- Dec 2018
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digitalcapability.jiscinvolve.org digitalcapability.jiscinvolve.org
- Nov 2018
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www.irrodl.org www.irrodl.org
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technical difficulties
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Cynicism is a bigger problem than gullibility. Too many people doubt everything in the news, regardless of the source.
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screentime.me screentime.me
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An online discussion about screen time and its connections with digital literacy and creativity. Hosted by Drs. W. Ian O'Byrne and Kristen Hawley Turner.
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Annotators
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hapgood.us hapgood.us
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societies without trust come to bad ends.
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radicalscholarship.wordpress.com radicalscholarship.wordpress.com
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combat prescriptive approaches to grammar, mechanics, and usage.
what is this?
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www.thetechedvocate.org www.thetechedvocate.org
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This article takes a different perspective on technological integration, showing that sometimes technology, when used improperly, can set a class backwards.Examples in the article clearly show that effective use of technology is extremely important, otherwise the technology may cause more problems than it offers solutions.
Rating: 9/10
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www.axiomhighered.com www.axiomhighered.com
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This article takes the perspective that education should not necessarily be solely focused on educational experiences, as we tend to do. Rather, technology should also have a focus in supporting non-academic areas and using data to drive instruction.
Rating: 7/10
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www.sciencedirect.com www.sciencedirect.com
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This research takes an interesting look into the role gender plays in self-efficacy in technology. The research finds that self-efficacy in technology was primarily effected by gender and gender roles, not specifically by biological sex.
Rating: 10/10
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This article goes into detail about MOOCs (Massive Open Online Courses) and compares the effectiveness and delivery styles of several different categories of MOOC course formats.
Rating: 8/10
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www.huffingtonpost.com www.huffingtonpost.com
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Several problems and barriers to technological integration are often included in the discussion about using technology in higher education, however it is less common that solutions are presented. This article proposes solutions for transforming educational technology through personalized experiences and collaboration.
Rating: 8/10
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www.avisystems.com www.avisystems.com
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This article details several ways in which technology can impact higher education, such as being able to quickly calculate grades, collaborate with staff and students, and collect and analyze data.
Rating: 7/10
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www.educationdive.com www.educationdive.com
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This article suggests that perhaps keeping updated and informed on technology can prevent the shut-down and closure of specific degrees and the departments they come from. Technology is constantly changing, and it is expected that institutions will change with it. Rating: 7/10
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www.irrodl.org www.irrodl.org
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Learning needs analysis of collaborative e-classes in semi-formal settings: The REVIT exampl
This article explores the importance of analysis of instructional design which seems to be often downplayed particularly in distance learning. ADDIE, REVIT have been considered when evaluating whether the training was meaningful or not and from that a central report was extracted and may prove useful in the development of similar e-learning situations for adult learning.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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www.tandfonline.com www.tandfonline.com
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This article stuck me immediately as a former K-12 teacher who now works in higher education. Andragogy and Pedagogy are both extremely similar and unalike in many ways. It is important to understand technological styles in pedagogy, as this article demonstrates, in order to effectively apply similar principles in the higher education setting.
Rating: 8/10
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edtechmagazine.com edtechmagazine.com
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This site includes five highly effective technological resources that instructors can use in their higher ed classrooms. What is especially useful about this site is that it includes a rationale for all the proposed technologies, ensuring that the technology is not just including in lesson planning for technology's sake.
Rating: 10/10
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www.sciencedirect.com www.sciencedirect.com
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This article was a long, but interesting read in taking a constructivist approach to technological integration. This theory is often applied in K-12 classrooms but is equally as important and useful to adult learners.
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www.edutopia.org www.edutopia.org
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We often talk about avoiding the use of technology for technology's sake and ensuring here is relevance in the integration. This site lays out specific characteristics of effective technologies in the classroom.
Rating: 9/10
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www.insidehighered.com www.insidehighered.com
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This article brings up the important issue of accessibility as a barrier to technology integration. It is suggested that accessibility should be a much more pressing concern than technological relevance to a lesson plan. First it is important to know whether or not all students will still have equal access and ability to reach mastery with the deliver method provided.
Rating: 7/10
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www.academia.edu www.academia.edu
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This article focuses on the importance of using technological integration in the classroom correctly and effectively. Barriers to effectiveness, as the article states, are often linked to lack of rational, vision, or necessity for including technology in instruction.
Rating: 8/10
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www.researchgate.net www.researchgate.net
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This site gives a thorough overview into the integration of technology in the classroom. The most helpful element it includes is a list of limitations to consider within this integration. The downside is you will have to "dig" a little through the article to find the solutions to these problems, as they are not immediately obvious. Rating: 8/10
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www.ncolr.org www.ncolr.org
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The Importance of Interaction in Web-Based Education: A Program-level Case Study of Online MBA Courses
This case study explores perceptions of instructors vs. end-users with web-based training. It examines various technologies and techniques.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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edutechwiki.unige.ch edutechwiki.unige.ch
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List of web 2.0 applications
EDUTECH wiki is a site that contains a variety of links to lists to hep educators with web 2.0 applications improving productivity Caution: some of the links are not active!
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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www.yammer.com www.yammer.com
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Yammer is Web 2.0 software which integrates with Microsoft 360 and allows users to communicate together and across the organization. It essentially functions as social networking software for corporations with the ability to collaborate on projects, maintain task lists, store files, documents and pictures all within a private enterprise network. In addition Yammer allows for the sharing of feedback and the management of group projects. Yammer is freemium software with a variety of custom add-ons. Licenses are currently issued for all learner participants and at this time no custom add-ons are necessary.
RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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medienpass.gbm-ge.de medienpass.gbm-ge.de
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Fundus
Es kann ein Arbeitsblatt, ein Lernvideo, ein Podcast und vieles mehr sein!
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digitalpromise.org digitalpromise.org
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Digital Promise
Digital promise website serves millions of underserved adults in the United States by offering educational resources via technology. With personalized learning and individual pathways, they stand a chance to advance in their careers and lives.
The site has a network of educators and developers who contribute to the "Beacon Project". As part of this project, the site includes resources across the country that help with support and access to education.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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www.insidehighered.com www.insidehighered.com
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Online Options Give Adults Access, but Outcomes Lag
In this article, drivers that increase and improve online learning success in adults are explored. State by state data along with federal stats contribute to the conclusions presented.
Roughly 13% of all undergraduates are full-time online students and between 2012 and 2017 online students grew y 11 percent, about 2.25 million. The article presents a map showing state by state stats and the information provided can assist in growing individual school needs.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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elearningindustry.com elearningindustry.com
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25 Important Apps And Digital Learning Tools For University Students
Excellent article offering 25 important apps to help University students and digital learning.The best part is that they are all free (so easily fits into a students' budget.
From note taking to keeping track of grades, this list of the best apps will help improve classroom success and student engagement.
RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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elearningindustry.com elearningindustry.com
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Top 10 Tools For The Digital Classroom
This article presents a variety of new tools and apps that will enhance the digital classroom experience. Some of the new tools mentioned are Socrative, Scratch, Prezi, Google classroom and more!
Excellent list to get your digital room started!
RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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lincs.ed.gov lincs.ed.gov
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LINCS is a national leadership initiative of the U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE) to expand evidence-based practice in the field of adult education. LINCS demonstrates OCTAE’s commitment to delivering high-quality, on-demand educational opportunities to practitioners of adult education, so those practitioners can help adult learners successfully transition to postsecondary education and 21st century jobs.
The LINCS website has an abundance of information that can prove useful in the designing of adult educational materials which are technology based. The site includes courses, articles and links 743 research studies, materials and products. In addition there are State Resources for Adult Education and Literacy Professional Development. Overall I found the site to be a wonderful source of relevant information to tap into.
RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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- Oct 2018
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www.pewresearch.org www.pewresearch.org
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These findings reflect a broader discussion about the digital divide’s impact on America’s youth. Numerous policymakers and advocates have expressed concern that students with less access to certain technologies may fall behind their more digitally connected peers. There is some evidence that teens who have access to a home computer are more likely to graduate from high school when compared with those who don’t.
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Lastly, 35% of teens say they often or sometimes have to do their homework on their cellphone. Although it is not uncommon for young people in all circumstances to complete assignments in this way, it is especially prevalent among lower-income teens. Indeed, 45% of teens who live in households earning less than $30,000 a year say they at least sometimes rely on their cellphone to finish their homework.
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This is even more common among black teens. One-quarter of black teens say they are at least sometimes unable to complete their homework due to a lack of digital access, including 13% who say this happens to them often. Just 4% of white teens and 6% of Hispanic teens say this often happens to them. (There were not enough Asian respondents in this survey sample to be broken out into a separate analysis.)
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This aspect of the digital divide – often referred to as the “homework gap” – can be an academic burden for teens who lack access to digital technologies at home. Black teens, as well as those from lower-income households, are especially likely to face these school-related challenges as a result, according to the new Center survey of 743 U.S. teens ages 13 to 17 conducted March 7–April 10, 2018.
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Some 15% of U.S. households with school-age children do not have a high-speed internet connection at home, according to a new Pew Research Center analysis of 2015 U.S. Census Bureau data. New survey findings from the Center also show that some teens are more likely to face digital hurdles when trying to complete their homework.
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mikecosgrave.com mikecosgrave.com
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The facsimile was printed on Factum Arte”s purpose-built flatbed printer (figure 34). This is based on an Epson Pro 9600 digital printer. The printer uses pigment inks in seven colors (cyan, light cyan, magenta, light magenta, yellow, black and light black). The bed is fixed, and the print heads move up and down the bed on linear guides. The movement of the heads is accurate to a few microns, and their height can be adjusted during printing. This made it possible to print the image in pigment onto gesso-coated canvas. The gesso coating, a mixture of animal glue, calcium carbonate, and precipitated chalk, used no metal oxides. The texture on the surface of the 16-ounce Irish flax was made from flax fibers and threads mixed with gesso. Due to its history Le Nozze di Cana has a complex and unusual surface. To reproduce this appearance, each piece of canvas was coated with a layer of animal glue, a layer of gesso and fibers, and then two layers of gesso. Acetate sheets printed with the Phase One photographic data were used, with a pin registration system, to ensure accurate placement of the texture on the prepared canvas. Each panel was then printed twice in perfect register. The first layer to be printed was the information recorded on the Phase One photographs. The second layer was the scanner data. The overprinting resulted in accurate color matching and a control of the tonal values of the painting. The entire image was divided into printing files, with io centimetres of overlap. The printed panels were varnished with a satin Golden acrylic varnish with UVLS (an ultraviolet filter)
fascinating to read how the process of reproducing a copy was created, sounds like it was a far more technical and thought process. perhaps more so than the original, which may take away from the 'aura' had i known this information before seeing the copy.
