So where's the false binary here? For me it's the idea that digital literacy is all that different from the same kind of literacy that educators have been talking about since weel before the invention of the computer.

This makes sense for me personally as a PhD in English who was always fascinated by the Internet and digital technology and who now finds himself working in the educational software industry.

Persuasion

competences digital literacies

沒有看到許委員的『數位經濟基本法』原始草案全文。在討論過程中有一些問題，例如數位經濟的基本定義；對資料產業沒有處理，以至於詹先生對國家保存資料的想像可能低估技術、行政程序，導致不恰當地反映在資料保存相關條文等處，不曉得是否有修正與否。

Recognition of Internet as publication

The way we are visible to others is changing. Science 50 years ago was quite closed, and relied on paper constructs to pass and organize knowledge. As well as face2face. We are now able to be present in many places at once and hold asynchronous convos with increasing complexity. How will we design new tech to meet our evolving digital culture? I am seeing DPL on the forefront, and hope to contribute...

Estas líneas y las siguientes definen un conjunto interesante de posibilidades para las publicaciones digitales. ¿Cómo podemos hacerles Bootstrap desde lo que ya tenemos? (ejp: Grafoscopio y el Data Week).

Mike Caulfield Web Literacy for Student Fact-Checkers

a principle of “organizing the world’s information” has to be separating reliable sources from unreliable ones, and trying to provide answers that are true. It’s clear that in many cases that’s not happening. The snippets, which create the impression of a definitive answer while feeding people bad science, conspiracy, and hate speech, make matters worse.

Google has become dangerous.

This field seems very promising. Need to learn more!

Asociación para las humanidades digitales en Colombia

Very important DH work being done on Red Lining by LaDale Winling at Virginia Tech and others: (http://news.nationalgeographic.com/2016/10/housing-discrimination-redlining-maps/) Robert K. Nelson, LaDale Winling, Richard Marciano, Nathan Connolly, et al., “Mapping Inequality,” American Panorama, ed. Robert K. Nelson and Edward L. Ayers, accessed March 7, 2017, https://dsl.richmond.edu/panorama/redlining/#loc=12/37.2720/-79.9750&opacity=0.8&city=roanoke-va. (https://dsl.richmond.edu/panorama/redlining/#loc=4/36.71/-96.93&opacity=0.8)

What a great event! It should definitely happen more often.

Thoughts on this resource? Civic Online Reasoning

Fair trade chocolate is a topic that i recently learned about after a long discussion with my sister. It essentially is a Standerd that certifies that the chocolate is not made from plantations that make children and work under unfair conditions and wages.Its amazing how they were able to stand up to cooperates to a issue that most people are not even aware of, Great Work

They literally saved thousands of lives and i don't see it in there front page or anywhere in their bio in the description, like your hidden trophy that if people want to find it they can but you don't bother to show off because its so great its priceless. I truly admire that.

WEB LITERACY FOR STUDENT FACT-CHECKERS

This is the key to what makes a pedagogy a pedagogy, I think - the thoughtful articulation of the rationale behind the practice. The intentionality of application by the instructor.

This sounds like Jon Udell's digital tool kit.

This sounds like Jon Udell's digital tool kit.

Attests to the importance of digital preservation.

It seems like there is a disconnect.

Yes! In general these disciplines have long been structured around the perception that scholarship is pursued largely in solitude. It isn't really so, of course, but I love the potential of projects like this one to foreground and support collaboration and networking.

So much potential here for transforming (overcoming) the distinctions between a repository, a tool, and an ongoing project.

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Contact us: Address 1: 650 S Grand Ave #110, Los Angeles, CA 90017, USA Phone: +1 213-683-1800. Address 2: FF-64, Devika Chamber, RDC, Ghaziabad-201001 E-mail: info@digitalhubusa.com Telephone: +91-0120-4134228 Mobile: +91-987-387-0853 Web-http:/digitalhubusa.com/

never mind that fake news is neither new (forgery, quackery, and conspiracy theorizing are not recent inventions) nor exclusively right-leaning. The new form it has taken in readily sharable social media, however, has made it easy for conventional media to excuse themselves from responsibility for how the election was covered.

