scholarly journals An empirical study of professional translators’ attitudes, use and awareness of Web 2.0 technologies, and implications for the adoption of emerging technologies and trends

2021 ◽  
Vol 10 ◽  
Author(s):  
Joanna Gough
Keyword(s):  
Empirical Study ◽  
Web 2.0 ◽  
New Technologies ◽  
Social Web ◽  
Web 2.0 Technologies ◽  
Underlying Factor ◽  
Collaborative Tools ◽  
Collaborative Processes ◽  
The Social ◽  
The Web

This questionnaire-based study was conducted as a part of an MA Dissertation in the summer of 2010 (Gough, 2010a). It examines the trends within the translation industry which have developed in response to the evolution of the Web from Web 1.0 (the information web) to Web 2.0 (the social web) and places professional translators against the backdrop of these trends. The developments based on the principles of sharing, openness and collaboration associated with Web 2.0 can be seen as affecting the tools used by translators and the processes in which they engage. This study examines professional translators’ awareness and perception of the new open, collaborative tools and processes and the degree of tools usage and process participation. The key findings of this study highlight translators’ vague awareness and insufficient understanding of these trends, marginal use of the open tools and little engagement in the collaborative processes. The underlying factor determining translators’ awareness, perception and the use of these tools and processes is their attitude towards adopting new technologies, with an indication that professionals with innovative attitudes are more inclined to embrace the new trends and developments.

Society on the Web

2013 ◽  
Author(s):  
Michael Thelwall
Keyword(s):  
Web 2.0 ◽  
Search Engines ◽  
Personal Information ◽  
Link Analysis ◽  
Social Web ◽  
Government Information ◽  
News Websites ◽  
The Social ◽  
Web Use ◽  
The Web

This chapter, which argues that the structure of the Web reflects the offline world, making it a valuable lens for exploring society, introduces the theories and issues which make general observations about the Web and then provides examples of investigations into particular topics, such as academic web use. The Web offers unique entrée to free information from Wikipedia to news websites and from government information portals to search engines. Moreover, the two broad approaches to investigating society on the Web are reported, which are based around link analysis and Web 2.0 investigations. Web 2.0 has spawned broad research to probe its effect on several aspects of society. The publishing of personal information on the Web, particularly on the social web, appears likely to continue and expand.

Realism 2.0

2019 ◽  
pp. 663-679
Author(s):  
Augusta Rohrbach
Keyword(s):  
Web 2.0 ◽  
Knowledge Sharing ◽  
Real Time ◽  
Social Reform ◽  
Data Modeling ◽  
Political Consciousness ◽  
Web 2.0 Technologies ◽  
Reform Agenda ◽  
Social Purpose ◽  
The Social

This chapter looks to the future of teaching realism with Web 2.0 technologies. After discussing the ways in which technologies of data modeling can reveal patterns for interpretation, the chapter examines how these technologies can update the social-reform agenda of realism as exemplified by William Dean Howells’s attempted intervention into the Haymarket Riot in 1886. The advent of Web 2.0 techologies offers students a way to harness the genre’s sense of social purpose to knowledge-sharing mechanisms to create a vehicle for political consciousness-raising in real time. The result is “Realism 2.0,” a realism that enables readers to engage in their world, which is less text-centric than it was for previous writers.

The Unbearable Lightness of the Image

2017 ◽  
Vol 10 (2-3) ◽  
pp. 109-132 ◽  
Author(s):  
Donatella Della Ratta
Keyword(s):  
Web 2.0 ◽  
Real Time ◽  
New Technologies ◽  
Political Commitment ◽  
Life Activity ◽  
Bearing Witness ◽  
Ethical Discourse ◽  
The Aesthetic ◽  
The Moment ◽  
The Web

In this essay, I reflect on the aesthetic, political and material implications of filming as a continuous life activity since the beginning of the 2011 uprising in Syria. I argue that the blurry, shaky and pixelated aesthetics of Syrian user-generated videos serve to construct an ethical discourse (Ranciére 2009a; 2013) to address the genesis and the goal of the images produced, and to shape a political commitment to the evidence-image (Didi-Huberman 2008). However, while the unstable visuals of the handheld camera powerfully reconnect, both at a symbolic and aesthetic level, to the truthfulness of the moment of crisis in which they are generated, they fail to produce a clearer understanding of the situation and a counter-hegemonic narrative. In this article, I explore how new technologies have impacted this process of bearing witness and documenting events in real time, and how they have shaped a new understanding of the image as a networked, multiple object connected with the living archive of history, in a permanent dialogue with the seemingly endless flow of data nurtured by the web 2.0.