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Factum Arte built a non-contact color scanning sys tem that uses a large format CCD and integrated LED lights. The system records at a scale of i s i at a maximum resolution of i,2oo dots per inch (dpi). The scanning unit is mounted on a telescopic mast, which is operated by an air pump and can accurately position the scanning unit on the vertical axis.
Charge-coupled device (CCD) with digital imaging sensors, also called Scanography. Find details on http://www.factum-arte.com/pag/38/A-facsimile-of-the-Wedding-at-Cana-by-Paolo-Veronese
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Appendix. The process used to create an accurate facsimile of Le Nozze di Cana by Paolo Caliari (called Veronese)
Technical details of the reproduction
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There is nothing inherently “virtual” in digital techniques-and for that matter, there is nothing entirely digital in digital computers!’ The association of the digital with the virtual is entirely due to the bad habits associated with just one of its possible displays: the pretty bad screens of our computers. Things are entirely different when digital techniques are only one moment in the move from one material entity-Veronese’s Nozze version n – i in the Louvre-to another equally material entity-version n + i in San Giorgio.
Digitally equal material entities?
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three-dimensional
Enhances one aspect of the 'aura'
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“original location”
The original location is seen as the historical provenance of the artistic work. Latour and Lowe state under the defiantion of Benjamin's 'Aura' that a reproduction should be displayed in its original location, where it belongs historically. It should be possible to be close to the painting without tourists disturbing the environment. Finally the reproduction technique should enhance surface features (like brushstrokes etc) and have a 3D aesthetic feel of the painting.. Therefore a good reproduction should have a good 'aura under these principles.
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digital reproduction
does digital reproduction not ensure the preservation of an original work. the Brazil museum fire comes to mind
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complex digital processes that Factum Arte, a workshop in Madrid, had used to de- then re-materialize the gigantic Parisian painting: laser-scanning it, A4 by A4, photographing it in similarly sized sections, scanning it again with white light to record the relief surface, and then somehow stitching together the digital files before instructing a purpose-built printer to deposit pigments onto a canvas carefully coated with a gesso almost identical to that used by Veronese. (Adam Lowe describes the process in an appendix to this essay.)
See Appendix below for technical/digital process Also...http://www.factum-arte.com/
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scholarlykitchen.sspnet.org scholarlykitchen.sspnet.org
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The role of touch in the multi-sensory experience of reading turns out to be as important as we intuit it to be when we hold a volume or turn a page — or better yet, when we mark it up.
I've found that the way I read and my reading retention have changed since I started to regularly use digital annotation. The act of selecting what sentence to highlight, how to tag passages and articles, and what to make public has changed how I feel about reading online. I still prefer paper for pleasure reading, but for news, research, and collaborative reading, digital now works just fine for me.
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When students are shown quick techniques for judging the veracity of a news source, they will use them. Regardless of their existing beliefs, they will distinguish good sources from bad sources.
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- Sep 2018
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www.core-ed.org www.core-ed.org
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Broadly speaking, digital fluency is a combination of these three concepts:digital, or technical, proficiency: able to understand, make judgements about, select and use appropriate technologies and technological systems for different purposes; this might include knowing how to use technologies to protect one’s data, digital identity, and device security. digital literacy: in digital spaces, being able to read, create, critique and make judgements about the accuracy and worth of information being accessed; being fluent in critical thinking and problem-solving online; Use digital tools to collaborate and construct information across all relevant and significant contexts social competence, or dispositional knowledge: the ability to be able to relate to others and communicate with them effectively; able to manage one’s identity, information, relationships in ways that are appropriate, responsible, safe and sustainable.
Digital fluency definition.
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www.niemanlab.org www.niemanlab.org
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But you can see how other editorial dynamic insertion frameworks can be designed and executed. For example, in theory, the tech allows for better targeting, and as such, if you could reliably identify the location of a listener, you could deliver editorial programming or journalistic information to that person specific to her city, town, or state
There's a lot of power inherent in this and we are wise to pay attention to how that power is used. Will we observe it deployed for good? Will the exercise of these powers be intentional and self-aware? Will average users have agency in determining how technology like this impacts them? Will average users even be afforded awareness of when they are impacted?
As emergent as Information Literacy is as a concept and societal imperative, it will be a steep challenge to keep up with rapid technological evolutions like this in order to empower us as content consumers to at least possess awareness around how and why we are targeted.
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- Aug 2018
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www.digitalethics.org www.digitalethics.org
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Blair’s posts are a remarkable feat of digital storytelling. She spun the all-in-all rather trivial behavior of two strangers into the social media equivalent of a rom-com and initially the story was heralded as the summer feel-good story we were in desperate in need of. (There also was some speculation that this was all a hoax, which is possible but seems implausible at this point.) But soon questions emerged about the ethics of this modern-day fairy tale, especially when it became clear that the female subject of the story did not welcome the attention and had her social profiles deleted after internet sleuths had figured out her identity. On July 12, she put out a statement through her lawyer in which she claimed to have been “doxxed, shamed, insulted and harassed” and that voyeurs had come looking for her. By that point, the couple responsible for the tweets was slammed online as well.
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Social media is well-understood to be contributing to identity politics, but I’d argue it’s contributing to something deeper: identity paralysis. This condition is one in which we have a forced awareness of how everything we say and do — even the seemingly inconsequential, like the shoes we wear, or the airline we fly — reflects on us.
This relates to another article on gender dysphoria in teens.
Among the noteworthy patterns Littman found in the survey data: 21 percent of parents reported their child had one or more friends become transgender-identified at around the same time; 20 percent reported an increase in their child’s social media use around the same time as experiencing gender dysphoria symptoms; and 45 percent reported both.
Is rapid-onset gender dysphoria a response—if only partially—to the identity paralysis borne out of an age of pervasive social media?
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blog.ascilite.org blog.ascilite.org
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Representation of Digital Intelligence
I wonder if the similarity to a pie chart hints a message that the components are all equal. The use of the color spectrum also says something about continuity and adjacency which may not be intended. But it looks nice.
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en.wikipedia.org en.wikipedia.org
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The sideboard is stylish and dramatic, but it is also quite appropriate for use in a dining room
digital "side"-demands asks for side storage
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international.kk.dk international.kk.dk
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Since November 1st you will get your mail from public authorities and institutions as Digital Post. This means you have to read it online. It is important that you know how to find and read your Digital Post.
Digital Posts for Government Mails and Instructions
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NemID is a digital signature and an all in one login for public and private services on the Internet.
NemID - Digital Single Sign On for Citizens
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Borger.dk is an Internet portal for the citizens of Denmark. Here you can find different self-services and get information on issues regarding the public authorities.
Borger.dk - Internet Portal for Citizens of Denmark
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- Jul 2018
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newliteracies.uconn.edu newliteracies.uconn.edu
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Make it a policy to always teach a new technology, with new literacies, to your weakest reader(s) first. This enables struggling readers and writers to become literate in this new technology before other, higher-performing students in reading. Those who struggle with reading and writing become literate in a new literacy before others and can teach this new literacy to others who are not literate with this new form. This is a powerful principle that positions weaker readers as experts
This is an interesting proposal as it allows for students to gain more confidence in another area of literacy. I think it is important to note that it might be just as difficult, however, because reading and writing skills are taken to a new level. It may also persuade struggling students to rely more on digital literacy skills and abandon traditional reading and writing skills as "not for them" or "too difficult." I'd love to see if this method is as successful as it is presented to be!
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However, this does not nec-essarily mean they are skilled in the effective use of online information, perhaps the most important aspect of the Internet. Studies show that stu-dents lack critical evaluation skills when reading online (Bennet, Maton, & Kervin, 2008; Forzani & Maykel, 2013; Graham & Metaxas, 2003) and that they are not especially skilled with reading to locate information online (Kuiper & Volman, 2008).
Students can navigate, but are not "digitally literate," still don't follow concepts of appropriate use
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print out enough copies of the first page of search results for each student. Dis-tribute these. Then see if students can locate the best link on the search results page for each question that you ask such as, “Which link will take you to a site developed by an Egyptologist?”
Good example ACTIVITY to help students develop digital literacy
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Make it a policy to always teach a new technology, with new literacies, to your weakest reader(s) first
Great point! Bringing the weaker readers (in digital literacy) is a good starting point in classrooms
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Thus, when we speak of New Literacies in an online age we mean that literacy is not just “new” today; it becomes “new” every day of our lives.
Good point- "updates" really do require new skills and knowledge to be able to work. This statement really explains the urgency of being able to re-work and learn ever-changing technologies.
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docs.lib.purdue.edu docs.lib.purdue.edu
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ANETHICALFRAMEWORKFORLIBRARYPUBLISHING
Un marco ético para la publicación bibliotecaria
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Recent statistics suggest that the average person spends about 50 minutes per day using Facebook, Instagram, and Facebook Messenger. Add that to the fact that most people spend over five hours per day on their cell phones, and it's clear that we love our technology. While it's awesome to make an effort to cut down on screen time in the name of health (especially before bed!), why not use the time you spend on your phone to your advantage? That's what members of health and fitness digital accountability groups are doing, and they're seeing amazing results.
This article goes along well with the class reading on "Connected Learning"- using digital accountability and support to reach goals (example: fitness)
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www.digitalresponsibility.org www.digitalresponsibility.org
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teachers of low income students tended to report more obstacles to using educational technology effectively than their peers in more affluent schools.
increasing the availability and instruction of technology in lower income schools can help bridge this gap
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Smart phones have helped bridge the divide, as they provide internet access to populations previously at a digital disadvantage.
There is hope for the future- with technology becoming increasingly advanced and the "new" that becomes old becomes more accessible and available, people are able to learn more. (simply because they have access to the web)
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wendynorris.com wendynorris.com
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In these analyses of plasticity we see how, like clock time, digital time is not simply a property of technologies, nor does it straightforwardly emerge as a sociotechnical con-vention associated with their use. Rather, it has coevolved with broader shifts in the temporality of everyday life, such as the emergence of fractured rhythms, and the associated need to fill the gaps between them.
Digital time is a type of sociotemporality that has co-evolved through influence of technology and its influence on technology AND rhythms/trajectories/horizons of modern life. See Rattenbury above.
Think more about how Reddy's and Pschetz's work may be important here re: social coordination.
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Plastic time is described as unanticipated, un-reflexive and fluid, as the “experience of temporal ‘scraps’, of gapsin the schedule”, and as “the negative space of busyness”[p. 233]. Plastic time flies under the radar, being unplanned and non-immersive, and associated with neither productivi-ty nor leisure. It is interruptible, but can also expand until some other activity presents itself.
