyrowitzcanbehelpful.Luhmannstheoryofsocial systems(Luhmann1992,1995,2002)makesitpossibletosketchoutaguiding modeloftherudimentaryrelationshipbetweenteaching(understoodasaformof socialactivityormorepreciselyasaninteractionsystem)andawarenessand attention(asapsychiccontributiontothesocialinteraction)mediatedthroughoral language(thebasicstructuralcouplingbetweensocialandpsychicsystems accordingtoLuhmann).Theadvantageofchoosingthistheory(amongmany others)isthatthedifferenceandthusalsotherelationshipbetweenpsychic awarenessandsocialmodulationandinteractionbecomeveryclearcutand thematic.Thedisadvantageisthatsystemstheoryfunctiononaveryabstractlevel, callingforsupplementingmiddlerangetheories.Thisispartlythereasonforwhy wedevelopourtheoreticalmodelfurthertroughtheintroductionofthemedium theoryofMeyrowitz(1985).Thismoreconcretetheoryenablesustodiscusshow newandothermediathanorallanguageinfluencesontherelationshipbetween

teaching(socialinteraction)andpsychicsystems(individualawarenessand attention). Interactionandstructuralcoupling Todescribeandanalysethechallengesofthenewmediumenvironmentthepaper nowpresentthebasicsituationofinteractionthroughtheframeworkofLuhmann (1995).InLuhmannsframework socialandpsychicsystemsare differentiatedfunctionally(social systemscommunicateandpsychic systemsthinksandperceives)and onlyexistwithineachothers environments.Naturallyneitherof thetwolevelsofsystemsformation couldexistwithouttheotherone, asitsbasiccondition.The
Fig.1Socialsystemandpsychicsystems

connectionbetweenthem Luhmanndefinesasastructural

coupling.Suchacouplingdoesnotincludeanyoverlap,butevolutionarydeveloped reciprocalstructuresthatareenablingthemtocooperateorcofunction.Ifthesocial systemontheillustrationisaninteractionsystem,thepsychicsystemsinits environmentiscontributingtoitbyutterances,butitisalwaysthesocialsystem itselfthatregulateswhichutterances,whichareincludedinthesystem. Furthermoretheutteranceshaveonlycommunicativeconsequencesifthepsychic systemspayattentiontothem(ifnoonehearsthecryofamaninadessert,thereis nocommunication,onlyutterance,andthusnosocialinteraction).Yet,thenorms, theregulationofthesocialisalwaysonlysocialandprocessonlythrough communication. Thisalsoappliestoteachingwherethepsychicsystemsintheenvironment oftheinteractionsystem,typicallyisoneteacherandaclassofpupils.Atfirstglance wewouldbelievethattheteacherdecideseverythingallrightthatisnottotally

wrong,butonehastotakeintoaccountthattheteacherhasasocializationhistory, worksinanorganization(aschool),withaleader,meetingsaboutclass managementetc.Especiallytheteacherhasasocialhistorytogetherwiththeclass determiningherreactions,makingherreactionsandtheteachinginteraction expectable.Thismeansthatboththeteacherandthepupilshasexpectationstohow theinteractionprocesswillturnout,bywhichnormsitwillberegulated.

Psychic system
Utterances Attentions

Utterances Attentions

Social system

Utterances Attentions

Psychic system

Psychic system

Fig.2Basicmodesofhowpsychicsystemsarelinkedtosocialsystemsbasedonorallanguage

FollowingLuhmann(1995)exactlyexpectationsisthesameasstructures,they enablethecouplingbetweenpsychicandsocialsystemsandthesestructures,i.e. expectations,regulatesbothutterancesandattention.Thusapupilisbasically attributedwithsomekindofmoralorevenlegaldutytobothcontributeandbe awareofwhatisgoingoninthelesson.Bothcontributionsandattentivenessarein thiswaysociallyregulatedthroughsociallymaintainedexpectationsthatcanonly bedemarcatedandchangedthroughcommunication.Thisalsogoesforthepoint thatsuchexpectationscanvaryalot;sayfrompreschoolingtouniversitylectures. Eachinteractionsystembuildsupitsownstructuresandwaysofmakingstructural couplingsbetweentheutteringandattendingpsychicsystemsandthe communicatingsocialsystemconditionedbythewillingness,authorities,