"Fake news" was a small factor, compared to mainstream media treating Trump as a legitimate candidate, and sensationalizing hacked emails that contained nothing significant.

Students can also be included as teachers when it comes to digital technologies

Thomas Edison. Love his quotes

There is still very little thinking about digital education from a policy/discourse/politics-of-education perspective. Interesting work by Ben Williamson, Greg Thompson, Ian Cook

This is a excellent essential question for those of us who work in education technology... how do we live and learn fully in a world that has become increasingly digital?

Did Media Literacy Backfire?

Media literacy asks people to raise questions and be wary of information that they’re receiving. People are. Unfortunately, that’s exactly why we’re talking past one another.

...

Addressing so-called fake news is going to require a lot more than labeling. It’s going to require a cultural change about how we make sense of information, whom we trust, and how we understand our own role in grappling with information.

Mike Caulfield walks through using Google image search for a fact check.

Apparently, Richard Nixon did write a short letter to Trump in 1987, saying that his wife thought Trump would do well if he ran for office.

I wonder how Nixon would have reacted to Trump's phone call with the president of Taiwan.

Mike Caulfield points out that "digital literacy" needs to include solid knowledge of the Web and how to use it, such as search techniques and uses of specific websites. Principles of site evaluation are not enough.

The Web has become an insidious propaganda tool. To fight it, digital literacy education must rise beyond technical proficiency to include wisdom.

• Double-check every claim before you share.
• Be wary of casual scrolling.<br> Everything you see affects your attitudes.
• Don't automatically disbelieve the surreal (or unpleasant).
• Do not exaggerate your own claims.
• Be prepared to repeat the truth over and over.
• Curate good resources, and share updates to them.
  • It will reinforce the previous information.
  • it will boost search engine rankings of the collection.

I would say that this is information literacy. Traditionally, we have promoted a rather narrow view of IL, which is part of the problem.The ACRL Framework may be a step in the right direction.

Librarians should work at developing some expertise in these areas, so that we can provide advice and assistance as well as space.

Technologies & education system changing in recent times tutors should consider educating students with the latest technologies available. In the evolution of technology with apps, projector screens, Digital media, and last but not the least online learning platforms some fundamentals of teaching remains as it is, so if tutors can implement these basic ideas in his/her tutoring style with students can cope up with the evolution of digital education.

‘Loreto 1916’ – A new online exhibition & digital collection. UCD Library Blog https://ucdlib.wordpress.com/2016/11/23/loreto-1916-a-new-online-exhibition-digital-collection/

This is something important to consider especially since I teach journalism. By default students need to learn how to deal with public comments. We try to ease into this arena of writing in a public space and avoiding controversy.

Skills are one piece of this puzzle that can't be ignored, but also can't be the end.

I define digital skills as knowing how to work a kind of technology, whereas digital literacy is the knowledge of how a kind of technology works. One is not better than the other, however. If someone or some group wants to accomplish a goal using technology, they're going to need both literacy and skill. Having little skill with a lot of literacy would be like knowing how a car engine works on a technical scale, but not being able to fix it if your car broke down. Having little literacy with a lot of skill would be like having a bad teacher for a subject. They understand the material, perhaps even demonstrate mastery, but they cannot teach their knowledge to others because of the communication gap.

This leads to digital inclusion as opposed to digital divide. Digital divide assumes that information is only accessible to certain areas/certain "categories" of users.

Access, skills, motivation, and engagement with content

It is important to understand the digital skills and literacies that a teacher should be able to teach his/her students.

people often fall in the trap of focusing on technical aspects and skills. Spreading awareness about contextual placement of technologies (ex: pedagogies) is key

Key dimension sadly overlooked in conversations about digital literacies. This requires cultural change.

