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- Chua, Sherwin, 1978
(författare)
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Book Review - A Short History of Disruptive Journalism Technologies: 1960–1990
- 2020
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Ingår i: Digital Journalism. - : Informa UK Limited. - 2167-082X .- 2167-0811. ; 8:3, s. 442-444
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Recension (övrigt vetenskapligt/konstnärligt)abstract
- Providing a lucid and concise historical account of how the computerization of newsrooms from the mid-1960s to the 1990s changed the work routines of US newsworkers, Mari makes a convincing case in his book for focusing on pre-Internet technologies during this era by arguing that no other generation of journalists has experienced such a rapid shift from analog to electric and “electronic,” and then digital technologies within such a short span of time. Paying particular attention to four disruptive technologies over three decades—namely, mainframe computers, minicomputers, microprocessors, and personal computers—Mari traces and depicts the historical context of the relationship between newsworkers and their machines vividly, foregrounding the co-evolution of editorial technology, newsworkers and newswork. Drawing from literature in the fields of science and technology studies, journalism studies, and the sociology of work, this book’s arguments are based on Mari’s analysis of more than 1,000 trade publications, independent studies, and archival material from the US Living Computer Museum.
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- Cerratto-Pargman, Teresa
(författare)
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Review of Lesley Gourlay and Martin Oliver (2018). Student Engagement in the Digital University: Sociomaterial Assemblages
- 2020
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Ingår i: Postdigital science and education. - : Springer Science and Business Media LLC. - 2524-4868 .- 2524-485X.
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Recension (övrigt vetenskapligt/konstnärligt)abstract
- Lesley Gourlay and Martin Oliver’s Student Engagement in the Digital University: Sociomaterial Assemblages (2018) is a welcome and critical contribution to the study of how students actually engage with the digital university in everyday practice. Inspired by scholars in New Literacy Studies (NLS), Science and Technology Studies (STS), and by Actor-Network Theory (ANT), Gourlay and Oliver argue for a sociomaterial understanding of students’ digital engagement by adopting assemblages (Latour 2005; Fenwick et al. 2015; Bennett 2010) as a conceptual lens. The authors make their case through the study of ‘students’ day-to-day practices of studying’ (62) in the digital university and develop their argument in 12 compelling chapters that read as a liberating narrative from the non-stop messianic ‘tech-talk’ in education (Selwyn 2016: ix). In this context, Gourlay and Oliver (2018) unpack complex issues like: How do current discourses and ideologies position students, teachers, scholarship, and the university in relation to the digital in higher education? How does research in education approach students’ agency in the digital university? What kind of revolution follows the use of digital technology in universities―if any? What can (or cannot) we as researchers perceive when applying models and frameworks on empirical student data?
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