Definition of plastic time.
Adds nuance to the idea of digital time as plastic -- morphable in some ways. rigid in others, asynchronous but also rhythmic in its own way (especially around the examples of web surfing and TV viewing) when the experience of time is lost.
Does plastic time also hint at kind of materiality?? Time as tangible?
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Accord-ingly, and in the interests of exploring how broader shifts in time use have may coevolved with digital technologies, we now look to work by Rattenbury et al. [37], which relates the always-on quality of digital technologies to more gen-eral shifts in the organization of everyday life. These are changes that have resulted in a temporal experience that they describe as plastic, a temporal experience that is both shaped by and shapes the use of digital technologies.
Look up Rattenbury paper
Again, seems to indicate a socio-technical temporal experience where temporal experiences influence and are influenced by digital technologies.
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The temporal experience is as much a product of the ways in which the technologies are used as it is a feature of their design. This points to how, just as has been argued for the case of clocks, digital technologies and practices have coevolved to underpin particular experiences of time.
Design implication for digital sociotemporal experiences
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Furthermore, and differentiating digital time from clock time, he suggests that a lack of adherence to chronological time is compounded by the fact that digital technologies connect with a flow of information that is al-ways and instantly available. He argues that continual change, which is bound up with web services such as social network sites, blogs and the news, is central to the experi-enced need for constant connectivity.
Q: How does this idea of time vs information flow affect the data harvested during a digital crowdwork process in humanitarian emergencies?
Q: How does this idea of time vs information flow manifest when the information flow is not chronological due to content throttling or algorithmic decisions on what content to deliver to a user?
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Research in HCI has illustrated how this notion of immedi-acy is upheld through the social conventions associated with technologies, as well as through their design. For ex-ample, Harper et al. [16] have described the lived experi-ence (or durée, following Bergson [6]) of Facebook as be-ing located firmly in the now, and have noted that this ne-cessitates a particular approach to the performance of iden-tity on the site by its users. They observe that interactions privilege the present and underpin an impression of events unfolding as they happen (even if this is not the case in terms of spatial time, or Bergson’s temps). Because of this, the performance of identity is one of the moment: users reported feeling it inappropriate to post old content, and were similarly aggrieved when others uploaded photos that surfaced ‘out of time’.
Look up Harper paper.
Friction point of out-of-order, non-chronological streams of events on social media.
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Research by narrative theorist Ruth Page [35] (a co-author on the above paper) considers fur-ther how Facebook users learn to interpret social media posts when reading the newsfeed. While the series of snip-pets of ‘breaking news’ posted by a variety of members of one’s social network do not offer a typical narrative, readers nevertheless draw their own story-like experience, using their knowledge of those posting content to build a backsto-ry, whilst imagining what may happen next.
Look up Page paper.
Could help to bolster argument about crowdsourcing process friction caused by non-chronological social media.
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A related, but richer, argument is made by the sociologist John Tomlinson [55], in his account of the ‘condition of immediacy’. Tomlinson argues that speed is central to modern cultural practices, experiences and values, and he focuses on immediacy in particular because it has three connotations.
Look up Tomlinson paper.
Immediacy = speed, instantaneity and connectedness thru electronic media
Q: How does Tomlinson's notion of speed interact with Hassan's?
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Docs: This page is for documents that can be collaboratively authored (similar to Google Docs).
I created a document for collaboration on digital projects; it can be found in a subfolder under the docs tab, or here [https://hcommons.org/docs/women-in-book-history-databases-and-website-symposium-participants/]
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www.learningforjustice.org www.learningforjustice.org
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The Teaching Tolerance Digital Literacy Framework offers seven key areas in which students need support developing digital and civic literacy skills. The numbered items represent the overarching knowledge and skills that make up the framework. The bullets represent more granular examples of student behaviors to help educators evaluate mastery.
Digital Literacy Framework of Points
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www.literacyworldwide.org www.literacyworldwide.org
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Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.
Both must be present for learning and growing
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Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.
Digital skills involve knowing how to execute tasks on the computer. Digital Literacy involves searching and analyzing deeper into content in order to apply appropriate criteria.
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www.pewinternet.org www.pewinternet.org
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Ian O’Byrne, an assistant professor of education at the College of Charleston, wrote, “As an educator and researcher who studies these digital places and tools, I’m in front of screens a lot. I experiment and play in these spaces. I’m also writing and researching the impact of these screens and their impact on the well-being of others as it relates to children and adolescents. The problem in this is that one of the other hats that I wear is as a parent and husband. I am not only critical of my engagement and use of these digital technologies, but I’m also cautious/cognizant of their role as a mediator in my relationships with my children and significant other. These screens and digital tools play a strong role in our lives and interactions in and out of our home. In our home we have screens and devices all over the place. We have a video server that is ready to serve content to any one of these screens on demand. We have voice-assistive devices listening and waiting for our commands. I believe it is important as an educator and researcher to play with and examine how these devices are playing a role in our lives, so I can bring this work to others. Even with these opportunities, I’m still struck by times when technology seems too intrusive. This is plainly evident when I’m sitting with my family and watching a television show together, and I’m gazing off into my device reading my RSS feed for the day. Previously I would enjoy watching the funniest home videos and laughing together. Now, I am distant. The first thing in the morning when I’m driving my kids in to school and stop at a red light, previously I would enjoy the time to stop, listen to the radio, look at the clouds or bumper stickers on cars around me. Now, I pull out the phone to see if I received a notification in the last 20 minutes. When I call out for the voice-activated device in my home to play some music or ask a question, my request is quickly echoed by my 2-year-old who is just learning to talk. She is echoing these conversations I’m having with an artificial intelligence. I’m trying to weigh this all out in my mind and figure what it means for us personally. The professional understanding may come later.”
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storyengine.io storyengine.io
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storyengine.io storyengine.io
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Think, for example, about the schools who block YouTube and a bunch of other great tools for learning and expression — so youth maybe have access to a computer and internet, but half of it’s blocked from them.
I feel like this point is novel and not as well understood as it could be. That part of digital literacy is about helping schools / educators make smarter (difficult) choices about how to protect kids from the "bad" stuff without unneccesarily blocking them from the good stuff.
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Contenido1. Panorama de la autopublicación
Radiografía de la autopublicación en Colombia
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- Jun 2018
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www.lancaster.ac.uk www.lancaster.ac.uk
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One consequence of thisposition is a more radical understanding of the sense in whichmateriality is discursive (i.e., material phenomena are inseparable from theapparatuses of bodily production: matteremerges out of and includes as part of itsbeing the ongoing reconfiguring of boundaries), just as discursive practices arealways already material (i.e., they are ongoing material (re)configurings of theworld) (2003: 822).Brought back into the world oftechnology design, this intimate co-constitution ofconfigured materialities with configuring agencies clearly implies a very differentunderstanding of the ‘human-machine interface’.
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storyengine.io storyengine.io
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One of the things that we’re doing is we really want to change the city charter to include privacy provisions in New York City.
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How do you think creatively and find the right language to illustrate to people that their online identity is just as valuable and just as rich as their tangible identity? How do you instill a sense of urgency in them?
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jgregorymcverry.com jgregorymcverry.com
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digital hygiene
just having the phrase is a start!
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www.elprofesionaldelainformacion.com www.elprofesionaldelainformacion.com
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En los cincuenta años que siguieron a la introducción de la imprenta no hubo evi-dencias significativas de cambio cultural
Si luego de 50 años se evidencian los cambios culturales, eso quiere decir que si la masificación de Internet fue en los 90's, el cambio cultural se dará hasta el 2040 más o menos.
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dlsanthology.mla.hcommons.org dlsanthology.mla.hcommons.org
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arguments scholars make about The Making of Americans are based on limited knowledge of the text’s underlying structure because the underlying patterns are difficult to discern with close reading.
Human eye/analysis is limited. Technology enhances visibility.
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The first part introduces what Marjorie Perloff calls “differential reading,” which positions close and distant reading practices as both subjective and objective methodologies.
Is New Historicism close or distant reading? The latter, right? But nonetheless deeply human, perhaps more so than "close reading" criticized as privileging text over lived reality.
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incepte.com incepte.com
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Digital Company Singapore - Incepte Marketing
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ivanhoe.scholarslab.org ivanhoe.scholarslab.org
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www.datavizforall.org www.datavizforall.org
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www.ncte.org www.ncte.org
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Critical Digital Literacies
I am more and more drawn to the work of Damon Centola on the spread of 'behaviors' through networks. I would like to substitute "behaviors' for literacy and begin to apply Centola's work in the classroom. He has a new book coming out on Monday and I have put a talk of his on Vialogues so that we can annotate that: https://vialogues.com/vialogues/play/44449
Aside: When an annotated space reaches a critical mass I think we need summary behaviors or further highlighting and notification procedures. Kevin has already done so in one post. We might call these emergent writing or emergent behaviors.
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Digital Writing
Is the phrase "digital writing" as fraught as "digital native"? Or has it morphed into just plain writing? I still find myself bridging the gap analog -digital gap. For example, a summer goal is to make annotation of pdf's as close to paper as I can. I invested in a reMarkable tablet to make this happen. Do I consider it "digital writing"--yes and no. It is the merging of digital and analog. I do it so as to have less friction and quicker feedback with students. None of this matters if students can't take in the feedback or if my feedback sucks, but that is another pedagogic and compositional concern.
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www.insidehighered.com www.insidehighered.com
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The term "digital learning" seems t
The term "digital learning" seems t
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- May 2018
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www.irrodl.org www.irrodl.org
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In other words, low digital literacy (among both students and faculty) likely shapes preferences for textbook format.
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- Apr 2018
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adamcroom.com adamcroom.com
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What can we build that would allow people to 1.) annotate terms of service related to tools they adopt in a classroom? and 2.) see an aggregated list of all current annotations. Last, if we were to start critically analyzing EdTech Terms of Service, what questions should we even ask?
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edplus.asu.edu edplus.asu.edu
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Digital Learning
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- Mar 2018
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ryancordell.org ryancordell.org
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accelerated growth of undergraduate classes that explicitly engage with digital humanities methods.
This is important! I think that many classes are starting to use digital tools to asses and accelerate learning in their classrooms and it would be important to take a class in digital humanities in order to get a background into the different tools/methods presented.
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www.insidehighered.com www.insidehighered.com
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A Survey of Presidents
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- Jan 2018
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www.theedublogger.com www.theedublogger.com
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I believe digital citizenship education is most beneficial when it is ongoing and authentic. A blogging program offers this.
