As a part of the DiMPAH-project, the authors have developed an open educational resource (OER) on netnography. In this paper, the OER is presented and critically discussed as the broader problem identified during course-development is made explicit and explored through two research questions: 1) How can an OER be designed that positions netnography as a viable methodology for the digital humanities? 2) How can an OER be designed that theoretically and methodologically combines both quantitative and qualitative approaches for doing netnography? An up-to-date theoretical overview of netnography as a methodology for studying social experiences online is provided. Methodological considerations are presented, aimed for sensitizing students to nuances of active (participatory) and passive (non-participatory) netnography through two analytical concepts. The OER is presented through three case studies and a learning scenario offering flexible and authentic technology-integrated learning. Netnography is found to contribute to the digital humanities, overall characterized by method-driven and quantitative approaches, with reflexivity and a potential for critical research and pedagogy. The two analytical concepts community-based netnography and consociality-based netnography allow for a nuanced methodological understanding of how and when qualitative and quantitative approaches should be employed, and how they may complement each other.
{"title":"An open educational resource for doing netnography in the digital arts and humanities","authors":"Fredrik Hanell, P. Severson","doi":"10.3233/efi-230024","DOIUrl":"https://doi.org/10.3233/efi-230024","url":null,"abstract":"As a part of the DiMPAH-project, the authors have developed an open educational resource (OER) on netnography. In this paper, the OER is presented and critically discussed as the broader problem identified during course-development is made explicit and explored through two research questions: 1) How can an OER be designed that positions netnography as a viable methodology for the digital humanities? 2) How can an OER be designed that theoretically and methodologically combines both quantitative and qualitative approaches for doing netnography? An up-to-date theoretical overview of netnography as a methodology for studying social experiences online is provided. Methodological considerations are presented, aimed for sensitizing students to nuances of active (participatory) and passive (non-participatory) netnography through two analytical concepts. The OER is presented through three case studies and a learning scenario offering flexible and authentic technology-integrated learning. Netnography is found to contribute to the digital humanities, overall characterized by method-driven and quantitative approaches, with reflexivity and a potential for critical research and pedagogy. The two analytical concepts community-based netnography and consociality-based netnography allow for a nuanced methodological understanding of how and when qualitative and quantitative approaches should be employed, and how they may complement each other.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"72 1","pages":"155-172"},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83946437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, we introduce an Open Education Resource (OER) on digital historical research with historical newspapers,11The URL will be given with the camera-ready version of this paper. intended to give students the means to understand the induced risks in working with large collections of digitised documents, as well as the keys to benefit from the advances of natural language processing over large multilingual collections of European historical newspapers. This resource exploits results of the NewsEye Horizon 2020 research and innovation project. It is part of a set of 7 OERs developed and shared within the Erasmus+ project Digital Methods Platform for Arts and Humanities (DiMPAH).
{"title":"An OER on digital historical research on European historical newspapers with the NewsEye platform","authors":"Cyrille Suire, Nicolas Sidère, Antoine Doucet","doi":"10.3233/efi-230026","DOIUrl":"https://doi.org/10.3233/efi-230026","url":null,"abstract":"In this article, we introduce an Open Education Resource (OER) on digital historical research with historical newspapers,11The URL will be given with the camera-ready version of this paper. intended to give students the means to understand the induced risks in working with large collections of digitised documents, as well as the keys to benefit from the advances of natural language processing over large multilingual collections of European historical newspapers. This resource exploits results of the NewsEye Horizon 2020 research and innovation project. It is part of a set of 7 OERs developed and shared within the Erasmus+ project Digital Methods Platform for Arts and Humanities (DiMPAH).","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"1 1","pages":"139-153"},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90236458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the framework of DiMPAH (Digital Methods Platform for Arts and Humanities), an online course “e-spect@tor for performing arts” has been designed to make available digital methods created by the Digital Humanities project “The spectator’s school” to the scientific community and the students. The main aim of this course is to train learners to analyse performative works from video recordings. Those analysis are notably achieved with the use of the digital tool e-spect@tor developed by “The spectator’s school” to annotate live art videos with different features that allows to study performative aspects. While “Unit I” is focused on introducing the “Performing arts”, “Unit II” is dedicated to the analysis of case studies proposed to serve as models. The course can be used on e-learning and in a hybrid teaching format through a possible course structure and aims as described and tested with students. Furthermore, by using digital technology, this course can be at the forefront of new stories for Europe in terms of pedagogy as it trains to enable new media literacy and to analyse any activity that is staged such as political discourses, public meetings, or interviews.
