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Facebook Oversight Board

lucypei

An oversight board of 20 well-known, reputable individuals has been (publically) convened to make final decisions about contested content removal from the platform. 

Critics note that content removal is not the only ethical issue Facebook has, and Siva Vaidhyanathan notes that the proprietary algorithm that shows people content is a serious issue over which this board has no authority. 

Joan Donovan notes that the slow legalistic pace will not keep up even when damaging content is a serious ethical issue, as even only a few hours is sufficient for viral digital content to reach huge audiences: 

Joan Donovan, the research director of Harvard’s Shorenstein Center and an expert on media manipulation, raised concerns that the board would become “weaponized” by bad actors, who will use it as another opportunity to get their issues into the press.

“This theory of oversight is heavily informed by legal scholarship, which is slow and administrative and technical in nature, when we need something much more suited to the speed of the technology itself,” she said. “They’re going forward with this really long drawn out procedural mechanism that doesn’t address what the problem is – which is that viral content only needs to be on the internet for 4-8 hours for it to do its damage.”

Looking at the scale of the “infodemic” facing Facebook amid the coronavirus pandemic, Donovan said that the much more pressing concern is to solve the problem of “information curation, especially in a place like Facebook, that helps guide the user toward correct content and information rather than putting them in the middle a landfill and saying, ‘You sort it out’.” The oversight board is ultimately a distraction from “what really needs to happen”, she said, “which is to design technology that doesn’t allow for the expansive amplification of disinformation and health misinformation”.

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joerene.aviles
Annotation of

Teach 3.11 was developed to serve students and general public. It allows the public to have more access to different books, teaching material, and research regarding disasters. The website was built in response to the Fukushima disaster of 2011, in order to provide "an educational space for understanding the history, memory, and context of social disasters" (Teach 3.11). The editorial team has members from different countries, reflecting the international collaboration that natural and nuclear disasters require. With it's availability in six different languages, public contribution and comments enabled on articles gives a global platform for discussion and sharing. They are currently accepting papers for their "Terms of Disaster" collection.

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harrison.leinweber
Annotation of

This system was built for academia worldwide to study the historical context behind technical and scientific issues related to large-scale disasters. They enhance the knowledge of scholars of where science and technology, history, and Asia meet. The site uses volunteers to translate various resources into English, Japanese, Korean, Bahasa Indonesia, and Chinese so many people can share in the knowledge that others have.

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harrison.leinweber
Annotation of
In response to

The data is presented much like on Twitter or Facebook with a timeline showing the most recent information first with a small exerpt of the article and the ability to click on a "read more" button to view the article in full.

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harrison.leinweber
Annotation of

Users can voice interest in annotating or translating works to teach3eleven [at] gmail.com. The website operators maintain a listing of works that they would like annotated. Users can also share annotations via twitter, facebook, tumbler, google+, and email. Users are also able to comment on the articles directly on the website and can reply to eachothers comments for discussion there as well.