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Zhang, Miaomiao. „Developing Cosmopolitanism Through Intercultural Mediation Activities: An After-School Digital Storytelling Project in Catalonia“. Íkala, Revista de Lenguaje y Cultura 28, Nr. 3 (13.09.2023): 1–19. http://dx.doi.org/10.17533/udea.ikala.352092.
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This article analyzes interaction taking place in an after-school digital storytelling project, involving a group of teenagers in Catalonia, Spain, with different lingua-cultural backgrounds. It focuses on intercultural mediation activities carried out in one of the early project sessions in which a young girl of Ghanaian origin mobilizes her previous life experience to mediate, for her local peers in Catalonia, understanding of a video produced by Ugandan youth. The data is transcribed and analyzed using a multimodal conversation analytic perspective. Drawing on the theoretical concepts of intercultural mediation, cosmopolitanism, and funds of knowledge, this article investigates the following: (a) how the girl mobilizes her funds of knowledge to mediate the content of the video and the other audience members and, (b) how cosmopolitanism is developed in intercultural mediation. The article also touches on how intercultural mediation is collaboratively constructed across modes, languages, and material objects. The findings indicate that the young participants’ cosmopolitan stances are enacted and enabled in intercultural mediation, as the youngsters can make sense of cultural concepts that they can not tackle as well on their own. The findings further help to reconceptualize the competences, knowledge, and resources of youth in the superdiverse and interconnected world.
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Tronstad, Ragnhild. „Interactivity that matters“. Teatervitenskapelige studier, Nr. 6 (01.10.2022): 5–18. http://dx.doi.org/10.15845/tvs.v.3645.
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Skilfully applied, interactivity is an ingredient that may boost engagement and enhance the performance experience of a young audience. However, it can also lead to confusion, banalization and even embarrassment. What are the parameters for interactivity to be experienced as meaningful, and when is it unproductive?
In this article I shall address how conceptions of artistic quality is challenged by contemporary practices of interactivity and audience participation in theatre for young audiences. The question will be discussed in relation to three performing arts productions presented in The Cultural Schoolbag (TCS): One participatory theatre performance and two interactive digital productions. The latter two were developed as part of Kulturtanken – Arts for Young Audiences Norway’s 3-year development project in digital mediation, FoNT (Formidling og Ny Teknologi/Mediation and New Technology). Equipped with theories of games and play, I shall discuss how the three projects succeed in presenting the kids with opportunities for meaningful interaction. I conclude by pointing out some of the parameters that are vital in order to provide meaningful interaction in performing arts aimed at a young audience – interactions that matter.
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Smirnov, Sergei Alevtinovich. „Digital school: Searching for Explanatory Models. Part 2“. Science for Education Today 11, Nr. 6 (30.12.2021): 80–95. http://dx.doi.org/10.15293/2658-6762.2106.05.
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Introduction. The purpose of the article is to consider the consequences of the virtual shift or virtual inversion, which has led to blurring the structure of the act of development proposed within the framework of cultural-historical psychology. In this regard, the problem is the need to develop an alternative to this phenomenon of inversion, and returning a person (both a school student and an adult mediator) their basic roles as subjects of development. Materials and Methods. The conceptual ideas of cultural-historical psychology including the idea of mediation, objective action, the semantic field, the role of an adult as a mediator in an act of development, were used as a methodological background of the research. Results. The article is the second part of the author’s previous publication. The paper considers the concept derived from L. S. Vygotsky’s cultural-historical psychology, which is proposed to be adopted as a basic one in order to build an explanatory model used by the author to describe and comprehend the phenomenon of transformation of the human development process in the new reality of the digital environment. The article introduces the basic principles and provisions, the explanatory model is built on, concerning the role of symbolic-instrumental mediation in human development, the role of an adult as a mediator, the structure of the act of thinking and the act of development, the basic mechanism of mastering a person's behavior, which permeates the formation of higher mental functions. The author compares this explanatory model and the behavioral model used in most modern research investigations that examine the impact of digital technologies on schoolchildren and students. The language of the model of cultural-historical psychology is used to clarify the reality of the current virtual shift (virtual inversion), according to which the main provisions that play the role of supports in the cultural-historical model are subjected to radical revision and transformation, due to which the process of human cultural development is called into question. In this regard, the author proposes to use the resource and project potential of cultural-historical psychology in order to develop new models on its basis, build a new research and project agenda that returns the main ideas of cultural-historical psychology within the framework of a new mixed hybrid reality, where digital technologies are becoming the tools of personal development. Conclusions. In conclusion, the work offers a cultural task for the further development of cultural-historical psychology. It is proposed to restore the adult-student relationship, restore the idea and the role of the semantic field for teaching a subject action, restore children's communities within the new social-digital hybrid reality, where digital technologies do not act as means enslaving students, but as smart mediators-assistants.
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Cohen, Hart. „The Visual Mediation of a Complex Narrative: T.G.H. Strehlow's Journey to Horseshoe Bend“. Media International Australia 116, Nr. 1 (August 2005): 36–51. http://dx.doi.org/10.1177/1329878x0511600106.
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This paper refers to a research project that has been launched to compile a range of related resources into a digital repository with the intention of (hyper)linking this material to relevant points in the text. Those elements of the text of potential and particular relevance to the Arrernte (Aranda) community and Aboriginal sense of place (such as specific totems, sacred ceremonies, kinship connections, etc.) will explicitly be mapped into a range of visual representations (including geographic maps and genealogy charts), and then supplemented with (hyper)links to relevant images, documents, media resources and other online collections. Finally, feedback from the Arrernte (Aranda) community on this visually mediated text will be recorded as oral histories, digitised and (hyper)linked to further supplement the specific cultural content of the Journey to Horseshoe Bend text. The project is in its early stages of execution, and this paper is intended to introduce the project and its background, and to place its knowledge interests within a contemporary framework of similar projects. This paper utilises a complex memoire authored by T.G.H. Strehlow, titled Journey to Horseshoe Bend, as a means of indicating the full range of strategies and techniques for the exploration of its narrative elements. These explorations will traverse the geographic locations of sites and specific totems, the conceptual relationships between narrative elements of place, the historical connectedness and physical migration of the Arrernte (Aranda) community over time, cultural ceremonies and myths specific to place, and links between a sense of place and other important motifs in the text. The engagement with the Horseshoe Bend story, itself referenced to the death journey of Lutheran Pastor Carl Strehlow in 1922, continues to have resonances for contemporary Arrernte (Aranda) social practices. Indeed, the cultural work of articulating a modern social existence in a white-dominated civilisation, along with an abiding interest in the continuities of tradition, makes cultural practice active, fluid and dynamic. While the paper is only able to sketch these relationships, it also suggests how the formulation of these interests is related to the full range of remediation strategies available.
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Carroll, Sam. „Hepfidelity: Digital Technology and Music in Contemporary Australian Swing Dance Culture“. Media International Australia 123, Nr. 1 (Mai 2007): 138–49. http://dx.doi.org/10.1177/1329878x0712300113.
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Since its revival in the 1980s, Lindy hop along with other swing dances has become increasingly popular with middle class youth throughout the developed world. Social dancing plays a central part in local swing dance communities, and DJing recorded music has become an essential part of social dancing. Marked by class and gender, DJing in swing dance communities is also shaped by digital technology, from the CDs, computers and portable media devices which DJs use to play digital musical files to the discussion boards and websites where they research and discuss DJing and the online music stores where they buy CDs and download music. This brief discussion of the preponderance of digital technology in swing dance DJing is part of a larger project considering the mediation of embodied practice in swing dance culture, and it pays particular attention to the ways in which mediated discourse in swing culture reflects wider social forces, yet is also subordinated by the embodied discourse of the dance floor.
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Zhang, Miaomiao. „An exploration of linguistic mediation activities in repair sequences: The case of a plurilingual youth participant in an after-school digital storytelling project“. Bellaterra Journal of Teaching & Learning Language & Literature 16, Nr. 4 (30.12.2023): e1306. http://dx.doi.org/10.5565/rev/jtl3.1306.
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This article uses Conversation Analysis (CA) to explore the linguistic mediation activities carried out by a plurilingual teenager in interaction with a linguistically and culturally diverse peer group, with a focus on repair sequences. The analysis centres on: 1) the placement of repair, that is, repair that is forward-oriented or backward-oriented; 2) the object of repair, focusing on repair directed at the code and repair directed at the message; 3) procedures by which the linguistic mediator is selected, that is by other-selection or self-selection; 4) interactional procedures for completing repair, focusing on translation and collaborative turn sequences. This study contributes to enhancing understandings of the mechanics of linguistic mediation in contexts of linguistic and cultural diversity from an interactional perspective, and among youth, in the context of an after-school educational program.
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Cruz, Maria Teresa, und Madalena Miranda. „Storytelling as Media Literacy and Intercultural Dialogue in Post-Colonial Societies“. Media and Communication 10, Nr. 4 (28.12.2022): 294–304. http://dx.doi.org/10.17645/mac.v10i4.5814.
