Skip to main content

Home/ Writing about Literature in the Digital Age/ Group items tagged Digital

Rss Feed Group items tagged

Nyssa Silvester

The Business Rusch Publishing Series | Kristine Kathryn Rusch - 0 views

  •  
    For anyone who wants to get an extended analysis about the effects of the Digital Age on publishing, this is a great place to start if you have the time.
Krista S

Facebook Users Average 7 hrs a Month in January as Digital Universe Expands | Nielsen Wire - 0 views

  • Top 10 Parent Companies/Divisions for January 2010 (U.S., Home and Work) Rank Parent Unique Audience (000) Time Per Person (hh:mm:ss) MOM UA % Change MOM Time % Change 1 Google 162,536 2:05:19 4.4% -11.7% 2 Microsoft 143,893 1:57:58 5.9% -4.1% 3 Yahoo! 138,850 2:28:33 6.6% -15.8% 4 Facebook 116,329 7:01:41 5.8% 9.7% 5 AOL LLC 87,629 2:14:12 -0.8% -7.5% 6 News Corp. Online 83,540 1:10:56 4.2% -9.4% 7 InterActiveCorp 75,433 0:14:16 5.4% -9.3% 8 Amazon 70,942 0:25:23 -4.7% -28.4% 9 eBay 68,909 1:18:41 1.4% -5.8% 10 Apple Computer 68,877 1:18:58 7.9% -10.0%
Krista S

Internet Use and Child Development - 0 views

shared by Krista S on 16 Jun 10 - No Cached
  •  
    In the context of middle class families, elements in the techno-subsystem (e.g., Internet access) may not necessarily facilitate child cognitive development; effective use of those elements, highly dependent upon parent behavior, may promote development. For example, Cho and Cheon (2005) surveyed families and found that parents' perceived control, obtained through shared web activities and family cohesion, reduced children's exposure to negative Internet content. Using the Internet at home to learn was reported in 65 cases, to play was reported in 57 cases, to browse in 35 cases, and to communicate in 27 cases. Fuchs and Wößmann (2005) inferred, having controlled for socioeconomic status, "a negative relationship between home computer availability and academic achievement, but a positive relationship between home computer use for Internet communication" (p. 581). DeBell and Chapman (2006) concluded that Internet use promotes cognitive development in children, "specifically in the area of visual intelligence, where certain computer activities -- particularly games -- may enhance the ability to monitor several visual stimuli at once, to read diagrams, recognize icons, and visualize spatial relationships" (p. 3). Van Deventer and White (2002) observed proficient 10- and 11-year-old video gamers and noted extremely high levels of self-monitoring, pattern recognition, and visual memory. In a comprehensive review of the literature of the time (when interactive digital games were relatively unsophisticated), Subrahmanyam, Kraut, Greenfield, and Gross (2000) concluded that "children who play computer games can improve their visual intelligence" (p. 128). It should be noted, however, that playing video games has also been linked to childhood distractibility, over-arousal, hostility, and aggression (Anderson, Gentile, & Buckley, 2007; Funk, Chan, Brouwer, & Curtiss, 2006).
Heather D

Berkman Center - 1 views

shared by Heather D on 03 Jun 10 - Cached
  •  
    This is the page for the Berkman Center for Internet and Society. Has info about digital natives, social media and journalism, and internet and democracy.
Stacie Farmer

Texas School Board Set to Vote Textbook Revisions - NYTimes.com - 0 views

  •  
    "By sheer force of its population size, Texas has long held outsize influence on national textbook publishers, some of whom sent curriculum writers to take notes in the boardroom. That influence has waned somewhat in recent years, with the digital age allowing editors to tailor versions of their textbooks to individual states. " Is the ability to "tailor versions of their textbooks to individual states" going to affect the way students are learning? How effective is this really?
Heather D

Digital Natives » Identity - 0 views

  •  
    Blog about social media and identity. Comments on trend toward unifying identity and the related problems. Also talks about online anonymity.
Gideon Burton

Journal of Interactive Technology and Pedagogy - 1 views

  •  
    A potential outlet for publishing material related to writing about literature in the digital age.
Gideon Burton

eBook: digital media and learning - 0 views

  •  
    An important report about literacy and new media
Ashley Lewis

Professor's art is 'Google Doodle' for a day - 1 views

  •  
    contributions to the digital world from our very own campus
  •  
    I thought this was so cool when I opened up google today!
Carlie Wallentine

