Digital Scholarship In The Tenure Promotion And Review Process

To receive tenure college and university professors have long been required to write scholarly monographs or articles, engage in serious research, and teach effectively. In recent years, however, the emergence of digital scholarship has revolutionized - and complicated - the picture in unexpected ways as new electronic media have enabled academics to communicate scholarly material in innovative formats such as websites, PowerPoint presentations, CD-ROMs, and virtual reality "tours." Despite this growing output of sophisticated digital scholarship, there has been little attempt to set standards, define basic issues and concepts, or integrate electronic scholarship into the tenure debate. This collection of cutting-edge articles marks the first effort to evaluate the place of digital scholarship in the tenure, promotion, and review process. As a primer aimed at scholars, faculty members, and department chairs in the humanities, social sciences, and other fields, as well as deans, provosts, and university administrators, this collection examines the evolution of nontraditional scholarship, analyzes the various formats, and suggests guidelines for assessment on a scholarly level. It also examines the impact of digital scholarship in the classroom and academy and explores new directions for the future. This book will help shape policy in the murky world of tenure review and could become a central text for scholars and administrators everywhere.

A visionary report on the revitalization of the liberal arts tradition in the electronically inflected, design-driven, multimedia language of the twenty-first century. Digital_Humanities is a compact, game-changing report on the state of contemporary knowledge production. Answering the question “What is digital humanities?,” it provides an in-depth examination of an emerging field. This collaboratively authored and visually compelling volume explores methodologies and techniques unfamiliar to traditional modes of humanistic inquiry—including geospatial analysis, data mining, corpus linguistics, visualization, and simulation—to show their relevance for contemporary culture. Written by five leading practitioner-theorists whose varied backgrounds embody the intellectual and creative diversity of the field, Digital_Humanities is a vision statement for the future, an invitation to engage, and a critical tool for understanding the shape of new scholarship.

"This report will be useful to anyone interested in the current state of online American literature resources. Its purpose is twofold: to offer a sampling of the types of digital resources currently available or under development in support of American literature; and to identify the prevailing concerns of specialists in the field as expressed during interviews conducted between July 2004 and May 2005. Part two of the report consolidates the results of these interviews with an exploration of resources currently available. Part three examines six categories of digital work in progress: (1) quality-controlled subject gateways, (2) author studies, (3) public domain e-book collections and alternative publishing models, (4) proprietary reference resources and full-text primary source collections, (5) collections by design, and (6) teaching applications. This survey is informed by a selective review of the recent literature."--CLIR Web site.

Transliteracy in Complex Information Environments considers this relatively new concept, which has attracted a great deal of interest in the library and information field, particularly among practitioners. The notion of transliteracy arises in the context of increasingly complex information and communication environments characterised by multimodality and new roles of creators and consumers. Transliteracy concerns the ability to apply and transfer a range of skills and contextual insights to a variety of settings. Rather than focusing on any one skillset or technology, transliteracy is about fluidity of movement across a range of contexts. This book is concerned with processes of learning and knowledge creation. An understanding of transliteracy emergesfrom research data gathered in university and high school settings. Transliteracy is considered in relation to other literacies as an overarching framework. Applications in education and lifelong learning are discussed. Social aspects of transliteracy are considered in relation to academic cultures and broader social trends, particularly hybrid cultures Provides an overarching model of transliteracy based on the well-established information literacy Relates to a number of professional and academic fields, such as library and information, education, communication, media, and cultural studies Integrates both professional and academic perspectives

The first book to test the claim that the emerging field of Digital Humanities is interdisciplinary and also examines the boundary work of establishing and sustaining a new field of study

This ambitious multidisciplinary volume assembles diverse critical-theory approaches to the current and future states of networked learning. Expert contributors expand upon the existing literature by analyzing the ethical aspects of networked learning and the ongoing need for more open, inclusive, and socially engaged educational practice. Chapters explore in depth evolving concepts of real and virtual, the processes of learning in, against, and beyond the internet, and the role of critical pedagogy in improving social conditions. In all, coverage is both realistic and positive about the potential of digital technologies in higher education as well as social and academic challenges on the horizon. Included among the topics: Counting on use of technology to enhance learning. Decentralized networked learning through online pre-publication. The reality of the online teacher. Moving from urban to virtual spaces and back. The project of a virtual emancipatory pedagogy. Using information technologies in the service of humanity. It is no longer a question of "Can technology enhance learning" it's a given that it does. Critical Learning in Digital Networks offers education researchers, teacher educators, instructional technologists, and instructional designers tools and methods for strengthening this increasingly vital interconnection.

This book provides new critical and methodological approaches to digital humanities, intended to guide technical development as well as critical analysis. Informed by the history of technology and culture and new perspectives on modernity, Smithies grounds his claims in the engineered nature of computing devices and their complex entanglement with our communities, our scholarly traditions, and our sense of self. The distorting mentalité of the digital modern informs our attitudes to computers and computationally intensive research, leading scholars to reject articulations of meaning that admit the interdependence of humans and the complex socio-technological systems we are embedded in. By framing digital humanities with the digital modern, researchers can rebuild our relationship to technical development, and seek perspectives that unite practical and critical activity. This requires close attention to the cyber-infrastructures that inform our research, the software-intensive methods that are producing new knowledge, and the ethical issues implicit in the production of digital humanities tools and methods. The book will be of interest to anyone interested in the intersection of technology with humanities research, and the future of digital humanities.

"This 10-volume compilation of authoritative, research-based articles contributed by thousands of researchers and experts from all over the world emphasized modern issues and the presentation of potential opportunities, prospective solutions, and future directions in the field of information science and technology"--Provided by publisher.