Oct 2012
New Media Conventions and Digital Citation: a #digped Discussion
October 31, 2012 | Filed in: #digped
by Pete Rorabaugh, Jesse Stommel, and Robin Wharton
On Hybrid Pedagogy, Pete and Jesse have previously discussed the “Four Noble Virtues of Digital Media Citation,” boiling them down to attribution, deference, curation, and engagement. We argue that building a new ethic of citation can create a new academic landscape where “each citation and each hyperlink preempts the peer review process by inviting other scholars and pedagogues into the conversation. We don’t cite because someone has written the ‘best thing’; rather, we cite to offer feedback and to invite dialogue.” Similarly, in “Bright Lines and Golden Rules: Copyright, Fair Use, and Critical Pedagogy,” Robin suggests that classrooms be transformed by a new relationship to scholarly sources. She recommends that, in teaching the method of academic citation, “we should do everything we can to demonstrate the scholarly and educational value of open access work.” We should start thinking about a uniform method(s) of academic citation consistent with these lines of inquiry.
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On Hybrid Pedagogy, Pete and Jesse have previously discussed the “Four Noble Virtues of Digital Media Citation,” boiling them down to attribution, deference, curation, and engagement. We argue that building a new ethic of citation can create a new academic landscape where “each citation and each hyperlink preempts the peer review process by inviting other scholars and pedagogues into the conversation. We don’t cite because someone has written the ‘best thing’; rather, we cite to offer feedback and to invite dialogue.” Similarly, in “Bright Lines and Golden Rules: Copyright, Fair Use, and Critical Pedagogy,” Robin suggests that classrooms be transformed by a new relationship to scholarly sources. She recommends that, in teaching the method of academic citation, “we should do everything we can to demonstrate the scholarly and educational value of open access work.” We should start thinking about a uniform method(s) of academic citation consistent with these lines of inquiry.
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#digped Storify: Community Values, Open Scholarship, #twittergate
October 18, 2012 | Filed in: #digped
by Valerie Robin
The most recent #digped conversation covered questions of the value of publishing in a new media environment. At times, participants challenged the very definition of 'to publish' and explored questions about the future of academic publishing and classroom practices. Introduced by the #digped announcement, After #twittergate, the conversation began with a question about thoughts and perceptions regarding the dangers of using social media. We closed by asking participants to chime in regarding what it will take to make "new media more legitimate?" The collective offered some great suggestions and the twists and turns of the conversation suggest we need to work harder to rid parties of the anxiety presented by scholars operating in the new media environment.
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The most recent #digped conversation covered questions of the value of publishing in a new media environment. At times, participants challenged the very definition of 'to publish' and explored questions about the future of academic publishing and classroom practices. Introduced by the #digped announcement, After #twittergate, the conversation began with a question about thoughts and perceptions regarding the dangers of using social media. We closed by asking participants to chime in regarding what it will take to make "new media more legitimate?" The collective offered some great suggestions and the twists and turns of the conversation suggest we need to work harder to rid parties of the anxiety presented by scholars operating in the new media environment.
Read More...Digital Writing Uprising: Third-order Thinking in the Digital Humanities
October 08, 2012 | Filed in: Literacies
by Sean Michael Morris
As a self-proclaimed Internet non-user (a proclamation that elicits hoots and howls from my friends), the allure of digital writing for me does not lie in its medium; instead, I’m tantalized by the proposition that digital writing is action. Not that the writing inspires action, or comes out of action, or responds to action. But that the words themselves are active. They move, slither, creep, sprint, and outpace us. Digital words have lives of their own. We may write them, birth them ourselves, but without any compunction or notice, they enact themselves in ways we can’t predict. And this is because digital writing is communal writing.
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As a self-proclaimed Internet non-user (a proclamation that elicits hoots and howls from my friends), the allure of digital writing for me does not lie in its medium; instead, I’m tantalized by the proposition that digital writing is action. Not that the writing inspires action, or comes out of action, or responds to action. But that the words themselves are active. They move, slither, creep, sprint, and outpace us. Digital words have lives of their own. We may write them, birth them ourselves, but without any compunction or notice, they enact themselves in ways we can’t predict. And this is because digital writing is communal writing.
Read More...The Threat of Scholarly Openness: Twitter and Its Discontents
October 03, 2012 | Filed in: Profession
by Pete Rorabaugh
I was roused from my teaching this week by the cacophony of tweets and blog posts on the merits and pitfalls of tweeting another scholar’s ideas (the most cited ones authored or collected by Roopika Risam, Tressie McMillan Cottom, Kathleen Fitzpatrick and Adeline Koh), culminating in “The Academic Twitterazzi” on Inside Higher Ed. The conversation is rushing through multiple channels, expressed with frustration in Mark Sample’s response to being quoted, also by Inside Higher Ed., when he was actually citing Risam’s original blog post. “Imagine the chilling effect upon graduate students,” Sample writes in the comments, “when their first forays into academic blogging are also their first experiences with having their ideas stolen from them.” The discussion convinced me that it’s time to contextualize a personal story of mine within the larger debate of digital ethics, transparency, and inter-institutional academic collaboration.
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I was roused from my teaching this week by the cacophony of tweets and blog posts on the merits and pitfalls of tweeting another scholar’s ideas (the most cited ones authored or collected by Roopika Risam, Tressie McMillan Cottom, Kathleen Fitzpatrick and Adeline Koh), culminating in “The Academic Twitterazzi” on Inside Higher Ed. The conversation is rushing through multiple channels, expressed with frustration in Mark Sample’s response to being quoted, also by Inside Higher Ed., when he was actually citing Risam’s original blog post. “Imagine the chilling effect upon graduate students,” Sample writes in the comments, “when their first forays into academic blogging are also their first experiences with having their ideas stolen from them.” The discussion convinced me that it’s time to contextualize a personal story of mine within the larger debate of digital ethics, transparency, and inter-institutional academic collaboration.
Read More...After #twittergate. The Value of New Media Scholarship: a #digped Discussion
October 01, 2012 | Filed in: #digped
by Valerie Robin
Web texts like those featured in Kairos: A Journal of Rhetoric Technology and Pedagogy remind us of how scholarly experimentation can contribute to disciplinary knowledge. The struggle lies in the ability to mesh experimental media with a concrete message a reader doesn’t need any special cues to get. What new reading strategies do we need for compositions where the argument is not as clear-cut as a traditional thesis statement? And if we can’t find the argument right away, does this undermine the quality of the piece? If we don’t value online composition, multimodal articles, and the conversations that happen during Twitter-chats like #digped, are we discarding rich disciplinary resources?
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Web texts like those featured in Kairos: A Journal of Rhetoric Technology and Pedagogy remind us of how scholarly experimentation can contribute to disciplinary knowledge. The struggle lies in the ability to mesh experimental media with a concrete message a reader doesn’t need any special cues to get. What new reading strategies do we need for compositions where the argument is not as clear-cut as a traditional thesis statement? And if we can’t find the argument right away, does this undermine the quality of the piece? If we don’t value online composition, multimodal articles, and the conversations that happen during Twitter-chats like #digped, are we discarding rich disciplinary resources?
Read More...