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<div><span>This article reflects upon digital storytelling and collaborative media practices as valuable tools for reassessing memory, questioning identity discourses, and unveiling the cultural diversity of contemporary societies. The digital age allows for a constant re-reading and re-mediation of cultural archives by ordinary citizens, namely by younger generations, and for the production and dissemination of alternative narratives about the present. These are crucial opportunities for post-colonial societies to overcome silences around difficult memories that hinder a collective reappropriation of the past, confront some of the current issues on ethnical diversity, and discrimination and reimagine a more inclusive identity. However, taking advantage of this opportunity implies fully recognizing the role of media technology in shaping memory, social individuation and establishing networks, making media literacy and media education crucial aspects of cultural dialogue. Based on the experience of a citizenship project about the post-colonial condition and Afro-European interculturality, this essay reflects on digital storytelling, and co-creative practices as relevant literacy and education strategies for furthering interculturality in contemporary societies.</span></div>
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Fazzi, Fabiana. „Promoting students’ multiliteracy, multimodal, and global citizenship skills in the second language classroom through designing a digital city tour on izi.TRAVEL“. Babylonia Journal of Language Education 3 (29.12.2022): 52–57. http://dx.doi.org/10.55393/babylonia.v3i.223.
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There is now wide recognition that for language students to be able to communicate in today’s globalised world, they need to be engaged in a variety of multiliteracy and multimodal practices that transform them in creators of meaning. Digital storytelling is one of such practices. It combines the power of narration with that of technology and allows students to expand their language and digital literacy skills while also helping them develop their own voices. In our study, two groups of elementary and intermediate university students of Italian as a second language were involved in a two-part project aimed at the composition of a digital story on the city of Venice. In the first part, students participated in both classroom and museum activities, which encouraged them to practice their skills in Italian as well as to learn about the Venetian cultural heritage. In the second part, students were guided to craft their own digital tours of the city of Venice using the izi.TRAVEL platform. The multimodal analysis of the two tours shows that creating digital stories based on students’ understanding and interpretation of cultural heritage promoted both their narration and mediation skills in the second language and their role as global citizens.
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Clini, Paolo, Emanuele Frontoni, Ramona Quattrini und Roberto Pierdicca. „Augmented Reality Experience: From High-Resolution Acquisition to Real Time Augmented Contents“. Advances in Multimedia 2014 (2014): 1–9. http://dx.doi.org/10.1155/2014/597476.
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This paper presents results of a research project “dUcale” that experiments ICT solutions for the museum of Palazzo Ducale (Urbino). In this project, the famed painting the “Città Ideale” becomes a case to exemplify a specific approach to the digital mediation of cultural heritage. An augmented reality (AR) mobile application, able to enhance the museum visit experience, is presented. The computing technologies involved in the project (websites, desktop and social applications, mobile software, and AR) constitute a persuasive environment for the artwork knowledge. The overall goal of our research is to provide to cultural institutions best practices efficiently on low budgets. Therefore, we present a low cost method for high-resolution acquisition of paintings; the image is used as a base in AR approach. The proposed methodology consists of an improved SIFT extractor for real time image. The other novelty of this work is the multipoint probabilistic layer. Experimental results demonstrated the robustness of the proposed approach with extensive use of the AR application in front of the “Città Ideale” painting. To prove the usability of the application and to ensure a good user experience, we also carried out several users tests in the real scenario.
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Alevizou, Giota. „Civic media and technologies of belonging: Where digital citizenship and ‘the right to the city’ converge“. International Journal of Media & Cultural Politics 16, Nr. 3 (01.09.2020): 269–90. http://dx.doi.org/10.1386/macp_00029_1.
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This article contributes to an emerging field of ‘urban communication’ research and its intersections with civic culture and digital citizenship. It does so by presenting a case study of how an activist group in North London’s Tottenham region co-designed bespoke digital media platforms, akin to civic media, to advocate an approach to urban planning that also recognizes migrants’ rights. Conducted as a part of a broader participatory action research project, the study outlined here offers an analysis of the online and offline communicative routes taken, the urban rights enacted and the visions expressed during an eight-week consultation period. Drawing on both quantitative and qualitative metrics from the official and alternative digital platforms inviting consultation around the community-led planning application, the article offers insights about the co-construction of space, and the effect that the particular site had in unearthing wider enactments of ‘the right to the city’ and affective belonging, alongside struggles against threats of displacement. By offering these insights, the study contributes to a better understanding of the digital mediation of belonging through space/place and what this means for urban citizenship. Looking beyond processes of urban planning, this understanding seeks to contribute to wider debates of urban citizenship, often expressed at the intersection of urban rights, digital citizenship and virtual reality.
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Graham, Elyse. „The electronic editor“. Book 2.0 4, Nr. 1 (01.10.2014): 101–14. http://dx.doi.org/10.1386/btwo.4.1-2.101_1.
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This article is a study of literary mediation in the age of the e-book. It focuses on a specific editorial project being undertaken by scholarly editors in the present day, when the late age of print is giving way to the digital age. The author argues that the present moment represents a deceptively strong period for print publishing, but an uncertain and experimental period for literature, a time when the values and practices that order the literary field are no longer well-defined. The spread of digital culture is reconfiguring the make-up of the reading public, shaping readers as ‘prosumers’ who at once consume and manipulate content. Just as importantly, hyper-mediation and media convergence are forcing critics to confront an ‘unbinding of the book’ that began in practice decades before the Internet age. As professional mediators, editors occupy an ideal position to register the opportunities and the pressures of these processes, whether they are literary entrepreneurs or scholars implicated in literature as an institution. Their efforts to delimit literary texts and sell them as a particular kind of cultural institution show how the game of literature and its rules of play change shape under the pressures of new media configurations and new social worlds.
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Bailey, Angela, und Alice Gruber. „Challenges and other feedback: Integrating intercultural learning in the Digital Age“. EuroCALL Review 28, Nr. 1 (31.03.2020): 3. http://dx.doi.org/10.4995/eurocall.2020.11982.
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<p>This mixed method case study explored globalization and complex relationships through a virtual exchange project between students from Germany and Colombia in upper intermediate level English classes. We believed by providing a space for online conversation, written collaboration and discussion, students would enhance their plurilingual and pluricultural competence as well as their communicative competences through the medium of English as an international language (EIL). The aim was also to enable students to investigate cultural complexity and to develop cultural curiosity. Taking into account plurilingual and pluricultural competence (PPC) and the efficacy of virtual exchanges for language learning, we used a series of tasks for students to participate in a wide range of activities of varying complexity regarding German and Colombian culture for a six-week exchange. Students self-assessed their written and spoken online interactions as well as their perceived skills in mediating texts and communication based on the recently added descriptors in the Companion Volume to the CEFR. They also rated their plurilingual and pluricultural competences on a PPC scale at both the beginning and end of the project. Results demonstrate that there is value in implementing virtual exchange projects in which students reflect on and increase their awareness of these concepts also suggesting that pairing students with international students rather than L1 speakers of the language has a potentially positive effect on students’ anxiety level and communicative competences. </p>
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Majkut, Paul. „Biological and Mediated Pandemics, Panic, and Pandemonium“. Glimpse 22, Nr. 2 (2021): 55–82. http://dx.doi.org/10.5840/glimpse202122225.
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Plagues have a physical existence. They also have mediated existence. The two are only circumstantially related, for, as is the case of all media and mediation, biological and digital existence do not necessarily correlate accurately, and media are as often used as a lamp to project political and philosophical idealism, that is, propaganda, as they are to serve as a mirror that reflects the external world realistically. Objective journalism, news spin, and fake news, conflated in the collective mind of the populace, are tools in the class struggle to control the social, cultural and political narrative. Plagues have been and continue to be mediated in drama, oral storytelling, in books, printed and manuscript, on the radio, on TV and in films, and in social media while the populace rails against and shouts its rage at TV screens.
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Mathew, Nicholas. „Listening(s) Past“. Representations 154, Nr. 1 (2021): 143–55. http://dx.doi.org/10.1525/rep.2021.154.11.143.
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This essay is about the long-standing and tenacious audile technique of listening past—that is, the discrimination of music, musical performances, and even sound amid the ostensibly broader range of vibrations conveyed by any media form. For some time, an assortment of musicians, sound artists, and theoreticians have lined up to maintain that this cognitive-discursive technique, which suppresses or diminishes the processes of mediation, is in some sense ideological: illusory, contingent, and even exclusionary. Cagean theories of sound, feminist valorizations of embodiment and presence, ecological ethics of the soundscape, tech-focused philosophies of mediation, ethnographic conceptions of aurality, and Deleuzian vibrational ontologies—all are united in their foundational skepticism. Centered on digital transfer of an early electric recording of a performance of Beethoven’s Sixth from 1927 conducted by Felix Weingartner, this essay seeks to reevaluate the political implications of listening past by drawing out its submerged relationships to the traditional historicist project of recovering what I call past listenings—lost modes of listening that are supposedly indivisible from particular spaces, historical moments, and radically situated subjectivities.