{"title":"E-spect@tor for performing arts","authors":"Cécile Chantraine Braillon, Fatiha Idmhand","doi":"10.3233/efi-230042","DOIUrl":"https://doi.org/10.3233/efi-230042","url":null,"abstract":"In the framework of DiMPAH (Digital Methods Platform for Arts and Humanities), an online course “e-spect@tor for performing arts” has been designed to make available digital methods created by the Digital Humanities project “The spectator’s school” to the scientific community and the students. The main aim of this course is to train learners to analyse performative works from video recordings. Those analysis are notably achieved with the use of the digital tool e-spect@tor developed by “The spectator’s school” to annotate live art videos with different features that allows to study performative aspects. While “Unit I” is focused on introducing the “Performing arts”, “Unit II” is dedicated to the analysis of case studies proposed to serve as models. The course can be used on e-learning and in a hybrid teaching format through a possible course structure and aims as described and tested with students. Furthermore, by using digital technology, this course can be at the forefront of new stories for Europe in terms of pedagogy as it trains to enable new media literacy and to analyse any activity that is staged such as political discourses, public meetings, or interviews.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"16 1","pages":"173-185"},"PeriodicalIF":0.0,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73323209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Humanities scholars can today engage in research inquiry using data from a range of varied collections which are often characterised by poor subject access, often resulting in systems that underperform and even effectively prevent access to data, information and knowledge. In spite of the availability of professional standards and guidelines to provide quality-controlled subject access through knowledge organisation systems (KOS), subject access in such collections is rarely based on KOS. At the same time, KOS themselves may come with problems such as being slow to update, being rigidly structured and not incorporating end-users’ vocabulary. It may therefore be useful to consider methods for remediating these deficiencies in KOSs, such as collecting user-generated metadata via social tagging or complementing automated indexing techniques with manual ones. To help address the above problems, the paper discusses these challenges and points to possible solutions in different contexts. It does so by reflecting on an open educational resource (OER) devoted to this theme, titled Introduction to Knowledge Organisation Systems for Digital Humanities. It was developed as part of an EU project called DiMPAH (Digital Methods Platform for the Arts and Humanities), 2021–2023, creating seven OERs for inclusion in DARIAH Teach.
{"title":"Subject-based knowledge organisation: An OER for supporting (digital) humanities research","authors":"Koraljka Golub, Olívia Pestana","doi":"10.3233/efi-230037","DOIUrl":"https://doi.org/10.3233/efi-230037","url":null,"abstract":"Humanities scholars can today engage in research inquiry using data from a range of varied collections which are often characterised by poor subject access, often resulting in systems that underperform and even effectively prevent access to data, information and knowledge. In spite of the availability of professional standards and guidelines to provide quality-controlled subject access through knowledge organisation systems (KOS), subject access in such collections is rarely based on KOS. At the same time, KOS themselves may come with problems such as being slow to update, being rigidly structured and not incorporating end-users’ vocabulary. It may therefore be useful to consider methods for remediating these deficiencies in KOSs, such as collecting user-generated metadata via social tagging or complementing automated indexing techniques with manual ones. To help address the above problems, the paper discusses these challenges and points to possible solutions in different contexts. It does so by reflecting on an open educational resource (OER) devoted to this theme, titled Introduction to Knowledge Organisation Systems for Digital Humanities. It was developed as part of an EU project called DiMPAH (Digital Methods Platform for the Arts and Humanities), 2021–2023, creating seven OERs for inclusion in DARIAH Teach.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"34 1","pages":"203-216"},"PeriodicalIF":0.0,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76641066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article presents an open educational resource (OER) to introduce humanities students to data analysis with Python. The article beings with positioning the OER within wider pedagogical debates in the digital humanities. The OER is built from our research encounters and committed to computational thinking rather than technicalities. Furthermore, we argue that students best learn with the ‘whole game’ methodology Learners need to be exposed to meaningful activities as soon and as far as possible. The article presents two examples that implement our approach. The first introduces Python as a data analysis language to students of the humanities. It is different because it concentrates on the principles of the computational thinking behind data analysis rather than programming details. The second example takes the students into the world of machine learning and the whole game of social and cultural research with it. Students learn useful skills such as web scraping but will also run their own machine learning algorithms to follow concrete research questions.