Though the idea of a “digital stamp” had been bandied about before, there was never any one person appointed to make it happen. For that, they’d need the skills of one Digital Service member in the Rosslyn room: Stephanie Grosser, self-proclaimed “bureaucracy ninja.”

Grosser isn’t a coder, but in this case, the actual coding wasn’t the primary obstacle: It was getting the bureaucratic green light that—legally, security-wise, privacy-wise—each manual mark an officer makes in a file that’s at least 17 pages long could have a digital equivalent.

Interesting! I normally think of literacy as more of an act of consumption and now she is challenging my thinking to expand to include documenting (and curating?!?!) as anessential element of literacy.

The College of Arts & Letters is home to the Digital Humanities program, which includes an undergraduate minor and a graduate certificate. Rather than establishing Critical Diversity in a Digital Age as an independent initiative, we might perhaps better understand it as the very method through in which we practice digital humanities at MSU.

If DH@MSU is animated by a critical diversity approach, we will develop a curriculum that refines our focus on critical diversity in a digital age.

By focusing on diversifying the DH curriculum, we should be able to attract a more diverse group of strong undergraduates and to recruit a cohort of innovative faculty and graduate students from traditionally underrepresented groups.

As we develop the Critical Diversity in a Digital Age initiative, we invite annotations and comments here on Hypothes.is.

Please use the #MSUCDDA tag to help us curate engagement with the initiative here on Hypothes.is.

I worry that the industry has no idea how much research already goes on, or how vital it is to fund.

Maybe my fears are unfounded, but the stakes are high. Startups are the very tip of the iceberg, floating by virtue of work that was done by other people long ago. If people forget we need to fund research now, we’re going to feel it decades later and not know why. Imagine where we’d be without the government-funded research of the 60s!

-- Vi Hart

eleVR is a research team that experiments with immersive media, particularly virtual and augmented reality.

They are NOT a startup.

For Long performative publications are directly connected to the idea of practice, where following the concept of performativity, he argues that ideas should be put to practice, where practice can further inform and enrich ones ideas again. Long applies these values directly to several of his own performative projects. In his book The Socratic and Platonic Politics: Practicing a Politics of Reading, he shows how Socratic philosophy and Platonic writing was designed to cultivate dialogue and community. By digitally enhancing his publication, Long explores how writing and reading can promote community in a digital context, in specific a community of collaborative readers. As Long argues:

If, however, the book is not to be a mere abstract academic exercise, it will need to be published in a way that performs and enables the politics of collaborative reading for which it argues. (Long 2012)

https://youtu.be/-f9N1n-4cI8

A further extension of this project is a podcast series titled Digital Dialogue which aims to cultivate dialogue in a digital age by engaging other scholars in open conversation online. Long is also involved in the Public Philosophy Journal project, which is specifically set up to crawl the web to find diverse positions on various philosophical subjects and to bring these together in a collaborative writing setting. As Long explains:

The PPJ is designed to crawl the web, listening for conversations in which philosophical ideas and approaches are brought to bear on a wide variety of issues of public concern. Once these conversations are curated and a select number chosen for further development, we will invite participants into a space of collaborative writing so they can work their ideas up into a more fully formulated scholarly article or digital artifact. (Chris Long 2013)

This report indicates we can connect with our digital learners to talk about trust and evaluation in the digital information sphere.

A recent Hewlett-Packard printer software update changed the printers so they would not work with third-party ink cartridges. Worse, the change was made as part of a security update.

https://act.eff.org/action/tell-hp-say-no-to-drm Petition HP to fix this wrongdoing, and promise not to repeat it. They are also being asked to promise not to invoke the DMCA against security researchers who find vulnerabilities in their products.

