scholarly journals Participatory technologies as a new challenge to theoretical museology

2019 ◽  
Vol 10 (2) ◽  
pp. 153-160
Author(s):  
Aleksey V. Smirnov ◽  
Keyword(s):  
Participatory Technologies

scholarly journals Learning Open Science by doing Open Science. A reflection of a qualitative research project-based seminar

2020 ◽  
Vol 36 (3) ◽  
pp. 263-279
Author(s):  
Isabel Steinhardt
Keyword(s):  
Qualitative Research ◽  
Open Source ◽  
Knowledge Society ◽  
Open Data ◽  
Open Science ◽  
Research Project ◽  
Science Practices ◽  
Bachelor's Degrees ◽  
Participatory Technologies ◽  
Digital Knowledge

Openness in science and education is increasing in importance within the digital knowledge society. So far, less attention has been paid to teaching Open Science in bachelor’s degrees or in qualitative methods. Therefore, the aim of this article is to use a seminar example to explore what Open Science practices can be taught in qualitative research and how digital tools can be involved. The seminar focused on the following practices: Open data practices, the practice of using the free and open source tool “Collaborative online Interpretation, the practice of participating, cooperating, collaborating and contributing through participatory technologies and in social (based) networks. To learn Open Science practices, the students were involved in a qualitative research project about “Use of digital technologies for the study and habitus of students”. The study shows the practices of Open Data are easy to teach, whereas the use of free and open source tools and participatory technologies for collaboration, participation, cooperation and contribution is more difficult. In addition, a cultural shift would have to take place within German universities to promote Open Science practices in general.

The patron as producer: libraries, web 2.0, and participatory culture

2014 ◽  
Vol 70 (5) ◽  
pp. 734-758 ◽  
Author(s):  
Joseph Deodato
Keyword(s):  
Web 2.0 ◽  
Information Science ◽  
Design Principles ◽  
Participatory Culture ◽  
Library And Information Science ◽  
Professional Literature ◽  
Content Type ◽  
Institutional Repositories ◽  
Theoretical Perspectives ◽  
Participatory Technologies

Purpose – The purpose of this paper is to offer a theoretical framework for applying Web 2.0 technologies and design principles to the development of participatory cultures within libraries. A participatory culture is one that focusses on facilitating interaction and the creation of content by users rather than the consumption of content created or compiled by experts. Design/methodology/approach – This study is a literature-based theoretical analysis that explores the role of libraries as agents of cultural hegemony and techniques for developing socially responsible library praxis. It combines insights from a variety of discourses including Western Marxist theories of hegemony, critical theories of library and information science, professional literature regarding “Library 2.0” service models, and media studies theories of participatory culture. Findings – Libraries do not just organize knowledge; they construct it. Furthermore, these constructions tend to reinforce dominant discourses while marginalizing others. By adopting participatory technologies and design principles, libraries can support greater diversity of expression and create spaces for marginalized discourses. Practical implications – This paper offers suggestions for applying principles of participatory culture to the design of library services such as collection development, cataloging and classification, reference, instruction, and institutional repositories. Originality/value – This paper provides a conceptual framework for understanding and evaluating the significance of Web 2.0 for library and information science by applying theoretical perspectives from other disciplines.

Participatory Literacy and Taking Informed Action in the Social Studies

2022 ◽  
pp. 1125-1141
Author(s):  
Casey Holmes ◽  
Meghan McGlinn Manfra
Keyword(s):  
Social Studies ◽  
Civic Engagement ◽  
School Setting ◽  
Democratic Participation ◽  
Civic Life ◽  
College Career ◽  
The Social ◽  
Participatory Technologies ◽  
Participatory Literacy ◽  
K 12

The purpose of the social studies is to prepare students for life as citizens in a democratic society, and this requires attention to the variety of digital spaces inhabited by our K-12 students in today's increasingly digitized world. Incorporating participatory technologies into structured inquiries in the social studies may help develop students' skills and abilities in critically sourcing, evaluating, sharing, and creating media, and provides the opportunity for increasingly democratic participation and civic engagement both in and out of the school setting. In this chapter, the authors suggest the integration of participatory literacy with the College, Career, and Civic Life (C3) framework as a means of supporting students in taking informed action.

Extending E-Government and Citizen Participation in Australia through the Internet

2011 ◽  
pp. 812-818
Author(s):  
L. Walsh
Keyword(s):  
Citizen Participation ◽  
The Internet ◽  
Current Development ◽  
Government Services ◽  
Digital Democracy ◽  
Participatory Technologies ◽  
Use Of The Internet ◽  
Definition Of

This article seeks to provide a brief overview of the current development of digital democracy in Australia, with emphasis on the use of the Internet to extend and enhance citizen participation. Use of the Internet within the definition of digital democracy proposed is categorized into three overlapping groups: (1) e-government services and administration; (2) participatory technologies; and (3) informal modes of participation.

A Model for Knowledge and Innovation in Online Education

2011 ◽  
pp. 254-268
Author(s):  
Jennifer Ann Linder-VanBerschot
Keyword(s):  
Knowledge Management ◽  
Online Education ◽  
Critical Reflection ◽  
Systems Design ◽  
Social Software ◽  
Online Environment ◽  
Instructional Systems Design ◽  
Instructional Systems ◽  
Participatory Technologies ◽  
New Framework

The objective of this chapter is to introduce a model that outlines the evolution of knowledge and sustainable innovation of community through the use of social software and knowledge management in an online environment. Social software presents easy-to-use, participatory technologies, thus bringing increased interaction with others and a diversity of perspectives into the classroom. Knowledge management provides the opportunity to capture and store information so that content and learning can be personalized according to learner preferences. This model describes a circuit of knowledge that includes instructional systems design, individualization of learning, interaction and critical reflection. It also represents a new framework within which communities develop and become more sustainable.

