Digital Media and Society - 0 views
Confessions of an Aca/Fan: Critical Information Studies For a Participatory Culture (Pa... - 0 views
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we need to look at both agency and structure and so we need to end the theoretical conflict in favor of identifying shared goals
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we need to develop strategies for decreasing the role of ignorance and fear in public debates about new media
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The participation gap refers to these other social, cultural, and educational concerns which block full participation.
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Measuring Classroom Progress: 21st Century Assessment Project Wants Your Inpu... - 8 views
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“21st Century Literacies” compiled by Cathy N. Davidson Media theorist and practitioner Howard Rheingold has talked about four “Twenty-first Century Literacies”—attention, participation, collaboration, and network awareness—that must to be addressed, understood and cultivated in the digital age. (see, http://www.sfgate.com/cgi-bin/blogs/rheingold/category?blogid=108&cat=2538). Futurist Alvin Toffler argues that, in the 21st century, we need to know not only the three R’s, but also how to learn, unlearn, and relearn. Expanding on these, here are ten “literacies” that seem crucial for our discussion of “This Is Your Brain on the Internet.” • Attention: What are the new ways that we pay attention in a digital era? How do we need to change our concepts and practices of attention for a new era? How do we learn and practice new forms of attention in a digital age? • Participation: Only a small percentage of those who use new “participatory” media really contribute. How do we encourage meaningful interaction and participation? What is its purpose on a cultural, social, or civic level? • Collaboration: How do we encourage meaningful and innovative forms of collaboration? Studies show that collaboration can simply reconfirm consensus, acting more as peer pressure than a lever to truly original thinking. HASTAC has cultivated the methodology of “collaboration by difference” to address the most meaningful and effective way that disparate groups can contribute. • Network awareness: What can we do to understand how we both thrive as creative individuals and understand our contribution within a network of others? How do you gain a sense of what that extended network is and what it can do? • Design: How is information conveyed differently in diverse digital forms? How do we understand and practice the elements of good design as part of our communication and interactive practices? • Narrative, Storytelling: How do narrative elements shape the information we wish to convey, helping it to have force in a world of competing information? • Critical consumption of information: Without a filter (such as editors, experts, and professionals), much information on the Internet can be inaccurate, deceptive, or inadequate. Old media, of course, share these faults that are exacerbated by digital dissemination. How do we learn to be critical? What are the standards of credibility? • Digital Divides, Digital Participation: What divisions still remain in digital culture? Who is included and who is excluded and how do basic aspects of economics, culture, and literacy levels dictate not only who participates in the digital age but how we participate? • Ethics and Advocacy: What responsibilities and possibilities exist to move from participation, interchange, collaboration, and communication to actually working towards the greater good of society by digital means in an ethical and responsible manner? • Learning, Unlearning, and Relearning: Alvin Toffler has said that, in the rapidly changing world of the twenty-first century, the most important skill anyone can have is the ability to stop in one’s tracks, see what isn’t working, and then find ways to unlearn old patterns and relearn how to learn. This requires all of the other skills in this program but is perhaps the most important single skill we will teach. It means that, whenever one thinks nostalgically, wondering if the “good old days” will ever return, that one’s “unlearning” reflex kicks in to force us to think about what we really mean with such a comparison, what good it does us, and what good it does to reverse it. What can the “good new days” bring? Even as a thought experiment—gedanken experiment—trying to unlearn one’s reflexive responses to change situation is the only way to become reflective about one’s habits of resistance.
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""21st Century Literacies" compiled by Cathy N. Davidson Media theorist and practitioner Howard Rheingold has talked about four "Twenty-first Century Literacies"-attention, participation, collaboration, and network awareness-that must to be addressed, understood and cultivated in the digital age. (see, http://www.sfgate.com/cgi-bin/blogs/rheingold/category?blogid=108&cat=2538). Futurist Alvin Toffler argues that, in the 21st century, we need to know not only the three R's, but also how to learn, unlearn, and relearn. Expanding on these, here are ten "literacies" that seem crucial for our discussion of "This Is Your Brain on the Internet." * Attention: What are the new ways that we pay attention in a digital era? How do we need to change our concepts and practices of attention for a new era? How do we learn and practice new forms of attention in a digital age? * Participation: Only a small percentage of those who use new "participatory" media really contribute. How do we encourage meaningful interaction and participation? What is its purpose on a cultural, social, or civic level? * Collaboration: How do we encourage meaningful and innovative forms of collaboration? Studies show that collaboration can simply reconfirm consensus, acting more as peer pressure than a lever to truly original thinking. HASTAC has cultivated the methodology of "collaboration by difference" to address the most meaningful and effective way that disparate groups can contribute. * Network awareness: What can we do to understand how we both thrive as creative individuals and understand our contribution within a network of others? How do you gain a sense of what that extended network is and what it can do? * Design: How is information conveyed differently in diverse digital forms? How do we understand and practice the elements of good design as part of our communication and interactive practices? * Narrative, Storytelling: How do na
Montessori School in Mckinney | Best Preschool TX - 0 views
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Our professional staff is dedicated to early childhood education and includes AMI/AMS (Association Montessori International/American Montessori Society) certified teachers. Your child will receive the attention he or she deserves at Wonderland Montessori Academy. Visit our mckinney montessori school at 3132 Hudson Crossing MCKinney, TX75070.
