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Call for Contributions and Reflections: Your experiences in Decolonizing the Internet’s Languages!
https://cis-india.org/raw/stil-2020-call
<b>Whose Knowledge?, the Oxford Internet Institute, and the Centre for Internet and Society are creating a State of the Internet’s Languages report, as baseline research with both numbers and stories, to demonstrate how far we are from making the internet multilingual. We also hope to offer some possibilities for doing more to create the multilingual internet we want. This research needs the experiences and expertise of people who think about these issues of language online from different perspectives. Read the Call here and share your submission by September 2, 2019.</b>
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<h4>Cross-posted from the Whose Knowledge? website: <a href="https://whoseknowledge.org/initiatives/callforcontributions/" target="_blank">Call for Contributions and Reflections</a></h4>
<p>The call is available in <a href="https://whoseknowledge.org/initiatives/callforcontributions/#CIS-AR" target="_blank">Arabic</a>, <a href="https://whoseknowledge.org/initiatives/callforcontributions/#CIS-PT" target="_blank">Brazilian Portuguese</a>, <a href="#en">English</a>, <a href="https://whoseknowledge.org/initiatives/callforcontributions/#CIS-IZ" target="_blank">IsiZulu</a>, <a href="https://whoseknowledge.org/initiatives/callforcontributions/#CIS-ES" target="_blank">Spanish</a>, and <a href="#ta">Tamil</a>.</p>
<p><strong>Note:</strong> This call for contributions is in a few languages right now, but we invite our friends and communities to translate into many more! Please reach out to info (at) whoseknowledge (dot) org with your translations… thank you!</p>
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<img src="https://raw.githubusercontent.com/cis-india/website/master/img/CISraw_WK-OII_DTIL-banner2.png" alt="Call for Contributions and Reflections: Your experiences in Decolonizing the Internet’s Languages!" />
<p> </p>
<blockquote>
<h4 id="en">“It’s not just the words that will be lost. The language is the heart of our culture; it holds our thoughts, our way of seeing the world. It’s too beautiful for English to explain.”</h4>
– Potawatomi elder, cited in Robin Wall Kimmerer’s “Braiding Sweetgrass.”</blockquote>
<p><strong>The problem:</strong> The internet we have today is not multilingual enough to reflect the full depth and breadth of humanity. Language is a good proxy for, or way to understand, knowledge – different languages can represent different ways of knowing and learning about our worlds. Yet most online knowledge today is created and accessible only through colonial languages, and mostly English. The UNESCO Report on ‘<a href="https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000232743&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_8df09604-0040-4b44-b53c-110207ac407d%3F_%3D232743eng.pdf&locale=en&multi=true&ark=/ark:/48223/pf0000232743/PDF/232743eng.pdf#685_15_CI_EN_int.indd%3A.7579%3A23" target="_blank">A Decade of Promoting Multilingualism in Cyberspace</a>’ (2015) estimated that “out of the world’s approximately 6,000 languages, just 10 of them make up 84.3 percent of people using the Internet, with English and Chinese the dominant languages, accounting for 52 per cent of Internet users worldwide.” More languages become endangered and disappear every year; <a href="http://www.unesco.org/new/en/culture/themes/endangered-languages/atlas-of-languages-in-danger/" target="_blank">230 languages have become extinct between 1950 and 2010</a>.</p>
<p>At best, then, 7% of the world’s <a href="https://www.ethnologue.com/statistics" target="_blank">languages</a> are captured in published material, and an even smaller fraction of these languages are available online. This is particularly critical for communities who have been historically or currently marginalized by power and privilege – women, people of colour, LGBT*QIA folks, indigenous communities, and others marginalized from the global South (Asia, Africa, Latin America, the Caribbean and Pacific Islands). We often cannot add or access knowledge in our own languages on the internet. This reinforces and deepens inequalities and invisibilities that already exist offline, and denies all of us the richness of the multiple knowledges of the world.</p>
<p>Some of the issues that shape our abilities to create and share content online in our languages include:</p>
<ul>
<li>The internet’s infrastructure (hardware, software, platforms, protocols…);</li>
<li>Content management tools and technologies for translation, digitization, and archiving (voice, machine-learning systems and AI, semantic web…);</li>
<li>The experience of those who consume and produce information online in different languages (devices like cell phones and laptops, messaging tools, micro-blogging, audio-video…);</li>
<li>The experience of looking for content in different languages online, through search engines and other tools.</li></ul>
<p>Understanding the range of these issues will help us map the possibilities and concerns around linguistic biases and disparities on the internet.</p>
<p><strong>Who we are:</strong> We are a group of three research partners who believe that the internet we co-create should support, share, and amplify knowledge in all of the world’s languages. For this to happen, we need to better understand the challenges and opportunities that support or prevent our languages and knowledges from being online. The Centre for Internet and Society (CIS) is a non-profit organisation that undertakes interdisciplinary research on internet and digital technologies from policy and academic perspectives. The areas of focus include digital accessibility for persons with disabilities, access to knowledge, intellectual property rights, openness (including open data, free and open source software, open standards, open access, open educational resources, and open video), internet governance, telecommunication reform, digital privacy, and cyber-security. The <a href="https://www.oii.ox.ac.uk/" target="_blank">Oxford Internet Institute</a> is a multidisciplinary research and teaching department of the University of Oxford, dedicated to the social science of the Internet. <a href="https://whoseknowledge.org/" target="_blank">Whose Knowledge?</a> is a global campaign to centre the knowledges of marginalized communities – the majority of the world – online.</p>
<p>Together we are creating a State of the Internet’s Languages report, as baseline research with both numbers and stories, to demonstrate how far we are from making the internet multilingual. We also hope to offer some possibilities for doing more to create the multilingual internet we want.</p>
<p><strong>Why we need YOU:</strong> This research needs the experiences and expertise of people who think about these issues of language online from different perspectives.</p>
<p>You may be a person who:</p>
<ul>
<li>Self-identifies as being from a marginalized community, and you find it difficult to bring your community’s knowledge online because the technology to display your language’s script is hard to access or read</li>
<li>Works on creating content in languages that are from parts of the world, and from people, who are mostly invisible and unheard online</li>
<li>Is a techie who works on making keyboards for non-colonial languages</li>
<li>Is a linguist who tries to bring together communities and technologies in a way that is easy and accessible</li>
<li>... you may be any of these, all of these, or more!</li></ul>
<p>We are looking for your experience online to help us tell the story of how limited the language capacities of the internet are, currently, and how much opportunity there is for making the internet share our knowledges in our many different languages. Most importantly: you don’t have to be an academic or researcher to apply, we particularly encourage people experiencing these issues in their everyday lives and work to contribute!</p>
<p> </p>
<h3>Some of the key questions we’d like you to explore:</h3>
<ul>
<li>How are you or your community using your language online?</li>
<li>What do you wish you could create or share in your language online that you can’t today?</li>
<li>What does content in your language look like online? What exists, what’s missing? (<em>you might think about, for example, news, social media, education or government websites, e-commerce, entertainment, online libraries and archives, self-published content, etc</em>)</li>
<li>How and where and using what technologies do you share or create content in your language? (<em>you might think about, for example, video, audio, writing, social media, digitization…whatever formats, tools, processes or websites you use for creating oral, visual, textual, or other forms of content</em>.)</li>
<li>What is challenging to create or share on your language online? (<em>you might think about, for example, access, device usability, platforms, websites, apps and other tools, software, fonts, digital literacy, etc when developing digital archives, online language resources, or just making any presence on the web in general for your language</em>.)</li></ul>
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<h3>Submissions:</h3>
<p>We would love to hear about your and your community’s experiences in response to any or some of the above questions!</p>
<p>Your contribution could be in the form of a written essay, a visualization or work of art, a video or recorded conversation – we’d be happy to interview you if that’s your preference. We would be happy to accept in any language, and will review the submissions with the support of our multilingual communities and friends.</p>
<p>Are you interested in participating? Please email <strong>raw [at] cis-india [dot] org</strong> a short note (of about 300 words) by <strong>2 September at 23:59 IST (Indian Standard Time)</strong>, briefly outlining your idea along with the following information:</p>
<ul>
<li>Your name</li>
<li>Your location – both country of origin and your current location is useful!</li>
<li>Your language(s)</li>
<li>Your community or any other background you’d care to share with us</li>
<li>Which questions you’re interested in addressing, and why</li>
<li>Your prefered contribution format</li>
<li>Any requests for how we can best support your participation</li></ul>
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<h3>Timeline:</h3>
<ul>
<li><strong>By 2nd September 2019:</strong> Send us your submission note</li>
<li><strong>By 1st November 2019:</strong> Contributors will be notified of selection</li>
<li><strong>By 1st December 2019:</strong> First round of contributions are due. We’ll work with you to finalise contributions by mid January.</li></ul>
<p>Selected contributors will be offered an honorarium of USD 500, and their final works will be published as part of the Decolonising the Internet – Languages Report, in early 2020.</p>
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<h2 id="ta">பங்களிப்பதற்காக அழைப்பு இணைய மொழி ஆதிக்கச் சூழலை மாற்றியதில் உங்கள்அனுபவம்!</h2>
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<blockquote>
<h4>“மொழி அழிவால் சொற்கள் மட்டும் அழிவதில்லை. நம் பண்பாட்டின் சாரமே மொழி தான். மொழியே நம் எண்ணங்களை வெளிப்படுத்துகிறது. இவ்வுலகத்தை நாம் காண்பதும் மொழிவழியே தான். ஆங்கிலத்தால் அதை ஒருக்காலும் வெளிப்படுத்த முடியாது.”</h4>
– போட்டோவாடோமி எல்டர் (ராபின் வால் கிம்மெரார் எழுதிய ‘பிரெயிடிங் சுவீட்கிராஸ்’ என்ற நூலில் இருந்து)</blockquote>
