Narrating the Digital Turn: data deluge, technomethodology, and other likely tales

In this paper it is argued that digital technologies will have a transformative effect in the social sciences in general and in the fast developing field of narrative studies in particular. It is argued that the integrative and interdisciplinary nature of narrative approaches are further enhanced by the development of digital technologies and that the collection of digital data will also drive theoretical and methodological developments in narrative studies. Biographical Sociology will also need to take account of lives lived in, and transformed by, the digital domain. How these technologies may influence data collection methods, how they might influence thinking about what constitutes data, and what effects this might have on the remodeling of theoretical approaches are all pressing questions for the development of a Twenty First Century narratology. As Marshall McLuhan once put it “First we shape our tools and then our tools shape us”.

Digital Storyworlds

The digital storyworld model is conceptualised in this chapter as an innovative digital storytelling that incorporates both transmedia and meaning-making narrative approaches. Working with Aristotelian story elements in a non-linear digital series of mini-worlds, the higher education narrator-as-learner enters real-world situations mirrored in a fictional and fragmented environment. The model encourages a playful engagement in the experiential learning process through a range of points of view, encouraging empathy for differing perspectives that are transferable to real-life environments.

Centennial Stances: Museums, Morals and the First World War

<p>This thesis examines the extent to which New Zealand’s Centennial Great War exhibitions impact visitor perceptions, particularly those regarding their personal moral values. Two case studies are used, in order to inform discussions on the current and desired roles of New Zealand museums in relation to activism. While this research aims to provide New Zealand museums with more relevant findings than literature gaps currently allow, any discussions and recommendations may be more broadly applied to other countries. Similarly, despite a focus on the topical and largely publicised subject of WWI ‘100 years on’, discussions and recommendations are also relevant to general queries regarding museum representations, visitor interpretations and activism in museums. This research also intends to emphasise the benefits of interdisciplinary research by including museological, criminological and, to a lesser extent, philosophical literature. The research methods used within the two case studies can be broadly separated into three parts. First, a thick description method is used to provide in-depth overviews of The Great War Exhibition and Te Papa Tongarewa’s Gallipoli: The Scale of Our War. This section attempts to present a largely unbiased description of Great War representation in New Zealand’s capital. Second, the interpretations of ten visitors from each exhibition are gathered in the form of researcher-accompanied, audio-recorded visits. Such a research method intends to extract visitor thought processes in a relatively fluid and natural way. Finally, visitor questionnaires taken at the conclusion of each visit provide information on visitor demographics and overall thoughts regarding the exhibition, war itself and any inclusion of activism in museums. Alongside museum studies literature, criminological literature and debates are referenced to explain and exemplify the plentiful and diverse perceptions surrounding war. Overall, this study found most participants to be wary of activism in museum exhibitions. However, it also found that New Zealand museum visitors tended to possess a strong desire to determine their own moral perceptions through exposure to as many alternative narratives as possible. Therefore, any opposition to activism is not, in this case, due to any overriding wishes to favour ‘traditional narratives’. It is consequentially recommended that emphasis be put on clarity, transparency and multi-narrative approaches in museum exhibitions, as visitors appear to so strongly value their right to autonomous interpretation.</p>

Centennial Stances: Museums, Morals and the First World War

<p>This thesis examines the extent to which New Zealand’s Centennial Great War exhibitions impact visitor perceptions, particularly those regarding their personal moral values. Two case studies are used, in order to inform discussions on the current and desired roles of New Zealand museums in relation to activism. While this research aims to provide New Zealand museums with more relevant findings than literature gaps currently allow, any discussions and recommendations may be more broadly applied to other countries. Similarly, despite a focus on the topical and largely publicised subject of WWI ‘100 years on’, discussions and recommendations are also relevant to general queries regarding museum representations, visitor interpretations and activism in museums. This research also intends to emphasise the benefits of interdisciplinary research by including museological, criminological and, to a lesser extent, philosophical literature. The research methods used within the two case studies can be broadly separated into three parts. First, a thick description method is used to provide in-depth overviews of The Great War Exhibition and Te Papa Tongarewa’s Gallipoli: The Scale of Our War. This section attempts to present a largely unbiased description of Great War representation in New Zealand’s capital. Second, the interpretations of ten visitors from each exhibition are gathered in the form of researcher-accompanied, audio-recorded visits. Such a research method intends to extract visitor thought processes in a relatively fluid and natural way. Finally, visitor questionnaires taken at the conclusion of each visit provide information on visitor demographics and overall thoughts regarding the exhibition, war itself and any inclusion of activism in museums. Alongside museum studies literature, criminological literature and debates are referenced to explain and exemplify the plentiful and diverse perceptions surrounding war. Overall, this study found most participants to be wary of activism in museum exhibitions. However, it also found that New Zealand museum visitors tended to possess a strong desire to determine their own moral perceptions through exposure to as many alternative narratives as possible. Therefore, any opposition to activism is not, in this case, due to any overriding wishes to favour ‘traditional narratives’. It is consequentially recommended that emphasis be put on clarity, transparency and multi-narrative approaches in museum exhibitions, as visitors appear to so strongly value their right to autonomous interpretation.</p>

