Books
Academic Books
[2019] Thanks for Watching: An Anthropological Study of Video Sharing on YouTube. Louisville, CO: University Press of Colorado. Franklyn S. Haiman Award for Distinguished Scholarship in Freedom of Expression (2020). See the official announcement.
[2014] Kids on YouTube: Technical Identities and Digital Literacies. Walnut Creek, CA: Routledge.
[2010] 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-Stephenson, Heather A. Horst, Patricia G. Lange, Dilan Mahendran, Katynka Martinez, C.J. Pascoe, Dan Perkel, Laura Robinson, Christo Sims, and Lisa Tripp. Cambridge: The MIT Press.
[2009] Living and Learning with New Media: Summary of Findings from the Digital Youth Project Mizuko Ito, Heather Horst, Matteo Bittanti, danah boyd, Becky Herr-Stephenson, Patricia G. Lange, C.J. Pascoe, and Laura Robinson. Cambridge: The MIT Press.
Edited Volume
[2022] The Routledge Companion to Media Anthropology, Edited by Elisabetta Costa, Patricia G. Lange, Nell Haynes, and Jolynna Sinanan. London: Routledge. See a description of the volume.
Edited Textbook
[2006] 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.
Ethnographic Films
[2020] Hey Watch This! Sharing the Self Through Media. Produced, Directed, and Edited by: Patricia G. Lange. Length: 54 minutes.
[2018] Places of YouTube. Produced, Directed, and Edited by Patricia G. Lange. Length: 8 minutes.
Journal Articles
[2024] “Ranting in Emotional Public Spheres: Publicizing Participatory Challenges on YouTube,” Convergence: The International Journal of Research into New Media Technologies.
[2021] “Conceptualizing Communities of Truth on YouTube,” Explorations in Media Ecology, 20(21): 33-54. DOI: 10.1386/eme_00071_1.
[2015] “Typing Your Way to Technical Identity: Interpreting Participatory Ideologies Online,” Pragmatics 25(4): 553-572.
[2015] “Vlogging Toward Digital Literacy,” Biography, 38(2): 297-302.
[2014] “Commenting on YouTube Rants: Perceptions of Inappropriateness or Civic Engagement,” Journal of Pragmatics, 73: 53-65. This article is part of a special issue on The Pragmatics of Textual Participation in Social Media.
[2011] “Video-Mediated Nostalgia and the Aesthetics of Technical Competencies,” Visual Communication, 10(1): 25-44.
[2011] “Learning Real Life Lessons from Online Games,” Games and Culture, 6(1).
[2010] “Achieving Creative Integrity on YouTube: Reciprocities and Tensions,” Enculturation 8.
[2009] “Conversational Morality and Information Circulation: How Tacit Notions about Good and Evil Influence Knowledge Exchange,” Human Organization, 68(2): 218-229.
[2008] “Interruptions and Intertasking in Distributed Knowledge Work,” National Association of Practicing Anthropologists (NAPA) Bulletin, 30(1): 128-147.
[2008] “An Implicature for um: Signaling Relative Expertise,” Discourse Studies, 10(2): 191-204.
[2007] “Publicly Private and Privately Public: Social Networking on YouTube,” Journal of Computer-Mediated Communication, 13(1).
[2007] “The Vulnerable Video Blogger: Promoting Social Change through Intimacy,” The Scholar and Feminist Online, 5(2).
[2006] “What is Your Claim to Flame?,” First Monday, 11(9).
[2006] “Covert Mentoring on the Internet: Methods for Confirming Status in Imagined Technical Communities,” in Anthropology of Work Review. 26(2): 21-24.
[2005] “Globalization, the Internet, and Diversity: An Orthogonal View,” International Journal of Technology, Knowledge, and Society, 1(5): 121-128, 2005.
[1996] “Anthropological Research and Collaborative Computing,” Social Science Computer Review, 14(1). (as Patricia Gonzalez)
Book Chapters
[2022] “Media Migration,” in The Routledge Companion to Media Anthropology, Elisabetta Costa, Patricia G. Lange, Nell Haynes, and Jolynna Sinanan, Eds., Pp. 89-102. London: Routledge.
[2020] “Learning by Lip Synching,” in The Oxford Handbook of Social Media and Music Learning, Janice Waldron, Stephanie Horsely, and Kari Veblen, Eds. Pp. 375-393. Oxford: Oxford University Press.
[2020] “Learning to Dream and Dreaming to Learn,” in The Oxford Handbook of Social Media and Music Learning, Janice Waldron, Stephanie Horsely, and Kari Veblen, Eds. Pp. 417-424. Oxford: Oxford University Press.
[2020] “Algorhythmia,” in Video Vortex Reader 3, Geert Lovink and Andreas Treske, Eds. Pp. 50-59. Amsterdam: Institute of Network Cultures.
