- Jun 2017
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www.swamirara.com www.swamirara.com
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Essay on APJ Abdul Kalam
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Digital India Essay
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lareviewofbooks.org lareviewofbooks.org
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Advocates position Digital Humanities as a corrective to the “traditional” and outmoded approaches to literary study that supposedly plague English departments. Like much of the rhetoric surrounding Silicon Valley today, this discourse sees technological innovation as an end in itself and equates the development of disruptive business models with political progress.
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.
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www.canlii.org www.canlii.org
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Quebec does not meet the threshold of a colonial people or an oppressed people, nor can it be suggested that Quebecers have been denied meaningful access to government to pursue their political, economic, cultural and social development.
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.
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wayback.archive-it.org wayback.archive-it.org
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We stand in solidarity with Chief Theresa Spence’s attempts to change the abusive manner in which the Canadian Government has ignored, threatened, and bullied Indigenous peoples
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.
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abcnews.go.com abcnews.go.com
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everyday the Idle No More movement is gaining more sympathizers and allies around the globe
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.
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lareviewofbooks.org lareviewofbooks.org
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literature became data
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.
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archive.nytimes.com archive.nytimes.com
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Don’t we have to actually read the books, before saying what the patterns discovered in them mean?
Yes, of course. But it's ironic that this three post tirade begins with a rather distant reading of the MLA program.
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But does the data point inescapably in that direction?
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?
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The direction of my inferences is critical: first the interpretive hypothesis and then the formal pattern, which attains the status of noticeability only because an interpretation already in place is picking it out.
Is this really how it played/plays out? I have an idea about something that I then confirm in the facts?
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www.insidehighered.com www.insidehighered.com
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Traditionalists argue that emphasizing professional skills would betray the humanities' responsibility to honor the great monuments of culture for their own sake.
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.
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www.nytimes.com www.nytimes.com
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When the going gets tough, the tough take accounting. When the job market worsens, many students figure they can’t indulge in an English or a history major. They have to study something that will lead directly to a job.
LOL. I was in the middle of a dissertation when this was published: not just an English major, but a doctoral candidate.
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opinionator.blogs.nytimes.com opinionator.blogs.nytimes.com
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I will not be attending the Modern Language Association meeting in Seattle (Jan. 5-8), but I have read through the program to see what’s going on and what’s no longer going on in literary studies.
Isn't this a little like a movie reviewer saying, "I haven't seen this movie, but here's the problem with it"?
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- May 2017
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gjamissen.files.wordpress.com gjamissen.files.wordpress.com
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Introduction
Welcome to DH@CC's Digital Storytelling workshop!
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static1.squarespace.com static1.squarespace.com
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gathering
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.
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- Apr 2017
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www.digitalrhetoriccollaborative.org www.digitalrhetoriccollaborative.org
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Digital logics can be a bit more pushy than print logics. So much for the supposed freedom of electronic literature
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."
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repository.gei.de repository.gei.de
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4 Technological and Media Change
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.
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medium.com medium.com
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Similarly, the collective of internet users acting as digital environmentalists advocate for the health of the digital environment.
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www.digitalrhetoriccollaborative.org www.digitalrhetoriccollaborative.org
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designed to help students fact-check and trace the circulation of online information—helps to answer both of these questions.
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digitallearning.middcreate.net digitallearning.middcreate.net
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Digital Literacy and all those other literacies
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.
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How Uber Uses Psychological Tricks to Push Its Drivers’ Buttons
Persuasion
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- Mar 2017
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tachesdesens.blogspot.com tachesdesens.blogspot.com
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students with developing information literacy.
competences digital literacies
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join.gov.tw join.gov.tw
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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。
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download.springer.com download.springer.com
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Discussions contained in the Bitnet list PACS-L @UHUPVM 1 suggest that there is some interest in recognizing the Internet as a publica- tion, albeit an amorphous one, that might never- theless be subject to cataloging.
Recognition of Internet as publication
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hybridpedagogy.org hybridpedagogy.org
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Our students are required to develop a professional digital identity, and their blogs are central to this.
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...
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www.mightymeta.co.uk www.mightymeta.co.uk
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Furthermore, the results could focus on drawing the user into the virtual app space (immersive) or could use the portable nature of tablet to extend the experience into the physical space inhabited by the user (something I have called ’emersive’). Generative (emersive) Books that project coloured ambient light and/or audio into a darkened space Generative (immersive) Books that display abstracted video/audio from cameras/microphone, collaged or augmented with pre-designed content Books that contain location specific content from the internet combined with pre-authored/designed content
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).
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clintlalonde.net clintlalonde.net
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detangle my digital personal and professional lives
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bryanalexander.org bryanalexander.org
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A powerful media and information literacy project from UNESCO
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webliteracy.pressbooks.com webliteracy.pressbooks.com
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Mike Caulfield Web Literacy for Student Fact-Checkers
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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.
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www.chronicle.com www.chronicle.com
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cultural heritage informatics, which looks at the relationships between cultural heritage, social memory, and digital technologies.
This field seems very promising. Need to learn more!
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Humanidades Digitales
Asociación para las humanidades digitales en Colombia
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www.commonsense.org www.commonsense.org
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THE ROOTS OF REDLINING
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)
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hapgood.us hapgood.us
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Check for previous fact-checking work Go upstream to the source Read laterally
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www.chronicle.com www.chronicle.com
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What’s Your (Digital) Activism?
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- Feb 2017
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wordpress.com wordpress.com
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where does the physical body end and where does technology begin
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wissen.hypotheses.org wissen.hypotheses.org
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Caf’E.phe
What a great event! It should definitely happen more often.
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umwdtlt.com umwdtlt.com
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OER textbook called Web Literacy for Student Fact-Checkers
Thoughts on this resource? Civic Online Reasoning
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clalliance.org clalliance.org
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s, and characters from the fictional story world, in ways that powerfully resonate with fans of the series. Participants are mobilized as “Dumbledore’s Army of the real world” in campaigns such as Not In Harry’s Name which pressures Warner Brothers into using Fair Trade chocolate for its Harry Potter Chocolates.