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maestriadesarrollo.com maestriadesarrollo.com
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Como hipótesis provisional sostengo que la dependencia de formas de racionalidad y análisis logocéntrico de larga data sigue siendo fundamental para la producción académica crítica (¡incluyendo este libro!) y que, a pesar de su notable productividad, tiene consecuencias para ir más allá de las ontologías dualistas. Para desarrollar esta hipótesis, aunque de forma rudimentaria, comienzo recordando el argumento de Varela y sus colegas sobre los límites de la racionalidad abstracta y su insistencia en unir la reflexión y la experiencia. Esto es precisamente lo que trató de hacer la fenomenología; sin embargo —argumentan Varela, Thomson y Rosch— no pudo contestar, completamente, las preguntas radicales que planteaba. ¿Por qué? Su respuesta es relativamente simple pero las consecuencias son de largo alcance. La fenomenología se estancó, precisamente, porque su análisis de la experiencia sigue estando “dentro de la corriente principal de la filosofía Occidental [...] hizo hincapié en el contexto pragmático y encarnado de la experiencia humana, pero de una manera puramente teórica” (Varela et al. 1991: 19). ¿Puede esta afirmación17ser aplicable a la teoría social en su conjunto, tal vez incluso a aquellas tendencias que problematizan sus dualismos estructurantes?
[...] [...] Lo que esta formulación quiere transmitir es que la reflexión no es sólo sobre la experiencia; la reflexión es una forma de la experiencia [...] Cuando la reflexión se hace de esa manera puede cortar la cadena de patrones y percepciones habituales de pensamiento para que pueda ser una reflexión abierta a posibilidades distintas de las contenidas en la representación actual que tenemos del espacio de la vida
Quizás se requieren materialidades nuevas para romper estas lógicas que hacen academia crítica desde los logos, métricas y formas de la academia clásica. En ese sentido la experiencia, que está en el centro de lo hacker, artítistico y activista es clave, pues enactua en discursos no siempre logocéntricos. Es decir, esas reflexiones (usualmente escritas) que son también una experiencia, atravesadas por otras materialidades que dan cuenta de ellas pueden ayudar a deconstruir su expresión logocéntrica.
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Hice hincapié en ‘creación’ porque el trabajo intelectual, como el diseño, tiene que ver con el hacer. En la escritura hay una dimensión encarnada, a menudo ignorada, casi una tactilidad y una fenomenología de la escritura que participa más
de la cultura del ‘hacedor’ que del ‘genio en el laboratorio’ trabajando de manera aislada tan celebradas en los relatos populares sobre científicos e innovadores (el fenómeno del ‘genio de Steve Jobs’). La mayor parte de lo que hacemos como académicos es recombinar o remodelar, a menudo a través del bricolage, haciendo conexiones novedosas, reconfigurando, reformulando y rearticulando las ideas ya propuestas por otros o que simplemente flotan en la atmósfera históricamente acumulada de pensamiento, o noosfera. Con un poco de suerte esta reconfiguración pone en marcha lógicas emergentes que terminan en un buen libro.
Interesante revisar esto a la luz de plataformas de publicación que soportan esa emergencia.
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davecormier.com davecormier.com
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leading digital strategy for the K-12 system here in PEI
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architectureandeducation.org architectureandeducation.org
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. And learning can mean different things so I often give a couple of examples where the word learning is used like learning to ride a bike or learning that 2 and 2 equals 4 but also learning to be patient or learning that you’re not good at something.
I like the examples here. And the anxiety and frustration that goes with learning that you are not good at something (Britzman)
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mutabit.com mutabit.comTitle1
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Considero pertinente mencionar aquí la estructura Ministerio de Cultura > Biblioteca Nacional > Red Nacional de Bibliotecas Públicas. Esa estructura es importante porque en Colombia tenemos algo raro y es que una biblioteca patrimonial (la Biblioteca Nacional de Colombia) es la cabeza de las bibliotecas públicas (Red Nacional de Bibliotecas Públicas). Tipológicamente estamos hablando de dos cosas diferentes, pero nuestro país tiene esa particularidad y mezcla de funciones.
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- Nov 2017
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er.educause.edu er.educause.edu
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Digital Pedagogy to Foster Digital Literacies
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the ever-changing digital landscape
I think of myself as a Moffett guy, in that early on in my teaching I found the notion of "Teaching the Universe of Discourse" and exciting and clear map for building curriculum and for assessing my students' progress at any moment. I learned to focus on a balance of the different kinds of writing in the UNIVERSE of discourse. When I began to think about what it meant to teach digital writing, I returned to Moffett's notion of looking at the range of possibility. And as the words here, "ever-changing" and "landscape," suggest, we can constantly be thinking about what to include in our digital curriculum. Snapchat? Instagram? Is blogging still an important part of the landscape? What does it mean to have more characters available on Twitter? Do my students need more time in something like a Google community with short, interactive online conversation or do they need to slow down a bit and create a web page? It's exciting to be playing in this field, and it's even more exciting when youth recognize that they can choose where they want to play and make a difference digitally as well -- and what they need to learn to have an impact digitally.
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wrapping.marthaburtis.net wrapping.marthaburtis.net
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whether or not they fact-check the things they share or re-share on Facebook
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attention paid to the ways in which our students consume and digest information
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But if they are learning how to build on the Web they probably need to know something about becoming findable (or unfindable) on the Web. And by extension they need to understand how the power behind that findability is impacting the course of human history. 12 months ago if I had said that, some people would have rolled their eyes at me, but I think it’s safe to say that in the last 9 months we’ve all realized just how powerful algorithms are in shaping the outcomes of our culture.
This is a pretty useful example of a paragraph with subtext, don’t you think? Could easily imagine future readers and annotators coming to this passage and scratching their heads for a minute while looking at the date. What happened nine months before June 2017? Living outside the US, it took me a few seconds to guess it (and my guess may be wrong). Of course, Martha was “playing for the audience” (though DoOO is having an impact outside the US). There’s indeed a shared understanding that events in the political arena may be relevant in our work on digital literacies.
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In this particular case, Google worked as a kind of amplifier of distortion.
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realize that the web was not something that happened to them but they were happening to
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understanding how Web applications work “under the hood” and how databases and scripts interact
Reminds me of a Web version of the Raspberry Pi approach to digital making.
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considering the interplay between design and content
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organizing and architecting an online space
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Local file Local file
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Makingrightsclaimsinorbysayinganddoing‘I,we,theyhavearightto’isnotfoundedinisolationorasifitsprangfromnowhere:citizensubjectsareoftenordinaryratherthanheroicsubjectswhohavestruggledtoarticulate,claim,andmaketheserightsthroughmultipleandoverlappinglegalorders.Thedisappearanceorabsenceofthefigureofacitizenthatwehaveinheritedandwhocanmakeclaimsto‘I,we,theyhavearightto’isnotsimplyapoliticsoftradition:itisalsoapoliticsofacitizentocome.
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Tothinkthatdigitalrightsincyberspacecanbeguaranteedandsecuredbyinscriptionincharters,declarations,andmanifestosofrightsistoneglectthatthedailyenactmentofrightsisanecessarybutnotsufficientguarantee.Conversely,tothinkthatthedailyenactmentofrightsincyberspaceistheguaranteeoffreedomistoneglectthatwithoutinscription,enactmentwouldnothaveitsperformativeforce.Beingdigitalcitizensrequiresstagingscenesofdissensusbyactingassubjectsthatdonothavetherightsthattheydoandhavetherightsthattheyshould.Themosteffectiveguaranteeofrightsisboththeirinscription(citation,repetition,anditerationindeclarations)andenactment(resignificationthroughacts).
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Byadvancingthefigureofthecitizenthatwehaveinherited,aren’tweriskingusing‘Western’concepts?Thisis,ofcourse,alegitimateobjectionandrequiresaresponse.Whenweuse‘we’asthesubjectwhoisinheritingthefigureofthecitizensubject,wehaveinmindabroaderconceptionthanaEuropeanorEuro-Americanconception.AlthoughwegiveseeminglyEuropeanandAmericanevents—1689,1776,1789,1835,1945—foritsformation,itdependsonhowweunderstandthoseeventsthatmakesthembelongtoEuropeanorworldhistories.Clearly,itisbeyondthetaskofthisbooktoaddressthatissue.Ourargumenthereisthatbills,charters,declarations,andmanifestosoughttonotonlyenactuniversalprinciplesbutalsorequireregionalenactments.Theremustbeareflexivesensitivityabout
differentiated experiences, and it should guide our understanding of digital citizens.
Esto me recuerda la objeción hecha en el seminario de saberes otros. ¿Es la ciudadanía un concepto que sólo ocurre dentro de tradiciones Anglo Europeas? Particularmente si es el estado nación el que condiciona la noción de ciudadano (una forma regulada de habitar un territorio), qué otros territorios se configuran desde los saberes otros? Cuál es el territorio indígena, cuál el territorio hacker?, por ejemplo
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On5July2012,theUNHumanRightsCouncilalsoadoptedaresolutiononthepromotion,protection,andenjoymentofhumanrightsontheInternet,affirmingthathumanrightsapplytobothonlineandofflineactivities.
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JeffJarvisproposedthatanybillofrightsshouldinclude,‘Wehavetherighttoconnect.Wehavetherighttospeak.Wehavetherighttospeakinourlanguages.Wehavetherighttoassemble.Wehavetherighttoact.Wehavetherighttocontrolourdata.Wehavetherighttoourownidentity.Whatispublicisapublicgood.TheInternetshallbebuiltandoperatedopenly.’
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Thecharterincludesnineteenrightsandonesetofduties,whichareimportanttooutline
Nuestro trabajo estaría enmarcado en la parte de Libertad de participación en los asuntos públicos a través de Internet y también con las puestas por el pluralismo y la gobernanza.
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Themostimportantprinciplesthatevincedigitalrightsinvolvedfiverights:connectivity,access,capacity,security,governance,equity,anddiversity.[54]Thedocumentdoesnotspecifydigitalrightsassuch,butimportantlyitrecognizesthatwhatwasthencalled‘theinformationsociety’constitutesaninternationalresourceandthatthiscallsforinternationalresponsibility.Insubsequentinitiativesanddeclarations,thesefiverightshavebecomebuildingblocksofclaimingdigitalrights.
