29.6.09

[towards information literacy]


This Unesco report (from 2008) has a succinct definition of information literacy that has to do with people's capacity rather than specific rules:

"Recognise their information needs;
Locate and evaluate the quality of information;
Store and retrieve information;
Make effective and ethical use of information, and
Apply information to create and communicate knowledge."


Information literacy (as noted here and in the digital cultures master's module) doesn't just apply to one context, when using a computer for example, it's applicable throughout contexts and I think that's what defines capacity as literacy - readers/users can move through a variety of contexts (much like transliteracy). "IL skills are necessary for people to be effective lifelong learners and to contribute in knowledge societies."

These elements of information literacy say it all - they cross contexts:

"a. Recognise information needs
b. Locate and evaluate the quality of information
c. Store and Retrieve information
d. Make effective and ethical use of information, and
e. Apply information to create and communicate knowledge."


Citation info:
via ICTlogy.

Read more of the report here.






27.6.09

[food politics]

I came across this hilarious take on the politics of cuisine via Chris at Eating is the Hard Part:





Flickr image from passiveaggressivenotes which can be found here.





24.6.09

[*becoming* technologically iterate]


On ‘Becoming’ Technologically Literate: A Multiple Literacies Theory Perspective/p>

doi:10.2304/ciec.2008.5.4.445

VIEW FULL TEXT | BACK TO CONTENTS LIST

This article uses a multiple literacies theory framework to explore the processes of ‘becoming’ technologically literate through a year-long ethnographic study of two Master of Education pre-service second language teachers, a Latina woman and an African American woman, who learned how to use computer technology to teach Spanish at a large Midwestern university. The case studies of these two women are analyzed to gain insights into how teacher education programs can support racial minority pre-service teachers in ‘becoming’ technologically literate. First, the authors provide an overview of the multiple literacies theory developed by Masny. Second, the stories of the two pre-service teachers are presented. Finally, curricular and pedagogical recommendations for second language education Master of Education programs are provided.








23.6.09

[interdisciplinary papers]


The online conference on the Future of Scientific Publications resumes with an new paper by Roberto Casati "On Publishing", now available on http://www.interdisciplines.org/liquidpub. In his paper Roberto Casati discusses the social significance of publication in the life of a scientific knowledge object (SKO). The importance of publication is made evident by the complex issue of unpublication (the strong version of retraction whereby a SKO is completely destroyed). Unpublication is a tempting option in the electronic world. He argues against the viability of unpublication, both on practical and on principled grounds related to the cascading entitlements of published paper.

There is also a paper by Eric T. Meyer and Ralph Schroeder of the Oxford Internet Institute on "Sifting through the online web of knowledge" at:
http://www.interdisciplines.org/liquidpub. Their essay examines how researchers gain access to knowledge at a time when scholarly communication and materials are increasingly moving online. This topic has so far mainly been discussed in terms of journal publication and readership. Here a broader view is taken, including a variety of areas where knowledge production and dissemination is broader than journal publications and includes data and tools. A second reason to take a broader view extends the horizon still further, since scientific communication and collaboration are not just undergoing change within the research community, but also depend on wider changes such as the use of search engines and how they affect what can be found online generally. New search behaviours are particularly evident among a new generation of scholars and potential scholars. Hence we will look at changes in research as well as in the realm of online knowledge more broadly.

Have a look at the papers: www.interdisciplines.org/liquidpub
.




Via an e-mail from the interdisciplines.org list.




22.6.09

[employment: lectureship in new media]


This is an amazing position at the University of Leeds...makes me (almost) wish I was in the U.K.:

Closing Date: 17th July 2009

Lectureship in New Media
(Job reference: 317127)
Faculty of Performance, Visual Arts and Communications
Institute of Communications Studies

The institute of Communication Studies seeks to appoint a Lecturer in New Media from
2 September 2009 or as soon afterward as is mutually convenient.

You will deliver teaching and research primarily in areas related to New Media at
both undergraduate and postgraduate level, but may also be asked to teach more
generally in other areas of media and communications. Essential teaching
requirements are ‘Design for New Media’ and ‘New Media, Planning and Gaming’. You
will also be required to take responsibility for student project work. You will be
expected to play a leading role in the continued development of the programme in New
Media and undertake supervision of undergraduate, postgraduate and PhD projects and
dissertations.

