Our research indicates that individuals exercise a great deal of critical evaluation of sources in non-academic contexts (as in the case of looking for good restaurants, or shopping for new cars, for instance). It may be of value to explore these personal evaluation practices with students, encouraging them to apply them in academic contexts.
+1 Insightful
This experience of male internet commenters infiltrating what is meant to be female or neutral online space isn’t unique.
Perhaps the most underused of all of their muscles is the imagination, as we seek desperately to find a recipe for something that already exists.
YES!!!!
Are we creating a generation of people who cannot find the beauty in the mundane?
This is an incredible statement! There is beauty all around us and many times we fail to see it because we are so busy scheduling and running our children around to their "next" class, game and activity.
AN APPROACH TO ANALYSING WORKING PRACTICES OFRESEARCH COMMUNITIES IN THE HUMANITIE
Benardou, Agiatis, Panos Constantopoulos, and Costis Dallas. 2013. “An Approach to Analyzing Working Practices of Research Communities in the Humanities.” International Journal of Humanities and Arts Computing 7 (1–2): 105–27. doi:10.3366/ijhac.2013.0084.
many focus on skills rather than literacies.
To the "unskilled," the what and how may be a big hurdle. Skills seem prerequisite to literacy here.
Discussion of collaboration in DH:
Collaboration is not, however, without its own problems and challenges, as scientific research practices have demonstrated. Aside from questions about how collaborative work will be reviewed for tenure and promotion, internal procedures for distributing authority, making editorial decisions, and apportioning credit (an especially crucial issue for graduate students and junior faculty) are typically worked out on a case-by-case basis with digital humanities projects.... Precedents worked out for scientific laboratories may not be appropriate for the digital humanities. While the lead scientist customarily receives authorship credit for all publications emerging from his laboratory, the digital humanities, with a stronger tradition of single authorship, may choose to craft very different kinds of protocols for deciding authorship credit, including giving <pb n="54"/>authorship credit (as opposed to acknowledgement) for the creative work of paid technical staff.
Simply put, we can’t keep preparing students for a world that doesn’t exist
How can we modernize our current education to fit the unknown needs of the future?
but the better question is whether the form of learning and knowledge-making we are instilling in our children is useful to their future.”
Or even a better question: How do we use these tools to help children learn, and acquire skills that they need?
Find and vet information online. In the digital world, being able to not only find information online but also determine its quality and validity is crucial.
Vetting could be done through annotation/bookmarking.
Some people have argued that widespread literacy (understood as reading at an eighth-grade level) was about making sure factory workers could read manuals well enough to keep machines running, rather than about providing for an informed citizenry. The equivalent for digital literacy would be to define it simply as being able to learn software quickly. Instead, digital literacy should be defined as knowing the effective practices suited to the dominant media. We should not teach students just the skills that will prepare them to follow instructions or quickly comprehend a user interface; instead we should aim to help students develop the expertise that will allow them to combine and create technologies to develop new and dynamic solutions. Just as traditional literacy and the liberal arts have been the key to independence since the advent of public schooling, digital literacy today is about intellectual freedom (see figure 1).
Very interesting.
Despite having grown up with access to an increasing amount of technology, students now need to learn how to use technology to solve problems in academic and professional settings.
So "digital native" is not enough. Digital literacy is something different, something more.
The people who were comfortable at this humanities-technology intersection helped to create the human-machine symbiosis that is at the core of this story. Walter Isaacson, "The Innovators: How a Group of Inventors, Hackers, Geniuses and Geeks Created the Digital Revolution" (2014)
Great line!
Design and create digital solutions. Ultimately students should build a skill set that allows them to develop or customize their own digital tools. This does not necessarily mean that students need to be able to write their own applications from scratch. Rather, they should be comfortable customizing and combining tools to create a complete solution—for example, creating a web-form to automate the collection of customer evaluations and then outputting the results to a spreadsheet for analysis.
Is this an argument against online learning as a "management" problem?
Resistance, however, is as futile
But “digital humanities” in the guise of “humanities computing,” “big data,” “topic modelling,” “object oriented ontology” is not going to save the humanities from the chopping block.
Can the humanistic bent in DH counteract the `self-hating human” part of technocracy?
I have Serious Rant-y Thoughts on requiring that students inhabit public spaces in professional contexts, and I do wonder how much a class hashtag is useful beyond self-promotion of the course and its amazing instructor.
You may consult input from amazing people like @GoogleGuacamole and @actualham who have very intentionally integrated (not just mentioning or requiring) Twitter use in their courses and implicated its value in students' connections with their professional network.
This post is the third in a series of five blog posts designed to explore, inform, and encourage public discussions about the possibilities, opportunities, and challenges arising at the intersection of Open Badges and blockchain technology.
Over the past year, we have been working on a set of tools to issue, display, and verify digital credentials using the Bitcoin blockchain and the Mozilla Open Badges specification. Today we are releasing version 1 of our code under the MIT open-source license to make it easier for others to start experimenting with similar ideas.
What does it mean to be human in a digital age?