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Hornink, Gabriel Gerber, und Maurício Compiani. „Reflections of online mediations in the process of continuing teacher training focusing on local environmental problems“. ETD - Educação Temática Digital 19, Nr. 4 (06.10.2017): 773. http://dx.doi.org/10.20396/etd.v19i4.8646285.
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The city walls go beyond their physical aspect towards the perception that invisible walls divide society and generate significant impacts. This theme was part of the fieldwork for high school students from public schools in Campinas-SP (Brazil) in the context of the Anhumas River in the School Project (ARS). The fieldwork Walls was developed by a multidisciplinary group of teachers through face-to-face meetings and online activities in the TelEduc learning virtual environment. This work focuses on how online mediation with face-to-face interaction allowed the construction of the fieldwork, making participants think critically about social and spatial organization. To analyze this process, the mediated action theory was used, admitting “agents-acting-with-cultural-tools” and statements as units of analysis. A method was developed to analyze the online forum and its relations, together with other TelEduc data and interviews. The results indicate a strong relationship between online and face-to-face discussions, although at an early stage of the use of digital technology, highlighting the possibility of an independent access schedule. The analysis of semantic flows in the forums indicated the route for the construction of the concept of walls, starting with concrete / physical walls and proceeding to the abstract and the consequences for the use and occupation of space. The enhancement of the work was expected from the use of digital technologies, which actually happened, though culturally there remains a difficulty in online collaborative work, which highlights the use of email regarding the diversity of tools, requiring a deeper process of digital enculturation.
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Chrystall, Andrew B. „McLuhan | Havelock | metaphysics“. Explorations in Media Ecology 20, Nr. 4 (01.12.2021): 389–405. http://dx.doi.org/10.1386/eme_00104_1.
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The McLuhan <inline-graphic xlink:href="eme-20-4-389-f0001.jpg"/> Havelock correspondence turns on a question about the meaning(s) of events that transpired in Greece during the Archaic and High-Classical period ‐ perhaps the only time and circumstance in which the metaphysical and independent human being had been able to manifest themself amidst the vast amorphous resonance of tribal culture. Here, on the occasion of the 20th anniversary issue of Explorations in Media Ecology, this article uses the correspondence between two leading figures in the Media Ecology (anti-)canon as a leaping off point to talk about metaphysics and media. The focus is McLuhan. This article offers a portrait that shows the significance, if not centrality, of (Christian) metaphysics to McLuhan’s project, and how his metaphysical commitments inform and shape his ethics, politics and pedagogy. This article also makes the claims that: (1) McLuhan, in his theory and practice, asserted the primacy of mediation with respect to thinking about being and knowing, and (2) McLuhan’s insertion of media into metaphysics stands as an invitation to revisit and revise the history of metaphysics, especially when, under digital conditions, the merging of all pasts and presents is well advanced.
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Novella-Cámara, Ana-María, Clara Romero-Pérez, Héctor-S. Melero und Elena Noguera-Pigem. „Children’s participation, local policy and the digital environment: Visions and uses among Spanish municipalities“. Comunicar 29, Nr. 69 (01.10.2021): 33–43. http://dx.doi.org/10.3916/c69-2021-03.
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Children's policies at the local level stimulate initiatives in the municipalities to encourage child participation. In this article, we focus on the local political sphere as a space for the promotion of child participation and citizenship through digital mediation. It is in this immediate environment where the rights of children and adolescents are exercised and promoted. The study aims to analyse the contributions perceived by municipal leaders (elected officials and technical figures) of the digital environment and the uses they make of it to promote children’s participation in the municipality. This study is part of a national project that includes as collaborating entities the International Association of Educating Cities (IACE) and Child Friendly Cities (CAI-Unicef). 279 subjects (191 technical figures and 88 elected officials) from 179 Spanish municipalities associated members of IACE and/or CAI. Data were collected in 2020. Two ad hoc designed questionnaires were applied. Two of the most significant results of the study are: (a) the finding of the variable that establishes differences between those technical figures that mediate children’s participation with technological environments and those that do not; (b) the use made of the digital environment as an interactive space for informational purposes. It concludes on the need to rethink the digital environment as a participatory area and increasing the use of technology in support of children’s citizenship. Las políticas de infancia a nivel local dinamizan en los municipios iniciativas para impulsar la participación infantil. En este artículo nos centramos en la política local como espacio promotor de participación y ciudadanía infantil a través de la mediación digital ya que es, en ese entorno inmediato, donde los derechos de la infancia y la adolescencia se ejercitan y se promueven. El estudio persigue analizar qué aportaciones perciben los referentes municipales (cargos electos y figuras técnicas) del entorno digital y qué usos hacen de él para impulsar la participación infantil en el municipio. Este estudio forma parte de un proyecto nacional que cuenta como entidades colaboradoras a la Asociación Internacional de Ciudades Educadoras (AICE) y Ciudades Amigas de la Infancia (CAI-Unicef). Han participado en él 279 sujetos (191 figuras técnicas y 88 cargos electos) procedentes de 179 municipios españoles asociados a AICE y/o CAI. Los datos fueron recabados en 2020. Se aplicaron dos cuestionarios diseñados ad hoc. Dos de los resultados más significativos del estudio son: a) el hallazgo de la variable que establece diferencias entre aquellas figuras técnicas que median la participación infantil con entornos tecnológicos y con las que no lo hacen; b) el uso que se hace del entorno digital como espacio interactivo con fines informativos. Se concluye en la necesidad de repensar el entorno digital como un espacio participativo e incrementar el uso de la tecnología al servicio de la ciudadanía infantil.
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Thayne, Martyn, und Andrew West. „‘Doing’ media studies: The media lab as entangled media praxis“. Convergence: The International Journal of Research into New Media Technologies 25, Nr. 2 (07.03.2019): 186–208. http://dx.doi.org/10.1177/1354856519834960.
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Typically understood in relation to innovations in new media and modes of peer-production, the ‘media lab’ has emerged as a contemporary phenomenon encompassing a variety of ‘maker-spaces’, ‘fablabs’ and ‘hackathons’. This article seeks to resituate the ‘media lab’ in the context of media research and education, drawing inspiration from the recent ‘nonrepresentational’ and ‘nonhuman’ turns in media and cultural theory that examine our entanglement with media on a social, cultural and biological level (Grusin, 2015b; Thrift, 2007; Vannini, 2015; Zylinska, 2012). This article contributes to such debates by presenting the lab as entangled media praxis as a set of 10 principles for teaching media as mediation: a reflexive form of ‘doing’ contemporary media studies that is primarily concerned with developing an embodied ‘attunement’ to the entangled relations of media lab participants. This framework calls for transdisciplinary modes of practice research and ‘critical making’, whereby students, artists, creative technologists and academics work collaboratively to address the affective and subjective conditions of contemporary digital culture. This article will explore these methods in relation to the concept of media entanglement, drawing out the underlying principles of the ‘entangled media praxis’ framework by examining two pilot media labs facilitated by the Arts Council England-funded project, 1215.today.
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Pype, Katrien. „Beads, Pixels, and Nkisi: Contemporary Kinois Art and Reconfigurations of the Virtual“. African Studies Review 64, Nr. 1 (März 2021): 23–40. http://dx.doi.org/10.1017/asr.2020.74.
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AbstractIn the 2016 Abiola Lecture, Mbembe argued that “the plasticity of digital forms speaks powerfully to the plasticity of African precolonial cultures and to ancient ways of working with representation and mediation, of folding reality.” In her commentary, Pype tries to understand what “speaking powerfully to” can mean. She first situates the Abiola Lecture within a wide range of exciting and ongoing scholarship that attempts to understand social transformations on the continent since the ubiquitous uptake of the mobile phone, and its most recent incarnation, the smartphone. She then analyzes the aesthetics of artistic projects by Alexandre Kyungu, Yves Sambu, and Hilaire Kuyangiko Balu, where wooden doors, tattoos, beads, saliva, and nails correlate with the Internet, pixels, and keys of keyboards and remote controls. Finally, Pype asks to whom the congruence between the aesthetics of a “precolonial” Congo and the digital speaks. In a society where “the past” is quickly demonized, though expats and the commercial and political elite pay thousands of dollars for the discussed art works, Pype argues that this congruence might be one more manifestation of capitalism’s cannibalization of a stereotypical image of “Africa.”
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Ortiz Cobo, Mónica, Renzo Ismael Jeri Levano und José García Martín. „Technologies in Migration Processes: Mediation in Communication and Social Capital“. Journal of Education Culture and Society 14, Nr. 2 (28.09.2023): 188–210. http://dx.doi.org/10.15503/jecs2023.2.188.210.