braveness,skillsetc.oftheparticipatingpsychicsystems,andconditionedbythe socialenvironment,e.g.universitiesasasocialenvironmentforuniversitylectures. Languageasthestructuralcoupling Luhmann(2002,275),inhisintroductiontothesystemstheorywrites,that languageisthemechanismbehindthestructuralcouplingbetweenpsychicand socialsystems.Bylanguagesocietycantemporalizeitscomplexity,byhavingthe internalcapacity,toadapttotransitoryconditions,throughtransitorystatesinthe system.Thesystemcancombineshortstateswithstructures,whichorganizethe transitionfromonestatetothenextstate.Languageisthemediumforphrasesas forms.Theperceptualacousticmediumthusprovidesspaceforthetemporality required,inthecouplinganddecouplingofphraseeventsinthemediumof language(Luhmann1992,33).Languagethusregulatesandorientates simultaneouslyutterancesandattentionsandtoacertainextentonlyutterances andattentionslinguisticallyformedareacceptedascommunicativerelevant;e.g. whensomeoneutterwordsloudlyinaclassitisalmostcertaintobetakenasa communicativecontributioninneedofaresponse;whereassimplegesturesmight morelikelybetakentobenoiseifnotcodedproperlyaswhenoneputsupones handwhichisakindoflanguageintheextendedsense. Luhmann(1995,273)furthersuggeststhetermcapacitytoformepisodesfor whatconsciousnesssautopoiesisacquiresthroughtheuseoflinguisticallyformed thoughts.Theabilitymeansthattheconsciousnesscandifferentiateanddiscontinue operations.Itcanjumpfromonecontextoflinguisticthoughttothenext,without completingitsownselfreproduction,withoutpreventingthepossibilityoffurther thoughtsbecomingconscious. Becauseoflanguagewecanconsciouslydirectourattentionbetween differentsubjectsandinteractionpartners,socialsystems,soundsetc.followingour intentionalsubject.Thishasalwaysmeantthatintrainingorlearningsituations, pupilshaslosttheirattentiontootherthingsandsubjectsthantheoneinfocusin theteachinginteraction,forinstance,thepupilpayattentiontothepupilnexttohim whoarewhisperssomething.Alsoanimalscanconcentrateonanobjectandalso

loseconcentration,butbecauseoflanguagewecanconcentrateonconcentration andbeconscious,reflectedandselectiveaboutourattention. Mediarevolutions FollowingLuhmann(1995),languageletthetwolevelsofsystemsformation emerge,becauseitenableseachsystemsrespectiveselfreference.Withlanguageit becamepossibletocommunicateaboutcommunicationandtobeconsciousabout consciousness.Bythemeansoflanguagesocialandpsychicsystemscanmaintain themselvesasoperationallyclosedsystemsthatatthesametimearecognitively opentoeachotherthroughmeaning.Consequentlyitisthemediumoflanguagethat isthenurse,orasLuhmann(1999,225)putsit,themuseofsociety,andfollowingan overviewangleonLuhmannsargumentation,languageisalsothenurseofthe creationofthepsychicself.Duringthesocialevolutionothermediaof communicationhavedevelopedandfurtherextendedthestructuralcoupling betweenpsychicandsocialsystems(Tkke2011).AfterLanguagecamewriting, thenprinting,electronicmediaandnowalsodigitalmedia,eachextendingthescoop forpsychicandsocialformations,providingandinthesametimerequiring,incised complexityinbothpsychicandsocialsystems(ibid.).Whenwritingcameabout,for example,itenabledmuchmorecomplexsocialstructureswhichwasonlypossible becausepsychicsystemscouldlearntoread(thatislearntopayattentiontowritten wordsandsentencesinanadequatemanner)andwrite(thatislearntomakewritten utterancesadequately)and/or(likemostpeopledid)justlearntobehaveproperly inasocietybasedonalsowriting.Thechangewasfromhuntergatherersocieties, overaverylongevolutionofwritingsystemsinaccordancewiththesocial structuresmadepossiblebythem,tothephoneticalphabetoftheancientworld's largeandcomplexstratifiedsocietaldifferentiation. Onthemicroleveleveryinventionofanewmediumofcommunication altersthebasicmodesofutteranceandattentionandthusthestructuralcoupling betweenthesocialsystemandthepsychicsystems.Withorallanguage,writing, printing,electronicmediaandnowdigitalmediatherelationshipbetweenthetwo typesofsystemsbecomesverycomplex.Untildigitalmediaemergedsynchronous