<p><strong>சிக்கல்:</strong> மனித குலத்தின் பரந்துவிரிந்த பண்பாட்டுச் சூழலை வெளிப்படுத்தும் அளவுக்கு இன்றைய இணையம் பன்மொழிச் சூழல் கொண்டதாய் இல்லை. தகவல்களை அறிந்துகொள்வதற்கு மொழி ஒரு கருவியாய் இருக்கிறது. ஒவ்வொரு மொழியும் உலகத்தை வெவ்வேறுவிதத்தில் காட்டத்தக்கன. இருந்தபோதும், பெரும்பாலான அறிவுசார் தளங்கள் ஆதிக்க மொழிகளில், குறிப்பாக ஆங்கிலத்தில் அதிகளவில் இருக்கின்றன. ‘இணையவெளியில் பன்மொழிச் சூழலைக் ஊக்குவிக்க பத்தாண்டுகளில் எடுத்த முயற்சி’ (2015) என்ற யுனெசுகோ அறிக்கையில் குறிப்பிட்டுள்ளதாவது: “உலகில் பேசப்படும் சுமார் 6,000 மொழிகளில், வெறும் 10 மொழியை பேசுவோர் மட்டுமே இணையத்தின் 84.3 சதவீதம் பேராக உள்ளனர். இவற்றில், ஆங்கிலமும் மாண்டரின் சீனமும் பேசுவோர் மட்டும் 52 சதவீதத்தினர் என்பது குறிப்பிடத்தக்கது.” ஒவ்வொரு ஆண்டும் அதிகளவிலான மொழிகள் அருகி, அழிந்து வருகின்றன. 1950 – 2010 ஆகிய ஆண்டுகளுக்குள் 230 மொழிகள் அழிந்திருக்கின்றன</p>
<p>எல்லா உள்ளடக்கத்தையும் கணக்கில் எடுத்தால் கூட, உலகின் 7% மொழிகளில் தான் ஆக்கங்கள் இருக்கின்றன. இவற்றில் சிலவே இணையத்தில் கிடைக்கின்றன. முற்காலத்தில் ஒடுக்கப்பட்டிருந்த பழங்குடியின சமூகத்தினர், அடக்குமுறைக்கு உட்பட்டிருந்த பெண்கள், நிறவெறிக்கு உட்பட்டிருந்தோர், மாற்று பாலின கருத்தியல் கொன்டோர் ஆகியோருக்கான ஆக்கங்கள் வெகு சில. பெரும்பாலானோர் இணையத்தில் தம் தாய்மொழியில் தகவல்களை தேடிப் பெற முடிவதில்லை. தம் மொழியில் கிடைக்கப்பெறாத பெரும்பாலானோருக்கு இவ்வுலகைப் பற்றிய அறிவுசார் ஆக்கங்கள் மறுக்கப்பட்டு, சமமின்மை வெளிப்படுகிறது.</p>
<p>நம் மொழியிலேயே இணையத்தில் ஆக்கங்களை உருவாக்குவதிலும் பகிர்வதிலும் சில சிக்கல்களை எதிர்நோக்குகிறோம். அவை:</p>
<ul>
<li>கட்டமைப்பு வசதிக் குறைபாடு : வன்பொருள், மென்பொருள், இயங்குதளம், மரபுத்தகவு</li>
<li>உள்ளடக்க மேம்பாட்டுக் கருவிகளும் தொழில்நுட்பங்களும் போதிய அளவில் இல்லாமை: மொழிபெயர்ப்புக் கருவி, மின்மயமாக்கக் கருவி, சேமிப்பகம், செயற்கை நுண்ணறிவு, குரல்வழி உள்ளடக்கம்</li>
<li>இணையத்தில் பொருட்களை வாங்கிப் பயன்படுத்துவோரின் கருத்துக்களோ, பொருட்களைப் பற்றிய தகவலோ, இணையச் செயலிகளான செய்தியனுப்பல், வலைப்பூ போன்றவையோ தம் மொழியில் இல்லாமை</li>
<li>தேடுபொறிகளையும் பிற கருவிகளையும் கொன்டு வெவ்வேறு மொழிகளில் ஆக்கங்களைத் தேடிப் பழக்கம் இல்லாமை</li></ul>
<p>இச்சிக்கல்களைப் புரிந்துகொள்வதன் மூலம், இணையத்தின் பன்மொழிச் சூழலுக்கான தேவைகளையும் அவற்றிற்கான குறைநிறைகளையும் சரிப்படுத்திக்கொள்ள முடியும்.</p>
<p><strong>நாங்கள் யார்?:</strong> உலக மொழிகளிலான ஆக்கங்கள் இணையவெளியில் இடம்பெற உதவவும், ஊக்குவிக்கவும் மூன்று ஆய்வு நிறுவனங்கள் கைகோர்த்துள்ளோம். இதை நடைமுறைப்படுத்துவதற்கு முன், நாம் எதிர்கொள்ளும் சிக்கல்களையும் பெறக்கூடிய வாய்ப்புகளையும் நன்கு அறிந்துகொள்வது அவசியம் என உணர்ந்தோம்.</p>
<p>1. சென்டர் ஃபார் இன்டர்நெட் அன்ட் சொசைட்டி (the Centre for Internet and Society or CIS) என்ற தன்னார்வல நிறுவனம், இணையத்தையும், மின்மயமாக்கத் தொழில்நுட்பங்களையும் பற்றிய ஆய்வுகளை கொள்கை நோக்கிலும், கல்விசார் நோக்கிலும் செய்கிறது. உடற்குறைபாடு உடையோருக்கு மின்மயமாக்கிய உள்ளடக்கம், அறிவைப் பெறும் சூழல், அறிவுசார் சொத்துரிமை, திறந்தவெளி ஆக்கங்கள், இணையவழி ஆளுகை, தொழில்நுட்பச் சீர்திருத்தம், இணையவெளியில் தனியுரிமை, இணையவெளிப் பாதுகாப்பு போன்ற தலைப்புகளில் இந்நிறுவனம் கவனம் செலுத்துகிறது.</p>
<p>2. ஆக்சுபோர்டு இன்டர்நெட் இன்ஸ்டிடியூட் என்ற ஆய்வு நிறுவனம் ஆக்சுபோர்டு பல்கலைக்கழகத்தைச் சேர்ந்தது. இது இணையச் சமூகத்துக்காகவே தனித்துவமாக உருவாக்கப்பட்ட துறை.</p>
<p>3. ஹூஸ் நாலெட்ஜ் என்ற இயக்கம், உலகளவில் ஒடுக்கப்பட்ட சமூகங்களின் அறிவுசார் ஆக்கங்களை இணையவெளியில் கொண்டு வர முயற்சி எடுக்கிறது.</p>
<p>நாங்கள் மூவரும் இணைந்து, இணையத்தில் பயன்பாட்டிலுள்ள மொழிகளைப் பற்றிய ஆய்வறிக்கையை தயாரிக்கிறோம். புள்ளிவிவரங்களையும், தகவல்களையும் வெளியிட்டு, பன்மொழிச் சூழலில் எந்தளவு பின்தங்கி இருக்கிறோம் என்பதை உணர்த்த உள்ளோம். இணையவெளியில் ஆக்கங்களை வெளியிட எங்களால் முடிந்த சில வாய்ப்புகளையும் வழங்க உள்ளோம்.</p>
<p><strong>உங்கள் உதவி எங்களுக்கு தேவைப்படுவதன் காரணம்:</strong> இத்தகைய சிக்கல்களை எதிர்நோக்கி வருவோரின் அனுபவங்களையும், அவர்கள் முயன்ற தீர்வுகளையும் பற்றி அறிந்துகொள்வதே இவ்வாய்வின் நோக்கம்.</p>
<p>நீங்கள்,</p>
<ul>
<li>ஒடுக்கப்பட்ட சமூகத்தைச் சேர்ந்தவராக உணர்ந்தாலோ, உங்கள் சமூகத்தின் அறிவுசார் உள்ளடக்கங்கள் இணையவெளியில் கிடைப்பதில்லை என்று கருதினாலோ, உங்கள் மொழி எழுத்துவடிவங்கள் அணுகவும், படிக்கவும் ஏற்றவகையில் கணினிமயமாக்கப்படவில்லை என்று உணர்ந்தாலோ,</li>
<li>தொழில்நுட்பராக இருந்து, ஆதிக்கத்துக்கு உட்பட்டோரின் மொழிகளுக்காக விசைப்பலகைகள் செய்பவராக இருந்தாலோ,</li>
<li>மொழியியலாளராக இருந்து, பல்வேறு சமூகங்களை ஒருங்கிணைத்து, தொழில்நுட்பத்தை அவர்களுக்கு புரியும் வகையிலும், அணுகும் வகையிலும் கிடைக்கச் செய்தாலோ,</li>
<li>… உங்களைத் தான் தேடிக் கொன்டிருக்கிறோம்!</li></ul>
<p>உங்கள் இணையவெளி அனுபவங்களை எங்களுக்கு தெரிவிப்பதன் மூலம், ஒவ்வொரு மொழிச் சமூகத்தின் நிலையையும் நாங்கள் அறிந்துகொள்ள உதவியாக இருக்கும். அத்துடன், எத்தகைய வாய்ப்புகளை ஏற்படுத்தித் தரலாம் என்றும் நாங்கள் சிந்திக்க உதவியாய் இருக்கும்.</p>
<p> </p>
<h3>உங்களிடம் நாங்கள் கேட்க விரும்பும் சில கேள்விகள்:</h3>
<ul>
<li>நீங்களும், உங்கள் மொழிச் சமூகத்தினரும் இணையவெளியில் உங்கள் மொழியை எப்படி பயன்படுத்துகிறீர்கள்?</li>
<li>இன்றைய நிலையில், இணையவெளியில் உங்கள் மொழியைக் கொண்டு செய்ய முடியாதது இருப்பின், அதற்கு என்ன செய்ய விரும்புவீர்கள்?</li>
<li>இணையவெளியில் உங்கள் மொழியில் என்னென்ன ஆக்கங்கள் இருக்கின்றன, எவை இல்லை? (எடுத்துக்காட்டாக, செய்திகள், சமுக வலைத்தளம், கல்விசார் உள்ளடக்கம், அரசுசார் உள்ளடக்கம், மனமகிழ் வீடியோக்கள், இணையவழி கற்றல், போன்றவை)</li>
<li>உங்கள் மொழியில் ஆக்கங்களை படைப்பதற்கு எந்த தளத்தை நாடுவீர்கள், எந்த தொழில்நுட்பத்தை பயன்படுத்துவீர்கள்? (எ.கா : ஒளி, ஒலி, உரை, உரைநடை ஒழுங்கமைவு, பிழைத்திருத்திக் கருவி போன்றவை)</li>
<li>உங்கள் மொழியில் எழுதுவதற்கோ, பகிர்வதற்கோ முயலும் போது என்னென்ன மாதிரியான சிக்கல்களை இணையவெளியில் சந்திக்கிறீர்கள்? (எ.கா: அணுக்கம் இன்மை, கருவியில் எழுத்துரு ஆதரவின்மை, பிழை திருத்த கருவி இன்மை)</li></ul>
<p> </p>
<h3>ஆய்வேடு சமர்ப்பித்தல்:</h3>
<p>மேற்கண்ட கேள்விகளுக்கு உங்கள் சமூகத்தினரிடமும், உங்களிடமும் அனுபவம் மூலம் விடை கிடைத்திருக்கும் என நம்புகிறோம். அவற்றைப் பற்றி தெரிந்து கொள்ள விரும்புகிறோம்!</p>
<p>கட்டுரையாகவோ, கலைப்படைப்பாகவோ, பதிவு செய்யப்பட்ட ஆவணமாகவோ, வேறு வடிவிலோ உங்கள் படைப்புகள் இருக்கலாம். நீங்கள் விரும்பினால் உங்களை பேட்டி காணவும் தயாராக இருக்கிறோம். உங்கள் படைப்புகள் எந்த மொழியில் இருந்தாலும் ஏற்போம். எங்களிடமுள்ள பன்மொழிச் சமூகத்திடம் உங்கள் படைப்புகளை கொடுத்து அவற்றை சீராய்வு செய்யச் சொல்வோம்.</p>
<p>உங்களுக்கு பங்கேற்க விருப்பமா? raw@cis-india.org என்ற மின்னஞ்சல் முகவரிக்கு, செப்டம்பர் இரன்டாம் தேதிக்கு முன்னர் அனுப்புக. 300 சொற்களுக்கு மிகாமல், கீழ்க்காணும் விவரங்களைக்</p>
<ul>
<li>உங்கள் பெயர்</li>
<li>இருப்பிடம் – பிறந்த நாடும், தற்போது வாழும் நாடும்</li>
<li>உங்கள் மொழி(கள்)</li>
<li>உங்கள் சமூகத்தினரைப் பற்றிய தகவல் (அ) நீங்கள் விரும்பும் சமூகத்தினரைப் பற்றிய தகவல்</li>
<li>எந்தெந்த கேள்விகளுக்கு பதிலளிக்க விரும்புகிறீர்கள், ஏன்</li>
<li>உங்கள் படைப்பு எந்த வடிவில் உள்ளது</li>
<li>உங்கள் பங்களிப்பை மேம்படுத்தல் நாங்கள் ஏதும் செய்ய வேண்டுமா</li></ul>
<p> </p>
<h3>காலகட்டம்:</h3>
<ul>
<li><strong>2 செப்டம்பர், 2019:</strong> உங்கள் படைப்புகள் எங்களை வந்தடைய வேண்டிய கடைசி நாள்</li>
<li><strong>1 நவம்பர், 2019:</strong> தேர்ந்தெடுக்கப்பட்ட படைப்பாளர்களிடம் விவரம் தெரிவிக்கப்படும் நாள்</li>
<li><strong>1 திசம்பர், 2019:</strong> முதற்கட்ட பங்களிப்பு நடைபெறும். பங்களிப்பை ஜனவரி மாத மத்தியில் முடிக்க முயற்சி செய்வோம்.</li></ul>
<p>தேர்ந்தெடுக்கப்பட்ட படைப்பாளிகளுக்கு 500 அமெரிக்க டாலர்கள் ஊக்கத்தொகையாக வழங்கப்படும். நாங்கள் தயாரிக்கும் அறிக்கையில் அவர்களின் படைப்பு வெளியிடப்படும்.</p>
<p> </p>
<p>
For more details visit <a href='https://cis-india.org/raw/stil-2020-call'>https://cis-india.org/raw/stil-2020-call</a>
</p>
No publishersneha-ppLanguageResearchResearchers at WorkDigital KnowledgeDecolonizing the Internet's LanguagesFeaturedState of the Internet's LanguagesDigital HumanitiesHomepage2019-08-07T12:29:25ZBlog EntryCall for Essays — #List
https://cis-india.org/raw/call-for-essays-list
<b>The researchers@work programme at CIS invites abstracts for essays that explore social, economic, cultural, political, infrastructural, or aesthetic dimensions of the ‘list’. We have selected 4 abstracts among those received before August 31, 2019, and are now accepting and evaluating further submissions on a rolling basis.</b>
<p> </p>
<img src="https://raw.githubusercontent.com/cis-india/website/master/img/CIS_r%40w_CallForEssays_List_Open.png" alt="Call for essays on #List, abstracts are considered on a rolling basis" />
<p> </p>
<p>For the last several years, #MeToo and #LoSHA have set the course for rousing debates within feminist praxis and contemporary global politics. It also foregrounded the ubiquitous presence of the list in its various forms, not only on the internet but across diverse aspects of media culture. Much debate has emerged about specificities and implications of the list as an information artefact, especially in the case of #LoSHA and NRC - its role in creation and curation of information, in building solidarities and communities of practice, its dependencies on networked media infrastructures, its deployment by hegemonic entities and in turn for countering dominant discourses.</p>
<p>From Mailing Lists to WhatsApp Broadcast Lists, lists have been the very basis of multi-casting capabilities of the early and the recent internets. The list - in terms of list of people receiving a message, list of machines connecting to a router or a tower, list of ‘friends’ and ‘followers’ ‘added’ to your social media persona - structures the open-ended multi-directional information flow possibilities of the internet. It simultaneously engenders networks of connected machines and bodies, topographies of media circulation, and social graphs of affective connections and consumptions.</p>
<p>As a media format that is easy to create, circulate, and access (as seen in the number of rescue and relief lists that flood the web during national disasters) or one that is essential in classification and cross-referencing (such as public records and memory institutions), the list becomes an essential trope to understand new media forms today, as the skeletal frame on which much digital content and design is structured and also consumed through.</p>
<ul>
<li>What new subjectivities - indicative of different asymmetries of power/knowledge - do list-making, and being listed, engender? How are they hegemonic or intersectional?</li>
<li>What new modes of questioning and meaning-making have manifested today in various practices of list-making?
What modalities of creation and circulation of lists affords their authority; what makes them legitimate information artefacts, or contentious forms of knowledge?</li>
<li>How and when do lists became digital, where are lists on paper? How do we understand their ephemerality or robustness; are they medium or message?</li>
<li>Are there cultural economies of lists, list-making, and getting listed? Who decides, and who gets invisibilized on lists?</li></ul>
<p> </p>
<h2>Call for Essays</h2>
<p>We invite abstracts for essays that explore social, economic, cultural, political, infrastructural, or aesthetic dimensions of the ‘list’.</p>
<p>Please submit the abstracts by <strong>Friday, August 23, 2019</strong>.</p>
<p>We will select 10 abstracts and announce them on Friday, August 30. The selected authors are expected to submit a full draft of the essay (of 2000-3000 words) by Monday, September 30. We will share editorial suggestions with the authors, and the final versions of the essays will be published on the <a href="https://medium.com/rawblog" target="_blank">researchers@work blog</a> from November onwards. We will offer Rs. 5,000 as honorarium to all selected authors.</p>
<p>Please submit the abstract (300-500 words), and a short biographic note, in a single text file with the title of the essay and your name via email sent to <a href="mailto:raw@cis-india.org">raw@cis-india.org</a>, with the subject line of ‘List’.</p>
