Unmaking the Arab/Muslim Child

2018 ◽  
Vol 11 (1) ◽  
pp. 91-110 ◽  
Author(s):  
Nisrine Mansour
Keyword(s):  
Digital Media ◽  
Meaning Making ◽  
Multifaceted Approach ◽  
Arab Region ◽  
Screen Media ◽  
Recent Interest ◽  
Arab Muslim ◽  
Starting Point ◽  
Palestinian Children ◽  
Micro Analysis

Abstract Recent interest in Arab child audiences is mostly related to the penetration of digital media to the Arab region and the rise of discourses on ‘counterterrorism’, Islamic radicalization and Islamophobia. More often than not, audience-focused inquiry has adopted, as a starting point, the uniform default category of ‘Arab/Muslim’. As these analytical categories are conflated, the implications of such teleological epistemologies cannot be missed. In this article, I dislocate these ontological and epistemological assumptions about Arab child audiences by refocusing the inquiry on children’s own processes of meaning-making amid their negotiations of socioeconomic, political, migratory and media ecologies. This inquiry, conducted between 2013 and 2015, explores these spaces by zooming into the findings of ethnographic research and playful interventions with two Syrian and Palestinian children living in the two contrastive migratory settings of Beirut and London. This micro-analysis questions dominant understandings of Arab childhood and screen media use today, and discusses the potential for adopting a multifaceted approach to the inquiry.

Parental Alienation Syndrome of contactbreuk : Waarom uit het oog niet uit het hart is. Kinderen verst(r)ikt in verbinding.

2016 ◽  
Vol 6 (2) ◽  
pp. 1-29
Author(s):  
Claire Wiewauters ◽  
Kathleen Emmery
Keyword(s):  
Conceptual Framework ◽  
Meaning Making ◽  
Well Being ◽  
Online Service ◽  
Parental Alienation ◽  
Parental Alienation Syndrome ◽  
Welfare Work ◽  
Developmental Age ◽  
Starting Point ◽  
Kinderen En Jongeren

In dit artikel nemen we als focus de kwetsbare positie van het kind in de context rondom PAS (Parental Alienation Syndrome). We vertrekken vanuit een postmoderne visie op de werkelijkheid waarbij de betekenisgeving binnen een relationeel kader een belangrijke plaats inneemt. Ook de ontwikkelingsleeftijd van kinderen vergt onze aandacht. We toetsen ons conceptueel kader aan een analyse van 60 chatgesprekken van kinderen en jongeren met de hulplijn Awel over de scheiding van hun ouders en het leven in een samengesteld gezin. We formuleren een aantal concrete voorstellen die ervoor moeten zorgen dat de ontwikkeling en het welzijn van kinderen en jongeren zoveel mogelijk gewaarborgd blijft wanneer contactbreuk bij en na scheiding optreedt. Hiermee bieden we een antwoord op de draaglast en het isolement van kinderen. We houden een pleidooi om het actorschap van kinderen te verhogen. We pleiten voor meer samenwerking tussen de betrokkenen bij welzijn en justitie. Abstract :  This article focuses on the vulnerable position of the child in the context of PAS (Parental Alienation Syndrome).  Our starting point is a postmodern vision on reality in which meaning making plays an important role in relations.  We also pay attention to the developmental age of children. We test our conceptual framework with an analysis of 60 chat conversations of children and youngsters with the online service of the Flemish Child Helpline (‘Awel’) about the divorce of their parents and life in a newly composed family. We formulate several specific suggestions to make sure that the development and well‐being of children and youngsters is guaranteed as much as possible when contact is broken during and after the divorce. With this we offer a response to the burden and isolation of children. We make a plea to strengthen the agency of children and for more cooperation between the welfare work and legal actors that are involved.

scholarly journals Revisioning History: A Deconstructionist Reading of a Learner’s Multimodal Text, Revenge

2016 ◽  
Vol 12 (8) ◽  
pp. 64
Author(s):  
Zillasafarina Ja'afar ◽  
Noraini Md. Yusof ◽  
Noraini Ibrahim
Keyword(s):  
Digital Communication ◽  
Meaning Making ◽  
Critical Reading ◽  
Text And Image ◽  
Theoretical Concepts ◽  
Political Issues ◽  
Historical Texts ◽  
Recent Interest ◽  
Multimodal Text ◽  
Verbal Data