Surowiecki on TED - 0 views

  •  
    I love TED. This is James Surowiecki's page on the site, but it is definitely worth searching for your own digital media authors on here, or anything else because it is an awesome site.
Rachael Schiel

Online Book Clubs and web-based Book Discussion - 0 views

  •  
    General ideas and links for people interested in online book discussion. Isn't the idea of a book club, though, to get people to meet each other, not just discuss literature? If you've only met someone digitally, is it really possible to consider their literature biases and personal interpretation of the books you are reading?
Ashley Nelson

The Public Domain - 1 views

  •  
    Found this cool blog spot about the digital culture book that I am reading. They have a comic, link to read the book (free), and more cool things.
Derrick Clements

Writing about Literature in the Digital Age - 2 views

  •  
    Our eBook is published! Here is a possible website we can use as home base.
annald

Ambiant Intelligence Free Online course - 1 views

  •  
    I haven't been through this yet, but there are clear connection with Rainbows End, and it sounds interesting.
Weiye Loh

Skepticblog » Why are textbooks so expensive? - 0 views

  • In some cases, the costs are driven up because the market has gotten highly competitive with more and expensive features, like pricey full color throughout, and lots of ancillaries (website for the book, CD-ROM of Powerpoints or images, study guide for students, instructor’s guide, test banks, and many other extras). In the high-volume markets, like the introductory courses taken by hundreds of non-majors, these silly extras seem to make a big difference in enticing faculty to change their preferences and adopt a different book, so publishers must pull out all the stops on these expensive frills or lose in a highly competitive market. And, like any other market, the cost per unit is a function of how many you sell. In the huge introductory markets, there are tens of thousands of copies sold, and they can afford to keep their prices competitive but still must add every possible bell and whistle to lure instructors to adopt them. But in the upper-level undergraduate or the graduate courses, where there may only be a few hundred or a few thousand copies sold each year, they cannot afford expensive color, and each copy must be priced to match the anticipated sales. Low volume = higher individual cost per unit. It’s simple economics.
  • the real culprit is something most students don’t suspect: used book recyclers, and students’ own preferences for used books that are cheaper and already marked with someone else’s highlighter marker!
  • As an author, I’ve seen how the sales histories of textbooks work. Typically they have a big spike of sales for the first 1-2 years after they are introduced, and that’s when most the new copies are sold and most of the publisher’s money is made. But by year 3  (and sometimes sooner), the sales plunge and within another year or two, the sales are miniscule. The publishers have only a few options in a situation like this. One option: they can price the book so that the first two years’ worth of sales will pay their costs back before the used copies wipe out their market, which is the major reason new copies cost so much. Another option (especially with high-volume introductory textbooks) is to revise it within 2-3 years after the previous edition, so the new edition will drive all the used copies off the shelves for another two years or so. This is also a common strategy. For my most popular books, the publisher expected me to be working on a new edition almost as soon as the previous edition came out, and 2-3 years later, the new edition (with a distinctive new cover, and sometimes with significant new content as well) starts the sales curve cycle all over again. One of my books is in its eighth edition, but there are introductory textbooks that are in the 15th or 20th edition.
  • ...2 more annotations...
  • For over 20 years now, I’ve heard all sorts of prophets saying that paper textbooks are dead, and predicting that all textbooks would be electronic within a few years. Year after year, I  hear this prediction—and paper textbooks continue to sell just fine, thank you.  Certainly, electronic editions of mass market best-sellers, novels and mysteries (usually cheaply produced with few illustrations) seem to do fine as Kindle editions or eBooks, and that market is well established. But electronic textbooks have never taken off, at least in science textbooks, despite numerous attempts to make them work. Watching students study, I have a few thoughts as to why this is: Students seem to feel that they haven’t “studied” unless they’ve covered their textbook with yellow highlighter markings. Although there are electronic equivalents of the highlighter marker pen, most of today’s students seem to prefer physically marking on a real paper book. Textbooks (especially science books) are heavy with color photographs and other images that don’t often look good on a tiny screen, don’t print out on ordinary paper well, but raise the price of the book. Even an eBook is going to be a lot more expensive with lots of images compared to a mass-market book with no art whatsoever. I’ve watched my students study, and they like the flexibility of being able to use their book just about anywhere—in bright light outdoors away from a power supply especially. Although eBooks are getting better, most still have screens that are hard to read in bright light, and eventually their battery will run out, whether you’re near a power supply or not. Finally, if  you drop your eBook or get it wet, you have a disaster. A textbook won’t even be dented by hard usage, and unless it’s totally soaked and cannot be dried, it does a lot better when wet than any electronic book.
  • A recent study found that digital textbooks were no panacea after all. Only one-third of the students said they were comfortable reading e-textbooks, and three-fourths preferred a paper textbook to an e-textbook if the costs were equal. And the costs have hidden jokers in the deck: e-textbooks may seem cheaper, but they tend to have built-in expiration dates and cannot be resold, so they may be priced below paper textbooks but end up costing about the same. E-textbooks are not that much cheaper for publishers, either, since the writing, editing, art manuscript, promotion, etc., all cost the publisher the same whether the final book is in paper or electronic. The only cost difference is printing and binding and shipping and storage vs. creating the electronic version.
  •  
    But in the 1980s and 1990s, the market changed drastically with the expansion of used book recyclers. They set up shop at the bookstore door near the end of the semester and bought students' new copies for pennies on the dollar. They would show up in my office uninvited and ask if I want to sell any of the free adopter's copies that I get from publishers trying to entice me. If you walk through any campus bookstore, nearly all the new copies have been replaced by used copies, usually very tattered and with broken spines. The students naturally gravitate to the cheaper used books (and some prefer them because they like it if a previous owner has highlighted the important stuff). In many bookstores, there are no new copies at all, or just a few that go unsold. What these bargain hunters don't realize is that every used copy purchased means a new copy unsold. Used copies pay nothing to the publisher (or the author, either), so to recoup their costs, publishers must price their new copies to offset the loss of sales by used copies. And so the vicious circle begins-publisher raises the price on the book again, more students buy used copies, so a new copy keeps climbing in price.
jardinejn