All pedagogy is digital pedagogy. Unless it has blinders on.
The case for print
Not either/or for sure. Continuing to equate OER with traditional textbooks vastly constrains the power of OER and open education. How about helping students develop the skills and use the tools to work with digital media in much more powerful ways than is possible with paper?
"Poverty, manslaughter and stealing apples: police records shed light on Dublin 100 years ago," journal.ie (2015-05-14) http://www.thejournal.ie/police-records-arrests-100-years-ago-dublin-2765946-May2016/
LIFE IN DUBLIN in the early 20th century was tough, especially given the huge class divide. However, it was also a time of remarkable change. Newly-released digitised Dublin Metropolitan Police records show us what life was like from 1905 to 1918. The records cover some of Dublin’s major historical events, including the 1913 Lockout, the 1916 Rising and its aftermath. Over 30,000 people were arrested during this period and these details are all contained in the records.
Sean Lemass' arrest (down as John Lemass) fifth row from the bottom.
"Thousands of files containing details of prisoners arrested during 1913 Lockout, Easter Rising published online," RTÉ Six-One News (2016-05-11) [flash video]
RTÉ Six-One News report on the restoration of DMP Prisoners Books to the Garda Museum and Archives, and launch of the four digitised volumes of Dublin Metropolitan Police prisoner books from the Irish revolutionary period.
"UCD Library Cultural Heritage: Launch of the Dublin Metropolitan Police Prisoners Books." Flickr (2015-05-11)
Flickr album of photographs from the SPITU-sponsored launch of the digital DMP Prisoners Books at Liberty Hall, Dublin.
"SIPTU presents historic DMP files to Garda and to UCD online library" (2016-05-11) http://www.siptu.ie/media/pressreleases2016/featurednews/fullstory_19808_en.html
SIPTU presented ‘Prisoners Books’ concerning over 30,000 people arrested by the Dublin Metropolitan Police (DMP) between 1905 and 1918 to the Garda Síochána at a ceremony in Liberty Hall, Dublin, this morning (11th May).
PULSE, 1916. http://www.broadsheet.ie/2016/05/11/fingers-on-the-pulse-of-1916/
The Dublin Metropolitan Police (DMP) Prisoners Books for 1905-1908 and 1911-1918 are amongst the most valuable new documents to come to light on the revolutionary decade.
They include important information on social and political life in the capital during the last years of the Union, from the period of widespread anticipation of Home Rule, to the advent of the 1913 Lockout, the outbreak of the First World War in 1914, the Easter Rising and its aftermath in 1916, and including the conscription crisis of 1918.
They will also be invaluable to those interested in criminology, genealogy, and family history.
The collection comprises of four large leather bound, double ledger volumes containing hand written entries that record the details of daily charge sheets issued by DMP members to offenders or alleged offenders.
Each volume contains the name, age, address, occupation, alleged offence and, in most cases, outcome of cases involving over 30,000 people arrested by the DMP.
Each volume also contains an index of prisoners with references to the pages containing details of the charge. The information in these volumes serves, therefore, to provide new perspectives on life in Dublin during a time of war and revolution.
"Discovery of police files opens new chapter on Rising era," Irish Times (2016-05-11) http://www.irishtimes.com/culture/heritage/discovery-of-police-files-opens-new-chapter-on-rising-era-1.2644187
Records found in Clontarf attic detail arrests of Larkin and Connolly during Dublin lockout
Dublin Metropolitan Police's Prisoners Books released," Irish Geneology News (2016-05-12) http://www.irishgenealogynews.com/2016/05/dublin-metropolitan-polices-prisoners.html
Launched yesterday at Liberty Hall, these records date from Ireland's revolutionary era and include all manner of crimes listed in register pages headed 'Prisoners charged with offences involving dishonesty'. ...
"Historic police records showing Connolly and Larkin arrests found in skip," Irish Independent (2016-05-11) http://www.independent.ie/irish-news/historic-police-records-showing-connolly-and-larkin-arrests-found-in-skip-34707471.html
The four missing volumes of 'Prisoner Books' listing the arrests of more than 30,000 people between 1905 and 1918 include the "crimes" of labour leaders Jim Larkin (seditious conspiracy), James Connolly (incitement to crime), revolutionary Maud Gonne MacBride (defence of the realm) and suffragette Hanna Sheehy Skeffington, (glass-breaking with other suffragettes).
"Records of 1916 Rising arrests published online," Irish Examiner (2016-05-12)
Reports containing details of 30,000 arrests by the Dublin Metropolitan Police more than 100 years ago have been published online, writes Dan Buckley.
They contain details of prisoners during the Lockout of 1913, the outbreak of the First World War and the 1916 Easter Rising.