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Aim. This article presents an ethnographic exploration of technology use among migrants. The main question explored is how migration processes are mediated by communication between migrants and their support network, considering the role of Information and Communication Technologies (ICTs).
Methods. Multi-situated and virtual ethnography have allowed researchers to access and obtain relevant discourse on the experiences, perceptions, and strategies of migrants in a non-invasive way.
Results. In pre-digital contexts, support networks of friends and family provided sources of information in the development of migration projects. With the spread of technology, Facebook’s virtual communities are a means of facilitating migration strategies. Likewise, ICTs bring migrants and their families closer to the “there”, bolstering their bonding social capital and therefore their emotional well-being. Despite the language barriers, and the stereotypes and prejudices held by native-born residents, virtual social networks allow migrants to strengthen their bridging social capital, facilitating the integration of different Latin American migrant groups in the destination society.
Conclusion. Today, ICTs have transformed migration strategies and expanded bonding social capital, allowing migrants to share common interests with their family setting, despite the distance. Limited interaction between migrants and native-born residents restricts bridging social capital, but the virtual sphere allows the Latin American diaspora to pursue common interests and overcome cultural barriers.
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Pasquali, Francesca, Roberta Bartoletti und Lorenzo Giannini. „“You’re Just Playing the Victim”: Online Grieving and the Non-use of Social Media in Italy“. Social Media + Society 8, Nr. 4 (Oktober 2022): 205630512211387. http://dx.doi.org/10.1177/20563051221138757.
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Studies on death and digital media all agree that social media have changed how we mourn. However, they also highlight a considerable resistance to using social media in grieving. This article explores these resistances in greater depth based on a national research project on the Italian population (400 in-depth interviews and a representative survey) that includes non-users in the research into online death practices. Our theoretical framework is the paradigm of media and information and communications technologies (ICTs) domestication in everyday life and the study of the mediation of death from a socio-constructivist and non-platform/media-centric perspective. The article focuses on the findings of the interviews. Our research questions are as follows: What are the reasons for refusing or resisting social media use when mourning? Which type of social media domestication characterizes Italian users? How has social media changed the way we mourn? Online grieving emerges as a profitable area to study the resistance to and domestication of social media in everyday life. Social media are accepted differently in the various stages of the loss process. The most ritualized practices, like death announcements and condolences, are relatively approved. Instead, displays of grief online and, especially, the interaction with the digital remains of the dead are controversial. Social media have enhanced the everyday public visibility of death and bereavement and the public presence of the dead. However, social media have neither triggered a significant expansion of the enfranchisement of public displays of grief nor of continuing bonds online—not even in Italy.
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Ivanova, Desislava, Panagiotis Katsaounis und Konstantinos Votis. „Increasing the Value of Real-World Crowdsourcing Health Data with e-MetaBio, a Novel Patient-Centric IT Infrastructure“. Innovations in Digital Health, Diagnostics, and Biomarkers 4, Nr. 2024 (01.01.2024): 15–24. http://dx.doi.org/10.36401/iddb-23-14.
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ABSTRACT Introduction Digital health and evolutionary medicine create new insights of mediation and health treatment plan support, introducing crowdsourcing and patients’ real-world data records, so as to promote the development of high-quality healthcare accessible to everyone. Within the scope of its activities Metabio’s team has developed an interoperable unified method and technology for crowd-generated databases, creating a user-friendly platform for data collection, processing, and distribution among stakeholders within the global healthcare system in real time. Methods In this paper we describe standard methodologies, requirements, issues, and challenges for the design and deployment of an advanced IT infrastructure for longitudinal structured patient-related data records, based on a patient-centric model of operation, as well as the difficulties for the development of disease-specific user-prefixed interface for real-world data collection. Results Through a dynamic real-time (DRT) e-consent module and digital rights management protocols, the overall platform enables patients to monitor and manage their disease-related conditions, as well as for healthcare providers and/or research entities to have access to valuable biomedical patient data, not recorded so far. Conclusion The project introduces novel perspectives for future evidence-based practices, promoting research and development and improving current healthcare systems, by using crowd-generated data sources that bring a much higher degree of accuracy and value for the entire healthcare system.
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Priti, Jyoti Verma, Sagar kumar und Raman Vashisht. „The goal of political satire in Indian media“. Journal of Nonlinear Analysis and Optimization 14, Nr. 01 (2023): 69–76. http://dx.doi.org/10.36893/jnao.2023.v14i1.070-076.
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Our perception of humour has been altered by political satire. It would be true to claim that genuine journalism is less visible on successful news channels—also referred to as the fourth pillar of democracy—and more prevalent in stand-up comedians. With all of the needless yelling, screaming, and meaningless/baseless arguments, journalism has become a joke. Memes, stand-up comedies, and sitcoms have found a home on digital platforms. These content types have not only provided audiences with visual entertainment but have also had an impact on the daily lives of individuals from diverse backgrounds. The rise of political comedy on the internet has altered public perception of politics. The political satire of today disproves this notion through the use of memes, stand-up comedy, and situational comedy. This essay defines "enterprise Hindutva" as a mediation version of Hindu nationalism that has been influenced by social media's capabilities and the cultural norms that surround it in metropolitan India. Business Hindutva is able to reason, freely choose experiences, and collaborate with inconsistencies. It resides in the spectrum that is intended to be the ideological project.
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Zhukova, Olga. „Russian Philosophical and Cultural Studies as Expert Knowledge: Concept, Practice, Institute“. Polylogos 7, Nr. 3 (25) (2023): 0. http://dx.doi.org/10.18254/s258770110028093-4.
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The article substantiates the interdisciplinary synthesis of philosophy and cultural studies in a wide field of Russian studies. This paper presents the author’s approach to the study in philosophy of Russian culture, history and art as a constellation of creative experience in Russia’s intellectual and social history. The article proves both the need to develop new methodological approaches to the study of the cultural heritage of Russia and institutional (organizational) research models in this subject area. The fulfillment of these conditions is designed to ensure, on the one hand, the growth of new knowledge, on the other hand, to ensure the continuity of intellectual, artistic, spiritual traditions in the process of deep transformations of Russian society, which is being rebuilt to a new technological and socio-cultural way of life. The author defines the conceptual core of the institutionalization project of Russian philosophical and cultural studies in the university system, and also shows some practical forms of its implementation on the example of the HSE University. The project developer draws a conclusion about the expert role of modern humanities, designed at a high level of philosophical and cultural reflection to assess both the creative, social and ethical potential of Russia’s cultural traditions and new cultural practices, including its diverse digital and media forms. Expert knowledge in this system of social and intellectual communications is a mediating link between the cultural experience of the past, its ideal-value content and modern practices, and it provides a procedure for capitalizing heritage as well as cultural self-identification of a person and society.
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Meister, Dorothee M., Theo Hug und Norm Friesen. „Editorial: Pedagogical Media Ecologies“. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 24, Educational Media Ecologies (08.07.2014): 1. http://dx.doi.org/10.21240/mpaed/24/2014.07.08.x.
