Bibliographic record
Abstract
Changes in business and social environments have led society towards a complex landscape in which the relationship between mainstream media and participatory culture is completely changed, with a consequential blurring of boundaries between public and virtual space. As audience media habits are changing, a digital vision of reality is rising and engagement practices are evolving. As a consequence, there is the need for a new design methodology based on different skills working together. It is then necessary to adopt a disruptive approach to overcome the contemporary complexity, assuming storytelling activities, narrative practice and relationships among people as driving forces for innovation. The cases of Imagine Milan (2009-2012) and Plug Social TV (2013-ongoing), in which we tested listening and expressive tools, and communication strategies in order to activate a dialogue among communities. On the one hand, there is the aim of experiencing audiovisual languages through different narrative formats. On the other hand, we explored the use of stories in a collaborative process, spreading the narrative worlds across different channels. The aim of this paper is to describe our design approach, merging together tools and skills from different areas: communication design strategies as participative methods are linked to codesign actions; branding strategies, coming from the advertising field, as tools for identity development; audiovisual language considered as a cultural interface for listening to reality; transmedia practice as a cultural paradigm able to involve the audience into meaning-making processes; ultimately, social media advocacy is used to build relationships between virtual and real communities.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".