"Dublin Metropolitan prisoner books available online," Irish Times (2016-05-11) http://www.rte.ie/news/2016/0511/787671-dublin-metropolitan-prisoners-books/
Dublin Metropolitan Prisoners Books from over 100 years ago containing reports of over 30,000 arrests have been published online.
relying on painstaking individual scholarship
This strikes me as one of the more politically regressive parts of their argument and it is foundational. One of the key interventions of DH, broadly defined, is to turn a bright light on the conditions of academic labor and production. Anyone who has written a monograph—even an essay—knows that it was not done by individual scholarship. It is almost always the product of the labor and institutional support of a large number of people. There is a fantasy, a destructive fantasy, of the sole scholar working silently at a desk needing nothing more than a stack of books or papers and time to produce a work of scholarship. In fact, every author depends on a greater or lesser support network that includes librarians and archivists, peers and grad students, editors and (yes) tech support, to give an incomplete list (often the very most important support is given by life partners who labor to free time for the writer). The individually-credited monograph hides all of that labor or pretends that labor was merely incidental and unconnected to the intellectual work that appears in print. The "project-based learning" in DH (as described by the authors below) tend to make that labor visible and, in the best of cases, credited. This phrase encourages me to think that the authors' "progressive politics" is abstract, divorced from material conditions of production and reproduction. People without the ability to mobilize the requisite networks of support labor—parenting scholars, adjuncts, non-professionals—are demonstrably damaged by the fetish for "painstaking individual scholarship." The burden is especially borne heavily by women. It is not what I recognize as progressive, but is rather deeply conservative.
Advocates position
If this was in a peer-reviewed journal, the reviewers would hit this very first sentence with a demand for extensive citation. In the spirit of generosity, I assume the authors have references. But the problem with starting this piece, in this venue, this way is that now everyone who thinks of themselves as having a stake in this DH thing is invited to see themselves as this "advocate" they invoke. In the vast majority of cases, they will not recognize the second half of the sentence as something that they have ever, or would ever, advocate. This may be intended as a polemic that will spark serious conversation, but with the very first words a lot of the audience that would be interested in engaging this piece sees a straw man and a misrepresentation. With that, the essay only reaches those who are inclined to agree with it in the first place. That now makes me wonder, in a less generous spirit, is this an effort to engage in a debate, or is this clickbait?
the unparalleled level of material support that Digital Humanities has received
I'm sure it feels unparalleled to the authors. But this is precisely the kind of claim that even a humanist shouldn't make without providing data. It may be true, but they aren't giving me any reason to not read the phrase in this edited form: "the unparalleled level of material support that it feels like Digital Humanities has received." Without doubt, when a student makes a statement like this in a paper written for my history classes, I lower their grade if they fail to provide evidence. Why should I make an exception for these experienced professionals?
pushing the discipline toward post-interpretative, non-suspicious, technocratic, conservative, managerial, lab-based practice.
I just view the DH movement as fundamentally different:
...pushing the tech industry toward a more interpretative, suspicious, less technocratic, conservative, managerial, <del>lab-based</del> practice.
unavoidable
Is it?
a space free from all the messiness of questions of identity and politics.
I'd be more interested in an article that began with observing this possible lacuna in DH and explored ways that DH has or might address questions of "identity and politics."
Thus,
?
reconfigured on the model of the tech startup, with public, private, and charitable funding in place of Silicon Valley venture capital.
Seems like a pretty big difference.
Why these funders chose to do this remains something of a mystery. To find precise explanations, we would need to have access to private conversations and communications, though it is remarkable that such an epoch-making shift can be so lacking in explicit justification.
Really? There's not research to be done here? I find that hard to believe. Why not simply ask Don Waters or Brett Bobley?
fetishizing
Et tu?
The implication is that in Digital Humanities, computer use is an end in itself.
Lots of dependence on "implications" in this argument. I've never heard a DH scholar even vaguely make a statement like this. In fact, it's converse is probably most often used to signal that such work is necessary beyond whatever project or tool is being showcased.
a declaration would entail that the workers in IT departments of corporations such as Elsevier and Google are engaged in humanities scholarship.
And why not? The authors present such a narrow and traditional notion of the humanities that work against their claim to be returning politics to literary study.
It is telling that Digital Humanities, like Hirsch, and like Bowers, has found an institutional home at the University of Virginia.
That was a lot of background/build-up on UVA literary critical history for such a vague association.
Hirsch’s argument was foundational for the Common Core educational program favored by the political right.
Interesting, but I'd like to see a citation here.
Also, not sure it's fair to say that the Common Core was/is favored by the Right.
producing forms of knowledge with less immediate economic application.
Okay, maybe I'm just a neoliberal by this definition.
It unavoidably also suggests that other approaches in the humanities fit less well into the contemporary university, because the implied measure of success is economic.
This framework is repeated throughout: because of the success of B, A no longer has value. I don't see how that's true in terms of the structure of English departments/university priorities or digital humanities rhetoric.
SSHRC’s model of funding therefore complements the development of new models of intellectual work within the neoliberal university — accelerating the devaluation of older models of literary study.
So the problem is that someone besides a traditional independent academic researchers is getting paid to do "humanities" work? Expanding the definition of scholarly labor to include such positions seems far more radical, both politically and economically, than anything outlined here.
rebranding of insecure campus employment as an empowering “alt-ac” career choice,
Got a better idea?
