“Scalar in the Classroom” http://scalar.usc.edu/
Scalar in the Classroom
September 15, 2014
Blackboard, Moodle, Prezi … Scalar? More and more, scholars and teachers are turning not just to online tools built specifically for pedagogical purposes, but to wide-ranging digital platforms whose affordances can be leveraged to advance certain skills and competencies in the classroom. Scalar, so says Anita Say Chan and Harriett Green of the University of Illinois, Urbana-Champaign, is just such a platform. In spring 2014, Anita Say Chan, Assistant Research Professor of Communications and Assistant Professor of Media Studies in the Department of Media and Cinema Studies in collaboration with Harriett Green, English and Digital Humanities Librarian and assistant professor of library administration, began integrating Scalar into Anita’s undergraduate media courses. In Anita’s Media and Information Ethics course students were asked to build an archive of their own documentary materials and write their final research papers on Youth Interventions with Media using Scalar. In her course on Food Networks: Media, Technology, Sustainability students were required to construct two Scalar presentations: the first on the sustainability practices and messaging of a major U.S. food brand and the second on those of a major Swedish food brand.
The ANVC team recently got a hold of Anita and Harriett and asked them about their experience working with Scalar in the classroom.
Bios for Anita and Harriett are included just below the interview.
ANVC: In which courses have you used Scalar? And for which types of courses have you found it best suited?
Anita Chan: We’ve used Scalar now in two different undergraduate classes taught in the Media and Cinema Studies Department with the College of Media during the AY 2013-14: the MACS410: Information Ethics class, which looks at contemporary debates in information politics, and the MACS364: Food Networks class, that enables students to explore food production history and politics through the use of online digital and data visualization research tools, including Scalar. For both of these classes, the class site and all resources were hosted on Scalar. And students’ term projects required that they individually build their own Scalar sites that represented their research projects
Harriett Green: Scalar has been best suited for courses that engage with and create notable amounts of multi-media content: The Media Studies courses that we taught had students gather images and YouTube videos, and create audio content of their own via interviews. I can also envision Scalar being used in English and History courses that use video/film clips and multi-media.
Anita Chan: I agree. We were surprised by how quickly the undergraduate students took to the platform. Even when some students missed the class-length Scalar Introduction workshop session that oriented them to site features we hadn’t yet had to use in class together, like building paths and video annotation features – students managed to figure these steps out on their own without having to consult us. It definitely mattered that we built in-class group exercises during the term, so that we could be sure more basic functions (like publishing a page or using media from associated archives) were mastered. But the stats speak for themselves. In the MACS410 class, 24 of the 25 undergrad students in the class completed their own Scalar sites; and in the MACS364 class, all 8 of the undergrads completed 2 Scalar sites each during the course of the semester. And these were classes where, when we polled students at the beginning of the class, NONE reported having published their own blog before.
Landing page for Food Networks: Media, Technology, Sustainability.
ANVC: What do your students get out of composing their term papers in Scalar? What skills or literacies does it develop in your students that writing traditional research papers will not?
AC: The students really seemed to appreciate the multi-media modality of the platform, and that it allowed them to present their analyses in multi-media formats. For instance, in exercises that asked students to analyze the youth-targeted ad campaigns of mega-brands, they were able to post videos, print ads and website content directly within their responses to illustrate their analyses. We were also impressed by the number of students who exceeded the requirements for assignments on Scalar, and on their own, voluntarily engaged more with media production. In both classes, students were asked to include either 1 interview OR vlog post to their Scalar site – and we had many students go over the requirement: 6 interviews in 1 case, 5 in another, an edited comedy video of Man-on-the-Street style interviews with other undergrads on what the internet means to them. It was impressive. That said: students’ proclivity for multi-media production does NOT mean they are well-versed in how to use digital tools for research. And based on past class experiences, it was clear that students needed much more support and guidance in how to use even basic search tools – like Library search tools, EBSCO and JSTOR – and in seeing why getting a Google search result isn’t sufficient for a research project.