interactionwasonlypreformedusingorallanguage.2Inteachingthismeansan enormouslysurplusofpotentialsforlinkingpupilsandteachersthroughutterances andattentionstotheteachingunderstoodasasocialinteractionsystem.The communicativesequenceunfoldingtheteachingasasocialsystemcanbeaccessed andattendedinseveralwaysandbothteachersandpupilscancontributeinmany differentways. Interactionanddigitalmedia Digitalmediaopensforinclusionininteractionsystemsparalleltotheoralonein theclassroom.Thisenablesabackchannelforcommunicationabouttheeducation topic,orsituation,orabouttheteacher,orabouteverythingelse.Thisisanew (expansionofthe)couplingbetweenpsychicandsocialsystems.Itdemandsthat psychicsystemspresentcanoscillatebetweenthespokenandwritten communication,andbetweendifferentinteractionsystemsbasedonwriting,or betweeninteractionandotheractivitieslikegaming.

Print Writing Oral language

Electronic media

Digital media

Fig.3Increasesinthepossibilitiesofsocialinteractionthroughmediatedutterancesandattentions

formofsynchronicityandpresence.AccordingtoTkke(2002,41):Cyberspaceinteractioniswhen twoormorepersonsatthesametimeareobservingutterancesfromoneanotherbyatechnology thatreducesgeographicalspace.

2Thisisbasedonadistinctionbetweencommunicationandinteraction,whereinteractionincludesa

Digitalmedianotonlyenablesynchronousinteractionbut,nearsynchronous interaction(anasynchronousinteractionwithonlyalittledelay)providingthe possibilityforswitchingbetweenseveralconversations.Aslongasthisispossible socialsystemsextentstheircomplexitytheycanusecontributionsfromeverybody online,andusethemanypossibilitiesprovidedbythedigitalinfrastructure.3Atthe sametimepsychicsystemsgainthepossibilityforinclusionininteractionsnot basedongeographicalnearness.Nowpupilscanstayincontactwithfriendsinother classes,friendswhoareillandstayathome,theirparentsetc.onsocialmedialike FacebookorthroughSMS. Mediarevolutionsandinadequatenorms Atthetimebeforetheelectronicmediaemerged,societywasbasedonorallanguage, writingandtheprintingpress.Inthissocietyknowledgewaskeptatspecialplaces withrestrictedaccessandinprintedbooksandnewspapers.Suchaplacecouldbe theteachersstaffroom,sectionsof,orthewholelibrary,ortheparentsslipping roomandbecausechildrencouldnotreadbeforeschool,andnotreadwellenough beforetheendoftheirschoolyears,theirrelationtotheteacherswerevery asymmetric(Meyrowitz1985).Thissituationaltereddramaticallywiththe introductionoftheelectronicmedia,especiallywiththetelevision.Nowchildren couldknowabouteverythingbeforetheyevenbeganinschool.Itwasnotonly aboutsocietyandtheirschooltopicsthepupilsnowknew,itwasalsoaboutthe teachers,thattheydidnotknoweverythingandthattheycouldbewrongand unsecureetc.Alsonowparentscouldknowmoreabouthowchildrenweretreated, thatchildrenmaybewashumiliatedorevenhit.Thiswasanewinformation situationprovidedbythenewmediumenvironment.Itmeantthatthenorms,which beforehadmanagedthesocialrelationsintheteachingsituations,became inadequate.Inthefollowingyearsnewnormsadequatewiththenewmedium

3Digitalmediaopensforautomatedtransmissional,consulting,registrationalandconversational

interactivityandincombinationtheyprovidethesocialwithmanynewpossibilities,seeTkke (2006).