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
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www.thehpalliance.org www.thehpalliance.org
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Genocide Prevention We’ve raised thousands of dollars to protect thousands of civilians in Darfur and Burma.
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.
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dooo.flc.bergbuilds.domains dooo.flc.bergbuilds.domains
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Digital Identity
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webliteracy.pressbooks.com webliteracy.pressbooks.com
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WEB LITERACY FOR STUDENT FACT-CHECKERS
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www.briancroxall.net www.briancroxall.net
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simply incorporating a technological tool without reflecting upon pedagogical change isn’t digital pedagogy
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.
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bryanalexander.org bryanalexander.org
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publisher Tim O’Reilly, who recently published an article on how he vets news online. It’s very useful, actually, listing a series of practical tips, from looking for references to checking out other links on the same topic.
This sounds like Jon Udell's digital tool kit.
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publisher Tim O’Reilly, who recently published an article on how he vets news online. It’s very useful, actually, listing a series of practical tips, from looking for references to checking out other links on the same topic.
This sounds like Jon Udell's digital tool kit.
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www.archivejournal.net www.archivejournal.net
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They are always somewhere, stored on somebody’s hard drive.
Attests to the importance of digital preservation.
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hybridpedagogy.org hybridpedagogy.org
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Twessays and Composition in the Digital Age
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www.newyorker.com www.newyorker.com
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While the backgrounds of the writers varied, a theme began to emerge: the more reading moved online, the less students seemed to understand.
It seems like there is a disconnect.
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www.johnastewart.org www.johnastewart.org
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History and humanities more generally are dominated by the single-author article and monograph, so a system built to pool research notes may seem counterintuitive.
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.
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The goal for the project was not to publish a completed set of sites or records, but rather to facilitate active research.
So much potential here for transforming (overcoming) the distinctions between a repository, a tool, and an ongoing project.
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- Jan 2017
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digitalhubusa.com digitalhubusa.com
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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/
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- Digital_marketing_company_Palos_Verdes_Peninsula,,
- Digital_marketing_company_business_plan
- Digital_marketing_firm,
- Digital_marketing_company,
- Digital hub usa
- Digital_marketing_agency,
- Digital_marketing_company_los_angeles
- digitalhubusa in Ghaziabad
- Top_marketing_company,
- Website_marketing_company,
- Digital_media_marketing_company,
- Web_marketing_company,
- Digital_marketing,
- Emarketing_company,
- Digital_marketing_agency_for_small_businesses,
- Best_digital_marketing_companies,
- Internet_marketing_company,
- Digital_marketing_company_profile,
- Online_marketing_companies,
- Top_online_marketing_companies
Annotators
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www.producthunt.com www.producthunt.com
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reallifemag.com reallifemag.com
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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.
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www.theguardian.com www.theguardian.com
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But students are arriving with some well established digital practices of their own
Students can also be included as teachers when it comes to digital technologies
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web.hypothes.is web.hypothes.is
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they may not be ready for that this year, or on the first day, and so there must to be online spaces where they can practice this kind of engagement safely and receive constructive feedback so that they can become responsible and thoughtful participants in the digital public sphere.
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repository.gei.de repository.gei.de
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‘Books,’ declared Thomas Edison in 1913, ‘will soon be ob-solete in the public schools. Scholars will be instructed through the eye. It is possible to teach every branch of human knowledge with the motion picture. Our school system will be completely changed inside of ten years.’57
Thomas Edison. Love his quotes
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4. Technological and Media Change.
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
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www.whitehouse.gov www.whitehouse.gov
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If you're tired of arguing with strangers on the Internet, try talking with one of them in real life.
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spark.adobe.com spark.adobe.com
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Digital Literacy
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larrycuban.wordpress.com larrycuban.wordpress.com
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figuring out what’s important in living a life fully in a world that has become increasingly digital.
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?
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points.datasociety.net points.datasociety.net
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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.
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www.theguardian.com www.theguardian.com
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Almost half of eight- to 11-year-olds have agreed impenetrable terms and conditions to give social media giants such as Facebook and Instagram control over their data, without any accountability, according to the commissioner’s Growing Up Digital taskforce. The year-long study found children regularly signed up to terms including waiving privacy rights and allowing the content they posted to be sold around the world, without reading or understanding their implications.
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- Dec 2016
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hapgood.us hapgood.us
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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.
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hapgood.us hapgood.us
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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.
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hybridpedagogy.org hybridpedagogy.org
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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.
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This is more than traditional information literacy
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.
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www.projectinfolit.org www.projectinfolit.org
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creating a video, podcast, or website for a class assignment, developing data visualizations, mapping data, making a prototype for an engineering or art class, collecting, locating, and analyzing data, or conducting interviews
Librarians should work at developing some expertise in these areas, so that we can provide advice and assistance as well as space.
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- Nov 2016
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hypothes.is hypothes.is
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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.
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digital.ucd.ie digital.ucd.ie
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‘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/
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mfeldstein.com mfeldstein.com
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Data should extend our senses, not be a substitute for them. Likewise, analytics should augment rather than replace our native sense-making capabilities.
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Information Literacy
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www.chronicle.com www.chronicle.com
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Digital Literacies
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www.literacyworldwide.org www.literacyworldwide.org
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I avoid putting my students in high-risk situations, but this does not mean avoiding teaching digital literacy.
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.
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skills
Skills are one piece of this puzzle that can't be ignored, but also can't be the end.
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Digital skills would focus on which tool to use (e.g., Twitter) and how to use it (e.g., how to tweet, retweet, use TweetDeck), while digital literacy would include in-depth questions
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.
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reminding students to use alternative text for images to support those with visual disabilities.
