KULA: Knowledge Creation, Dissemination, and Preservation Studies最新文献_第3页

Reclaiming the Classics for a Diverse and Global World Through OER 通过OER为多样化和全球化的世界重拾经典

KULA: Knowledge Creation, Dissemination, and Preservation Studies Pub Date : 2022-01-12 DOI: 10.18357/kula.219

J. Bird, Marirose Osborne, Brittany Blagburn

{"title":"Reclaiming the Classics for a Diverse and Global World Through OER","authors":"J. Bird, Marirose Osborne, Brittany Blagburn","doi":"10.18357/kula.219","DOIUrl":"https://doi.org/10.18357/kula.219","url":null,"abstract":"In the 2019–20 academic year, I redesigned a course on the classics to make both the texts and the context in which they were taught more accessible for and relevant to the predominantly female students of Saint Mary’s College, Notre Dame. The course was re-centered on the dialogue between the ever-evolving and diverse cultures within Greece and the Roman empire and surrounding regions such as Egypt, Ethiopia, and Persia; issues caused by slavery and economic inequality; conceptions of gender roles and sexuality, race and ethnicity, and migration and citizenship; the troubling appropriation of classical motifs and texts by fascist groups in the twentieth century and some alt-right groups and sexual predators in the twenty-first century; and on recent initiatives meant to demonstrate the diversity of both Greek and Roman cultures through documentary, artistic, and archaeological evidence (particularly in the digital humanities and in museums and libraries). I also wanted to make the course close to zero cost for students and to shift to digital texts which lent themselves to interactivity and social scholarship. Our librarian, Catherine Pellegrino, obtained multi-user e-books for modern reinterpretations of classical works still in copyright. A LibreTexts grant enabled the co-authors of this article—the course instructor (and lead author) and two paid student researchers—and a team of summer-employed student collaborators to edit, footnote, and create critical introductions and student activities for various key texts for the course. Many of these texts are now hosted on the LibreTexts OER platform. Beta versions of enriched OER texts and activities were user tested in a synchronous hybrid virtual/physical classroom of twenty-five students, who were taking the course (HUST 292) in the fall semester of 2020.","PeriodicalId":425221,"journal":{"name":"KULA: Knowledge Creation, Dissemination, and Preservation Studies","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126398044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching Indigenous Language Revitalization over Zoom 通过Zoom教授土著语言振兴

KULA: Knowledge Creation, Dissemination, and Preservation Studies Pub Date : 2022-01-01 DOI: 10.18357/kula.214

Maya Daurio, Mark Turin

{"title":"Teaching Indigenous Language Revitalization over Zoom","authors":"Maya Daurio, Mark Turin","doi":"10.18357/kula.214","DOIUrl":"https://doi.org/10.18357/kula.214","url":null,"abstract":"In this teaching reflection, co-authored by an instructor and a teaching assistant, we consider some of the unanticipated openings for deeper engagement that the “pivot” to online teaching provided as we planned and then delivered an introductory course on Indigenous language documentation, conservation, and revitalization from September to December 2020. We engage with the fast-growing literature on the shift to online teaching and contribute to an emerging scholarship on language revitalization mediated by digital technologies that predates the global pandemic and will endure beyond it. Our commentary covers our preparation over the summer months of 2020 and our adaptation to an entirely online learning management system, including integrating what we had learned from educational resources, academic research, and colleagues. We highlight how we cultivated a learning environment centered around flexibility, compassion, and responsiveness, while acknowledging the challenges of this new arrangement for instructors and students alike. Finally, as we reflect on some of the productive aspects of the online teaching environment—including adaptable technologies, flipped classrooms, and the balance between synchronous and asynchronous class meetings—we ask which of these may be constructively incorporated into face-to-face classrooms when in-person teaching resumes once more.","PeriodicalId":425221,"journal":{"name":"KULA: Knowledge Creation, Dissemination, and Preservation Studies","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115375730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Is Digital Scholarship Meaningful?: A Campus Study Tracking Multidisciplinary Perceptions 数字奖学金有意义吗?一项跟踪多学科认知的校园研究

KULA: Knowledge Creation, Dissemination, and Preservation Studies Pub Date : 2021-12-31 DOI: 10.18357/kula.130

