#digped Storify: On the Deformation of New Media Citation Practices
November 06, 2012 | Filed in: #digped
by Jesse Stommel
In "Notes towards a Deformed Humanities," Mark Sample writes, "I want to propose a theory and practice of a Deformed Humanities. A humanities born of broken, twisted things. And what is broken and twisted is also beautiful, and a bearer of knowledge. The Deformed Humanities is an origami crane—a piece of paper contorted into an object of startling insight and beauty." Citation practices on the web have begun to contort and twist like the origami crane Sample describes here. For many, this leads to a certain despair, but I find myself reveling in a moment, a threshold, across which our scholarly practices now teeter. Citation is becoming less about name-dropping and positioning and more about generosity and collaboration. On 11/2 we had a raucous #digped discussion about the changing shape of citation in the wake of digital scholarly practice. The results were Storified.
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In "Notes towards a Deformed Humanities," Mark Sample writes, "I want to propose a theory and practice of a Deformed Humanities. A humanities born of broken, twisted things. And what is broken and twisted is also beautiful, and a bearer of knowledge. The Deformed Humanities is an origami crane—a piece of paper contorted into an object of startling insight and beauty." Citation practices on the web have begun to contort and twist like the origami crane Sample describes here. For many, this leads to a certain despair, but I find myself reveling in a moment, a threshold, across which our scholarly practices now teeter. Citation is becoming less about name-dropping and positioning and more about generosity and collaboration. On 11/2 we had a raucous #digped discussion about the changing shape of citation in the wake of digital scholarly practice. The results were Storified.
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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.
Read More...The Four Noble Virtues of Digital Media Citation
April 24, 2012 | Filed in: Literacies
by Pete Rorabaugh and Jesse Stommel
In digital space, everything we do is networked. Real thinking doesn’t (and can’t) happen in a vacuum. Our ideas about pedagogy, teaching practices, and scholarship don’t just burst forth miraculously from our skulls. The digital academic community is driven by citation, generosity, connection, and collaboration. The work we do as hybrid and critical pedagogues, digital humanists, and alternative academic publishers depends on our sharing ideas as part of a much larger project or conversation.
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In digital space, everything we do is networked. Real thinking doesn’t (and can’t) happen in a vacuum. Our ideas about pedagogy, teaching practices, and scholarship don’t just burst forth miraculously from our skulls. The digital academic community is driven by citation, generosity, connection, and collaboration. The work we do as hybrid and critical pedagogues, digital humanists, and alternative academic publishers depends on our sharing ideas as part of a much larger project or conversation.
Read More...