<p>Authors are very much welcome to work with text, images, sounds, videos, code, and other mediatic forms that the internet offers.</p>
<p> </p>
<p>
For more details visit <a href='https://cis-india.org/raw/call-for-essays-list'>https://cis-india.org/raw/call-for-essays-list</a>
</p>
No publishersneha-ppResearchers at WorkListRAW BlogResearchFeaturedCall for EssaysInternet Studies2019-10-11T17:07:26ZBlog EntryUnpacking video-based surveillance in New Delhi
https://cis-india.org/raw/unpacking-video-based-surveillance-in-new-delhi-urban-data-justice
<b>Aayush Rathi and Ambika Tandon presented at an international workshop on 'Urban Data, Inequality and Justice in the Global South', on 14 June 2019, at the University of Manchester. The agenda for the workshop and the slides from the presentation by Aayush and Ambika are available below.</b>
<p> </p>
<h4>Agenda of the workshop: <a href="https://github.com/cis-india/website/raw/master/docs/UDJWorkshop2019_Timetable.docx">Download</a> (DOCX)</h4>
<h4>Slides from the presentation: <a href="https://github.com/cis-india/website/raw/master/docs/CIS_AayushAmbika_UDJWorkshop2019_Slides.pdf">Download</a> (PDF)</h4>
<hr />
<p>The aim of the workshop was to present findings from case studies on urban data justice commissioned by the Sustainable Consumption Institute and Centre for Development Informatics at the University of Manchester, on aspects of justice in data systems in cities across the world. Aayush and Ambika presented their study on video-based surveillance in New Delhi, which was conducted across a period of 3 months earlier this year. The study aimed to assess the extent to which CCTV surveillance systems in Delhi support the needs of women in the city, including lower class women and those from informal settlements. The study will be published as a working paper by the University of Manchester in the coming months.</p>
<p> </p>
<p>
For more details visit <a href='https://cis-india.org/raw/unpacking-video-based-surveillance-in-new-delhi-urban-data-justice'>https://cis-india.org/raw/unpacking-video-based-surveillance-in-new-delhi-urban-data-justice</a>
</p>
No publisherAayush Rathi and Ambika TandonBig DataData JusticeSurveillanceFeaturedUrban Data JusticeResearchResearchers at Work2019-06-20T05:13:25ZBlog EntryData bleeding everywhere: a story of period trackers
https://cis-india.org/raw/sadaf-khan-data-bleeding-everywhere-a-story-of-period-trackers
<b>This is an excerpt from an essay by Sadaf Khan, written for and published as part of the Bodies of Evidence collection of Deep Dives. The Bodies of Evidence collection, edited by Bishakha Datta and Richa Kaul Padte, is a collaboration between Point of View and the Centre for Internet and Society, undertaken as part of the Big Data for Development Network supported by International Development Research Centre, Canada.</b>
<p> </p>
<h4>Please read the full essay on Deep Dives: <a href="https://deepdives.in/data-bleeding-everywhere-a-story-of-period-trackers-8766dc6a1e00" target="_blank">Data bleeding everywhere: a story of period trackers</a></h4>
<h4>Sadaf Khan: <a href="http://mediamatters.pk/the-team/" target="_blank">Media Matters for Democracy</a> and <a href="https://twitter.com/nuqsh" target="_blank">Twitter</a></h4>
<hr />
<p>...By now there are a number of questions buzzing around my head, most of them unasked. Are users comfortable with so much of their data being collected? Are there really algorithms that string together all this data into medically-relevant trends? How reliable can these trends be when usage is erratic? Are period tracking apps pioneering, fundamental elements of a future where medical aid is digital and reliable data is inevitably linked to the provision of medical services? And if so, are privacy and health soon to become conflicting rights?</p>
<p>I also want to find out how users understand data collection and privacy before giving apps consent to utilize their data and information as they will. Hareem says she gives apps informed consent. ‘If my data becomes a part of the statistics aiding medical research, why not? There is no harm in it. I am getting a good service, and if my data helps create a better understanding as a part of a larger statistical pool, they are welcome to use it.’</p>
<p>But is she really sure that this information will be used only as anonymised data for medical research? ‘Look at the kind of information that is being collected,’ she answers. ‘Dates, mood, consistency of mucus, basal temperature. What kind of use does one have for this data?’</p>
<p>Naila, in turn, says: ‘Honestly, I have never really thought about what happens to the data the application collects. Obviously I enter detailed information about my cycle and my moods and my sex life. But a), my account is under a fake name and b), even if it wasn’t, who would have any use for stuff like when my period starts and ends and what my mood or digestive system is like at any given moment?’</p>
<p>In fact, this sentiment is shared among all the women interviewed for this piece — what use would anyone have for this data?</p>
<p>As users, we often imagine our own data as anonymised within a huge dataset. But as users, we don’t have enough information about how our data is being used — or will be used in future. The open and at times vague language of a platform’s terms and conditions allows menstrual apps to use data in ways that I may not know of. Some apps continue to hold customer data even after an account is deleted. Even though I may technically ‘agree’ to the terms and conditions, is this fully informed consent?</p>
<p>One of the big concerns around this kind of medical information being collected is the potential for collaborations with big pharmaceuticals and other health service providers. With apps sitting on a goldmine of users’ fertility and health information, health service providers might mine their data for potential consumers and reach out directly to them. While this is like any targeted marketing campaign, the fact that the advertiser is likely to be offering medical services to women suffering from infertility and are at their most vulnerable, raises totally different ethical concerns.</p>
<p>And these apps and their businesses might grow in directions that users haven’t taken into consideration. Take Ovia’s health feature for companies to buy premium services for their employees. While the gesture is packaged as a goodwill one, it also means that an employer has access to extremely private and intimate medical information about their women employees. And while the data set is anonymised, it is still possible to figure out the identity of users based on specific information. For example, how many women in any company are pregnant at any given time?...</p>
<p>Pregnant a year after my miscarriage, I initially downloaded multiple apps in a bid to find a good fit. I don’t know which one of these was in communication with Facebook. But almost immediately, my Facebook timeline started becoming littered with ads for baby stuff — clothes, shoes bibs, prams, cribs, ointments for stretch marks, maternity wear, the works.</p>
<p>It makes me think of those old school clockwork-style videos. You drop a ball and off it goes: making dominos fall, knocking over pots and pans, setting in motion absurd, synchronized mechanisms. Similarly, I drop my data and watch it hurtle into my life, on to other platforms, off to vendors. Maybe to stalkers? To employers? Who knows.</p>
<p> </p>
<p>
For more details visit <a href='https://cis-india.org/raw/sadaf-khan-data-bleeding-everywhere-a-story-of-period-trackers'>https://cis-india.org/raw/sadaf-khan-data-bleeding-everywhere-a-story-of-period-trackers</a>
</p>
No publishersumandroBodies of EvidenceResearchers at WorkResearchFeaturedPublicationsBD4DBig Data for Development2019-12-06T05:03:09ZBlog EntryOpen Data and Land Ownership
https://cis-india.org/openness/open-data-and-land-ownership
<b>In this chapter of the recently published volume on State of Open Data, Tim Davies and Sumandro Chattapadhyay discuss how the lessons from the land ownership field highlight the political nature of data, and illustrate the importance of politically aware interventions when creating open data standards, infrastructure, and ecosystems. State of Open Data, edited by Tim Davies, Stephen B. Walker, Mor Rubinstein, and Fernando Perini, is published by African Minds and International Development Research Centre, Canada.</b>
<p> </p>
<h4>State of Open Data: <a href="https://www.stateofopendata.od4d.net/" target="_blank">Website</a> and <a href="http://www.africanminds.co.za/dd-product/state-of-open-data/" target="_blank">Book</a> (Open Access)</h4>
<h4>Chapter on Open Data and Land Ownership: <a href="https://zenodo.org/record/2677839" target="_blank">Zenodo</a> (PDF)</h4>
<hr />
<h2>Key Points</h2>
<h4>- Global availability of land ownership and land deals data is patchy, but, when available, it has been used by individual citizens, entrepreneurs, civil society, and journalists.</h4>
<h4>- Over the last decade, a number of responsible data lessons have been learned. These lessons can provide guidance on how to balance transparency and privacy and on how to draw research conclusions from partial data.</h4>
<h4>- In spite of large donor investments in land registration systems, few resources are currently made available to enable open data related to these projects. There are untapped opportunities as a result.</h4>
<h4>- Lessons from the land ownership field highlight the political nature of data, and illustrate the importance of politically aware interventions when creating open data standards, infrastructure, and ecosystems.</h4>
<p> </p>
<p>
For more details visit <a href='https://cis-india.org/openness/open-data-and-land-ownership'>https://cis-india.org/openness/open-data-and-land-ownership</a>
</p>
No publishersumandroOpen DataFeaturedOpenness2019-05-22T11:32:18ZBlog EntryAnnouncement of a Three-Region Research Alliance on the Appropriate Use of Digital Identity
https://cis-india.org/internet-governance/blog/appropriate-use-of-digital-identity-alliance-announcement
<b>Omidyar Network has recently announced its decision to invest in establishment of a three-region research alliance — to be co-led by the Institute for Technology & Society (ITS), Brazil, the Centre for Intellectual Property and Information Technology Law (CIPIT) , Kenya, and the CIS, India — on the Appropriate Use of Digital Identity. As part of this Alliance, we at the CIS will look at the policy objectives of digital identity projects, how technological policy choices can be thought through to meet the objectives, and how legitimate uses of a digital identity framework may be evaluated.</b>
<p> </p>
<p>As governments across the globe are implementing new, digital foundational identification systems or modernizing existing ID programs, there is a dire need for greater research and discussion about appropriate design choices for a digital identity framework. There is significant momentum on digital ID, especially after the adoption of UN Sustainable Development Goal 16.9, which calls for legal identity for all by 2030. Given the importance of this subject, its implications for both the development agenda as well its impact on civil, social and economic rights, there is a need for more focused research that can enable policymakers to take better decisions, guide civil society in different jurisdictions to comment on and raise questions about digital identity schemes, and provide actionable material to the industry to create identity solutions that are privacy enhancing and inclusive.</p>