Nickoal Eichmann-Kalwara, Frederick C Carey, Melissa Hart Cantrell, S. Gilbert, Philip White, K. Mika

{"title":"Is Digital Scholarship Meaningful?: A Campus Study Tracking Multidisciplinary Perceptions","authors":"Nickoal Eichmann-Kalwara, Frederick C Carey, Melissa Hart Cantrell, S. Gilbert, Philip White, K. Mika","doi":"10.18357/kula.130","DOIUrl":"https://doi.org/10.18357/kula.130","url":null,"abstract":"Increased computational and multimodal approaches to research over the past decades have enabled scholars and learners to forge creative avenues of inquiry, adopt new methodological approaches, and interrogate information in innovative ways. As such, academic libraries have begun to offer a suite of services to support these digitally inflected and data-intense research strategies. These supports, dubbed digital scholarship services in the library profession, break traditional disciplinary boundaries and highlight the methodological significance of research inquiry. Externally, however, these practices appear as domain-specific niches, e.g., digital history or digital humanities in humanities disciplines, e-science and e-research in STEM, and e-social science or computational social science in social science disciplines. The authors conducted a study examining the meaningfulness of the term digital scholarship within the local context at University of Colorado Boulder by investigating how the interpretation of digital scholarship varies according to graduate students, faculty, and other researchers. Nearly half of the definitions (46 percent) mentioned research process or methods as part of digital scholarship. Faculty and staff declined or were unable to define digital scholarship more often than graduate students or post-doctoral researchers. Therefore, digital scholarship as a term is not meaningful to all researchers. We recommend that librarians inflect their practices with the understanding that researchers and library users’ perceptions of digital scholarship vary greatly across contexts.","PeriodicalId":425221,"journal":{"name":"KULA: Knowledge Creation, Dissemination, and Preservation Studies","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122212026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

More Than Personal Communication 超越个人沟通

KULA: Knowledge Creation, Dissemination, and Preservation Studies Pub Date : 2021-06-23 DOI: 10.18357/kula.135

Lorisia MacLeod

{"title":"More Than Personal Communication","authors":"Lorisia MacLeod","doi":"10.18357/kula.135","DOIUrl":"https://doi.org/10.18357/kula.135","url":null,"abstract":"In this project report, I introduce the citation templates for Indigenous Elders and Knowledge Keepers that I created in partnership with the staff of the NorQuest Indigenous Student Centre. These citation templates have been adopted/linked to by twenty-five institutions across Canada and the United States. They represent an attempt to formalize something that Indigenous scholars have been doing for decades: fighting to find a better way to acknowledge our voices and knowledges within academia. I outline how the project was developed, highlighting the importance of stable, respectful relationships, before delving into some of the literature and personal experiences that provided the reasoning for why more culturally responsive citation is needed. Part of the background is acknowledging my own experiences as an Indigenous scholar, but I also draw on literature from both Indigenous and non-Indigenous scholars to illustrate the interdisciplinary need for these templates. I provide in-depth explanations of each element in the new citation templates to explain the reasoning behind and/or importance of each element. For example, I outline why including the individual’s nation/community is important for breaking down the pan-Indigenous stereotype and helping scholars to recognize the variation of knowledge across the hundreds of unique Indigenous communities. While the main focus of this paper will be these specific citation templates, I hope that it will also empower, inspire, and provide a case study of how academia can make small changes to improve the respectful recognition of Indigenous knowledges and voices. Given the recent focus in educational institutions on being more inclusive of Indigenous ways of knowing, I think it is only right that we also look at reconsidering how we treat things like Indigenous oral knowledge in academia and whether there are systems in place that implicitly prioritize written knowledge over oral knowledge in a form of ongoing colonialism.","PeriodicalId":425221,"journal":{"name":"KULA: Knowledge Creation, Dissemination, and Preservation Studies","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125907141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 16

Evolving Knowledge 不断发展的知识

KULA: Knowledge Creation, Dissemination, and Preservation Studies Pub Date : 2021-06-23 DOI: 10.18357/kula.139

B. Pottle, A. Walsh

引用次数: 18

Talking with My Daughter About Archives 与女儿谈论档案

KULA: Knowledge Creation, Dissemination, and Preservation Studies Pub Date : 2021-06-23 DOI: 10.18357/kula.140