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reminding students to use alternative text for images to support those with visual disabilities
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.
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in-depth questions
Access, skills, motivation, and engagement with content
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Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom
It is important to understand the digital skills and literacies that a teacher should be able to teach his/her students.
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Digital literacies are not solely about technical proficiency but about the issues, norms, and habits of mind surrounding technologies used for a particular purpos
people often fall in the trap of focusing on technical aspects and skills. Spreading awareness about contextual placement of technologies (ex: pedagogies) is key
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norms, and habits
Key dimension sadly overlooked in conversations about digital literacies. This requires cultural change.
Tags
- visual disability
- inclusion
- cultural change
- digital literacy
- journalism
- digital skill
- fys156
- pedagogy
- engagement
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webbyawards.com webbyawards.com
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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.
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langwitches.org langwitches.org
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relationship between literacy and documenting learning
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.
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cplong.org cplong.org
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the initiative
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.
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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.
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- Oct 2016
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elevr.com elevr.com
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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.
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journal.disruptivemedia.org.uk journal.disruptivemedia.org.uk
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Christopher P. Long.
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)
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)
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- Sep 2016
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www.districtdispatch.org www.districtdispatch.org
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This report indicates we can connect with our digital learners to talk about trust and evaluation in the digital information sphere.
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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.
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www.teachthought.com www.teachthought.com
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Popular Hashtags
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www.educationdive.com www.educationdive.com
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As many universities are being queried by the federal government on how they spend their endowment money, and enrollment decreases among all institutions nationally, traditional campuses will need to look at these partnerships as a sign of where education is likely going in the future, and what the federal government may be willing to finance with its student loan programs going ahead.
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.
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As many universities are being queried by the federal government on how they spend their endowment money, and enrollment decreases among all institutions nationally, traditional campuses will need to look at these partnerships as a sign of where education is likely going in the future, and what the federal government may be willing to finance with its student loan programs going ahead.
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.
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www.theatlantic.com www.theatlantic.com
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learn how to access information
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www.al-fanarmedia.org www.al-fanarmedia.org
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Building on Experience With Digital Education for Refugees
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www.insidehighered.com www.insidehighered.com
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Some people define DH as divided into “hack” -- those who code and make digital things -- and “yack” -- those who critique and analyze “the digital.” I’m also interested in “stack” -- how do the structures of organizations and institutions enable or inhibit what we want to do? The people who “hack” and “yack” can’t work without the people in the “stack” (or without the people in the library stacks).
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allaboardhe.org allaboardhe.org
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klabonte.net klabonte.net
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online realms
Is paper a realm? Have never thought of it that way. Every medium is a realm? Is it helpful analytically to make this distinction? Similarly, it is helpful to make the same distinction between digital and not digital?
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- Aug 2016
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books.google.ca books.google.ca
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Page 8
Jockers talking about the old approach in the 1990s to anecdotal evidence:
… in the 1990s, gathering literary evidence meant reading books, noting "things" (a phallic symbol here, a bibliographical reference there, a stylistic flourish, an allusion, and so on) and then interpreting: making sense and arguments out of those observations. Today, in the age of digital libraries and large-scale book-digitization projects, the nature of the "evidence" available to us has changed, radically. Which is not to say that we should no longer read books looking for, or noting, random "things," but rather to emphasize that massive digital corpora offer is unprecedented access to literally record an invite, even demand, a new type of evidence gathering and meaning making. The literary scholar of the 21st-century can no longer be content with anecdotal evidence, with random "things" gathered from a few, even "representative," text. We must strive to understand the things we find interesting in the context of everything else, including a massive possibly "uninteresting" text.
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Pages 7 and 8
Jockers is talking here about Ian Watt’s method in Rise of the Novel
What are we to do with the other three to five thousand works of fiction published in the eighteenth century? What of the works that Watt did not observe and account for with his methodology, and how are we to now account for works not penned by Defoe, by Richardson, or by Fielding? Might other novelists tell a different story? Can we, in good conscience, even believe that Defoe, Richardson, and Fielding are representative writers? Watt’s sampling was not random; it was quite the opposite. But perhaps we only need to believe that these three (male) authors are representative of the trend towards "realism" that flourished in the nineteenth century. Accepting this premise makes Watts magnificent synthesis into no more than a self-fulfilling project, a project in which the books are stacked in advance. No matter what we think of the sample, we must question whether in fact realism really did flourish. Even before that, we really ought to define what it means "to flourish" in the first place. Flourishing certainly seems to be the sort of thing that could, and ought, to be measured. Watt had no yardstick against which to make such a measurement. He had only a few hundred texts that he had read. Today things are different. The larger literary record can no longer be ignored: it is here, and much of it is now accessible.
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Jockers, Matthew L. 2013. Macroanalysis: Digital Methods and Literary History. Topics in the Digital Humanities. Urbana, IL: University of Illinois Press.
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- Jul 2016
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books.google.ca books.google.ca
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Page 16
One benefit of traditional hermeneutical practices such as close reading is that the trained reader need not install anything, run any software, wrestle with settings, or wait for results. The experienced reader can just enjoy iteratively reading, thinking, and rereading. Similarly the reader of another person's interpretation, if the book being interpreted is at hand, can just pick it up, follow the references, and recapitulate the reading. To be as effective as close reading, analytical methods have to be significantly easier to apply and understand. They have to be like reading, or, better yet, a part of reading. Those invested in the use of digital analytics need to think differently about what is shown and what is hidden: the rhetorical presentation of analytics matters. Further, literary readers of interpretive works want to learn about the interpretation. Much of the literature in journals devoted to humanities computing suffers from being mostly about the computing; it is hard to find scholarship that is addressed to literary scholars and is based in computing practices.
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Page 15
Rockwell and Sinclair call for
a new kind of literacy that allows us to continue our pursuits as humanities scholars in the changing world we find ourselves in.