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TheUnitedNationsWorldSummitontheInformationSociety(WSIS),heldinDecember2003inGeneva,iswidelyrecognizedasa‘constitutionforcyberspace.’[52]TheimportanceofWSISisthatitdrawsitsimaginaryforcefromtheUniversalDeclarationofHumanRights(1948)andinstitutesparallelsbetweenthoserightsanddigitalrights.[53]Theorganizationofthesummitandthedeclarationofitsprinciplesweretheresultsofyearsofwork.Itssixty-sevenprincipleshavemoreclausesthanmanyconstitutionsinclude.Itisanambitiousdocument,anditsfirstprincipleaffirm
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Itisalsotemptingtointerpretthem
It is also tempting to interpret them as hacktivists. But when we interpret their digital acts through the Internet, they embody all the characteristics of citizen subjects: they enact citizenship as subjects of power with responsibility in ways that are instantly recognizable and yet cannot be bounded by their identity as military or security personnel. If the performative force of their code is louder than their words, the imaginary force of their words is not so weak, either.
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Wewanttoreadtheemergenceandtransformationsofthedigitalrightsmovementfromtheperspectiveofdigitalactsasoneofthenecessaryelementsformakingdigitalrightsclaims.Whethertheseactscumulativelyconstituteadigitalrightsmovementcomparabletoothersocialmovementswillconcernscholarsintheforeseeablefuture,andwecannotaddressthatquestionhere.Instead,wewanttogatherfromdisparateanddisperseddigitalactstherecognitionofadimlyemergingfigureasthesubjectofdigitalrights.Itistheemergenceofthisspecificpoliticalsubjectivityarounddigitalrightsandtheclaimsthroughwhichithasemerged—andtheopeningsandclosingsithasinstigated—thatformsthecentralquestionofthisbook.
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Whoisthesubjectofthesedigitalrights?Sinceweareinterestedintheprocessesthroughwhichtheserightsareenactedratherthantheirsubstance,ourquestionof‘who’concernsthatofpoliticalsubjectivitythroughtheInternet.[4]Aswehaveexpresseditinvariousways,‘who’doesnotcorrespondtoanalreadyformedpoliticalsubjectbutafigure:Howisapoliticalsubjectbeingconstitutedasaclaimantofdigitalrights?Wehaveillustratedthroughoutthisbookthatdigitalactstraversemultiplenationalbordersandlegalorders.Yetmakingrightsclaimsthattraversebordersisoftenaddressedthroughsovereignregionalornationallegalordersandtheirparticularunderstandingofrights.
So the question of ‘who’ the subject is of digital rights is both an analytical but also an urgent political question that requires addressing. If we use ‘citizen’ as the subject of these rights, clearly it does not capture how both the enactment of the political subject and of cyberspace cut across national borders and legal orders. Today, the citizen functions as a member of a nation-state, and there are no corresponding rights and obligations beyond the nation-state that can govern subjects whose acts traverse international spaces. [...] What we gather from Rancière and Derrida is the importance of refusing to make a choice between the citizen and the human as the subject of digital rights. Instead, we anticipate a new figure of a citizen yet to come as the subject of digital rights.
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Threerights—expression,access,andprivacy—haveemergedasthemostoftendebateddigitalrights.Tothese,opennessandinnovationhaverecentlybeenadded.Alltogether,thesefiverightshavecometoconstitutedigitalrightsincyberspace.
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Witnessing,hacking,andcommoningarethreedigitalactsthathavebecomepossibleoverthepastfewyearsandhavecreatedopeningsforbeingdigitalcitizensinorbymakingrightsclaims.Theresignificationofexistingortheintroductionofnewconventionsmadetheseactspossible:Bitcoin,copyleft,CreativeCommons,Digg,GitHub,GNN,GNU,WikiLeaks,andmanyothers.Nodoubtsomeoftheseconventionswillbereplacedordisplacedbyothers.Somewillbecomedefunct.Somewillperhapspersistasatestamenttothedigitalcommons.Therewillcertainlybenewconventions.Whatenduresistheperformativeforcethathasgoneintomakingtheseopeningspossible.IfweunderstandcyberspaceasaspaceofrelationsbetweenandamongbodiesactingthroughtheInternet,witnessing,hacking,andcommoningresignifyorinventconventionsandmakepossibletheemergenceofnewwaysofbeingcitizensubjectsincyberspace.
[...] As we discussed earlier, just as many efforts are being expended on closings as these openings, cajoling and coercing them in various submissive ways and generally blocking possibilities. The digital commons is certainly a new frontier for struggles over commodification.[83] The main challenges to these creative forces emanate from state-security apparatuses and commerciallegal apparatuses. The main challenges to these creative forces emanate from state-security apparatuses and commerciallegal apparatuses. We have covered some of these closings, but here we want to restate the importance of open versus closed conventions of the Internet. Much has been said about Facebook, Flickr, Google, Tumblr, Twitter, and YouTube and their activities for tracking the conduct of people for advertising revenues and collecting big data. Let us emphasize that among one of the most important reasons that both state and corporate apparatuses are able to do this is because these are designed as proprietary and closed conventions. Unlike open conventions such as WordPress or Wikimedia, these conventions require submitting to end-user licences and user contracts that not only severely restrict actions but also appropriate their results as data. There is a massive difference between the digital commons created by open-source code and its increasing zoning, appropriation, sequestration, and enclosure through closed conventions. [...] Let us remember that cyberspace is a fragile if not a precarious space. This makes its protection as an open-source digital commons a political question—a question that those who are making digital rights claims are enacting with increasing effectiveness but also with urgency.
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OneaspectofhackerculturethatColemanhighlightsistheslogan‘codeisspeech’.[46]CodeisindeedthelanguageoftheInternet.Butisitspeech?FollowingAustin,wearguethatthroughspeechactswedosomethinginorbysayingsomething.Similarly,wewouldarguethatprogrammersaredoingsomethinginorbycodingsomething.Yet,toarticulatethismoreprecisely,codeisnotspeech:itisalanguageinorbywhichspeechactsareperformed.Justasinhumanlanguages,thedecisivethingsherearenotonlythelinguisticconventionsthatanimatespeechactsbutalsothesocialconventionsthattheybringabout
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Forus,probablythemostpertinentdistinctionisbetweenprogrammersandhackers.Inorbysayingsomethingincodeperformsbothillocutionaryandperlocutionaryacts.
The difference between programmers and hackers is, however, the effects of their acts, which have dramatically changed over time. Programmers are those— either employed by software companies or working independently—who make a living by writing code, which includes anything between snippets (short code) and apps. Hackers may also program code in this fashion, but the culture that gives them the name emanates from a distinct set of ethical and aesthetic values that combine to create a different kind of politics than programming does. This difference is hard to express, but it is also the difference that is of interest to us. It is hard to express perhaps because so much has been said and written about hackers—mostly negative. As a consequence, a unified, typically clandestine, selfish, young, male, and outlaw image has become dominant, which more recent studies have shown is grotesquely simplified. We want to argue that hackers are those whose acts break conventions of programming.
Tags
- tesis
- inscription
- idea clave
- digital rights
- data week
- coding
- hacktivist
- definition
- digital citizenship
- fragilidad
- QOTD
- human rights
- ciudadanías otras
- governance
- speech acts
- digital acts
- identidad
- enactive citizenship
- hacker
- forces of subjectivation
- hacking
- ciudadanía
- enaction
- tesis: resultados
Annotators
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- Oct 2017
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www.williamgibsonbooks.com www.williamgibsonbooks.com
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Amazon.com : You're annotated out there. Gibson: Yeah it's sort of like there's this nebulous extended text.
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Local file Local file
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TheethicaldimensionbecomesevenclearerwhenAssangesays,‘Thosewhoarerepeatedlypassiveinthefaceofinjusticesoonfindtheircharactercorrodedintoservility.’[33]Toputitinourwords,citizensubjects,preciselybecauseoftheircapacitytojudge,arenotmerelyobedient(orservile)butalsosubversive.Thisisbecausesubmissiontoconventionsrequiresusingjudgementonthetermsofsubmission.Althoughthecitizensubjectsubmitstoconventions,becauseofthiscapacity,thecallofsubversiontoruptureaconventionalwaysretainsitsforce.Assangeclearlyappealsheretoanaspectofjournalisticethics—bearingwitness—butheresignifiesitpoliticallybyidentifyingitasacalltoact.ThedebateoverwhetherWikiLeaksisaplatformforjournalismorwhistle-blowingoverlooksthatitprimarilyenableswitnessing—thattheworldmayknow(differently).Itisoftenarguedthatsuchwhistle-blowingexposesclassifiedsecretsandendangerstheintelligenceworkofthestate.Butwhatwhistle-blowingexposesisthattherearethosewhofinditintolerabletowitnessabusesandmisusesofauthorityandnotsharethem.Ifbankersdeceive,soldiersmassacre,agenciessnoop,anddiplomatslie,citizenshavetherighttoknowthat.Citizenshavearighttoknowwhatstateandcorporateauthoritiesaredoingin,andoftenwith,theirname.WikiLeaksandwhistle-blowingingeneralareessentiallyclaimingthisrighttoknow.
[...] Their primary orientation is not towards the ethics of a profession but the right to witness and share acts of injustice
Vincular lo ético a lo político a través de la plataforma. Queda la pregunta aún de si hay alguna agenda oculta en el proceso curatorial de Wikileaks. Aplica el derecho a saber también a ellos en la medida en que son agentes de extremo poder?
Un ejemplo de atestiguar y compartir frente a la injusticia reciente: https://twitter.com/angelamrobledo/status/923306719891066885
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Ifthat’sthecase,wequestionwhetherthereshouldbeadifferentlabelforcuratorsandaggregatorsfortworeasons.Aswehaveargued,digitalactsinvolvedoingsomethingthroughvariousactionsnotconfinedtolanguagebutincludingimagesandsoundsaswellasthecoding,linking,andclassifyingofcontent.Second,theseactionsresignifyquestionsofanonymity,extensity,traceability,andvelocity.Theyenablethedisseminationofnewswithanonymityatalmostinstantaneousspeedthroughnumerousnetworks,andtheyleavetracesalongtheway.Asweshallnowargue,thisisindeedadistinctlycyberspaceenactmentofcitizenwitnessing
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Tobesure,eachofthesecitizensubjectsexistedbeforecyberspace.Thetraditionsofcommunitynewspapersentirelyrunbycitizenjournalists,protestsanddemonstrationsorganizedbycitizenactivists,andthecooperativemovementsofcitizenproducersareprominentexamples.However,eachofthesehasbeenresignifiedthroughcyberspace.TheriseandimpactofWikiLeaksandwhistle-blowingasformsofcitizenjournalismhavedramaticallyalteredthepoliticsofknowledgeandtherighttoknow.TheemergenceofhackerculturesandmovementssuchasAnonymoushasdramaticallytransformedthemeaningandfunctionofprotest.TheemergenceofWikipediahasspectacularlyupstagedthesubjectsandagentsofknowledgeproductionanddissemination.
