robertogreco + mediastudies   7

Tools – Undergraduate Seminar-Studio @ The New School | Fall 2019 | Shannon Mattern + Or Zubalsky
“Silicon Valley loves its “tools.” Tech critic Moira Weigel notes the frequency with which tech chiefs use the term, and she proposes that its popularity is largely attributable to its politics — or the lack thereof; tool talk, she says, encodes “a rejection of politics in favor of tinkering.” But humans have been using tools, to various political ends, for thousands of years. In this hybrid undergraduate seminar/studio we examine a range of tools, the work they allow us to do, they ways they script particular modes of labor and enact particular power relationships, and what they make possible in the world. After building up a critical vocabulary (of tools, gizmos, and gadgets), we’ll tackle a number of case studies — from anvils, erasers, and sewing needles to algorithms and surveillance technologies. In our Monday sessions we’ll study the week’s case through critical and historical studies from anthropology, archaeology, media studies, science and technology studies, and related fields; and in our Wednesday sessions we’ll explore that tool’s creative applications, either by studying the work of artists and creative practitioners, or by engaging in hands-on labs. Each student will develop a research-based “critical manual” for a tool of their choice.


• We’ll think expansively, historically, and speculatively about what constitutes tools and technology
• We’ll consider how tools embody particular ideologies, and how they shape human (and non-human) identity, agency, interpersonal relationships, labor, thought, and creative expression
• We’ll identify tools that can serve us in our own lives — in our academic work, our creative pursuits, our social relationships, and so forth
• We’ll learn how to assess the various affordances and limitations, strengths and weaknesses, of different tools, and the politics and values they embody
• We’ll test the limits of our tools and “creatively misuse” them to determine how they might serve purposes for which they weren’t intended
• We’ll develop skills of critical reading; material analysis; détournement (productive disfigurement, creative misuse); cross-media and technical communication; and basic computational thinking


Students will be able to…

• use computation as a tool to enhance their liberal arts education — to better analyze, communicate, create and learn
• engage in project-based and collaborative learning that utilizes computational/algorithmic thinking
• gain a broader understanding of the historical and social factors leading to the increasing presence of computational systems in our lives
• work through the social and political implications of/embedded within computational technologies and develop an accompanying ethical framework
• appreciate the challenges of equity and access posed by increased reliance on computational technologies as well as their potential to reinforce existing inequalities in society
• think critically about the ways they and others interact with computation including understanding its limits from philosophical, logical, mathematical and public policy perspectives
• understand the intrinsic relationship between the physical world, analog environments and digital experiences”
shannonmattern  syllabus  syllabi  tools  2019  affordances  disabilities  accessibility  conviviality  history  ideology  siliconvalley  detournement  computationalthinking  algorithms  alogrithmicthinking  criticalthinking  computing  computation  howweteach  howwelearn  teaching  communication  labor  thought  expression  creativity  anthropology  archaeology  mediastudies  moiraweigel 
august 2019 by robertogreco
We interrupt this broadcast
"Between 1975 and 1982, The Open University broadcast a series of televised courses on the genealogy of the modern movement: A305, History of Architecture and Design 1890–1939. We have asked Charlotte Lydia Riley, Owen Hatherley, and Jonathan Bignell to watch the course television programmes with us. They interrupted them to add context for a contemporary audience, from the perspective of history, architecture, and media studies. Their live annotations invite a reflection on the timeliness of authoring new histories and what it means to disseminate these histories in an always-particular moment in time."
1970s  1980s  massmedia  television  tv  video  towatch  annotation  charlottelydiariley  owenhatherley  jonathanbignell  architecture  history  mediastudies  media  modernism  design 
april 2018 by robertogreco
about — alsolikelife
[See also: ]

"Kevin B. Lee is a filmmaker and critic who has made over 300 video essays exploring film and media. 

His award-winning Transformers: The Premake was named one of the best documentaries of 2014 by Sight & Sound Magazine and played in several festivals including the Berlin Film Festival Critics Week. 

In 2017 he is the first-ever Artist in Residence of the Harun Farocki Institute in Berlin. 

He was named one of the Chicago New City Film 50 in 2013, 2014 and 2016.

He initiated Young Critics Programs at the 2015 Hawaii International Film Festival and the 2016 Cairo International Film Festival. 

He is Chief Video Essayist at Fandor, was supervising producer at Roger Ebert Presents At the Movies, and has written for The New York Times, Sight & Sound, Slate and Indiewire.