To me, the most interesting about this program is that it sounds like it’s targeting post-secondary institutions. There are multiple programs to “teach kids to code”. Compulsory education (primary and secondary) can provide a great context for these, in part because the type of learning involved is so broad and pedagogical skills are so recognized. In post-secondary contexts, however, there’s a strong tendency to limit coding to very specific contexts, including Computer Science or individual programs. We probably take for granted that people who need broad coding skills can develop them outside of their college and university programs. In a way, this isn’t that surprising if we’re to compare coding to very basic skills, like typing. Though there are probably many universities and colleges where students can get trained in typing, it’s very separate from the curriculum. It might be “college prep”, but it’s not really a college prerequisite. And there isn’t that much support in post-secondary education. Of course, there are many programs, in any discipline, giving a lot of weight to coding skills. For instance, learners in Digital Humanities probably hone in their ability to code, at some point in their career. And it’s probably hard for most digital arts programs to avoid at least some training in programming languages. It’s just that these “general” programs in coding tend to focus almost exclusively on so-called “K–12 Education”. That this program focuses on diversity is also interesting. Not surprising, as many such initiatives have to do with inequalities, real or perceived. But it might be where something so general can have an impact in Higher Education. It’s also interesting to notice that there isn’t much in terms of branding or otherwise which explicitly connects this initiative with colleges and universities. Pictures on the site show (diverse) adults, presumably registered students at universities and colleges where “education partners” are to be found. But it sounds like the idea of a “school” is purposefully left quite broad or even ambiguous. Of course, these programs might also benefit adult learners who aren’t registered at a formal institution of higher learning. Which would make it closer to “para-educational” programs. In fact, there might something of a lesson for the future of universities and colleges.

To me, the most interesting about this program is that it sounds like it’s targeting post-secondary institutions. There are multiple programs to “teach kids to code”. Compulsory education (primary and secondary) can provide a great context for these, in part because the type of learning involved is so broad and pedagogical skills are so recognized. In post-secondary contexts, however, there’s a strong tendency to limit coding to very specific contexts, including Computer Science or individual programs. We probably take for granted that people who need broad coding skills can develop them outside of their college and university programs. In a way, this isn’t that surprising if we’re to compare coding to very basic skills, like typing. Though there are probably many universities and colleges where students can get trained in typing, it’s very separate from the curriculum. It might be “college prep”, but it’s not really a college prerequisite. And there isn’t that much support in post-secondary education. Of course, there are many programs, in any discipline, giving a lot of weight to coding skills. For instance, learners in Digital Humanities probably hone in their ability to code, at some point in their career. And it’s probably hard for most digital arts programs to avoid at least some training in programming languages. It’s just that these “general” programs in coding tend to focus almost exclusively on so-called “K–12 Education”. That this program focuses on diversity is also interesting. Not surprising, as many such initiatives have to do with inequalities, real or perceived. But it might be where something so general can have an impact in Higher Education. It’s also interesting to notice that there isn’t much in terms of branding or otherwise which explicitly connects this initiative with colleges and universities. Pictures on the site show (diverse) adults, presumably registered students at universities and colleges where “education partners” are to be found. But it sounds like the idea of a “school” is purposefully left quite broad or even ambiguous. Of course, these programs might also benefit adult learners who aren’t registered at a formal institution of higher learning. Which would make it closer to “para-educational” programs. In fact, there might something of a lesson for the future of universities and colleges.

Is paper a realm? Have never thought of it that way. Every medium is a realm? Is it helpful analytically to make this distinction? Similarly, it is helpful to make the same distinction between digital and not digital?

Page 8

Jockers talking about the old approach in the 1990s to anecdotal evidence:

… in the 1990s, gathering literary evidence meant reading books, noting "things" (a phallic symbol here, a bibliographical reference there, a stylistic flourish, an allusion, and so on) and then interpreting: making sense and arguments out of those observations. Today, in the age of digital libraries and large-scale book-digitization projects, the nature of the "evidence" available to us has changed, radically. Which is not to say that we should no longer read books looking for, or noting, random "things," but rather to emphasize that massive digital corpora offer is unprecedented access to literally record an invite, even demand, a new type of evidence gathering and meaning making. The literary scholar of the 21st-century can no longer be content with anecdotal evidence, with random "things" gathered from a few, even "representative," text. We must strive to understand the things we find interesting in the context of everything else, including a massive possibly "uninteresting" text.