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whileeachoftheseconventionsembodiessimilaractions,fromreportingfunctionstoconsentingtocookies,thekindsofcitizensubjectstheycultivatearenothomogeneousanduniversalbutfragmented,multiple,andagonistic
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Thatis,ratherthanasimplequestionofchoiceorexchangeeconomy,citizensubjectsarecaughtbetweenthedemandstoparticipateandconnect—andallthereasonsandvaluestheyattachtothis—andtheinterests,imperatives,andtrade-offsconfiguredbyplatformowners.Butitwouldbewrongtoreducethistomerelytheinterestofplatformowners,whichareonlyoneelementinthemake-upofconventionssuchasbrowsing.Theconventionsofsocialnetworkinginevitablyembodythesocialandculturalnorms,rules,andcustomsofwhichcitizensubjectsareapartandtakepart
En mi caso, mi renuencia a participar de Mastodon tiene que ver con que no conozco mucha gente que esté allí y que no está conectada con la red de microblogging de la que ya participo (Twitter). Otra gente ve la misma dificultad en otras redes y tecnologías, como Telegram o el mismo Grafoscopio. En la medida en que una tecnología no le aporta valor al cotidiano, es difícil probarla, apropiarla y reapropiarla. Esto quiere decir que para aquellos a quienes nos aporta valor, es necesario construir y explicitar esos valores diferenciales para otros y alentar una comunidad dinámica (así sea pequeña) alrededor de dichas tecnologías emergentes.
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digitaltracesalsogetcirculatedandrepurposedandinthisregardhavesociallivesbeyondthefeedbackloopsoftheirplatforms.[28]Thus,notonlyistrackingincipienttothefunctioningofspecificconventions,butthedatageneratedhasextensitysuchthatitcantravelbeyondandbetweenconventions.
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Threeactsexpressmoststronglytheplayofobedience,submission,andsubversionthatcitizensubjectsengageintheconstitutionofclosings:filtering,wherecitizensubjectssubmittoregulateandprotectthemselvesoragreetobeprotectedbyauthorities,trackingwherecitizensubjectsenterintogamesofevasion,andnormalizingwherethewaysofbeingcitizensubjectsincyberspaceareiterativelymodulatedtowardsdesiredendsbyprivateandpublicauthorities.
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Popularlyknownasthe‘quantifiedself’,datatracesproduceacompulsiontonotonlyself-trackbutsharethisdatasothatsubjectscanmonitorthemselvesinrelationtoothersbutalsocontributetoresearchon,forexample,healthconditions.Ironically,whilegovernmentprogrammesforsharinghealthdatahavebeenscuppered,thesharingofhealthinformationthroughprivateorganizationssuchas23andMe(DNAprofilingofmorethan700,000members)andPatientsLikeMe(healthconditionsofmorethan250,000members)areproliferatingandpromotingdatasharingforthepublicgoodofadvancingmedicine.[62]Governmentsandcorporationsalikecalluponcitizensubjectstosharedataaboutthemselvesasanactofcommongood.Throughdisciplinarymethodstheycompelcitizensubjectstoconstitutethemselvesasdatasubjectsratherthanmakingrightsclaimsabouttheownershipofdatathattheyproduce.
Hay simplemente datos que no registramos y tenemos la tendencia dejar una sobra digital pequeña en lugar de una grande. Los data selfies son maneras de reapropiar las narrativas sobre los datos y pensarnos de otras maneras desde ellos, en lugar de dejar esas lecturas sólo a quienes nos mercantilizan.
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Howcanthecallingtoparticipatethatwehaveidentifiedproducedigitalcitizenswhoseactsexceedtheirintentions?Toputitdifferently,atensionexistsbetweenthewaysinwhichthefigureofthedigitalcitizenisconceivedinhegemonicimaginariesandlegaldiscoursesandhowsheisperformativelycomingintobeingthroughactionsthatequiphertobeacitizeninwaysthatarenotacknowledgedoralwaysintended.
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Forexample,whatresourcesofcyberspacedodigitallyequippedsubjectshavetheauthorizationtoaccessasaresultoftheworkingsofsearchalgorithmsandfiltersortheprotocolsthatgovernandnormalizetheretention,storage,sharing,anddiscoverabilityofinformation?[36]Iflegalityandimaginaryconfigurethecitizenasasubjectofpowerandplacedemandsonhertoparticipatedigitally(submission),whatwefindinterestinghereandinrelationtohowwehaveunderstoodbeingdigitalcitizensistheperformativityofparticipatingthatprovidesaglimpseofthecitizenasalsoapotentialsubjectofsubversion.How,forexample,doesparticipatinggiverisetosubversiveactions,suchasthoseofcriticalcitizenscience?[37]Or,asMatthewFullerandAndrewGoffeyputit,howdoinjunctionssuchasGoogle’s‘Don’tbeevil’maximbeliethepropensitiesthatareactivatedbyrelativelyunstablesociotechnicalarrangementsthataregenerativeof‘unintendedorsecondaryeffects’?
¿Cómo las infraestructuras legales y tecnológicas soportan la bifurcación y recombinación? ¿Cómo esto empodera otras prácticas ciudadanas?
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Despitetheirdifferences,theydogenerallyshareanimaginaryofcitizensubjectsasalreadyformedassubjectsofsubmission,wheretheirparticipationisamatterofaccess,skills,andusage.Itisanimaginaryofacitizenasasubjectwhoisoftensubmissive(ifnotobedient)andisactiveonlyinwaysrecognizedbygovernmentpoliciesandprogrammes.Alleffortsareaimedatdiscipliningsubjectsalongdigitalinclusionscalesthroughactionsthatinvolveaccess,skills,motivation,andtrust.Itisthroughrepetitionthattheseactionsbecomeembodiedandthroughwhichcitizensubjectsbecomegovernable.Digitalinclusionthusplacesdemandsonthecitizensubjecttouptaketheseactions,tobeskilledandtooled,andtolearnandbecomeknowledgeableandcompetentinlookingafterherselfandgoverninghersocialneeds
[...] But to do so also demands vigilance in maintaining and re-equipping oneself in terms of both skills and infrastructures in the face of constant change: ‘System outages, constant software updates, platform redesigns, network upgrades, hardware modifications, and connectivity changes make netizenship in the bitstream a rather challenging way of life.
Muchos de los llamados que hace el Gobierno presuponen un tipo de ciudadano que participa de manera predefinidas por el mismo Gobierno, usualmente complacientes e inactivas o asociadas exclusivamente a modos neoliberales/capitalistas de participación vía el "emprendimiento".
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Mossbergeretal.,forexample,understanddigitalcitizenshipastheabilitytofullyparticipateinsocietyonline,whichrequiresregularaccesstotheInternet,withadequatedevicesandspeeds,technologicalskillsandcompetence,andinformationliteracy.[21]Equippingthusincludesnotonlyhardware,suchasinstallingcomputersinclassroomsandlibrariesandexpandinghigh-speedbroadbandservices,butalsodevelopingskillsandcapabilitiesthroughtrainingcoursesincomputing,coding,andprogramming
Una de las cosas que hemos hecho es apropiarnos de los ciclos de actualización tecnológica para ponerlos en nuestras manos sin andar corriendo detrás de la última actualización.
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Theempoweringpossibilitiesofaccessingandworkingwithdataalsounderpin‘opengovernmentdata’programmes.Opennessisextendedtomakinggovernmenttransparentthroughapublicrighttodataandfreedomtoinformation,aversionthatisalsoadvancedbycivicorganizationssuchasmySociety.[19]Thesecallforthanimaginaryofcitizensasdataanalystsequippedwiththeskillsnecessarytoanalysetheircommercialtransactionsandthusmakebetterdecisionsortoanalysethetransactionsofgovernmentsandthusholdthemtoaccount.
Agregar la gráfica de la manera en la cual se puede hacer al gobierno:
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‘A“digitaldivide”isneveronlydigital;itsconsequencesplayoutwhereverpoliticalandeconomicdecisionsaremadeandwherevertheirresultsarefelt.’
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Wefocusonthreeactsthatsymbolizeparticularlywellthedemandsforopenness—participating,connecting,andsharing.Theseactsarenotallinclusive;therearecertainlyotheracts,buttheycoverwhatwesuggestarekeydigitalactsandtheirenablingdigitalactions
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Itisoftenforgottenthatthecitizensubjectisnotmerelyanintentionalagentofconductbutalsoaproductofcallingsthatmobilizethatconduct
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Wecannotsimplyassumethatbeingadigitalcitizenalreadymeanssomething,suchastheabilitytoparticipate,andthenlookforwhoseconductconformstothismeaning.Rather,digitalactsarerefashioning,inventing,andmakingupcitizensubjectsthroughtheplayofobedience,submission,andsubversion
Nosotros hablábamos de deliberación, implementación y seguimiendo sobre las decisiones, como forma de participación. Desde el Data Week estamos yendo del seguimiento a las primeras.
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Beingdigitalcitizensisnotsimplytheabilitytoparticipate.[2]Wediscussedinchapter1howJonKatzdescribedanethosofsharing,exchange,knowledge,andopennessinthe1990s.Today,thesehavebecomecallingstoperformourselvesincyberspacethroughactionssuchaspetitioning,posting,andblogging.Theseactionsrepeatedlycalluponcitizensubjectsofcyberspace,andherewewanttoaddresstheirlegal,performative,andimaginaryforce.
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Tounderstanddigitalactswehavetounderstandspeechactsorspeechthatacts.Thespeechthatactsmeansnotonlythatinorbysayingsomethingwearedoingsomethingbutalsothatinorbydoingsomethingwearesayingsomething.ItisinthissensethatwehaveargueddigitalactsaredifferentfromspeechactsonlyinsofarastheconventionstheyrepeatanditerateandconventionsthattheyresignifyareconventionsthataremadepossiblethroughtheInternet.Ultimately,digitalactsresignifyquestionsofanonymity,extensity,traceability,andvelocityinpoliticalways.
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Toputitsimply,whiledigitalactstraverseborders,digitalrightsdonot.Thisiswherewebelievethinkingaboutdigitalactsintermsoftheirlegality,performativity,andimaginaryiscrucialsincethereareinternationalandtransnationalspacesinwhichdigitalrightsarebeingclaimedthatifnotyetlegallyinforceareneverthelessemergingperformativelyandimaginatively.Yet,arguably,someemergingtransnationalandinternationallawsgoverningcyberspaceinturnarehavinganeffectonnationallegislations.Toputitdifferently,theclassicalargumentabouttherelationshipbetweenhumanrightsandcitizenshiprights,thattheformerarenormsandonlythelattercarrytheforceoflaw,isnotahelpfulstartingpoint.