What Amber explained was exactly what I’d feared: through the Apple Music subscription, which I had, Apple now deletes files from its users’ computers. When I signed up for Apple Music, iTunes evaluated my massive collection of Mp3s and WAV files, scanned Apple’s database for what it considered matches, then removed the original files from my internal hard drive. REMOVED them. Deleted.
“In fact, our undergraduate and graduate students are our only rationale for doing digital humanities,” Risam wrote. “We couldn’t be farther from the cartoonish fantasy of digital humanities that circulates in the clickbait du jour.”
Toolkit for Digitally-Literate Teachers
Collapsing all of the humanities onto literary studies is just one example of the conservative moves this article makes
talk a lot about technology… and we talk through technology
It’s “The Digital” but it’s not about that, you understand? It’s something special… by being normal, human communication.
Because in the digital, there’s wonder enough.
Wonder without magic. It’s not special, though it’s kinda special when we make it so.
Why American higher education faculty tend to resist digital materials: new study
In particular, connectivist-based scholars make the argument students must develop the skills necessary to filter, organize, remix, repurpose, and disseminate information.
information management
Poetry for posterity: the Irish Poetry Reading Archive launches
Videos as well as digitised versions of the poets' manuscripts are available at the Irish Poetry Reading Collection on the UCD Digital Library, at https://digital.ucd.ie/view/ucdlib:38488. See also coverage at the UCD Library Blog, https://ucdlib.wordpress.com/2015/12/02/irish-poetry-reading-archive-launches/.
See the Irish Times coverage of the launch of the Irish Poetry Reading Archive: http://www.irishtimes.com/culture/books/poetry-for-posterity-the-irish-poetry-reading-archive-launches-1.2450480
Access the collection, Ordnance Survey Ireland (OSi) 19th Century Historical Maps, at https://digital.ucd.ie/view/ucdlib:40377
See "View large scale 19th century Irish town and city maps," at RootsIreland.ie 2016-03-09.
See the article by Audrey Drohan covering the Kevin Barry Collection launch and exhibition, at UCD Library Blog.
Dairmaid Ferriter's talk from the launch of the Kevin Barry Colleciton is on Soundcloud: https://soundcloud.com/history-hub/diarmaid-ferriter-kevin-barry-and-his-legacy. 
.
perlegi mark (Latin for “read”)
perlegi
Does the average high school or college graduate know where the alphabet comes from, something of its development, and anything about its psychic and social effects? Does he or she know anything about illuminated manuscripts, about the origin of the printing press and its role in reshaping Western culture, about the origins of newspapers and magazines? Do our students know where clocks, telescopes, microscopes, X rays, and computers come from? Do they have any idea about how such technologies have changed the economic, social, and political life of Western culture?
What are the "Six Big Questions" regarding digital literacy and digital citizenship? (See http://azwaldo.com/wordpress/the-interface-layer/ )
5
Reference to GO::DH
What skills do employers value most in graduates?
Often you will need to work closely with technical experts on your campus, not simply as resources, but as co-creators. Take advantage of opportunities to collaborate with staff and faculty across the disciplines in different ways, experimenting and brainstorming in the new vocabulary of DH that accommodates insights and approaches from all fields.
co-creators
At the core of the personal API is the radical mission to put control over data (and its access) in the hands of students. This is both a pedagogical act and a creative opportunity, informing students that they can access their own information as well as create interfaces to do with that data what they please. It gives them a seat at the tables where the edtech powers sit, moving them one step closer to a status of equality rather than that of a passive consumer.
Digital Overtakes Print
What Will Digital Portfolios Mean for College-Bound Students?
Knowing the Difference Between Digital Skills and Digital Literacies, and Teaching Both
you don't have to teach the students how to use tech for their education. And, furthermore, it will never be possible to teach that faculty how to use that technology,
While form experience I know they are both erroneous assumptions I can't remember who started it and whether it was based on any research.
anyone has references?
Note to self : Check for background.
digital native
an expression that never matched my experiences and still doesn't and therefore has always baffled and annoyed me, but I thought may be it was a cultural thing
“We see kids in their cars in the parking lot at night and on weekends,” says Buddy Berry, superintendent of Eminence Independent Schools. They’re there, he says, because they can access the Internet using the school’s wireless network—something many don’t have at home.
Provocation one: The death of the digital native
Teaching in a Digital Age
Digital Humanities and the Future of Scholarship: Exclusivity, Disruption, and Leading from the Margins
Wido van Peursen
Assignments and Architecture: Pedagogy in the Digital Age
Director of Digital Engagement
The prohibition on reporting bugs in systems with DRM makes those bugs last longer, and get exploited harder before they're patched. Last summer, the US Copyright Office collected evidence about DRM interfering with reporting bugs in tractors, cars, medical implants, and critical national infrastructure.
https://www.eff.org/document/library-congress-2015-dmca-1201-rules
DRM exists to stop users from doing things they want to do and to stop innovative companies from helping users do things they want to do -- or would want to do, if they had the option. Your cable box, for example, will be designed to stop you from recording your favorite shows for long-term storage and viewing on the go.
