Slides from the International Forum of the Faculty of Slavic Studies at the Sofia University “St. Kliment Ohridski” 2019 where I talked about how I saw digital text. First published at: http://www.teodorapetkova.com/intertextuality/digital-text-as-a-phenomenon-of-culture/
Slides from the International Forum of the Faculty of Slavic Studies at the Sofia University “St. Kliment Ohridski” 2019 where I talked about how I saw digital text. First published at: http://www.teodorapetkova.com/intertextuality/digital-text-as-a-phenomenon-of-culture/
V Międzynarodowa Konferencja Naukowa Nauka o informacji (informacja naukowa) w okresie zmian Innowacyjne usługi informacyjne. Wydział Dziennikarstwa, Informacji i Bibliologii Katedra Informatologii, Uniwersytet Warszawski, Warszawa, 15 – 16 maja 2017
V Międzynarodowa Konferencja Naukowa Nauka o informacji (informacja naukowa) w okresie zmian Innowacyjne usługi informacyjne. Wydział Dziennikarstwa, Informacji i Bibliologii Katedra Informatologii, Uniwersytet Warszawski, Warszawa, 15 – 16 maja 2017
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
Electronic literature and its place in digital libraryAlexandr Belov
What is electronic literature? How do we make sense of it in order to present it in the library's physical and digital space? This presentation is introduction into the essence of this type of literature and a starting point for developing one's own knowledge about it.
Electronic literature (e lit) in public librariesAlexandr Belov
This presentation investigates the methods and ways to facilitate electronic/digital/experimental literature in physical and digital rooms of public libraries.
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
V Międzynarodowa Konferencja Naukowa Nauka o informacji (informacja naukowa) w okresie zmian Innowacyjne usługi informacyjne. Wydział Dziennikarstwa, Informacji i Bibliologii Katedra Informatologii, Uniwersytet Warszawski, Warszawa, 15 – 16 maja 2017
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.
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.
Discourse Or Document? Issues of adopting Emerging Digital Genres for Scholar...Cornelius Puschmann
Held on June 24th 2009 in Cologne at the 5th International Conference on e-Social Science (http://www.ncess.ac.uk/conference-09/) as part of the workshop 'Scientific Writing and New Patterns of Scientific Communication' organized by Julian Newman and Esther Breuer.
V Międzynarodowa Konferencja Naukowa Nauka o informacji (informacja naukowa) w okresie zmian Innowacyjne usługi informacyjne. Wydział Dziennikarstwa, Informacji i Bibliologii Katedra Informatologii, Uniwersytet Warszawski, Warszawa, 15 – 16 maja 2017
V Międzynarodowa Konferencja Naukowa Nauka o informacji (informacja naukowa) w okresie zmian Innowacyjne usługi informacyjne. Wydział Dziennikarstwa, Informacji i Bibliologii Katedra Informatologii, Uniwersytet Warszawski, Warszawa, 15 – 16 maja 2017
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
Electronic literature and its place in digital libraryAlexandr Belov
What is electronic literature? How do we make sense of it in order to present it in the library's physical and digital space? This presentation is introduction into the essence of this type of literature and a starting point for developing one's own knowledge about it.
Electronic literature (e lit) in public librariesAlexandr Belov
This presentation investigates the methods and ways to facilitate electronic/digital/experimental literature in physical and digital rooms of public libraries.
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
V Międzynarodowa Konferencja Naukowa Nauka o informacji (informacja naukowa) w okresie zmian Innowacyjne usługi informacyjne. Wydział Dziennikarstwa, Informacji i Bibliologii Katedra Informatologii, Uniwersytet Warszawski, Warszawa, 15 – 16 maja 2017
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.
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.
Discourse Or Document? Issues of adopting Emerging Digital Genres for Scholar...Cornelius Puschmann
Held on June 24th 2009 in Cologne at the 5th International Conference on e-Social Science (http://www.ncess.ac.uk/conference-09/) as part of the workshop 'Scientific Writing and New Patterns of Scientific Communication' organized by Julian Newman and Esther Breuer.