<p>Recent interest in multimodality recognizes the integration of text and image in meaning-making as representing reality. It has also been argued that with the use of digital communication, the meanings of visual and verbal data can be easily manipulated rendering them unreliable. As such, a close and critical reading of the text is required to discover what is hidden, absent, or inconsistent with it. In a deconstruction of a multimodal digital composition of a poem that involves revisioning of history, this paper privileges the absences of cultural and historical texts to signify socio-political issues. An eclectic use of theoretical concepts on meaning-making, especially those proposed by Kress and van Leeuwen, Foucault and Baudrillard, constructs the discussion of the analysis. The digital poem entitled ‘Revenge’ is deconstructed to further discover such absence in the text. The findings reveal that language and images are used by the learner as a source of power to negotiate the boundaries of identity. It has also been discovered that the message in rhetoric and visuals complement each other to support the process of meaning-making.</p>

Inventing the Social

2018 ◽  
Author(s):  
Alex Wilkie
Keyword(s):  
Social Science ◽  
Digital Media ◽  
Social Life ◽  
Social Research ◽  
Ways Of Knowing ◽  
Creative Practice ◽  
The Arts ◽  
Starting Point ◽  
The Social

Inventing the Social, edited by Noortje Marres, Michael Guggenheim and Alex Wilkie, showcases recent efforts to develop new ways of knowing society that combine social research with creative practice. With contributions from leading figures in sociology, architecture, geography, design, anthropology, and digital media, the book provides practical and conceptual pointers on how to move beyond the customary distinctions between knowledge and art, and on how to connect the doing, researching and making of social life in potentially new ways. Presenting concrete projects with a creative approach to researching social life as well as reflections on the wider contexts from which these projects emerge, this collection shows how collaboration across social science, digital media and the arts opens up timely alternatives to narrow, instrumentalist proposals that seek to engineer behaviour and to design community from scratch. To invent the social is to recognise that social life is always already creative in itself and to take this as a starting point for developing different ways of combining representation and intervention in social life.

Making It for the Screen

2015 ◽  
pp. 249-264
Author(s):  
Paul Chilsen
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
The Internet ◽  
Creation Process ◽  
Screen Media ◽  
The World ◽  
The Creation ◽  
Digital Media Literacy

We are immersed in a culture of spoken media, written media, and now irrevocably, digital screen media. Just as writing and speaking skills are keys to functioning in society, we must consider that the world increasingly demands proficiency in “mediating” as well. Doing anything less leaves this powerful medium in the hands of a relative few. By offering instruction in what digital screen media is, how it is effectively created, how the Internet continues to alter communication, and how this all informs everyday teaching and learning, digital media literacy can become more broadly understood and accessible. This chapter follows a program developed by the Rosebud Institute and looks at how—using simple, accessible technology—people can become more digital media literate by creating screen products themselves. The creation process also enables deeper, more authentic learning, allowing us all to communicate more effectively, to self-assess more reflectively, and to thrive in a screen-based world.

On Stockhausen’s Solo(s): Beyond Interpretation

2018 ◽  
Vol 28 ◽  
pp. 13-18
Author(s):  
Juan Parra Cancino ◽  
Johannes Mulder
Keyword(s):  
Digital Media ◽  
Live Electronics ◽  
Starting Point ◽  
Digital Sound

Using Karlheinz Stockhausen’s Solo für Melodieinstrument und Rückkopplung (1965–1966) as a starting point, the authors investigate the affect and effect of technological transference when reproducing historical repertoire with live electronics. A suggestion of technical transparency often accompanies digital sound technologies; we aim to challenge this notion. We argue that the coloring that emerges with digital media can (and perhaps should be) used to inject new life into, and ask new questions of, the works that are being preserved.

Beyond Smell-O-Vision: Possibilities for Smell-Based Digital Media

2017 ◽  
Vol 48 (4) ◽  
pp. 455-479 ◽  
Author(s):  
Jonas K. Olofsson ◽  
Simon Niedenthal ◽  
Marie Ehrndal ◽  
Marta Zakrzewska ◽  
Andreas Wartel ◽  
...  
Keyword(s):  
Digital Media ◽  
Visual Memory ◽  
Research Problem ◽  
Grid Pattern ◽  
Perceptual Training ◽  
Learning Games ◽  
Design Concepts ◽  
Starting Point ◽  
Memory Experiment ◽  
Event Based