J. Loyer, Darrell Loyer

引用次数: 1

Cedar Project: Conducting Health Research with Indigenous Peoples in a Good Way 雪松项目:以良好的方式与土著人民开展健康研究

KULA: Knowledge Creation, Dissemination, and Preservation Studies Pub Date : 2021-06-23 DOI: 10.18357/kula.144

Richa Sharma, Violet Bozoki, E. Henderson, L. Demerais, Christian, Sherri Christian, Vicky Thomas, M. Pearce, K. Jongbloed, A. Mazzuca, P. Spittal

{"title":"Cedar Project: Conducting Health Research with Indigenous Peoples in a Good Way","authors":"Richa Sharma, Violet Bozoki, E. Henderson, L. Demerais, Christian, Sherri Christian, Vicky Thomas, M. Pearce, K. Jongbloed, A. Mazzuca, P. Spittal","doi":"10.18357/kula.144","DOIUrl":"https://doi.org/10.18357/kula.144","url":null,"abstract":"The Cedar Project is an interdisciplinary, community-driven research project responding to the crises of HIV and Hepatitis C infection and contributing to the healing of young Indigenous people who use or have used drugs. We are a collective membership of Indigenous Elders, health/social service experts, researchers, and non-Indigenous allies. We situate our work in the context of strength, resilience, and rights to self-determination for Indigenous peoples while also acknowledging the ongoing impacts of historical, intergenerational, and current trauma, specifically those related to the child welfare systems. We provide epidemiological and qualitative evidence that reflects Indigenous perspectives of health and wellness. In this paper, we highlight over seventeen years of shared learnings on conducting research with Indigenous communities in a good way. Specifically, we elaborate on four key components of our unique project. First, our paradigm is to build on young Indigenous people's strengths while acknowledging grief and historical trauma. We recognize that Cedar participants are not statistics—they are relatives of Indigenous partners governing this study. Second, our processes are determined by Indigenous governance, led by Elders and rooted in cultural safety. Third, our research ethics are determined by terms of reference created by the Cedar Project Partnership and by embracing guidelines of TCPS and community-based research. Fourth, we are informed by multiple perspectives and research relationships between Elders, partners, students, academics, and research staff. Sharing our learnings with the larger research community can contribute to decolonizing research spaces by centering Indigenous knowledges and privileging Indigenous voice.","PeriodicalId":425221,"journal":{"name":"KULA: Knowledge Creation, Dissemination, and Preservation Studies","volume":"2009 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120970578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Mobilizing and Activating Haíɫzaqvḷa (Heiltsuk Language) and Culture Through a Community-University Partnership 通过社区-大学伙伴关系动员和激活Haí l zaqvḷa (Heiltsuk语)和文化

KULA: Knowledge Creation, Dissemination, and Preservation Studies Pub Date : 2021-06-23 DOI: 10.18357/kula.127

Jennifer Carpenter, B. Chase, Benjamin Chung, Robyn Humchitt, Mark Turin

{"title":"Mobilizing and Activating Haíɫzaqvḷa (Heiltsuk Language) and Culture Through a Community-University Partnership","authors":"Jennifer Carpenter, B. Chase, Benjamin Chung, Robyn Humchitt, Mark Turin","doi":"10.18357/kula.127","DOIUrl":"https://doi.org/10.18357/kula.127","url":null,"abstract":"The sharing of existing linguistic resources through online platforms has become an increasingly important aspect in revitalization projects for Indigenous languages. This contribution addresses the urgency of such work through the lens of a partnership in support of one language, Haíɫzaqvḷa (Heiltsuk), a critically endangered Wakashan language spoken in and around the traditional Heiltsuk territory of Bella Bella, British Columbia. Alongside immediate community needs for language preservation and reclamation—informed and guided by Heiltsuk values and goals—lie important ethical and practical questions about how best to activate historic recordings of Elders and knowledge holders who have now passed. Our partnership was explicitly structured around the objective of helping to mobilize the large body of existing languagedocumentation and revitalization materials created in and by the community to support broader community access through digital technologies. Working within the fast-changing digital environment requires agility in order to respond to time-sensitive goals and the strategic needs of the community. Ensuring that such work is grounded in respectful collaboration requires ongoing care, consultation and consideration. The digital landscape is still a new and exciting space, and the opportunities to use online tools and technologies in service of language revitalization are ever increasing. We believe that the strategies, approaches and modest successes of the Heiltsuk Language and Culture Mobilization Partnership may be informative for other community-based language reclamation projects. We hope that outlining ourexperiences and being transparent about the challenges such partnerships face may help others engaged in this urgent and timely work.","PeriodicalId":425221,"journal":{"name":"KULA: Knowledge Creation, Dissemination, and Preservation Studies","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132775035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Grease Trail Storytelling Project 油脂小径讲故事项目

