This document discusses approaches to analyzing digital culture and issues that arise. It notes that the digital requires rethinking existing frameworks as digital forms have blurred boundaries. It emphasizes studying paratexts as much as the core text and following how content flows across platforms. Finally, it stresses the importance of ethics when studying user-generated content, considering issues like informed consent and protecting people's privacy and autonomy.
Studying young people’s online social practices - Combining virtual ethnography, participant observation, online conversations and questionnaire data.
Guest lecture by Malene Charlotte Larsen, Assistant Professor at Aalborg University, at the PhD course: Mixed Methods Research: Theory and Practice, AAU, Jan 31 2013
Virtual Ethnography: Bridging the Gap between Market Research and Social MediaAlterian
While there have been many different applications of social media data in the marketing field, one that is not well known but is arguably the most interesting, is Virtual Ethnography.
Virtual Ethnography is the process of conducting and constructing an ethnography using the virtual, online environment as the site of the research. With Virtual Ethnography, a market researcher can study a community online to gather insights within the context of marketing strategies and/or initiatives.
John Song & Jen Kersey, share their insights into Virtual Ethnography and illustrate them with a case study for the beloved marshmallow candy Peeps . The findings are both entertaining and quite insightful from a marketing perspective.
The MA in Digital Humanities at King's College London looks at how we create and disseminate knowledge in an age where so much of what we do is mobile, networked and mediated by digital culture and technology
It gives a critical perspective on digital theory and practice in studying human culture, from the perspectives of academic scholarship, cultural heritage and the commercial world
We study the history and current state of the digital humanities, and their role in modelling, curating, analysing and interpreting digital representations of human culture in all its forms.
For more information: http://www.kcl.ac.uk/artshums/depts/ddh/study/pgt/madh/index.aspx
What is Digital Humanities?
What do we do under DH?
1. Digital Archives
Let us have introduction to a few projects
2. Computational Humanities
a. Using digital technology for analysis of literary text - research concerns
b. Using DT in teaching & learning - pedagogical concerns
c. Generative Literature
3. Multimodal Critique
The fundamentals of Humanities - Critical Inquiry
Digital Libraries, Digital Archives, Digital Humanities, Digital Scholarship:...Jenn Riley
Riley, Jenn. "Digital Libraries, Digital Archives, Digital Humanities, Digital Scholarship: What’s the Difference? Prioritizing, Strategizing, and Executing." University of North Carolina Scholarly Communications Working Group, December 13, 2011.
Studying young people’s online social practices - Combining virtual ethnography, participant observation, online conversations and questionnaire data.
Guest lecture by Malene Charlotte Larsen, Assistant Professor at Aalborg University, at the PhD course: Mixed Methods Research: Theory and Practice, AAU, Jan 31 2013
Virtual Ethnography: Bridging the Gap between Market Research and Social MediaAlterian
While there have been many different applications of social media data in the marketing field, one that is not well known but is arguably the most interesting, is Virtual Ethnography.
Virtual Ethnography is the process of conducting and constructing an ethnography using the virtual, online environment as the site of the research. With Virtual Ethnography, a market researcher can study a community online to gather insights within the context of marketing strategies and/or initiatives.
John Song & Jen Kersey, share their insights into Virtual Ethnography and illustrate them with a case study for the beloved marshmallow candy Peeps . The findings are both entertaining and quite insightful from a marketing perspective.
The MA in Digital Humanities at King's College London looks at how we create and disseminate knowledge in an age where so much of what we do is mobile, networked and mediated by digital culture and technology
It gives a critical perspective on digital theory and practice in studying human culture, from the perspectives of academic scholarship, cultural heritage and the commercial world
We study the history and current state of the digital humanities, and their role in modelling, curating, analysing and interpreting digital representations of human culture in all its forms.
For more information: http://www.kcl.ac.uk/artshums/depts/ddh/study/pgt/madh/index.aspx
What is Digital Humanities?
What do we do under DH?
