Laying the Foundation: Digital Humanities in Academic Libraries

Laying the Foundation: Digital Humanities in Academic Libraries examines the library’s role in the development, implementation, and instruction of successful digital humanities projects. It pays special attention to the critical role of librarians in building sustainable programs. It also examines how libraries can support the use of digital scholarship tools and techniques in undergraduate education. Academic libraries are nexuses of research and technology; as such, they provide fertile ground for cultivating and curating digital scholarship. However, adding digital humanities to library service models requires a clear understanding of the resources and skills required. Integrating digital scholarship into existing models calls for a reimagining of the roles of libraries and librarians. In many cases, these reimagined roles call for expanded responsibilities, often in the areas of collaborative instruction and digital asset management, and in turn these expanded responsibilities can strain already stretched resources. Laying the Foundation provides practical solutions to the challenges of successfully incorporating digital humanities programs into existing library services. Collectively, its authors argue that librarians are critical resources for teaching digital humanities to undergraduate students and that libraries are essential for publishing, preserving, and making accessible digital scholarship.https://docs.lib.purdue.edu/purduepress_ebooks/1032/thumbnail.jp

A history of History through the lens of our digital present, the traditions that shape and constrain data driven historical research, and what librarians can do about it

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Reading in the Age of Continuous Partial Attention: Retail-Inspired Ideas for Academic Libraries

Reading is an essential skill that improves with practice, not just when we are learn-ing to read but as adults. College students may be out of the habit of reading except for required texts. Deep reading skills may be eroded by habits of interrupted and par-tial attention. This article explores ways to promote reading among college students through the implementation of best prac-tices from retail and marketing

ECLAP 2012 Conference on Information Technologies for Performing Arts, Media Access and Entertainment

It has been a long history of Information Technology innovations within the Cultural Heritage areas. The Performing arts has also been enforced with a number of new innovations which unveil a range of synergies and possibilities. Most of the technologies and innovations produced for digital libraries, media entertainment and education can be exploited in the field of performing arts, with adaptation and repurposing. Performing arts offer many interesting challenges and opportunities for research and innovations and exploitation of cutting edge research results from interdisciplinary areas. For these reasons, the ECLAP 2012 can be regarded as a continuation of past conferences such as AXMEDIS and WEDELMUSIC (both pressed by IEEE and FUP). ECLAP is an European Commission project to create a social network and media access service for performing arts institutions in Europe, to create the e-library of performing arts, exploiting innovative solutions coming from the ICT

Cinema-going trajectories in the digital age

The activity of cinema-going constantly evolves and gradually integrates the use of digital data and platforms to become more engaging for the audiences. Combining methods from the fields of Human Computer Interaction and Film Studies, we conducted two workshops seeking to understand cinema audiences’ digital practices and explore how the contemporary cinema-going experience is shaped in the digital age. Our findings suggest that going to the movies constitutes a trajectory during which cinemagoers interact with multiple digital platforms. At the same time, depending on their choices, they construct unique digital identities that represent a set of online behaviours and rituals that cinemagoers adopt before, while and after cinema-going. To inform the design of new, engaging cinemagoing experiences, this research establishes a preliminary map of contemporary cinema-going including digital data and platforms. We then discuss how audiences perceive the potential improvement of the experience and how that would lead to the construction of digital identities

An evaluation of the effectiveness of face-to-face versus e-learning in the UAE Civil Defence sector

In the UAE, e-Learning has been adopted as a new learning mode to increase awareness and standards of building fire safety of it civil defence workforce. Training in this sector has been mainly based around traditional classroom approaches. This research specifically focuses on an online approach to delivering and sustaining the continuous professional development (CPD) of UAE fire fighters. The key aim of this study is to evaluate the effectiveness of learning and performance between face-to-face learning and e-Learning. The central research question is: does learning effectiveness differ between traditional learning and e-Learning? This study employs a quasi-experimental research design to evaluate the three different learning interventions: face-to-face learning, high media rich e-Learning and low media rich e-Learning. A survey method was selected to gather the data on learning effectiveness following the completion of the training programme from a sample of participants (n=412) professionally engaged in the civil defence sector. A key finding was that across all measures of learning effectiveness: engagement, cognitive performance and behavioural performance, scores in the face-to-face mode were significantly better than in the e-Learning mode. Furthermore learning effectiveness was found to be significantly better in high media rich than low media rich e-Learning design. The findings indicate that learning styles impacted on learning effectiveness between the three modes of learning. There was significant interaction between learning styles and learning mode on learning effectiveness. There were statistically significant differences in learning effectiveness for all learning styles. In 7 out of the 8 learning styles (Active, Reflective, Verbal, Visual, Sequential, Global, Sensing, Intuitive) learning effectiveness was higher on average in the face-to-face learning mode than in both of the e-Learning modes. The differences in terms of effect sizes varied between these learning styles. Only reflective learning exhibited a higher learning effectiveness score for high media rich e-Learning than face-to-face. Spatial ability did not have any statistically significant effect on learning effectiveness in the two learning approaches of traditional and e-Learning. However when comparing the two types of e-Learning high spatial ability learners performed less well in the low multimedia mode than in the high multimedia mode. This research provides evidence to show that learning styles are significantly related to learning achievement in e-Learning and there are differential effects for different learning styles. The study also provides evidence that the use of rich multimedia is positively related to higher learning effectiveness. The findings contribute to empirical evidence for differences between face-to-face and e-learning and the role of media richness and learning styles. The findings have practical implications for learning strategies

Impression formation in the online amateur setting: an examination of transgender people

Technology is enhancing our amateur culture, which may provide counter-stereotype depictions. The present study reexamined the continuum model of impression formation by investigating how the mechanism of an amateur technology platform interacts with the depiction of amateur content created by social minority members to redirect people’s cognitive process of impression formation of minority members in the online amateur setting. More specifically, conducting a 2 (Stereotype Depiction) x 2 (Platform) experiment, this study looked at whether amateur platform YouTube encouraged people to go beyond stereotyping to form an counter-stereotypic impression of the mediated transgender person featured in the amateur content. Moreover, it examined whether the outcome of the impression formation would be transformed into attitudes toward the featured transgender person and transgender people as a whole. Furthermore, this study explored the psychological responses that caused the transformation from impression to attitudes in the impression formation process in the digital amateur phenomenon, integrating the theoretical framework of elevation. The findings revealed that the counter-stereotypic depiction in amateur content would encourage people’s counter-stereotypic labeling individuation. Regardless of stereotype depiction, the amateur platform encouraged information seeking individuation. However, the consequent increased information seeking individuation might lead to less positive attitudes towards both the featured transgender person and transgender people as a whole. For attitudes towards the featured person, the regular platform and counter-stereotypic depiction optimized the viewers’ counter-stereotyping outcome. Aligned with platform’s influence on attitudes towards transgender people, the regular platform elicited significantly higher levels of elevation responses (i.e. affective responses, physical responses, motivational responses)