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Pages 1-2
… Practices are changing. Older forms of communal inquiry are being remixed into modern research. We have come to recognize how intellectual work is participatory even when it includes moments of solitary meditation. Internet conferencing tools allow us to remediate dialogical practices, collaborative communities such as Wikipedia and Twitter depend on contributions by a large group of users, and the communal research cultures of the arts collective or engineering lab are influencing the humanities. Accessible computing, data availability, and new media opportunities have provoked textual disciplines to think again about our practices and methods as we build digital libraries, process millions of books, and imagine research cyber-infrastructure that can support the next generation of scholars. We have recently begun imagining large-scale humanities-based projects that require a variety of skills for implementation – skills rarely found in a solitary scholar/programmer, let alone in a Cartesian humanist. We find ourselves working in teams, reflecting on how to best organize them and then reflecting on what it means to think through with others. This inevitably turns to methodological reflection that takes new media into account as we try to balance our traditional Cartesian values with the opportunities of open and communal work.
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books.google.ca books.google.ca
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Pages 220-221
Digital Humanities projects result in two general types of products. Digital libraries arise from scholarly collaborations and the initiatives of cultural heritage institutions to digitize their sources. These collections are popular for research and education. … The other general category of digital humanities products consist of assemblages of digitized cultural objects with associated analyses and interpretations. These are the equivalent of digital books in that they present an integrated research story, but they are much more, as they often include interactive components and direct links to the original sources on which the scholarship is based. … Projects that integrate digital records for widely scattered objects are a mix of a digital library and an assemblage.
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Borgman, Christine L. 2007. Scholarship in the Digital Age: Information, Infrastructure, and the Internet. Cambridge, Mass: MIT Press.
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Page 17
Borgman argues that the term Digital Library causes trouble because it quote obscures the complex relationship between electronic information Collections and libraries as institutions.
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Retrieval methods designed for small databases decline rapidly in effectiveness as collections grow...
This is an interesting point that is missed in the Distant reading controversies: its all very well to say that you prefer close reading, but close reading doesn't scale--or rather the methodologies used to decide what to close read were developed when big data didn't exist. How to you combine that when you can read everything. I.e. You close read Dickins because he's what survived the 19th C as being worth reading. But now, if we could recover everything from the 19th C how do you justify methodologically not looking more widely?
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www.teachthought.com www.teachthought.com
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corporate-breathing purpose manifest through social and tech
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news.ycombinator.com news.ycombinator.com
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Q&A session with Alan Kay, June 2016.
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Annotators
URL
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www.jisc.ac.uk www.jisc.ac.uk
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Beetham and Sharpe ‘pyramid model’ of digital literacy development model (2010)
like this model and the progression it represents. It might be interesting to compare it to imposter syndrome. Identity represents a level of confidence in one's abilities, confidence which can be independent of ability level.
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What it means to be digitally literate changes over time and across contexts, so digital literacies are essentially a set of academic and professional situated practices supported by diverse and changing technologies
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jcasatodd.com jcasatodd.com
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Digital Citizenship, Learning, and Student Voice
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books.google.ca books.google.ca
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Initially, the digital humanities consisted of the curation and analysis of data that were born digital, and the digitisation and archiving projects that sought to render analogue texts and material objects into digital forms that could be organised and searched and be subjects to basic forms of overarching, automated or guided analysis, such as summary visualisations of content or connections between documents, people or places. Subsequently, its advocates have argued that the field has evolved to provide more sophisticated tools for handling, searching, linking, sharing and analysing data that seek to complement and augment existing humanities methods, and facilitate traditional forms of interpretation and theory building, rather than replacing traditional methods or providing an empiricist or positivistic approach to humanities scholarship.
summary of history of digital humanities
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current.ischool.utoronto.ca current.ischool.utoronto.ca
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A gentle introduction to studying digital humanities, and into the digital humanities community in general, was the beginner workshop group entitled “Digitization Fundamentals and Their Application.” The focus of this workshop was to develop a functional knowledge of different methods of acquiring, refining, processing, and utilizing information pertaining to artefacts, aural or visual, static or animated. The course outlined how to plan successful digitization projects, develop an organizational structure to manage large caches of data, select appropriate devices and formats for input, and create platforms for display and dissemination of output. Each day was dedicated to a specific element of digitization - usually a medium, such as audio or video, but occasionally on a form of output, such as how to host digitization projects on the web. The mornings were generally spent acquiring the foundational knowledge needed to plan and implement a digitization project in that day’s medium, and in the afternoons participants were given free access to a wide range of equipment to help put the morning’s fundamentals into practice. This workshop allowed participants to practice digitization both in the lab and in the wild, as they were able to choose to work within one of the University of Victoria’s well-appointed computer labs or take equipment to a nearby site of their choice, such as the University of Victoria’s McPherson Library and its rare book room.
Structure of the fundamentals class
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ese courses are the core of the DHSI curriculum, offering students the opportunity to learn in small, collegial groups at the beginner, intermediate, and advanced levels - and indeed offering faculty the opportunity to be students again for a week. That levelling spirit is reinforced by other aspects of the Institute which bring the various courses together. At the beginning and end of each day, all DHSI participants attend plenary lectures by leading practitioners in the field, which brings all participants together in the same room to consider questions that all digital humanists face (such as the nature of the academic job market, or lessons to be learned from particular projects). In recent years the morning lectures have showcased short presentations by graduate students in the field, a symptom of how student-driven the field has become even during the seven years since the DHSI began.
The structure of the camp
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eek-long event that has run every spring since 2004, the DHSI combines the best aspects of a skills workshop, international conference, and summer camp. Participants spend five days attending plenary lectures and pursuing their own projects in courses on topics such
description of DHSI
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The Digital Humanities Summer Institute and Extra- Institutional Modes of Engagement
Bialkowski, Voytek, Rebecca Niles, and Alan Galey. 2011. “The Digital Humanities Summer Institute and Extra-Institutional Modes of Engagement.” Faculty of Information Quarterly 3 (3): 19–29. http://current.ischool.utoronto.ca/system/files/pages/publications/fiq_3-3.pdf#page=19.
