Scott and I are sharing the rest of our parental leave, and we’re each working two and a half days a week until March next year. This is brilliant and sometimes difficult. It’s hard to work 50% in a job that isn’t built for fixed hours but for people who love saying yes to new projects. But I absolutely love having a few hours of adult time to work on things that I love. It makes my time with the little ones (and my teenager!) even more precious.

This semester’s projects are my intensive course on communication in social media (DIKULT110: Kommunikasjon i sosiale medier), which I’m really excited about. It’s taught in just a week’s worth of classes (next week!), followed by four weeks of students working independently, with some online followup, and then we’ll meet in groups to discuss student projects, which will be graded and the course thus completed a week later. I’ve started up a blog for the course, which I’m busily populating with content that I plan to use as the basis for the lectures. I’m also rather enjoying writing little case studies of uses of social media in Norway. I think they’ll be really useful for me in the future, and hopefully for other people as well. So far you can read about Nextgentel’s use of Twitter, Alveslottet’s use of Facebook and blogs, and Astrid Valen-Utvik’s moving from being an avid blogger, weaving stories through posts, and becoming a social media consultant. There’s much more on its way, and I plan to continue posting this little snippets of examples throughout the next month or so.

You can still sign up for the course: in fact, you can even show up on Monday, August 31 and sign up that afternoon if you like the course – the deadline is September 1. If you don’t want to take the exam, or aren’t matriculated at the University of Bergen, you can follow lectures, which are all open to the public.

Other projects I’m involved in this autumn are:

  • ELMCIP – a large European project looking at electronic literature in Europe. Currently we’re busily planning the first seminar organised by the conference, which will be held here in Bergen September 21-22. It’s on Electronic Literature Communities.
  • I’m on the jury of Fritt Ord’s blogging awards. Fritt ord is a Norwegian organisation that promotes freedom of speech, and they’re giving 2.5 million kroner to blogs. The application deadline is September 15, and I’m excited to see what kinds of applications we receive.
  • I’m involved in an interesting project application that I can’t really talk about yet. Very hard for a blogger.
  • In November, I’m going to Sydney, where I’ve been invited to keynote the shifted media stream of the Journalism Education Association of Australia conference. We’ll stay in Australia until after Christmas. Hooray!

Hopefully I’ll get some research and writing done as well, but realistically, working 50%, there’s not going to be a lot of time.


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Academics in Norway: Sign this petition asking for research-based discussions of how to use AI in universities

I just signed a petition calling for Norwegian universities to use research expertise on AI when deciding how to implement it, rather than having decisions be made mostly administratively. ,  If you are a researcher in Norway, please read it and sign it if you agree – and share with anyone else who might be interested. The petition was written by three researchers at UiT: Maria Danielsen (a philosopher who completed her PhD in 2025 on AI and ethics, including discussions of art and working life), Knut Ørke (Norwegian as a second language), and Holger Pötzsch (a professor of media studies with many years of research on digital media, video games, disruption, and working life, among other topics).  This is not about preventing researchers from exploring AI methods in their research. It is about not uncritically accepting the hype that everyone must use AI everywhere without critical reflection. It is about not introducing Copilot as the default option in word processors, or training PhD candidates to believe they will fall behind if they do not use AI when writing articles, without proper academic discussion. Changes like these should be knowledge-based and discussed academically, not merely decided administratively, because they alter the epistemological foundations of research. Maria wrote to me a couple of months ago because she had read my opinion piece in Aftenposten in which I called for a strong brake on the use of language models in knowledge work. She was part of a committee tasked with developing UiT’s AI strategy and was concerned because there was so much hype and so few members of the committee with actual expertise in AI. I fully support the petition. There are probably some good uses for AI in research, but the uncritical, hype-driven insistence that we must simply adopt it everywhere is highly risky. There are many researchers in Norway with strong expertise in AI, language, ethics, working life, and culture. We must make use of this expertise. This is also partly about respect for research in the humanities, social sciences, psychology, and law. Introducing AI at universities and university colleges is not merely a technical issue, and perhaps not even primarily a technical one. It concerns much more: philosophy of science, methodological reflection, epistemology, writing, publishing, the working environment, and more. […]

screenshot of Grammarly - main text in the middle, names of experts on the left with reccomendations and on the right more info about the expert review feature
AI and algorithmic culture Teaching

Grammarly generated fake expert reviews “by” real scholars

Grammarly is a full on AI plagiarism machine now, generating text, citations (often irrelevant), “humanizing” the text to avoid AI checkers and so on. If you’re an author or scholar, they also have been impersonating and offering “feedback” in your name. Until yesterday, when they discontinued the Expert Review feature due to a class action lawsuit. Here are screenshots of how it worked.