He teaches film and media studies at universities, including the School of the Art Institute of Chicago, the University of Illinois at Chicago, and the Goethe Universitat Frankfurt."

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film  mediastudies  kevinblee  videoessays  video  filmmaking  srg 
december 2017 by robertogreco
Parsons :: Exhibitions and Events :: The Sheila C. Johnson Design Center :: Exhibitions :: Current and Upcoming Exhibitions
"Much of our common stock of knowledge -- from the inscriptions of early civilizations, the classic texts of the ancient world, the manuscripts of the Middle Ages, and the maps and scientific treatises of the Renaissance, to the tweets and open data sets of today -- now resides in The Cloud. That Cloud seems to have no boundaries, no place; it floats above us, bringing its intellectual riches to those of us who are connected to it, wherever we might be. Yet The Cloud isn’t nearly as ubiquitous as the weather. Its accessibility is limited by protocols and cables, and its “content” has to be shaped, formalized through various interfaces, in order for us to perceive and process it. While artists, designers, and researchers have acknowledged that The Cloud has an architecture -- from the routers generating wisps of wifi in our homes, to the massive data centers storing that “rain of data,” to the cables and satellites that function as the system’s plumbing -- we’ve paid little attention to the places where The Cloud meets our individual bodies. Furnishing the Cloud considers both how we have historically imagined the architectures and containers of our common stock of knowledge -- the universal library, the endless bookshelf, the collective brain, among other structural/architectural metaphors -- and proposes new infrastructures for storing, accessing, and processing The Cloud. What are our new ergonomics of reading and viewing and auditing digital content, and how can we design to support those postures and modes of perception? How might we Furnish the Cloud?

Related programs:

Friday, March 13, 6:30 - 8:30 p.m.
“Bark Room,” Sheila C. Johnson Design Center, 2 W 13th Street, Ground Floor
Free and open to the public; no RSVP required

How do we perceive the presence of data? How do our bodies interface with information streams and the digital technologies that bring them to us? What aspects of “the cloud” are rendered sensible to us — not only visible, but also audible and tangible? Join the curators for “Furnishing the Cloud,” Kimberly Ackert, Orit Halpern, Shannon Mattern, and Brian McGrath, who will offer short provocations, exploring the exhibition’s themes from the perspectives of furniture and exhibition design, history, media studies, architecture, and urbanism.

Presented by the Sheila C. Johnson Design Center, with funding from the Provost Office Research Cluster Grant and the School of Constructed Environments, Parsons the New School for Design. With additional support from Historical Studies, New School for Social Research, and the School of Media Studies, New School for Public Engagement.

Exhibition Designers: Kimberly Ackert, with assistance from Jordana Maisie Goot
Curators: Kimberly Ackert, Orit Halpern, Shannon Mattern, and Brian McGrath
Web Development:Daniel Udell
Curatorial Assistant: Nadia Christidi
Students from Kimberly Ackert's Furniture, Detail and Space course: Dhafar Al-Edani, Mariam Alshamali, Tanyaporn Anantrungroj, Derick Brown, Felipe Colin, Kristina Cowger, Jo Garst, Jennifer Hindelang, Jacqueline Leung, Pei Ying Lin, Valter Lindgren, Mochi Lui, Matilda Maansdotter, Emmanuela Martini, Simon Schulz, Whitney Shanks, Raquel Sonobe
Web Projects: Zachary Franciose, Laura Sanchez, Eishin Yoshida
Students from Orit Halpern’s Making Sense: Methods in the Study of Media, Attention, and Infrastructure course: Jeffery Berryhill, Nicholas Cavaioli, Raquel DeAnda, Joseph Goldsmith, Angelica Huggins, Ian Keith, Kate McEntee, Awis Nari Mranani, Erika Nyame-Nseke, Kevin Swann, Shea Sweeney, Daniel Udell, Michal Unterberg, Kyla Wasserman"