Pages 7 and 8

Jockers is talking here about Ian Watt’s method in Rise of the Novel

What are we to do with the other three to five thousand works of fiction published in the eighteenth century? What of the works that Watt did not observe and account for with his methodology, and how are we to now account for works not penned by Defoe, by Richardson, or by Fielding? Might other novelists tell a different story? Can we, in good conscience, even believe that Defoe, Richardson, and Fielding are representative writers? Watt’s sampling was not random; it was quite the opposite. But perhaps we only need to believe that these three (male) authors are representative of the trend towards "realism" that flourished in the nineteenth century. Accepting this premise makes Watts magnificent synthesis into no more than a self-fulfilling project, a project in which the books are stacked in advance. No matter what we think of the sample, we must question whether in fact realism really did flourish. Even before that, we really ought to define what it means "to flourish" in the first place. Flourishing certainly seems to be the sort of thing that could, and ought, to be measured. Watt had no yardstick against which to make such a measurement. He had only a few hundred texts that he had read. Today things are different. The larger literary record can no longer be ignored: it is here, and much of it is now accessible.

Jockers, Matthew L. 2013. Macroanalysis: Digital Methods and Literary History. Topics in the Digital Humanities. Urbana, IL: University of Illinois Press.

Page 16

One benefit of traditional hermeneutical practices such as close reading is that the trained reader need not install anything, run any software, wrestle with settings, or wait for results. The experienced reader can just enjoy iteratively reading, thinking, and rereading. Similarly the reader of another person's interpretation, if the book being interpreted is at hand, can just pick it up, follow the references, and recapitulate the reading. To be as effective as close reading, analytical methods have to be significantly easier to apply and understand. They have to be like reading, or, better yet, a part of reading. Those invested in the use of digital analytics need to think differently about what is shown and what is hidden: the rhetorical presentation of analytics matters. Further, literary readers of interpretive works want to learn about the interpretation. Much of the literature in journals devoted to humanities computing suffers from being mostly about the computing; it is hard to find scholarship that is addressed to literary scholars and is based in computing practices.

Page 15

Rockwell and Sinclair call for

a new kind of literacy that allows us to continue our pursuits as humanities scholars in the changing world we find ourselves in.

Pages 1-2

… Practices are changing. Older forms of communal inquiry are being remixed into modern research. We have come to recognize how intellectual work is participatory even when it includes moments of solitary meditation. Internet conferencing tools allow us to remediate dialogical practices, collaborative communities such as Wikipedia and Twitter depend on contributions by a large group of users, and the communal research cultures of the arts collective or engineering lab are influencing the humanities. Accessible computing, data availability, and new media opportunities have provoked textual disciplines to think again about our practices and methods as we build digital libraries, process millions of books, and imagine research cyber-infrastructure that can support the next generation of scholars. We have recently begun imagining large-scale humanities-based projects that require a variety of skills for implementation – skills rarely found in a solitary scholar/programmer, let alone in a Cartesian humanist. We find ourselves working in teams, reflecting on how to best organize them and then reflecting on what it means to think through with others. This inevitably turns to methodological reflection that takes new media into account as we try to balance our traditional Cartesian values with the opportunities of open and communal work.

Pages 220-221

Digital Humanities projects result in two general types of products. Digital libraries arise from scholarly collaborations and the initiatives of cultural heritage institutions to digitize their sources. These collections are popular for research and education. … The other general category of digital humanities products consist of assemblages of digitized cultural objects with associated analyses and interpretations. These are the equivalent of digital books in that they present an integrated research story, but they are much more, as they often include interactive components and direct links to the original sources on which the scholarship is based. … Projects that integrate digital records for widely scattered objects are a mix of a digital library and an assemblage.

Borgman, Christine L. 2007. Scholarship in the Digital Age: Information, Infrastructure, and the Internet. Cambridge, Mass: MIT Press.