{"title":"An open educational resource to introduce data analysis in Python for the Humanities","authors":"Tobias Blanke, Giovanni Colavizza, Zarah van Hout","doi":"10.3233/efi-230020","DOIUrl":"https://doi.org/10.3233/efi-230020","url":null,"abstract":"The article presents an open educational resource (OER) to introduce humanities students to data analysis with Python. The article beings with positioning the OER within wider pedagogical debates in the digital humanities. The OER is built from our research encounters and committed to computational thinking rather than technicalities. Furthermore, we argue that students best learn with the ‘whole game’ methodology Learners need to be exposed to meaningful activities as soon and as far as possible. The article presents two examples that implement our approach. The first introduces Python as a data analysis language to students of the humanities. It is different because it concentrates on the principles of the computational thinking behind data analysis rather than programming details. The second example takes the students into the world of machine learning and the whole game of social and cultural research with it. Students learn useful skills such as web scraping but will also run their own machine learning algorithms to follow concrete research questions.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"8 1","pages":"105-119"},"PeriodicalIF":0.0,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84236695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The combination of the quantitative turn in linguistics and the emergence of text analytics has created a demand for new methodological skills among linguists and data scientists. This paper introduces KNIME as a low-code programming platform for linguists interested in learning text analytic methods, while highlighting the considerations necessary from a linguistics standpoint for data scientists. Examples from an Open Educational Resource created for the DiMPAH project are used to demonstrate KNIME’s value as a low-code option for text analysis, using sentiment analysis and topic modelling as examples. The paper provides detailed step-by-step descriptions of the workflows for both methods, showcasing how these methods can be applied without writing code. The results suggest that visual or low-code programming tools are useful as an introduction for linguists and humanities scholars who wish to gain an understanding of text analytic workflows and computational thinking. However, as with more traditional programming, caution must be exercised when using methods without fully understanding them. In conclusion, KNIME is a potential avenue for innovative research and teaching computational methods to humanities scholars.
{"title":"Learning text analytics without coding? An introduction to KNIME","authors":"Daniel Ihrmark, J. Tyrkkö","doi":"10.3233/efi-230027","DOIUrl":"https://doi.org/10.3233/efi-230027","url":null,"abstract":"The combination of the quantitative turn in linguistics and the emergence of text analytics has created a demand for new methodological skills among linguists and data scientists. This paper introduces KNIME as a low-code programming platform for linguists interested in learning text analytic methods, while highlighting the considerations necessary from a linguistics standpoint for data scientists. Examples from an Open Educational Resource created for the DiMPAH project are used to demonstrate KNIME’s value as a low-code option for text analysis, using sentiment analysis and topic modelling as examples. The paper provides detailed step-by-step descriptions of the workflows for both methods, showcasing how these methods can be applied without writing code. The results suggest that visual or low-code programming tools are useful as an introduction for linguists and humanities scholars who wish to gain an understanding of text analytic workflows and computational thinking. However, as with more traditional programming, caution must be exercised when using methods without fully understanding them. In conclusion, KNIME is a potential avenue for innovative research and teaching computational methods to humanities scholars.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"36 4 1","pages":"121-137"},"PeriodicalIF":0.0,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78471275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stella K. Hadjistassou, Shaunna Joannidou, Pedro Jesus Molina Muñoz, Petros Louca, Ludvig Papmehl-Dufay
Drawing on Kucher’s (2021) framework on digital game-based learning (DGBL), this paper introduces the development of game-based scenarios in two culturally distinctive and salient heritage sites in Cyprus and Sweden, the Neolithic village of Choirokoitia and the Iron Age Ringfort of Sandby Borg. The aim was to implement Kucher’s (2021) five proposed principles and digital storytelling as a framework for the development of game-based Augmented Reality (AR) scenarios to promote exploration, understanding, collaboration, and learning on culturally important sites and guide users in becoming acquainted with cultural artifacts that reflect on cultural values, practices, and norms of that era. Using a bottom-up approach in the design and development process, the two case studies were designed to promote interactive and immersive learning experiences entrenched in problem-solving activities, constructive evaluative feedback, and enact opportunities for flexibility in exploration. To achieve this goal, an introductory scene and three subsequent AR game-based scenarios were developed for Choirokoitia, and an introductory scene and three subsequent AR game-based scenarios for Sandby Borg.