environment,wereproducedthroughinteractionsinschoolthatweremadecontent intheelectronicmedia.4 Nowwiththedigitalmediatheinformationsituationandalsothe communicationsituationarechangedmakingthenormsthatregulatesthesocial relationsinschoolsinadequateagain.Wearenottalkingaboutaddiction,butabout ambivalenceswhereitisnotclearwhatkindofcommunicationsthatitislegitimate toinitiateinwhatmedia,orwhatinformationitislegitimatetofindinwhat situationsinwhatmedia.Alsoitisnotclearwhoisresponsibleforthedifferentkind ofuseofmediafordifferentpurposes.Ifapupilsfather,forinstance,isill,itis obviousthatthepupilshouldreadtextmessagesandsendtextmessagestohim,but therearemanyunclearcaseswheretheborderisnotclear.Inthissituation prohibitionandignoranceisnotveryproductive.ThereforeinSMEinourtestclass weworkwithprohibitionofbothprohibitionandignorance,meaningthatthe teachersarenotaloudtoprohibitanymediause,orbeunconcernedwithanymedia use.AlsotheteachershavetouseTwitterandWikiintheirteaching,partlytouse thenewpossibilitiesforteachingandpartlytohelpdevelopandproducenorms adequatewiththenowbeingmediummilieu. Attentiontoattention ThemostimportantelementintheSMEprojectistheworkwithreflexivity.The teachersmusthelppupilstodevelopareflecteduseofmediaandtheymustalso themselveshaveareflectedandunderstandingwayofbeingconcernedwiththe pupilsuseofmedia.Thisincludeshelpingthepupilstobeattentiveinrelationto theirattention.Inallprobability,thisdoubletaskcanonlybeenmaintained adequatelythroughtheinteractionbetweenthepupilsandtheteacher.Neitherthe pupilsnortheteacherhaveaprioriknowledgeoftherightwaytohandlethisnew complexity.Thecommunicativelyachievedattentiontoattention(andtheproblems ofattentioninthenewmediummilieu)canbeseenasawayofreducingand controllingthenewcomplexityarisingfromtheinfinitepossibilitiesofinteraction intheclassroom.Yet,oneguidingtaglinehereisthatitisnotpossibletomultitask.
4Meyrowitz(1985)callsthisprocesseffectloops.

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Naturallyifoneoftwoactivitiesisautomatedlikewhenyouaredrivingacarwhile youarechattingitispossible,butifthetrafficsituationturnscomplexyoumust shutup.Takingsocialmediaasanexample,apupilcanseethatthereisanupdate onFacebookwhilelisteningtotheteacher,learningsomethingnew,butnotreador writeanupdateandstillsimultaneouslyfollowthenewargumenttheteacherputs forward.Ontheotherhandonehasanabilitytoswitchbetweendifferentactivities, dependingonhowwellonesshorttermmemoryisandhowstrongoneswilland situationalinvolvementisintheleaningactivity.Alsoonesreading,writingandIT skillshasastrongeffectonhowgoodthesinglepupilisatswitchingforthandback betweentheteachinginteractionandotherinteractionsanddoings,likegamingor surfingonthenetreadingnewsorotherstuff.Thesinglepupilmustknowhisown attentionscope,hisgoodskillsandshortcomings,andtheteachermusthelphim understandandtakeactiononthebasisofareflectedpointofview.Onesstandard inthedifferentschoolsubjectsalsohasinfluenceonwhatyoucanaffordofaverted attention.Thismeansthatitcanbedifferentnotonlyfrompupiltopupil,butalso fromsubjecttosubject,e.g.fromEnglishtomathwhatthepupilcanaffordof avertedattention. Attentionofandmaintainingsocialidentity Anotheraspectteachershavetobeattentivetoisthatespeciallyforyoungpeople, socialidentityandmembershipingroupsandnetworksisaveryimportantthing.In amediumenvironmentthatincludesdigitalmediaandwirelessnetworkspeople mustwritethemselvesintoexistenceonadailybasis,iftheywanttomaintaintheir socialidentityingroupsandnetworkswheretheyarerecognizedand acknowledged.Teachersmustmeetpupilsinclusioninparallelinteractionsystems withunderstanding,andhelpthemtoreflectabouttheirstandardinthespecific schoolsubject,tohelpthem,toevaluateeverytimetheyareinterpellated,todecide iftheycaneffortthenetworkingornot,inrelationtorespectivelytheirsocial identityandtheirschoolresults. Interactionwithcloselyrelatedaslovers,parentsandsiblingscanhavean urgentcharacterontheonehand,butcanalsobetoomuchontheother.Again,

