Becoming digital social activists


On Thursday we had the 10 tactics for turning information into action screening and workshop. Between 20 and 25 people came to the new part of the lab on Thursday, settled into beanbags and chairs and watched as 10 tactics for turning infomation into action was examplified through case studies from around the world. The film, put together by the Tactical Technology Collective, was clear, pedagogical and current. After the workshop, I gave a short talk on two types of infoactivism – persistent campaigns (as were many of the examples in the film), and immediate/crisis campaigns (such as the SMS campaign for Haiti relief, or the use of Skype during Hurricane Katrina.

infoactivism

We then broke into groups and workshopped what we could do for a specific problem – namely the current problem of child trafficking in the aftermath of Haiti – and they came up with some interesting solutions beginnings. We discussed what we could do from here to set up helplines, how to raise money for building more orphanages, and the tech skills needed for setting up digital photobanks for missing and exploited children. We also discussed what could be done in Haiti such as branding (something like a blue cross or a red rose) to signal a ‘safe haven’ for children to go to when they can’t find their families.

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We also talked about the personal implications of acting. We talked about former HUMlab seminar speaker Hoder who remains uncharged and unfairly imprisoned in Iran for actions dealing with his weblog. We talked about weighing personal decisions and an awareness of potential consequences. This is a sensitive subject – not least when you are passionate about your cause(s), but something that needs to be addressed, especially when giving a seminar to students.

After the seminar and workshop, attendees were invited to become part of a new group we are putting together called Academic Activism. We want to bring together technicians, artists, and theorists/academics to discuss infoactivist issues and see what we can do – not just theorize but actually affect.

(more to come on the group soon)

Here is a short film of the event

I also want to say a BIG THANKS to the Tactical Technology Collective for creating this film, their very generous distribution of materials – and for more importantly pushing for passionate activism.



Do students need websites anymore?


I have a wish from a student in my Språkkonsult (Language Consultancy) course who wants to learn to build websites. I have been teaching them to use wordpress + tools to create an integrated (albeit fragmented) online web presence. I wonder if building a site, say from Dreamweaver, is a useful skill in a course that only goes three weeks and tries to cover a lot of ground? How useful are sites that are built outside of content management systems? Of course these sites are useful – but to give these students who are not online a lot of the time  a course in website building instead of the cultural and discourse/linguistic aspects of online tools (+ the popular, social media) seems to me to be the wrong way to go.  What do you think? Is there some kind of tool that will let the students build a presence online (it does not have to contain a blog), but that looks nice and contains relevant, professional information?



Teaching green


I am teaching two classes next term, Web Media II for Language Consultants, and Information presentation and searching for Cultural Analysis students. Both courses are planned, but I want to get the compendiums printed this week (or…?). Last Web Media course I used a course blog and posted all the readings on a password protected page. The students could decide if they wanted to download the pdf’s, or read them on-screen. It was an attempt to be more ‘green’, but as I learn more and more about being green, such alternatives are not so clear-cut. For example, does the energy the computer consumes ‘cost’ the environment more than the paper the compendia are printed on? Does the energy of the printing process offset the cost of reading the pdf’s on-screen. And how many students actually read their articles on the screen, and how many just print them out in the lab? Before next term begins (the end of Jan.), I need to decide which alternative to try. I think at the end of this term I will give the students a questionnaire and ask them how they think it worked. I wish I had asked them last time.

What do you think? Which is greener – to print a 75 page compendium or to upload the articles on a blog and let the students choose to read them on the screen or print them out individually?