"Given the accessibility of media devices available to us today and utilising van Leeuwen's concept of inscription and synthesis as a guide, this thesis explores the practice of re-presenting a domestic material object, the Croxley Recipe Book, into digital media. Driven by a creative practice research method, but also utilising materiality, digital storytelling practices and modality as important conceptual frames, this project was fundamentally experimental in nature. A materiality-framed content analysis, interpreted through cultural analysis, initially unraveled some of the cookbook's significance and contextualised it within a particular time of New Zealand's cultural history. Through the expressive and anecdotal practice of digital storytelling the cookbook's significance was further negotiated, especially as the material book was engaged with through the affective and experiential digital medium of moving-image. A total of six digital film works were created on an accompanying DVD, each of which represents some of the cookbook's significance but approached through different representational strategies. The Croxley Recipe Book Archive Film and Pav. Bakin' with Mark are archival documentaries, while Pav is more expressive and aligned with the digital storytelling form. Spinning Yarns and Tall Tales, a film essay, engages and reflects with the multiple processes and trajectories of the project, while Extras and The Creative Process Journal demonstrate the emergent nature of the research. The written thesis discusses the emergent nature of the research process and justifies the conceptual underpinning of the research."
(Sasha McLaren, 2008)
McLaren, Sasha (2008). "Material Synthesis: Negotiating experience with digital media", MA thesis, The University of Waikato, Aotearoa New Zealand.
"RCA Research Repository is designed to support the collection, archive and publication of the College's research practice, processes and outputs. ...
The repository is an open access academic resource, to which anyone at College has access, and to which all research staff are able to manage and publish their research, work-in-progress, bibliographic records and data to the World.
The repository platform is based on the open source EPrints standard digital repository and MEPrints extensions - developed by EPrints Services, University of Southampton, with visualisation extensions devised by KULTUR RCA has further adapted EPrints platform and interfaces for use by its own researchers and staff."
(RCA Research Repository)
"For many young people social networks such as Facebook are an essential part of their student experience. Other web-based, interactive services like Wikipedia and YouTube are also an important facet of everyday student life. New technologies have always been scrutinized for their capacity to support education and, as social technologies become more pervasive, universities are under increasing pressure to appropriate them for teaching and learning. However, the educational impact of applying these Web 2.0 technologies is uncertain.
Using a Foucauldian perspective, my qualitative study explores the networked experiences of disabled students to examine how dis/ability difference is ascribed and negotiated within social networks. Data comprises 34 internet-enabled interviews with 18 participants from three English universities. Interviews incorporate the internet to expand opportunities for discussion, observation and analysis. Mobile broadband, a remote desktop viewer and screen capture have been flexibly applied together to ensure an accessible interview situation and recognise students' preferences and circumstances. Data is analysed using discourse analysis, with an attention to context framed by activity theory.
Disabled students' networked experiences are found to be complex and diverse. For a proportion, the network shifts the boundaries of disability, creating non-disabled subjectivities. For these students, the network represents the opportunity to mobilise new ways of being, building social capital and mitigating impairment.
Other participants experience the network as punitive and disabling. Disability is socio-technically ascribed by the social networking site and the networked public. Each inducts norms that constitute disability as a visible, deviant and deficit identity. In the highly normative conditions of the network, where every action is open to scrutiny, impairment is subjected to an unequal gaze that produces disabled subjectivities. For some students with unseen impairments, a social experience of disability is inducted for the first time.
As a result, students deploy diverse strategies to retain control and resist deviant status. Self-surveillance, self-discipline and self-advocacy are evoked, each involving numerous social, cognitive and technological tactics for self-determination, including disconnection. I conclude that networks function both as Technologies of the Self and as Technologies of Power. For some disabled students, the network supports 'normal' status. For others, it must be resisted as a form of social domination.
Importantly, in each instance, the network propels students towards disciplinary techniques that mask diversity, rendering disability and the possibility of disability invisible. Consequently, disability is both produced and suppressed by the network."
(Sarah Lewthwaite, Slewth Press)
"Google Scholar provides a simple way to broadly search for scholarly literature. From one place, you can search across many disciplines and sources: articles, theses, books, abstracts and court opinions, from academic publishers, professional societies, online repositories, universities and other web sites. Google Scholar helps you find relevant work across the world of scholarly research."
Fig.1 Uploaded by Google on 6 Jan 2012
"Graphic design and typography give visual form to communication. For geographers this is the oft-ignored liminal space between landscape and its description, author and reader. For designers it is a crucial part of the communication process. This practice-led inquiry proposes that by developing a cross-disciplinary geo/graphic design process thus establishing the visualisation of space as a process itself, and not by the product of scientific investigation, designers will engage with place in a more proactive and productive way in terms of community, content and communication. Chosen for its complexity and its contrasting juxtapositions, the London Borough of Hackney will be used as the research and testing ground for the enquiry. Contrasting definitions of place will be used to underpin the project. [Doreen] Massey's notion of place as process and [Yi-Fu] Tuan's vision of place as pause will frame the study in such a way as to recognise place as a postmodern site of spontaneity and chance, but one that is shaped and known by events both past and present. An ethnographic methodology will be used to gather and analyse content. Methods of collection will include cultural probes, participant observation and interviews. This content will then be used to develop a series of print based design projects that will explore the problem of representation in a postmodern context, and lead to the articulation and testing of a geo/graphic design process."
(Alison Barnes, London College of Communication)