75074 - Web Society and Globalization

Learning outcomes

By the end of this course, students will be able to distinguish and analyze the different notions of globalization, and how information technologies affect everyday life, markets, and the process of consumption. In particular, the student will be able to: - develop an understanding of Globalizationthrough a sociological lens - understand the culture of the Internet and the relationship between globalization and web society - analyze the impact on individual behaviors and society at large within Social Networks & Online Communities through the mainstreaming of private information posted to the public sphere - frame the emergence of a new rhetoric of democratization and participation in the web society - understand the changing relationship between producers, consumers and prosumers in the web society - recognize consequences and effects of the Digital Divide nationally and worldwide.

Course contents

This course is organized around four interconnected thematic modules that explore the tensions, contradictions, and transformative potential of the digital age within a globalized context. Rather than merely offering a chronological or technical overview, the course engages students in a critical reflection on how digital technologies are reshaping contemporary society—bringing new opportunities for participation and innovation, but also exacerbating inequalities, eroding privacy, and consolidating new forms of control.

Module 1 – Globalization: Histories, Theories, and Social Transformations

We begin by situating the digital age within the broader framework of globalization, revisiting key concepts and debates. From the transition from Fordist industrial production to the McDonaldization of society, this module addresses how rationalization, standardization, and efficiency have become guiding principles of global capitalism. Students will critically assess whether globalization promotes cultural homogenization or hybridization and explore the role of digital infrastructures in intensifying global interdependencies. Special attention will be given to the phenomena of cultural lag—the delay between technological innovation and societal adaptation—and creative destruction, where new technologies displace traditional structures, creating both progress and disruption.

Module 2 – Digital Society and Media: Platformization and the Reconfiguration of Social Life

The second module explores the emergence of the platform society, in which digital infrastructures mediate an increasing number of social, cultural, and economic interactions. From the culture of the early internet to the rise of globally integrated, data-driven platforms, we will investigate how digital media reshape communication, self-representation, and the boundaries between public and private. Topics such as surveillance capitalism, algorithmic visibility, and the mainstreaming of private data will help students reflect on how digital life is both empowering and precarious. Social networks are examined not only as technological tools but as cultural environments that shape rituals, identities, and emotional life.

Module 3 – Production, Consumption, and Prosumption in the Digital Economy

In the third module, we turn to the economic logics underpinning digital society, focusing on the rise of prosumption—a paradigm where users are simultaneously producers and consumers of content and value. Students will explore how this hybrid role has become central in digital capitalism, from social media influencers to crowdsourced innovation. We will revisit McDonaldization in the digital context, analyzing how creativity and labor are structured by algorithms, and interrogate the promises of participatory culture in light of platform exploitation. This module also considers resistance and counter-practices, looking at how digital actors attempt to reclaim autonomy within systems designed for extraction and control.

Module 4 – Digital Divides and Global Inequalities

Finally, the course addresses the uneven geographies of digital access and power. Far from being neutral or universally accessible, digital technologies often reproduce and intensify existing inequalities. This module unpacks the multifaceted concept of the digital divide—including disparities in access, digital skills, and meaningful usage—and examines how these intersect with social class, gender, geography, and race. Students will analyze case studies from education, financial services, and mobility to understand how platforms may deepen exclusion or serve as tools for empowerment, depending on regulatory, cultural, and infrastructural contexts. The module ends with a critical look at platform governance and the political economy of digital development.

Readings/Bibliography

Books

• G. Ritzer (2018), The McDonaldization of Society: Into the Digital Age, SAGE Publications.
• J. van Dijk (2018), The Platform Society: Public Values in a Connective World, Oxford University Press.
  

Articles

• G. Ritzer, P. Degli Esposti (2020), Creative Destruction and Cultural Lag in the Digital Age, Sociology Between the Gaps
• Ritzer, G., & Degli Esposti, P. (2020). The increasing centrality of prosumption in the digital capitalist economy. Österreichische Zeitschrift Für Soziologie: Vierteljahresschrift Der Österreichischen Gesellschaft Für Soziologie, 45(3), 351. https://doi-org.ezproxy.unibo.it/10.1007/s11614-020-00422-z

During the lectures will be given mandatory specific teaching materials (book chapters, articles, papers, documents, video). All the references will be available on the University of Bologna online teaching material platform.