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www.noshelfrequired.com www.noshelfrequired.com
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As schools and universities are quickly being populated with digital natives
Ugh!
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hybridpedagogy.org hybridpedagogy.org
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“counteranthropomorphism”—the tendency we have to remove the humanity of people we can’t see
Speaking of which… (The byline is particularly interesting given this news item and discussion.)
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hackeducation.com hackeducation.com
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qualitatively extend the notions of 'reading, writing, sharing, publishing, etc. of ideas' literacy to include the 'computer reading, writing, sharing, publishing of ideas
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He believed this would foster a new literacy, a literacy that would bring about a revolution akin to the changes brought about by the printing press in the 16th and 17th centuries.
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www.researchgate.net www.researchgate.net
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On Close and Distant Reading in Digital Humanities:A Survey and Future Challenges
Jänicke, S., G. Franzini, M. F. Cheema, and G. Scheuermann. n.d. “On Close and Distant Reading in Digital Humanities: A Survey and Future Challenges.”
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www.atsf.co.uk www.atsf.co.uk
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"The BBC Domesday Project was a pair of interactive videodiscs made by the BBC in London to celebrate the 900th anniversary of the original Domesday Book and published in November 1986. It was one of the major interactive projects of its time, and it was undertaken on a scale not seen since."
"In 1983, a BBC Television producer named Peter Armstrong wondered if it would be possible to harness the Domesday philosophy to modern Britain. With the large user base of microcomputers in British schools (helped by a government subsidy) it was feasible to ask schools around the UK to survey their areas to produce a database of how Britain looked to the British in 1986."
"...the original Domesday book is still readable after (at the time) 925 years while our 15 year old one is not ... unless you have the original computer/videodisc system and it still works of course."
"The first visible manifestation of a reappearance of the BBC Domesday Project was achieved in a project called CAMiLEON, which was a research project that investigated emulation as a digital preservation strategy and was based at the Universities of Michigan and Leeds. [CAMiLEON web site ... with supreme irony this is now only available via the internet archive]"
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alex-reid.net alex-reid.net
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None of us, students and faculty included, have really figured out how to live, learn, and work in the emerging digital media-cognitive ecology. So it is certainly true that we can struggle to accomplish various purposes with technologies pulling us in different directions
What could educators do to better prepare students to interact with digital media that leverages tech to go far beyond what paper and pen affords (tools, skills, etc.)?
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www.cbc.ca www.cbc.ca
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she says of young digital natives
<groan/> Pretty much the right time to debunk this idea as, clearly, being “born in it” didn’t give them much of a clue.
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www.jisc.ac.uk www.jisc.ac.uk
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Our research indicates that individuals exercise a great deal of critical evaluation of sources in non-academic contexts (as in the case of looking for good restaurants, or shopping for new cars, for instance). It may be of value to explore these personal evaluation practices with students, encouraging them to apply them in academic contexts.
+1 Insightful
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www.wikizhow.com www.wikizhow.com
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Definition of SEO or Search Engine Optimization. We are associated with WikizHow and in this post, we explained about every detail of SEO. Learn about the benefits and importance Search Engine Marketing.
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motherboard.vice.com motherboard.vice.com
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This experience of male internet commenters infiltrating what is meant to be female or neutral online space isn’t unique.
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- Jun 2016
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www.huffingtonpost.com www.huffingtonpost.com
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Perhaps the most underused of all of their muscles is the imagination, as we seek desperately to find a recipe for something that already exists.
YES!!!!
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Are we creating a generation of people who cannot find the beauty in the mundane?
This is an incredible statement! There is beauty all around us and many times we fail to see it because we are so busy scheduling and running our children around to their "next" class, game and activity.
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content.ebscohost.com.ezproxy.alu.talonline.ca content.ebscohost.com.ezproxy.alu.talonline.ca
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AN APPROACH TO ANALYSING WORKING PRACTICES OFRESEARCH COMMUNITIES IN THE HUMANITIE
Benardou, Agiatis, Panos Constantopoulos, and Costis Dallas. 2013. “An Approach to Analyzing Working Practices of Research Communities in the Humanities.” International Journal of Humanities and Arts Computing 7 (1–2): 105–27. doi:10.3366/ijhac.2013.0084.
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literacyworldwide.org literacyworldwide.org
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many focus on skills rather than literacies.
To the "unskilled," the what and how may be a big hurdle. Skills seem prerequisite to literacy here.
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books.google.ca books.google.ca
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Discussion of collaboration in DH:
Collaboration is not, however, without its own problems and challenges, as scientific research practices have demonstrated. Aside from questions about how collaborative work will be reviewed for tenure and promotion, internal procedures for distributing authority, making editorial decisions, and apportioning credit (an especially crucial issue for graduate students and junior faculty) are typically worked out on a case-by-case basis with digital humanities projects.... Precedents worked out for scientific laboratories may not be appropriate for the digital humanities. While the lead scientist customarily receives authorship credit for all publications emerging from his laboratory, the digital humanities, with a stronger tradition of single authorship, may choose to craft very different kinds of protocols for deciding authorship credit, including giving <pb n="54"/>authorship credit (as opposed to acknowledgement) for the creative work of paid technical staff.
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opinionator.blogs.nytimes.com opinionator.blogs.nytimes.com
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Simply put, we can’t keep preparing students for a world that doesn’t exist
How can we modernize our current education to fit the unknown needs of the future?
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but the better question is whether the form of learning and knowledge-making we are instilling in our children is useful to their future.”
Or even a better question: How do we use these tools to help children learn, and acquire skills that they need?
