in Computermediated Communication Marie L Radford PhD Associate Professor Rutgers University mradfordrutgersedu Jocelyn A DeAngelis PhD Adjunct Professor Rutgers ID: 716835
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Slide1
About Face Threat: An Analysis of Negative Behaviors in Computer-mediated Communication
Marie
L. Radford, Ph.D., Associate Professor, Rutgers University
(
mradford@rutgers.edu)
Jocelyn
A. DeAngelis, Ph.D., Adjunct Professor, Rutgers
University (jocelyn.scils@rutgers.edu
)
Gary P. Radford,
Ph.D.,
Professor, Fairleigh Dickinson University
(gradford@fdu.edu)
Lynn
Silipigni
Connaway
, Ph.D., Senior Research Scientist,
OCLC
New
York State Communication
Association
October
21-23, 2011Slide2
Virtual Reference (VR)
Web-based chat & instant messaging (IM) CMC reference services
VR encounters capture full transcript of interaction between reference librarian
&
user
VR interactions complex & fraught with possibility of misunderstandings & miscommunicationsSlide3
Interaction Ritual: Essays on Face-to-Face Behavior
Erving Goffman
1922-1982
“On Face-Work: An analysis of Ritual Elements in Social Interaction
”
(1967)Slide4
Face-Work “Much of the activity occurring during an encounter can be understood as an effort on everyone’s part to get through the occasion and all the unanticipated and unintentional events that can cast participants in an undesirable light, without disrupting the relationships of the participants”
(Goffman, 1967, p. 41)Slide5
Face DefinedPositive social value person claimsSelf-image in terms of approved social attributesSlide6
Face-Work in EncountersFace is located in flow of events
Feelings about face reinforced by encounters
If better face established –
feel good
If expectations not fulfilled –
feel bad or hurt
Neutral experience –
expected, not memorableSlide7
Face-Work, continuedPositive Face - Having and Maintaining FaceAccording to Goffman: “A person may be said to
have,
or
be in
, or
maintain
face when the line he effectively takes presents an image of him that is internally consistent…that is confirmed by evidence conveyed through interpersonal agencies in the situation” (p. 7).
Face is constructed both by ourselves and is also given to us by others in how one is treated.
When one is “in face” he/she responds with feelings of confidence, security, relief, and assurance, can hold his/her head up, and can openly present himself/herself to others. Slide8
Types of Positive Face-WorkFace-work helps achieve success in interpersonal communication encounters
To “give face”
is in the process of making someone look good, giving them a better
line
than they had previously established.
To “
save face”
one may use a sense of humor or otherwise defuse situations that threaten face.
Poise is described as being very important in face-work because, “through poise the person controls his embarrassment and hence the embarrassment that he and others might have over his embarrassment” (Goffman, p. 13).
Face-saving practices
vary within different cultures and subcultures and are chosen from a socially constructed and circumscribed “repertoire” of rituals (Goffman, 1967, p. 13).Slide9
Face Threat = Negative Face-workFace ThreatCommunication threatens face of interactants
Types
Losing Face
Person caught in embarrassing or damaging position (e.g., in a lie or inappropriate behavior)
Wrong Face
or
Out of Face
Experience shame
Possible to maintain confidence, if others cover (e.g., one makes faux pas & others pretend not to notice)
Poise
is ability to conceal wrong face or out of faceSlide10
Face-Work in VRGoffman provides powerful frame to analyze VR encounters
Face & face-work appear in flow of transcript (event)
Analysis identifies instances or lack of face-workSlide11
MethodologyData from Institute of Museum & Library Services Grant of $684,996
“Seeking Synchronicity: Evaluating Virtual Reference services from user, non-users, and librarian perspectives”
Rutgers, The State University of New Jersey and OCLC, Online Computer Library Center, Inc.
Project duration: 2 ½ Years (10/05-3/08)
4 phases including transcript analysisSlide12
Sample Selection
850 VR transcripts
randomly selected from
479,673 transcripts (8/04-11/06)
746
usable
transcripts qualitatively analyzed & coded
1 transcript selected to illustrate face-threats in VR
“Physics” -
“The Accelerating Bumper Car
” Duration: 17 min., 8 sec.Slide13
Findings “Physics”
1
U
Physics
2
L
[Please hold for the next available librarian. If you would like a transcript of this session emailed to you, please type your full email address now
.]
3
L
[24/7 Librarian [Name] - A librarian has joined the session
.]
4
U
when you drive forward in a bumper car at high speed and then you slam into the car in front of you, you find yourself thrown forward in your car. Which way is
ur
car accelerating?
5
L
thank you for holding I was working with another patron
.
The “Physics” example, both the U and L symmetrically exclude a greeting ritual from the initial interaction.
In line 1, the U launches into the topic of the query, without an opening salutation
In examples that possess positive face-work, a salutation is customary in opening a query.
In line 4, the U presents the full query, again without any form of greeting or polite request.
Subsequent lines of interaction are open to the U and L to include additional information, such as a missed greeting, but this does not take place. Slide14
Findings “Physics”Line 5 is the first typed response from the L (line 2 is a script).