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From educational gaming through portable e-readers to cell phones, media are interpenetrating educational spaces and activities. Accordingly, understanding media in environmental or ecological terms has become increasingly important for education internationally. In North America, for example, the centenary of McLuhan’s birth has focused attention on approaches to media – whether oral, textual, electronic or digital– as a kind of environment in which education takes place. In parts of Europe, the so-called mediatic turn – following on the linguistic and iconic turns – has similarly emphasized the role of media as a condition for the possibility of educational activities and programs. With a few exceptions1 the papers in this special issue were first presented at the conference «Educational Media Ecologies: International Perspectives» which took place at the University of Paderborn, Germany, on March 27–28, 2012.2 The event was an interdisciplinary and transatlantic endeavor to bring together a wide range of perspectives on various issues relevant to educational media ecologies,3 and on related debates on mediation, medialization, mediatization, and mediality.4 The purpose of this volume, like the conference, is to foster and deepen international dialogue in the area of educational media. Areas of research and scholarship relevant to this dialogue include educational media, media literacy, educational philosophy, and media and cultural studies. The contributions, described below, put conceptual issues as well as social practices and applications at the center of the debate. Klaus Rummler opens the issue by clarifying the concept of ecology itself. Referencing a range of work over the past 50 years, Rummler describes how ecological models have been cast in sociological, semiotic, cultural, mediatic and other terms, and he explains the implications of these various perspectives for the study of educational contexts. Rummler also briefly introduces the reader to the triangular model used by Bachmair, Pachler and Cook in this issue (and in other publications) to analyse the socio-cultural and cognitive possibilities opened up by various mobile media. Sandra Aßmann and Bardo Herzig discuss three theoretical approaches – a network perspective, systems theory and semiotics – in order to conceptualize and analyze learning with media in a range of formal and informal settings. They use the example of «friending» someone via Facebook, a context in which the formal and informal often intersect in unexpected ways. In this way, Aßmann and Herzig demonstrate the manifest complexities of communication analysis and pragmatics in these relatively new networked, mediated contexts. Judith Seipold provides an extensive overview of the burgeoning literature on the use and potential of mobile technologies in learning and educational ecologies. The research perspectives or frameworks covered by Seipold include critical, ethical, resource-centered, learning process-centered as well as ecological frames of reference. In her coverage of the last of these, not only does Seipold help to reframe the theme of this special issue as a whole, she also provides an excellent segue to the ecologically oriented analysis of «mobile learning» that follows. Ben Bachmair and Norbert Pachler’s contribution, «A Cultural Ecological Frame for Mobility and Learning», reflects the work of the London Mobile Learning Group, examining mobile resources and affordances from the ecological perspectives of Gibson, Postman and the seminal German media-pedagogue, Dieter Baacke. Using the structuration theory of Anthony Giddens, Bachmair, Norbert and Cook elaborate the aforementioned triangular model for understanding both the agency and the cultural and structural constraints offered by mobile technologies. In «Building as Interface: Sustainable Educational Ecologies», Suzanne de Castell, Milena Droumeva and Jen Jenson connect learning and media ecologies with the material, global and ecological challenges that have become a part of the anthropocene. They do so by examining the mediation of a physical, architectural environment, their own departmental environment at Simon Fraser University. De Castell, Droumeva and Jenson uncover a range of practical and theoretical challenges, and explore the implications for both body and mind. Markus Deimann takes the reader back into the history of continental educational theory, to Humboldt’s (and others‘) expansive understanding of Bildung, to suggest a conceptual ecology germane to the manifold possibilities that are now on offer through open education. Deimann sees the «open paradigm» as changing education utterly – and for the better. It will do so, Deimann predicts, by «unbundling» resource and service provision, and assessment and accreditation functions that have for too long been monopolized by the educational monoliths known as «universities». Theo Hug’s contribution, «Media Form School – A Plea for Expanded Action Orientations and Reflective Perspectives» similarly looks to the past to envision possibilities for the future. Hug’s concern is with the narrow confines in which media are conceptualized and operationalized in many K-12 educational ecologies, and in the corresponding policy and curricular documents that further constrain and direct this action. Hug suggests looking to the recent past, the 1970s and 1960s, in which alternatives were envisioned not only by figures like McLuhan and Illich, but also intimated in the works of Austrian poets and artists. Norm Friesen provides the third «rearview mirror» perspective in his examination of the lecture as a trans-medial pedagogical form. From the late medieval university through to today’s IGNITE and TED talks, the lecture has accommodated and reflected a wide range of media ecologies, technical conditions and epistemological patterns. New media technologies –from the (data) projector to lecture capture media– have not rendered the lecture obsolete, but have instead foregrounded its performative aspects and its ongoing adaptability. Michael Kerres and Richard Heinen take as their starting point Deimann’s, Hug’s and Friesen’s stress on the manifold possibilities presented digital and open educational resources. They then seek to answer the question: How can this embarrassment of riches be put to good use in K-12 educational contexts? Their answer: «Edutags», a way of making resources more accessible and usable by providing descriptive and evaluative information along with such resources. Heinz Moser and Thomas Hermann present the concept and first results of the project «Visualized Vocational Aspirations: Potentials of photography for career counselling and vocational preparation».5 The research project is a cooperation between the Zurich University of Teacher Education (Pädagogische Hochschule Zürich) and the «Laufbahnzentrum» (Centre of Vocational Counselling) Zürich. Based on an ecological approach of narrative career education and a design-based research methodology the undertaking aims at creative applications of visual storytelling in career counselling. Rainer Leschke and Norm Friesen conclude the issue with what might be called an aesthetic- or formal-ecological perspective. The digital convergence of textual and other media forms, Leschke and Friesen maintain, means the erasure of formal and material distinctions traditionally embedded in separate media. Educational (and other) institutions have oriented long themselves on the basis of such distinctions; and what is now left are distinctions based only on recombinant, virtual aesthetic markers. ——————————— The exceptions are the papers by Rainer Leschke and Norm Friesen, Michael Kerres and Richard Heinen, and Theo Hug. See: http://kw.uni-paderborn.de/institute-einrichtungen/mewi/arbeitsschwerpunkte/prof-dr-dorothee-m-meister/tagungen/educational-media- ecologies-international-perspectives/ (2014-7-8). Cf. definitions of the Media Ecology Association (MEA): http://www.media-ecology.org/media_ecology/index.html (2014-7-8). For more about these variations on the terms «media» and «mediation», see: Norm Friesen and Theo Hug. 2009. «The Mediatic Turn: Exploring Consequences for Media Pedagogy.» In Mediatization: Concept, Changes, Consequences, edited by Knut Lundby, 64–81. New York: Peter Lang. http://learningspaces.org/papers/Media_Pedagogy_&_Mediatic_Turn.pdf The project is funded by the Swiss National Science Foundation (project 136617, duration: March 1, 2012 – February 28, 2015).
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Nadkarni, Samira. „“All the moments in our lives occupy the same space”: Tracing the Space of Memory in Tim Wright’s In Search of Oldton“. Synthesis: an Anglophone Journal of Comparative Literary Studies, Nr. 6 (01.05.2014): 10. http://dx.doi.org/10.12681/syn.16173.
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Tim Wright‘s 2004 creative memory project, In Search of Oldton, is concerned with a need to reconcile a personal and collective cultural understanding of a recent predigital past with the present. Its complicated and fragmented landscape is produced by the remediation of repurposed pre-digital artefacts, and traversal of its space engages with the manner in which technology is increasingly mediating interaction between the urban landscapes and their inhabitants. This paper seeks to examine the manner in which Oldton‘s ludic-constructive play with memory engages with the psychogeographic understanding of the production of space and place through the user‘s interaction with the work, and its consequent commentary on the expansion of social interactions within a contemporary social apparatus so as to include the technology that makes these interactions possible.
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Wang, Wenrui. „The Ways that Digital Technologies Inform Visitor's Engagement with Cultural Heritage Sites: Informal Learning in the Digital Era“. GATR Global Journal of Business Social Sciences Review 10, Nr. 4 (30.12.2022): 237–48. http://dx.doi.org/10.35609/gjbssr.2022.10.4(3).