Montessori schools in las colinas|montessori las colinas - 0 views
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Our professional staff is dedicated to early childhood education and includes AMI/AMS (Association Montessori International/American Montessori Society) certified teachers. Your child will receive the attention he or she deserves at Wonderland Montessori Academy. Visit our las colinas montessori school at 431 East Royal Lane Irving, TX 75039.
Pandora - 0 views
Fahrradbekleidung NFL Jerseys XXXXL Nike Baseball Jerseys Pandora Earrings Pandora Rings Online Pandora Safety Chains Pandora Official Pandora Jewelry Ecco Formal Collection Pandora Necklaces Pando...
The Key To My Success - 1 views
I have always been dreaming of becoming a police officer someday. I dreamt of doing police jobs myself, bust all criminals and save my society. I love protecting people, and I like to protect my fa...
Café waitress games for girls - 1 views
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In cafes and restaurants, waiter and waitress are the important figures that handle customers by taking orders, serving customers in a pleasant way and at the end ultimately receive appreciation for serving them skillfully. The tendency towards girl waitress is supposed to be an awkward mania in many societies but in western culture there are so many young girls and ladies, working in the cafes and restaurants. There's also a common practice that can be seen among other developed countries these days where female waitress are serving and working successfully.
Oakley Stephen Murray Il patrimonio - 0 views
E' un lavoro che si rivolge non solo agli addetti ai lavori ma per un pubblico sempre più vasto; l'arte aiuta la pace, ha detto Umberto Agnelli consigliere per l'Italia del Praemium Imperiale" l'an...
sac longchamp pas cher solde - 0 views
Une équipe pluridisciplinaire menée par un mathématicien de l'Université Texas A&M pense en effet pouvoir expliquer pourquoi aucun débris de l'avion n'a pu être retrouvé. sac longchamp pas cher sol...
How Boxxy brought the web to its knees | Technology | guardian.co.uk - 0 views
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A year ago a young, unnamed and heavily-eyelinered young woman who hung around on Gaia Online made a video. She went by the handle of Boxxy.
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That's it. Or at least it was for nearly 12 months.At Christmas, the video - by then languishing in YouTube's vaults - got posted to i-am-bored, and from there hit 4Chan, and in particular the site's /b/ messageboard... the heartland for many memes (and definitely NSFW). Why? Nobody's sure. Was Boxxy herself behind it? Or was she simply a vehicle for fans who liked her camgirl approach, apparent ADD and weirdly excitable behaviour?Over the subsequent days and weeks, Boxxy became a topic of contention on 4Chan - with the site splitting into two groups; those who professed to love Boxxy and all she stood for and those who hated Boxxy and her fans. Every thread threaten to spill over into Boxxy spam or a flamewar, and hundreds of 4channers went hacking Boxxy's YouTube account and other websites in search of her true identity. So far they don't seem to have succeeded.
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Things really came to a head, though, when Boxxy haters - sick of seeing so much about her on 4Chan - decided to launch a denial of service attack on the website itself, bringing it down for some hours as a protest.
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The Decline and Fall of the Private Self - 0 views
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IRONICALLY, HUMANS NOW ENJOY MORE privacy than ever, says Aaron Ben-Ze'ev, president of the University of Haifa and author of Love Online: Emotions on the Internet. "Two hundred years ago, when people lived in villages or very dense cities, everyone's behavior was evident to many and it was extremely hard to hide it," he says. Today, e-mail and "chatting" online allow for completely anonymous interactions. We can talk and make plans without the whole household or office knowing. But if we're so able to keep things to ourselves, then why are we doing exactly the opposite?
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the Internet can be more disinhibiting than the stiffest drink
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"We've been shaped to be very sensitive to each other on a face-to-face basis," says Daniel Wegner, a Harvard psychologist When someone is in front of you, you can read how they're reacting to your admissions, keeping track-as you're hardwired to do-of whether they're comfortable, disapproving, or rapt. But when you're alone in a room and typing on a computer, explains Wegner, it's easy to forget there's somebody on the other end of the line and become oblivious to the consequences of sharing information.
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How anonymous are you online? Examining online social behaviors from a cross-cultural p... - 0 views
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Visual anonymity exists in an online community if individuals communicate with each other without their physical appearances attached to their messages.
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A second level of anonymity is the dissociation of real and online identities. In online communities, there is ample anecdotal evidence that many individuals create a new persona for themselves using nicknames and avatars
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A third level of anonymity is the concept of lack of identifiability, in which an individual’s behaviors are not distinguishable from others’ behaviors
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Anonymity on the Internet - 0 views
The Anit-Masquerade Movement - 0 views
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Like most functions which break barriers of class, gender, and ethnicity by challenging social norms, the eighteenth-century masquerade had strong and vocal opponents.
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"Middle-class moralist" such as Henry Fielding, Samuel Richardson and Eliza Haywood also aligned themselves with the anti-masquerade movement.
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through their fictional writing and artistic expression [3]
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