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Nele Noppe

paceus: Textual Echoes: Nele Noppe and the 'open work' - 0 views

  • open source software
  • spirit of 'open work' is decentralised
  • Nina Työlahti
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  • Kristina Busse talked about the myth of the author too
  • tv shows like SGA do certainly seem to require active participation from fans because the show is so flawed -- unrealistic, filled with plot holes, or otherwise unsatisfying and failing to meet my expectations of entertainment
  • file sharing and piracy
  • gift economy
  • This explanation doesn't cover fan writing and for example fanzines from the earlier decades though, since they didn't exactly have anything to do with the internet. Vidding, though, began as slide shows and continued with VCRs, so that was definitely connecting the format to what the vidders wanted to express.
  • legitimises fan works
  • remember their cultural specificity
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    A review of my TE presentation, yey
Nele Noppe

Who's a professional? Who cares? - 0 views

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    Steps towards professionalization: educational qualifications raised, professional association established, special vocabulary and tradition, code of ethics, legal recognition
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    "Most key elements in widely used definitions of professionals turn out not adequately to distinguish them from other groups" "all sorts of hidden arbitrary assumptions are built into the very notion of the professions. Together they suggest that some degree of enhanced social status is the only true common denominator of the varied occupations that are given this label."
Nele Noppe

Information Age Without Humanities = Industrial Revolution Without Steam Engine | HASTAC - 0 views

  • without the steam engine, the Industrial Revolution would not have happened.  Steam powered everything.  What powers the Information Age?  It's not computation--that's a foundational component but we could each have a fabulous desktop or laptop or mobile device now that connected to some gigantic All Powerful centralized mainframe and we would not have the Information Age.  
  • It's not even the Internet. 
  • What is responsible for an Information Age, where all levels of habits and procedures of communication and interaction have changed dramatically in less than two decades, is the World Wide Web. 
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  • The World Wide Web is the steam engine of the Information Age.  And without the humanities, virtually everything about the World Wide Web is a muddle.  All of the key issues of how knowledge is exchanged, how it is created, what its role is in the world, how it functions and changes, how one kind of idea influences another, how knowledge travels, leads to a complex History of Ideas the likes of which we have not seen before.  
  • Dinner table conversation, Berners-Lee notes in his memoir Weaving the Web, often center on the key humanities question:  what it means to be human. 
  • everything that was constantly shaped by the environment and then constantly selecting environments associationally, driven by interest, pleasure, desire, fear, superstition, belief, understanding, and other deeply human conditions that had nothing to do with even the most powerful of computers.  These humanistic questions haunted the small boy; he wanted from earliest age to make a computer that could be like the human brain.   The World Wide Web approximated that because it is based on a human, social, interactive, creative, associational concept of thought and humanity. 
  • clearly universities under stress are finding ways to cut back courses and programs and are looking at the humanities as not relevant to the student of today.  They have it entirely wrong.  The humanities are the most important tool we have for understanding, with any kind of historical perspective and critical depth, all of the new arrangements of our world, precisely because those new arrangements of our world are rooted in an associational, interactive, qualitative humanistic concept of mind and society, not in a machinic, quantitative, linear, hardwired, fixed, or even measurable computational model.  
  • Of course, I have also spent the last decade arguing that the humanities are missing the boat by not claiming our centrality to the Information Age.   This is our age, I keep saying, if only we take responsibility for our role in its shape and its future.  That's the challenge, should we choose to accept it.  
Nele Noppe

SAMPLE REALITY · On Hacking and Unpacking My (Zotero) Library - 0 views

  • We’ve all had that experience of reading a journal article or — damn it! — a mother effing blog in which the author tackles clearly, succinctly and without pause some deep research concern that we’ve been pondering for years, waiting for it to blossom into a Beautiful Idea in our writing before going public with it. And POOF! somebody else says it first, and says it better. Keeping our sources private is the talisman against such deadly blows to our research, akin to some superstitious taboo against revealing first names. We academics are true believers in occult knowledge. To put it in the starkest terms possible: before I published my library I was concerned that someone might take a look at my sources and somehow reverse engineer my research. Let’s face it, I’m an English professor. It’s not as if I’m working on the Manhattan Project. Are we in the humanities really that ridiculous and self-important? Let’s face it, I’m an English professor. It’s not as if I’m working on the Manhattan Project. My teaching and research adds only infinitesimally incrementally to the storehouse of human knowledge.
  • I don’t mean to belittle what scholars in the humanities do à la Mark Bauerlein. On the contrary, I think that what we do — striving to understand human experience in a chaotic world — is so crucial that we need to share what we learn, every step along the way. Only then do all the lonely hours we spend tracing sources, reading, and writing make sense.
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    "We've all had that experience of reading a journal article or - damn it! - a mother effing blog in which the author tackles clearly, succinctly and without pause some deep research concern that we've been pondering for years, waiting for it to blossom into a Beautiful Idea in our writing before going public with it. And POOF! somebody else says it first, and says it better. Keeping our sources private is the talisman against such deadly blows to our research, akin to some superstitious taboo against revealing first names. We academics are true believers in occult knowledge. To put it in the starkest terms possible: before I published my library I was concerned that someone might take a look at my sources and somehow reverse engineer my research. Let's face it, I'm an English professor. It's not as if I'm working on the Manhattan Project. Are we in the humanities really that ridiculous and self-important? Let's face it, I'm an English professor. It's not as if I'm working on the Manhattan Project. My teaching and research adds only infinitesimally incrementally to the storehouse of human knowledge."
Nele Noppe