HG: Yes, I think that Scalar made the process of searching, finding, and gathering research content a much more visceral experience: The students connected their developing skills in searching research databases like Lexis Nexis and EBSCO Academic Search Premier to the searches they were doing in multi-media archives such as Critical Commons and Internet Archives. Furthermore, the students had to synthesize the multi-media objects with the news articles and scholarly writing they gathered, and this made them critically think about what they were finding and how they could use it on their Scalar sites.
ANVC: New pedagogical tools and/or practices can often reveal students’ latent interests or needs. What have you learned about your students getting them to work with Scalar?
AC: I’ve personally been inspired by the degree of self- and even co-teaching and media production undergrad students in the humanities and social sciences appear prepared for. We had students even running their own workshops for other students in other classes on some of the visualization tools they were introduced to during the course. But much more support for students’ ACADEMIC uses of media and digital platforms needs to be cultivated. Students’ day to day literacies with commercial platforms doesn’t and shouldn’t suffice for academic and scholarly applications. And even students themselves don’t seem to want this to be the case. We’re also glad to see that there are nascent efforts to support more cross-disciplinary and faculty collaborations to support the design of these kinds of course applications. And Harriett has more to say on this.
HG: Scalar has revealed the broad and powerful possibilities of using digital platforms for students’ scholarly work, and how we can incorporate multiple learning goals for information literacy, course-specific learning outcomes, and disciplinary outcomes into the students’ exercises and project work. And as Anita notes, I think Scalar also provides a strong basis for promoting collaborations in the classroom between different campus units, especially between faculty and the library, which is rapidly expanding its services to support digital scholarship by faculty and students. It’s been an extremely educational experience to work with Anita on this initiative, and I do hope that our departments and institution provide increased support in the future for these types of innovative teaching practices that we and many other of our colleagues are trying to implement.
Anita Say Chan
Anita Say Chan is an Assistant Research Professor of Communications and an Assistant Professor of Media Studies in the Department of Media and Cinema Studies at the University of Illinois, Urbana-Champaign, where she co-designed and taught the Food Networks and Information Ethics undergraduate classes in the Spring 2014 using Scalar. Her research and teaching interests include hybrid and interdisciplinary pedagogies, globalization and digital cultures, innovation networks and the “periphery”, and science and technology studies in Latin America. Her book on the competing imaginaries of global connection and information technologies in network-age Peru, Networking Peripheries: Technological Futures and the Myth of Digital Universalism, was published with MIT Press earlier this year. Her work has been awarded support from the Center for the Study of Law & Culture at Columbia University’s School of Law and the National Science Foundation, and she has held postdoctoral fellowships at The CUNY Graduate Center’s Committee on Globalization & Social Change, and at Stanford University’s Introduction to Humanities Program.
Harriett Green is the English and Digital Humanities Librarian and assistant professor of library administration at the University of Illinois at Urbana-Champaign. Her research interests include the usability of digital humanities tools and digital collections, research methods of humanities scholars, and humanities data curation.
Her publications include published and forthcoming articles in College & Research Libraries, Literary and Linguistic Computing, Library Quarterly, and portal: Libraries and the Academy. Her research has been supported by grants awarded from the Institute for Museum and Library Services and National Endownment for the Humanities. Her current research projects include working on the research teams for the HathiTrust Research Center and the Emblematica Online.
She has presented on her work nationally and internationally, including at the conferences of the American Library Association (ALA), Association for College & Research Libraries (ACRL), International Federation of Library Associations and Institutions, Alliance of Digital Humanities Organizations, and Modern Language Association Annual Convention. She is professionally active in the Association for College and Research Libraries, the Association for Computing in the Humanities (ACH), Association for Literary and Linguistic Computing (ALLC), and the Modern Language Association (MLA). She earned her MSLIS from the University of Illinois, and also holds a MA in Humanities/Creative Writing from the University of Chicago and a BA in History and Literature from Harvard University.