<p> </p>
<h4>Excerpt from the <a href="https://www.omidyar.com/blog/appropriate-use-digital-identity-why-we-invested-three-region-research%C2%A0alliance" target="_blank">blog post by Subhashish Bhadra</a> announcing this new research alliance</h4>
<p>...In the absence of any widely-accepted thinking on this issue, we run the risk of digital identity systems suffering from mission creep, that is being made mandatory or being used for an ever-expanding set of services. We believe this creates several risks. First, people may be excluded from services if they do not have a digital identity or because it malfunctions. Second, this approach creates a wider digital footprint that can be used to create a profile of an individual, sometimes without consent. This can increase privacy risk. Third, this approach increases the power of institutions versus individuals and can be used as rationale to intentionally deny services, especially to vulnerable or persecuted groups.</p>
<p>Three exceptional research groups have undertaken the effort of answering this complex and important question. Over the next six months, these think tanks will conduct independent research, as well as involve experts from across the globe. Based in South America, Africa, and Asia, these institutions represent the collective wisdom and experiences of three very distinct geographies in emerging markets. While drawing on their local context, this research effort is globally oriented. The think tanks will create a set of recommendations and tools that can be used by stakeholders to engage with digital identity systems in any part of the world...</p>
<p>This research will use a collaborative and iterative process. The researchers will put out some ideas every few weeks, with the objective of seeking thoughts, questions, and feedback from various stakeholders. They will participate in several digital rights and identity events across the globe over the next several months. They will also organize webinars to seek input from and present their interim findings to interested communities from across the globe. Each of these provide an opportunity for you to provide your thoughts and help this research program provide an independent, rigorous, transparent, and holistic answer to the question of when it’s appropriate for digital identity to be used. We need a diversity of viewpoints and collaborative dissent to help solve the most pressing issues of our times.</p>
<p> </p>
<p>
For more details visit <a href='https://cis-india.org/internet-governance/blog/appropriate-use-of-digital-identity-alliance-announcement'>https://cis-india.org/internet-governance/blog/appropriate-use-of-digital-identity-alliance-announcement</a>
</p>
No publisheramberDigital IDInternet GovernanceAppropriate Use of Digital IDFeaturedDigital IdentityHomepage2019-05-13T09:06:23ZBlog EntryFinTech in India: A Study of Privacy and Security Commitments
https://cis-india.org/internet-governance/blog/aayush-rathi-and-shweta-mohandas-april-30-2019-fintech-in-india-a-study-of-privacy-and-security-commitments
<b>The unprecedented growth of the fintech space in India has concomitantly come with regulatory challenges around inter alia privacy and security concerns. This report studies the privacy policies of 48 fintech companies operating in India to better understand some of these concerns. </b>
<p> </p>
<h4>Access the full report: <a class="external-link" href="http://cis-india.org/internet-governance/files/Hewlett%20A%20study%20of%20FinTech%20companies%20and%20their%20privacy%20policies.pdf">Download</a> (PDF)</h4>
<p>The report by Aayush Rathi and Shweta Mohandas was edited by Elonnai Hickok. Privacy policy testing was done by Anupriya Nair and visualisations were done by Saumyaa Naidu. The project is supported by the William and Flora Hewlett Foundation.</p>
<hr />
<p>In India, the Information Technology (Reasonable Security Practices and Procedures and Sensitive Personal Data or Information) Rules, 2011 (subsequently referred to as SPD/I Rules) framed under the Information Technology Act, 2000 make privacy policies a ubiquitous feature of websites and mobile applications of firms operating in India. Privacy policies are drafted in order to allow consumers to make an informed choice about the privacy commitments being made vis-à-vis their information, and is often the sole document that lays down a companies’ privacy and security practices.In India, the Information Technology (Reasonable Security Practices andProcedures and Sensitive Personal Data or Information) Rules, 2011 (subsequently referred to as SPD/I Rules) framed under the Information Technology Act, 2000 make privacy policies a ubiquitous feature of websites and mobile applications of firms operating in India. Privacy policies are drafted in order to allow consumers to make an informed choice about the privacy commitments being made vis-à-vis their information, and is often the sole document that lays down a companies’ privacy and security practices.</p>
<p>The objective of this study is to understand privacy commitments undertaken by fintech companies operating in India as documented in their public facing privacy policies. This exercise will be useful to understand what standards of privacy and security protection fintech companies are committing to via their organisational privacy policies. The research will do so by aiming to understand the alignment of the privacy policies with the requirements mandated under the SPD/I Rules. Contingent on the learnings from this exercise, trends observed in fintech companies’ privacy and security commitments will be culled out.</p>
<p> </p>
<p>
For more details visit <a href='https://cis-india.org/internet-governance/blog/aayush-rathi-and-shweta-mohandas-april-30-2019-fintech-in-india-a-study-of-privacy-and-security-commitments'>https://cis-india.org/internet-governance/blog/aayush-rathi-and-shweta-mohandas-april-30-2019-fintech-in-india-a-study-of-privacy-and-security-commitments</a>
</p>
No publisherAayush Rathi and Shweta MohandasFeaturedHomepageInternet GovernancePrivacy2019-05-02T11:20:30ZBlog EntryIndic Wikisource Speak: Dr. Hrishikes Sen
https://cis-india.org/Indic%20Wikisource%20Speak%20Dr%20Hrishikes%20Sen
<b>There are plenty of people engaged in digitising Bengali books. Plenty of pirated digitised books are available online. We need to tap into that catchment area. I think, if we can prepare high-grade pdf versions of our completed works and spread those to various online non-wiki reader communities, we are likely to get good contributors. -- User:Hrishikes from English and Bengali Wikisource community, share his journey.</b>
<p dir="ltr"><strong>CIS : Tell us about yourself, When did you join Wikimedia movement? And What are the projects you are involved in?</strong></p>
<p dir="ltr"><strong>Hrishikes:</strong><em> Joined in March, 2007. In Wikisource since 2012.</em></p>
<p dir="ltr"><strong>CIS : What are the methods or workflow you follow to contribute to your language Wikisource?</strong></p>
<p dir="ltr"><strong>Hrishikes:</strong> <em>Method: I work slowly; try to give meticulous attention. Don't skip pages usually. Work page-by-page upto the last, even if a page is problematic. Come back to previously worked pages time and again, and correct any mistake.</em></p>
<p dir="ltr"><strong>CIS : How is the awareness about Wikisource in your language Wikimedia community?</strong></p>
<p dir="ltr"><strong>Hrishikes:</strong> <em>Awareness is present in the community, but there is disinclination to work in Wikisource, because of templates and other formatting issues</em>.</p>
<p dir="ltr"><strong>CIS : We see there’s a growth in Indic Wikisource movement (showing Amir’s stats), what kind of help does the community need to grow?</strong></p>
<p dir="ltr"><strong>Hrishikes:</strong> <em>There are plenty of people engaged in digitising Bengali books. Plenty of pirated digitised books are available online. We need to tap into that catchment area. I think, if we can prepare high-grade pdf versions of our completed works and spread those to various online non-wiki reader communities, we are likely to get good contributors.</em></p>
<p dir="ltr"><strong>CIS : What are the challenges do you face while contributing to the project? Or social challenges while reaching out to authors or publishers.</strong></p>
<p dir="ltr"><strong>Hrishikes:</strong><em><strong> </strong>I like this project. Main issue is getting the time: extracting time from real life commitments. I have not been active in author/publisher liaison.</em></p>
<p dir="ltr"><strong>CIS : How would you describe the future of Wikisource? What are your personal goals for it?</strong></p>
<p dir="ltr"><strong>Hrishikes:</strong><em>The main problem is: everybody wants to download books and read them offline. Hardly anyone wants to read online. That attitude is going to stay. So we need to concentrate on giving this to the customers. Books downloaded from our site (transcribed books, not scans) should be of very high quality. If we can achieve this, the future may be good.</em></p>
<p dir="ltr"><strong>CIS : Please share one remarkable work which is available at your domain and you had contributed. </strong></p>
<p dir="ltr"><strong>Hrishikes: </strong>There are many more ,</p>
<p dir="ltr"><span id="docs-internal-guid-ac9ea17a-7fff-c1a0-097b-f5edb5ad6c49"></span></p>
<ul><li style="list-style-type: disc;" dir="ltr">
<p dir="ltr"> Bengali Wikisource <a href="https://bn.wikisource.org/wiki/%E0%A6%B6%E0%A6%95%E0%A7%81%E0%A6%A8%E0%A7%8D%E0%A6%A4%E0%A6%B2%E0%A6%BE_(%E0%A6%B8%E0%A6%BF%E0%A6%97%E0%A6%A8%E0%A7%87%E0%A6%9F_%E0%A6%AA%E0%A7%8D%E0%A6%B0%E0%A7%87%E0%A6%B8_%E0%A6%B8%E0%A6%82%E0%A6%B8%E0%A7%8D%E0%A6%95%E0%A6%B0%E0%A6%A3)">শকুন্তলা (সিগনেট প্রেস সংস্করণ)</a>, <a href="https://bn.wikisource.org/s/a70z">রাজমালা (ভূপেন্দ্রচন্দ্র চক্রবর্তী) </a>,<a href="https://bn.wikisource.org/wiki/%E0%A6%9C%E0%A7%80%E0%A6%AC%E0%A6%A8%E0%A6%BE%E0%A6%A8%E0%A6%A8%E0%A7%8D%E0%A6%A6_%E0%A6%A6%E0%A6%BE%E0%A6%B6%E0%A7%87%E0%A6%B0_%E0%A6%B6%E0%A7%8D%E0%A6%B0%E0%A7%87%E0%A6%B7%E0%A7%8D%E0%A6%A0_%E0%A6%95%E0%A6%AC%E0%A6%BF%E0%A6%A4%E0%A6%BE">জীবনানন্দ দাশের শ্রেষ্ঠ কবিতা </a>,<a href="https://bn.wikipedia.org/wiki/%E0%A6%AB%E0%A7%81%E0%A6%B2%E0%A6%AE%E0%A6%A3%E0%A6%BF_%E0%A6%93_%E0%A6%95%E0%A6%B0%E0%A7%81%E0%A6%A3%E0%A6%BE%E0%A6%B0_%E0%A6%AC%E0%A6%BF%E0%A6%AC%E0%A6%B0%E0%A6%A3">ফুলমণি ও করুণার বিবরণ </a>, <a href="https://bn.wikisource.org/s/fxiy">পোকা-মাকড় </a>, <a href="https://bn.wikisource.org/wiki/%E0%A6%97%E0%A7%8C%E0%A6%A1%E0%A6%BC%E0%A6%B0%E0%A6%BE%E0%A6%9C%E0%A6%AE%E0%A6%BE%E0%A6%B2%E0%A6%BE">গৌড়রাজমালা </a>,</p>
</li><li style="list-style-type: disc;" dir="ltr">
<p dir="ltr">Hindi Wikisource: <a href="https://wikisource.org/wiki/%E0%A4%95%E0%A4%AA%E0%A4%BE%E0%A4%B2%E0%A4%95%E0%A5%81%E0%A4%A3%E0%A5%8D%E0%A4%A1%E0%A4%B2%E0%A4%BE">कपालकुण्डला </a></p>
</li><li style="list-style-type: disc;" dir="ltr">