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1. Alivizatou, M. (2019). Digital intangible heritage: Inventories, virtual learning and participation. Heritage & Society, 12(2–3), 116–135. 2. Billett, S. (2009). Conceptualizing learning experiences: Contributions and mediations of the social, personal, and brute. Mind, Culture, and Activity, 16(1), 32–47. 3. Bonilla, C. M. (2014). Racial Counternarratives and L atina Epistemologies in Relational Organizing. Anthropology & Education Quarterly, 45(4), 391–408. 4. Britain, T. (2007). How We Are: Photographing Britain. 5. Brodie, R. J., Hollebeek, L. D., Jurić, B., & Ilić, A. (2011). Customer Engagement: Conceptual Domain, Fundamental Propositions, and Implications for Research. Journal of Service Research, 14(3), 252–271. https://doi.org/10.1177/1094670511411703 6. Budge, K. (2017). Objects in focus: Museum visitors and Instagram. Curator: The Museum Journal, 60(1), 67–85. 7. Budge, K., & Burness, A. (2018). Museum objects and Instagram: agency and communication in digital engagement. Continuum, 32(2), 137–150. 8. Callanan, M. A., & Oakes, L. M. (1992). Preschoolers’ questions and parents’ explanations: Causal thinking in everyday activity. Cognitive Development, 7(2), 213–233. 9. Callanan, M., Cervantes, C., & Loomis, M. (2011). Informal learning. Wiley Interdisciplinary Reviews: Cognitive Science, 2(6), 646–655. 10. Cameron, F. (2003). Digital Futures I: Museum collections, digital technologies, and the cultural construction of knowledge. Curator: The Museum Journal, 46(3), 325–340. 11. Cokley, J., Gilbert, L., Jovic, L., & Hanrick, P. (2016). Growth of ‘Long Tail’in Australian journalism supports new engaging approach to audiences. Continuum, 30(1), 58–74. 12. Cole, M., & Consortium, D. L. (2006). The fifth dimension: An after-school program built on diversity. Russell Sage Foundation. 13. European Commission. (2015). i-Treasures: intangible cultural heritage of the past available through advanced modern technologies. 14. Fitts, S., & McClure, G. (2015). Building Social Capital in Hightown: The Role of Confianza in L atina Immigrants’ Social Networks in the New South. Anthropology & Education Quarterly, 46(3), 295–311. 15. Francesca, P. (2017). Final Report on User Requirements: Identification and Analysis. 16. Gade, R. (2009). Event Culture - The Museum and Its Staging (Kopenhagen, 6-7 Nov 09). 17. Gibbert, M., Ruigrok, W., & Wicki, B. (2008). What passes as a rigorous case study? Strategic Management Journal, 29(13), 1465–1474. 18. Gillard, P. (2002). Cruising through history wired. Museums and the Web 2002. 19. Goodwin, M. H. (1990). He-said-she-said: Talk as social organization among black children (Vol. 618). Indiana University Press. 20. Hamma, K. (2004). The role of museums in online teaching, learning, and research. First Monday. 21. Henchman, M. (2000). Bringing the object to the viewer: Multimedia techniques for the scientific study of art. 22. Herrgott, C. (2016). Cantu in paghjella: Patrimoine Culturel Immatériel et nouvelles technologies dans le projet I-Treasures. Port Acadie: Revue Interdisciplinaire En Études Acadiennes/Port Acadie: An Interdisciplinary Review in Acadian Studies, 30, 91–113. 23. Howell, R., & Chilcott, M. (2013). A sense of place: re-purposing and impacting historical research evidence through digital heritage and interpretation practice. International Journal of Intangible Heritage, 8, 165–177. 24. King, L., Stark, J. F., & Cooke, P. (2016). Experiencing the digital world: The cultural value of digital engagement with heritage. Heritage & Society, 9(1), 76–101. 25. Lomb, N. (2009). Dip circle used to study the earth’s magnetic field at Parramatta Observatory. 26. Majors, Y. J. (2015). Shoptalk: Lessons in teaching from an African American hair salon. Teachers College Press. 27. Marty, P. F. (2008). Museum websites and museum visitors: digital museum resources and their use. Museum Management and Curatorship, 23(1), 81–99. 28. Moqtaderi, H. (2019). Citizen curators: Crowdsourcing to bridge the academic/public divide. University Museums and Collections Journal, 11(2), 204–210. 29. Müller, K. (2013). Museums and virtuality. In Museums in a digital age (pp. 295–305). Routledge. 30. Nasir, N. S., Rosebery, A. S., Warren, B., & Lee, C. D. (2006). Learning as a cultural process: Achieving equity through diversity. 31. O’Brien, H. L., & Toms, E. G. (2008). What is user engagement? A conceptual framework for defining user engagement with technology. Journal of the American Society for Information Science and Technology, 59(6), 938–955. 32. O’Neill, R. (2017). The Rise of the Citizen Curator: Participation as Curation on the Web. University of Hull. 33. Opie, I., & Opie, P. (2000). The lore and language of schoolchildren. New York Review of Books. 34. Pallud, J. (2017). 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Zawojski, Piotr. „The Invisible World of Images. From “Nonhuman” to “Undigital” Photography in Joanna Zylinska’s Reflections“. Images. The International Journal of European Film, Performing Arts and Audiovisual Communication 31, Nr. 40 (17.01.2023): 13–36. http://dx.doi.org/10.14746/i.2022.40.01.
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The article presents the theoretical views and, to a lesser extent, artistic practices of Joanna Zylinska, who in her artistic activity combines epistemological strategies of a researcher and theorist with her activities in the field of art. She develops in different manners an original project of philosophy as photography, or photography as a form of philosophizing. Posthumanist and post-anthropocentric inspirations and the inclusion of her reflections in a wider circle of a nonhuman turn constitute an epistemological framework of numerous statements devoted to the “photographic condition” in the age of dominance of digital technologies. The author argues that, in fact, photography has been a nonhuman practice since its beginnings, which is developed in her book Nonhuman Photography, preceded by the concepts of mediation and photomediation. In her latest proposals addressing the issues of the functioning of art in the era of algorithmic systems, the author develops the concept of undigital photography, which constitutes an extension of thinking about those manifestations of photography that are not of/by/for the human. The idea of “vision machines” (once proposed by Paul Virilio) takes the form of a holistic view of photography as a “medium of life,” which, unlike modernist descriptions of it as a “medium of death” (Roland Barthes), makes a significant contribution to both the theory and the history of photography. The synthetic presentation of Zylinska’s concepts is an attempt to describe and interpret the contemporary state of theoretical and methodological awareness in the field of contemporary image studies. It stems from the need to constantly reinterpret the canon of thinking about the medium of photography in the epoch of cooperation between human and non-human agencies in the area of pictorial production of images addressed to both people and machines.
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Wong, Jamie, Crystal Lee, Vesper Keyi Long, Di Wu und Graham M. Jones. „“Let’s Go, Baby Forklift!”: Fandom Governance and the Political Power of Cuteness in China“. Social Media + Society 7, Nr. 2 (April 2021): 205630512110249. http://dx.doi.org/10.1177/20563051211024960.
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This article describes how the Chinese state borrows from the culture of celebrity fandom to implement a novel strategy of governing that we term “fandom governance.” We illustrate how state-run social media employed fandom governance early in the COVID-19 pandemic when the country was convulsed with anxiety. As the state faced a crisis, state social media responded with a propagandistic display of state efficacy, broadcasting a round-the-clock livestream of a massive emergency hospital construction project. Chinese internet users playfully embellished imagery from the livestream. They unexpectedly transformed the construction vehicles into cute personified memes, with Baby Forklift and Baby Mud Barfer (a cement mixer) among the most popular. In turn, state social media strategically channeled this playful engagement in politically productive directions by resignifying the personified vehicles as celebrity idols. Combining social media studies with cultural and linguistic anthropology, we offer a processual account of the semiotic mediations involved in turning vehicles into memes, memes into idols, and citizens into fans. We show how, by embedding cute memes within modules of fandom management such as celebrity ranking lists, state social media rendered them artificially vulnerable to a fall in status. Fans, in turn, rallied around to “protect” these cute idols with small but significant acts of digital devotion and care, organizing themselves into fan circles and exhorting each other to vote. In elevating the memes to the status of celebrity idols, state social media thereby created a disposable pantheon of virtual avatars for the state, and consolidated state power around citizens’ voluntary response to vulnerability. We analyze fandom governance as a new development in the Chinese state’s long history of governing citizens through the management of emotion.
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Norman, Mark. „Digital Project“. Journal of American Folklore 137, Nr. 543 (01.01.2024): 147–48. http://dx.doi.org/10.5406/15351882.137.543.16.
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Оболкина, Светлана Викторовна. „GAME DESIGN AND THE ONTOLOGY OF THE IMPOSSIBLE“. ΠΡΑΞΗMΑ. Journal of Visual Semiotics, Nr. 3(33) (05.05.2022): 39–52. http://dx.doi.org/10.23951/2312-7899-2022-3-39-52.
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«Онтологический поворот» современной философии и внимание к «невозможной реальности» рассматриваются автором в качестве семиотической ситуации. Задачей исследования выступает поиск знаковой среды – посредника «невозможного». На основе представлений о презентативном языке (недискурсивных знаковых системах) и конкретно цифровой образности обсуждаются перспективы восприятия «невозможного». Автор делает предположение о прагматическом измерении данной коммуникативной ситуации: этот эффект связан с возможностью формирования новых условий понятности опыта. Аргументируется представление об онтологическом «апгрейде» посредством цифрового творчества. Продукты геймдизайна рассмотрены в качестве модельной ситуации контакта с «невозможной реальностью»: анализируется потенциал игровых миров в качестве «наращивания» условий понятности опыта, и на основе разработок 4D Toys и Miegakure обсуждаются онтологические ресурсы визуализаций четырехмерной пространственности, активности в условиях нелинейности и неевклидовых геометрий. Анализируются возможность «открытой онтологии» и эвристический потенциал «наращивания» трансцендентальных возможностей. Исходя из установки о первичности опыта для становления условий его понятности, рассмотрен опыт геймера-виртуоза в качестве модели ситуации «преодоления границ реальности» (т.е. физики конкретного игрового мира). Делается вывод о том, что этот опыт опровергает миф об «идеальной игре», подобно тому как глитч-арт опровергает миф об «идеальном сигнале». Искомая открытость «невозможному» связана с преодолением онтологического допущения, согласно которому можно различить «истинный» сигнал / игру / реальность, с одной стороны, и сбои / ошибки / шумы – с другой. Таким образом, данная работа призвана обратить внимание на важный прагматический аспект современной визуальной среды (на цифровую образность как таковую и более конкретно – компьютерные игры) и в итоге обосновать возможность конвергенции теоретических философских положений и практики геймдизайна в качестве проектов, реализующих «открытую онтологию». In modern philosophy, the topic of “ontological turn” and “impossible reality” is relevant. The author considers this situation in a semiotic way. The object of the research is the search for a symbolic environment representing the “Impossible”. The author analyzes the specifics of the presentative language (non-discursive sign systems) and specifically digital imagery. The assumption is substantiated that the desired symbolic mediation with the “Impossible” can be found in this area. The author makes an assumption about the pragmatic effect of this communicative situation. This effect is associated with the possibility of an ontological “update”: the formation of new conditions for the intelligibility of experience. Further, the author discusses the heuristic potential of computer games as a model situation of contact with the “Impossible”. Based on the analysis of 4D Toys and Miegakure, the author proposes a sketch of the ontology of 4D-spatiality. She discusses the possibility of an “open ontology" and the heuristic potential of "building up" transcendental possibilities. At the same time, the author questions the previous understanding of “peculiarity” and “selectivity” in the knowledge of the “beyond”: the experience of a virtuoso gamer allows us to update the idea of our abilities to overcome the boundaries of reality (for a gamer, the physics of a particular game world). This refutes the myth of the “perfect game”, just as glitch art refutes the myth of the “perfect signal”. It is no longer possible to contrast “signal” and “noise”, “game” and “glitches”. Thus, the article draws attention to an important pragmatic aspect of digital images and, as a result, substantiates the possibility of convergence of theoretical philosophical positions and the practice of game design as projects implementing an “open ontology”.