Useful Chemistry: Peer Review and Science2.0 Talk - 0 views

  • peer review alone is not capable of coping with the increasing flood of scientific information being generated and shared. I make arguments to show that providing sufficient proof for scientific findings does scale and weakens the tragedy of the trusted source cascade.
Nele Noppe

Humanistic Coding? | Re-mediation Roomy-nation - 0 views

  • Humanities/Teaching Practices and Principles Inefficiency Thinking and reflection from a humanities perspective is anything but efficient. It's not about the straightest path to a goal, it's about exploring the various twists and turns along the way. Tell all the Truth, but Tell it Slant / Success in Circuit Lies. Specs/schmecs In the humanities, we want to open up as many possibilities as we can. Explore. Take a random path and see what happens. Your final draft of an analysis will always be very different from what you first thought you were going to produce. Complexify When's the last time you heard a humanist say or write, "I'd like to simplify that idea."? It's just not what we do. We like to "complicate the idea", "explore the nuances", "unpack the implicit assumptions". "Complexify". Scope-creep One of the hardest things to explain to a student in the humanities is what, exactly, it takes to move from writing a B paper to writing an A paper. If you are bold and tenured, you might tell them that they need to give "a certain 'je ne se qua'", to which the most likely response is, "WTF?". I think that what we want is scope-creep. Go beyond what we've covered in class. Explore things that you think are suggested in the assignment, but aren't explicit in the assignment. Move beyond the specs, and power through sorting out the consequences of doing so. Scope-creep is the bread-and-butter of the humanities. Maybe of any pursuit in academia, for that matter?
Nele Noppe

Comics Go to the Ivy League - 0 views

  • KG: Spiegelman said the same thing about Maus, actually, about three years ago when these sections in bookstores were starting to gear up and gain ground. And he said, they want to shelve Maus in the graphic novel section, but it’s not a novel. It’s nonfiction. But now a lot of the stuff in the graphic novel section is nonfiction. And that’s because they are treating it like a genre when it’s a medium.
Nele Noppe

Online Literacy Is a Lesser Kind - ChronicleReview.com - 0 views

  • So let's restrain the digitizing of all liberal-arts classrooms. More than that, given the tidal wave of technology in young people's lives, let's frame a number of classrooms and courses as slow-reading (and slow-writing) spaces.
  • The shape and tempo of online texts differ so much from academic texts that e-learning initiatives in college classrooms can't bridge them.
  • er federal technology subsidies (the E-Rate program) had granted 30 percent more schools in the state Internet access, they determined that "the additional investment
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    Don't agree with a lot of points here, like the title itself, but some interesting observations. Author asserts that "the shape and tempo of online texts differ so much from academic texts that e-learning initiatives in college classrooms can't bridge them". To the problem of students being unable to process long, in-depth 'traditional' texts, author offers the following solution: "let's restrain the digitizing of all liberal-arts classrooms. More than that, given the tidal wave of technology in young people's lives, let's frame a number of classrooms and courses as slow-reading (and slow-writing) spaces." I doubt it's even possible to create slow-reading 'islands' when the whole of students' lives takes place in a fast-reading environment, as the author confirms. Would it not be more effective/doable to adapt academic materials and the way we handle them, so that they can be better processed in 'fast-reading' manner?
Nele Noppe

Confessions of an Aca/Fan: Archives: Acafandom and Beyond: Week One, Part One (Anne Kus... - 0 views

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    As fan communities face members who see their positions as enlightened because of their "superior" knowledge--and as academic conferences, programs, and journals are flooded with people who see fan studies as a justification to make a living writing about their hobby without worrying so much about any critical intervention or generating compelling insights--it's perhaps no surprise that the term has "grown" to the point that people are now questioning whether its use has been stretched past usefulness.
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