You will possess a PhD, or have such an award pending and be able to demonstrate a
developing research profile with a clear indication of future plans and potential
commensurate with aspirations to an 'international' standard of excellence.



See http://ics.leeds.ac.uk for more information on the Institute of Communications
Studies or http://hr.leeds.ac.uk/jobs/ViewJob.aspx?CId=3&JId=416 for more details
about the post.

University Grade 7 (£32,458 – £35,469 p.a.)
Salary: Lecturer Grade 7 (£32,458 - £35,469)
Apply using: Application form, CV and Equal Opportunities Monitoring form
Download an application form: (pdf version) | (Word version)

Informal enquiries: to Dr Stephen Sobol, New Media Programme Head, email
s.c.sobol@leeds.ac.uk, tel +44 (0)113 343 6247 or Professor Gary Rawnsley, Director
of the ICS, email g.d.rawnsley@leeds.ac.uk , tel +44 (0)113 343 6906.

Send completed applications to:
email vpaempl@leeds.ac.uk, or by post to:

VPAEMPL,
PVAC,
Faculty Office,
Man-Made Fibres Building,
University of Leeds,
LS2 9JT

Closing date: 17 July 2009




21.6.09

[cfp: workshop on academia 2.0]


Academia 2.0 and Beyond – How Social Software Changes Research and Education in Academia

(at the
European Conference on Computer-Supported Cooperative Work 2009)

Workshop will take place on the 8th of September in Vienna, Austria

Organizers:

Abstract

The Web 2.0 and Social Software is often attributed with a high potential for addressing today’s challenges in knowledge management and distributed collaboration. This development has already reached industry. Using the term Enterprise 2.0, different possibilities to use Social Software in enterprises are researched. But also in academia, cooperation to generate new knowledge, and to add it to the scientific discourse may radically change under open Web 2.0 conditions. In addition, teaching and learning scenarios might be moved towards technology enhanced lifelong learning communities. The aim of this workshop is to discuss the application of Social Software in academia (research as well as teaching and learning) – and how these new kinds of software might change the whole setting – make new ways of doing research or teaching and learning possible or at least easier to do.

Motivation/Theme

New buzzwords have become part of our daily lexicon: Web 2.0, Social Software and Social Web are often used as synonyms. These concepts focus on new or existing software systems, which are influenced by human communication and collaboration (Jahnke & Koch 2009). Thus, Web 2.0 is heavily reliant on social interaction, and so, social web-based applications generate and require a human-centered design approach. Furthermore, this kind of new media influences the people. A new generation of the “digital natives” are arriving (Prensky, 2001). The number of users of Web 2.0 applications in private settings (e.g., leisure) is very high. However, in organizations and enterprises Web 2.0 concepts or such combined applications are still at an early stage (Koch & Richter 2008). The same is true for universities. Franklin & van Harmelen (2007) show some examples of institutional practices. A potential of Web 2.0 for academia show also Rollet et al. (2007). To conclude, there are some Web 2.0 tools in universities, in particular wikis and blogs (e.g., Hookway, 2008) but the usage of these tools and other Web 2.0 scenarios for supporting teaching, learning or research is not yet fully developed. So, the question how the Web 2.0 can support community-based learning (e.g. Barr & Tagg, 1995) or research processes in academia is not yet satisfactorily answered.

Research questions

The main research question of the workshop is: Are there any innovative research and/or teaching designs or arrangements (e.g., Alexander, 2006; Downes, 2005) using social software and what can we learn from these scenarios? Some derived research questions which we will discuss in our workshop:

  • a) What Web 2.0 applications exist in universities, in research or in learning? Do Web 2.0 applications in academia make a difference to existing Internet applications like email, content management systems or newsgroups?
  • b) Do you have success stories or success criteria of Web 2.0 usage in academic fields? What changes are observable or essential when introducing Web 2.0 concepts in teaching (e.g. new design/balance of teaching and learning) or research settings?
  • c) How can we introduce Web 2.0 applications in the academic world, and support the change management process? How can we successfully distribute the concepts into a university?

Aim

Our aim is to collect proposals for academic practice with Web 2.0, to specify research questions dealing with Web 2.0 in academia (e.g., new forms of interactions, changing research practice, new learning scenarios, organizational change by using new media) or to discuss new research methods (e.g., e-ethnography) and their challenges in this topic. In our workshop, we want to share practical experience or research results about using Web 2.0 in teaching and research, for example, e-learning goes Web 2.0, scientific communities goes Web 2.0, research publications goes Web 2.0 or university goes Web 2.0. Therefore, we strongly invite researchers and practitioners who have ideas or experience of using Web 2.0 applications in academia.