Health sciences librarians’ engagement in open science: a scoping review

Objectives: To identify the engagement of health sciences librarians (HSLs) in open science (OS) through the delivery of library services, support, and programs for researchers.Methods: We performed a scoping review guided by Arksey and O’Malley’s framework and Joanna Briggs’ Manual for Scoping Reviews. Our search methods consisted of searching five bibliographic databases (MEDLINE, Embase, CINAHL, LISTA, and Web of Science Core Collection), reference harvesting, and targeted website and journal searching. To determine study eligibility, we applied predetermined inclusion and exclusion criteria and reached consensus when there was disagreement. We extracted data in duplicate and performed qualitative analysis to map key themes.Results: We included fifty-four studies. Research methods included descriptive or narrative approaches (76%); surveys, questionnaires, and interviews (15%); or mixed methods (9%). We labeled studies with one or more of FOSTER's six OS themes: open access (54%), open data (43%), open science (24%), open education (6%), open source (6%), and citizen science (6%). Key drivers in OS were scientific integrity and transparency, openness as a guiding principle in research, and funder mandates making research publicly accessible.Conclusions: HSLs play key roles in advancing OS worldwide. Formal studies are needed to assess the impact of HSLs’ engagement in OS. HSLs should promote adoption of OS within their research communities and develop strategic plans aligned with institutional partners. HSLs can promote OS by adopting more rigorous and transparent research practices of their own. Future research should examine HSLs’ engagement in OS through social justice and equity perspectives.

Children’s Engagement with their Learning using E-portfolios

<p>Narrative approaches to documentation and assessment in early childhood education (ECE) encourages children to be active contributors in their own learning journey. With the growing emphasis of technology in society it is natural that this shift has transformed assessment practices with the introduction of e-portfolios. E-portfolios are seen in tertiary, secondary and primary settings nationwide and most recently have been introduced into ECE as a way to extend traditional documentation methods. As a result, documentation and the role children have in their own learning has shifted. Despite their growing popularity in early childhood settings there is very little research into the effect that e-portfolios have on teachers, parents, and most importantly, children and their learning. Given this limited research this study sought to understand the ways in which children are engaging with their learning through e-portfolios. This mixed methodology study used a national online survey as well as case studies to develop an understanding of this topic. Participants included early childhood centre educators, parents and children from settings across New Zealand. Findings revealed a distinct variation in the ways that centres are using e-portfolios to engage children with their learning. A large number of centres are maintaining both hard-copy and online versions of a child's portfolio to ensure that children are not removed from contributing to and revisiting their learning. Whilst results showed examples of children's in-depth engagement with e-portfolios, they also highlighted that many centres are not yet harnessing their full potential. These findings suggest implications for teacher practice, including the need for greater support and training for teachers. As e-portfolios are still a new phenomenon in ECE this study suggests areas of future research to investigate this topic further to improve learning outcomes for children.</p>

Children’s Engagement with their Learning using E-portfolios

<p>Narrative approaches to documentation and assessment in early childhood education (ECE) encourages children to be active contributors in their own learning journey. With the growing emphasis of technology in society it is natural that this shift has transformed assessment practices with the introduction of e-portfolios. E-portfolios are seen in tertiary, secondary and primary settings nationwide and most recently have been introduced into ECE as a way to extend traditional documentation methods. As a result, documentation and the role children have in their own learning has shifted. Despite their growing popularity in early childhood settings there is very little research into the effect that e-portfolios have on teachers, parents, and most importantly, children and their learning. Given this limited research this study sought to understand the ways in which children are engaging with their learning through e-portfolios. This mixed methodology study used a national online survey as well as case studies to develop an understanding of this topic. Participants included early childhood centre educators, parents and children from settings across New Zealand. Findings revealed a distinct variation in the ways that centres are using e-portfolios to engage children with their learning. A large number of centres are maintaining both hard-copy and online versions of a child's portfolio to ensure that children are not removed from contributing to and revisiting their learning. Whilst results showed examples of children's in-depth engagement with e-portfolios, they also highlighted that many centres are not yet harnessing their full potential. These findings suggest implications for teacher practice, including the need for greater support and training for teachers. As e-portfolios are still a new phenomenon in ECE this study suggests areas of future research to investigate this topic further to improve learning outcomes for children.</p>