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09 JANUARY 2013

Big Data: Text Mining in the Digital Humanities

"Not surprisingly the focus on research methodology in the presentations was also explicitly articulated as an important aspect of drawing out a scholarly practice for the Digital Humanities. It was emphasized that the disclosure of the philosophical and technological rational behind a research methodology is important to develop a sort of academic accountability. These methodological choices are deliberate and meaningfully affect the results of a study.

The rigorous process of explaining and justifying the methodological process is in effect a safe guard against spurious use of computational and statistical tools. 'Big Data' will not allow for humanistic arguments to be proved statistically. Instead it is about producing a dialectic between analytic and anecdotal, such that the computational tools of computers can be assimilated into the process of humanistic scholarship. An important aspect of this is to develop meaningful visualizations to render data readable."

(Mark Turcato, 18 May 2012, Digital Humanities McGill)

TAGS

academic accountability • affect the results of a study • analytic • anecdotal • big data • computational tools • computational tools of computers • data analysis • deliberate and meaningfully • dialectic between analytic and anecdotal • digital humanitiesdisclosure • explaining and justifying • humanistic • humanistic arguments • humanistic scholarship • McGill University • meaningful visualisations • methodological choices • methodological process • philosophical rational • process of humanistic scholarship • proved statistically • render data readable • research methodology • rigorous process • rigourrobustness • safeguard • scholarly practice • spurious use • statistical analysis • statistical tools • technological rationa

CONTRIBUTOR

Simon Perkins
06 JANUARY 2013

Hermeneutic Phenomenology and Phenomenology: A Comparison of Historical and Methodological Considerations

"a variety of research methodologies have grown in popularity including phenomenology, ethnography, grounded theory, and hermeneutic phenomenology (Denzin & Lincoln, 2000). As this has occurred, concern has risen about the use of qualitative methodologies without sufficient understanding of the rigor necessary to ethically utilize them (Maggs–Rapport, 2001). More specifically, phenomenology and hermeneutic phenomenology are often referred to interchangeably, without questioning any distinction between them. The purpose of this article is to discuss the early philosophical development of selected key issues related to phenomenology and hermeneutic phenomenology and support the position that differences and similarities exist. This exploration will begin with the phenomenology of Husserl and then move to explore heremeneutic phenomenology through Heidegger and Gadamer. Exploration will be given to how these different philosophical perspectives have an impact on the practice of phenomenology and hermeneutic phenomenology as research methodologies."

(Susann M. Laverty, 2003)

Laverty, S. M. (2003). "Hermeneutic phenomenology and phenomenology: A comparison of historical and methodological considerations". International Journal of Qualitative Methods, 2(3). Article 3. Retrieved 06 January 2013 from http://www.ualberta.ca/~iiqm/backissues/2_3final/html/laverty.html

TAGS

conducting researchEdmund Husserlepistemologyethnography • form and nature of reality • Frances Maggs-Rapport • grounded theoryHans-Georg Gadamer • hermeneutic phenomenology • hermeneuticsInternational Journal of Qualitative MethodsMartin HeideggermethodologyNorman Denzinontological perspectiveontologyphenomenology • philosophical development • philosophical perspectives • qualitative methodologiesresearch methodologiesrigourYvonna Lincoln

CONTRIBUTOR

Simon Perkins
15 MARCH 2011

ListAssist: peer-reviewed reading list service for Emerald subscribers

"Emerald will soon be offering a unique peer–reviewed reading list service to all subscribers – Emerald Reading ListAssist, which will help users to make the very most of their subscription. This service will raise awareness of Emerald's cross–disciplinary content, coherently combining new research with more seminal papers, in a format which breaks down a subject by sessions, making it easily applicable to under–graduate or post–graduate courses or modules.

Created for students and lecturers by students and lecturers, Emerald Reading ListAssist aims to improve and support faculty workflow. The service also provides students with a high–quality research tool, helping to build information literacy and research skills. The rigorous academic construction of Reading ListAssist assures a high level of quality for the user; each list is peer–reviewed by subject experts as well as in–house reviewers to make sure it meets the highest quality standards."

(Emerald Group Publishing Limited)

[Note that this is a subscription–only service.]

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TAGS

academic construction • breakdownconceptualisationcoursescross-disciplinary • Emerald Group Publishing • Emerald Reading ListAssist • enquiryinformation literacyintegrationlecturers • ListAssist • modules • new research • pedagogypeer-reviewedpostgraduatereading listresearchresearch practiceresearch skillsresearch toolreviewrigourseminalservicestudent • subject experts • subject specialistsundergraduate

CONTRIBUTOR

Simon Perkins
27 DECEMBER 2010

Framework for 21st Century Learning

"The Framework presents a holistic view of 21st century teaching and learning that combines a discrete focus on 21st century student outcomes (a blending of specific skills, content knowledge, expertise and literacies) with innovative support systems to help students master the multi–dimensional abilities required of them in the 21st century.

The key elements of 21st century learning are represented in the graphic and descriptions below. The graphic represents both 21st century skills student outcomes (as represented by the arches of the rainbow) and 21st century skills support systems (as represented by the pools at the bottom)."

(Partnership for 21st Century Skills)

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TAGS

21st century21st century literacies • career skills • communicationcreative thinkingcritical thinkingcurriculumeducation systemholisticICTICT literacyinformation in contextinformation literacy • information skills • innovation skillsknowledge constructionknowledge integrationlearninglearning and teaching • learning skills • life skills • literaciesmedia literacy • media skills • modernityNorth America • P21 • Partnership for 21st Century Skills • pedagogyproblem-solving • public education • rigourschoolssensemakingskillssocial construction of knowledgestudentteachingtechnology infrastructuretechnology skills

CONTRIBUTOR

Simon Perkins
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