Participation Requirements

Workshop participants are requested to submit a position paper covering practice with Web 2.0 in academia, research focus or research questions, proposals for academic practice with Web 2.0, proposals for new research methods with regard to Web 2.0 in academia or specific case studies (if applicable) and findings to date. Using practical examples the participants should demonstrate how the concepts and developments behind the Web 2.0 and Social Software movement are used in academia, what Web 2.0 characteristics could make a good basis for academia.

Deadline for position papers: June 29, 2009 (new deadline)

There is no size limit or formatting requirement for position papers.

Please send position papers as PDF or document files to the two organizers:

Position papers will be presented and discussed during the workshop.


Read more here and here.



17.6.09

[twitter & politics]

Is Twitter now a part of U.S. foreign policy? The Washington Post reports that:

The State Department asked social networking site Twitter to delay scheduled maintenance earlier this week in order to avoid disrupting communications among tech-savvy Iranian citizens as they took to the streets to protest Friday’s reelection of President Mahmoud Ahmadinejad.

That sounds like a wow. Only maybe not. A few grafs down the Post also reports that the White House downplayed the request this way:

“This wasn’t a directive from Secretary of State, but rather was a low-level contact from someone who often talks to Twitter staff.”

But a senior State Department official told the Post that the contacts were quite official.

“One of the areas where people are able to get out the word is through Twitter,” said a senior State Department official in a conversation with reporters, on condition of anonymity. “They announced they were going to shut down their system for maintenance and we asked them not to.”

On the other hand, is this all being blown out of proportion by the Twitter-loving press?

“Twitter’s impact inside Iran is zero,” said Mehdi Yahyanejad, manager of a Farsi-language news site based in Los Angeles. “Here, there is lots of buzz, but once you look . . . you see most of it are Americans tweeting among themselves.”




Re: Twitter's impact inside Iran is zero? Not sure about that. If people are doing something outside of Iran, wouldn't that have an impact within?

See these stories too:

  • Iranian Youth Protests Could Outlast Ahmadinejad Rule
    "Since the election, reformist Web sites, as well as Twitter and Facebook, have been cut off in Iran, although Iranians are evading the controls via proxy"
  • Iran's Twitter Revolution "Ahmadinejad will twitter to his supporters he will save Iran from the rule of the twitter mobs and the Ayatollahs and mullahs will twitter"
  • Dissecting Twitter's Role In Tech, Society, Politics"The Iran situation, where Twitter continued to provide communication resources to Iran residents after the government had shut down other communication"
  • Iran's Protests: Why Twitter Is the Medium of the Movement "The U.S. State Department doesn't usually take an interest in the maintenance schedules of dotcom start-ups. But over the weekend, officials there reached out to Twitter and asked them to delay a network upgrade that was scheduled for Monday night. The reason? To protect the interests of Iranians using the service to protest the presidential election that took place on June 12. Twitter moved the upgrade to 2 p.m. P.T. Tuesday afternoon — or 1:30 a.m. Tehran time." (this link via @SteveCadwell)




Article from Richard Koman at ZDNet.

16.6.09

[wedding!!]

I couldn't resist putting a personal note up here on the blog about our wedding which took place on Saturday the 13th of June. We married at Vineland Estates Winery in Vineland, Ontario (in between Toronto and Niagara).

We had an amazing photographer Judy who has already put a few photos up. I've added some to our wedding blog but here are a few tasters too:




This one of us in the car is my favourite!! My idea of a yellow mustang convertible didn't quite work out but Judy saved the day by letting us borrow her own convertible!! What a woman eh?!


***Am loving my bouquet!***



Isn't that background amazing? Tuscany or Vineland?




I love how Judy framed Steve's head in the triangle of the wine boutique:




This was a moment of pure relaxation! Wonderful!



Check out Keith's fab grin!


Judy knows me well....convertible lover AND shoe lover! Great way to bring the two together! (Along with my little piece of England - I got the shoes there!)




















