Scrolling Forward: Making Sense of Documents in the Digital Age (review)

2003 ◽  
Vol 3 (2) ◽  
pp. 348-349
Author(s):  
Tom Nesmith
Keyword(s):  
Digital Age ◽  
Making Sense

scholarly journals Making Sense of Indigenous ⬄ Colonial Encounters: New Zealand’s Treaty of Waitangi in a Digital Age

Laws ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. 45
Author(s):  
Andrew Brian Chrystall
Keyword(s):  
New Zealand ◽  
Postcolonial Theory ◽  
Digital Age ◽  
Communication Studies ◽  
Legal Documents ◽  
Making Sense ◽  
Treaty Of Waitangi ◽  
The 19Th Century ◽  
Media And Communication ◽  
Colonial Encounters

This article explores how we interpret, write history, and make sense in a digital age. The study takes place at the intersection of three disciplines: Media and Communication Studies, Postcolonial Theory, and Law. This exploration is conducted in and through an examination of attempts to make sense of “official,” “legal” documents” that emerged out of indigenous ⬄ colonial encounters during the 19th century in New Zealand. Subsequently, this paper focuses on McKenzie’s seminal study of the New Zealand’s Treaty of Waitangi/Te Tiriti o Waitangi, and Jones and Hoskins’ study of The Second New Zealand Land Deed. These two studies are then interfaced with and considered in light of a recent governmental review of New Zealand’s ICT sector, infrastructure and markets. Here, the focus is on Regulating communications for the future: Review of the Telecommunications Act 2001, and the Telecommunications (New Regulatory Framework) Amendment Bill. This article finds that in a digital age—a world of deep fakes and total manipulability of mediated or recorded space—the hermeneut is required to enter and negotiate a (constrained) creative relationship: as an artisan, architect, or artist, with an interpretative context and/or medium.

Leading and Learning in the Digital Age

2014 ◽  
pp. 651-664 ◽  
Author(s):  
Patricia Maslin-Ostrowski ◽  
Eleanor Drago-Severson
Keyword(s):  
Real World ◽  
School Leaders ◽  
Digital Age ◽  
Education Leadership ◽  
Analytic Framework ◽  
Making Sense ◽  
Technical Challenges ◽  
Reflective Questions ◽  
Real World Problems

This chapter investigates how Heifetz's (1994) model, applied to the work of school leaders, has led to key insights. The framework helps practitioners and education leadership faculty who teach aspiring and practicing school leaders better understand the nature of adaptive and technical challenges that leaders encounter day-to-day and their approach to making sense of them, managing them, and helping other adults to do the same. The authors employ the adaptive-technical analytic framework to examine a case that is representative of real world problems that leaders have been wrestling with, based on their prior research. Through Heifetz's lens, the authors deconstruct the case to illustrate how framing the problem as adaptive and/or technical directly informs the leader's work. Embedded reflective questions create opportunities for readers to pause and apply this model to Principal Georgina's case. The authors encourage leaders to apply a framework and questions like this in their unique milieus.

Redeeming the Emancipatory Potential of Novelty Caught in Cunning Complexifications

2020 ◽  
Vol 6 (7) ◽  
Author(s):  
Milan Jaros
Keyword(s):  
Social Responsibility ◽  
Economic System ◽  
Digital Age ◽  
Human Action ◽  
Human Condition ◽  
Action Space ◽  
Divine Revelation ◽  
Top Down ◽  
Making Sense ◽  
The Social

Competence in knowing and being is about making sense of change, of novelty’s place in the social, its functionality as well as one’s relation to it. The challenge is in acquiring, implementing, and resourcing methods of selecting and connecting things fit for the human condition of today. The main source of development has always been the urge to seek new forms of natural and spiritual order, and creative recasting of the inherited order into a new one. Until recently, such deeds were believed to be acts of Divine revelation. Advances of modernity turned the human action space into contingent networks of man-made quasi-objects grounded in disparate systems of thought and measurement that pattern the social. What will legitimate capacity for recognition and directional taxonomy of innovations? How will the resulting norms affect narratability of life? It is an outstanding intellectual and leadership challenge to develop practices leading to directional thought and fostering an elbow room for playful initiatives. Recent initiatives designed to bring knowing and being up to the demands of the digital age show that no amount of top down instruction, good will or revolutionary fervour, are a substitute for bottom up acquisition and ownership of knowledge and work in which the ultimate measure of value is the degree of personal independence and social emancipation. With it comes competent citizenship and social responsibility any socio-economic system with democratic ambitions cannot do without.    

scholarly journals EDITOR'S NOTE

2005 ◽  
Vol 6 (2) ◽  
pp. 67-68
Author(s):  
Richard W. Clement
Keyword(s):  
Digital Age ◽  
Research Center ◽  
Palo Alto ◽  
Plenary Talk ◽  
Research Scientist ◽  
Making Sense

Many RBM readers will remember David Levy's plenary talk at the RBMS Preconference in Toronto in 2003, “What a Vacuous Way to Spend So Many Years! Reflections on Materials and Materiality in a Digital Age.” In addition, many will know his excellent book, Scrolling Forward: Making Sense of Documents in the Digital Age (Arcade, 2001). Levy's perspective is unusual and compelling because he combines two disparate backgrounds that yield very interesting insights. He is well known as a pioneering research scientist from the Xerox Palo Alto Research Center, but before PARC, and just after finishing a PhD at Stanford, he . . .

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