<p dir="ltr">English Wikisource : <a href="https://en.wikipedia.org/wiki/Chandra_Shekhar">Chandra Shekhar </a><a href="https://en.wikisource.org/wiki/Collected_Physical_Papers">Collected Physical Papers</a>, <a href="https://en.wikisource.org/wiki/The_Bird_of_Time">The Bird of Time</a> , <a href="https://en.wikipedia.org/wiki/Nil_Darpan">Nil Durpan</a>, <a href="https://en.wikisource.org/wiki/Folk-tales_of_Bengal">Folk-tales of Bengal </a>, <a href="https://en.wikisource.org/wiki/The_Constitution_of_India_(Original_Calligraphed_and_Illuminated_Version)">The Constitution of India (Original Calligraphed and Illuminated Version)</a> , <a href="https://en.wikisource.org/wiki/Calcutta:_Past_and_Present">Calcutta: Past and Present</a> ,<a href="https://en.wikisource.org/wiki/The_History_of_the_Bengali_Language"> The History of the Bengali Language</a> , <a href="https://en.wikisource.org/wiki/The_P%C4%81las_of_Bengal/Chapter_4">The Pālas of Bengal</a></p>
</li></ul>
<p>
For more details visit <a href='https://cis-india.org/Indic%20Wikisource%20Speak%20Dr%20Hrishikes%20Sen'>https://cis-india.org/Indic%20Wikisource%20Speak%20Dr%20Hrishikes%20Sen</a>
</p>
No publisherjayantaCIS-A2KAccess to KnowledgeFeaturedWiki-librarian speakWikisource2019-04-26T06:42:48ZBlog EntrySVG Translation Workshop at KBC North Maharashtra University
https://cis-india.org/a2k/blogs/subodh-kulkarni-april-10-2019-svg-translation-workshop-at-kbc-north-maharashtra-university
<b>The Centre for Internet & Access to Knowledge (CIS-A2K) wing organized an SVG translation workshop in collaboration with KBC North Maharashtra University, Jalgaon on 14-15 March 2019. The workshop was a part of India level campaign. Total 58 participants attended the workshop and contributed to Commons till 31 March 2019.</b>
<h3>Background</h3>
<p>During the edit-a-thons and thematic workshops, the need for images in Marathi was realised. Many articles on health and science have images with labels in English. The issue was discussed with few institutions. KBC University came forward to start the activity under this campaign.</p>
<h3>Objectives</h3>
<ul>
<li>Orientation of Wikimedia projects</li>
<li>Localisation of SVG images</li>
<li>Commons upload policies and process</li></ul>
<h3>Facilitators</h3>
<ul>
<li>Krishna Chaitanya Velaga -- <a title="User:KCVelaga" href="https://meta.wikimedia.org/wiki/User:KCVelaga">User: KCVelaga</a></li>
<li>Subodh Kulkarni, CIS-A2K --<a title="User:Subodh (CIS-A2K)" href="https://meta.wikimedia.org/wiki/User:Subodh_(CIS-A2K)">Subodh (CIS-A2K)</a> </li>
<li>Prof. Manish Joshi, SOCS KBCNMU, Jalgaon -- <a title="User:Joshmanish" href="https://meta.wikimedia.org/wiki/User:Joshmanish">Joshmanish</a> </li>
<li>Dr. Snehalata B. Shirude, SOCS KBCNMU, Jalgaon --<a title="User:Snehalata Shirude" href="https://meta.wikimedia.org/wiki/User:Snehalata_Shirude">Snehalata Shirude</a> </li></ul>
<h3>Agenda</h3>
<ul>
<li>Introduction to Wikimedia projects, Marathi Wikipedia, Commons</li>
<li>Account creation, basic editing skills</li>
<li>Copyrights, Commons upload process</li>
<li>Graphics images, types of formats, features</li>
<li>Installation of fonts, Inkscape</li>
<li>Resources for translation, verification before uploads</li>
<li>Selection of images, tags, categories for upload</li>
<li>Using translated images in local Wikipedia</li></ul>
<h3>Report</h3>
<p style="text-align: justify;">As the participants were not aware of Wikimedia projects, the first two sessions dedicated to an introduction to various projects. The participants opened accounts on a smartphone and created user pages after logging in on computers. They were introduced to basic skills in Wikipedia editing, giving references/wiki links and adding images from Commons. The Commons platform was explained in detail. The missing images in Marathi language articles and Commons as well were shown. The discussion on these topics resulted in understanding the need for SVG translation exercise.</p>
<p style="text-align: justify;">The next session was to download and install the necessary software on each computer. The participants installed Google Input Tools for Marathi typing and also Inkscape. Before translating images on Inkscape, the students first practised Marathi typing on their sandboxes. After this, the main graphics sessions were conducted. Krishna explained various types of formats, differences between raster and vector graphics, the importance of SVGs and actual SVG file translation process. He demonstrated the process for images with different difficulty levels. They were introduced to resources available as a part of the campaign for SVG translation and necessary techniques. The usage of various online resources like encyclopedia and thesaurus available was also explained. The images were selected and working tags were applied by the participants. The faculty facilitated the process of work distribution among the students. The participants were able to upload 100+ images on the first day.</p>
<p style="text-align: justify;"><img src="https://cis-india.org/home-images/SVGWorkshop.jpg/@@images/6d0456b2-a79a-49eb-abd0-73e551f0fbb0.jpeg" alt="null" class="image-inline" title="SVG Workshop" /></p>
<p style="text-align: justify;"><span style="text-align: justify;">Pictured above: Students from Day 1 helping others on Day 2 (Picture by Subodh Kulkarni)</span></p>
<p style="text-align: justify;">On Day 2, around 20 participants newly joined the workshop. This group comprised of teachers, journalists, doctors, and other enthusiastic citizens. Active students from Day 1 facilitated the training of this new batch. Having conducted a session on the previous day greatly helped to facilitate this session easily. The experienced teachers and citizens helped others to get correct translations and terms. This boosted the speed of the work. The images were also used in the articles on Marathi Wikipedia.</p>
<p style="text-align: justify;">With the help of science teachers, the images were verified before uploading to Commons. Due to active participatory work on the second day, the total images crossed 200 mark. The students continued to contribute till last day of campaign i.e. 31 March. At the end, due to consistent work <a href="https://commons.wikimedia.org/wiki/Category:Creations_from_STC19_in_mr">Marathi category</a> reached the highest number with a total of 357 images among <a href="https://commons.wikimedia.org/wiki/Category:Creations_from_STC19">all Indian languages</a>. The workshop and further work was well organized and motivated by Prof. Manish Joshi and Prof. Snehalata Shirude from Computer Science department.</p>
<hr />
<p style="text-align: justify;">Link to the Wikipedia page report<a href="https://meta.wikimedia.org/wiki/CIS-A2K/Events/SVG_Translation_Workshop_at_KBC_North_Maharashtra_University,_Jalgaon_(14-15_March_2019)"> here</a></p>
<p>
For more details visit <a href='https://cis-india.org/a2k/blogs/subodh-kulkarni-april-10-2019-svg-translation-workshop-at-kbc-north-maharashtra-university'>https://cis-india.org/a2k/blogs/subodh-kulkarni-april-10-2019-svg-translation-workshop-at-kbc-north-maharashtra-university</a>
</p>
No publishersubodhFeaturedCIS-A2KMarathi WikipediaAccess to Knowledge2019-04-26T06:47:40ZBlog EntryCIS Response to Draft E-Commerce Policy
https://cis-india.org/internet-governance/blog/cis-response-to-draft-e-commerce-policy
<b>CIS is grateful for the opportunity to submit comments to the Department of Industrial Policy and Promotion on the draft national e-commerce policy. This response was authored by Amber Sinha, Arindrajit Basu, Elonnai Hickok and Vipul Kharbanda.</b>
<p> </p>
<h4>Access our response to the draft policy here: <a href="https://cis-india.org/internet-governance/resources/e-commerce-submission">Download</a> (PDF)</h4>
<hr />
<h3>The E-Commerce Policy is a much needed and timely document that seeks to enable the growth of India's digital ecosystem. Crucially, it backs up India's stance at the WTO, which has been a robust pushback against digital trade policies that would benefit the developed world at the cost of emerging economies. However, in order to ensure that the benefits of the digital economy are truly shared, focus must not only be on the sellers but also on the consumers, which automatically brings in individual rights into the question. No right is absolute but there needs to be a fair trade-off between the mercantilist aspirations of a burgeoning digital economy and the civil and political rights of the individuals who are spurring the economy on. We also appreciate the recognition that the regulation of e-commerce must be an inter-disciplinary effort and the assertion of the roles of various other departments and ministries. However, we also caution against over-reach and encroaching into policy domains that fall within the mandate of existing laws.</h3>
<p> </p>
<p>
For more details visit <a href='https://cis-india.org/internet-governance/blog/cis-response-to-draft-e-commerce-policy'>https://cis-india.org/internet-governance/blog/cis-response-to-draft-e-commerce-policy</a>
</p>
No publisheramberE-CommerceFeaturedHomepageInternet Governance2019-04-26T06:40:34ZBlog EntryDesign and the Open Knowledge Movement
https://cis-india.org/a2k/blogs/saumyaa-naidu-design-and-the-open-knowledge-movement
<b>With the objective of connecting the open knowledge movement with design, the Access to Knowledge team at the Centre for Internet and Society co-organised the Wikigraphists Bootcamp India 2018 with the Wikimedia Foundation during September 28-30, 2018 in New Delhi. The event was held at the School of Design at Ambedkar University Delhi. As part of the bootcamp, a panel discussion was held in order to bring together design practitioners, educators, open knowledge contributors, and design students to explore how design and open knowledge communities can engage with each other. In this post, Saumyaa Naidu shares the learnings from the panel discussion aimed at exploring the potential collaborations between design and the open knowledge movement.</b>
<p> </p>
<h4><a href="#1">Introduction</a></h4>
<h4><a href="#2">Exchange between Design Academics and Open Knowledge</a></h4>
<h4><a href="#3">Potential Means of Engagement with Open Knowledge in Design Practice</a></h4>
<h4><a href="#4">Applications of Open Knowledge in Design Education</a></h4>
<h4><a href="#5">Conclusion</a></h4>
<hr />
<h2 id="1">Introduction</h2>
<p>Design has historically been functioning in a closed paradigm, both with regard to practice and education. The design process, resources, and products are largely proprietary and limit who can access them. On the other hand, increased use of digital technology offers the potential for greater access and knowledge sharing. In this setting, a dialogue on design and openness becomes essential. There is a need to build sensitivity among designers towards <a href="https://en.wikipedia.org/wiki/Open_knowledge">open knowledge</a> and open access practices. Such an exchange can not only allow for design resources and products to be available in the open domain, but also help designers build an extensive shared knowledge base.</p>
<p>With the objective of connecting the open knowledge movement with design, the Access to Knowledge team at the Centre for Internet and Society co-organised the <a href="https://meta.wikimedia.org/wiki/Wikigraphists_Bootcamp_(2018_India)">Wikigraphists Bootcamp India 2018</a> with the <a href="https://wikimediafoundation.org/">Wikimedia Foundation</a> from 28th to 30th September, 2018 in New Delhi. The event was held at the School of Design at Ambedkar University Delhi. As part of the bootcamp, a panel discussion was held in order to bring together design practitioners, educators, open knowledge contributors, and design students to explore how design and open knowledge communities can engage with each other.</p>