14.6.09

[digital media & learning]


Re-reading a report on the "digital youth" and how they use/interact with digital media. (Note this is US-based but over 800 "youths and young adults"). Some interesting take-aways:

  • Most youth use online networks to extend the friendships that they navigate in the familiar contexts of school, religious organizations, sports, and other local activities
  • The majority of youth use new media to “hang out” and extend existing friendships
  • Contrary to popular images, geeking out is highly social and engaged, although usually not driven primarily by local friendships
  • Geeking out in many respects erases the traditional markers of status and authority
  • New media allow for a degree of freedom and autonomy for youth that is less apparent in a classroom setting
  • Rather than assuming that education is primarily about preparing for jobs and careers, they question what it would mean to think of it as a process guiding youths’ participation in public life more generally.




11.6.09

[social networking conference: wolverhampton uni]



Wolverhampton Internet and Technology Society (WITS) together with the Statistical Cybermetrics Research Group are hosting the 1st Social Networking in Cyberspace conference in April, 2010. We welcome contributions from scholars in the social and behavioural sciences and media and information disciplines, regardless of theoretical orientation.

The conference, which is to be sponsored by the Research Centre in Applied Sciences (RCAS), will be a one-day event and will take place on Friday the 23rd of April, 2010. The Venue for the conference will be the Lighthouse Media Centre in Wolverhampton (Please click here for Map).

Call for papers

We invite potential presenters to submit an abstract (no longer than 300 words) for peer-review. The deadline for submission of the abstract is October 30th, 2009. A decision on this abstract will be made by November 20th, 2009 and authors will be notified via email soon after.

Abstracts should be submitted to SNIC@wlv.ac.uk

Subsequently, all presenters will be invited to prepare a paper for publication. The International Journal of Internet Science will be publishing a peer-reviewed selection of the best papers from the conference.

Papers should be submitted to SNIC@wlv.ac.uk by the 28th of May 2010.

Postgraduate poster competition

We will be running a postgraduate poster competition on the day of the conference. Prizes will be awarded for the best posters on the day (further information to follow). We invite postgraduate students to submit an abstract by October 30th 2009 for consideration.

Keynote Speakers

The following have been confirmed as keynote speakers at the conference:

Professor Mike Thelwall: University of Wolverhampton – “Detecting and analysing emotion in social networking sites”

Doctor Monica Whitty: Nottingham Trent University.

Fees

£80 standard rate

Discount rate for presenters (£60)

Discount rate for students (£50)

The fee includes morning and afternoon coffee and lunch.

Registration

Conference registration opens in January 2010

Important dates

Abstract submission deadline: 30th October 2009

Notice of acceptance deadline: 20th November 2009

Conference date: 23rd April 2010

Full papers deadline: 28th May 2010

contact us

If you have any enquiries or would like to contact us regarding the suitability of your research for the conference, please email us on SNIC@wlv.ac.uk




7.6.09

[computer human interaction conference: australia]


OZCHI 2009 – Design: Open 24/7

21st Annual Conference of the Australian Computer-Human Interaction Special Interest Group (CHISIG) of the Human Factors and Ergonomics Society of Australia (HFESA)

23 – 27 November 2009, The University of Melbourne, Australia

http://www.ozchi.org/

Paper submission site now open: http://precisionconference.com/~ozchi

OZCHI is Australia’s leading forum for research and development in all areas of Human-Computer Interaction. OZCHI attracts an international community of practitioners, researchers, academics and students from a wide range of disciplines including user experience designers, information architects, software engineers, human factors experts, information systems analysts, and social scientists.

The main conference will be from Wed 25 to Fri 27 Nov 2009, and will be preceded by two days of Workshops, Tutorials and a Doctoral Consortium on Mon 23 and Tue 24 Nov 2009.OZCHI will take place back-to-back with HFESA 2009: http://www.hfesaconference.org.au/ scheduled to run from 22-25 Nov 2009. The venue for both conferences is the ICT building of the University of Melbourne, 111 Barry St, Parkville.

The keynote speakers for this year's OZCHI conference:

  • Bill Moggridge, Co-founder of IDEO.com
  • Patrick Hofmann, Head of User Experience, Google Australia
  • Yvonne Rogers, Director, Pervasive Interaction Lab, Open University, UK

Important Dates

Long papers, and workshop & tutorial proposals
19 Jun 2009: EXTENDED SUBMISSION DEADLINE
14 Aug 2009: Notification of acceptance
28 Aug 2009: Camera ready papers deadline

Short papers, industry case studies, demos & posters, workshop papers, and doctoral consortium
28 Aug 2009: Submission deadline
25 Sep 2009: Notification of acceptance
02 Oct 2009: Camera ready papers deadline