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er.educause.edu er.educause.edu
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Find and vet information online. In the digital world, being able to not only find information online but also determine its quality and validity is crucial.
Vetting could be done through annotation/bookmarking.
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Some people have argued that widespread literacy (understood as reading at an eighth-grade level) was about making sure factory workers could read manuals well enough to keep machines running, rather than about providing for an informed citizenry. The equivalent for digital literacy would be to define it simply as being able to learn software quickly. Instead, digital literacy should be defined as knowing the effective practices suited to the dominant media. We should not teach students just the skills that will prepare them to follow instructions or quickly comprehend a user interface; instead we should aim to help students develop the expertise that will allow them to combine and create technologies to develop new and dynamic solutions. Just as traditional literacy and the liberal arts have been the key to independence since the advent of public schooling, digital literacy today is about intellectual freedom (see figure 1).
Very interesting.
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Despite having grown up with access to an increasing amount of technology, students now need to learn how to use technology to solve problems in academic and professional settings.
So "digital native" is not enough. Digital literacy is something different, something more.
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The people who were comfortable at this humanities-technology intersection helped to create the human-machine symbiosis that is at the core of this story. Walter Isaacson, "The Innovators: How a Group of Inventors, Hackers, Geniuses and Geeks Created the Digital Revolution" (2014)
Great line!
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Design and create digital solutions. Ultimately students should build a skill set that allows them to develop or customize their own digital tools. This does not necessarily mean that students need to be able to write their own applications from scratch. Rather, they should be comfortable customizing and combining tools to create a complete solution—for example, creating a web-form to automate the collection of customer evaluations and then outputting the results to a spreadsheet for analysis.
Is this an argument against online learning as a "management" problem?
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Resistance, however, is as futile
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hybridpedagogy.org hybridpedagogy.org
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But “digital humanities” in the guise of “humanities computing,” “big data,” “topic modelling,” “object oriented ontology” is not going to save the humanities from the chopping block.
Can the humanistic bent in DH counteract the `self-hating human” part of technocracy?
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jimmcgrath.us jimmcgrath.us
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I have Serious Rant-y Thoughts on requiring that students inhabit public spaces in professional contexts, and I do wonder how much a class hashtag is useful beyond self-promotion of the course and its amazing instructor.
You may consult input from amazing people like @GoogleGuacamole and @actualham who have very intentionally integrated (not just mentioning or requiring) Twitter use in their courses and implicated its value in students' connections with their professional network.
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This post is the third in a series of five blog posts designed to explore, inform, and encourage public discussions about the possibilities, opportunities, and challenges arising at the intersection of Open Badges and blockchain technology.
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medium.com medium.com
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Over the past year, we have been working on a set of tools to issue, display, and verify digital credentials using the Bitcoin blockchain and the Mozilla Open Badges specification. Today we are releasing version 1 of our code under the MIT open-source license to make it easier for others to start experimenting with similar ideas.
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- May 2016
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www.elearnspace.org www.elearnspace.org
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What does it mean to be human in a digital age?
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learning.instructure.com learning.instructure.com
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All pedagogy is digital pedagogy. Unless it has blinders on.
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larrycuban.wordpress.com larrycuban.wordpress.com
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The case for print
Not either/or for sure. Continuing to equate OER with traditional textbooks vastly constrains the power of OER and open education. How about helping students develop the skills and use the tools to work with digital media in much more powerful ways than is possible with paper?
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digital.ucd.ie digital.ucd.ie
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"Poverty, manslaughter and stealing apples: police records shed light on Dublin 100 years ago," journal.ie (2015-05-14) http://www.thejournal.ie/police-records-arrests-100-years-ago-dublin-2765946-May2016/
LIFE IN DUBLIN in the early 20th century was tough, especially given the huge class divide. However, it was also a time of remarkable change. Newly-released digitised Dublin Metropolitan Police records show us what life was like from 1905 to 1918. The records cover some of Dublin’s major historical events, including the 1913 Lockout, the 1916 Rising and its aftermath. Over 30,000 people were arrested during this period and these details are all contained in the records.
Sean Lemass' arrest (down as John Lemass) fifth row from the bottom.
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"Thousands of files containing details of prisoners arrested during 1913 Lockout, Easter Rising published online," RTÉ Six-One News (2016-05-11) [flash video]
RTÉ Six-One News report on the restoration of DMP Prisoners Books to the Garda Museum and Archives, and launch of the four digitised volumes of Dublin Metropolitan Police prisoner books from the Irish revolutionary period.
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"UCD Library Cultural Heritage: Launch of the Dublin Metropolitan Police Prisoners Books." Flickr (2015-05-11)
Flickr album of photographs from the SPITU-sponsored launch of the digital DMP Prisoners Books at Liberty Hall, Dublin.
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"SIPTU presents historic DMP files to Garda and to UCD online library" (2016-05-11) http://www.siptu.ie/media/pressreleases2016/featurednews/fullstory_19808_en.html
SIPTU presented ‘Prisoners Books’ concerning over 30,000 people arrested by the Dublin Metropolitan Police (DMP) between 1905 and 1918 to the Garda Síochána at a ceremony in Liberty Hall, Dublin, this morning (11th May).
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PULSE, 1916. http://www.broadsheet.ie/2016/05/11/fingers-on-the-pulse-of-1916/
The Dublin Metropolitan Police (DMP) Prisoners Books for 1905-1908 and 1911-1918 are amongst the most valuable new documents to come to light on the revolutionary decade.
They include important information on social and political life in the capital during the last years of the Union, from the period of widespread anticipation of Home Rule, to the advent of the 1913 Lockout, the outbreak of the First World War in 1914, the Easter Rising and its aftermath in 1916, and including the conscription crisis of 1918.
They will also be invaluable to those interested in criminology, genealogy, and family history.
The collection comprises of four large leather bound, double ledger volumes containing hand written entries that record the details of daily charge sheets issued by DMP members to offenders or alleged offenders.
