What The Geeks Know Hypertext And Literacy
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Moulthrop argues that hypertext should form the basis for a new definition of literacy, as traditional understandings of literacy are inadequate for complex digital discourse. Literacy is currently undergoing significant changes with the rise of computers and the internet. Hypertext represents a new form of communication that educators must address similarly to other subjects like math and science. While early approaches saw hypertext and digital media as a novelty, it has now established itself as a reality through technologies like the world wide web. Moulthrop calls for reexamining literacy to incorporate reading in digital formats like blogs and wikis, not just printed books, and defining literacy through interaction in the hypertextual web of information.
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The document discusses the history and evolution of hypertext and its implications for literacy. It argues that hypertext, from its origins in the work of Bush, Nelson, and others, challenges traditional notions of literacy and instead proposes a new version of general literacy for a digital age. It also examines how education can help young people become active participants in an increasingly mediated world through approaches like media education and developing new digital literacies.
What the geek
The document discusses the history and evolution of hypertext and its implications for literacy. It argues that hypertext, from its origins in the work of Bush, Nelson, and others, challenges traditional notions of literacy and instead proposes a new version of general literacy for a digital age. It also examines how education can help young people become active participants in an increasingly mediated world through approaches like media education and developing new digital literacies.
Materiality and the digital archive
1) The digital archive complicates notions of materiality and the relationship between the physical and digital. Digitization disrupts traditional hierarchies of archives by making materials more accessible and mutable.
2) Media archaeology approaches the digital archive through studying the histories of different media and technologies. It examines how digital archives operate as dynamic networks and social platforms rather than static stores of history.
3) As physical archives become digitized, concepts of the archive are shifting from places that freeze time and regulate access/use, to archives that are in constant motion and allow for remixing. The boundaries between archive and database are also blurring.
Comparative Literature in the Age of Digital Humanities _ On Possible Future ...
1.The changes brought about by new communication technologies are as profound and sweeping as the invention of print and the discovery of the New World. We are in a major transitional moment in history.
2. These technologies have both liberatory potential through democratizing information, but also a dangerous capacity for control and violence. There is an inescapable dialectical tension.
3. Humanists must involve themselves in debates about digital culture and technology to ensure corporate interests do not dominate these spaces and our cultural legacy.
4. We need new critical methods and conceptual understandings to grapple with digital texts and culture, which transform assumptions about mediation, authorship, discourse, etc.
5. The article puts forth comparative media studies, data studies, and authorship/platform studies as three avenues for a future comparative literature adapted to the digital age.
6. Models like Wikipedia illustrate the power of open, collaborative knowledge production. Institutions like universities need to think about how to integrate these models into learning.
Machine language
This document discusses how technology has changed the way we think and communicate. It explores how early printing presses led to a more literate public that could spread their own ideas, which kings tried to control. It also examines how symbolic thinking and logic emerged from ideographic writing systems. Finally, it discusses how early 20th century authors like Mallarme experimented with print formats to communicate beyond words and expand literature's limits, foreshadowing how digital media would further transform communication.
New approaches to openness – beyond open educational resources
This document discusses new approaches to openness beyond Open Educational Resources (OER). It begins by discussing characteristics of social and participatory media and their implications for learning, teaching, and research. It then considers different facets of open practices across learning, teaching, and research. Some key aspects discussed include open educational practices (OEP), definitions and characteristics of OER, and how social and participatory media enable more open practices with implications for education.
Digital Anthropology
This document provides an overview of key concepts in digital anthropology from the book Digital Anthropology edited by Heather Horst and Daniel Miller. It discusses six principles of digital anthropology including how the digital intensifies culture's dialectical nature. The document also summarizes several chapters that address issues like disability and the digital world, how new media is incorporated into everyday life, and the challenges and potentials of digital technologies. It emphasizes that digital worlds are as culturally relative and material as analog worlds and should be studied using traditional anthropological methods like long-term ethnographic fieldwork.
111What Is the Elephant in the Digital RoomAny hi.docx
11
1
What Is the Elephant in the Digital Room?
Any history of the past three decades will give prominent, if not preeminent,
attention to the emergence of the Internet and the broader digital revolu-
tion. In the second decade of the twenty-first century, signs point to its being
a globally defining feature of human civilization going forward, until it even-
tually becomes so natural, so much a part of the social central nervous sys-
tem, as to defy recognition as something new or distinct to our being, like
speech itself.
To some extent, the revolution can be chronicled in the sheer amount
of information being generated and shared. In 1989, which seems like a
century ago, Richard Saul Wurman wrote of “information anxiety” created
by overload because there were a thousand books published every day world-
wide and nearly ten thousand periodicals then being published in the united
States.1 Google’s Eric Schmidt estimates that if one digitally recorded all
extant human cultural artifacts and information created from the dawn of
time until 2003, one would need 5 billion gigabytes of storage space. by
2010 people created that much data every two days.2 by 2012 the amount of
video being uploaded to youTube had doubled since 2010, to the equivalent
of 180,000 feature-length movies per week.3 Put another way, in less than
a week, youTube generates more content than all the films and television
programs hollywood has produced in its entire history.
Another way to grasp the digital revolution is by the amount of time
people immerse themselves in media. An extensive 2009 study found that
most Americans, regardless of their age, spend at least eight and a half hours
per day looking at a television, computer screen, or mobile phone screen,
frequently using two or three screens simultaneously.4 Another 2009 study,
by the Global Information Industry Center, determined that the average
2 digital disconnect
American consumes “information” for 11.4 hours per day, up from 7.4 hours
in 1980.5 A 2011 study of twenty thousand schoolchildren throughout Mas-
sachusetts determined that 20 percent of third graders had cell phones and
over 90 percent were going online. Forty percent of fifth graders and nearly
85 percent of middle schoolers had cell phones, generally smartphones with
Internet access.6 The Internet has long since stopped being optional.
In the united States, Europe, and much of the rest of the world, one need
not have a teenage child to understand that “social networks have become
ubiquitous, necessary, and addictive.” 7 To the students I teach, life without
mobile Internet access is unthinkable. When I describe my college years in
the early 1970s, they have trouble grasping how people managed to com-
municate, how anything could get done, how limited the options seemed to
be, how life could even be led. It would be akin to my great-grandparents
from 1860 Nova Scotia or eastern Kentucky returning to describe their ...
Digital Humanities as cooperative enterprise
Digital Humanities as a Cooperative Enterprise in Network Society discusses how digital humanities is transforming from a solitary profession into a cooperative one through digital tools and networks. It provides examples of institutions openly sharing digital collections and resources to promote global scholarship. While new technologies provide opportunities, openness and accessibility will be key to ensuring freedom of expression and preventing the unintentional erosion of freedoms online. The future of research is one based on cooperation and open systems of knowledge management and exchange.
Plenary speaker at Granada new directions in humanities. Digital Humanities
Plenary speaker at Granada new directions in humanities. Digital HumanitiesJose Francisco Álvarez Álvarez
Digital Humanities as a Cooperative Enterprise in Network Society discusses how digital humanities is transforming from a solitary profession into a cooperative one through digital tools and networks. It provides examples of institutions openly sharing digital collections and resources to enhance global scholarship. While new technologies provide unprecedented access to information, humanistic skills remain essential to ensure authenticity and accuracy. The social turn in digital humanities is opening up new opportunities for collaborative research models built on open systems and networks.Similar to What The Geeks Know Hypertext And Literacy (20)
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