Duke’s Network Ecologies Project Takes on Scalar
Duke’s Network Ecologies Project Takes on Scalar
September 6, 2014
Armed with a Graduate Digital Scholarship Initiative grant from Duke’s Franklin Humanities Institute, Amanda Starling Gould, a Ph.D. candidate in literature at Duke, has embarked on a project to map the ecology of networks.
The project, as she describes it, has two components. The larger component consists of an interdisciplinary exchange between scholars, artists and professionals who take networks as their object of study or interest. That exchange takes place by way of online conferences and face-to-face colloquia and is attentively documented by Amanda herself at the Networked Ecologies website. That lively exchange led to the planned publication of a multimodal, digital work – Network[ed] Ecologies – A Living Publication– the second component of the overall project. Designed in Scalar and published by Duke’s Franklin Humanities Center, the publication will consist of original essays on the topic of networks as well as document the ‘network’ of activities and conversations which constituted the first part of the project. Mapping ideas and data about a set of keywords, the publication will itself be, of necessity, a network. “A publication about networks,” writes Amanda and Florian Wiencek, Networked Ecologies Digital Project Designer “which is bound to live in a networked environment, can only be a network in itself, creating a meta-publication if you will.”
Scalar seemed well suited for this vision. “We chose Scalar,” Amanda and Florian write, “because it enables a variety of simultaneous interfaces and encourages a variety of digital ‘reading’ paths. It allows a reader to navigate variously, to choose between content displays, to dynamically interact with media elements, and to intentionally or unintentionally slip into another content path.” That slippage is important. Amanda and Florian hope that, with Scalar, they can create a structure which allows readers to experience the material as a network of data-nodes—a structure which encourages multiple, reader-directed, rhizome-like pathways through the publication’s content. “Our challenge” they write “[is] to create an open publication that is still professionally composed, editorially rigorous, thoughtfully – and provocatively – authored and dynamically maintained.”
The publication will be marked by a Network Ecologies Scalar “book launch,” as well as, potentially, an allied art show in the Spring.
If you’d like to contribute, please see their Call for Papers at HASTAC.
Invitation to Contribute to the Network Ecologies Digital Scalar Publication:
Network Ecologies Symposium
Why Scalar for the Networked Ecologies Publication:
Why Scalar? Well, here’s why…
1. Because it gives the reader multiple reading interfaces: the reader is permitted to traverse the network of content as s/he chooses
2. Because of its vast annotation possibilities -, annotations can provide slipping points
- Our annotations will work both as traditional annotations – as footnotes, comments from fellow scholars, as captions, as subtitles – AND as networked and networking paths linking our pieces of content.
- Also allow commenting. Might we consider continuing our editorial grab by graduating some of the public comments into the document? Or do we want to publish the project as-is and give it to the public as a finished-beginning. The living-content.
- Idea: Present an incentive by saying that comments for the first year will be considered for in-text publication. After the first year, we end our editorial control and the piece lives on (hopefully) through the public commenting)
3. Because it is a network of data with architectures built atop and within that permit one to ‘read’ the piece as a network(ed) publication
4. Because we can author passages wherein a reader can intentionally slip between layers of content.
5. Because we can author passages wherein a reader can unintentionally slip between layers of content – this lends an element of emergent discovery. Through unintentional slips (that the reader can always escape if s/he chooses) the reader can fall into an unexpected path
6. Because we can do both 4 AND 5 AND at the same time also author a prescribed reading path that acts as do the more traditional publication navigation markers and systems
7. Because pages are paths and paths are pages. Pages can have specific roles – paths, comment, annotations, tag, etc
8. Because it permits public commenting
SOURCES ABOUT SCALAR:
https://prezi.com/9r7e85e_yo1_/scalar/ (Prezi summary)
https://anitaconchita.wordpress.com/whittierworkshop/ (Scalar in the classroom)
Scalar course image: