Skagen Conference 2021, In Iceland
Skagen Institute meets in Iceland for 2021 Conference. This year’s focus is on Transgressive Media and Methods.
Algorithmic Gesturing, a 2020 Artwork from MoRM
This 2020 video artwork, Algorithmic Gesturing, troubles the idea of singular connections between memory and archives as well as the ethics of changing data formats.
Making Social Change Requires Academics to Take Risks
This year illuminates many things about the power of microscopic actions and decisions on the ground among everyday people to make impact on issues and systems that are massive, overpowering, or seemingly unchangeable. Among the massive global traumas, like systemic racism, climate change, and a deadly pandemic, perhaps the small works we do in the …
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Articles studying the impact of COVID-19
Articles that study lived experience of COVID-19 through the lens of digital ethnography and autoethnography.
Thinking Aloud, some video clips about the Massive_Micro Project
In these video clips, Anne Harris and Annette Markham think aloud about the process, next steps, and ‘where we’re at’ in the Massive_Microscopic_Sensemaking project.
“21 Days of”: A COVID-19 Autoethnography Experiment
The immediate and overwhelming level of interest is a powerful indicator of how much people really want to connect with others to try and make sense of this strange time of global trauma. The process we put in place is experimental and collaborative.
Massive and Microscopic Sensemaking Call
Call for Expressions of Interest As the world grapples with the fallout from the pandemic of 2020, people everywhere struggle to deal with everyday challenges.
MoRM contributes to strong data literacy
MoRM exhibitions are experiments in arts+technology+pedagogy as a response to the powerful impacts of datafication and digitalization in everyday life. This report provides a project update as of January 2018.
Critical Pedagogy as tool for data literacy
Here, I suggest that we (anti-big-data-scholars) should stop simply rejecting the concept of data. Instead, we should use our long training in pedagogy and teaching and our knowledge of interpretive and inductive/emergent methods of analysis to create better literacies about what data can mean.