1. Digital Archives
Let us have introduction to a few projects
2. Computational Humanities
a. Using digital technology for analysis of literary text - research concerns
b. Using DT in teaching & learning - pedagogical concerns
c. Generative Literature
3. Multimodal Critique
The fundamentals of Humanities - Critical Inquiry
Digital Libraries, Digital Archives, Digital Humanities, Digital Scholarship:...Jenn Riley
Riley, Jenn. "Digital Libraries, Digital Archives, Digital Humanities, Digital Scholarship: What’s the Difference? Prioritizing, Strategizing, and Executing." University of North Carolina Scholarly Communications Working Group, December 13, 2011.
Online-Ethnography : Penggunaan Facebook pada Multi-Sited Fieldwork dalam Pen...fujiriang
This slide of presentation written in Bahasa Indonesia is presented at Indonesian Scholar Talks in Den Haag talking about the methodological issue of using Facebook to be applied at Multi-Sited Fieldwork in the case of Suriname-Javanese Diasporic People in the Netherlands. The forum is held by Indonesian Student Associations, Indonesian embassy, and etc to mediate Indonesian scholars talking about their idea that can be contributed to the development of Indonesia.
Emerging research is telling us that the literacy skills required to successfully navigate and make meaning from text, images and multimedia on screen are different from the traditional literacy skills of reading, writing, viewing and listening.
Ways of "researching multilingually" at the borders of language, the body, la...RMBorders
Presentation by Prue Holmes from Durham University (with Jane Andrews, The University of the West of England, Mariam Attia, Durham University and Richard Fay, The University of Manchester) at the University of Melbourne, 15 July 2016
The complaint about the deleterious effect of Facebook on language is long standing; of course in the time past the main gripes have been how the social networking site has sapped the meaning of 'Friend' and 'Like'. But now, the reverse of these words are showing up in everyday conversation on Facebook : 'Unfriend' and 'Unlike'.
Online-Ethnography : Penggunaan Facebook pada Multi-Sited Fieldwork dalam Pen...fujiriang
This slide of presentation written in Bahasa Indonesia is presented at Indonesian Scholar Talks in Den Haag talking about the methodological issue of using Facebook to be applied at Multi-Sited Fieldwork in the case of Suriname-Javanese Diasporic People in the Netherlands. The forum is held by Indonesian Student Associations, Indonesian embassy, and etc to mediate Indonesian scholars talking about their idea that can be contributed to the development of Indonesia.
Emerging research is telling us that the literacy skills required to successfully navigate and make meaning from text, images and multimedia on screen are different from the traditional literacy skills of reading, writing, viewing and listening.
Ways of "researching multilingually" at the borders of language, the body, la...RMBorders
Presentation by Prue Holmes from Durham University (with Jane Andrews, The University of the West of England, Mariam Attia, Durham University and Richard Fay, The University of Manchester) at the University of Melbourne, 15 July 2016
The complaint about the deleterious effect of Facebook on language is long standing; of course in the time past the main gripes have been how the social networking site has sapped the meaning of 'Friend' and 'Like'. But now, the reverse of these words are showing up in everyday conversation on Facebook : 'Unfriend' and 'Unlike'.
Publishing tips for Virtual Heritage articles and related issues (3D models), Cities Cultural Heritage and Digital Humanities, Turin Summer School 17 September 2018
Bryan Alexander's: Emerging technologies for teaching and learning: a tour of...Alexandra M. Pickett
SLN SOLsummit 2010
http://slnsolsummit2010.edublogs.org
February 25, 2010
Bryan Alexander, Director of Research, National Institute for Technology in Liberal Education.
Emerging technologies for teaching and learning: a tour of the 2010 horizon
How is the landscape for teaching and learning with technology changing this year? We begin with an overview of current methods for apprehending emergent technologies, including Delphi, futures markets, networks, and scenarios. Drawing on those methods we identify a series of emerging trends, from interface changes to open content to gaming. Next we delve into several high-impact fields. Social media has already transformed the general cybercultural world, and is reshaping the academy. Mobile devices have begun to revolutionize many levels of our technological interactions.