Faculty center dh talk 2 s2016 pedagogical provocationsJennifer Dellner
A slideshow to accompany a talk about thinking about the digital humanities as pedagogy and as provocation to think about pedagogy and how we go about thinking about teaching and the aims of learning, the nature of knowledge, what administrators and "the real world" want, and cultural fantasies and expectations about the digital. Some slides are essentially files of links that I needed to access. Enjoy.
Medium, Messages, and Mashups: Integrating Learning Exemplars into Curriculu...Anna van Someren
Delivered at the Northeast Area Media Literacy conference "The New Media Literacies for Today's Plugged-in Generation" in Storrs, Conneticut. April 2008
Talk held at the Royal Statistical Society in London as part of the event series "Blurring the boundaries - New social media, new social science?". I thank Grant Blank from the OII for inviting me to this exciting workshop.
A Tale of Two Platforms: Emerging communicative patterns in two scientific bl...Cornelius Puschmann
Invited talk given as part of the Nuffield/Oxford Internet Institute Social Netowkrs Seminar Series at Nuffield College. I thank Bernie Hogan for inviting me and Ralph Schroeder and Eric Meyer for being my hosts at OII.
Digitale Methoden in den Sozial- und Geisteswissenschaften: Chancen und Herau...Cornelius Puschmann
Held on December 17th, 2012, as part of the Göttingen Center for Digital Humanities' lecture series on Internet and society. My thanks to Heidi Hanekop for the kind invitation.
http://www.gcdh.de/en/events/calendar-view/dr.-cornelius-puschmann-digitale-methoden-in-den-sozial-und-geisteswissenschaften-chancen-und-herausforderungen
Talk on the potentials of Twitter data for linguistic research held at the Freiburg Institute for Advanced Study (FRIAS) on invitation from Christian Mair. Thanks for having me!
Data Access, Ownership and Control in Social Web Services: Issues for Twitter...Cornelius Puschmann
Held on May 25th 2012 at the annual meeting of the International Communication Association (ICA) in Phoenix. Thanks to Hallvard Moe (http://hm.uib.no/) and Anders Larsson (http://www.andersoloflarsson.se/) for organizing an excellent session!
Knowledge or Credit? The (Un)changing Face of Academic Publishing from the Ph...Cornelius Puschmann
Held on 12 March 2012 at the event "Social Science and Digital Research: Interdisciplinary Insights", convened by the Oxford Internet Institute's Oxford eSocial Science Project (OeSS). Program: http://www.oii.ox.ac.uk/events/?id=486
Wissenschaftliche Blogs: Schnittstelle zur Öffentlichkeit oder virtueller Elf...Cornelius Puschmann
Präsentation von Merja Mahrt zu unserem gemeinsamen Projekt im Rahmen der Nachwuchsforschergruppe Wissenschaft und Internet bei der Tagung "Wissenschaftssymposium Public Science und Neue Medien", veranstaltet vom ZAK (Zentrum für angewandte Kulturwissenschaft) am Karlsruher Institut für Technologie, 3.-4. Dezember 2011.
Talk given at the 5th Internation Conference on Communities and Technologies (Workshop C: Making Sense of Twitter). Thanks to Axel Bruns and Jean Burgess who organized a great session!
Gehalten an der Universität Gießen als Teil der Konferenz "Narrative Genres im Internet und in anderen Neuen Medien" (http://www.kulturtechniken.info/?p=3069).
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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?
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
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
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.
1. Diary or Megaphone?
The pragmatic mode of weblogs
Cornelius Puschmann, PhD
Heinrich-Heine University Düsseldorf
cornelius.puschmann@uni-duesseldorf.de
http://ynada.com/
Language in the (New) Media: Technologies and Ideologies
University of Washington, Seattle, WA
4 September 2009
2. Context
● I'm a postdoc researcher in English linguistics at the University of
Düsseldorf
● PhD thesis “The corporate blog as an emerging genre of computer-
mediated communication” (in press, Göttingen U Press)
● interested in pragmatics, genre/register studies, CMC, corpus
linguistics
3. An sample of prior research on blogs
● linguistics: Herring, Hendricks
● ethnography: Nardi et al, Gumbrecht
● sociology/social psychology: Schmidt, Döring
● individual (trait) psychology: Nowson, Pennebaker
● less attention from linguists than synchronous CMC
● continuation of blogs and blog research in microblogging
● new direction of research (not just on blogs): status reporting, “trivial
tweeting”, communicative ambience
4. Research questions
Three research questions arose in the course of my PhD project:
1) What factors shape the linguistic form of blog entries?