Research Problem: The purpose of this research synthesis is to identify new opportunities for smell-enabled games based upon current olfactory research, and to present early game concepts that have emerged from our empirical assessments. Literature Review: We briefly summarize key projects in the history of scent technologies for film and media. Human-Computer Interaction researchers have also explored a number of uses for scent delivery in interactive digital media. Recent developments in olfactory psychology and neuroscience research suggest that a fruitful avenue for exploration is to develop learning games that expand olfactory capacity. Methodology: We have conducted two studies of computer-based perceptual and cognitive olfactory tasks. Mixture perception experiment: We designed a perceptual experiment where the task was to correctly estimate the intensity of odor components in a blend of coffee and tea. Blended odors were presented to 10 healthy adults by means of a computer-controlled olfactometer. Following each stimulation, the participant used a computer interface to estimate the intensity of components of the blend. Event-based memory experiment: We have developed a digital olfactory version of the children’s game “Memory.” The game interface consists of 32 white squares that are presented in a grid pattern on the screen and that, when participants click on them, triggers the release of one of eight possible smells from the olfactometer. Fifteen healthy adult participants were tested in 10 laboratory sessions distributed over three weeks. Results and Conclusions: Our empirical results suggest that smell training through learning games holds promise as a means of improving cognitive function. The results of our event-based memory experiment suggest that both olfactory and visual memory capacities might have benefitted from olfactory game training. The results of our mixture perception experiment indicate that binary odor mixtures might provide a suitable starting point for perceptual training, and we suggest that a smell-enabled game might include adaptive difficulty by progressively introducing more complex mixtures. We have used event-based memory and mixture perception as “olfactory targets” for game mechanic development, and present early design concepts for “Smelly Genes” and “Scenter.” Finally, we discuss future directions and challenges for this new, interdisciplinary research topic.

Geo-locations

2020 ◽  
Author(s):  
Peta Mitchell
Keyword(s):  
Social Sciences ◽  
Digital Media ◽  
20Th Century ◽  
Social Relations ◽  
Cultural Theory ◽  
Spatial Turn ◽  
Time Space ◽  
Starting Point ◽  
Critical Approaches ◽  
Humanities And Social Sciences

Since around 1970, and across a broad spectrum of humanities and social sciences disciplines, there has been an ongoing and critical reassessment of the role played by space, place, and geography in the formation and unfolding of human knowledge, subjectivity, and social relations. Starting with the identification of a distinctive “spatial turn” within critical and social theory in the second half of the 20th century, it has become a commonplace to recognize space as being political and as having a particular affective and effective power. A distinctive constellation of socio-technological changes at the start of the 20th century brought the question of space to the critical foreground, and, by the end of the 20th century, a loosely defined and interdisciplinary “spatial theory” had emerged, while a number of fields across the humanities and social sciences had avowedly undergone their own “spatial turns.” More recently, new critical approaches have emerged that foreground the geo- as both a starting point and method for critical analysis as well as new inter-disciplines—namely the geohumanities and spatial humanities—that provide a focus for the range of work being done at the interstices of geography and the humanities. With the rise to ubiquity of geospatial and geolocative technologies since around 2005—and their almost wholesale penetration into everyday life in the global North in the form of the GPS-enabled smartphone—the question of the geo- and its role in locating and mediating human experience, knowledge, and social relations has become ever more salient. In an era where the geo- becomes geolocation, and is increasingly defined by networked relations among humans, digital media, and their locational data traces, new approaches and schools of thought that transect geography, digital media, and critical and cultural theory have once more emerged, constituting what may be thought of as a new, digital spatial turn. Charting the trajectory of the geo- as a key site and mode of critique across and through these often overlapping “spatial turns”—across time, space, and disciplinary boundaries—is itself a work of geolocation.