The World Wide Web Consortium (W3C), the nonprofit body that maintains the Web's core standards, made a terrible mistake in 2013: they decided to add DRM
https://www.eff.org/deeplinks/2013/10/lowering-your-standards
Democracy demands wisdom and vision in its citizens. It must therefore foster and support a form of education, and access to the arts and the humanities, designed to make people of all backgrounds and wherever located masters of their technology and not its unthinking servants.
Originally intended as upholding the virtues of the humanities in opposition to science and technology, I'd like to co-opt the argument for the humanities within, mainly, technology. We need more humanists in tech!
If you are interested in this conversation, join us Friday, January 8 at Noon Eastern.
The chat will lead into a backchannel discussion of a “Disrupting DH” presentation at the 2016 Modern Language Association conference in Austin, TX.
Guidelines for publishing GLAM data (galleries, libraries, archives, museums) on GitHub. It applies to publishing any kind of data anywhere.
https://en.wikipedia.org/wiki/Open_Knowledge<br> http://openglam.org/faq/
Audio in general is not reliable,
Wonder if something could be done with MIDI. Actually, maybe there are new standards to replace MIDI in those situations (OSC doesn’t sound like it’d fit).
Meanwhile, in almost exactly the same decades that the Internet arose and eventually evolved social computing, literary scholarship followed similar principles of decentralization to evolve cultural criticism.7
Wow. This is the most interesting statement that I've read in a while. Wish I could pin an annotation...
Really helps me justify my career arc, turning from literary criticism as a career to software "development."
Commentary as a practice of annotation that not only helps readers comprehend a text but also facilitates its critical evaluation elucidates the relevance of the text for a particular readership and establishes or promotes specific interpretations.
I think like we're working with a very limited (even if acknowledged) definition of commentary/annotation. We're really just talking about expert analysis laid over a text, which is nothing new, though as pointed out below this tradition can achieve a new dynamism in the online environment.
What I think is more interesting about annotation and the digital humanities is the potential for readers themselves to become truly active contributors to the knowledge surrounding the texts--not simply served explanation for their relatively passive comprehension.
it is easier to read Ulysses than it is to read the Internet.
Great line. What does this mean for the state of the humanities?...
recover within them, with fresh force, a broader repertoire of historical literary functions than modern literary studies usually needs to attend to.
anew vs recover
same messiness and doubt that make the complexities of concepts like race, gender, class, and culture most immediately relevant also remind us that the products of our technologies, our devices, always fall short of our perceived notions of the real or the authentic.
Good line.
“there was never clear separation between past and present, traditional and digital, or other bounded concepts” and that “[m]any of the researchers interviewed for this study assiduously avoided making such distinctions” (10).
Good quote re false binary of new and old technologies of interpretation, etc.
binary between “old” (i.e., human) versus “new” (i.e., computational) practices
A binary worthy of breaking down...
understanding why a pattern occurs and determining whether it is one that offers insight into a text requires technologies of self-reflective inquiry.
Computer assisted practices never completely divorced from the human.
self-consciousness, access, and collaboration in humanist inquiry as technologies.
Demystifying (and conflating) "technology" by applying it to the most humanist of practices.
“distant reading”: understanding literature not by studying particular texts, but by aggregating and analyzing massive amounts of data.
Nothing against this, but it's not the game I'm in.
Question is, though, can the same tool be used to do both distant reading and close reading?
Omidyar Network, established in 2004 by eBay founder Pierre Omidyar, is funding a company called eCurrency Mint, eCM, for a technology that will allow central banks to issue digital currency called cryptocomplex cash. They have been working with 30 central banks, and two of them are about to announce deployment.
The TPP (Trans-Pacific Partnership) is a trade deal that was negotiated in secret -- under the constant influence of corporations. Guess who it benefits.
This page lists ways the TPP harms various individuals, in terms of digital rights. (I'm sure there are other drawbacks, to workers, the economy, and the environment.)
Writing students are notoriously conservative creatures. They write stubbornly and hopefully within the tradition of what they have read. Getting them to try out alternative or innovative forms is harder than talking them into chastity as a life style. But confronted with hyperspace, they have no choice: all the comforting structures have been erased. It's improvise or go home
Old Continent oldfashioned structures are the best example of that issue, new writters try to innovate in contents and structure but never see digital as a quality guarraty. I think is the commitment with the paper, kind of literary marriage that implies all the traditions and conventions during centuries.
publish directly to marketplaces run by Amazon, Nook and Kobo.
With their incompatible formats and digital locks… Funny Apple’s iBookstore isn’t mentioned.
Web Literacy Competencies
First I review the benefits of learning in the open to build a web presence.
What is your favorite phrase to describe what this process is (e.t. digital identity, open learning, digital literacy, etc.)?
ECDS: 2016 Digital Scholarship Residency
Hyper and Deep Attention: The Generational Divide in Cognitive Modes
activities through which people share their opinions
This page and all the links are critical resources for this project.