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Theimportantthingistoseparateacts(locutionary,illocutionary
The important thing is to separate acts (locutionary, illocutionary, perlocutionary), forces (legal, performative, imaginary), conventions, actions, bodies, and spaces that their relations produce.
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Itiswellnighimpossibletomakedigitalutteranceswithoutatrace;onthecontrary,oftentheforceofadigitalspeechactdrawsitsstrengthfromthetracesthatitleaves.Aswesaidinchapter2,eachofthesequestionsraisedbydigitalactscanarguablybefoundinothertechnologiesofspeechacts—thetelegraph,megaphone,radio,andtelephonecometomindimmediately.Butitiswhentakentogetherthatwethinkdigitalactsresignifythesequestionsandcombinetomakethemdistinctfromspeechacts,intermsofboththeconventionsbywhichtheybecomepossibleandtheeffectsthattheyproduce.
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Digitalactswillnoteliminatedistance(weunderstanddistancehereasnotmerelyquantitativebutalsoaqualitativemetric),butthespeedwithwhichdigitalactscanreverberateisphenomenal.
Estos efectos de reverberación fueron sentidos en la Gobernatón y, en la medida en que se crea capacidad en la base y no sólo se reacciona, también se sienten en los Data Weeks, con menos potencia.
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‘codeistheonlylanguagethatisexecutable.’[49]‘So[forGalloway]codeisthefirstlanguagethatactuallydoeswhatitsays—itisamachineforconvertingmeaningintoaction.’[50]WithAustin(andWittgenstein),thisconclusioncomesasamajorsurprisetous.Aswehavearguedinthischapter,forAustin(andWittgenstein)languageisanactivity,andinorbysayingsomethinginlanguagewedosomethingwithit—weact.Toputitdifferently,languageisexecutable.[51]Thereisnouniquenesstocodeinthatregard,althoughwhilecodeislikelanguage,itisdifferent.WethinkthatdifferenceistobesoughtinitseffectsandtheconventionsitcreatesthroughtheInternetratherthaninitsostensibleuniquenature
El lenguaje es ejecutable!
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ThepremiseofthisbookisthatthecitizensubjectactingthroughtheInternetisthedigitalcitizenandthatthisisanewsubjectofpoliticswhoalsoactsthroughnewconventionsthatnotonlyinvolvedoingthingswithwordsbutdoingwordswiththings.
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Thistraversingofactsproducesconsiderablecomplexitiesinbecomingdigitalcitizens.Second,weneedtospecifytowhatextentcertainrightsclaimedbydigitalactsareclassicalrights(e.g.,freedomofspeech),towhatextenttheyareanalogoustoclassicalrights(e.g.,anonymity),andtowhatextenttheyarenew(e.g.,therighttobeforgotten).
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- digital rights
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Annotators
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academic.oup.com academic.oup.com
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My hope is to position our work—the work of the digital humanities (DH) community that has nurtured me with kindness for some 18 years—less as it is lately figured (that is, less as a fragmenting set of methodological interventions in the contemporary, disciplinary agon of humanities scholarship) and more as one cohesive and improbably hopeful possibility.
I think the scope of what the author wants to do in positioning the work of the DH community as 'one cohesive and improbably hopeful possibility' is idealistic. The reason I say this is that as a new student to DH, I am still trying to define what DH actually is and the many areas of scholarship it can be applied to. I do believe that it is very fragmented and to be honest cannot see at this stage how the author could possibly position DH cohesively.
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what are our best, shared hopes for DH? What tasks and projects might we take up, or tie in? What are our functions—or, if you prefer, our vocations, now
The Digital Recovery of Texts. Due to computer assisted approaches to paleography( noun: paleography the study of ancient writing systems and the deciphering and dating of historical manuscripts) and the steady advances in the field of digital preservation "Resurrection can be grisly work, I THINK WE COME TO UNDERSTAND EXTINCTION BETTER IN OUR STRUGGLES." .
DH has a public and transformative role to play : Big Data and The Longue Duree
Unable to look at article by Armitage, D & Guldi,j.i on The Return of The Longue Duree - hit by paywall each time,
Look at great article on WWW.WIRED.COM .
https://www.wired.com/2014/01/return-of-history-long-timescales/
"The return of the longue durée is intimately connected to changing questions of scale. In a moment of ever-growing inequality, amid crises of global governance, and under the impact of anthropogenic climate change, even a minimal understanding of the conditions shaping our lives demands a scaling-up of our inquiries. "
What does she mean by BIG DATA? Read Samuel Arbesman article in The Washington Post for easy explanation [] (https://www.washingtonpost.com/opinions/five-myths-about-big-data/2013/08/15/64a0dd0a-e044-11e2-963a-72d740e88c12_story.html?utm_term=.54ff7fdf82fe)
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www.hewlett.org www.hewlett.org
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Public presentations of their work. Students routinely have to describe and defend their thinking with peers, teachers, and the community. Students say that such public presentations reinforce their sense of accountability and make them be more careful with their work.
Moving annotation from a private practice with little accountability to something shared with the immediate social group of the classroom and finally to the larger public of the annotated web with students making interventions as digital citizens.
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www.dwrl.utexas.edu www.dwrl.utexas.edu
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While one could manually “count” references across a novel or ouvre, or attempt to estimate relative occurrence, a text analysis tool like Voyant can more easily provide textual evidence necessary to support an essay’s claim, or, if the evidence proves the writer “wrong,” help the writer re-evaluate her argument accordingly.
Just a tool of efficiency or for noticing unrecognized patterns through a different means of analysis. Both, IMO.
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tedunderwood.com tedunderwood.com
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Network graphs that connect characters are fun to explore for a similar reason.
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One of the main ways computers are changing the textual humanities is by mediating new connections to social science. The statistical models that help sociologists understand social stratification and social change haven’t in the past contributed much to the humanities, because it’s been difficult to connect quantitative models to the richer, looser sort of evidence provided by written documents.
DH as moving English more toward the statistical...
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dlsanthology.mla.hcommons.org dlsanthology.mla.hcommons.org
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I recognize that much of what provoked me to turn to literature in the first place—vital, daring, and meditative expressions of human experience—is there. It is there in the naked lyric of a blog post celebrating or mourning some personal or public event. It is there in the classical drama of a brawling, controversial Wikipedia article whose behind-the-scenes “talk” page stages the chorus of the “rule of many” or “wisdom of crowds.”16 And it is there in the epic of all the social-news, shared-bookmark, or similar sites that build a portrait of collective life from constantly reshuffled excerpts, links, and tags from that life akin to Homeric formulae. Above all, as a literature professor, I recognize that—viral YouTube videos aside—the vast preponderance of Web 2.0 is an up-close and personal experience of language.
Great explanation, for me, of the turn to DH.
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courses.jamesjbrownjr.net courses.jamesjbrownjr.net
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In the words of rhetorician Richard Lanham, we will learn to look both "at" and "through" digital tools.
This is great: digital as means but also object of study.
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courses.jamesjbrownjr.net courses.jamesjbrownjr.net
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about
And with...
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courses.jamesjbrownjr.net courses.jamesjbrownjr.net
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a tool and our central object of study.
Love this too. Learning to use the technology, but also reflecting on its significance.
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continually rethink both the process and products of the graduate seminar
I love the process and products here. New research methods and new method of publication.
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courses.jamesjbrownjr.net courses.jamesjbrownjr.net
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Annotators
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www.wordsinspace.net www.wordsinspace.net
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Scalar helpful hints
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- Sep 2017
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Local file Local file
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wewillspecifydigitalacts—callings(demands,pressures,provocations),closings(tensions,conflicts,disputes),andopenings(opportunities,possibilities,beginnings)—aswaysofconductingourselvesthroughtheInternetanddiscusshowthesebringcyberspaceintobeing
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Givenitspervasivenessandomnipresence,avoidingorshunningcyberspaceisasdystopianasquittingsocialspace;itisalsocertainthatconductingourselvesincyberspacerequires,asmanyactivistsandscholarshavewarned,intensecriticalvigilance.Sincetherecannotbegenericoruniversalanswerstohowweconductourselves,moreorlesseveryincipientorexistingpoliticalsubjectneedstoaskinwhatwaysitisbeingcalleduponandsubjectifiedthroughcyberspace.Inotherwords,toreturnagaintotheconceptualapparatusofthisbook,thekindsofcitizensubjectscyberspacecultivatesarenothomogenousanduniversalbutfragmented,multiple,andagonistic.Atthesametime,thefigureofacitizenyettocomeisnotinevitable;whilecyberspaceisafragileandprecariousspace,italsoaffordsopenings,momentswhenthinking,speaking,andactingdifferentlybecomepossiblebychallengingandresignifyingitsconventions.Thesearethemomentsthatwehighlighttoarguethatdigitalrightsarenotonlyaprojectofinscriptionsbutalsoenactment.
¿A qué somos llamados y cómo respondemos a ello? Esta pregunta ha sido parte tácita de lo que hacemos en el Data Week.
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digitalactsresignifyfourpoliticalquestionsabouttheInternet
anonymity, extensity, traceability, and velocity.
El primero y el tercero ha estado permanentemente en el discurso de colectivos a los que he estado vinculado (RedPaTodos, HackBo, Grafoscopio, etc)
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Wearguethatmakingrightsclaimsinvolvesnotonlyperformativebutalsolegalandimaginaryforces.Wethenarguethatdigitalactsinvolveconventionsthatincludenotonlywordsbutalsoimagesandsoundsandvariousactionssuchasliking,coding,clicking,downloading,sorting,blocking,andquerying.
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WedevelopourapproachtobeingdigitalcitizensbydrawingonMichelFoucaulttoarguethatsubjectsbecomecitizensthroughvariousprocessesofsubjectivationthatinvolverelationsbetweenbodiesandthingsthatconstitutethemassubjectsofpower.WefocusonhowpeopleenactthemselvesassubjectsofpowerthroughtheInternetandatthesametimebringcyberspaceintobeing.Wepositionthisunderstandingofsubjectivationagainstthatofinterpellation,whichassumesthatsubjectsarealwaysandalreadyformedandinhabitedbyexternalforces.Rather,wearguethatcitizensubjectsaresummonedandcalledupontoactthroughtheInternetand,assubjectsofpower,respondbyenactingthemselvesnotonlywithobedienceandsubmissionbutalsosubversion.
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whenweconsiderTwitter,forinstance,wecanask:Howdoconventionssuchasmicrobloggingplatformsconfigureactionsandcreatepossibilitiesfordigitalcitizenstoact?
Es curioso que los autores también se hayan enfocado en esta plataforma, como lo hemos hecho en los Data Week de manera reiterada.
