Love this too. Learning to use the technology, but also reflecting on its significance.

I love the process and products here. New research methods and new method of publication.

1. 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." .

2. 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)

Scalar helpful hints

¿A qué somos llamados y cómo respondemos a ello? Esta pregunta ha sido parte tácita de lo que hacemos en el Data Week.

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)

Es curioso que los autores también se hayan enfocado en esta plataforma, como lo hemos hecho en los Data Week de manera reiterada.

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.

-> 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.

Ver: https://hyp.is/6bnriqSPEeeYN7sZXlOCNg

[...] 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).

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.

I think this is one of the central questions of the new subfield of Digital Sociology.

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?

This is a new line of research and theory!!

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?

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

I think this is the main methodology for digital sociology. We just don't know it yet.

Your challenge will be to make these type of questions more specific and relevant to digital sociology.

I wonder if you can repeat this experiment in some limited way for your small paper? Only digitally. Has anyone done this?

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.

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.

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.

MLA for digital

on increasing acceptance of digital works in promotion and tenure

Essay on APJ Abdul Kalam

Digital India Essay

From this start, this article doesn't seem based in the same reality I've been observing.

1) I don't see/or hear DH as a "corrective" so much as an "alternative."

2) DH seems pretty self-conscious about Silicon Valley utopianism. In fact, I'd argue that it's voices from DH that have been most savvy about deconstructing that rhetoric.

International Law declarations would require some form of exploitation, oppression or exploitation to be proved. In general, the bar would be high for this belief -- as in Quebec citizens being refused the right to vote, for instance.

Idle No More framed as part of a centuries-long conflict between First Nations and the Canadian government. The term "bullied" may have significance here as the omnibus bill was perceived to be a way for government to bully through their agenda without debate. It also have a loose connection to cyberbullying which was a policy issue gaining traction at this time.

Unclear whether this was people sympathizing with Idle No More or appropriating the phrase Idle No More to other issues and causes. This is an important theme in digital humanism - it is quite easy to apply a term to a situation or give support to a cause, but it is never very clear that this translates into material support -- such as public pressure, resource sharing and so on.

Doesn't this obfuscate the process? Literature became digital. Digital enables a wide range of futther activity to take place on top of literature, including, perhaps, it's datafication.

Yes, of course. But it's ironic that this three post tirade begins with a rather distant reading of the MLA program.

In the above performance of close reading, is the evidence more "inescapable"? Isn't is always in the fullness of the argumentation no matter where the data comes from?

Is this really how it played/plays out? I have an idea about something that I then confirm in the facts?

I continue to think this binary is false. Perhaps historically the liberal arts was established and viewed as an oasis. But in my experience there was always a connection between my academic work, from grade school to grad school, and the "real world." The connection might not always have been as direct and explicit to be vocational, but nonetheless is was there and it was felt.

LOL. I was in the middle of a dissertation when this was published: not just an English major, but a doctoral candidate.

Isn't this a little like a movie reviewer saying, "I haven't seen this movie, but here's the problem with it"?

Welcome to DH@CC's Digital Storytelling workshop!

It goes passed a digital gathering. People can "gather" in person or digitally for events. Some people will even login to see what the digital audience is saying even though they are physically at the event.

I think you're right to hedge this point with "can be." I'd argue that "electronic literature" can take a bazillion different forms, some more "pushy," some less "pushy" than ink-on-paper print texts (with regard to their ordering "logics"). I'd therefore urge reformulating your point more along these lines: "The ordering logics of some digital genres [or: ... of some currently popular digital genres?] are in some ways more pushy and prescriptive than the ordering logics of many traditional paper-print genres."

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

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

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

Persuasion

competences digital literacies

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

Recognition of Internet as publication

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

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

Mike Caulfield Web Literacy for Student Fact-Checkers

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

Google has become dangerous.

This field seems very promising. Need to learn more!

Asociación para las humanidades digitales en Colombia

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

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

Thoughts on this resource? Civic Online Reasoning

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

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

WEB LITERACY FOR STUDENT FACT-CHECKERS

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

This sounds like Jon Udell's digital tool kit.

This sounds like Jon Udell's digital tool kit.

Attests to the importance of digital preservation.

It seems like there is a disconnect.

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

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

Digital Hub USA(Digital marketing agency) Digital hub USA is a full service digital marketing agency of California; USA.Our team develops effective content Strategies for forward thinking companies. We have a proven track record in increasing search engine rankings. We are a brand strategy and engagement agency, empowering businesses with online reputation building and management, social and search demographic targeting, and conversion techniques, highly imaginative and deeply inspired people with contagious passion and endless BRAND STRATEGISTS creative energy. We combine talent and technology to build connected brands and turn customers into evangelists. We specialize in providing results driven integrated online marketing solutions for medium and large businesses across the globe. Companies come to us because our team of well-respected industry experts has the talent and creativity to provide your business with a more sophisticated data-driven approach to online marketing and advertising.

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

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

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

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

Thomas Edison. Love his quotes

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

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

Did Media Literacy Backfire?

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

...

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Access, skills, motivation, and engagement with content

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

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

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

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

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

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

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

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

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

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

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

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

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

-- Vi Hart

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

They are NOT a startup.

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

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

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

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

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

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

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

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

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

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