Indeed, it was often unclear from the level of engagement which participants were physically present at DPL and which were watching from afar. The present-absent-present dance was fascinating to observe.
As a "virtual attendee" or "lurker" or "scoper," it was difficult to follow and frustrating at times, but super helpful and fun too, especially as resources (images, links, quotes) were shared out. Communicating the context of those resources is still a pretty tricky thing to do well.
Promoting digital ownership is different than assigning work in publicly accessible spaces.
Only a limited understanding of the oil consumption mechanism appears to exist, especially oil consumption under transient engine operating conditions. This is probably due to the difficulty in engine instrumentation for measuring not only oil consumption, but also for measuring the associated in-cylinder variables. Because of this difficulty, a relatively large number of experiments and tests are often necessary for the development of each engine design in order to achieve the target oil consumption that meets the requirements for particulate emissions standards, oil economy, and engine reliability and durability.
this is important
what labor, whose labor is saved, is replaced in this, an age of economic precarity, adjunct-ification, anti-unionism, automation?
So glad we are talking about labor here, and the costs of digital labor. This ties into such a robust body of work by Gina Neff and others. And the connection to education can definitely be distilled into OLPC - see Anita Chan and forthcoming work by Morgan Ames
Is the choice to use words like “electronic” or “digital” to designate our work and pedagogy simply a reflection of a moment of transition, soon to be abandoned as such methods become universal, or is it still important to call attention to the use of technology as we push it towards new frontiers?
An artifact of transition?
can anyone really teach without digital means at this stage of web integration?
Digital signature
see Burdens of Proof for a technological history of digital signatures.
Scholars Portal is committed to reviewing its preservation policies every two years, as indicated in its Review Cycle for Documentation Policy
So this should happen this year (2015) if it hasn't already
I have used the bibliographies to conduct my own research in the area of cataloging assessment, and the social justice bibliography has helped me with a project I’m working on to examine video classification practices.
A lot of my research involves digital library/digital repository assessment, and the assessment literature in that area also relies heavily on quantitative measurements of assessment. I'm very interested in seeing the cataloging + social justice bibliography and if it can help my digital library assessment research.
Strengthen standards and curricula for digital media literacy and coordinate digital media literacy and civic education.
The mission of librarians is to improve society through facilitating knowledge creation in their communities
Lankes, R. David. The Atlas of New Librarianship. Cambridge, MA: The MIT Press, 2012.
ALA’s 2014 Digital Inclusion Survey also documents digital differences among states and an urban/rural divide.
statistics from this ALA special report
Digital writing is the first kind of writing that does not reduce recorded knowledge to a rivalrous object. If we all have the right equipment, then we can all have copies of the same digital text without excluding one another, without multiplying our costs, and without depleting our resources.
Suber, Peter. Open Access. Cambridge MA: MIT Press, 2013. 47.
Moving Museum Catalogues Online: An Interim Report from the Getty Foundation"The Online Scholarly Catalogue Initiative *2012 interim report from the Getty Foundation regarding their activities moving towards digital publishing
UCD Sculpture Trail
The creation of campus heritage can help to promote, strengthen, and support community and public engagement. Cognisant that the most successful and sustainable communities contain a wide variety of things to do, see, and enjoy, the University will shortly reveal UCD Sculpture Trail to focus on the rich collection displayed across the Belfield Campus.
These public works of art are an integral part of the urban fabric of University College Dublin, enriching the sense of place and the physical beauty of the natural environment.Varying in style and material, the collection is representative of national and internationally renowned artists including John Burke, Jason Ellis, Thomas Glendon, James Hogan, Kevin O’Dwyer, Bob Quinn and Giorgio Zennaro.
One of the earliest works in the sculpture collection is 'Hibernia with the Bust of Lord Cloncurry' by James Hogan. This marble statue made in Rome is an important work by the Irish born artist dating to the mid 19th century. Other pieces include 'Figurehead' By Jason Ellis as one of the largest free standing stone sculptures in the country and commissioned by UCD in 2007.
The University recognises that the truly inclusive design of it’s amenities should consider creation of places that can be enjoyed by people from all walks of life.
Running along the core of the Campus, UCD Sculpture Trail will link to existing pedestrian routes, and will be a positive addition to the identity of the University as an interesting, attractive, and culturally rich community.
Pruebas sobre los casos de anotación de W3C
Dundalk market day, Co. Louth
The Dundalk Market Square web site offers the following history of the Dundalk market:
In the 17th century, Lord Limerick (later James Hamilton, 1st Earl of Clanbrassil) created the modern town we know today. He was responsible for the construction of streets leading to the town centre; his ideas came from many visits to Europe. In addition to the demolition of the old walls and castles, he had new roads laid out eastwards of the principal streets. The most important of these new roads connected a newly laid down Market Square, which still survives, with a linen and cambric factory at its eastern end, adjacent to what was once an army cavalry and artillery barracks (now Aiken Military Barracks).