Application of the Web 2.0 Technologies Podcast and Vidcast for Formation and Development of Listening Comprehension Skill in an Extended Englishtraining Course in Eighth Grade

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
Rumen Hristov
Keyword(s):  
Web 2.0 ◽  
Listening Comprehension ◽  
Mobile Technologies ◽  
Foreign Languages ◽  
Specific Method ◽  
Web 2.0 Technologies ◽  
Comprehension Skill ◽  
Comprehension Skills ◽  
Low Levels ◽  
The Web

Low levels of listening comprehension skills in English is observed in many students. As a specific method, which can both cover mobile technologies and combine them with training, is the application of technology for podcasting and vidcasting/vodkasting. Podcasts and podcasts can provide authentic, up-to-date and easily accessible material, making them extremely useful when learning foreign languages. Their application makes learning freer and independent by introducing more interesting elements; gives greater freedom and independence to participants in the lesson. Students can listen to the material on the bus or while going to the gym.

Comments on Greenhow, Robelia, and Hughes: Toward a Creative Social Web for Learners and Teachers

2009 ◽  
Vol 38 (4) ◽  
pp. 274-279 ◽  
Author(s):  
Jianwei Zhang
Keyword(s):  
Web 2.0 ◽  
Teacher Learning ◽  
Knowledge Creation ◽  
Social Web ◽  
Community Knowledge ◽  
Design Based Research ◽  
Innovation Research ◽  
Collaborative Creativity ◽  
Research Questions ◽  
The Web

This article commenting on Greenhow, Robelia, and Hughes (2009) examines the potential strengths and weaknesses of Web 2.0 in supporting student collaborative creativity in light of sociocultural conditions of knowledge creation. Weaknesses and challenges are identified related to the embedded and dispersed representation of community knowledge, weak commitment and support to sustained progress, judging of contributions on the basis of popularity instead of advancement, and the conflict between the chaotic emergent Web and rigidly organized schooling. Discussion is extended to the use of the Web for supporting teacher learning and innovation. Research questions are identified calling for design-based research to advance both pedagogy and technology design.

scholarly journals Listening to the learner voice: The ever changing landscape of technology use for language students

ReCALL ◽  
2008 ◽  
Vol 20 (2) ◽  
pp. 124-140 ◽  
Author(s):  
Gráinne Conole
Keyword(s):  
Web 2.0 ◽  
Technology Use ◽  
New Technologies ◽  
Learning Activities ◽  
Social Dimensions ◽  
Web 2.0 Technologies ◽  
Role Of Teachers ◽  
The Impact ◽  
Support Students

AbstractWhat does learning in today's technology-enhanced environment mean? Is learning as an activity fundamentally changing as a result of the opportunities offered by new technologies and tools? How are the new communicative channels and increased social dimensions possible through Web 2.0 technologies impacting on the way students work and learn? And what does this mean for the role of teachers and institutions in terms of how they support students? This paper considers these questions and reports on findings from current research evaluating how students are actually using technologies and what this research tells us about the ways in which patterns of learning might be changing. It will consider the implications for individual teachers (in terms of designing and supporting learning activities for students) and institutions in terms of the impact on policy and the associated infrastructure needed to provide an appropriate environment that maximises the potential offered by new technologies.

Use and Participation in Virtual Social Networks

2013 ◽  
pp. 1-18
Author(s):  
Margherita Pagani ◽  
Charles F. Hofacker
Keyword(s):  
Social Networks ◽  
Web 2.0 ◽  
Network Externalities ◽  
Social Web ◽  
Factors Influencing ◽  
The Social

Managers are increasingly interested in the social web, as it provides numerous opportunities for strengthening and expanding relationships with customers, but the network processes that lead to these user-based assets are poorly understood. In this paper, the authors explore factors influencing use and participation in virtual social networks. They also discuss unusual drivers and inhibitors present with virtual social networks—highlighted by the presence of positive network externalities and fears that the content will be misused. The authors offer hypotheses stemming from a model of how these factors work together, test the model with a dataset collected from two different virtual social networks, and discuss the implications of this work. The findings offer managers insights on how to nurture Web 2.0 processes.

