Digital Rhetoric

Eyman, Douglas

doi:10.3998/dh.13030181.0001.001

Cited by 19 publications

(11 citation statements)

References 16 publications

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“…Classic rhetorical criticism examines oral and written texts to explain how their arguments are constructed and to analyze the appeals that make these arguments persuasive to particular audiences (Black, 1965;Foss, 2008;Sillars and Gronbeck, 2001). Digital rhetoric extends the purview of classic rhetoric to include complex, dynamic digital systems, from individual blogs to entire social media systems like Facebook, Twitter, and YouTube (Eyman, 2015). Where classical rhetoric looks at a static text written by a single author, digital rhetoric investigates assemblages of diverse content contributed by multiple authors, rendered through constantly evolving interfaces and technical infrastructures.…”

Section: Methodological Approachmentioning

confidence: 99%

What does it mean to adopt a metadata standard? A case study of Omeka and the Dublin Core

Maron

Feinberg

2018

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Purpose The purpose of this paper is to employ a case study of the Omeka content management system to demonstrate how the adoption and implementation of a metadata standard (in this case, Dublin Core) can result in contrasting rhetorical arguments regarding metadata utility, quality, and reliability. In the Omeka example, the author illustrate a conceptual disconnect in how two metadata stakeholders – standards creators and standards users – operationalize metadata quality. For standards creators such as the Dublin Core community, metadata quality involves implementing a standard properly, according to established usage principles; in contrast, for standards users like Omeka, metadata quality involves mere adoption of the standard, with little consideration of proper usage and accompanying principles. Design/methodology/approach The paper uses an approach based on rhetorical criticism. The paper aims to establish whether Omeka’s given ends (the position that Omeka claims to take regarding Dublin Core) align with Omeka’s guiding ends (Omeka’s actual argument regarding Dublin Core). To make this assessment, the paper examines both textual evidence (what Omeka says) and material-discursive evidence (what Omeka does). Findings The evidence shows that, while Omeka appears to argue that adopting the Dublin Core is an integral part of Omeka’s mission, the platform’s lack of support for Dublin Core implementation makes an opposing argument. Ultimately, Omeka argues that the appearance of adopting a standard is more important than its careful implementation. Originality/value This study contributes to our understanding of how metadata standards are understood and used in practice. The misalignment between Omeka’s position and the goals of the Dublin Core community suggests that Omeka, and some portion of its users, do not value metadata interoperability and aggregation in the same way that the Dublin Core community does. This indicates that, although certain values regarding standards adoption may be pervasive in the metadata community, these values are not equally shared amongst all stakeholders in a digital library ecosystem. The way that standards creators (Dublin Core) understand what it means to “adopt a standard” is different from the way that standards users (Omeka) understand what it means to “adopt a standard.”

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Section: Methodological Approachmentioning

confidence: 99%

What does it mean to adopt a metadata standard? A case study of Omeka and the Dublin Core

Maron

Feinberg

2018

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“…11, 32, 36). In light of the constructivist approach to complementary education, it is impossible to speak here about support and the broadly understood "interaction" with the teacher, who does not know their pupils' exact thoughts, needs or preferred activities, especially as regards "interaction" on the Internet, distinguished by its "digital rhetoric" (Apelojg, 2016;Eyman, 2015).…”

Section: It Is Rather Surprising What the Researched Think Of The Role Of Ict In Generating Chaosmentioning

confidence: 99%

Correlation between Pupils’ and Teachers’ Opinions regarding the Spheres and Effects of ICT Use by Children and Teenagers (Research Report)

Baron-Polańczyk

2021

FetR

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The article presents a fragment of diagnostic-correlative research of a mixed character, identifying pupils’ information literacy in the use of ICT methods and tools in the context of new technological trends and accompanying civilisation changes. The authors aim to answer the question: What is the relationship between pupils’ opinions and teachers’ observations regarding the spheres and effects of ICT use by children and teenagers? For this purpose, the method of diagnostic survey (questionnaire and interview) and statistical methods were used. Together, 2510 pupils and 1110 teachers (in Poland) were involved. The interpretation of the strength of relationship between the co-existent variables – based on the obtained values of correlation (r) and determination (r2) coefficients – in general allows for stating that: 1) a noticeable dissonance exists between pupils’ opinions and teachers’ observations regarding the spheres and effects of ICT use by children and teenagers; 2) the identified differences (the minus/negative correlations in 6 cases) and similarities (the plus/ positive correlations in 4 cases) between pupils’ and teachers’ opinions indicate a significant “separation” between the world of children and teenagers (“Us”) and the world of teachers (“Them”); 3) in three categories, an obvious relationship (a very high level of dependence) exists between pupils’ and teachers’ observations as to the spheres and effects of ICT use by children and teenagers, namely “working with information” (r2 = 0.79; r = 0.89), “network communication” (r2 = 0.78; r = 0.88), and “preparing for classes” (r2 = 0.70; r = -0.84).

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“…Her fourth definition is perhaps most significant for this project, as the valuable and relevant work occurring in information science identified by Losh informs much of the philosophy behind rhetorical code studies. Eyman (2015) has offered a similar broadened set of definitions of "digital rhetoric" (although focused primarily on scholarly contexts), spanning from classical rhetoric to digital media studies to computers and writing. Eyman argued, through his synthesis of the numerous articulations of the term he provided, that rhetoric had much to offer and gain from the diversity of approaches being undertaken throughout academe, only some of which explicitly employ the term "digital rhetoric."…”

Section: Mathematical Theories Of Communication From the Field Of Infmentioning

confidence: 99%

Rhetorical Code Studies

Brock¹

2019

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This project, like so many of the cases discussed in the following pages, could not have been possible without myriad collaborators, colleagues, and mentors, all of whom have profoundly impacted my life through their assistance and friendship. I cannot overstate the gratitude I feel for all the time, energy, and consideration that has been shared with me. At the same time, I recognize my words here will be inadequate in acknowledging everyone who has helped me and in describing the impact they have had on me and this book. I want to begin by offering my deepest thanks to Nancy Penrose, who took a chance on me when I was a struggling master's student who felt ambivalent toward writing and its study. At the time, I did not know just how significantly my life would change by turning my focus toward rhetoric and composition. Without Nancy's support and patience with my gaining a grasp of the field, I would never have been able to pursue this career trajectory. I also owe a considerable debt to the faculty with whom I studied in the Communication, Rhetoric, and Digital Media doctoral program at North Carolina State University; their guidance helped me develop the ideas central to my argument throughout this book. David M. Rieder offered invaluable and enthusiastic input throughout my time in the program. Alongside David, Susan Miller-Cochran, Jason Swarts, and Kenneth Zagacki all shared with me their incredible insight and feedback on my dissertation, which served as an early attempt at articulating my argument in this book. In addition, the courses I took with

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Digital Rhetoric

Abstract: Eyman, Douglas. Digital rhetoric : theory, method, practice / Douglas Eyman. pages cm.-(Digital humanities) Includes bibliographical references and index.

Cited by 19 publications

References 16 publications

What does it mean to adopt a metadata standard? A case study of Omeka and the Dublin Core

What does it mean to adopt a metadata standard? A case study of Omeka and the Dublin Core

Correlation between Pupils’ and Teachers’ Opinions regarding the Spheres and Effects of ICT Use by Children and Teenagers (Research Report)

Rhetorical Code Studies

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