<p>The discussion was preceded by an introduction to the open knowledge movement and its potential in creating access and inclusion, by <a href="https://meta.wikimedia.org/wiki/User:Satdeep_Gill">Satdeep Gill</a>. Satdeep is a community outreach coordinator for India at the Wikimedia Foundation. He is also one of the founding members of <a href="https://meta.wikimedia.org/wiki/Punjabi_Wikimedians">Punjabi Wikimedians</a> User Group. Satdeep was the programme leader for the Wikiconference India in 2016. The introduction provided a brief history of copyrights and the beginning of the copyleft movement. It discussed creative commons licensing and the role of Wikipedia in the open knowledge movement.</p>
<p>The panel included <a href="http://www.aud.ac.in/faculty/permanent-faculty/detail/137">Suchitra Balasubrahmanyan</a>, <a href="http://www.matratype.com/">Pooja Saxena</a>, and <a href="https://en.wikipedia.org/wiki/User:Shyamal">Shyamal</a>. Suchitra Balasubrahmanyan is the dean at the <a href="http://www.aud.ac.in/academic/schools/sd">School of Design in Ambedkar University Delhi (AUD)</a>. Her research has been on multiple areas such as history of craft and design, and design education in India. Her practice focuses on social communication design. Pooja Saxena is a typeface and graphic designer whose work centres on multi-script design. She has designed an Ol Chiki typeface for Santali language which is available for free and open use. Pooja also teaches typography at several design schools including <a href="https://pearlacademy.com/">Pearl Academy</a>, <a href="http://www.nid.edu/index.html">National Institute of Design</a>, and <a href="http://srishti.ac.in/">Srishti school of Art, Design, and Technology</a>. Shyamal is an independent researcher and an ornithologist. He has been contributing to Wikipedia for over fifteen years now. In addition to his contributions about the biodiversity of birds, he has also created several illustrations relating to the same. The panel was moderated by Saumyaa Naidu, a designer and researcher at the Centre for Internet and Society (CIS).</p>
<p>The discussion was aimed at addressing three primary questions around design and the open knowledge movement; how academic materials in design inform unstructured or open knowledge spaces and in what ways do these unstructured spaces come back into design education?, what are the potential means of engagement with open knowledge in design practice?, and in what ways can it be applied in design education?<br /><br /></p>
<h2 id="2">Exchange between Design Academics and Open Knowledge</h2>
<p>The discussion began with an enquiry into the challenges faced in the design of knowledge production and the knowledge production of design. It was directed at understanding the various ways in which design education and academia interact with open knowledge. Prof. Suchitra responded by saying that it is still early days for such an interaction to take place as the discipline of design itself is very proprietary in its approach. The work created in different areas of design is often guarded. Locating the discussion at the School of Design in AUD, she suggested that the Social Design course, which looks at the social application of design, believes in socially produced knowledge and contributing to it. However, the university is constrained by the academic environment which does not facilitate the open exchange of knowledge. There is a culture of copyright and protection of work in academia, and heavy funding is required for journal subscriptions. There is an imbalanced gatekeeping of knowledge as countries like India, which have weaker currencies, cannot access this knowledge or contribute to it. The social design community, a small community yet, is interested in making this knowledge freely accessible, in community participation, in co-designing, and in challenge the idea of one ‘super-designer’ who gets all the credit.</p>
<p>Open knowledge spaces such as Wikipedia often make their way into classrooms when students use these resources for assignments. It was pointed out by Prof. Suchitra that there is a lack of regard among students for giving due attribution to material taken from such platforms. Social Sciences universities also consider Wikipedia as an unreliable source, and discourage its use. There is a need to build the culture of knowledge sharing, borrowing, and contribution. She believes that this should be initiated at the level of school education, and not just design schools, so it is internalised at an early stage. She also shared an epistemological concern regarding such a cultural shift in design as it is commonly believed that the knowledge designers produce belongs to them and their livelihoods are connected to it. Hence, open knowledge and open source are antithetical to the profession. This means that the profession itself has to be imagined differently. The social design programme, in this regard, is trying to ensure that when students create work based on interactions with a community, also go back and present it to the community. This is to say that the work produced cannot be exclusively owned by the designers.</p>
<p>The open knowledge movement in India is closely tied to accessibility of information in Indian languages. The availability of a design knowledge base in Indian languages was discussed in this context. Prof. Suchitra explained that most design education in India is in English and is borrowed from another cultural and geographical setting. Design is a discipline of making, and making has its own language. In that sense, the act and content of design transcends language. But, it is the pedagogy which is held by language. The act of making, which is ubiquitous, and is done naturally by everybody, gets held back when it comes to the transmission in different languages. There can be sanskritised words for design terminology, but the vocabulary of everyday use should be applied to represent this knowledge. The School of Design is looking for ways in which important and more provocative texts in design can be made available in other Indian languages. When students are exploring a career in design and they want to learn about it, the information about courses, programmes, and universities should also be available in their language.</p>
<p>The students at AUD recently demanded that education at the university be provided in multiple languages. Since AUD is funded by the Delhi state government, the students want the medium of instruction to include languages of the state (Hindi, Urdu, and Punjabi) apart from English. However, in order to accomplish this, the university would require multilingual teachers. At a personal level, Prof. Suchitra feels that the medium of instruction cannot be monolingual, and that it is good to be multilingual. There is also the conflict that it doesn’t do justice to either languages, and there is no neat answer yet. She believes that technology provides some answers in the sense that students can access the material through translations in whichever language they prefer. Being located in Delhi, the university attracts students from all parts of the country, so it needs to be multilingual in different ways. Technology can intervene and provide a layer by which access can be given in the language of one’s choice. She inferred that this is not a question of one or two languages, but of languages everywhere.<br /><br /></p>
<h2 id="3">Potential Means of Engagement with Open Knowledge in Design Practice</h2>
<p>Presently, there is limited participation from design practitioners on open knowledge platforms. From the perspective of a design practitioner and educator, Pooja Saxena explained that apart from Wikipedia, designers use The Noun Project, which offers both free and paid ways to use icons. She mentioned how students also use this platform but it appears that they are not as interested in contributing to it. They are guarded about the work they create but are fine with using someone else’s work that is available for free. Pooja suggested a much needed change in the understanding that open knowledge simply means that it is open for use. It must be seen as a community which one needs to engage with in whichever capacity and give back to. Agreeing with Prof. Suchitra, Pooja also observed that students fail to give fair attribution when any work is available for free. There is a lack of training and communication around attribution among designers. Regarding open source softwares meant for image making and creating illustrations, Pooja said that despite her several attempts of using them, she has always gone back to proprietary softwares. She believes that there are not enough people contributing to making these open source applications better to work with. A middle path she recommended for designers is creating work in formats which can be edited across applications, so that the work created can be built upon in any application, and is not bound by a proprietary software.</p>
<p>As an experienced Wikipedian, Shyamal also stressed upon the idea of finding ways to productively give back to the open knowledge community. He talked about the opportunities that design students have in terms of creating quality images and graphics, and making them available for public use. An example of such an opportunity could be creating clipart or icons that can be used for roadside signages or other such public resources. Another possibility he proposed was publishing rough drafts or discarded work on platforms like Wikipedia, so it can be refined and used by others. It is not well known that aside from the textual part of Wikipedia, there exists a larger environment which includes projects like Wikidata, which is a semantic database, and Wikimedia Commons, which is meant for a variety of media such as images, video, audio, and even 3D models now. This offers a variety of options to designers to make their work available for open use. Another aspect that Shyamal brought attention to in this regard is to make the work available in a way that it can be easily found by others, by effectively using metadata and writing appropriate descriptions.</p>
<p>A relevant example of engagement of design with the open knowledge community was shared by Pooja through her type design project. This included designing a typeface family for the Ol Chiki script, which is used to write in the Santhali language. The project was initiated by Subhashish Panigrahi at CIS in order to set up the Santhali Wikipedia. But, at the time there were no unicode compliant fonts available for Ol Chiki. This was a clear example of how a design intervention in the form of a typeface could lead to knowledge being shared and possibly even created in the future. The project was then funded by the Access to Knowledge programme at CIS. Pooja described the process of designing the typeface. She mentioned that even though the Santhali language is spoken by over 6 million people, Ol Chiki is not a commonly used script. The script itself was invented less than a hundred years ago, which meant that there is little documentation available of the script to look at. The team then engaged with the community to understand how they would like the letters to look like, and whether the letters in the font were correct. This was done through comprehensive feedback forms to test the letters and ask specific questions around their form and placement. The exercise was repeated a number of times to get accurate letters.</p>