2) What linguistic features of blogs are constituting/universal?
3) How can the relationship between blogger and (implicit) blog reader
be described?
5.
6. RQ 1: What factors shape the linguistic form
of blog entries?
Channel
● asynchrony
● permanence
● open multiplicity
● interactivity
7. RQ 1: What factors shape the linguistic form
of blog entries?
Genre
● antecedent genres (diary, journal, log book, editorial, ...)
● discourse community (teenagers, lawyers, mothers, linguists, ...)
● communicative purpose (artistic expression, political debate,
celebrity gossip, personal knowledge management, ...)
Situation
● availability of metadata (time of utterance, identity of the speaker)
● diachrony (back-reference via self-linking)
8. RQ 2: What linguistic features of blogs are
constituting/universal?
● blog deixis: blogs entries encode a deictic center (Bühler)
● discourse roles assigned by blogger => personal pronouns (I, you)
● fixation of time and place => temporal and spatial expressions
(tomorrow, last week, here, there)
10. RQ 2: How can the relationship between
blogger and (implicit) blog reader be
described?
● audience design (Bell): blogger and blog reader are not cospatial
or co-temporal, therefore the blogger constructs his audience
● but...
● ...most blog entries go uncommented
● ...52% of bloggers state they write mostly for themselves (Lenhart & Fox 2006)
● my claim: blogs are not considered conversations primarily because
they are interactive, but because of their linguistic form
11. Information structure and cooperation in
blogs with different audience designs
speaker-centric blogging:
“time wont let anyone forget the past, nor the sorrows... one could
only hide it deep within... n hope the pain will nv surface again [...]”
hearer-centric blogging:
“When I teach trademark law classes, I always advise that students
select strong protectable marks, and the class invariably balks
because they want to select marks that suggest or connote something
about the goods or services at issue [...]”
12. The pragmatic mode of blogs (idealization)
● recording device ● a publishing platform
(speaker-centric) (hearer-centric)
● non-cooperative ● cooperative
● conceptualized listener is self or ● conceptualized reader is non-
familiar familiar
14. Misunderstanding online communication
● a recent study by Pear Analytics classified 40% of Twitter
communication as “pointless babble”
● we heard similar criticism of blogging when it first emerged
● does is the mismatch between expectations (of some people) and
actual use explicable?
15. A cognitive approach to online
communication
● our interaction with digital information is a highly symbolical process
● problems such as information overload, transgression of
private/public borders etc are often the result of conceptual mismatch,
i.e.
● if the Net is “a digital library” who makes sure only “quality content” goes in?
● If the Net is a series of tubes, can't the tubes get clogged sometimes?
● If what we put online is public, doesn't that mean that everybody will see it?
● how can we describe online communication without relying on
metaphor?
16.
17. Changing metaphors?
Object Web Discourse Web
● alternative physical space filled ● people in perpetual
with objects (cyberspace, communicative situation(s)
information superhighway) ([social] networks)
● is entered from the outside (log ● always on
in/out) ● extension of physical (and social,
● is used to move symbolical cultural) reality
representations of information ● things there are “locationless”
around (email, files) (Google Wave, cloud computing)
● discourse is conceptually written ● discourse is conceptually oral
● we're alone there ● we're not alone there
18. The way forward: semi-synchronous, open,
“ambient” communication?
● not one finite discourse event, but countless potential discourse
configurations (Google Wave, Twitter) and (therefore) interpretations
● both conceptualized and actual participants are dynamic and shifting
● non-lexical (syntactic, pragmatic, paralinguistic) information is
“technologized”, i.e. indicated by technological means
● the speaker anticipates a listener and reception from the message
● the hearer infers a speaker and intention from the message
● BUT both are aware of the diffuse and unstable communicative
situation
20. Diary or Megaphone?
The pragmatic mode of weblogs
Cornelius Puschmann, PhD
Heinrich-Heine University Düsseldorf
cornelius.puschmann@uni-duesseldorf.de
http://ynada.com/
Language in the (New) Media: Technologies and Ideologies
University of Washington, Seattle, WA
4 September 2009