Digital Literacy as a Theory of Power:Critical Pedagogy in a Library Digital Scholarship Centre
Notice bibliographique
Résumé
What is the role of informal learning organizations in fostering digital literacy in Canadian universities?By informal learning environments, we mean spaces like libraries, centres for teaching and learning, academic success centres, makerspaces, and other facilities that make up the function of a contemporary university and which contrast with formal classrooms which have the authority and responsibility to conform to a particular curriculum, assign grades, and confer degrees.In this paper, the authors reflect on several years of operating a non-departmental research and teaching facility by connecting the pedagogical activities undertaken by its academic staff to educational and political theories with a specific focus on technology.The Digital Scholarship Centre (DSC) is an academic center operating out of the University of Alberta Library, which opened its doors in August 2019.This facility joins the Statistics Canada Research Data Centre as a new academic centre of the University of Alberta Library (CRDCN; Ahmed 2019).However, its mission differs from other academic centres in that it seeks to develop research through non-curricular initiatives.Consequently, the people working in the Centre host scholarly events, deliver non-credit workshops, and consult with researchers at any level-such as graduate students, post-doctoral students, faculty, and visiting scholars-on how to integrate computational methods into their study.The center is composed of an Academic Director, Head of Services, Digital Scholarship Librarian, and three Public Services Assistants, with casual staff like graduate students joining the facility as budgets permit.The use of the term "digital scholarship" is gaining ground across North American post secondary institutions, but in our first year of operations, it became evident that it was not easily understood within the University of Alberta community.In addition to practices like textual and spatial analysis, digital storytelling, data visualization and simulation, and extended reality, our definition of digital scholarship also includes makerspace practices (Ratto; Willett; Resch et al.), such as media production, 3D printing, 3D scanning and modelling, and laser cutting.Because the DSC was established within an academic library, our definition and approach to digital literacy pedagogy work is informed by the work of the American Library Association (ALA).This definition sees digital literacy as an extension of the information literacy, in that they both require "skills in locating and using information and in critical thinking" (ALA).Further, the ALA states: Digital literacy involves knowing digital tools and using them in communicative, collaborative ways through social engagement.ALA's Digital Literacy Task Force defines digital literacy as "the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills."However, due to our digital humanities training and foundations in constructionist philosophy of education (Papert; Papert and Harel), our understanding of digital literacy as a concept departs from the ALA's focus on requiring both cognitive and technical skills toward an umbrella concept of digital literacy developed by Aviram and Eshet-Alkalai (2006).Their conceptualization incorporates socio-emotional facets and non-linear organization of digital information for use and creation in the 21st century.Thus, by combining the facets of IDEAH • Vol. 3, Iss.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,007 | 0,010 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,003 | 0,002 |
| Études des sciences et des technologies | 0,019 | 0,093 |
| Communication savante | 0,019 | 0,011 |
| Science ouverte | 0,002 | 0,007 |
| Intégrité de la recherche | 0,003 | 0,005 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 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 source (Gemma direct ou Codex distillé), 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 ».