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teachersmusthelptheirpupilstopayattentiontoattentionandbereflexiveand evaluatethesituationinregardtohowimportantitistorespondrightnow?Orifit canwaituntilthebrakeortotheschooldayisover.Thepupilsmustreflectonhow muchavertedattentiontheycanafford,andduringtheirschooltime,beforethey reachtheuniversityorthelabourmarket,theymustbeabletoselfregulatewithin thenewmediummilieu. NewpossibilitiesforlearningMultiplexingasanexample Oneofthemanynewwaystousethenewmediainteachingthathasbeen developedintheSMEprojectstestclassisdifferentkindofmultiplexing. Multiplexingmeansthatyoudirectyourattentiontothesametopicthrough multiplemedia.Thiscouldbelisteningtotheteacher,whileyouseewhatsheis writingontheblackboard,whileyouwriteyourownnotesatthesametime. WithaninteractionmediumlikeTwitterthepupilsteachingorientedattentionis multipliedfurther,whiletheysilentlycandiscussapresentationorafilmwhileitis goingon.Likewithmultitaskingitisnotpossibletodotwointellectualdemanding activitiesatthesametime,butonlypossibletoswitchyourattentionfromactivity toactivity.Andagainthereisanindividualdifferencefrompupiltopupilinhow welltheycanperformthemultiplexing.Ourempiricalfindingsshowthatthepupils whodidnotmastertowritesynchronicallywhileseeingthemovie,butdidmanage toreadthecontributionsfromtheteacherandotherspupils,whodidrealtime analysis,stillgotabetteranalyticallevelafterwardsthaniftheydidnothavebeen switchingtheirattentionbetweenthefilmandTwitterreadingwhattheothers wrote. Conclusion Theinternalcapacity,toadapttotransitoryconditions,throughtransitorystatesin thesystem,isdifferentfrompersontoperson,fromsubjecttosubject,from situationtosituation.Theopticaldigitalmediumprovidesspaceforthetemporality required,inthecouplinganddecouplingofphraseeventsinthemediumof language.Inthenewmediummilieuincludingdigitalmediaandwirelessnetworks themorecomplexsocialenvironmentcallsforattentiontoattention.Thisagain 12

requiresthesocialproductionofnewnormsforthesocialrelationsbetweenpupils andtheirteachers,wheretheteachersmustinitiateareflexivecommunication aboutmediauseandalsothemselvesusethenewmediaintheirteachingandthus authorisingnewinteractionpossibilitiessuitedforlearning.Theaimisenabling newpossibilitiesforlearningandcooperation,basedonareflexiveapproachto attentionandthenewmediumenvironmentanditspossibilities. References Meyrowitz,J.(1985)NoSenseofPlace:TheImpactofElectronicMediaonSocial Behavior.OxfordUniversityPress. Luhmann,Niklas1992:TheFormofWritinginStanfordLiteratureReview9,1(1992). 2542. Luhmann,N.(1995)SocialSystems.StanfordUniversityPress.California. Luhmann,Niklas1999:DieGesellschaftderGesellschaftSuhrkamptaschenbuch wissenschaft[1997]. Luhmann,N.2002:EinfhrungindieSystemtheorieCarlAuerSystemeVerlag. Germany. Paulsen, M. & Tkke, J. 2009:Om den uformelle (mis)brug af medier i det formelle uddannelsessystem. in Mediekultur vol 46, Journal of media and communication research. Paulsen,M.&Tkke,J.2010b,Digitalemedierogmagtiundervisningen,inDansk Sociologi,vol.3nr.21,s.2948. Tkke,J.&Paulsen,M.2010a.Trdlsenetvrkogsocialenormer.iNorsk Medietidsskrift17,nr.1,pp.1645.:http://www.idunn.no/ts/nmt/2010/01/art01 Tkke,J.&Paulsen,M.2012.ThechallengeofsocialmediaBetweeninhibitionand unconcernintheclassroom.ConferencePapertobepresentedatTheThirteenth AnnualConventionoftheMediaEcologyAssociation:TheCrossroadsoftheWord. June7102012ManhattanCollegeRiverdale,NewYork Tkke,J.2002.CyberspaceasaSpaceparalleltogeographicalspace.InLarsQvortrup. VirtualSpace:TheSpatialityofVirtualInhabited3DWorlds.London:Springer. Tkke,J.2006:Mediesociografi.Ph.d.afhandling.ITUniversitetetiKbenhavn. InnovativeCommunication(InC). http://pure.au.dk/portal/files/17825022/mediesociografi Tkke,J.2011.Mediaasthemechanismbehindstructuralcouplingandtheevolution ofthemind.PaperpresentedatLUHMANNINACTION:EMPIRICALSTUDIESOF STRUCTURALCOUPLINGS,InternationalUniversityCentreofpostgraduatestudies (IUC),Dubrovnik, Croatia.http://pure.au.dk/portal/files/35259305/Dubrovnik_Taekke.pdf

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