Conference Theme

The 2009 conference theme is Design: Open 24/7. Accessibility, inclusivity and dissolving boundaries are core to the Open 24/7 theme for the design of human interaction with and through digital technologies. The integration of digital technologies into our everyday life allows for a seamless transitioning between open and closed, work and leisure, public and private. Open implies participation and collaboration across traditional borders between individuals, organisations and disciplines. OZCHI 2009 provides a forum to discuss all aspects of openness, open borders, open participation, open source and open architecture. Theme-related submissions may address these topics:

  • Open always-on real-time ubiquitous and pervasive designs
  • Open design and universality versus situatedness, contextualisation and personalisation
  • Open source for design – design for open source
  • Open mind – new ideas, concepts and approaches from outside HCI
  • Beyond open – never closed: design for escapism

Conference Topics

Submissions in all areas of HCI are encouraged. In addition, we particularly invite authors to address any of the following topics:

  • Augmented Reality
  • Context and Location Awareness
  • Education and HCI
  • Health Care and HCI
  • Innovative Design Methodologies
  • Smart Service Delivery
  • Sustainability
  • Universal Usability and Accessibility
  • Urban Informatics
  • Tangible User Interfaces
  • Visualisation Techniques
  • Working across Cultures


Read more about the paper/workshop submission process and conference here.





4.6.09

[world digital library]


The World Digital Library (WDL) makes available on the Internet, free of charge and in multilingual format, significant primary materials from countries and cultures around the world.

The principal objectives of the WDL are to:

  • Promote international and intercultural understanding;
  • Expand the volume and variety of cultural content on the Internet;
  • Provide resources for educators, scholars, and general audiences;
  • Build capacity in partner institutions to narrow the digital divide within and between countries.
Items on the WDL may easily be browsed by place, time, topic, type of item, and contributing institution, or can be located by an open-ended search, in several languages. Special features include interactive geographic clusters, a timeline, advanced image-viewing and interpretive capabilities. Item-level descriptions and interviews with curators about featured items provide additional information.

Navigation tools and content descriptions are provided in Arabic, Chinese, English, French, Portuguese, Russian, and Spanish. Many more languages are represented in the actual books, manuscripts, maps, photographs, and other primary materials, which are provided in their original languages.

The WDL was developed by a team at the U.S. Library of Congress, with contributions by partner institutions in many countries; the support of the United Nations Education, Scientific, and Cultural Organization (UNESCO); and the financial support of a number of companies and private foundations.


Read more about the background, partners, contributors and more.




3.6.09

[newspapers, new media & monetization]

Thanks to a link from @jayrosen_nyu I've seen this interesting article on how to obtain value from (or rather, monetize) online content. Zachary M. Seward notes that the meeting of industry execs held on Thursday was aptly titled "Models to Lawfully Monetize Content."

The report itself outlines five key changes (or "doctrines" according to Rick Edmonds).

  • True Value. Establish that news content online has value by charging for it. Begin "massive experimentation with several of the most promising options."
  • Fair Use. Maintain the value of professionally produced and edited content by "aggressively enforcing copyright, fair use and the right to profit from original work."
  • Fair Share. Negotiate a higher price for content produced by the news industry that is aggregated and redistributed by others.
  • Digital Deliverance. "Invest in technologies, platforms and systems that provide content-based e-commerce, data-sharing and other revenue generating solutions."
  • Consumer Centric. Refocus on consumers and users. Shift revenue strategies from those focused on advertisers.


Why the interest in monetizing online content...to protect the print newspapers.

Paid content wall would protect print subscriptions
The report also suggests a paid content wall would help retain print subscribers, citing a recent USC Annenberg survey finding that 22 percent of online news readers said that they had dropped print subscriptions because they could most of the same content free online.


But is charging for online content the best way to generate revenue? Hard-hitting sales tactics doesn't seem synonymous with loyal readership. In James Warren's words: "
collecting enhanced online newspaper user data across newspaper properties and mining that data to aggressively sell target content to specific audience segments across the network (e.g. golf enthusiasts)."

Newspapers need to get creative. Leverage some of the amazing web 2.0 too
ls to generate interest. Perhaps online versions might offer something for the long tail too which won't be present in the print versions (I know some newspapers are already doing this).



Note: The Huffington Post, having "reinvented the American newspaper," seems to do quite well (without a print version) though only 6% of it's news stories are original content.