[2017] “Participatory Complications in Interactive, Video-Sharing Environments,” in The Routledge Companion to Digital Ethnography, Larissa Hjorth, Heather Horst, Anne Galloway, and Genevieve Bell, Eds. Pp. 147-157. New York: Routledge.
[2012] “Uses of Er in Self-Correction in Online Conversation,” in Pragmatics and Context, Marcia Macaulay and Pilar Garces Blitvich, Eds. Pp. 127-167. York, Canada: Antares.
[2010] “YouTube: Creating, Connecting and Learning Through Video,” Lange, Patricia G. and Jessica K. Parker, in Teaching Tech-Savvy Kids, Bringing Digital Media Into the Classroom, Grades 5-12, Jessica K. Parker, Ed. Pp. 37-64. Thousand Oaks, California: Corwin Press.
[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.
[2009] “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.
[2008] “(Mis)Conceptions about YouTube,” in 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,” in Handbook of Research on Computer Mediated Communication, Sigrid Kelsey and Kirk St. Amant, Eds. Pp. 436-450. Hershey, PA: IGI Global.
Conference Proceedings Chapters
[2018] “Feeding the Trolls: Strategies for Raising the Bar in Online Interaction,” in Proceedings of the Southwestern Anthropology Association Conference 2017, April 2018, in San Jose, California.
[2015] “Working to Play and Playing to Work: How YouTube Meet-ups Blur the Boundaries Between Sociality and Self-Promotion,” in Proceedings of the Southwestern Anthropology Association Conference 2013, April 18-20, 2013, in San Jose, California, Volume 7, Pp. 29-33.
[2013] “Emotional Expressions of the Studium and Punctum on YouTube Infant Memorials,” in Selected Papers of Internet Research 14.0, Denver Colorado.
[2008] “Living in YouTubia: Bordering on Civility” in Proceedings of the Southwestern Anthropological Association Conference, April 10-12, Volume 2, Pp. 98-106.
[2007] “Searching for the ‘You’ in ‘YouTube’: An Analysis of Online Response Ability,” in National Association of Practicing Anthropology Proceedings of the Ethnographic Praxis in Industry Conference 2007, Berkeley CA: University of California Press, Pp. 36-49.
[2006] “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.
Encyclopedia Entries
[2017] “YouTube” in Encyclopedia of Out-of-School Learning, Kylie Peppler, Ed. Sage Publications.
[2014] “Vlogging” in Encyclopedia of Social Media and Politics, Kerric Harvey, Ed. Sage Publications.
Academic Reports and Report Chapters
The John D. and Catherine T. MacArthur Foundation
[2008] “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).
[2008] Hanging Out, Messing Around, Geeking Out: Living and Learning with New Media M. 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
[2010] “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. Pp. 45-48. Thousand Oaks, California: Corwin Press.
[2010] “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.
Review Articles
[2017] “Sharing in the Digital Era: Histories and Consequences,” Media, Culture & Society, Online version published 2017.
[2012] “Doing it Yourself With Others,” New Media and Society, 14(3): 533-538.
Book Reviews
[2012] The Breakup 2.0: Disconnecting Over New Media, Journal of Linguistic Anthropology, 22(2): E111-113, August 2012.
[2010] YouTube: Online Video and Participatory Culture, New Media and Society, 12(2): 338-340.
[2007] The Cell Phone: An Anthropology of Communication, American Anthropologist, 109(4): 769-770.
Reprints
[2019] “Publicly Private and Privately Public: Social Networking on YouTube,” in Praktiken der Uberwatchen: Die Herstellung von Öffentlichkeit und Privatheit im Web 2.0. [Translation; Practices of Surveillance: The Production of Public and Private on Web 2.0. Published by Suhrkamp Insel Taschenbuch Wissenshaft, (reprint of Lange 2007, “Publicly Private and Privately Public,” Journal of Computer-Mediated Communication).
[2015] “Publicly Private and Privately Public: Social Networking on YouTube,” in Philip Leith, (ed.), Privacy in the Information Society, Volume II, Ashgate Publishing, pp. 453-472, (reprint of Lange 2007, “Publicly Private and Privately Public,” Journal of Computer-Mediated Communication).
[2009] “Publicly Private and Privately Public: Social Networking on YouTube,” in Daniel Bernardi and Pauline Hope Cheong (eds.), Introduction to New Media, Pearson Custom Publishing, pp. 537-551, (reprint of Lange 2007, “Publicly Private and Privately Public,” Journal of Computer-Mediated Communication).
SRI International Reports (Stanford Research Institute; selected reports)
[1996] Anthropology and Design of Technical Systems
[1995] The Road to the Intelligent Assistant: Perspectives on Mobile ’95
[1994] Telepresence: Applications and Commercial Feasibility
[1994] Telepresence: Current Research Directions and Major Participants
[1993] Portable Computing: Observations from the Mobile ’93 Conference
[1991] Groupware Guide: An Introduction to the Technology of Collaboration (co-author)
[1991] Prospects for Biometrics
[1990] Intelligent Software Agents
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.