I research and develop programs on the advanced uses of information technology in liberal arts colleges. My specialties include digital writing, weblogs, copyright and intellectual property, information literacy, wireless culture and teaching, project management, information design, and interdisciplinary collaboration. I contribute to a series of weblogs, including NITLE Tech News, MANE IT leaders, and Smartmobs, when not creating digital learning objects (like Gormenghast). I’ve taught English and information technology studies at the University of Michigan and Centenary College.
http://blogs.nitle.org/let
http://twitter.com/BryanAlexander
http://www.slideshare.net/BryanAlexander
Evaluating Digital Scholarship, Alison ByerlyNITLE
While a number of professional organizations have produced valuable guidelines for evaluation of digital work, many colleges and universities have yet to establish clear protocols and practices for applying them. Alison Byerly, College Professor and former Provost and Executive Vice President at Middlebury College, who has co-led workshops on evaluating digital scholarship at the MLA convention, will review major issues to be considered in the evaluation of digital work, such as: presentation of medium-specific materials, documentation of multiple roles in collaborative work, changing forms of peer review, and identification of appropriate reviewers. She will then talk briefly about how these issues can best be approached from the perspective of the candidate who wishes to present his or her work effectively to review committees, as well as from the perspective of colleagues who wish to provide a well-informed evaluation of such work.
Forms of Innovation: Collaboration, Attribution, AccessDr Ernesto Priego
I presented this content at the Forms of Innovation: Humanities, Copyright and New Technologies workshop at the University of Durham on Saturday 27 April 2013.
To download this file, please go to http://figshare.com/articles/Forms_of_Innovation_Collaboration_Attribution_Access/693048
This deck of slides is a slightly modified version of the original file I showed that day.
This deck of slides is licensed by Ernesto Priego under a Creative Commons Attribution 3.0 Unported License.
Forms of Innovation: Collaboration, Attribution, Access. Ernesto Priego. figshare.
http://dx.doi.org/10.6084/m9.figshare.693048
Retrieved 13:25, Apr 29, 2013 (GMT)
In this presentation, Alex Juhasz, Director of the Mellon DH Grant and Professor of Media Studies at Pitzer College, along with Ashley Sanders, Digital Scholarship Librarian and DH specialist, will describe
(1) what the digital humanities is (and digital scholarship more broadly)
(2) the opportunities the Mellon DH grant and the Claremont Colleges Library provide for faculty and students to learn more, and
(3) present a snapshot of some of the exciting work already happening at the 7Cs.
"Decolonizing the Digital Humanities" is a presentation and a workshop for ASTU 260 "Knowledge Dissemination: Communicating Research to Public Audiences" a course
on research, theory, and practice in the communication of expert knowledge to non-specialist audiences; popular media and dissemination.
Fit for purpose through telecollaboration: a framework for multiliteracy trai...the INTENT project
The need to prepare learners for meaningful participation in technology-based activities and thus the need for digital competence (DC) has not only surfaced in the scholarly literature related to the learning and teaching of languages (Hubbard, 2004, 2013; Thorne & Reinhardt, 2008; McBride, 2009; Hauck, 2010), DC has also been acknowledged as one of the 8 key competences for Lifelong Learning by the European Union (Official Journal L 394 of 30.12.2006). It is seen as a so called transversal key competence which enables learners acquiring other key competences (e.g. languages, mathematics, learning to learn, and creativity) and required by all citizens to ensure their active participation in society and the economy.