Each volume contains the name, age, address, occupation, alleged offence and, in most cases, outcome of cases involving over 30,000 people arrested by the DMP.
Each volume also contains an index of prisoners with references to the pages containing details of the charge. The information in these volumes serves, therefore, to provide new perspectives on life in Dublin during a time of war and revolution.
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"Discovery of police files opens new chapter on Rising era," Irish Times (2016-05-11) http://www.irishtimes.com/culture/heritage/discovery-of-police-files-opens-new-chapter-on-rising-era-1.2644187
Records found in Clontarf attic detail arrests of Larkin and Connolly during Dublin lockout
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Dublin Metropolitan Police's Prisoners Books released," Irish Geneology News (2016-05-12) http://www.irishgenealogynews.com/2016/05/dublin-metropolitan-polices-prisoners.html
Launched yesterday at Liberty Hall, these records date from Ireland's revolutionary era and include all manner of crimes listed in register pages headed 'Prisoners charged with offences involving dishonesty'. ...
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"Historic police records showing Connolly and Larkin arrests found in skip," Irish Independent (2016-05-11) http://www.independent.ie/irish-news/historic-police-records-showing-connolly-and-larkin-arrests-found-in-skip-34707471.html
The four missing volumes of 'Prisoner Books' listing the arrests of more than 30,000 people between 1905 and 1918 include the "crimes" of labour leaders Jim Larkin (seditious conspiracy), James Connolly (incitement to crime), revolutionary Maud Gonne MacBride (defence of the realm) and suffragette Hanna Sheehy Skeffington, (glass-breaking with other suffragettes).
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"Records of 1916 Rising arrests published online," Irish Examiner (2016-05-12)
Reports containing details of 30,000 arrests by the Dublin Metropolitan Police more than 100 years ago have been published online, writes Dan Buckley.
They contain details of prisoners during the Lockout of 1913, the outbreak of the First World War and the 1916 Easter Rising.
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"Dublin Metropolitan prisoner books available online," Irish Times (2016-05-11) http://www.rte.ie/news/2016/0511/787671-dublin-metropolitan-prisoners-books/
Dublin Metropolitan Prisoners Books from over 100 years ago containing reports of over 30,000 arrests have been published online.
Tags
- DMP
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- SIPTU
- Irish Independent
- UCD Digital Library
- Jim Larkin
- John Howard
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- video
- @UCDDigital
- UCD DIgital Library
- James Connolly
- dmp
- @UCD
- Dublin Metropolitan Police
- Nóirín O’Sullivan
- RTÉ Six-One News
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- flickr
- Prisoners books
- ucd
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lareviewofbooks.org lareviewofbooks.org
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relying on painstaking individual scholarship
This strikes me as one of the more politically regressive parts of their argument and it is foundational. One of the key interventions of DH, broadly defined, is to turn a bright light on the conditions of academic labor and production. Anyone who has written a monograph—even an essay—knows that it was not done by individual scholarship. It is almost always the product of the labor and institutional support of a large number of people. There is a fantasy, a destructive fantasy, of the sole scholar working silently at a desk needing nothing more than a stack of books or papers and time to produce a work of scholarship. In fact, every author depends on a greater or lesser support network that includes librarians and archivists, peers and grad students, editors and (yes) tech support, to give an incomplete list (often the very most important support is given by life partners who labor to free time for the writer). The individually-credited monograph hides all of that labor or pretends that labor was merely incidental and unconnected to the intellectual work that appears in print. The "project-based learning" in DH (as described by the authors below) tend to make that labor visible and, in the best of cases, credited. This phrase encourages me to think that the authors' "progressive politics" is abstract, divorced from material conditions of production and reproduction. People without the ability to mobilize the requisite networks of support labor—parenting scholars, adjuncts, non-professionals—are demonstrably damaged by the fetish for "painstaking individual scholarship." The burden is especially borne heavily by women. It is not what I recognize as progressive, but is rather deeply conservative.
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Advocates position
If this was in a peer-reviewed journal, the reviewers would hit this very first sentence with a demand for extensive citation. In the spirit of generosity, I assume the authors have references. But the problem with starting this piece, in this venue, this way is that now everyone who thinks of themselves as having a stake in this DH thing is invited to see themselves as this "advocate" they invoke. In the vast majority of cases, they will not recognize the second half of the sentence as something that they have ever, or would ever, advocate. This may be intended as a polemic that will spark serious conversation, but with the very first words a lot of the audience that would be interested in engaging this piece sees a straw man and a misrepresentation. With that, the essay only reaches those who are inclined to agree with it in the first place. That now makes me wonder, in a less generous spirit, is this an effort to engage in a debate, or is this clickbait?
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the unparalleled level of material support that Digital Humanities has received
I'm sure it feels unparalleled to the authors. But this is precisely the kind of claim that even a humanist shouldn't make without providing data. It may be true, but they aren't giving me any reason to not read the phrase in this edited form: "the unparalleled level of material support that it feels like Digital Humanities has received." Without doubt, when a student makes a statement like this in a paper written for my history classes, I lower their grade if they fail to provide evidence. Why should I make an exception for these experienced professionals?
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pushing the discipline toward post-interpretative, non-suspicious, technocratic, conservative, managerial, lab-based practice.
I just view the DH movement as fundamentally different:
...pushing the tech industry toward a more interpretative, suspicious, less technocratic, conservative, managerial, <del>lab-based</del> practice.
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unavoidable
Is it?
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a space free from all the messiness of questions of identity and politics.
I'd be more interested in an article that began with observing this possible lacuna in DH and explored ways that DH has or might address questions of "identity and politics."
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Thus,
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reconfigured on the model of the tech startup, with public, private, and charitable funding in place of Silicon Valley venture capital.
Seems like a pretty big difference.
