Planned Obsolescence: Publishing, Technology, and the Future of the Academy

Fitzpatrick, Kathleen

doi:10.1632/ade.150.41

Cited by 109 publications

(116 citation statements)

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“…This also raises a number of disciplinary questions. Among them is whether, as Fitzpatrick (2011) and others have advocated, humanities scholarship benefits from a shift toward greater collaboration. Do all humanities students need to excel in all aspects of research, writing, and editing?…”

Section: Conclusion: Limitations and Questionsmentioning

confidence: 99%

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Collaborative Work and the Future of Humanities Teaching

Ullyot

O'Neill

2016

cjsotl-rcacea

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This article explores the degree to which student collaborations on research and writing assignments can effectively realize learning outcomes. The assignment, in this case, encouraged students to contribute discrete parts of a research project in order to develop their complementary abilities: researching, consulting, drafting, and revising. The outcomes for students included appreciation for their individual expertise, and experience combining discrete contributions into a result that surpasses the sum of its parts. In the course, we gave students preliminary guidance for establishing team objectives and roles for the duration of this assignment and asked them to evaluate their learning experience at the end. In this paper, we analyze the students’ quantitative and qualitative feedback, and suggest ways to structure and supervise collaborative assignments so that students develop their expertise and complementary skills. We suggest that collaborative work such as this is essential for advanced undergraduates in the humanities, where collaborations are less common than in other disciplines. Moreover, we conclude that future humanities instructors should be open to the benefits of collaborative research and writing. This article will be of interest to instructors who wish to develop collaborative assignments that improve students’ disciplinary expertise, engagement with course materials, and outreach to audiences beyond the academy. Cet article explore la mesure dans laquelle le travail en collaboration des étudiants en matière de recherche et de rédaction de devoirs peut aboutir à des résultats d’apprentissage efficaces. Dans le cas présent, le devoir demandé devait encourager les étudiants à contribuer à des sections distinctes d’un projet de recherche afin de développer leurs compétences complémentaires : mener à bien la recherche, consulter, préparer un brouillon et réviser. Pour les étudiants, les résultats comprenaient l’appréciation de leur expertise individuelle et l’expérience d’incorporer des contributions distinctes à un résultat qui dépassait la somme de ses parties. Dans le cours, nous avons fourni aux étudiants une orientation préliminaire pour établir les objectifs et les rôles du groupe pour la durée de ce devoir et nous leur avons demandé à la fin d’évaluer leur expérience d’apprentissage. Dans cet article, nous analysons la rétroaction qualitative et quantitative des étudiants et suggérons des manières de structurer et de superviser les devoirs en collaboration afin de permettre aux étudiants de développer leur expertise et leurs compétences complémentaires. Nous suggérons que le travail en collaboration tel que celui présenté ici est essentiel pour les étudiants de niveau avancé au premier cycle en sciences humaines, où le travail en collaboration est moins commun que dans d’autres disciplines. De plus, nous concluons que les futurs instructeurs en sciences humaines devraient se montrer ouverts aux avantages de la recherche et de la rédaction en collaboration. Cet article intéressera les instructeurs qui désirent créer des devoirs en collaboration pour améliorer l’expertise disciplinaire des étudiants, leur intérêt dans la matière enseignée et les activités de rayonnement pour des auditoires au-delà de l’université.

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Section: Conclusion: Limitations and Questionsmentioning

confidence: 99%

“…Fitzpatrick (2011) has called for "a shift in our focus from the individualistic parts of our [humanists'] work to those that are more collective, more socially situated" (p. 74) Those parts include all networked facets of the writing process, from research to peer review to publication.…”

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confidence: 99%

Collaborative Work and the Future of Humanities Teaching

Ullyot

O'Neill

2016

cjsotl-rcacea

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“…While 18-month cycles of planned obsolescence (Fitzpatrick, 2011;McDonough and Braungart, 2002) shape the revolutionary discourses around which corporate technologies are developed, marketed and sold, the temporalities and futures as experienced by labour advocates are quite different. Rather than taking the lead to frame issues and discourses about the future of work, labour advocates are often responding to the actions of business and government.…”

Section: Frictions and Entanglements Between Technologies And Labour mentioning

confidence: 99%

FCJ-189 Reimagining Work: Entanglements and Frictions around Future of Work Narratives

Forlano¹,

Halpern²

2015

fcj

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Abstract:This article explores entanglements and frictions between labour advocates and their relationship to technologies in future of work narratives in the United States. Drawing on literature from science and technology studies and media studies, we argue that there is an opportunity to move beyond discussions of technology as a 'black box' in order to deepen these entanglements and expose the frictions within these discourses. As a means of engaging with the ways in which the future of work is being imagined and opening up discussions around technology, we conducted a one-day participatory design workshop that uses a game in order to reveal the philosophies embedded in labour activism and technology.

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“…CommentPress has emerged as a standard plug-in to facilitate commenting, and has been used for peer review and commentary by the authors and teams behind publications as diverse as the Shakespeare Quarterly, Planned Obsolescence, and Off the Tracks (see Clement & Reside, 2011;Fitzpatrick, 2011;Rowe, 2010). Its technical specifications aside, broad uptake of CommentPress has helped the DMSEG address one of the concerns raised by the advisory group: since scholars are likely to have come across CommentPress-enabled sites before, they will also likely know that comments are welcome.…”

Section: Community-informed Platforms For Collaborationmentioning

confidence: 99%

Playing Well With Others: The Social Edition and Computational Collaboration

Crompton

Mash

Siemens

2015

SRC

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This article draws on the Social Edition of the Devonshire Manuscript’s RDFa encoding practice as a case study of how to formalize statements about entities on the Web in a way that is machine-parsable. RDFa encoding allows machines to become collaborators with human readers in the discovery of new connections between entities (people, places, and events) even between websites. The edition’s encoding is motivated by the INKE Modelling and Prototyping team’s guiding research question about the implications and impact of real-time applications in relation to traditionally static knowledge objects. The authors argue for the value of bringing texts into communication with other texts, through RDFa, allowing virtual collaboration even when the scholars behind the projects do not know one another.

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Planned Obsolescence: Publishing, Technology, and the Future of the Academy

Abstract: ADE and the Association of Departments of En glish are trademarks owned by the Modern Language Association.

Cited by 109 publications

References 0 publications

Collaborative Work and the Future of Humanities Teaching

Collaborative Work and the Future of Humanities Teaching

FCJ-189 Reimagining Work: Entanglements and Frictions around Future of Work Narratives

Playing Well With Others: The Social Edition and Computational Collaboration

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