‘Is that my score?’ : between literature and digital games

It is on the margins of what Katherine Hayles calls the ‘shifty’ boundaries between computer games and electronic literature as well as between digital art and electronic literature that I set the focus of this paper. I argue that electronic literature, with its cohabitation of strong elements of play and claims to ‘literariness’, allows for a discussion of the interface between literary theory and digital games by exposing points of contact as well as divergence through the respective claims of the two discourses.peer-reviewe

The Machine Starts: Computers as Collaborators in Writing

The penetration of digital technologies into the process of creating and disseminating narratives is no longer a new phenomenon, but perhaps what does still seem strange and far-fetched is the suggestion that machines are collaborators and authors in their own right. This paper examines an example of a computer-mediated narrative and suggests that not only does the machine exert its own agency in the process of writing, but this process has a long provenance from the ancient world, through the 20th century avant garde, and into contemporary technological futurism

Making News: Balancing Newsworthiness and Privacy in the Age of Algorithms

In deciding privacy lawsuits against media defendants, courts have for decades deferred to the media. They have given it wide berth to determine what is newsworthy and so, what is protected under the First Amendment. And in doing so, they have often spoken reverently of the editorial process and journalistic decision-making. Yet, in just the last several years, news production and consumption has changed dramatically. As we get more of our news from digital and social media sites, the role of information gatekeeper is shifting from journalists to computer engineers, programmers, and app designers. The algorithms that the latter write and that underlie Facebook, Twitter, Instagram, and other platforms are not only influencing what we read but are prompting journalists to approach their craft differently. While the Restatement (Second) of Torts says that a glance at any morning newspaper can confirm what qualifies as newsworthy, this article argues that the modern-day corollary (which might involve a glance at a Facebook News Feed) is not true. If we want to meaningfully balance privacy and First Amendment rights, then courts should not be so quick to defer to the press in privacy tort cases, especially given that courts’ assumptions about how the press makes newsworthiness decisions may no longer be accurate. This article offers several suggestions for making better-reasoned decisions in privacy cases against the press

Educational influences in learning with visual narratives

In this presentation, we intend to show, through the use of digital video, our understanding of ontological values of a web of betweenness and pedagogy of the unique (Farren, 2004) as they are lived in practice with students, in this case, practitioner-researchers on award bearing programmes. We both work with a sense of research-based professionalism in which we are seeking to improve our educational practice with our students in action research enquiries 'how do I improve what I am doing?' The visual narratives, in the form of digital video clips, of our educational practice, include our engagement with practitioner-researchers as we seek to understand our educational influences in their learning so that we can "influence the education of social formation" (Whitehead, 2004a & b). This relates to the idea of social formations as defined by Bourdieu (1990) and points to the way people organise their interactions according to a set of regulatory values that can take the form of rules. In studying our own education practice, with the help of digital video, we hope to influence the education of social formations so that others will begin to question their underlying values, assumptions and epistemologies that inform their practice. The purpose of this paper is to communicate to a wider audience and network with other higher education educators through visual narratives of our work in higher education. There is a lack of research in how educators in higher education are influencing the education of their students. This area of research is one which we develop through this paper

STIMULATING DIGITAL LITERACY PARTICIPATIONS’ FRAMEWORKS: INNOVATIVE AND COLLABORATIVE LANGUAGE PROJECTS

This paper highlights educators’ innovativeness as digital participants and facilitators adapting themselves in current global educational changes as upshots of technological fusion that influences instructional variation for learners’ real–world. It is perceived that teachers’ flexibility to evolving trends in current instructions is crucial. It is fundamentally a structured expository concept on teachers and students’ development reinforced by theories and researches’ investigated outcomes toward the challenges of emerging pedagogic phenomena sustained by model project- tasks designed for innovative, collaborative and digital literacy participations. This inquisition attempts to respond to the succeeding inquiries: Why do educators innovate in the 21st century? Is professional development necessary to situate contemporary learning? What are the roles of technology and digital literacy for innovative and collaborative instructions? What are the features of digital literacy and digital participations and how do participants pragmatically engage? What are some collaborative and innovative projects that define digital participations? Are these tasks sustained by current and duly sanctioned educational principles and frameworks? Do these tasks conform to the scope of integrated digital literacy taxonomy framework? Do the framework and principles produce practical assessment of outcomes to improve future project-based tasks? An empirical investigation is recommended to test the significance and correlation among students’ project performance towards their attitudes and efficacy on digital literacy.  Article visualizations

Digital fluency and ethical use of information: the role of higher education librarians

In the current digital context, there is an increased concern with access to information, as it has become exponentially mediated by technologies. Several problems can emerge: from restrictions on freedom of access to information or freedom of expression, due to the lack of knowledge to deal with technologies and digital information sources, vulnerability and lack of preparation regarding privacy management, to digital traps, fallacies, misinformation, or fake news. Are Portuguese librarians responding to these challenges? What actions and strategies have libraries been developed to promote digital fluency? What actions should be pursued, since young audiences are not only consumers, but also producers of online information and, at the same time, the internet has become a privileged resource for searching for easy and immediate information? It is important to reinforce skills with strategies that make it possible to detect, with quality criteria, the origin of the information, its diversity, and credibility, without forgetting, at the same time, under what circumstances and in what way the information can be reused ethically and legally. This is the basis for this exploratory study. To this end, a questionnaire survey base on the "European Framework for the Digital Competence of Educators: DigCompEdu" is carried out to those responsible for higher education libraries, to understand the pedagogic strategies that have been used with the academic community. Based on the results, we seek to observe the active involvement of librarians, particularly in the training of students, to enhance their critical thinking in the face of digital information, the evaluation of digital information sources, or the problem resolution. They must develop skills to be able to observe and compare information in a critical, creative, and conscious way, particularly in digital media. In this process, the social and ethical premises that support teaching and learning in the mission of higher education libraries should be promoted.info:eu-repo/semantics/publishedVersio