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Smirnov, S. A. „L.S. Vygotsky and the Digit: Challenge for Cultural-Historical Psychology“. Cultural-Historical Psychology 19, Nr. 2 (07.07.2023): 41–51. http://dx.doi.org/10.17759/chp.2023190205.
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<p>The article ponders, if it is at all possible to include digital technologies into the process of mediation. The latter being the core of cultural-historical psychology by L. Vygotsky. In order to facilitate the discussion, the author outlines the nature of the virtual world, made by digital technologies. It was postulated by a number of researchers that digital technology could serve both as a tool and as a sing. And so — it can be part of the mediation practices. This article claims that digital technologies create a unique environment (virtual reality) that dictates particular ways of conduct, especially for children and teenagers. The author demonstrates how digital technology creates splinter segments in the mediation process, which makes an adult to leave the communication with a child. Which leads to so-called digital chasm, and a child descends into the virtual reality without living through the mediation process. This is why we claim that digital technology can’t serve as a sign, the way Vygotsky describes them. The article lists parameters and consequences of the digital schism, such as: event shift, narrative intervention, inversion of functions and flattening of the horizon of meaning. The article proposes a solution — a construction of a search scenario in schools. This search scenario consists of several stages: challenge, analysis, ask-search, discussion, reflection and articulation of knowledge. Each of these stages can include digital technologies in various ways. The article concludes the algorithmic nature of modern schools makes a pupil’s behaviour “digital” before digital technologies themselves. And so, in order to overcome the digital schism, one needs to establish search scenarios as a teaching model before introducing digital technologies during a lesson.</p>
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Smirnоv, Sergey. „CULTURAL-HISTORICAL APPROACH: DIGITAL CHALLENGE AND MODEL OF MEDIATION“. Chelovek.RU, Nr. 17 (2022): 14–70. http://dx.doi.org/10.32691/2410-0935-2022-17-14-70.
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Fraser, Benjamin, Camille Kresz und Irina Swain. „Digital Barcelona: An interdisciplinary urban cultural studies digital project“. Journal of Urban Cultural Studies 4, Nr. 1 (01.07.2017): 195–206. http://dx.doi.org/10.1386/jucs.4.1-2.195_1.
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Khattab, Mona, und Wessam Elmeligi. „Mediation and the PandeTheatre:“. MedieKultur: Journal of media and communication research 38, Nr. 73 (08.03.2023): 050–72. http://dx.doi.org/10.7146/mk.v38i73.131306.
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One of the negative impacts of the pandemic on creative culture is new limitations imposed on interactive performance in theatrical production. Producers resorted to digitality to explore the potentials of smart staging. A new play titled Brilliant Mind is a case in point for its innovative use of digital alternatives to maintain interactive performativity in what the producers describe as “live theatre in digital landscapes”. The play was digitally performed online in 2021, and members of the audience were allowed to digitally explore parts of the set and interact with characters. This paper examines the play’s use of digital performativity as a form of mediation for pandemic-era theatre by unpacking its digital interactive strategies. The authors offer a close textual and visual analysis of their experience as audience members in addition to employing theatrical principles of psychodrama, as well as concepts of affect theory as an approach to visual communication.
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Salomatova, O. V. „The Concept of the Digital Play by S. Edwards in the Context of the Cultural-Historical Paradigm“. Cultural-Historical Psychology 19, Nr. 3 (21.11.2023): 30–38. http://dx.doi.org/10.17759/chp.2023190304.
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<p>The article presents an analysis of the works of S. Edwards devoted to the development of a holistic concept of digital play in the tradition of the Cultural-Historical Scientific School. The main difficulties are connected with the transformation of the idea of mediation into the context of digital technologies. We analyzed the understanding of the idea of mediation in the works of L.S. Vygotsky, A.N. Leontiev, Y. Engeström\. On the basis of the studies of O.K. Tikhomirov, O.V. Rubtsova, S.A. Smirnov, G. Rückriem and studied how the concept of mediation can be transformed in the era of digital technologies. We also analyzed the transformation of the key concepts of the cultural-historical psychology in the works of S. Edwards, such as children's play. The contemporary children's play reflects the processes of digitalization and cultural globalization of contemporary childhood. S. Edwards introduces the concept of convergent play as the leading activity of contemporary children. Convergent play is characterized by the blurring of boundaries between traditional and digital play and the integration of digital technologies into the daily lives of children. The author argues that it is necessary to create a holistic concept of digital play corresponding to the cultural-historical tradition.</p>
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Yuen, Allan HK, Jae Park, Lu Chen und Miaoting Cheng. „The significance of cultural capital and parental mediation for digital inequity“. New Media & Society 20, Nr. 2 (05.09.2016): 599–617. http://dx.doi.org/10.1177/1461444816667084.
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A digital divide continues to be reported across and within nations, first as an access issue and second as an issue of effective usage. To address the latter issue, we argue that digital equity should not be conceptualized solely as a technical or resource related issue. We developed a conceptual framework based on cultural capital and parental mediation to investigate the complexity of digital inequity. Our in-depth case study of 22 Hong Kong students revealed that although information and communication technology (ICT) is thoroughly integrated with students’ everyday lives, some students lack the cultural or parenting resources required to build their capacity to effectively and meaningfully use ICT. Three salient clusters of users emerged: “celebrating” users, “coping” users, and “struggling” users. The results reveal the significance of parental mediation and cultural capital for students’ ICT use and thus digital equity.
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Mach, Merce, und Yehuda Baruch. „Team performance in cross cultural project teams“. Cross Cultural Management 22, Nr. 3 (03.08.2015): 464–86. http://dx.doi.org/10.1108/ccm-10-2014-0114.
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Purpose – The purpose of this paper is to test the conditional effect of team composition on team performance; specifically, how collective team orientation, group consensus, faultline configurations and trust among team members explain the objective performance of project teams in cross-cultural contexts. Design/methodology/approach – Employing path analytical framework and bootstrap methods, the authors analyze data from a sample of 73 cross cultural project teams. Relying on ordinary least-squares regression, the authors estimate the direct and indirect effects of the moderated mediation model. Findings – The findings demonstrate that the indirect effect of collective team orientation on performance through team trust is moderated by team member consensus, diversity heterogeneity and faultlines’ strength. By contrast, high dispersion among members, heterogeneous team configurations and strong team faultlines lead to low levels of trust and team performance. Research limitations/implications – The specific context of the study (cross-cultural students’ work projects) may influence external validity and limit the generalization of the findings as well as the different compositions of countries-of-origin. Practical implications – From a practical standpoint, these results may help practitioners understand how the emergence of trust contributes to performance. It will also help them comprehend the importance of managing teams while bearing in mind the cross-cultural contexts in which they operate. Social implications – In order to foster team consensus and overcome the effects of group members’ cross-cultural dissimilarities as well as team faultlines, organizations should invest in improving members’ dedication, cooperation and trust before looking to achieve significant results, specially in heterogeneous teams and cross-cultural contexts. Originality/value – The study advances organizational group research by showing the combined effect of team configurations and collective team orientation to overall team performance and by exploring significant constructs such as team consensus, team trust and diversity faultline strength to examine their possible moderated mediation role in the process.
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Kováčik, Ján. „The national project Digital Library and Digital Archives“. Alexandria: The Journal of National and International Library and Information Issues 27, Nr. 3 (Dezember 2017): 163–74. http://dx.doi.org/10.1177/0955749018763720.
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The article introduces the national project Digital Library and Digital Archives (DIKDA) implemented between 2012 and 2015 by the Slovak National Library and its partner the Slovak National Archives. The European Union-funded project is remarkable for its complexity, integrating industrial-scale mass digitisation of printed cultural heritage materials with the improvement of preservation conditions of their physical copies, including their conservation and restoration. The amount of material digitised (over 55 million pages of monographs, serials, articles and special documents so far) and the robust technological infrastructure of mass digitisation make it one of the largest projects of its kind. The article summarises the basic facts about the project and its results and explains in detail its impacts in the area of making the digitised content available to the public, giving special focus to the cultural heritage portal of Slovakiana and related copyright aspects with regard to the out-of-commerce works legislation.