The authors will argue that telecollaborative exchanges are an ideal setting for learner preparation to this effect. They will also put forward the idea that training in this key competence should be designed in a way that allows learners to comfortably move along the continuum from informed reception of technology-mediated input, via thoughtful participation in opinion-generating activities through to creative contribution. Particular consideration will be given to the fact that both the input and the output representing the beginning and the end of the described continuum are usually of a multimodal nature, i.e. draw on a variety of semiotic resources (Kress & van Leeuven, 2001) or modes such as “words, spoken or written; image, still and moving; musical […] 3D models […]” (Kress, 2003). Current and future learners who can comfortably alternate in their roles as “semiotic responders” and “semiotic initiators” (Coffin & Donohue, forthcoming) will reflect the success of training programmes which take account of multimodality as a core element of digital communicative literacy skills, also referred to in the literature as new media literacy or multiliteracy.
The purpose of this contribution, then, is to look at the concept of multiliteracy from a language instruction perspective. In the first part, the concept of multiliteracy itself will be investigated and will provide the backdrop for our suggested pedagogical approach to meet the need for learner preparation and training. Next, based on the theoretical framework of multimodal meaning making (Kress, 2000), a model for designing instruction grounded in multiliteracy will be proposed. Its main purpose is to help language educators guide learners through the aforementioned stages of multiliteracy skills development. Finally we will give some pointers as to how the model could be applied in a variety of multimodal language learning contexts.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. Digital as object of study
•rise of digital forms of communication and dissemination
Re-think existing literary and cultural formats
Re-think disciplinary boundaries
Re-think geography and embeddeness
Re-think what a ‘text’ is
Re-think what an ‘author’ is
3. Main Issues for Digital Culture Analysis:
1. Multiple disciplinary approaches
2.Paratext as much as the text
3. Following the content, following the flows
4.Ethics and the content creator
4. 1. Multiple Disciplinary Approaches
•conventional literary,
filmic, or cultural
genres:
•‘a novel’…. ‘a film’….
6. Going Beyond our Comfort Zone..
• hypermedia ‘novel’:
• text, audio, still and moving
images, user interaction…
• visual culture, film studies,
computer game studies, as
much as literary theory…..
7. Disciplinary Norms...
• Literary criticism: attention to literary style and form
• Focus on use of language: metaphor, imagery, rhythm...
• Film analysis: attention to visual style and form
• Focus on mise-en-scene, composition, framing, camera angles...
• Computer game studies: attention to ludology
• Focus on gameplay, interaction, avatar...
• Scholar learns tools of trade and applies them
8. Digital Cultures
• Possibilities to combine multiple sources
• Content creators online: frequently combine visual, textual & technical
features
• ‘convergence cultures’ (Jenkins): flow of content across multiple media
platforms
• ‘multilinearity, consequent potential multivocality, conceptual richness, and
[...] reader centeredness or control by the reader’ (Landow)
9. Problems or challenges for digital culture
analysis
•Need to have tools from different disciplinary
backgrounds at our fingertips
•Need to be aware of potentials of new media
•Need to avoid technological determinism
•Need to be sensitive to cultural context
10. 2. Paratext as much as ‘TheText’
• Not just ‘the text’ itself
• The surrounding
paraphernalia
• Framing, borders, position
within the page, font size,
sidebar, customised headings,
images…
11. Paratext
• variety of other texts surrounding posts:
banners, taglines, side-bars, footers,
blogrolls, links, and a host of other blog
elements (Moody 2008)
• customization
• ‘framing content’ and paratexts (Gray
2010)
12. DigitalTools Disrupt ‘TheText’…
• ‘The weblog collapses many of the common assumptions made about texts,
as it complicates the distinction between author and audience through the
multivocality of both direct commenting, and the reader’s ability to reorder
the narrative in myriad ways. Owing to its ongoing creation over an
undefined period of time, the weblog becomes a text that constantly
expands through the input of both readers and writers.This absence of a
discrete, “completed” product’ (Himmer 2004)
14. 3. Following the Flows….
