Yesterday I live-tweeted the Digital Publishing Forum “Measuring the Reader” at University College London. I storified my tweets and added a brief introduction. I really enjoyed it. The next one is on 21 March and will be “concerned with the huge changes in reference publishing over the last decade and how it has gone digital in a spectacular way, […]
The SURFfoundation has released Users, Narcissism and Control—Tracking the Impact of Scholarly Publications in the 21st Century. Here’s an excerpt: This report explores the explosion of tracking tools that have accompanied the surge of web based information instruments. Is it possible to monitor ‘real-time’ how new research findings are being read, cited, used and transformed […]
DigitalKoans » Blog Archive » NMC Horizon Report: 2012 Higher Education Edition. The New Media Consortium and the EDUCAUSE Learning Initiative have released the NMC Horizon Report: 2012 Higher Education Edition.
Maintaining the ability of an organisation or user to be able to “open” or “render” a file or set of files is one of the core digital preservation challenges. This report outlines the results of research investigating whether changes are introduced to the information that is presented to users when files are rendered in different […]
We were surprised to hear during the December 16, 2011 NITLE web seminar on undergraduate digital humanities (DH) instruction a recurring motif along the lines that coding (markup and programming) is so difficult that undergraduates trained in the humanities cannot learn it quickly or successfully, and so potentially alienating and anxiety-provoking that it should be regarded as too advanced to be considered a core component of the undergraduate DH curriculum. As two undergraduate humanities majors (English Literature and Linguistics) with no prior technical background, we would like to share our own experiences with learning and using computational tools. We hope that our very positive experience will encourage faculty elsewhere to give their undergraduate students the opportunity to become deeply and seriously involved with this exciting and rewarding aspect of DH.
The Academy of Motion Picture Arts and Sciences has released “The Digital Dilemma 2: Perspectives from Independent Filmmakers, Documentarians and Nonprofit Audiovisual Archives” (registration required).
When discussing orphan works, two basic definitional questions arise: (1) exactly what is the “orphan works” problem?, and (2) what is the size of this problem? The answers to these two questions are central to understanding how proposed solutions work to remedy the situation. Though both questions have long been posed, the answer to the first (what is the “orphan works”; problem) can vary based on the type of work or the particular user, and the answer to the second (what is the size of the problem) remains difficult to state with precision. This paper explores both and identifies areas where further research is needed.
How might projects combining digital storytelling and mapping help students learn? Digital storytelling has become a prevalent pedagogy at small liberal arts colleges, as we explored in a previous impromptu videoconference discussion. Aggregating
This study considers the effect of large-scale deposit on scholarly research publication and dissemination (sharing of research outputs), beginning with the analysis of publishers and institutions managing repositories and their sustainability. The study associates costs with specific activities, performed by key actors involved in research registration, certification, dissemination and digital management: authors, the scholarly community, editors, publishers, libraries, readers and funding agencies. Contrary to most of the existing literature, the study analyses cost structures of individual organizations. The focus of this study is therefore to provide context for the costs to specific organizations and to their choices in terms of scale and scope.
