scholarly journals Bringing Black Feminist's Thoughts, Self-Definitions, and Creative Agency to Digital Media and Technology Design

2022 ◽  
Author(s):  
Brooke Bosley ◽  
Takeria Blunt ◽  
Jihan Sherman ◽  
Brandy Pettijohn ◽  
Britney Johnson ◽  
...  
2015 ◽  
Vol 1 (1) ◽  
pp. 21-38
Author(s):  
Tim Barker ◽  
Conor McKeown

Abstract Studies of media and ecology are often reduced to questions of representation: understanding the cultural mediation of nature means looking to screen based content. However, given recent work in materialist media studies from Doug Kahn, Lisa Parks and Eugene Thacker in particular, a new possibility comes into view. We now know that before nature is mediated through culture, it is often passed through layers of technology. With that in mind, this paper offers a radical rethinking of the technological mediation of the ecological. Through a study of the technical apparatus as an active system of knowledge, two different sections of the paper will illustrate the ‘tool-kit’ that makes possible a technical study of ecology. The first looks to historical developments of hardware such as the telegraph, radio, and satellites to pinpoint examples where media technology has been used to pick up signals from the natural world. Framed by the philosophy of Peter Sloterdijk, it explores the way nature has been given form through its transduction into communication systems. The second section of this paper, addressing ecology on a different register, looks past the surface of digital media to the manner in which ecologies are mediated via computer code. In this section, by conducting a reverse-engineering of the software based eco-media videogame Mountain (O’Reilly, 2014), we encounter the ecological structure of code systems which could be applied to other data visualisation systems. These two methods of analysis suggest the possibilities of a technologically focused study of eco-media: in coming to grips with both global and internal ecologies through what Sloterdijk terms ‘air conditioning’ systems - the material processes that provide the atmosphere of everyday life - we investigate the possibilities for innovative, post-human, approaches to a natural world entwined with media and technology.


Author(s):  
Maja Ilić ◽  
Sandra Kosić-Jeremić ◽  
Dajana Papaz

Spatial abilities are becoming an increasingly important predictor of success, especially in professions that balance analytical and creative thinking, such as architecture, especially with the increasing presence of digital media and technology, and the importance of the spatial presentation of one’s ideas. There are differing opinions as to whether these abilities can be improved, or whether a spatial thinking strategy can be developed. At the Faculty of Architecture and Geodesy in Banja Luka (FACEG), spatial abilities have long been part of the entrance exam, and this paper will address the analysis of preparatory teaching at FACEG in this area and the success of the entrance exam for two groups of candidates - those who attended preparatory classes and those who prepared independently.


2019 ◽  
Vol 7 (2) ◽  
pp. 137-147 ◽  
Author(s):  
Priscila Berger ◽  
Jens Wolling

The intense use of digital media among children and adolescents raises concerns about online risks. In response, digital literacy frameworks for formal education usually include a set of protective skills. Considering that teachers have the responsibility to implement such frameworks, this study investigates factors associated with teachers’ practices of fostering students’ digital protective skills. Therefore, data from a survey conducted with 315 teachers in the state of Thuringia, Germany, was analyzed. The findings indicate positive associations between the importance teachers attribute to digital protective skills, the knowledge they have about guidelines for media education, their formal media training, and their media and technology use in class. Besides, the analysis revealed associations with school type, subject taught, and teacher age. Conversely, the factors of human and technological resources did not yield significant effects in the regression model. The final model explained 48% of the variance in the teachers’ practices of fostering protective skills.


