The Chronicle of Higher Education has a story online today (and forthcoming in the print edition later this week) featuring Alex Juhasz’ Learning from YouTube, the Alliance and Scalar.Â Marc Parry writes that Scalar and the Alliance are “part of a growing national effort by scholars, archives, and academic presses to support multimedia scholarship.”Â LFYT was created by Juhasz + designer Craig Dietrich as a prototype of the multimedia authoring platform Scalar.Â It is the first publication released with support of the Alliance.
We’re excited to announce the publication of the next issue of the International Journal of Media + Learning (MIT Press), which features a “Knowing + Doing” article that uses the current version of the Scalar platform.Â Written by Virginia Kuhn, “Filmic Texts and the Rise of the Fifth Estate” describes an Institute for Multimedia Literacy course that incorporated a film as the primary “textbook.”
The MIT Press, in partnership with the Alliance for Networking Visual Culture, has just published Learning from YouTube (MIT Press, February 2011), by Alexandra Juhasz, Professor of Media Studies at Pitzer College in Claremont, California. YouTube is the subject, form, method, problem, and solution of her video-book: an online inquiry into today’s media. This is not your typical scholarly book (Learning from YouTube can never go to paper) Juhasz writes about social media inside and through it.
The video-book was created in partnership with the Alliance for Networking Visual Culture with design by Craig Dietrich, and was funded by the Andrew W. Mellon Foundation. As the pilot publishing project in that initiative, it is openly available free online via MIT Press.
This video-book contains a series of more than 200 texts and videos – “texteos” – that encourage users to think about YouTube by experiencing and learning within this digital entertainment platform. Whether in video or textual form, Juhasz writes in a relatively informal voice suitable to her subject and the online digital format of the project permits contributions from its users.Â The video-book also served as an early prototype of the authoring platform, Scalar, currently under development by the Alliance.
Some of the lessons that Juhasz uncovers in Learning from YouTube are:
> YouTube’s architecture and ownership undermine the fundamentals of academic inquiry — depth of dialogue, the ability to find and link data, the ability to sustain intimate and committed community, and structures of order and discipline.
> YouTube is a good site for entertainment, a postmodern television tuned to the intimate needs of the individual user.
> YouTube’s architecture and ownership rely upon popularity, humor, speed, shallowness, celebrity, and distraction.
> YouTube’s standard fare is the funny and fast, ironic or sincere video that self- referentially refers to dominant media and corporate culture.
> YouTube’s standard fare is also the simple expressed common knowledge, talents, or feelings of everyday people.
> People use YouTube to waste time but also to meet people, communicate, share ideas and disseminate art.
> YouTube uses its users to self-censor: what rises and falls reflects the best and worst of our society’s dominant ideas and values – usually the worst.
“Media scholars must be able to work within and communicate in the media they study, which often takes them outside traditional print forms of scholarship,” said Ellen W. Faran, Director of the MIT Press. “We believe that Alexandra Juhasz’s video-book is an important step forward in the exploration of new forms of credentialed university press scholarship.” Learning from YouTube was selected by the Press for its publishing list after an extensive peer-review process adapted to include the video-book form.
Learning from YouTube originated as a course taught by Dr. Juhasz at Pitzer College beginning in 2007. All class assignments and homework for the course were created as videos and posted on YouTube and were open to the public. The course received a flurry of media attention and answered the question “What can YouTube teach us?”
MIT Press, an ANVC partner press, has integrated Scalar into its work flow for IJLM.Â Scalar is being used for select “Knowing + Doing” pieces within the journal.Â The International Journal of Learning and Media (IJLM) provides a forum for scholars, researchers, and practitioners to examine the changing relationships between learning and media across a wide range of forms and settings.
USCÂ’sÂ Department of American Studies and Ethnicity, Institute for Multimedia Literacy, Center for Transformative Scholarship, and the electronic journal Vectors are pleased to announce a NEH Fellowship Program for summer 2011 designed to address the intersection of the digital humanities and American and Ethnic Studies. The Institute will offer scholars the opportunity to explore the benefits of interactive media for scholarly analysis and authorship, illustrating the possibilities of multimodal media for humanities investigation within the context of American Studies.Â Â Scholars will work with the Scalar platform developed by the ANVC.Â Full details are here.
Erik Loyer, Craig Dietrich, Jackson Stakeman, + Steve Anderson presented the philosophy and design of Scalar at the ReImagining the Archive Conference at UCLA in November 2010.Â Their panel was entitled “Realizing Scalar Capacities To Transform Media Archive.”