<p>Through this process, Pooja made a key observation on perfection. Designers are often trained to share or show their work only when they think it is perfect. But, in the case of the typeface, it was impossible to achieve something even close to being finished without showing it and seeking help from the community. The project also led to inspiring a design student from the National Institute of Design, who belongs to the Santhal community, to create letters in Ol Chiki script as part of the <a href="http://www.36daysoftype.com/">‘36 days of type’</a> challenge on Instagram. The typeface thus, can contribute towards such projects as well. Pooja concluded that the typeface being available for free can also lead to students making a version of it that serves their purpose better.</p>
<p>Further on open typefaces for Indian languages, Shyamal spoke about the several issues regarding the use of Indian languages, specific to Wikipedia and in general as well. He correlated the lack of academic disciplines in Indian languages with the lack of vocabulary of technical terms. Several people also oppose borrowing words from other languages. In an example of needing to translate the labels of an illustration of a four-stroke engine into an Indian language, the engineer would not know the terms in that language, and the language expert will not know enough about engineering. Shyamal suggested transliterating English words as a first step, so that somebody who doesn’t know English can understand what the word sounds like. Another technical concern is the use of open source fonts of Indian languages for better compatibility on Wikimedia Commons. The platform replaces proprietary fonts with equivalent open source ones during the process of uploading. This changes the typesetting in the illustration in terms of spacing between the letters and sentences, and the resulting design can end up looking different from the intended one. Hence, it is important to include identification and use of open source fonts as part of the learning process in design.</p>
<p>Shyamal further talked about the need to create more awareness about copyright. He explained that the fact that anything we create is automatically copyrighted is not really understood by most people. People posting images on Facebook and Instagram would allow others to use their work when asked, but would hesitate to give a written permission. It would be useful to license out the work. This lack of copyright awareness hinders the creation of a vast visual database on Wikimedia Commons. There is little visual information available online about objects, monuments, maps, places, etc. in India. The advantage of using systems like Wikipedia is that you can geotag places, you can semantically describe them so that people who speak other languages can find that content. The value of availability of such content online for an outsider is not well understood yet. As a practice, when learning something new, Shyamal himself tries to add it on Wikipedia or on related projects, so that it can be of use to anyone else looking for it as well.</p>
<p>On encouraging designers to contribute to open knowledge, Pooja advised that designers can contribute through side projects or self-initiated projects as they are not looking to make any money from them to begin with, and would be able to share the work for free. These side projects can take the form of resources or tools that other people can use to build something else. She also pointed out that it is not necessary that designers cannot get paid to do open work, and shared the example of the Ol Chiki typeface, which was paid for by a patron. There are also organisations that commission projects which are supposed to be available for free use because those organisations need that product to be available for free. Google fonts for example, commissions the typefaces to designers which are eventually available as free and open fonts. It is important for designers to be aware that such opportunities exist, and that they need to be sought.<br /><br /></p>
<h2 id="4">Applications of Open Knowledge in Design Education</h2>
<p>The discussion led to several suggestions on involving design students in the open knowledge movement. Pooja recommended that students can be encouraged to make their assignments available on Wikimedia Commons. Design students are often expected to work on projects that address problems that exist in the real world. In most cases, these projects remain with the students and not get implemented in the real world. If such projects were available on open platforms like Wikimedia Commons, they can be taken forward by others who are tackling the same concerns. It is also something that design students would benefit from because their work will be publicly available.</p>
<p>In order to address the disregard for attributions pointed out earlier, Prof. Suchitra stressed upon the need to build a culture among design students to attribute fairly. This would allow for acceptable acknowledgement to someone who has produced work and contributed it to the open domain. She added that this is being initiated in other design spaces such as the Decolonise Design group, which some design faculties are a part of. The group looks at ways of finding different cultural anchors for design. One such project is where design faculties have gotten together to share design assignments, in order to see what kind of assignments we set in the classroom for teaching various kinds of concepts in design. The faculties are trying to form an international platform where teaching methods can be shared and a bank of design assignments can be created. These methods and assignments are otherwise considered proprietary.</p>
<p>Prof. Suchitra also talked about the onus on public funded educational institutions to make their work available on open platforms, at least in projects which have a larger use. The Industrial Design Centre (IDC), Powai already has a portal on which design related educational material is available for anyone who is interested. They offer an online course in design which anyone can register for and attend. It is only for the certification at the end of the course, that one needs to pay to take an exam. Design courses otherwise tend to be quite expensive. She mentioned that the School of Design at AUD has been contemplating sharing the thesis work that students produce on <a href="https://www.academia.edu/">Academia</a>, a platform for academics to share research papers, where it can be downloaded for free. This allows for the work to be viewed by people outside the school, which is a significant step for young designers. Design as a profession fundamentally does not allow sharing, and this certainly needs to change. She gave the example of textiles, where the traditional artworks and motifs are picked up from different sources and placed on fabrics. Such reuse borders on unethical practice. Therefore, we need to identify the boundaries of open source. The ethical aspects of it need to be opened up and discussed, otherwise it can lead to asymmetrical knowledge practices. The attribution or acknowledgement that the work individually or culturally belongs to somebody, needs to be recognised.</p>
<p>On the learning by doing approach in design education, Pooja raised the concern that there is a lack of attention towards ‘learning by reading’. Design related reading materials are not available on open platforms and in different languages. She suggested that even if the readings are available in English, it is also useful for them to be available in a vocabulary that is more acceptable for someone for whom it is not their first language. Further, the ‘doing’ is also framed by a certain perspective, and often that perspective is quite closed. It does not take into account where the students is coming from. For example, a branding assignment for a product for new mothers does not consider how eighteen year old students would understand the product without any interaction with the users. It doesn’t ask why does it have to be branding to begin with. It also limits the objective to ‘selling something’ while there are other ways in which design can intervene. In the assignments where students engage with a community, there is often a clear asymmetry between the students and the people they are designing for. There is a vast gap in the knowledge and experience shared by the two. Consequently, students are forced to either assert themselves in this community or misrepresent themselves. This also takes away from students wanting to share their work on open platforms. Pooja recommended that they would be more willing to put the work out in the open when they are working with their own community because they can then see how it affects people in a much more direct way.<br /><br /></p>
<h2 id="5">Conclusion</h2>
<p>The discussion brought forward various intersections in design and open knowledge, and the possible ways in which the two can lend to each other. Broader interventions such as a cultural shift in design around sharing work and discussing its ethical aspects, availability of academic material in design on open platforms and in different Indian languages, sensitivity around fair attribution and copyrights among designers, and designers seeking out or self initiating projects that contribute to the open domain were discussed. In terms of specific steps, ideas including design practitioners creating works in formats which are editable on open applications, adding more visual content on platforms like Wikimedia Commons, creating and using more open typefaces in Indian languages, and students sharing their assignments on open platforms were considered. Other ways of engagement with design education could be through internships and workshops that demonstrate the need for open knowledge systems.</p>
<p>During the interaction with the audience, another key concern was brought up by Govind Sivan, a student at the School of Design at AUD. He spoke about the prevalent approach in design schools of giving primary importance to originality. Students work towards thinking of unique ideas and any similarity between their own and a classmate’s assignment is seen as a failure of creativity. Such an approach goes on to curb shared knowledge and collaborative working, and needs to be changed in order to make way for openness in design. Prof. Suchitra also advised that there is more value to design in thinking of it as a collaborative project.</p>
<p>Design is also gradually opening up its process to include the people being designed for through open research methods such as co-design and participatory design. All aspects of a design process such as need identification, data gathering, and the end product can be <a href="https://www.designsociety.org/publication/34842/Three+layers+of+openness+in+design%3A+Examining+the+open+paradigm+in+design+research">conceptualised</a> for openness. These directions can be explored by both designers and the open knowledge community for the creation of a greater and more accessible knowledge base.</p>
<p> </p>
<p>
For more details visit <a href='https://cis-india.org/a2k/blogs/saumyaa-naidu-design-and-the-open-knowledge-movement'>https://cis-india.org/a2k/blogs/saumyaa-naidu-design-and-the-open-knowledge-movement</a>
</p>
No publishersaumyaaAccess to KnowledgeFeaturedDesignOpennessEducationHomepage2019-04-01T12:13:00ZBlog EntryRejuvenating India’s Rivers the Wiki Way
https://cis-india.org/a2k/blogs/subodh-kulkarni-rejuvenating-indias-rivers-the-wiki-way
