Digital Scholarship and Pedagogy

steampunk_archive_icon_by_yereverluvinuncleber-d5jsav0Hartley, John. “Digital Scholarship and Pedagogy, the Next Step: Cultural Science.” Cinema Journal 48.2 (Winter 2009): 138-44.

“Common sense suggests that knowing and doing are intricately linked. But doing has been separated from knowing in formal education” (Hartley 139).

“The tradition of modern scholarship—now centuries old—has tended to favor the abstraction of knowledge from action in order to develop explicit rather than tacit knowledge” (Hartley 140).

“Re-embodied Knowledge” (Hartley 141).

“Semiotic representation, however, requires a highly asymmetric relationship between the human attributes represented on screen and the myriad selves sitting in the dark. In this unequal exchanged, the experts who produced media realism prospered…” (Hartley 142).

“From Representation to Productivity” (Hartley 143).

The attention-grabbing aspects of digital media have been those related to private self-expression (albeit conducted in public), social network markets, entertainment media, and celebrity culture. Already it is evident that all three of print’s unplanned progeny—science, journalism, and realist imagination—have also begun to colonize the Web, using it for the “higher” functions of objective description, argumentation, and research. Now, however, instead of abstracted individual authorship using spatialized monologue, users can exploit the social-network functionality of iterative and interactive digital media to create new knowledge using such innovations as the wisdom of crowds and computational power. (Hartley 144)

He seems very sarcastic here, but he is actually encouraging the use of digital technology.


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