• Digital requires study of texts and
practices
• flows, re-circulations, and re-postings
just as significant as ‘finished’ object
• shifts in our understanding of what a
‘text’ is
15. Following the Flows…
• following the links embedded within
content
• and the paths which content took
from original site of publication to
dissemination on other platforms
• How content may be picked up and
given greater visibility by its reposting
• Meaning of a text/image may be
affected by its reposting
16. Why do we need to follow the flows?
• Ken Maclean (2009: 866) : digital objects are ‘affected by the spaces
through which they move’
• 1. ‘increases the likelihood that copies will acquire unintended meanings
since the interpretive contexts they reappear in differ from the object’s
original one’
• 2. ‘reposting is not random’; non-random and strategic nature of reposting
means that digital objects build up ‘biographies’ as they travel
• 3. ‘reposting fosters the growth of interpretive communities’
17. Approaches to Following Flows
• Burrell ‘the field site as network’ (Burrell 2009: 195)
• Postill and Pink ‘social media ethnography produces ‘ethnographic places’ (Pink,
2009) that traverse online/offline contexts and are collaborative, participatory,
open and public’ (2012).
• Walker ‘how to construct the location of a project when the sites, technologically-
mediated practices, and people we study exist and flow through a wider
information ecology that is neither fixed nor can easily be located as “online” or
“offline”’ (Walker 2010: 23).
• Tori Holmes multi-sited ethnography; ‘travelling texts of local content’ (Holmes
2012)
18. 4. Ethics and the Content Creator
• Author is no longer (if ever was?) purely
public figure
• Author is human subject
• Implications: your positioning as
researcher, informed consent,
confidentiality, anonymity, risk…
19. Ethical Considerations:
• What are the initial ethical expectations/assumptions of the
authors/subjects being studied?
• e.g. do participants in this environment assume/believe that their
communication is private?
• The more closed the forum (e.g., secure domains for private exchanges),
greater obligations to protect autonomy, privacy, confidentiality.
• What ethically significant risks does the research entail for the subject(s)?
• If the content of a subject’s communication were to become known beyond
the confines of the venue being studied – would harm likely result?
20. Ethical Considerations According to Platform
• Direct communication, forums, social networking, personal spaces/blogs…
• Social networking, e.g. Facebook:
• Does the author/content creator understand and agree to interaction that
may be used for research purposes?
• Blogs:
• Could the analysis or dissemination of content harm the subject in any way?
21. Ethics – Essential resources
• Chart for Internet Researchers to Consider Ethics: https://aoir.org/wp-
content/uploads/2017/01/aoir_ethics_graphic_2016.pdf
• Ethical decision-making and Internet research Recommendations from the
aoir ethics working committee: https://aoir.org/reports/ethics.pdf
• Ethical Decision-Making and Internet Research: Recommendations from the
AoIR Ethics Working Committee (Version 2.0):
https://aoir.org/reports/ethics2.pdf
22. And finally.. Some practical tips
1. You can never have too many screen grabs!
2.Establish process for identifying and mapping relevant
content
3. e.g tagging and linking on tool such as delicious
4.Note-taking: document your flows through the material
consists of. We have all been brought up to recognize key genres, understand the rules of those genres, and apply the tools of analysis specific to those genres.
But what happens when texts – understood in the broadest sense of ‘cultural’ product’ – cease to exist within their neat generic boundaries? When, for instance, a hypermedia ‘novel’, involving text, audio, still and moving images, and user interaction, may require skills of analysis coming from visual culture, film studies or computer game studies, as much as literary theory about ‘the novel’? It is these new cultural forms that, for many of us, have made us start to think across disciplinary boundaries, and learn to negotiate new tools.
digital technologies have changed the way in which we engage in our research practice right across the full cycle of the research process:
from our objects of study, which may no longer be the traditional print book (as was the basis of our conventional, philological training), but instead may now include genres as diverse as the hypermedia novel, twitter poetry, net art, hacktivism, social media, and many more, through to our tools of analysis, which may now include visualizations, big data approaches, and so on. Modern Languages has – along with many other humanities disciplines – seen its shape change over the past two decades. This has led us to challenge what it means to describe Modern Languages as a discipline, or, at the very least to re-inscribe its boundaries.