Multimodal Literacy

2017 ◽  
Author(s):  
Kathy A. Mills ◽  
Len Unsworth
Keyword(s):  
Digital Media ◽  
Literacy Practices ◽  
Meaning Making ◽  
Digital Images ◽  
Social Contexts ◽  
Mobile Technologies ◽  
Language And Literacy ◽  
Multimodal Literacy ◽  
Multimodal Texts ◽  
Making Meaning

Multimodal literacy is a term that originates in social semiotics, and refers to the study of language that combines two or more modes of meaning. The related term, multimodality, refers to the constitution of multiple modes in semiosis or meaning making. Modes are defined differently across schools of thought, and the classification of modes is somewhat contested. However, from a social semiotic approach, modes are the socially and culturally shaped resources or semiotic structure for making meaning. Specific examples of modes from a social semiotic perspective include speech, gesture, written language, music, mathematical notation, drawings, photographic images, or moving digital images. Language and literacy practices have always been multimodal, because communication requires attending to diverse kinds of meanings, whether of spoken or written words, visual images, gestures, posture, movement, sound, or silence. Yet, undeniably, the affordances of people-driven digital media and textual production have given rise to an exponential increase in the circulation of multimodal texts in networked digital environments. Multimodal text production has become a central part of everyday life for many people throughout the life course, and across cultures and societies. This has been enabled by the ease of producing and sharing digital images, music, video games, apps, and other digital media via the Internet and mobile technologies. The increasing significance of multimodal literacy for communication has led to a growing body of research and theory to address the differing potentials of modes and their intermodality for making meaning. The study of multimodal literacy learning in schools and society is an emergent field of research, which begins with the important recognition that reading and writing are rarely practiced as discrete skills, but are intimately connected to the use of multimodal texts, often in digital contexts of use. The implications of multimodal literacy for pedagogy, curriculum, and assessment in education is an expanding field of multimodal research. In addition, there is a growing attention to multimodal literacy practices that are practiced in informal social contexts, from early childhood to adolescence and adulthood, such as in homes, recreational sites, communities, and workplaces.

Online Media and Religion in America

2018 ◽  
Author(s):  
Adam Bajan ◽  
Heidi A. Campbell
Keyword(s):  
Digital Media ◽  
Structural Changes ◽  
Meaning Making ◽  
Third Space ◽  
Religious Practice ◽  
Cultural Practice ◽  
Paradigm Shifts ◽  
Current Form ◽  
Christian Churches ◽  
Sociocultural Development

New and emerging media has played a pivotal role in Christianity throughout history. In early times, the Christian message was disseminated directly from Jesus and his followers to growing numbers of worshippers in the ancient world. This unmediated form of Christianity, while effective as a method of proselytization due to its immediacy and intimacy, was limited by how far its early disciples could travel to spread the Gospel of Christ. As communication technology developed through a series of paradigm shifts spread over several centuries of human sociocultural development, Christianity capitalized on these shifts in a variety of ways. This fostered significant structural changes to the religion due to steadily increasing levels of technologically rooted mediation over time. In its most current form, Christianity is mediated through a variety of secular digital media with online capabilities. Media are utilized by increasing numbers of Christian churches throughout America due to their potential as platforms for efficient dissemination and ability to reach large numbers of worshippers with relative ease. As churches integrate secular digital media into their structures, a third space of interconnectivity emerges in which the boundaries between on and offline lived religious practice are bridged; blended; and at times, blurred, depending on the context and level of mediation. This third space that emerges is quantified as a digital religion in which Christianity becomes redefined as a cultural practice and site of collective and individual meaning making.

scholarly journals The search-ification of everyday life and the mundane-ification of search

2017 ◽  
Vol 73 (2) ◽  
pp. 224-243 ◽  
Author(s):  
Olof Sundin ◽  
Jutta Haider ◽  
Cecilia Andersson ◽  
Hanna Carlsson ◽  
Sara Kjellberg
Keyword(s):  
Everyday Life ◽  
Design Methodology ◽  
Information Science ◽  
Meaning Making ◽  
Group Discussions ◽  
Online Searching ◽  
Content Type ◽  
Starting Point ◽  
The Relationship

Purpose The purpose of this paper is to understand how meaning is assigned to online searching by viewing it as a mundane, yet often invisible, activity of everyday life and an integrated part of various social practices. Design/methodology/approach Searching is investigated with a sociomaterial approach with a starting point in information searching as entangled across practices and material arrangements and as a mundane part of everyday life. In total, 21 focus groups with 127 participants have been carried out. The study focusses particularly on peoples’ experiences and meaning-making and on how these experiences and the making of meaning could be understood in the light of algorithmic shaping. Findings An often-invisible activity such as searching is made visible with the help of focus group discussions. An understanding of the relationship between searching and everyday life through two interrelated narratives is proposed: a search-ification of everyday life and a mundane-ification of search. Originality/value The study broadens the often narrow focus on searching in order to open up for a research-based discussion in information science on the role of online searching in society and everyday life.

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