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The heart of the digital humanities is not the production of knowledge. It’s the reproduction of knowledge.
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The promise of the digital is not in the way it allows us to ask new questions because of digital tools or because of new methodologies made possible by those tools. The promise is in the way the digital reshapes the representation, sharing, and discussion of knowledge.
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Classrooms were made for sharing
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a short essay by Peter Stallybrass that appeared in the PMLA in 2007. Stallybrass’s article has the provocative title “Against Thinking,” and in it, he argues that we think too much and don’t work enough.
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Thinking is boring, repetitious, and “indolent” (1583). On the other hand, working is “easy, exciting,” and “a process of discovery” (1583). Working is challenging.
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a key insight that students and scholars alike need to be reminded of: tortured and laborious thinking does not automatically translate into anything of importance
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collaborative construction, I mean a collective effort to build something new, in which each student’s contribution works in dialogue with every other student’s contribution
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They are making it for each other, and, in the best scenarios, for the outside world
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Creative analysis is the practice of discovering knowledge through the act of creation—through the making of something new
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I ask the students to do something they find severely discomfiting: creating something new for which no models exist.
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If I were to say what unites these various forms of building in my classroom, I might use the term “deformance
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A combination of “performance” and “deform,” deformance is an interpretative concept premised upon deliberately misreading a text
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As my students build—both collaboratively and creatively—they are also reshaping, and that very reshaping is an interpretative process. It is not writing, or at least not only writing. And it is certainly not only thinking. It is work, it has an audience, and it is something my students never expected.
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ALA Releases Copyright Lessons for School Librarians - 0 views

www.schoollibraryjournal.com/...copyright_lessons_for.html.csp

InformationLiteracy

shared by Nancy Prentice on 02 May 12 - Cached

What Tech in Schools Really Looks Like - The Digital Shift - 0 views

www.thedigitalshift.com/...h-in-schools-really-looks-like

tech

shared by Nancy Prentice on 02 May 12 - No Cached

the distribution of technology in our classrooms remains radically uneven
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about 48 percent of low-income families have a home computer compared with 91 percent of higher-income families, according to a recent report by Common Sense Media, an independent group that advocates for kids.
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even students who don’t have home computers or Internet access are increasingly likely to own a cell phone. “Teens, Smartphones, & Texting,” a March 2012 study by the Pew Internet & American Life Project, has found that 77 percent of young adults ages 12 to 17 own a cell phone, and 31 percent of those ages 14 to 17 have a smartphone
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the costs of hardware, software, and networking can add up, and during budget crises—particularly when schools are cutting staff—the introduction, maintenance, and upgrade of technology can be a political challenge as well as a financial one
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After
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Hardware obsolescence is one of the things that schools have always had to consider
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the flood of devices currently available (including netbooks, tablets, ereaders, and handhelds) and those that are “hotly anticipated” make the decision of which computer to buy incredibly complicated
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are student data and projects interoperable—that is, can you easily move files from one type of computer to another (say, from a Windows-based operating system to an Apple-based one or from a mobile device to a laptop)? These types of questions are particularly important if schools house a number of different kinds of devices
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Schools also need to consider the impact of potentially hundreds of devices on their WiFi networks.
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Schools must also ask if students will be able to access their schoolwork from home
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