Semantics-based selection of everyday concepts in visual lifelogging

Concept-based indexing, based on identifying various semantic concepts appearing in multimedia, is an attractive option for multimedia retrieval and much research tries to bridge the semantic gap between the media’s low-level features and high-level semantics. Research into concept-based multimedia retrieval has generally focused on detecting concepts from high quality media such as broadcast TV or movies, but it is not well addressed in other domains like lifelogging where the original data is captured with poorer quality. We argue that in noisy domains such as lifelogging, the management of data needs to include semantic reasoning in order to deduce a set of concepts to represent lifelog content for applications like searching, browsing or summarisation. Using semantic concepts to manage lifelog data relies on the fusion of automatically-detected concepts to provide a better understanding of the lifelog data. In this paper, we investigate the selection of semantic concepts for lifelogging which includes reasoning on semantic networks using a density-based approach. In a series of experiments we compare different semantic reasoning approaches and the experimental evaluations we report on lifelog data show the efficacy of our approach

A Review of the "Digital Turn" in the New Literacy Studies

Digital communication has transformed literacy practices and assumed great importance in the functioning of workplace, recreational, and community contexts. This article reviews a decade of empirical work of the New Literacy Studies, identifying the shift toward research of digital literacy applications. The article engages with the central theoretical, methodological, and pragmatic challenges in the tradition of New Literacy Studies, while highlighting the distinctive trends in the digital strand. It identifies common patterns across new literacy practices through cross-comparisons of ethnographic research in digital media environments. It examines ways in which this research is taking into account power and pedagogy in normative contexts of literacy learning using the new media. Recommendations are given to strengthen the links between New Literacy Studies research and literacy curriculum, assessment, and accountability in the 21st century