In the 19th century, the town grew in importance and many industries were set up in the local area. This development was helped considerably by the opening of railways, the expansion of the docks area or 'Quay' and the setting up of a board of commissioners to run the town.
The present photograph was captured by the Coimisiún Béaloideasa Éireann (CBÉ) / Irish Folklore Commission (1935).
Interacting with digital resources.
So it’s easy to say you don’t have to do everything in a MOOC to be part of it – some MOOCs offer different options to choose from, to help people find something they like. Some people will just think they’re supposed to do it all (poor them). More interestingly, though, is this: sometimes the “cool” people (and it’s really a perception more than anything) choose to all get together and do a particular “thing” and if you’re not into that particular “thing” you might feel excluded. They may have issued an open invitation, but you may have missed it, or didn’t realize you could join, or didn’t think you were talented enough, or didn’t know how to introduce yourself. Not everyone can do those things, you know… But it’s ok… as long as there are multiple opportunities, open invitations, eventually, someone will find something somewhere with some group. If they hang in there long enough.
Might this not be a kind of test of "digital citizenship": the ability to negotiate the barriers posed by such unintentional, perhaps even illusionary, cliques and groups in order to substantially participate in these open spaces?
95% of students between 12 - to 17 - year - old go online regularly,
Need source for that.
Web annotation engages students where they already are: on the Internet. And gives them a powerful tool for being thoughtful, engaged citizens therein.
This digital citizenship acknowledges that online experiences are as much a part of our common life as our schools, sidewalks, and rivers—requiring as much stewardship, vigilance, and improvement as anything else we share.
I really like the argument of this article. But I have some issues with the analogy between the online world and what are mostly public physical spaces.
Unlike, rives and sidewalks, online space has little to no regulation, whether from the government or NGOs.
Also, most of our public interactions online take place in private spaces, that is, places owned and operated by private corporations.
operation of online platforms?
Or the Net itself...
digital memory systems radically augment the scope and dura- tion of personal ritemory far beyond the lifespan of the person in question
Yeah, if the memory is maintained. I can't even keep my iTunes library from disintegrating. If your hard drive crashes, you lose it all, unless it's backed up, in which case you're creating copies that too will differ and degrade.
as researchers and policy makers look to build more sustainable futures, they would be wise to design creative ways to support parents even as they pour more resources into supporting students. We instinctively understand that our public institutions (i.e., schools), policy initiatives, and the spread of media technologies must be a valuable resource for students. But, how can these institutions, policies and technologies become an asset for parents?
Fabulous tool and practice. Good for discussion in the DHSI Digital Indigeneity course in June. Reminds me of early work First Nations groups did with Google Maps in support of Treaty Land Entitlement claims.
Day of Digital Humanities
Must look this up.
Selected images from the Desmond FitzGerald Photographs collection in UCD Archives were used to illustrate Conor Mulvagh's video presentation, "The Destruction of Dublin, 1916," issued as part of the UCD Decade of Centenaries web site; it is also available on youtube.
The Fr. Francis A. Gleeson Papers digital collection was officially launched on Monday April 27 by the Archbishop of Dublin, Diarmuid Martin at a reception in Holy Cross Diocesan Centre, in Clonliffe. The event was attended by members of Fr Gleeson’s family as well as the British and French Ambassadors to Ireland and Archbishop Michael Jackson.
For press commentaries on this collection see:
Recent surveys and data, interviews with educators and industry officials, and K-12 companies' development of new products underscore the enduring, widespread demand for textbooks and other paper-based materials in the nation's schools.
What efforts have been made to help students better interact with digital content?
reading might be described as the continual redisposition of levels of address in this manner
Another useful (and cool) definition
Physical texts were already massively addressable before they were ever digitized, and this variation in address was and is registered at the level of the page, chapter, the binding of quires, and the like.
Always like seeing acknowledgement that scholarly primitives haven't changed, just our means for doing them. Stephen Ramsay's Reading Machines is a good, quick read about this in terms of digital humanities algorithmic criticism.
massive flexibility in levels of address
The ability to fluently read/react with a text at a given level of address be treated as a literacy.
The book or physical instance, then, is one of many levels of address.
Definition for manifestations of the text. Maybe useful in discussing interface as the encountered work?
Now, we are discussing ideal objects here: addressability implies different levels of abstraction (character, word, phrase, line, etc) which are stipulative or nominal: such levels are not material properties of texts or Pythagorean ideals; they are, rather, conventions.
Might be useful in thinking about what an “edition” is—must it include all items most editions currently include, or are those conventions or manifestations of values, and not necessary values themselves?
Because a text can be queried at the level of single words and then related to other texts at the same level of abstraction: the table of all possible words could be defined as the aggregate of points of address at a given level of abstraction (the word, as in Google’s new n-gram corpus).