To balance classroom activities, nonattending students, or those who do not pass the midterm test, in addition to the above syllabus, will have to choose one book and two articles from these:

Books

• Lupton, D. (2015), Digital Sociology, Routledge, London.
• N. Agar (2019), How to BeHuman in the Digital Economy, The MIT Press.
• Finn, E. (2018), What Algorithms Want. Imagination in the Age of Computing, The MIT Press.
• Garten, J. (2016), From Silk to Silicon: The Story of Globalization, Amberley Publishing Limited.
• Swartz, L. (2020). New money : how payment became social media. Yale University Press. Tapscott, D., Tapscot, A. (2016), Blockchain Revolution: How the Technology Behind Bitcoin Is Changing Money, Penguin.

Articles

• G. Ahrne, P. Aspers, N. Brunsson (2015) The Organization of Markets, Organization Studies, Vol. 36(1) 7-22, Sage.
• R. J. Foster, The Work of the New Economy: Consumers, Brands and Value Creation, Cultural Anthropology, Vol. 2 issue 4, pp. 707-731, University of California Press.
  
• B. Cova, D. Dalli (2009), Working Consumers: The Next Step in Marketing Theory?, Marketing Theory, Volume: 9 issue: 3, page(s): 315-339, Sage.
• D. Lyon (2010), Liquid Surveillance. The Contribution of Zygmunt Bauman to Surveillance Studies, International Political Sociology 4.
• D. Lyon (2002), Surveillance in Cyberspace: The Internet, Personal Data, & Social Control, Queen's Quarterly, 109 (3).

Teaching methods

The course will be held entirely online. Students are required to have a stable internet connection and to keep their webcam turned on during sessions.

Lessons will combine theoretical insights with practical activities, including group discussions, Q&A, and other forms of active learning.

Teaching methods include:

• Online lectures with slides, videos, and real-time platform analysis

• Case studies and interactive debates

• Group presentations and peer feedback

• Use of collaborative digital tools (e.g., Miro, Padlet, Mentimeter)

• Optional viewing of short films and documentaries

Students are expected to complete the assigned readings before each class and to participate actively in all sessions.

Assessment methods

To complete the course, students are required to:

• Do the assigned readings before each class

• Attend and actively participate in at least 75% of lessons

Coursework Evaluation (for attending students):

The final grade will be based on four components, each worth 25%of the total:

1. Active participation in class debates and activities

2. Individual or group presentation

3. Midterm test (short essay or open questions)

4. Final written test (essay-based exam)

Important: Students must pass all four components to successfully complete the course.

For non-attending students or those who miss/fail the midterm:

You must:

• Write a 5,000-word paper on a topic agreed with the instructor

• Submit it at least two weeks before the scheduled oral exam

• Attend an oral interview discussing your paper and the full syllabus

The final grade will be the average of the paper and oral examscores.

Exam Registration:

All students must register for the final exam on AlmaEsami:
👉 https://almaesami.unibo.it/almaesami/welcome.htm

Teaching tools

The course will be delivered entirely online via Microsoft Teams. To ensure effective participation, students are required to keep their webcam turned on during each session and to connect from a location with a stable internet connection (Wi-Fi or LAN recommended). The course includes a variety of collaborative activities, including group work in breakout rooms, live discussions, and shared digital boards.

All teaching materials (slides, readings, additional resources) will be made available through the University of Bologna’s Virtuale platform.

Students are encouraged to take advantage of digital tools to enhance their learning experience. In particular, the use of Artificial Intelligence (AI) can be a valuable support for study and writing. However, we strongly encourage a responsible and critical use of AI tools, in line with academic integrity and the development of independent thinking.

 

Office hours

See the website of Piergiorgio Degli Esposti