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citizenshipasasiteofcontestationorsocialstruggleratherthanbundlesofgivenrightsandduties.[41]Itisanapproachthatunderstandsrightsasnotstaticoruniversalbuthistoricalandsituatedandarisingfromsocialstruggles.Thespaceofthisstruggleinvolvesthepoliticsofhowwebothshapeandareshapedbysociotechnicalarrangementsofwhichweareapart.Fromthisfollowsthatsubjectsembodyboththematerialandimmaterialaspectsofthesearrangementswheredistinctionsbetweenthetwobecomeuntenable.[42]Whowebecomeaspoliticalsubjects—orsubjectsofanykind,forthatmatter—isneithergivenordeterminedbutenactedbywhatwedoinrelationtoothersandthings.Ifso,beingdigitalandbeingcitizensaresimultaneouslytheobjectsandsubjectsofpoliticalstruggl
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Soratherthandefiningdigitalcitizensnarrowlyas‘thosewhohavetheabilitytoread,write,comprehend,andnavigatetextualinformationonlineandwhohaveaccesstoaffordablebroadband’or‘activecitizensonline’oreven‘Internetactivists’,weunderstanddigitalcitizensasthosewhomakedigitalrightsclaims,whichwewillelaborateinchapter2.
Estas definiciones instrumentales de ciudadanía se presentaban en proyectos del gobierno orientados al desarrollo instrumental de competencias computacionales (particularmente en la ofimática) y no en clave de derechos. Un lenguaje desde los derechos, podría no estar vinculado a la idea de estado nación.
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Butthefigureofcyberspaceisalsoabsentincitizenship
-> But the figure of cyberspace is also absent in citizenship studies as scholars have yet to find a way to conceive of the figure of the citizen beyond its modern configuration as a member of the nation-state. Consequently, when the acts of subjects traverse so many borders and involve a multiplicity of legal orders, identifying this political subject as a citizen becomes a fundamental challenge. So far, describing this traversing political subject as a global citizen or cosmopolitan citizen has proved difficult if not contentious.
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Toputitdifferently,thefigureofthecitizenisaproblemofgovernment:howtoengage,cajole,coerce,incite,invite,orbroadlyencourageittoinhabitformsofconductthatarealreadydeemedtobeappropriatetobeingacitizen.WhatislosthereisthefigureofthecitizenasanembodiedsubjectofexperiencewhoactsthroughtheInternetformakingrightsclaims.Wewillfurtherelaborateonthissubjectofmakingrightsclaims,butthefigureofthecitizenthatweimagineisnotmerelyabearerorrecipientofrightsthatalreadyexistbutonewhoseactivisminvolvesmakingclaimstorightsthatmayormaynotexist.
[...] This absence is evinced by the fact that the figure of the citizen is rarely, if ever, used to describe the acts of crypto- anarchists, cyberactivists, cypherpunks, hackers, hacktivists, whistle-blowers, and other political figures of cyberspace. It sounds almost outrageous if not perverse to call the political heroes of cyberspace as citizen subjects since the figure of the citizen seems to betray their originality, rebelliousness, and vanguardism, if not their cosmopolitanism. Yet the irony here is that this is exactly the figure of the citizen we inherit as a figure who makes rights claims. It is that figure that has been betrayed and shorn of all its radicality in the contemporary politics of the Internet. Instead, and more recently, the figure of the citizen is being lost to the figure of the human as recent developments in corporate and state data snooping and spying have exacerbated.
La crítica hecha a la perspectiva hacker por estar definida en oposición a lo gubernamental, no considera estos espacios donde lo hacker se ha adelantado al estado (Ley De Software Libre), pensando derechos nuevos y nuevos escenarios de lo convivial en nuestra relación mediada por la tecnología. Por supuesto, no podemos deshacernos del contexto urbano en el que nos desemvolvemos y de la presencia totalizante del estado y las instituciones, por lo cual interactuamos con él, pero no estamos definidos exclusivamente como personas, en dicha interacción (por afirmación u oposición).
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MarkPoster,forexample,arguesthattheseinvolvementsaregivingrisetonewpoliticalmovementsincyberspacewhosepoliticalsubjectsarenotcitizens,understoodasmembersofnation-states,butinsteadnetizens.[34]Byusingtheterm‘digitalcitizenship’asaheuristicconcept,NickCouldryandhiscolleaguesalsoillustratehowdigitalinfrastructuresunderstoodassocialrelationsandpracticesarecontributingtotheemergenceofaciviccultureasaconditionofcitizenship
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WhatisimportanttorecognizeisthatalthoughtheInternetmaynothavechangedpoliticsradicallyinthefifteenyearsthatseparatethesetwostudies,ithasradicallychangedthemeaningandfunctionofbeingcitizenswiththeriseofbothcorporateandstatesurveillance
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Moresignificantly,digitalstudiesspansbothsocialsciencesandhumanitiesaswellasscienceandtechnologystudiesandasksquestionsconcerningtherelationofdigitaltechnologiestosocialandculturalchange.
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First,bybringingthepoliticalsubjecttothecentreofconcern,weinterferewithdeterministanalysesoftheInternetandhyperbolicassertionsaboutitsimpactthatimaginesubjectsaspassivedatasubjects.Instead,weattendtohowpoliticalsubjectivitiesarealwaysperformedinrelationtosociotechnicalarrangementstothenthinkabouthowtheyarebroughtintobeingthroughtheInternet.[13]WealsointerferewithlibertariananalysesoftheInternetandtheirhyperbolicassertionsofsovereignsubjects.Wecontendthatifweshiftouranalysisfromhowwearebeing‘controlled’(asbothdeterministandlibertarianviewsagree)tothecomplexitiesof‘acting’—byforegroundingcitizensubjectsnotinisolationbutinrelationtothearrangementsofwhichtheyareapart—wecanidentifywaysofbeingnotsimplyobedientandsubmissivebutalsosubversive.Whileusuallyreservedforhigh-profilehacktivistsandwhistle-blowers,weask,howdosubjectsactinwaysthattransgresstheexpectationsofandgobeyondspecificconventionsandindoingsomakerightsclaimsabouthowtoconductthemselvesasdigitalcitizens
La idea de que estamos imbrincados en arreglos socio técnicos y que ellos son deconstriuidos, estirados y deconstruidos por los hackers a través de su quehacer material también implica que existe una conexión entre la forma en que los hackers deconstruyen la tecnología y la forma en que se configuran las ciudadanías mediadas por dichos arreglos sociotécnicos.
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rampages.us rampages.us
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If communities have changed, becoming more global and less connected offline, how does social capital transfer in this new age?
I think this is one of the central questions of the new subfield of Digital Sociology.
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remote connections comprise a social network that offers a degree of social capital without some of the demands that go along with social networks in closer quarters.
What are the benefits of this? In terms of cost/benefit, if these ties pay off just as well as in person ties without the expending of as much time and labor, is that a net positive? Or is something lost in the ease of contact? Again, what does data say?
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rampages.us rampages.us
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How would their analysis of social networks and social capital change if they were here today?
This is a new line of research and theory!!
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rampages.us rampages.us
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Along these lines, I would argue that it is difficult to measure online participation with social capital. An individual might use digital devices to play Solitaire. Alternatively, the individual might be heavily involved in moderating a Dancing with the Stars community forum or enjoy playing a massively multiplayer online game that requires group coordination.
These are the new questions raised by the digital world. What does digital social capital look like? Have our new ways of interacting replaced bowling? Are we still as social only in different ways?
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sparceurope.org sparceurope.org
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The extension of this controversial proposal to academic publications, as proposed by the ITRE Committee
Can you please source this information? I could not find it in http://www.europarl.europa.eu/sides/getDoc.do?pubRef=-%2f%2fEP%2f%2fNONSGML%2bCOMPARL%2bPE-592.363%2b01%2bDOC%2bPDF%2bV0%2f%2fEN
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rampages.us rampages.us
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nvestigate the networks in the modern society
I think this is the main methodology for digital sociology. We just don't know it yet.
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research questions including:
Your challenge will be to make these type of questions more specific and relevant to digital sociology.
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rampages.us rampages.us
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repeat the behavior
I wonder if you can repeat this experiment in some limited way for your small paper? Only digitally. Has anyone done this?
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- Aug 2017
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www.openaccesstextbooks.org www.openaccesstextbooks.org
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2016 Student Textbookand Course Materials
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- Jul 2017
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www.irrodl.org www.irrodl.org
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A pedagogy of abundance, acknowledging that content often is freely available and abundant, may eventually prove relevant in this regard.
This may be a great way to develop evaluation skills in "students". There is so much good on the web but you need to have the ability to distinguish it from the other.
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newliteracies.uconn.edu newliteracies.uconn.edu
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It is true that today’s students have grown up in an online world and are developing profi-ciency with gaming, social networking, video, and texting (Alvermann, Hutchins, & DeBlasio, 2012; Zickuhr, 2010). However, this does not nec-essarily mean they are skilled in the effective use of online information, perhaps the most important aspect of the Internet. Studies show that stu-dents lack critical evaluation skills when reading online (Bennet, Maton, & Kervin, 2008; Forzani & Maykel, 2013; Graham & Metaxas, 2003) and that they are not especially skilled with reading to locate information online (Kuiper & Volman, 2008).
The Internet is not simply a "toy." You have unlimited knowledge at your finger tips now but few people still know how to access it and learn on their own.
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hapgood.us hapgood.us
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We’ve Made It Ridiculously Easy to Contribute to the Digital Polarization Initiative
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boingboing.net boingboing.net
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An open letter from Tim Wu to Tim Berners-Lee, urging caution regarding a proposed DRM standard for the Web (Encrypted Media Extensions), and the possible abuse of anti-circumvention laws.
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www.literacyworldwide.org www.literacyworldwide.org
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Doug Belshaw’s eight elements of digital literacies, I have just mentioned the civic, critical, creative, and communicative. The other four are cultural, cognitive, constructive, and confidence.
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er.educause.edu er.educause.edu
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Digital redlining is the modern equivalent of this historical form of societal division; it is the creation and maintenance of technological policies, practices, pedagogy, and investment decisions that enforce class boundaries and discriminate against specific groups.
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www.plannedobsolescence.net www.plannedobsolescence.net
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a new MLA style for the network age
MLA for digital
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www.insidehighered.com www.insidehighered.com
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I have heard anecdotally from a number of scholars who have told me that their departments or colleges relied on our guidelines for evaluating digital work in rethinking their tenure and promotion guidelines, or in their own particular tenure cases. I hear much less frustration than I used to about institutions failing to accept or recognize or adequately consider digital work, and that’s a great thing.
on increasing acceptance of digital works in promotion and tenure
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