A Model for Knowledge and Innovation in Online Education

2011 ◽  
pp. 302-316
Author(s):  
Jennifer Ann Linder-VanBerschot
Keyword(s):  
Knowledge Management ◽  
Online Education ◽  
Critical Reflection ◽  
Systems Design ◽  
Social Software ◽  
Online Environment ◽  
Instructional Systems Design ◽  
Instructional Systems ◽  
Participatory Technologies ◽  
New Framework

The objective of this chapter is to introduce a model that outlines the evolution of knowledge and sustainable innovation of community through the use of social software and knowledge management in an online environment. Social software presents easy-to-use, participatory technologies, thus bringing increased interaction with others and a diversity of perspectives into the classroom. Knowledge management provides the opportunity to capture and store information so that content and learning can be personalized according to learner preferences. This model describes a circuit of knowledge that includes instructional systems design, individualization of learning, interaction and critical reflection. It also represents a new framework within which communities develop and become more sustainable.

Information Literacy in participatory environments

2016 ◽  
Vol 72 (2) ◽  
pp. 247-264 ◽  
Author(s):  
Sonja Spiranec ◽  
Mihaela Banek Zorica ◽  
Denis Kos
Keyword(s):  
Web 2.0 ◽  
Information Literacy ◽  
Descriptive Analysis ◽  
Relevant Literature ◽  
Content Type ◽  
Critical Information ◽  
Participatory Technologies ◽  
Epistemological Shifts ◽  
Information Bank ◽  
Practical Implications

Purpose – The purpose of this paper is to make a contribution to the theoretical and pragmatic positioning of critical information literacy by interpreting it in the light of epistemological shifts brought about by Web 2.0. Epistemological shifts are elaborated from educational and institutional perspectives as well as from that of scientific research. Design/methodology/approach – This paper brings a theoretical analysis drawing on relevant literature for the purpose of identifying the grounds for the mapping of concepts associated with critical information literacy and participatory information environments. Based on descriptive analysis, the paper clarifies distinctions between/participatory/and /information bank/environments and identifies correlations existing between CIL and participatory information environments. Findings – There are conceptual disagreements between IL as it was defined and perceived by Zurkowski and how it has to be perceived in the context of contemporary participatory information environments. Current environments are congruent with the core principles and values of critical information literacy and call for the reshaping of IL by introducing into it critical and transformative elements. Not technological aspects of Web 2.0 are crucial in this regard, but epistemological shifts. Practical implications – Owing to the fact that Web 2.0 and critical information literacy share many similar features, information environments based on participatory technologies and services provide a context ideally suited for the application of the principles of CIL. Social implications – The paper highlights the correlating dimensions between Web 2.0 and critical information literacy and proposes that Web 2.0 makes necessary a more critical outlook on information literacy. Originality/value – The paper highlights the correlating dimensions between Web 2.0 and critical information literacy, indicates specific differences between information literacy and critical information literacy and closes with the conclusion that Web 2.0 makes necessary a more critical outlook on information literacy.

scholarly journals PRAXIS: Open Educational Practices and Open Science to face the challenges of critical Educational Action Research

Open Praxis ◽  
2019 ◽  
Vol 11 (4) ◽  
pp. 381
Author(s):  
Ada Czerwonogora ◽  
Virginia Rodés
Keyword(s):  
Action Research ◽  
Professional Learning ◽  
Open Science ◽  
Educational Practices ◽  
Public Higher Education ◽  
Action Research Project ◽  
Teaching Innovation ◽  
Open Educational Practices ◽  
Participatory Technologies ◽  
The Impact

The paper presents the findings from PRAXIS, an educational action research project developed within academic professional learning communities (PLC) in the context of public higher education in Uruguay. As a strategy towards fostering teaching innovation, we explored the potential and benefits of academic PLC for the reflection and transformation of teaching practices, and the integration of digital technologies in a meaningful way into teaching. The approach was based on Open Science (OS) and Open Educational Practices (OEP) as foundational frameworks to face the challenges of critical Educational Action Research. Key findings of the project emphasise the impact of PRAXIS framework combining OEP, OS, and academic PLC, as well as collaborative and participatory technologies for the transformation of teaching and educational research practices.

Scholarly Identity in an Increasingly Open and Digitally Connected World

2019 ◽  
pp. 579-588
Author(s):  
Olga Belikov ◽  
Royce M. Kimmons
Keyword(s):  
Public Sphere ◽  
The Public ◽  
Public Scholarship ◽  
Authentic Identity ◽  
Technological Advances ◽  
Digital Scholarship ◽  
Participatory Technologies ◽  
Scholarly Identity ◽  
The Public Sphere ◽  
The Relationship

Scholarly practices are constantly evolving alongside the technological advances and social factors that support them. Modern advances of participatory technologies influence what it means to be a scholar in our time. This chapter explores emergent forms of technology-influenced scholarship, identifies broad categorizations of these practices (including digital scholarship, social scholarship, open scholarship, public scholarship, and networked participatory scholarship), and discusses common themes and implications within a larger framework of their effect on scholarly identity. Understanding the relationship between emergent forms of scholarship and the technologies with which they co-evolve may enable scholars to participate more meaningfully in the public sphere while still preserving their values and authentic identity.

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