Behind the lectern stands the professor, deploying course management systems, online quizzes, wireless clickers, PowerPoint slides, podcasts, and plagiarism-detection software. In the seats are the students, armed with smartphones, laptops, tablets, music players, and social networking. Although these two forces seem poised to do battle with each other, they are really both taking part in a war on learning itself. In this book, Elizabeth Losh examines current efforts to reform higher education by applying technological solutions to problems in teaching and learning. She finds that many of these initiatives fail because they treat education as a product rather than a process. Highly touted schemes--video games for the classroom, for example, or the distribution of iPads--let students down because they promote consumption rather than intellectual development.

Losh analyzes recent trends in postsecondary education and the rhetoric around them, often drawing on first-person accounts. In an effort to identify educational technologies that might actually work, she looks at strategies including MOOCs (massive open online courses), the gamification of subject matter, remix pedagogy, video lectures (from Randy Pausch to the Baked Professor), and educational virtual worlds. Finally, Losh outlines six basic principles of digital learning and describes several successful university-based initiatives. Her book will be essential reading for campus decision makers--and for anyone who cares about education and technology.

A wide-ranging, interconnected anthology presents a diversity of feminist contributions to digital humanities

In recent years, the digital humanities has been shaken by important debates about inclusivity and scope--but what change will these conversations ultimately bring about? Can the digital humanities complicate the basic assumptions of tech culture, or will this body of scholarship and practices simply reinforce preexisting biases? Bodies of Information addresses this crucial question by assembling a varied group of leading voices, showcasing feminist contributions to a panoply of topics, including ubiquitous computing, game studies, new materialisms, and cultural phenomena like hashtag activism, hacktivism, and campaigns against online misogyny.

Taking intersectional feminism as the starting point for doing digital humanities, Bodies of Information is diverse in discipline, identity, location, and method. Helpfully organized around keywords of materiality, values, embodiment, affect, labor, and situatedness, this comprehensive volume is ideal for classrooms. And with its multiplicity of viewpoints and arguments, it's also an important addition to the evolving conversations around one of the fastest growing fields in the academy.

Contributors: Babalola Titilola Aiyegbusi, U of Lethbridge; Moya Bailey, Northeastern U; Bridget Blodgett, U of Baltimore; Barbara Bordalejo, KU Leuven; Jason Boyd, Ryerson U; Christina Boyles, Trinity College; Susan Brown, U of Guelph; Lisa Brundage, CUNY; micha c rdenas, U of Washington Bothell; Marcia Chatelain, Georgetown U; Danielle Cole; Beth Coleman, U of Waterloo; T. L. Cowan, U of Toronto; Constance Crompton, U of Ottawa; Amy E. Earhart, Texas A&M; Nickoal Eichmann-Kalwara, U of Colorado Boulder; Julia Flanders, Northeastern U Library; Sandra Gabriele, Concordia U; Brian Getnick; Karen Gregory, U of Edinburgh; Alison Hedley, Ryerson U; Kathryn Holland, MacEwan U; James Howe, Rutgers U; Jeana Jorgensen, Indiana U; Alexandra Juhasz, Brooklyn College, CUNY; Dorothy Kim, Vassar College; Kimberly Knight, U of Texas, Dallas; Lorraine Janzen Kooistra, Ryerson U; Sharon M. Leon, Michigan State; Izetta Autumn Mobley, U of Maryland; Padmini Ray Murray, Srishti Institute of Art, Design, and Technology; Veronica Paredes, U of Illinois; Roopika Risam, Salem State; Bonnie Ruberg, U of California, Irvine; Laila Shereen Sakr (VJ Um Amel), U of California, Santa Barbara; Anastasia Salter, U of Central Florida; Michelle Schwartz, Ryerson U; Emily Sherwood, U of Rochester; Deb Verhoeven, U of Technology, Sydney; Scott B. Weingart, Carnegie Mellon U.

Best Books of 2019--Scholarly Kitchen

Object Lessons is a series of short, beautifully designed books about the hidden lives of ordinary things.

Hashtags can silence as well as shout. They originate in the quiet of the archive and the breathless suspense of the control room, and find voice in the roar of rallies in the streets. The #hashtag is a composite creation, with two separate but related design histories: one involving the crosshatch symbol and one about the choice of letters after it.

Celebration and criticism of hashtag activism rarely address the hashtag as an object or try to locate its place in the history of writing for machines. Although hashtags tend to be associated with Silicon Valley invention myths or celebrity power users, the story of the hashtag is much longer and more surprising, speaking to how we think about naming, identity, and being human in a non-human world.

Object Lessons is published in partnership with an essay series in The Atlantic.

Elizabeth Losh has gathered experts from across disciplines--education, rhetoric, philosophy, literary studies, history, computer science, and journalism--to tease out lessons and chart a course into the future of open, online education. Instructors talk about what worked and what didn't. Students share their experiences as participants. And scholars consider the ethics of this education. The collection goes beyond MOOCs to cover variants such as hybrid or blended courses, SPOCs (Small Personalized Online Courses), and DOCCs (Distributed Open Collaborative Course). Together, these essays provide a unique, even-handed look at the MOOC movement and will serve as a thoughtful guide to those shaping the next steps for open education.

Smartphones and other digital devices seem to give us a direct line to politicians. But is interacting with presidential tweets really a manifestation of digital democracy? In Selfie Democracy, Elizabeth Losh examines the unintended consequences of politicians' digital strategies, from the Obama campaign's pioneering construction of an online community to Trump's Twitter dominance. She finds that politicians who use digital media appeal to the same fantasies of digital connection, access, and participation peddled by Silicon Valley. Meanwhile, smartphones and social media don't enable participatory democracy so much as they incentivize citizens to perform attention-getting acts of political expression.

