Today is the day!
Following on from last year's transliteracy unconference we're holding a transliteracy workshop. Last year the vote was to have a day where we could put into practise our ideas of transliteracy in order to *make* transliterate objects.
We have piles of string, coloured papers, digital cameras, computers, scanners, robot lego, old answering machines, playstation and more.
As a reminder, the definition of transliteracy (so far) that we're using is:
"The ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks."
The aim of making transliterate objects will help us understand *why* something is transliterate as right now we seem to have an innate idea of what transliteracy is but how to we begin to describe it in words, images, sounds etc…?
I've written before about tribes like the Brazilian Asheninka who have chosen to limit the emphasis on print literacy in their communities. Here's an interesting post about an Australian aboriginal tribe the Warlpiri who have chosen video as their preferred literacy. Ethnologist Kimberly Christen writes:
Check it out. Warlpiri men at Lajamanu have recorded and posted a video up on YouTube about recent events during which a female police officer went onto men’s ceremonial grounds. Their critique is lodged in the cultural protocols and law that surround gender specific ceremonies. The fact that they are making their complaint and their call for police to understand their law on YouTube marks a new mode of communication with (or at least an attempt at communication with) police and the wider non-Aboriginal public. And it looks like the police were listening…they are going to apologize and meet with the community about the incident.
Long Road | Warlpiri take their complaints to YouTube
A really fascinating project called "80 Million Tiny Images" attempts to colour map every noun in the English language via Google Image Search.
The authors have used Wordnet, an online thesarus, to create semantic groupings (e.g. plants) and then sub-groupings in which the nouns were arranged. Each noun was then the subject of a Google Image search, such as that shown by "Eastern Poison Oak" in the example above, and the dominant colour in the most popular images was determined.
The semantic grouping means that pixels close to each other are closely semantically related while those further away are not. As can be seen, this semantic grouping is often visible through colour similarities – it is relatively easy to guess where the plant grouping is placed.
This kind of visualisation might also prove of interest when exploring tagging and other web2.0 devices. I wonder what the colour of Linux, Microsoft or Apple would be. If I could find money in 80 Million Tiny Images, what would it's colour be and what might that tell us about the collective intelligence?
Originally from Smart Mobs.
Gena Haskett over at BlogHer has posted
Are You Literate/Transliterate? | BlogHer in which she argues that 'In order to survive in the information age we will become transliterate. It is not as scary as it sounds. We do this intuitively on a daily basis.' Her post includes this interesting video from The Literacy Project. This is especially timely because on Monday 28th Jan we're holding a one day workshop on making transliterate objects, and we'll be recording some video during the day. I'll be curious to see how the two compare. It's also somewhat comforting to see that whilst we struggle to define transliteracy there's still a lot of uncertainty around the root word itself!
"What if scholarly books were peer reviewed by anonymous blog comments rather than by traditional, selected peer reviewers?
That's the question being posed by an unusual experiment that begins today. It involves a scholar studying video games, a popular academic blog with the playful name Grand Text Auto, a nonprofit group designing blog tools for scholars, and MIT Press.
The blog is read by many of the same scholars he sees at academic conferences, and also attracts readers from the video-game industry and teenagers who are hard-core video-game players. At its peak, the blog has had more than 200,000 visitors per month, he says.
"This is the community whose response I want, not just the small circle of academics," Mr. Wardrip-Fruin says.
So he called up the folks at the Institute for the Future of the Book, who developed CommentPress, a tool for adding digital margin notes to blogs (The Chronicle, September 28, 2007). Would they help out? He wondered if he could post sections of his book on Grand Text Auto and allow readers, using CommentPress, to add critiques right in the margins.
The idea was to tap the wisdom of his crowd. Visitors to the blog might not read the whole manuscript, as traditional reviewers do, but they might weigh in on a section in which they have some expertise.
Each day he will post a new chunk of his draft to the blog, and readers will be invited to comment. That should open the floodgates of input, possibly generating thousands of responses by the time all 300-plus pages of the book are posted. "My plan is to respond to everything that seems substantial," says the author."
From Blog Comments and Peer Review Go Head to Head to See Which Makes a Book Better
By JEFFREY R. YOUNG in The Chronicle of Higher Education.
xposted from Musings.