2018 ◽  
Vol 36 (2) ◽  
pp. 252-269 ◽  
Author(s):  
Anne Goulding ◽  
Mary Jane Shuker ◽  
John Dickie

Purpose The purpose of this paper is to report on a small, exploratory research project focusing on librarian and parent/caregiver opinions of, and reactions to, the use of digital media and technology in public library storytimes for preschool children in Aotearoa New Zealand. Design/methodology/approach Telephone interviews with librarians and an online survey of parent/caregivers were undertaken. Findings The research found a mixed response to digital storytimes. Those who had not attended or presented digital storytime sessions were largely opposed to the practice, while those who had participated in a storytime using digital media generally held more positive views. Key concerns were focused on the amount of screentime young children should have and a lack of human interaction. Supporters appreciated the introduction of some basic digital literacy skills and the variety that technology could bring to storytime sessions. Research limitations/implications Both samples were small and self-selecting. The use of an online survey meant a bias in the sample toward those with access to appropriate information communication technology as well as a self-selection bias. Practical implications The paper suggests some developments in practice and approach if librarians are going to play the role of media mentors in their communities. Originality/value This is the first study focusing on the development of digital storytimes in Aotearoa New Zealand and adds to knowledge and understanding of key stakeholder views of the inclusion of digital media and technology in public library programming for young children.


Author(s):  
Bernd Rüschoff

Current thinking in SLA methodology favours knowledge construction rather than simple instructivist learning as an appropriate paradigm for language learning. Within this context, project-based and taskoriented scenarios have often been regarded as the real forte of digital media and technology-enhanced tools. Such approaches to learning are also rooted in the output hypothesis, which argue that learners should actively engage themselves in the creation of “comprehensible output” in order to develop linguistically and cognitively. Following the apparent upgrade of the Internet to Web 2.0, expectations are running high as to the innovative potential of this (supposedly) new platform for Technology Enhanced Language Learning. This chapter will discuss the principle of output orientation in language learning and consider some of the tools the “new” Internet has to offer in such an approach. It will also present a few ideas for learning projects and samples of best practice in order to show how the use of digital media can contribute both to the quality and quantity of product.


Author(s):  
Rolf Kretschmann

Thinking of subjects at school and integrating digital media and technology, one might not think of looking at physical education first. But the pedagogical potentials of digital media integrated in physical education can easily be outlined. Therefore, the concept of Physical Education 2.0 is developed that posits a framework for designing pedagogical scenarios after informing about the old-fashioned Physical Education 1.0, technical devices, software and internet offers, and categorizing pedagogical scenarios by literature review. The imagination of future pedagogical scenarios leads to a deeper awareness of possible physical education developments. Moreover, implementation premises for Physical Education 2.0 in different areas are displayed. Furthermore, future research directions in this special research field with almost tabula rasa character are given. Shortly, the aim of the paper is to give an introduction and overview of the wide scope of digital media within physical education.


2015 ◽  
Vol 1 (1) ◽  
pp. 1-40 ◽  
Author(s):  
Neda Atanasoski ◽  
Kalindi Vora

Historical forms of domination and power, encompassed but not limited to social categories and hierarchies of difference, get built into seemingly non-human objects and the infrastructures that link them, thus sanitizing digital media technologies as human-free.  Rather than questioning the epistemological and ontological underpinnings of the human, fantasies about the revolutionary nature of new media and technology developments as posthuman carry forward and re-universalize the historical specificity of the category “human” whose bounds they claim to surpass.  To begin to theorize some of the ways in which the notion of a revolutionary network of humans and things is both racial and racializing, the first part of this article develops a reading of Sylvia Wynter’s theorization of modern “man” as fundamentally constructed through racial-scientific notions of the biological and economic.  We then think Wynter’s notion of homo-oeconomicus alongside Rifkin’s postulation that in fact the infrastructure revolution marks a paradigm shift away from capitalism. Through an analysis of several contemporary platforms (including Alfred and Amazon Mechanical Turk), we address the global-racial erasures and disappearances undergirding techno-utopic fantasies of a post-labor society.  At the same time, as we argue, it is insufficient to merely point out the way in which human racialized and gendered labor underwrites techno-utopic fantasies. Instead, we move to a consideration of the epistemological and material shifts as well as legacies tied to prior post-Enlightenment revolutionary thought, such as that of Franz Fanon, to reconceptualize who or what can count as human.  In conversation with feminist science studies scholarship on the posthuman, we grapple with what it means to think the subject of labor, and the human as subject, outside of the biological-economic imperatives of prior imaginaries.


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