I like this idea of defining a level of text and than comparing across texts—would like to see more of this at the level of code and interface design and tool design decisions (e.g. how do different digital archives deal with making sure visitors see more than the alphabetically or chronologically first few items in the collection? how do different DH sites allow people to comment? what is the difference among moderation or voting systems?).
a text is a text because it is massively addressable at different levels of scale
I think this is my favorite definition of “text” (as humanities scholars use the term) that I’ve encountered.
What does it mean to be an “item” or “computational object” within this collection? What is such a collection?
This is a great example of the type of critical thinking involved in scholarly digital building—often such projects include hard thinking about the exact nature of scholarly objects. Patrick Murray-John has a fantastic article that further discusses “where the theory is” when scholars design and build (Theory, Digital Humanities, and Noticing). The penultimate paragraph in particular lists some of the critical questions that arise out of designing for an “item” in a digital archives platform.
New experiments provide opportunities for thought that precede the results.
And even if we don’t yet have a way to run and experiment and/or gather results, we can use “speculative experiments” to learn about digital objects (such as a digital edition) by imagining and designing for a hypothetical and/or future circumstance.
looped (oder: loopable) research
Es wäre an dieser Stelle zu klären, wie sich die Idee der looped research zum Gedanken einer 'looped scholarship' (vgl. Über Digital Humanities, Human Computing und Looped Scholarship. Eine Notiz./ LIBREAS.Tumblr) verhält.
Scholars, intellectuals, and bricoleurs
Eine Zusammenfassung zu diesem Aufsatz unter besonderer Berücksichtigung des Verhältnisses der Wissenspraxis Bricolage zu den Digital Humanities gibt es auch im Redaktions-Tumblr von LIBREAS.
Claudia Müller-Birn unterscheidet drei Annotationsebenen:
mit zunehmender Vernetzungskomplexität.
Anna von Veh
Other articles on fanfiction and publishing by Anna von Veh
von Veh, Anna. 12 June 2012. What Can Trade Publishers Learn from Fanfiction?. Publishing Perspectives. von Veh, Anna. 12 October 2012. Why Fanfics are Like Startups. Publishing Perspectives. von Veh, Anna. 25 June 2013. Kindle Worlds: Bringing Fanfiction Into Line But Not Online?.
Interviews
Lenz, Daniel. 31 May 2013. Anna von Veh über Perspektiven der „Kindle Worlds“. buchreport. Molinari, E, Draghi E. 11 February 2014. Anna von Veh: «Ecco perchè le fanfiction sono il prossimo business model per l'editoria»Giornale della Libreria. Frossard, Flavia. 29 January 2014. Digital Publishing Market and FanFiction – An Interview with Anna Von Veh. Widbook blog. Webb, Jen. 3 October 2011. The agile upside of XML. Interview with Anna von Veh and Mike McNamara. O'Reilly Tools of Change for Publishing.
Articles and posts on tech/art in publishing
von Veh, Anna. 10 May 2012. Let’s Improvise! Jazz as a Metaphor for Publishing Progress. Publishing Perspectives. von Veh, Anna. Musings on Digital: a collection of blog posts
Personally, I think Digital Humanities is about building things,” said Ramsay in a polarizing talk at the MLA convention in 2011, printed in Defining Digital Humanities. Unlike many theorists, however, he was willing to make this demand concrete: “Do you have to know how to code? I’m a tenured professor of digital humanities and I say ‘yes.’ ”
http://www.one-tab.com/page/Nx--r0sKQNir8QoKxnU-0g
https://www.google.com/search?q=mla+2011+ramsay+defining+digital+humanities&oq=mla+2011+ramsay+defining+digital+humanities&aqs=chrome..69i57.13899j0j7&sourceid=chrome&es_sm=106&ie=UTF-8 http://dhdebates.gc.cuny.edu/debates http://stephenramsay.us/text/2011/01/08/whos-in-and-whos-out/ http://www.briancroxall.net/buildingDH/ http://townsendcenter.berkeley.edu/blog/lines-sand-or-growing-pains-stephen-ramsay-and-digital-humanities-2011-mla http://journalofdigitalhumanities.org/1-1/introduction-theory-and-the-virtues-of-digital-humanities-by-natalia-cecire/ http://sites.library.northwestern.edu/dh/ https://www.google.com/search?q=stephen+ramsay+humanities&oq=stephen+ramsay+humanities&aqs=chrome..69i57j0.4522j0j7&sourceid=chrome&es_sm=106&ie=UTF-8 http://cdrh.unl.edu/about/faculty/ramsay.php https://twitter.com/CDRH_UNL http://www.amazon.com/Reading-Machines-Algorithmic-Criticism-Humanities/dp/0252078209 http://www.unl.edu/english/faculty/profs/sramsay.html http://stephenramsay.us/ http://stephenramsay.us/2013/09/25/dh-job/ http://stephenramsay.us/2013/09/12/why_im_in_it/
In the preface to the study, European Commission Vice-President, Neelie Kroes, wrote: ’Now is the time for open standards regarding e-books’.
Digital Humanities can look at authors and publishers and the relationships they have with one another.
Born-digital, open source, media-rich scholarly publishing that’s as easy as blogging
Scalar's mission statement