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Why these funders chose to do this remains something of a mystery. To find precise explanations, we would need to have access to private conversations and communications, though it is remarkable that such an epoch-making shift can be so lacking in explicit justification.
Really? There's not research to be done here? I find that hard to believe. Why not simply ask Don Waters or Brett Bobley?
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fetishizing
Et tu?
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The implication is that in Digital Humanities, computer use is an end in itself.
Lots of dependence on "implications" in this argument. I've never heard a DH scholar even vaguely make a statement like this. In fact, it's converse is probably most often used to signal that such work is necessary beyond whatever project or tool is being showcased.
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a declaration would entail that the workers in IT departments of corporations such as Elsevier and Google are engaged in humanities scholarship.
And why not? The authors present such a narrow and traditional notion of the humanities that work against their claim to be returning politics to literary study.
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It is telling that Digital Humanities, like Hirsch, and like Bowers, has found an institutional home at the University of Virginia.
That was a lot of background/build-up on UVA literary critical history for such a vague association.
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Hirsch’s argument was foundational for the Common Core educational program favored by the political right.
Interesting, but I'd like to see a citation here.
Also, not sure it's fair to say that the Common Core was/is favored by the Right.
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producing forms of knowledge with less immediate economic application.
Okay, maybe I'm just a neoliberal by this definition.
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It unavoidably also suggests that other approaches in the humanities fit less well into the contemporary university, because the implied measure of success is economic.
This framework is repeated throughout: because of the success of B, A no longer has value. I don't see how that's true in terms of the structure of English departments/university priorities or digital humanities rhetoric.
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SSHRC’s model of funding therefore complements the development of new models of intellectual work within the neoliberal university — accelerating the devaluation of older models of literary study.
So the problem is that someone besides a traditional independent academic researchers is getting paid to do "humanities" work? Expanding the definition of scholarly labor to include such positions seems far more radical, both politically and economically, than anything outlined here.
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rebranding of insecure campus employment as an empowering “alt-ac” career choice,
Got a better idea?
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blog.vellumatlanta.com blog.vellumatlanta.com
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What Amber explained was exactly what I’d feared: through the Apple Music subscription, which I had, Apple now deletes files from its users’ computers. When I signed up for Apple Music, iTunes evaluated my massive collection of Mp3s and WAV files, scanned Apple’s database for what it considered matches, then removed the original files from my internal hard drive. REMOVED them. Deleted.
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www.insidehighered.com www.insidehighered.com
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“In fact, our undergraduate and graduate students are our only rationale for doing digital humanities,” Risam wrote. “We couldn’t be farther from the cartoonish fantasy of digital humanities that circulates in the clickbait du jour.”
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rossieronline.usc.edu rossieronline.usc.edu
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Toolkit for Digitally-Literate Teachers
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books.google.com books.google.com
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googleblog.blogspot.com googleblog.blogspot.com
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text-patterns.thenewatlantis.com text-patterns.thenewatlantis.com
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Collapsing all of the humanities onto literary studies is just one example of the conservative moves this article makes
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- Apr 2016
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hybridpedagogy.org hybridpedagogy.org
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talk a lot about technology… and we talk through technology
It’s “The Digital” but it’s not about that, you understand? It’s something special… by being normal, human communication.
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Because in the digital, there’s wonder enough.
Wonder without magic. It’s not special, though it’s kinda special when we make it so.
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bryanalexander.org bryanalexander.org
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Why American higher education faculty tend to resist digital materials: new study
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torrentfreak.com torrentfreak.com
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googleguacamole.wordpress.com googleguacamole.wordpress.com
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In particular, connectivist-based scholars make the argument students must develop the skills necessary to filter, organize, remix, repurpose, and disseminate information.
information management
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www.irishtimes.com www.irishtimes.com
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Poetry for posterity: the Irish Poetry Reading Archive launches
Videos as well as digitised versions of the poets' manuscripts are available at the Irish Poetry Reading Collection on the UCD Digital Library, at https://digital.ucd.ie/view/ucdlib:38488. See also coverage at the UCD Library Blog, https://ucdlib.wordpress.com/2015/12/02/irish-poetry-reading-archive-launches/.
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digital.ucd.ie digital.ucd.ie
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See the Irish Times coverage of the launch of the Irish Poetry Reading Archive: http://www.irishtimes.com/culture/books/poetry-for-posterity-the-irish-poetry-reading-archive-launches-1.2450480
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www.stillorganchamber.ie www.stillorganchamber.ie
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Access the collection, Ordnance Survey Ireland (OSi) 19th Century Historical Maps, at https://digital.ucd.ie/view/ucdlib:40377
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digital.ucd.ie digital.ucd.ie
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See "View large scale 19th century Irish town and city maps," at RootsIreland.ie 2016-03-09.
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digital.ucd.ie digital.ucd.ie
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See the article by Audrey Drohan covering the Kevin Barry Collection launch and exhibition, at UCD Library Blog.
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Dairmaid Ferriter's talk from the launch of the Kevin Barry Colleciton is on Soundcloud: https://soundcloud.com/history-hub/diarmaid-ferriter-kevin-barry-and-his-legacy.
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universityofglasgowlibrary.wordpress.com universityofglasgowlibrary.wordpress.com
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perlegi mark (Latin for “read”)
perlegi
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www.azwaldo.com www.azwaldo.com
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Does the average high school or college graduate know where the alphabet comes from, something of its development, and anything about its psychic and social effects? Does he or she know anything about illuminated manuscripts, about the origin of the printing press and its role in reshaping Western culture, about the origins of newspapers and magazines? Do our students know where clocks, telescopes, microscopes, X rays, and computers come from? Do they have any idea about how such technologies have changed the economic, social, and political life of Western culture?
What are the "Six Big Questions" regarding digital literacy and digital citizenship? (See http://azwaldo.com/wordpress/the-interface-layer/ )
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Reference to GO::DH
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