2 results
39 - Data Worlds: Patterns, Structures, Libraries
- from Part VII - Scales, Polysystems, Canons
- Edited by Debjani Ganguly, University of Virginia
-
- Book:
- The Cambridge History of World Literature
- Published online:
- 17 August 2021
- Print publication:
- 09 September 2021, pp 765-786
-
- Chapter
- Export citation
-
Summary
The emergence of world literary studies and the digital turn in literary studies share a seminal text in Franco Moretti’s “Conjectures on World Literature.” Since that article was published in 2000, the ongoing digitization of cultural collections and emergence of new computational methods of analysis have only increased the excitement of some, and concern of others, that digital research will become a major, even a dominant, trajectory in world literary studies. But the associated claim – by critics and proponents alike – that digital approaches represent a paradigmatic shift ignores major continuities between digital research and the non-digital scholarship that preceded and continues alongside it, including in world literary studies. Much of the traction that Moretti’s “distant reading” has gained can be ascribed to commonalities in the conceptions of archives, and foregrounding of networks and patterns, in non-digital scholarship. And Moretti’s claim that “distant reading” dismantles traditional, specifically national and canonical, frameworks is not true of most digital literary projects, including the majority of Moretti’s own experiments. Such continuities, and the resulting disjunction between enactments of digital research and the global and democratic rhetoric in which new technologies are often couched, arise from the substantial ways in which pre-digital traditions, ideologies, and infrastructures shape digital resources and methods. Recognizing and interrogating this inheritance, an emerging group of digital projects advance key aims of world literary studies including situating literature “within a vast transnational library,” expanding “the canon of the literary properly to reflect global diversity,” and offering new conceptual frameworks that “adjust our reading of the novel to world scale” (Smith 92).
A framework for design engineering education in a global context
- Andrew J. Wodehouse, Hilary J. Grierson, Caroline Breslin, Ozgur Eris, William J. Ion, Larry J. Leifer, Ade Mabogunje
-
- Article
- Export citation
-
This paper presents a framework for teaching design engineering in a global context using innovative technologies to enable distributed teams to work together effectively across international and cultural boundaries. The Digital Libraries for Global Distributed Innovative Design, Education, and Teamwork (DIDET) Framework represents the findings of a 5-year project conducted by the University of Strathclyde, Stanford University, and Olin College that enhanced student learning opportunities by enabling them to partake in global, team-based design engineering projects, directly experiencing different cultural contexts and accessing a variety of digital information sources via a range of innovative technology. The use of innovative technology enabled the formalization of design knowledge within international student teams as did the methods that were developed for students to store, share, and reuse information. Coaching methods were used by teaching staff to support distributed teams and evaluation work on relevant classes was carried out regularly to allow ongoing improvement of learning and teaching and show improvements in student learning. Major findings of the 5-year project include the requirement to overcome technological, pedagogical, and cultural issues for successful eLearning implementations. The DIDET Framework encapsulates all the conclusions relating to design engineering in a global context. Each of the principles for effective distributed design learning is shown along with relevant findings and suggested metrics. The findings detailed in the paper were reached through a series of interventions in design engineering education at the collaborating institutions. Evaluation was carried out on an ongoing basis and fed back into project development, both on the pedagogical and the technological approaches.