{"title":"Developing augmented reality applications to promote digital storytelling: The cases of Choirokoitia and Sandby Borg","authors":"Stella K. Hadjistassou, Shaunna Joannidou, Pedro Jesus Molina Muñoz, Petros Louca, Ludvig Papmehl-Dufay","doi":"10.3233/efi-230030","DOIUrl":"https://doi.org/10.3233/efi-230030","url":null,"abstract":"Drawing on Kucher’s (2021) framework on digital game-based learning (DGBL), this paper introduces the development of game-based scenarios in two culturally distinctive and salient heritage sites in Cyprus and Sweden, the Neolithic village of Choirokoitia and the Iron Age Ringfort of Sandby Borg. The aim was to implement Kucher’s (2021) five proposed principles and digital storytelling as a framework for the development of game-based Augmented Reality (AR) scenarios to promote exploration, understanding, collaboration, and learning on culturally important sites and guide users in becoming acquainted with cultural artifacts that reflect on cultural values, practices, and norms of that era. Using a bottom-up approach in the design and development process, the two case studies were designed to promote interactive and immersive learning experiences entrenched in problem-solving activities, constructive evaluative feedback, and enact opportunities for flexibility in exploration. To achieve this goal, an introductory scene and three subsequent AR game-based scenarios were developed for Choirokoitia, and an introductory scene and three subsequent AR game-based scenarios for Sandby Borg.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"55 1","pages":"187-201"},"PeriodicalIF":0.0,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82271697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Johan Jang, Poltak Sinaga, Niko Sudibjo, R. Pramono
Highlights – Innovation capability (IC) research by university libraries is lacking but provides a clear view of the current body of knowledge. – The themes underpinning innovation capability were explored while a novel framework was developed. – The IC could be established when libraries reflect organisational relevancy (OR) and librarians’ confidence (LC) moderated by relationship-based leadership (RL). – The IC potentially facilitates innovation performance (IP). – The RL is a unique variable that must be examined in the wider context. Given the current dynamism of university libraries as knowledge hubs through innovations and adaptations, this qualitative study incorporated the practices of developing innovation capabilities (IC) in libraries, particularly for Indonesian state-owned higher education institutions using grounded theory. In expanding the current body of literature on IC, this research highlighted non-profit stances and proposed a framework for the present context. As the first empirical work to map IC processes from university libraries, this study presented an in-depth view of their progress and a novel variable, relationship-based leadership (RL), for further examination. Notably, potential research topics were formulated for future works.
{"title":"University libraries innovation capability: A framework from Indonesia","authors":"Johan Jang, Poltak Sinaga, Niko Sudibjo, R. Pramono","doi":"10.3233/efi-220035","DOIUrl":"https://doi.org/10.3233/efi-220035","url":null,"abstract":"Highlights – Innovation capability (IC) research by university libraries is lacking but provides a clear view of the current body of knowledge. – The themes underpinning innovation capability were explored while a novel framework was developed. – The IC could be established when libraries reflect organisational relevancy (OR) and librarians’ confidence (LC) moderated by relationship-based leadership (RL). – The IC potentially facilitates innovation performance (IP). – The RL is a unique variable that must be examined in the wider context. Given the current dynamism of university libraries as knowledge hubs through innovations and adaptations, this qualitative study incorporated the practices of developing innovation capabilities (IC) in libraries, particularly for Indonesian state-owned higher education institutions using grounded theory. In expanding the current body of literature on IC, this research highlighted non-profit stances and proposed a framework for the present context. As the first empirical work to map IC processes from university libraries, this study presented an in-depth view of their progress and a novel variable, relationship-based leadership (RL), for further examination. Notably, potential research topics were formulated for future works.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"13 1","pages":"1-25"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74209255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Information behavior research in dialogue with neighboring fields","authors":"Isto Huvila, Ying-Hsang Liu","doi":"10.3233/efi-220073","DOIUrl":"https://doi.org/10.3233/efi-220073","url":null,"abstract":"","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"18 1","pages":"27-32"},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74690927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Banned Books Week is a hallmark tradition among US-based librarians and the American Library Association. Yet, the ALA and librarians across the profession are excluding the most significant and egregious violations of intellectual freedom and access to literature and information in our so-called free society – the US prison system. In this essay, the author discusses the significance of carceral book banning and why libraries’ interest divergence from social and prison justice movements are counterproductive and uphold systems of racial injustice.
{"title":"A new prohibition era: Book banning, prison abolition, and librarians","authors":"Stephanie Birc","doi":"10.3233/efi-220065","DOIUrl":"https://doi.org/10.3233/efi-220065","url":null,"abstract":"Banned Books Week is a hallmark tradition among US-based librarians and the American Library Association. Yet, the ALA and librarians across the profession are excluding the most significant and egregious violations of intellectual freedom and access to literature and information in our so-called free society – the US prison system. In this essay, the author discusses the significance of carceral book banning and why libraries’ interest divergence from social and prison justice movements are counterproductive and uphold systems of racial injustice.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"2 1","pages":"415-422"},"PeriodicalIF":0.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82073177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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