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kimberlyackert  orithalpern  shannonmattern  brianmcgrath  2015  design  cloud  data  furniture  architecture  media  mediastudies  urbanism  reading  howweread  digital  datacenters  storage  access 
march 2015 by robertogreco
Digital Literacy is a crock. | Playable
"So why do some people use the term and others don’t. The answer lies in cultural conventions and status. Digital literacy is a popular culture term which has emerged from ‘the crowd of educators’ whom avidly use social media towards largely technologically deterministic view of what schools should be, if they modernists got out of the way. In media studies, the term multi-literacies has been around for a while, long before a few savant journalists started blogging about education to a growing citizen audience online. Even a casual look into books and papers by media scholars will reveal much of the ‘shift’ and ‘growing up digital’ opinions, are actually based in established fields. The key difference is the need for education to keep pace with technology or culture, but that social-media was a new audience that needed a ‘new term’ in order differentiate and promote it’s most vocal celebrities. It soon became apparent to citizen journalists (and journalists) that this new market could be expanded faster if they could convince teachers to align with their agenda, setting about building clusters of people whom they saw as mutually beneficial to engage with, mostly on economic terms. This to me was the beginning of the ‘digital-literacy-cartels’, rather than any emancipation of communication for children in classrooms.

Digital literacy submissively defers the importance of media education to authority. In order to expand the potential for books, seminars and so forth, social commentators needed the patronage of high-status journalists, publications, institutions and the most entertaining ‘new media’ outlets such as TED (or the pauper TEDx), Huffington Post and so on. At the same time, media scholars have continued to expand the research base around media studies, so it’s hard to see any reason to suggest ‘digital literacy’ is an omission to be rectified, especially by people who offer no evidence. Many media analysts reject the idea that literacy is primarily one of written communication, but is based on our understanding and mastery of cultural conventions which we use to interpret the everyday world.

Everyday, those pushing ‘digital literacy’ seek the approval of: more followers in order to prove they are more correct and more high-status administrators, leaders, producers and publishers to further their economic and social ambitions. Where media education would focus on analysis, evaluation and critical reflection on cultural communication (therefore IS authentic), it would also use modes of communication the ‘digital-cartel’ avoid as they don’t understand it and see no economic benefit. In actual fact, their assertions of around ‘digital literacy’ seek to give things such as learning management systems, games, virtual worlds, augmented reality and so on – low low status.

Evidence of this can bee seen easily. A teacher who has brand aligned (following the right people on Twitter and endorsing Google or Apple products) will talk about ‘digital literacy’ as surely as my cat will demand milk when I walk in the door. This also creates a perception that a teacher, who is Googled-up, is a better exponent of technology, and that teaching kids how to use Google products should be an function of education at all.

Seriously? Keep Googliness and app-tricks well away from me and my kids. I don’t want to be digitally literate! Don’t waste their time teaching them ‘tricks’. Teach them what the forms and structures of modes of communication – can be or should be."
multiliteracies  literacy  mediastudies  deangroom  tcsnmy  cv  2013  edtech  branding  careerists  popularculture  brandalignment  education  culture  teaching 
october 2013 by robertogreco
Archiving the City
"Archiving the City is an archive of urban experience, concerned with how researchers interested in the sensations, perceptions, aesthetics and politics of living in cities today might expand their methods beyond the traditional tools accepted in the social sciences. Archiving the City is a peek inside one researcher’s field notebook."
urbanism  architecture  design  archivingthecity  urban  threory  situationist  sensations  perception  geography  experience  urbanplanning  research  via:adamgreenfield  anarchism  adeolaenigbokan  humangeography  psychogeography  nyc  environmentalpsychology  environment  urbanstudies  mediastudies  sociology  anthropology  cities  from delicious
april 2011 by robertogreco
Internet as Playground and Factory :: Intro
"The revenues of today's social aggregators are promising but their speculative value exceeds billions of dollars. Capital manages to expropriate value from the commons; labor goes beyond the factory, all of society is put to work. Every aspect of life drives the digital economy: sexual desire, boredom, friendship —& all becomes fodder for speculative profit. We are living in a total labor society and the way in which we are commoditized, racialized, & engendered is profoundly and disturbingly normalized. The complex & troubling set of circumstances we now confront includes the collapse of the conventional opposition between waged & unwaged labor, and is characterized by multiple “tradeoffs” & “social costs”—such as government & corporate surveillance. While individual instances are certainly exploitative in the most overt sense, the shift in the overall paradigm moves us beyond the explanatory power of the Marxian interpretation of exploitation (which is of limited use here)."

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hacktivism  2009  labor  law  digital  digitalmedia  nyc  economics  mediastudies  socialmedia  academia  conferences  culture  media  newmedia  theory  internet  work  art  events  marxism  capitalism  exploitation  money  via:javierarbona  treborscholz  from delicious
august 2010 by robertogreco

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