The L does show deference toward the U by saying “thank you for holding,” and also by providing an explanation of the wait time, “I was working with another patron.”
The lack of face-work present on behalf of the L is evidenced by the omission of a greeting ritual for the U.
The lack of the greeting ritual initiates a series of face threats that can be seen to hang as a cloud over the interaction to follow (Goffman, 1967).
5
L
thank you for holding I was working with another patron.Slide15
Findings “Physics”Line 6: In Goffman’s
(1967) terms this question can be interpreted as a direct face threat
the implication being that the U should not be seeking help with “homework, ” and that the U should feel shame at not being able to do his/her own work
Line 7: L types, “I'm not an expert on driving so I really can't answer that”
a disclaimer and acts in the interaction as a type of negative face-work and a form of rebuff and refusal to offer to help find an answer to the Us query
6
L
Is this a homework question.
7
L
I'm not an expert on driving so I really can't answer that.
8
U
can u find a website or something
9
L
I'm not sure what you are asking.
10
U
when you drive forward in a bumper car at high speed and then you slam into the car in front of you, you find yourself thrown forward in your car. Which way is car accelerating?Slide16
Findings “Physics”Line 13: L inquires to the U as to whether the question for homework and what the subject is.
This line indicates that the L is not fully engaged and is demonstrating a lack of attention since the first line of the transcript offers the subject of the question.
Line 14: L comes back a second time with a disclaimer
This is an attempt to push the U away.
Line 15: U acknowledges the L’s unwillingness or inability to help and requests “another librarian.”
13
L
Is this a homework a homework assignment. what subject is it.
14
L
I really don't understand how I can answer that for you.
15
U
can i hav another librarian
16
L
The information you gave you me does not help me find any resources to help you.
17
L
What do you mean by which way is your car accerlaerating. Are you sure thats what your assignment asks.
18
U
YesSlide17
Findings “Physics”Line 17: L continues with more questions to the U, “Are you sure that’s what your assignment asks”
This question to the user’s interpretation of the assignment and the tone of which can be taken to be condescension
Overall, a lack of face-work is evidenced on both the part of the librarian and the user
Face-saving techniques are not utilized
Apologies are not present
16
L
The information you gave you me does not help me find any resources to help you.
17
L
What do you mean by which way is your car accerlaerating. Are you sure thats what your assignment asks.
18
U
YesSlide18
Findings “Physics”Line 19: L demonstrates a lack of attention to the interaction by asking for the subject of the question once more.
Line 21: L agrees to help the U and pushes a page to the U and in line 23.
The initial request is not observed by the L, which leads to the librarian issuing a face threat to the U to reissue the initial query.
This shows that the L may not be taking the question or U seriously or perhaps not devoting time to the U, which acts to diminish the importance of the U’s query
In turn functions as a lack of concern for the U’s face. Furthermore, this particular line issued by the L diminishes his/her face in interaction by showing that the L is not attending to previously issued information.
19
L
What subject is this question from?
20
U
Physics
21
L
Okay just one moment.
22
L
[Web Page sent]
23
L
This is one site that may help.Slide19
Findings “Physics”Lines 30-32: the L continues pushing page after page without any direct interaction with the U whatsoever. Line 33: the U responds to the L with the statement, “this isn’t helpful,” which again is disconfirming to the L.
29
L
This site looks to be very helpful.
30-32
L
[Pages sent]
33
U
this isn't helpfulSlide20
Findings “Physics”
34
L
Well I really don't have any other resources that can assit you.
35
L
[Page sent]
36
L
I cannot answer the question for you, I don't have the physics knowledge.
37
L
Maybe you will need to ask your instructor for a clear understanding.
Line 34: L responds to the U’s dissatisfaction with the help he or she is receiving
This a disclaimer, and with other disclaimers on the part of the L in the physics transcript, are failures to make an appropriate referral for the U
Line 35: The L again returns to sending a web page to the U
This acts as another barrier in that it demonstrates that the L is ignoring what the U said, in that the web pages are not helpful.
Line 37: L retorts “Maybe you will need to ask your instructor for a clear understanding.”
Chastising
Reprimanding
Shows poor attitude
All are direct face threatsSlide21
ConclusionGoffman offers powerful way to gain insights into VR practice & understanding of interpersonal dynamics in CMCPhysics transcript analysis reveals, similar to the FtF environment, importance of face-work, e.g., politeness rituals
Expressions of deference & demeanor (Goffman, 1956), are important to success of VR encountersSlide22
Future ResearchMany questions involving participant’s perception of these interactions remain unansweredNew grant: “Cyber Synergy” (10/11-9/13) for $250K
Next analyze 500+ transcripts from 2010
Developing theoretical model based on GoffmanSlide23
End NotesThis is one of the outcomes from the project
Seeking Synchronicity: Evaluating Virtual Reference Services from User, Non-User, & Librarian Perspectives
Funded by IMLS, Rutgers University, & OCLC Online Computer Library Center, Inc.
Web site:
http://www.oclc.org/research/
activities/synchronicity/default.htmSlide24
Questions & Comments?