Establishing the Credibility of Social Web Applications

2011 ◽  
pp. 1432-1437
Author(s):  
Pankaj Kamthan
Keyword(s):  
Web 2.0 ◽  
Web Applications ◽  
Future Research ◽  
Social Web ◽  
The People ◽  
Different Types ◽  
Set Up ◽  
The Web

In recent years, there has been a steady shift in the nature of Web applications. The vehicle of this transition of Web applications is us, the people. The ability to post photographs or videos, exchange music snippets with peers, and annotate a piece of information, are but a few exemplars of this phenomenon. Indeed, the pseudonym Web 2.0 (O’Reilly, 2005) has been used to describe the apparent “socialization” of the Web. In spite of the significant prospects offered by humancentric Web applications, the mere fact that virtually anyone can set up such applications claiming to sell products and services or upload/post unscrutinized information on a topic as being “definitive,” raises the issues of credibility from a consumers’ viewpoint. Therefore, establishing credibility is essential for an organization’s reputation and for building consumers’ trust. The rest of the article is organized as follows. We first provide the background necessary for later discussion. This is followed by the introduction of a framework within which different types of credibility in the context of human-centric Web applications can be systematically addressed and thereby improved. Next, challenges and directions for future research are outlined. Finally, concluding remarks are given.

Could Web 2.0 Technologies Support Knowledge Management in Organizations?

2010 ◽  
pp. 197-210
Author(s):  
Luiz Fernando de Barros Campos
Keyword(s):  
Information Technology ◽  
Knowledge Management ◽  
Web 2.0 ◽  
Web 2.0 Technologies ◽  
Work Processes ◽  
Privacy And Security ◽  
Technology Tools ◽  
Challenges And Opportunities ◽  
Knowledge Intensive ◽  
The Web

This chapter investigates whether information technology tools typical of Web 2.0 can support Knowledge Management (KM) practices in organizations. An investigation on the Web is conducted and the appropriate literature examined. The information technology tools employed in organizations nowadays are discussed with the help of three guidelines which each present two opposing ideas: knowledge creation versus knowledge sharing, tacit knowledge versus explicit knowledge and hierarchical KM versus organic KM. It is argued that these tools reveal an innate contradiction: they are based on a centralized conception and production but aim to deal with informal, fluid processes, which resist structuring. The term Enterprise 2.0 is defined and examined, since it brings out a critical view of traditional KM technology. In this context, the prevailing technologies on the Web are described as well as the associated use practices. The technologies and practices highlighted are those that enhance the collective creation of information and knowledge-intensive products and the active, rich user participation which influences the development of own technologies. Subsequently, many Web 2.0 tools and services that are, or could be, used in KM practices are described and the sites that provide them are indicated. It is noted that these new technologies are inducing cooperative and decentralized work processes that lead to emerging products of high quality and complexity. Furthermore, they are characterized by net effects, simplicity, ease of use, low cost and rastreability. Nevertheless, there are some difficulties in the application of Web 2.0 technologies, among them, the attainment of performance requisites, privacy and security, the possible emergence of counterproductive results and the need to motivate people to create content. The challenges and opportunities in the organizational use of Web 2.0 technologies are remarked. Finally, the managerial interventions appropriate to enable the success of KM projects based on Web 2.0 technologies are discussed.

Do the Social Web 2.0 Media Foster Democratization?

2016 ◽  
pp. 314-330
Author(s):  
Rasoul Namazi
Keyword(s):  
Web 2.0 ◽  
Information Technologies ◽  
New Technologies ◽  
Authoritarian Regimes ◽  
Political Community ◽  
Political Information ◽  
The Internet ◽  
New Information ◽  
The Social ◽  
Negative Impacts

This chapter studies the influence of the Internet and new Web 2.0 technologies on the process of democratization in authoritarian regimes. The objective is to show that the new information technologies are not necessarily helpful to dissident movements and have even some negative impacts on the process of democratization. The author questions the capacity of Internet to transmit political information discusses how the new technologies contribute to the depoliticization of societies by creating passive citizens in authoritarian regimes. This chapter also shows how authoritarian regimes use new information technologies as instruments of control and repression and questions the effectiveness of the new cyber-activism by explaining the structure of the Internet and discussing the capacity of the new technologies in creating political community.

Sign in / Sign up

Export Citation Format

Share Document