KULA: Knowledge Creation, Dissemination, and Preservation Studies Pub Date : 2021-06-23 DOI: 10.18357/kula.149

Johanna Sam, Corly Schmeisser, J. Hare

{"title":"Grease Trail Storytelling Project","authors":"Johanna Sam, Corly Schmeisser, J. Hare","doi":"10.18357/kula.149","DOIUrl":"https://doi.org/10.18357/kula.149","url":null,"abstract":"Background: Indigenous learners and community members are often excluded from online learning environments, as both consumers and producers of knowledge, resulting in an educational digital divide. Further, Indigenous knowledges represented through digital practices and online spaces risk misrepresentation and appropriation, which leads to stereotypes and deficit thinking about Indigenous people, their histories, and their current realities. There is a need for educational approaches that give space, voice, and agency to Indigenous people. Aim: This article is a reflection on a teaching enhancement project that weaved together local land-based learning, Indigenous storytelling, and digital media. Project Overview: Indigenous pre-service teachers created an open educational resource, the Grease Trail Digital Storytelling Project, to enhance the preservation and accessibility of Indigenous histories, stories, and memories embedded in local landscapes. Their approach to Indigenous digital storytelling uses the principles of respect, relevance, responsibility, and reciprocity to document and curate their digital storytelling practices and Indigenous knowledgetraditions. Discussion: The Grease Trail Digital Storytelling Project may serve as a helpful resource for those interested in learning how Indigenous digital storytelling could be approached for the preservation of Indigenous intellectual traditions that bring together land, story, and memory in online spaces and integrated as a tool for teaching and learning in school and community settings.","PeriodicalId":425221,"journal":{"name":"KULA: Knowledge Creation, Dissemination, and Preservation Studies","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128271258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Gramophone, Masinatahikan – Typewriter, Press, Our Mother(s) Tongue 留声机，打字机，印刷机，母语

KULA: Knowledge Creation, Dissemination, and Preservation Studies Pub Date : 2021-06-23 DOI: 10.18357/kula.142

G. Bell

{"title":"Gramophone, Masinatahikan – Typewriter, Press, Our Mother(s) Tongue","authors":"G. Bell","doi":"10.18357/kula.142","DOIUrl":"https://doi.org/10.18357/kula.142","url":null,"abstract":"This essay discusses a wide range of media—including an 1853 Albion Cree Press, a Cree typewriter, and contemporary Indigenous artworks—to create a sense of the multiplicity of Indigenous technologies available for study today and the vastness of the visual record. While older art historical studies would be limited to so-called high art, namely paintings and sculpture, this essay takes an expansive approach to consider multiple examples of visual culture in the formation of Indigenous literacy traditions. The work considers the importance of birchbark biting and moss in the pictorial record, for example, as a form of Indigenous technology. This essay has also been inspired by recent conversations with my mom and colleagues in the discipline of contemporary art and for that I am thankful and try to reflect a more conversational approach to the media discussed herein as a methodology of upending binaries and tensions of spoken and unspoken and not-as-yet written stories. The research engages in visual analysis of Indigenous literary artifacts and images. By Indigenous literacies I mean the way Indigenous people have engaged and engage technologies and media to move ideas forward, to create art and culture. The essay takes a speculative approach, using some stories about artworks and narrative approaches to honor a history of Métis and Cree paths to knowledge that are based on storytelling rather than definitive histories. As a person of Métis ancestry on my maternal side, I write this essay not as a fluent Cree or Michif speaker, but as one who is in a life-long process of language learning. Analysis of visual imagery expands staid notions and simplistic understandings of Indigenous literacies as solely based on writing.","PeriodicalId":425221,"journal":{"name":"KULA: Knowledge Creation, Dissemination, and Preservation Studies","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126332202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1