Stuart Moulthrop - You Say You Want a Revolution? Hypertext and the Laws of Media - Pos... - 0 views

  • . But
  • But
  • But
  • ...8 more annotations...
  • Stoll excoriates "cyberpunks," virtual vandals who abuse the openness of scientific computing environments. Their unsportsmanlike conduct spoils the information game, necessitating cumbersome restrictions on the free flow of data.
  • Orthodox McLuhanite doctrine holds that "every form, pushed to the limit of its potential, reverses its characteristics" (Laws of Media viii).
  • Who decides what information "belongs" to whom? Stoll's "popular elite" is restricted to academic scientists, a version of "the people" as nomenklatura, those whose need to know is defined by their professional affiliation.
  • The telos of the electronic society-of-text is anarchy in its true sense: local autonomy based on consensus, limited by a relentless disintegration of global authority. Since information is now virtually an equivalent of capital, and since textuality is our most powerful way of shaping information, it follows that Xanadu might indeed change the world.
  • Electronic information, as Stoll sees it, lies in strict analogy with material and private property.
  •   "Cyberspace. A consensual hallucination experienced daily by billions of legitimate operators, in every nation... A graphic representation of data abstracted from the banks of every computer in the human system" (Gibson 51).
  • The vision of Xanadu as cyberspatial New Jerusalem is conceivable and perhaps eligible, but by no stretch of the imagination is it inevitable.
  • But it seems equally possible that our engagement with interactive media will follow the path of reaction, not revolution
  •  
    Pros and Cons of the newly evolving concept of networking information back in the early 90s
  •  
    Some interesting questions and speculations about potential controls on media from an early 90s perspective
Katherine H

American Technological Sublime - Google Books - 1 views

  •  
    The title says it all - the Sublimity of American modern technology. A really interesting spin on the sublime
  •  
    Some fun with the technological sublime. Very closely related to the digital sublime.
Krista S

Average Net user now online 13 hours per week | Digital Media - CNET News - 0 views

  • Those who surf the Net spend an average of 13 hours per week online, but that figure varies widely. Twenty percent are online for two hours or less a week, while 14 percent are there for 24 hours or more.
  • The age group that spent the most time online per week: 30- to 39-year-olds, at 18 hours.
jardinejn

An Introduction to Internet Governance by Jovan Kurbulija - 0 views

  •  
    Goes over the development of the internet and laws and issues to do with consumer safety online
  •  
    It's a 196 page book and covers a lot. I recommend looking through the table of contents to see if it relates to your project.
‹ Previous 21 - 40 of 67 Next › Last »
Showing 20 items per page