Information Studies Research Works

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Now showing 1 - 5 of 94
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    DRAS-TIC Linked Data: Evenly Distributing the Past
    (MDPI, 2019-07-04) Jansen, Gregory; Coburn, Aaron; Soroka, Adam; Thomas, Will; Marciano, Richard
    Memory institutions must be able to grow a fully-functional repository incrementally as collections grow, without expensive enterprise storage, massive data migrations, and the performance limits that stem from the vertical storage strategies. The Digital Repository at Scale that Invites Computation (DRAS-TIC) Fedora research project, funded by a two-year National Digital Platform grant from the Institute for Museum and Library Services (IMLS), is producing open-source software, tested cluster configurations, documentation, and best-practice guides that enable institutions to manage linked data repositories with petabyte-scale collections reliably. DRAS-TIC is a research initiative at the University of Maryland (UMD). The first DRAS-TIC repository system, named Indigo, was developed in 2015 and 2016 through a collaboration between U.K.-based storage company, Archive Analytics Ltd., and the UMD iSchool Digital Curation Innovation Center (DCIC), through funding from an NSF DIBBs (Data Infrastructure Building Blocks) grant (NCSA “Brown Dog”). DRAS-TIC Indigo leverages industry standard distributed database technology, in the form of Apache Cassandra, to provide open-ended scaling of repository storage without performance degradation. With the DRAS-TIC Fedora initiative, we make use of the Trellis Linked Data Platform (LDP), developed by Aaron Coburn at Amherst College, to add the LDP API over similar Apache Cassandra storage. This paper will explain our partner use cases, explore the system components, and showcase our performance-oriented approach, with the most emphasis given to performance measures available through the analytical dashboard on our testbed website.
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    English language education and acculturation research: Problematic historical parallels and the path ahead
    (Wiley, 2023-07-20) Siebold, Connie
    Multilingual education and acculturation research share a parallel history of problematic research paradigms that center the majority viewpoint and view minorities through a lens of deficit. This continual pathology of cultural difference has led to the pathologization of minority individuals, and has hampered our efforts to effectively understand and educate in a nuanced and culturally sensitive manner. In our focus on quantifying stress and deficiency, we have failed to understand emic experiences of joy and agency that can better inform our teaching and research. This article asserts a model of research and teaching that prioritizes narrative reclamation, while developing the concept of acculturative joy as a lens of study.
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    Evaluating View Management for Situated Visualization in Web-based Handheld AR
    (Wiley, 2023-06-27) Batch, A.; Shin, S.; Liu, J.; Butcher, P. W. S.; Ritsos, P. D.; Elmqvist, N.
    As visualization makes the leap to mobile and situated settings, where data is increasingly integrated with the physical world using mixed reality, there is a corresponding need for effectively managing the immersed user's view of situated visualizations. In this paper we present an analysis of view management techniques for situated 3D visualizations in handheld augmented reality: a shadowbox, a world-in-miniature metaphor, and an interactive tour. We validate these view management solutions through a concrete implementation of all techniques within a situated visualization framework built using a web-based augmented reality visualization toolkit, and present results from a user study in augmented reality accessed using handheld mobile devices.
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    Theories and implications for centering Indigenous and queer embodiment within sociotechnical systems
    (Wiley, 2023-02-23) Wagner, Travis L.; Marsh, Diana; Curliss, Lydia
    This paper explores the role of Indigenous and queer embodiment in understanding the current limitations of sociotechnical systems as they relate to cultural heritage institutions. Through the utilization of a critical case study the paper highlights the ways in which the ideologies of colonialism and cisnormativity render Indigenous and queer identities invisible within cultural heritage institutions. In particular, the case studies highlight information organization, archival description, and cataloging as sites of ideological reinforcement for colonialism and gender binaries. In response, the paper identifies methods for not only naming such normative ideologies, but actionable ways to challenge such inequities through community-led, Indigenous, and queer affirming descriptive practices. Additionally, the paper attends to the way findings impact other historically marginalized identities and theorize methods for confronting such inequities within sociotechnical systems more broadly.
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    Data everyday as community-driven science: Athletes' critical data literacy practices in collegiate sports contexts
    (Wiley, 2022-12-27) Clegg, Tamara L.; Cleveland, Keaunna; Weight, Erianne; Greene, Daniel; Elmqvist, Niklas
    In this article, we investigate the community-driven science happening organically in elite athletics as a means of engaging a community of learners—collegiate athletes, many of whom come from underrepresented groups—in STEM. We aim to recognize the data literacy practices inherent in sports play and to explore the potential of critical data literacy practices for enabling athletes to leverage data science as a means of addressing systemic racial, equity, and justice issues inherent in sports institutions. We leverage research on critical data literacies as a lens to present case studies of three athletes at an NCAA Division 1 university spanning three different sports. We focus on athletes' experiences as they engage in critical data literacy practices and the ways they welcome, adapt, resist, and critique such engagements. Our findings indicate ways in which athletes (1) readily accept data practices espoused by their coaches and sport, (2) critique and intentionally disengage from such practices, and (3) develop their own new data productions. In order to support community-driven science, our findings point to the critical role of athletics' organizations in promoting athletes' access to, as well as engagement and agency with data practices on their teams.