Social Scholarship? Academic Communications in the Digital Age

A recent sign of the technological transformation of scholarship is the consolidation of views about the emergence of the “digital scholar,” a variation on the influential reform minded account of faculty work associated with Ernest Boyer’s Scholarship Reconsidered (1990). An essential feature of this new form of academic practice and identity is named “social scholarship,” or participation in scholarly communications via the growing variety of digital networks for professional interaction. Scholars and librarians can recognize the change while acknowledging the durability of academic workflow conventions. Libraries can guide the faculty in social scholarship and be gadflies in matters of the digital transformation of scholarly communications and postsecondary education

Information, Development and Social Change Programs in Information Schools

The objective of this report from School of Information masters students is to explore opportunity spaces for dynamic research networks and agendas focused on information, development, and social change. Research networks will include faculty, master's and doctoral students across information schools who will generate new paradigms for meeting social challenges through information science, new design methods for community inquiry, and evaluation methods to measure the effectiveness of these initiatives in affecting social change through mechanisms such as efficiency of resource utilization. Development in the context of this report refers to economic, social, and infrastructure capacity building initiatives in both emerging and developed economies.http://deepblue.lib.umich.edu/bitstream/2027.42/91307/1/2009-McLauglinPuckett-ISI_Report_Final.dochttp://deepblue.lib.umich.edu/bitstream/2027.42/91307/2/2009-McLauglinPuckett-ISI_Report_Final.pd

ICT Infrastructure, Applications, Society and Education

Proceedings of the Annual Strathmore University ICT Conference 2006Proceedings of the Annual Strathmore University ICT Conference 200

Automation for the Artisanal Economy: Enhancing the Economic and Environmental Sustainability of Crafting Professions with Human-Machine Collaboration

Artificial intelligence (AI) is poised to eliminate millions of jobs, from finance to truck driving. But artisanal products—(e.g. handmade textiles) are valued precisely because of their human origins, and thus have some inherent “immunity” from AI job loss. At the same time, artisanal labor, combined with technology, could potentially help to democratize the economy, allowing independent, small scale businesses to flourish. Could AI, robotics and related automation technologies enhance the economic viability and environmental sustainability of these beloved crafting professions, perhaps even expanding their niche to replace some job loss in other sectors? In this paper we compare the problems created by the current mass production economy, and potential solutions from an artisanal economy. In doing so, the paper details the possibilities of utilizing AI to support hybrid forms of human-machine production at the micro-scale; localized and sustainable value chains at the meso-scale; and networks of these localized and sustainable producers at the macro scale. In short, a wide range of automation technologies are potentially available for facilitating and empowering an artisanal economy. Ultimately, it is our hope that this paper will facilitate a discussion on a future vision for more “generative” economic forms in which labor value, ecological value and social value can circulate without extraction or alienation.National Science Foundation DRL-1640014National Science Foundation DGE-0947980Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/150492/1/Eglash et al. accepted in 2019.pdfDescription of Eglash et al. accepted in 2019.pdf : Preprint Versio

2007-2008

Contains information on courses and class descriptions as well as campus resources at Collin College.https://digitalcommons.collin.edu/catalogs/1019/thumbnail.jp

Interdisciplining Digital Humanities: Boundary Work in an Emerging Field

The first book to test the claim that the emerging field of Digital Humanities is interdisciplinary and also examines the boundary work of establishing and sustaining a new field of stud

2006-2007

Contains information on courses and class descriptions as well as campus resources at Collin College.https://digitalcommons.collin.edu/catalogs/1018/thumbnail.jp

2015-2016

Contains information on courses and class descriptions as well as campus resources at Collin College.https://digitalcommons.collin.edu/catalogs/1027/thumbnail.jp

2008-2009

Contains information on courses and class descriptions as well as campus resources at Collin College.https://digitalcommons.collin.edu/catalogs/1020/thumbnail.jp

Education and inequality in digital opportunities : differences in digital engagement among Finnish lower and upper secondary school students

The purpose of this work is to broaden the debate on digital technology in education by emphasising the digital affordances enabled by these technologies instead of focusing on the integration of digital devices and learning materials and digital pedagogy into educational practices. Digital action potentials are not equally open to everyone, requiring the scrutinisation of digital inequality as a relative issue limiting the abilities of individuals to benefit from these opportunities. In the context of education, this dissertation concentrates on the social structures affecting the unequal distribution of digital engagement which determines individual's positioning in relation to digital affordances. These theoretical backgrounds construe the following research questions: To what extent do social structures, specifically gender, age, and educational choices, determine the digital engagement of 12–22-year-old Finns? And, to what extent and in what ways does digital engagement accumulate, as exhibited by certain individuals more than others among Finnish lower and upper secondary school students? An empirical part answering these questions consist of five original articles utilising two samples of Finnish lower and upper secondary school students. In total, the 11,820 students' digital usage habits and digital skills are analysed through multivariate statistical methods. Gender as a social category appears to be producing differences in students’digital engagement. The results indicate that gender differences in digital engagement among Finnish lower and upper secondary school students are largely domain-specific and related to gendered preferences and interests. In other words, tendencies towards the ways of experiencing digital technology and potential digital affordances appear to be gendered. Because the patterns of these preferences appear clearly in the data concerning lower and upper secondary school students, they are likely to develop during the early years of childhood and youth. Age, even among young people, has an impact on both digital skills and usage. The importance of age as an independent variable is explained by the increasing versatility of students’ use of digital technology as they grow older. It is the diversity of digital experiences, in particular, that enriches young people's digital skills. Education appears as the most significant single factor producing differences in young people's digital engagement. Education manifests itself as a categorical social hierarchy as the level of education increases the digital engagement. At the same time, there are significant differences in digital engagement within the same educational level, and digital engagement is generally most likely exhibited by students in the male-dominated fields of education. In particular, genderedness is present in relation to students' views of the ICT as a tempting field of education or profession in the future. As both students’ orientation towards technology and their educational choices are heavily gendered, they reinforce each other and increase gender gaps in relation to digital engagement and potential digital affordances among the future citizens of the information society. Overall, the current study emphasises the need of sociological scrutinisation in order to understand the importance of digital technology and related social activities in the context of education. The results of this dissertation indicate that gender, age and gendered educational choices determine the digital engagement of young Finns. Digital engagement tends be exhibited by certain individuals as skills and usage are intertwined and mutually reinforcing. It is evident that compound and sequential dimensions distinctively describe the digital engagement of Finnish lower and upper secondary school students. Where comboundness characterises the accumulation of digital engagement for certain individuals, sequentiality increases the likelihood that these individuals will also benefit most from the available digital affordances. In extreme circumstances, sequentiality of digital engagement describes the path to either digital prosperity or exclusion making it an important educational policy issue to be acknowledged in the information society