From Archives to Augmented Realities: Feeling, Seeing, and Hearing the Language on Screen
Notice bibliographique
Résumé
In this paper, we will describe how community members of the Splatsin First Nation near Enderby, British Columbia, Canada are embracing emerging digital forms of documentation, conservation, and dissemination of their Eastern dialect of the Secwepemctsín language. Many Indigenous groups are challenging overarching globalization theories and are calling for the importance of context in describing processes of globalization (Hall & Fenelon 2009). Despite the negative effects of globalization on language stability and endangerment, the Splatsin First Nation’s language revitalization practices are thriving. This is contributing to an overall sense of wellbeing due to, in part, the use of digital media. The Splatsin Tsm7aksaltn (Splatsin Teaching Centre) Society is building a digital archive of their Secwepemctsín dialect. Working with the Kikia7a (grandmothers) of Splatsin, members of the Tsm7aksaltn are contributing to, and learning, the language using digital tools for documentation and conservation. The archive serves as a resource for constructing corpus for language revitalization. In building the archive, the Kikia7a correct and revise previous documentation, such as a word list collected by Kuipers (1975). Entries to the archive also involve recorded performances of daily activities including play, cooking, and exploring the Splatsin territory. The videos, once edited, are uploaded online on the Tsm7aksaltn Society’s website and on YouTube. Such videos in other communities are known to contribute to the wellbeing of community members, and of language revitalization practices (Bagelman et al. 2016; Corntassel & Bryce, 2012). While the Kikia7a contribute their invaluable time, voices, and knowledge to the digitization projects, other community members are contributing their time and resources by editing and publishing the digital media. In this sense, new forms of sociality are emerging within the community due to the production, circulation, and consumption of digital language media (Eisenlohr 2004; Pink et al. 2016). Drawing on Tsm7aksaltn’s digitization of Secwepemctsín, members are turning to creative ways of disseminating the language. One such project involves the development of a video game for learning Secwepemctsín. Another project involves the installation of QR codes around the territory so that language learners can use mobile phones for learning Secwepemctsín. In a community that has joyfully embraced the digitization of cultural and linguistic resources, digital production and dissemination of the language demonstrates the community’s lack of apprehension towards digitization and highlights the importance of context in discussing media and globalization in Indigenous communities. References Bagelman, Jen, Fiona Deveraux, and Raven Hartley. 2016. “Feasting for Change: Reconnecting with Food, Place & Culture.” International Journal of Indigenous Health 11 (1): 6. doi:10.18357/ijih111201616016. Corntassel, Jeff, and Cheryl Bryce. 2012. “Practicing Sustainable Self-Determination: Indigenous Approaches to Cultural Restoration and Revitalization.” The Brown Journal of World Affairs 18 (2): 151. Eisenlohr, Patrick. 2004. “Language Revitalization and New Technologies: Cultures of Electronic Mediation and the Refiguring of Communities.” Annual Review of Anthropology 33 (Journal Article): 21–45. doi:10.1146/annurev.anthro.33.070203.143900. Hall, Thomas D., and James V. Fenelon. 2009. Indigenous Peoples and Globalization: Resistance and Revitalization. Book, Whole. Boulder, CO: Paradigm Publishers. Kuipers, Aert H. 1974. The Shuswap Language. Vol. 1. Book, Whole. Hague: Mouton. Pink, Sarah, Heather A. Horst, John Postill, Larissa Hjorth, Tania Lewis, and Jo Tacchi. 2016. Digital Ethnography: Principles and Practice. Book, Whole. Los Angles: Sage.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,002 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».