Revision [608]

This is an old revision of MorgansNotesOnDH2012Week1 made by MorganAdmin on 2012-08-27 17:02:04.


Imagining the New Media Encounter
Alan Liu
"Let me tell an open-ended story. Once upon a time, "literature" in the general sense of "letters" was the darling of the great new medium of its time, writing, which — like any medium — organized and served as the interface between new technological, communicational, and computational protocols. Technologically, the protocol was the print codex and related forms (previously, the manuscript). Communicationally, it was rhetoric adapted to new graphic layouts. And computationally, it consisted of new logical processing apparatuses such as tables of contents, chapter or section titles, indexes, and so on that ramified classically mnemonic, analytical, and rhetorical routines (e.g., "my first point is … my second point is") into unsuspected new processing methods (including search, rapid random access, comparative reading of the Gospels, etc.). By the time "literature" was honed into its narrower, modern sense of aesthetic discourse, it was the operator of an advanced technological, communicational, and computational medium that was rapidly being extended via lithography, photography, and other means into a fully modern media mix."

"What makes an “expert”? What makes for “expert knowledge” in the digital age? In today's culture of digital media, new forms of expertise and knowledge seem to be increasingly available, with the result that young people are now being encouraged into new knowledge practices and incited to learn from and identify with new models of expertise. As educators, what kinds of expertise are we trying to develop in our students?
It is fairly safe to say, in general terms, that, historically, education has tended to emphasize a “great minds” model of knowledge and expertise. What gets taught at school is frequently based on the discoveries of great scientists, the cultural works of great artists, the accomplishments of great politicians, the authoritative histories recounted by great historians and so on. Although clearly simplified, why should school knowledge so commonly be perceived in such terms? The reason is that school knowledge is primarily based on a highly traditional view of the social organization of knowledge and expertise; a view that is now increasingly being questioned. Two emergent models of expertise are those of “mediators” and of “experiential experts.”"

"Recently, in the years that we now term the digital age, more and more researchers and critics have argued that the production of knowledge is  shifting away from traditional linear knowledge to more nonlinear modes of knowledge production. Whereas the old form of powerful knowledge was largely academic, specialized, and compartmentalized within distinctively insulated disciplines, the new model of knowledge is interdisciplinary, cross-institutional, transnational, collaborative, and temporary. Linear knowledge was put together in a step-by-step, methodical and procedural fashion largely modelled on scientific models of empirical process and intellectual progress; nonlinear knowledge, by contrast, is allegedly more web-like, fractal, and socially distributed, brought together as a network of interconnected bits and pieces by teams and collaborators often working at spatial, professional and disciplinary distance from one another.

Within this, the role of the expert has been reconfigured. The traditional expert was seen primarily in academic terms, as a specialist within a disciplinary domain with its own distinctive methods and styles of thought. The expert in this mode is understood as an author and inventor, or the creator of knowledge, whose name gets attached to ideas, models and paradigms and transported around in others' work."
There are no comments on this page.
Valid XHTML :: Valid CSS: :: Powered by WikkaWiki