This study aims to examine participation in the digital campaign #BlackoutTuesday to gain an understanding of the campaign's impact on university students’ awareness and participation in Black Lives Matter. Based on this, the study has two research questions: How have the students experienced that the #BlackoutTuesday campaign has affected their awareness of Black lives matter, and, for what reasons did the students feel that they participated in #BlackoutTuesday? With the help of slacktivism, networked publics, collective and connective action as the study's theoretical framework, we hope to gain a good interpretation of the results. To gather data, the study has used semi-structured interviews and to interpret the data, a thematic analysis has been used. The results that the study came to were that the students did not experience that their awareness was effected by #BlackoutTuesday. However, they still believed that they made a difference and that other people in their surrounding were affected in regard to awareness about Black Lives Matter. An unexpected discovery was also that many of the students connected Black Lives Matters, as an movement, solely to USA and not Sweden. The reasons for participation varied, but in this study, three main reasons were noted for the students participation. The reasons for participating were about the collective power, dissemination of information and taking a stand. With the results of the study we hope to create a better understanding of participation in similar campaign's and its effect on movements possibly society. However, more research is needed in this area to get a more thoroughly view of the field.

The general theme of this thesis is the audience's understanding and ideals ofscience and how these, through digital social media, are shaped in relation to moregeneral understandings about the role of science in society. The rationale of thethesis was to study constructions of ideals of science at Flashback Forum during theperiod of April 1, 2021 through April 1, 2022. The theoretical framework wasconstructed using theories taken from the field Science of science communication,Knorr-Cetina's theories of the knowledge society and epistemic cultures, theories ofthe post-truth society and understandings of digital media landscapes as publicnetworks. The material retrieved from Flashback was collected using a structuredselection method and analyzed through a thematic content analysis. The materialwas structured based on the various ideals of science that emerged. A total of ninedifferent ideals of science could be defined. The performative strategies used tosubstantiate the discursive content were then examined. Strategies are mentionedas markers and a total of ten different markers appeared. The analysis of thematerial has shown that science is generally seen as a legitimate source ofknowledge and that science is used as a way of legitimizing, for example, opinionsand positions. The analysis also shows that ideas of science may differ and that theconcept of science, as a producer of knowledge and as practice, varies from thosewith a stronger connection to scientific establishment. All in all, the study points to thetension that can arise when science, with its complexity, on the one hand positionsas an interpreter of truth and democracy and on the other hand as part of ademocratization process increasingly becomes a concern for society as a whole.

The overall aim of this study is to contribute to the understanding of how a pervasive digitalization and mediatization takes part in shaping and reshaping the relations between science and society and popular understanding of scientific epistemologies. In recent years, the prevalence of disinformation, fake news and conspiracy theories together with suggestions on how to combat this have come to characterize general discourses on knowledge, science, truth and digital media. Encounters with myths or disinformation can give impetus to what is usually called myth debukning. On social media, there are discussions and debates about whats should be considered as truth and facts and what we should reject as disinformation. The digital platform Tiktok has in a short time become one of the most popular places for digital social interaction and is today part of public discourse. The purpose of this study is to study examples of science myth debunking or the exposure of myths about science on the digital social platform Tiktok. The study shows that discursive practices for myth debunking are formed through the interaction between a variety of human and non-human actors. Myth debunking can be seen as to shed light on scientific development and how scientific knowledge production plays out in interplay with society in general. Understanding the role of science communication as a means of disseminating scientific knowledge in some popularized form separates science from the social and cultural contexts in which learning and reflection usually take place. Here, Tiktok, with its "messyness" and as a place for diversity of expressions, palys an important role.

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