Category: Okategoriserade (Page 2 of 2)

Digital diasporas: an overview of the research areas of migration and new media through a narrative literature review

By Dr. Kerstin B Andersson, Dept. of Linguistics and Philology, Uppsala University / Swedish Council of Higher Education

I’m a media anthropologist and Indologist, currently working on the Indian diaspora and communication. During the last couple of years, I have focused my research on the distinct field of migration and the use of new media and social media, a growing academic field. 

The impact and importance of the new technologies for migrants is well established. Appropriation of ICTs and new media environments have become a ubiquitous feature of everyday life in migrant groups. The development of the research field is closely related to the expansion of ICTs and new media. The first studies dealing explicitly with the field of migration and new media appeared in the end of the 1990s. Now, it has become an established academic research field. 

Academic research in the field of migration and the use of new media is interdisciplinary, drawing on approaches from a number of subject areas, such as anthropology, migration studies, media and communication studies, studies in new science, Internet studies, sociology, and cultural studies. The research area is understudied, characterized by rapid changes and shifts, and is shaped by the changing structural conditions of migrants and the proliferation of forms of media. For example, the 2015 European refugee crisis led to a number of studies on the impact of new media on forced migration.

In a recent article, I provide a comprehensive overview of the rapidly expanding academic field of migration and the use of new media. So far, the research field has been characterized by an increasing number of empirical case studies on the use of new media in migrant groups. Through a review of the existing literature in the field, I provide an inclusive narrative synthesis of the academic field. The result is presented in the form of a narrative literature review, where I elaborate on the status of the research field, the primary themes and topics of research interest, the theoretical and conceptual issues under investigation, and the methodological approaches to research in this field. 

Link to the full article: https://humantechnology.jyu.fi/archive/vol-15/issue-2/digital-diaspora

Kerstin B. Andersson

Digital Humanities at Oxford Summer School 2019

By Amalia Juneström, Department of ALM, Uppsala University

My name is Amalia, and I’m a PhD student from the Department of ALM at Uppsala University. Thanks to a grant from Riksbankens Jubileumsfond – The Swedish Foundation for Humanities and Social Sciences – which allows researchers to attend the annual summer school for the digital humanities at Oxford University, I had the privilege of participating in the week-long summer school in Oxford earlier this summer.

When I left for Oxford, I had already been involved in the planning of our own new international and interdisciplinary digital humanities master’s programme, which will start in our department this autumn. It has been an enjoyable experience, and I was looking forward to participating further. However, although I was well aware of the increasing role played by tools and techniques from the digital humanities field within my own discipline, my relationship to them had so far been tangential. To tell the truth, my own experience of many of the new computer-based techniques used within both my own field and the digital humanities had been one based on a mixture of fascination and trepidation. In short, I felt an urgent need to broaden my understanding of this knowledge domain; the opportunity to participate in a one-week introduction course was therefore much appreciated.

The summer school offered a variety of strands providing insight into different domains of knowledge within the digital landscape. In order to improve my general understanding of the digital humanities, I chose the strand ‘An Introduction to Digital Humanities’. In terms of participant numbers, this strand turned out to be by far the largest within the summer school, and it was well suited for those who, like me, wanted to better acquaint themselves with the tools and methods found within the interdisciplinary field of the digital humanities. Unlike the other workshop-based strands, which offered hands-on practical training in the techniques and tools of each course, the strand that I chose was mainly lecture based, making it well suited to beginners. By drawing on expertise from many different fields, the lectures offered insight into a range of research approaches embraced by the digital humanities.

During the five days of the summer school, we checked out a selection of research scopes such as text mining, digital archiving and musicology. I think that everyone who participated found it useful to go through such a wide variety of topics, digital tools and methodological spheres of application. All in all, I found the selection of themes and topics at the summer school very well organised and rewarding. Also, I am truly convinced that location and setting can have a great impact on the outcomes of learning, and what location could be better for acquiring new knowledge than Oxford, one of the world’s most famous centres of learning? But even if you don’t believe there’s a connection between location and successful learning, the historical setting made the experience highly memorable, and I really appreciated our accommodations in the romantically Victorian red-brick Keble college, whose historical atmosphere was reminiscent of Brideshead Revisited.

By attending the summer school, I definitely acquired a better understanding of some of the research methods and techniques which are important within my own research field and which are of interest to my own academic journey. I would like to thank Riksbankens Jubileumsfond for the opportunity to take part in the summer school, and I encourage everyone who has an interest in the digital humanities to check out the programme for next year’s summer school and apply!

Amalia Juneström and the famous “Oxford Dodo”

Uppsala University joins DARIAH EU as cooperating partner

By Karolina Andersdotter, Digital Methods Librarian, Uppsala University Library.

In the end of May 2019 Uppsala University was appointed Cooperating Partner of DARIAH EU. DARIAH stands for Digital Research Infrastructure for the Arts and Humanities and is a pan-european infrastructure for arts and humanities scholars working with computational methods.

DARIAH EU consists of 17 member countries as well as several cooperating partners in eleven non-member countries – including Sweden. Uppsala University is the second Swedish institution to join, following Linneaus University. Together with Linneaus we now aim towards forming a national consortium for infrastructure for a full membership in DARIAH. We are further in conversation with the centres for digital humanities at Umeå, Lund, and Gothenburg Universities.

The initial commitment as cooperating partner is for two years and via the administration of DH Uppsala. Through communication between UU researchers and the DARIAH ERIC Virtual Competence Centres UU aims at knowledge exchange on linked and open collections and data, content management and storage of research data,  enhancement of digital scholarly tools, and digital research infrastructures, environments and standards.

Aforementioned points are key issues identified in the current draft of goals and strategies for Uppsala University; this cooperation can help us towards the goals of first class digital research and education infrastructures, open science, and safe and open storage of and access to data.

Knowledge exchange through the VCCs is expected to develop and improve the research support services provided by the university library, thus making an impact for all researchers in need of digital support through the scholarly life cycle. 

Read DARIAH’s news post on our partnership here: DARIAH welcomes three new Cooperating Partners (2019-05-31)

A map of DARIAH EU member and cooperating partner countries (source: www.dariah.org)

Newer posts »