My notes

Page 17

Borgman argues that the term Digital Library causes trouble because it quote obscures the complex relationship between electronic information Collections and libraries as institutions.

p. 6

Retrieval methods designed for small databases decline rapidly in effectiveness as collections grow...

This is an interesting point that is missed in the Distant reading controversies: its all very well to say that you prefer close reading, but close reading doesn't scale--or rather the methodologies used to decide what to close read were developed when big data didn't exist. How to you combine that when you can read everything. I.e. You close read Dickins because he's what survived the 19th C as being worth reading. But now, if we could recover everything from the 19th C how do you justify methodologically not looking more widely?

Q&A session with Alan Kay, June 2016.

like this model and the progression it represents. It might be interesting to compare it to imposter syndrome. Identity represents a level of confidence in one's abilities, confidence which can be independent of ability level.

p. 141

Initially, the digital humanities consisted of the curation and analysis of data that were born digital, and the digitisation and archiving projects that sought to render analogue texts and material objects into digital forms that could be organised and searched and be subjects to basic forms of overarching, automated or guided analysis, such as summary visualisations of content or connections between documents, people or places. Subsequently, its advocates have argued that the field has evolved to provide more sophisticated tools for handling, searching, linking, sharing and analysing data that seek to complement and augment existing humanities methods, and facilitate traditional forms of interpretation and theory building, rather than replacing traditional methods or providing an empiricist or positivistic approach to humanities scholarship.

summary of history of digital humanities

Structure of the fundamentals class

The structure of the camp

description of DHSI

Bialkowski, Voytek, Rebecca Niles, and Alan Galey. 2011. “The Digital Humanities Summer Institute and Extra-Institutional Modes of Engagement.” Faculty of Information Quarterly 3 (3): 19–29. http://current.ischool.utoronto.ca/system/files/pages/publications/fiq_3-3.pdf#page=19.

Ugh!

Speaking of which… (The byline is particularly interesting given this news item and discussion.)

Jänicke, S., G. Franzini, M. F. Cheema, and G. Scheuermann. n.d. “On Close and Distant Reading in Digital Humanities: A Survey and Future Challenges.”

"The BBC Domesday Project was a pair of interactive videodiscs made by the BBC in London to celebrate the 900th anniversary of the original Domesday Book and published in November 1986. It was one of the major interactive projects of its time, and it was undertaken on a scale not seen since."

"In 1983, a BBC Television producer named Peter Armstrong wondered if it would be possible to harness the Domesday philosophy to modern Britain. With the large user base of microcomputers in British schools (helped by a government subsidy) it was feasible to ask schools around the UK to survey their areas to produce a database of how Britain looked to the British in 1986."

"...the original Domesday book is still readable after (at the time) 925 years while our 15 year old one is not ... unless you have the original computer/videodisc system and it still works of course."

"The first visible manifestation of a reappearance of the BBC Domesday Project was achieved in a project called CAMiLEON, which was a research project that investigated emulation as a digital preservation strategy and was based at the Universities of Michigan and Leeds. [CAMiLEON web site ... with supreme irony this is now only available via the internet archive]"

What could educators do to better prepare students to interact with digital media that leverages tech to go far beyond what paper and pen affords (tools, skills, etc.)?

<groan/> Pretty much the right time to debunk this idea as, clearly, being “born in it” didn’t give them much of a clue.

+1 Insightful

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YES!!!!

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.

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.

To the "unskilled," the what and how may be a big hurdle. Skills seem prerequisite to literacy here.

p. 53

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.

How can we modernize our current education to fit the unknown needs of the future?

Or even a better question: How do we use these tools to help children learn, and acquire skills that they need?

Vetting could be done through annotation/bookmarking.

Very interesting.

So "digital native" is not enough. Digital literacy is something different, something more.

Great line!

Is this an argument against online learning as a "management" problem?

Can the humanistic bent in DH counteract the `self-hating human” part of technocracy?

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.

http://certificates.media.mit.edu/

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?