Big Digital Humanities: Imagining a Meeting Place for the Humanities and the Digital

Big Digital Humanities has its origins in a series of seminal articles Patrik Svensson published in the Digital Humanities Quarterly between 2009 and 2012. As these articles were coming out, enthusiasm around Digital Humanities was acquiring a great deal of momentum and significant disagreement about what did or didn’t “count” as Digital Humanities work. Svensson’s articles provided a widely sought after omnibus of Digital Humanities history, practice, and theory. They were informative and knowledgeable and tended to foreground reportage and explanation rather than utopianism or territorial contentiousness. In revising his original work for book publication, Svensson has responded to both subsequent feedback and new developments. Svensson’s own unique perspective and special stake in the Digital Humanities conversation comes from his role as director of the HUMlab at Umeå University. HUMlab is a unique collaborative space and Digital Humanities center, which officially opened its doors in 2000. According to its own official description, the HUMlab is an open, creative studio environment where “students, researchers, artists, entrepreneurs and international guests come together to engage in dialogue, experiment with technology, take on challenges and move scholarship forward.” It is this last element “moving scholarship forward” that Svensson argues is the real opportunity in what he terms the “big digital humanities,” or digital humanities as practiced in collaborative spaces like the HUMlab, and he is uniquely positioned to take an account of this evolving dimension of Digital Humanities practice

Digitalisation For Sustainable Infrastructure: The Road Ahead

In today’s tumultuous and fast-changing times, digitalisation and technology are game changers in a wide range of sectors and have a tremendous impact on infrastructure. Roads, railways, electricity grids, aviation, and maritime transport are deeply affected by the digital and technological transition, with gains in terms of competitiveness, cost-reduction, and safety. Digitalisation is also a key tool for fostering global commitment towards sustainability, but the race for digital infrastructure is also a geopolitical one. As the world’s largest economies are starting to adopt competitive strategies, a level playing field appears far from being agreed upon. Why are digitalisation and technology the core domains of global geopolitical competition? How are they changing the way infrastructure is built, operated, and maintained? To what extent will road, rail, air, and maritime transport change by virtue of digitalisation, artificial intelligence, and the Internet of Things? How to enhance cyber protection for critical infrastructure? What are the EU’s, US’ and China’s digital strategies?Publishe

Artificial Intelligence Is No Match for Human Stupidity: Ethical Reflections on Avatars and Agents

What should our ethical concerns be in a future with ‘Artificially Intelligent’ agents? The zeitgeist of AI agents often envisions a future encompassing a hyper intelligent singularity. In this worldview, AI “monsters” appear very separate from us as, abstracted, ethically ungrounded omnipotent overlords. A world of superintelligences that have moved beyond our comprehension, with no ethical restraint. In this polemic, I explore a different future. I examine how realistic digital humans pose a very real ethical dilemma, as we assume intelligence based on their appearance, leading to an abdication of responsibility. I explore the future of realistic digital agents and avatars, and ask: what does this human-like form say about us? How will we judge ourselves when the computer, looks like us? I argue that the singularity is unlikely and thus the primary ethical concern is not some superhuman AI intelligence, but in how we, ourselves, treat these digital humans

The wordpress project :|bapractical action research experience

Tesis (Profesor de Inglés para la Enseñanza Básica y Media y al grado académico de Licenciado en Educación)The aim of this study is to promote and implement the use of social media resources in English-as-foreign-language (EFL) classrooms. In addition, the investigation intends to advance our understanding of this issue through examining the perspectives and a digital-immigrant teacher experiences. According to identity and the socio-cultural theory literature, we realized that there are teachers who are seeking to be innovative in their practices by using social media tools. This study pretends to portray that Internet and different social media tools, especially WordPress, are becoming essential for teaching purposes. The results reflect that social media tools were helpful for this teacher and what were her perceptions about the process and the implementation of Social media tools (SMT), in her EFL classroom.El objetivo de este estudio es promover e implementar el uso de los medios de comunicación social en las clases de inglés como lengua extranjera. Además, esta investigación pretende avanzar en nuestra comprensión de este tema a través del examen de las perspectivas de una maestra considerada como inmigrante digital, y sus experiencias. De acuerdo con la literatura sobre identidad y la teoría sociocultural, nos dimos cuenta de que hay maestros que buscan ser innovadores en sus prácticas mediante el uso de herramientas en línea. Este estudio pretende retratar que Internet y sus diferentes herramientas, especialmente WordPress, se están volviendo imprescindibles para propósitos docentes. Los resultados reflejan que las herramientas de los medios de comunicación social fueron útiles para esta profesora y cuáles son sus percepciones sobre el proceso y la implementación del proyecto en su clase