Losh explores presidential rhetoric casting digital media as tools of democracy, describes the conflation of gender and technology that contributed to Hillary Clinton's defeat in 2016, chronicles the Biden campaign's early digital stumbles in 2020, and recounts the TikTok campaign that may have spoiled a Trump rally. She shows that although Obama and Trump may seem diametrically opposed in both style and substance, they both used mobile digital media in ways that reshaped the presidency and promised a new kind of digital democracy. Obama used data and digital media to connect to citizens without intermediaries; Trump followed this strategy to its most extreme conclusion. What were the January 6 insurrectionists doing, as they livestreamed themselves and their cohorts attacking the Capitol, but practicing their own brand of selfie democracy?

Government media-making, from official websites to whistleblowers' e-mail, and its sometimes unintended consequences.

Today government agencies not only have official Web sites but also sponsor moderated chats, blogs, digital video clips, online tutorials, videogames, and virtual tours of national landmarks. Sophisticated online marketing campaigns target citizens with messages from the government--even as officials make news with digital gaffes involving embarrassing e-mails, instant messages, and videos. In Virtualpolitik, Elizabeth Losh closely examines the government's digital rhetoric in such cases and its dual role as mediamaker and regulator. Looking beyond the usual focus on interfaces, operations, and procedures, Losh analyzes the ideologies revealed in government's digital discourse, its anxieties about new online practices, and what happens when officially sanctioned material is parodied, remixed, or recontextualized by users. Losh reports on a video game that panicked the House Intelligence Committee, pedagogic and therapeutic digital products aimed at American soldiers, government Web sites in the weeks and months following 9/11, PowerPoint presentations by government officials and gadflies, e-mail as a channel for whistleblowing, digital satire of surveillance practices, national digital libraries, and computer-based training for health professionals. Losh concludes that the government's virtualpolitik--its digital realpolitik aimed at preserving its own power--is focused on regulation, casting as criminal such common online activities as file sharing, video-game play, and social networking. This policy approach, she warns, indefinitely postpones building effective institutions for electronic governance, ignores constituents' need to shape electronic identities to suit their personal politics, and misses an opportunity to learn how citizens can have meaningful interaction with the virtual manifestations of the state.

Elizabeth Losh has gathered experts from across disciplines--education, rhetoric, philosophy, literary studies, history, computer science, and journalism--to tease out lessons and chart a course into the future of open, online education. Instructors talk about what worked and what didn't. Students share their experiences as participants. And scholars consider the ethics of this education. The collection goes beyond MOOCs to cover variants such as hybrid or blended courses, SPOCs (Small Personalized Online Courses), and DOCCs (Distributed Open Collaborative Course). Together, these essays provide a unique, even-handed look at the MOOC movement and will serve as a thoughtful guide to those shaping the next steps for open education.

A wide-ranging, interconnected anthology presents a diversity of feminist contributions to digital humanities

In recent years, the digital humanities has been shaken by important debates about inclusivity and scope--but what change will these conversations ultimately bring about? Can the digital humanities complicate the basic assumptions of tech culture, or will this body of scholarship and practices simply reinforce preexisting biases? Bodies of Information addresses this crucial question by assembling a varied group of leading voices, showcasing feminist contributions to a panoply of topics, including ubiquitous computing, game studies, new materialisms, and cultural phenomena like hashtag activism, hacktivism, and campaigns against online misogyny.

Taking intersectional feminism as the starting point for doing digital humanities, Bodies of Information is diverse in discipline, identity, location, and method. Helpfully organized around keywords of materiality, values, embodiment, affect, labor, and situatedness, this comprehensive volume is ideal for classrooms. And with its multiplicity of viewpoints and arguments, it's also an important addition to the evolving conversations around one of the fastest growing fields in the academy.

Contributors: Babalola Titilola Aiyegbusi, U of Lethbridge; Moya Bailey, Northeastern U; Bridget Blodgett, U of Baltimore; Barbara Bordalejo, KU Leuven; Jason Boyd, Ryerson U; Christina Boyles, Trinity College; Susan Brown, U of Guelph; Lisa Brundage, CUNY; micha c rdenas, U of Washington Bothell; Marcia Chatelain, Georgetown U; Danielle Cole; Beth Coleman, U of Waterloo; T. L. Cowan, U of Toronto; Constance Crompton, U of Ottawa; Amy E. Earhart, Texas A&M; Nickoal Eichmann-Kalwara, U of Colorado Boulder; Julia Flanders, Northeastern U Library; Sandra Gabriele, Concordia U; Brian Getnick; Karen Gregory, U of Edinburgh; Alison Hedley, Ryerson U; Kathryn Holland, MacEwan U; James Howe, Rutgers U; Jeana Jorgensen, Indiana U; Alexandra Juhasz, Brooklyn College, CUNY; Dorothy Kim, Vassar College; Kimberly Knight, U of Texas, Dallas; Lorraine Janzen Kooistra, Ryerson U; Sharon M. Leon, Michigan State; Izetta Autumn Mobley, U of Maryland; Padmini Ray Murray, Srishti Institute of Art, Design, and Technology; Veronica Paredes, U of Illinois; Roopika Risam, Salem State; Bonnie Ruberg, U of California, Irvine; Laila Shereen Sakr (VJ Um Amel), U of California, Santa Barbara; Anastasia Salter, U of Central Florida; Michelle Schwartz, Ryerson U; Emily Sherwood, U of Rochester; Deb Verhoeven, U of Technology, Sydney; Scott B. Weingart, Carnegie Mellon U.