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Pistillo, Giovanna. „The Interpreter as Cultural Mediator“. Journal of Intercultural Communication 3, Nr. 2 (10.03.2003): 1011. http://dx.doi.org/10.36923/jicc.v3i2.389.
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This paper introduces the general scope and background of a doctoral research project on cultural mediation in business encounters mediated by an interpreter, and aims to show how the interpreter’s intercultural sensitiveness and competence can lead to better understanding between the two parties.
The growing number of intercultural encounters that has followed globalisation and major immigration flows has led to rising interest in intercultural studies. Actually, many such meetings happen with the mediation of an interpreter, who acts as both a linguistic and cultural mediator. Against this background, the paper analyses encounters in business contexts involving Italians and U.S. Americans. Due to the introductory nature of this presentation, resorting to certain over-generalisations will be rather frequent, especially when dealing with the cultural characteristics of large groups of people. The reason for this is simply to help better identify the three main fields that the research project aims to combine, that is interpreting studies, intercultural studies and Italian/English business communication.
This article is composed of three main parts. The first part briefly introduces the parameters based on traditional definitions of culture which can be of particular interest to this study. The second part is a brief overview of interpreting settings and techniques, defining the extent to which cultural mediation is possible in each. The third part focuses on liaison interpreting in business settings, arguably one of the contexts in which the interpreter can give a greater contribution to communication in terms of cultural mediation.
In this work, the term ‘interpreter’ will be used to refer exclusively to professional interpreters, thus leaving out all those figures who occasionally use their knowledge of other languages to facilitate communication between two or more people not speaking the same language.
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Llevot, Núria, und Olga Bernad. „Cultural mediation and educational practices in Italy“. Ehquidad Revista Internacional de Políticas de Bienestar y Trabajo Social, Nr. 16 (05.07.2021): 209–46. http://dx.doi.org/10.15257/ehquidad.2021.0020.
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This article focuses on cultural mediation by discovering its potential and relevance in Italy, during a project on intercultural education, that has been undertaken in Rome by us. And four intercultural singular initiatives are described. Specifically, this article is the result of the empirical work following a qualitative methodology. In the first phase (September - December 2019), 6 in-depth interviews were conducted with expert university professors on the subject, as well as visits to various formal and non-formal training centers. Based on the results, in the second phase (February 2020), 4 initiatives were selected, and 8 in-depth interviews were conducted with their managers and teachers. They are described in this article as an example of good educational practices in interculturality, characterized by their proposal for inclusive activities for immigrant groups, their networking with the community, and in which intercultural mediation plays a key role directly or indirectly.
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Adigwe, Ifeanyi. „Identifying the Moderating and Mediating Variables in Parental Mediation Practices in Nigerian Families in the Digital Age“. Social Media + Society 7, Nr. 3 (Juli 2021): 205630512110338. http://dx.doi.org/10.1177/20563051211033817.
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This study examined the moderating and mediating variables in parental mediation practices in Nigerian families in the digital age. This study applied a multi-stage sampling technique to achieve an adequate representation of the population in six educational districts in Lagos, Nigeria. The study included 1,270 adult sample. Data were obtained through questionnaire from parents of children in the selected schools. Findings of the study showed that a strong and positive relationship exists between parent’s age and educational level and parent’s gender and educational level. These relationships were evident as strong moderating variables for the four mediation strategies measured in this study. It was found that, relating to the digital literacy of parents, the hierarchical regression analyses showed that only 7% of variance in parental mediation practice, in the case of participatory learning, was explained. By implication, the constructs of digital literacy are more relevant to participatory learning mediation practice compared to other parental mediation practices in the context of Nigerian families.
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Rubtsova, O. V. „Digital Media as a New Means of Mediation (Part One)“. Cultural-Historical Psychology 15, Nr. 3 (2019): 117–24. http://dx.doi.org/10.17759/chp.2019150312.
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The article begins the cycle “Digital media as a new means of mediation”. “Digitalization” is interpreted as a challenge to contemporary psychology in general and cultural-historical theory in particular. The results of a theoretical and methodological analysis of the possibilities of regarding digital media as a new phenomenon, combining components of a sign and of a tool, are presented. Possible directions of research on various aspects of applying digital media in the framework of the cultural-historical concept are discussed. It is argued, that perceiving digital media as a new means of mediation opens a wide range of possibilities for investigating development of higher mental functions in digital society. One of the further steps of research consists in demonstrating, how traditional types of activity (e.g. reading, writing, play and communication) are transformed in digital contexts and what effects it can have on such functions as attention, memory, will and thinking.
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Moran, Dominique, und Lucy Etchegoyen. „The virtual prison as a digital cultural object: Digital mediation of political opinion in simulation gaming“. Environment and Planning A: Economy and Space 49, Nr. 2 (23.10.2016): 448–66. http://dx.doi.org/10.1177/0308518x16673366.
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This paper engages with the digital mediation of cultural and political opinion in simulation gaming, and recent critique of cultural geography’s aptitude for research into digital media. Drawing attention to literatures within carceral geography and cybergeography, and presenting an empirical case study of the simulation computer game Prison Architect, it suggests that rather than being necessarily ephemeral, fleeting and transient, digital cultural production can also be carefully created, curated and manipulated in ways which involve both deep reflection on, and profound shaping of, political attitudes.
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Jiang, Xiaowei, Jianfeng Hou und Craig Pearsall. „Research on Digital Project of Huanglongfu Cultural Heritage“. Research Journal of Applied Sciences, Engineering and Technology 15, Nr. 10 (15.10.2018): 370–75. http://dx.doi.org/10.19026/rjaset.15.5976.
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Marsili, Giulia, und Lucia Maria Orlandi. „Digital Humanities and Cultural Heritage Preservation“. Studies in Digital Heritage 3, Nr. 2 (13.06.2020): 144–55. http://dx.doi.org/10.14434/sdh.v3i2.27721.
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The development of Information Technology and Digital Humanities has brought numerous significant changes to the Cultural Heritage domain. The Digital Humanities has become a dynamic and fertile research field, and new projects and opportunities are constantly flourishing. The BYZART project perfectly fits this context. This project is coordinated by the Department of History and Cultures of the University of Bologna, embracing a wide consortium of partners from Bulgaria, Greece and Italy. It aims at enhancing Byzantine and Post-Byzantine artistic and cultural heritage within the Europeana platform. This project will enrich the existing Europeanacollections with about 75,000 new cultural and artistic multimedia objects relevant to Byzantine history and culture, including collections of digitized photos, video and audio content, and 3-D surveys and reconstructions. We have also established a liaison between the new materials and Byzantine-related content already existing on Europeana. The archival material collected and digitized by the BYZART consortium is of the greatest cultural and art-historical importance, but until now, it has not been properly evaluated or published. For this reason, BYZART aims to guarantee the preservation and evaluation of significant cultural heritage objects from a wide range of contexts, while also making them accessible to scholarly and general audiences alike.
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von Wachenfeldt, Paula. „The Mediation of Luxury Brands in Digital Storytelling“. Fashion Theory 25, Nr. 1 (17.04.2019): 99–118. http://dx.doi.org/10.1080/1362704x.2019.1599256.
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Yeh, Grace I. „Filipino Love Stories Digital Archiving Project“. American Quarterly 68, Nr. 2 (2016): 393–96. http://dx.doi.org/10.1353/aq.2016.0039.
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Kutrovátz, Kitti. „Parental mediation of adolescents’ technology use: Unequal parenting practices“. Intersections 8, Nr. 3 (02.11.2022): 99–117. http://dx.doi.org/10.17356/ieejsp.v8i3.864.
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This study explores parental mediation – its patterns, purpose and intention, the intentions behind it, and related social inequalities – from the perspective of the ideal of intensive parenting. Parental mediation in the form of restricting or monitoring teenagers’ technology use might mitigate the harm of the intensive or risky online behaviour. Moreover, active mediation strategies might improve the teenagers’ digital literacy by obtaining specific skills that foster appropriate online behaviour. Therefore, the paper argues that parental mediation has become a highly relevant aspect of contemporary parenting practices. The paper is based on thematic analyses of semi-structured interviews on children’s screen time and parental mediation strategies. The interviews were carried out with 29 parents of adolescents in Hungary in 2019. The findings show that restriction and active mediation primarily aimed at protecting children from risks, as a resource-intensive practice, form part of the contemporary parenting skill set. This study contributes to understanding how these skills constitute a digital cultural capital, and thereby how parenting can enhance the digital inequality.
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Myrczik, Eva Pina. „Cultivating digital mediation: The implementation of publicly funded digital museum initiatives in Denmark“. International Journal of Cultural Policy 26, Nr. 2 (24.07.2018): 239–54. http://dx.doi.org/10.1080/10286632.2018.1495714.
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