The Second Edition of Computerization and Controversy: Value Conflicts and Social Choices is a collection of 78 articles that examine the social aspects of computerization from a variety of perspectives, many presenting important viewpoints not often discussed in the conventional literature. A number of paired articles comprise thought-provoking head-on debate. Fields represented include computer science, information systems, management, journalism, psychology, law, library science, and sociology.
This volume introduces some of the major controversies surrounding the computerization of society and helps readers recognize the social processes that drive and shape computerization.
Division into eight provocatively titled sections facilitates course planning for classroom or seminar use. A lead article for each section frames the major controversies, locates the selections within the debates, and points to other relevant literature.
Key Features
* A fully revised and updated version of the first anthological treatment of the subject
* Organized to facilitate course planning for classroom or seminar use
* Provides coverage of the influence of computers on a wide variety of fields including computer science, information systems, management, journalism, psychology, law, library science, and sociology
* Includes discussion of the following issues related to computerization:
* Does computerization demonstrably improve the productivity of organizations?
* Should computer systems be designed to empower workers?
* Does electronic mail facilitate the formation of new communities, or does it undermine intimate interaction?
* Is computerization likely to reduce privacy and personal freedom?

While many of us are concerned with the loss of communal spaces and ties that broaden one’s sense of self beyond the ‘me’ or ‘I’ and into the ‘we’ and ‘us’, less clear are the educational advantages of a community approach in terms of learning curricular content. The chapters in this volume explore the theoretical, design, learning, and methodological questions with respect to designing for and researching web-based communities to support learning. The authors, coming from diverse academic backgrounds (computer science, information science, instructional systems technology, educational psychology, sociology, and anthropology), are frank in examining what we do and do not know about the processes and practices of designing communities to support learning. Taken as a collection, these manuscripts point to the challenges and complex tensions that emerge when designing for web-supported community, especially when the focal practice of the community is learning.

While many of us are concerned with the loss of communal spaces and ties that broaden one's sense of self beyond the 'me' or 'I' and into the 'we' and 'us', less clear are the educational advantages of a community approach in terms of learning curricular content. The chapters in this 2004 volume explore the theoretical, design, learning, and methodological questions with respect to designing for and researching web-based communities to support learning. The authors, coming from diverse academic backgrounds (computer science, information science, instructional systems technology, educational psychology, sociology, and anthropology), are frank in examining what we do and do not know about the processes and practices of designing communities to support learning. Taken as a collection, these manuscripts point to the challenges and complex tensions that emerge when designing for web-supported community, especially when the focal practice of the community is learning.

Neither a city nor a traditional suburb, Orange County, California represents a striking example of a new kind of social formation. This multidisciplinary volume offers a case study of the postsuburban phenomenon. Winner of the 1992 Western History Association Robert G. Athearn Award.