<b>Tarun Bharat Sangh (TBS), an organisation working on rejuvenation of rivers in India, has began documentation of rivers on Wiki, especially to draw attention to and mitigate the crisis of toxic deposits facing more than 40 rivers in India. The work was started by Jal Biradari, TBS’s Maharashtra based group, in Sangli district with the help of the Access to Knowledge (CIS-A2K) team of CIS. Here is the report from the first pilot workshop conducted by CIS-A2K during 22-25 December 2018 at Tarun Bharat Sangh Ashram, in Alwar, Rajasthan.</b>
<p> </p>
<h4>Events details on Wikimedia <a href="https://meta.wikimedia.org/wiki/CIS-A2K/Events/Workshop_of_river_activists_at_Tarun_Bharat_Sangh,_Bhikampura,_Rajasthan">meta page</a></h4>
<hr />
<h2>The Workshop</h2>
<p>As per a <a href="http://www.indiaenvironmentportal.org.in/files/file/status_trace_toxic_materials_indian_rivers.pdf">Government of India report</a> 42 rivers in India are polluted with toxic heavy metal deposits in them. To mitigate this crisis Tarun Bharat Sangh (TBS), an organization working on rejuvenation of rivers in India began documentation of rivers on Wiki. The work was started by TBS’s Maharashtra based group Jal Biradari in Sangli district with the help of the Access to Knowledge team of CIS (CIS-A2K).</p>
<p>Realizing the potential of the project TBS decided to integrate this as training module in their capacity building workshops conducted at Bhikampura in Rajasthan. The first pilot workshop was conducted by CIS-A2K during 22-25 December 2018 at Tarun Bharat Sangh Ashram, Bhikampura, Alwar in Rajasthan for 34 participants from eight states of India. Dr. Rajendra Singh, Maulik Sisodiya and Subodh Kulkarni, CIS-A2K were the facilitators. The objectives behind organizing the workshop was to build an open knowledge resource on water related issues in all Indian languages, document the river basins of India, train volunteers working in the sector to work in Wikimedia projects, open street mapping exercises and photo walks along the river and post free content on Commons and Wikisource projects.</p>
<p>The documentation structure for river basin was decided through participatory process. The participants were divided into 6 groups for working on 6 river basins of Arvari district. The resource material available with TBS in the form of maps, reports, training booklets was used to prepare the schematic maps of each river basin. The water bodies such as ponds, manmade structures like dams were also listed.</p>
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<th><img src="https://cis-india.org/home-images/WorkshopofRiverActivities.jpg/@@images/e336ea4b-9b8b-4b22-a647-79950225f98e.jpeg" alt="null" class="image-inline" title="Workshop on River Activities" /></th>
<th><img src="https://cis-india.org/home-images/WorkshopofWaterActivities.jpg/@@images/d96a9ca9-4520-4d09-9eb4-f215492c8839.jpeg" alt="null" class="image-inline" title="Workshop on Water Activities" /></th>
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<td style="text-align: center;" colspan="2"><em>Activists during the workshop conducted by TBS in Alwar, Rajasthan in December 2018</em><br /><br /></td>
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<p>After this pre-work, the training on Wikipedia editing started. The participants worked in sandboxes first on their articles. The manual of style, giving offline and online references and categorisation were discussed and practiced on sandboxes. The Commons session started with elaborate discussion on copyrights, licenses and encyclopedic content. The images were uploaded on Commons and used in the articles. The articles in the sandboxes were presented by each working group. Taking into consideration various suggestions, appropriate modifications were done. The finished new articles and the additional content into existing articles were then moved in the main namespace of respective language Wikipedia. TBS has decided to re-license 30 books and training material on river in CC-BY-SA. Participants who attended the workshop have started contributing in various languages.<br /><br /></p>
<h2>Participants' Feedback</h2>
<blockquote style="text-align: justify;" class="quoted">“Rivers are essential for existence of life in land. Keeping its sanctity and health is very important. The Wikimedia workshop gave an insight on river pollution issues and the importance of reviving them. As Wikipedia is an open platform it can create a larger impact by reaching out to the society.” - <a title="en:Username:Mrityunjay1010" href="https://en.wikipedia.org/wiki/Username:Mrityunjay1010">Mrityunjay1010</a></blockquote>
<blockquote style="text-align: justify;" class="quoted">“The wiki-workshop on "Rivers on Wiki" has been my maiden experience in the context of generalizing the knowledge for common good. The workshop gave me a lens to see the usage of Wikipedia in regional languages as a medium for environmental consciousness building as well as conservation. Wikipedia as a means for social audit was also another enriching experience in that workshop.” - <a title="en:Username:Simantabharati" href="https://en.wikipedia.org/wiki/Username:Simantabharati">Simantabharati</a></blockquote>
<p> </p>
<p>
For more details visit <a href='https://cis-india.org/a2k/blogs/subodh-kulkarni-rejuvenating-indias-rivers-the-wiki-way'>https://cis-india.org/a2k/blogs/subodh-kulkarni-rejuvenating-indias-rivers-the-wiki-way</a>
</p>
No publishersubodhCIS-A2KAccess to KnowledgeWikimediaWikipediaFeaturedHomepage2019-04-01T13:18:33ZBlog EntryMarathi Language Fortnight Workshops 2019
https://cis-india.org/a2k/blogs/marathi-language-fortnight-workshops-2019
<b>Maharashtra is a state which is rich in diversity in terms of language and culture seen in its various regions such as Konkan, Marathwada, Western Maharashtra, Northern Maharashtra and Vidarbha. Awareness needs to be created to make Wikimedia movement inclusive and diverse in these geographical regions as well as in their social strata. </b>
<h3>Collaboration for organizing events</h3>
<p style="text-align: justify; ">The Centre for Internet & Society’s Access to Knowledge wing (CIS-A2K) launched the concept of organizing state-wide workshops to spread awareness and train editors in the nitty-gritties of Wikipedia editing and creating digital content. The campaign is now regularly conducted by Rajya Marathi Vikas Sanstha (RMVS), the language department of Maharashtra government with support from CIS-A2K and various institutions.</p>
<p style="text-align: justify; ">These events were conducted during the Marathi language fortnight (1 – 15 January 2019) upto Marathi Language Day on 27 February 2019. The objectives of the event such as creating awareness about digital knowledge in Marathi, open knowledge resources and Wikimedia projects; explaining the history of Wiki movement; training participants in basic editing skills in Wikipedia; exploring ways to find reliable references; presenting article structure, were broadly covered in the sessions. Trainers also explained participants on copyright, community guidelines, uploading images, and so on.</p>
<p style="text-align: justify; "><span style="text-align: justify; ">CIS-A2K had collaborated with the state language department from 2017 onwards. In the first series of workshops, three events were conducted. In the second series in 2018 six workshops out of a total 17 workshops were conducted across the state. In the year 2019, the awareness spread to more educational institutions located in different regions of the state. In the third series, CIS-A2K conducted five workshops out of total 21 workshops conducted. CIS facilitated the process and supported some workshops remotely.</span></p>
<h3><span>The Workshops</span></h3>
<p style="text-align: justify; "><img src="https://cis-india.org/home-images/SangliWorkshop.png/@@images/ac8d36b2-0bb1-483c-917b-09b99f4dc5cb.png" alt="Sangli workshop" class="image-left" title="Sangli workshop" /></p>
<p style="text-align: justify; "> </p>
<p style="text-align: justify; "><span>The first workshop was conducted at Chintamanrao College of Commerce at Sangli. The awareness session about open knowledge sources and Wikimedia projects was organized for students and faculty in the beginning of workshop. After this one hour session, actual skill training in Wikipedia editing was done for three hours for 24 participants. They created the account and learnt the editing and image upload on Commons. The practice was done in sandboxes before working in main namespace. The students of pre-university course and graduate course attended the workshop. The commerce and management related articles were edited.</span></p>
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<p style="text-align: justify; "><span><img src="https://cis-india.org/home-images/KolhapurWorkshop.png/@@images/e0343faf-e757-452b-bc12-ae44cbbfd087.png" alt="Kolhapur workshop" class="image-right" title="Kolhapur workshop" /><br />The second workshop was conducted at Shivaji University, Kolhapur. The Marathi language department took the initiative to organize this workshop for the second consecutive year. The participants were selected from 4 colleges affiliated to university. The faculty was also actively involved. The introductory session was attended by 50 students. The editing training of three hours was conducted in computer lab, in which 24 new users participated. The editors practiced the manual of style, providing links and references, etc. on their sandboxes before working on the main namespace articles. The editors mostly worked on locally relevant topics.</span></p>
<p style="text-align: justify; "> </p>
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<p style="text-align: justify; "><span><img src="https://cis-india.org/home-images/DayanandCollegeWorkshop.png/@@images/5aec339d-eed9-4cfe-98dd-8b47a0a2cd8a.png" alt="Dayanand college workshop" class="image-left" title="Dayanand college workshop" /><br /><br />The third workshop was conducted in Dayanand College at Solapur. This institution organized this event for the second consecutive year. The thematic discussion on history of Solapur was facilitated by a senior editor of Sakal newspaper. The plan for documentation of local festival - </span><i>Gadda Yatra</i><span> and history of Solapur was discussed. It is proposed to start this activity with thematic workshop. Total 15 new and old users participated in the workshop.</span></p>
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<p style="text-align: justify; "><img src="https://cis-india.org/home-images/SolapurWorkshop.png/@@images/0bcdf350-1af5-43a8-8e2a-ac7eebc4678c.png" alt="" class="image-right" title="" /></p>
<p style="text-align: justify; "><span style="text-align: justify; "><br />The fourth workshop was conducted at Mass Communication & Journalism department of Solapur University. The faculty of this department took the initiative to organize this event for the second time. Total 25 new and old users participated in the workshop. The participants edited the articles related to journalism and also uploaded the images on Commons. Some editors completed the task of adding references to articles. After the meeting with the faculty, group of post graduate students were assigned 50 articles about reputed Marathi newspapers. They will complete this task as part of their online academic submissions.</span></p>
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<p style="text-align: center; "><img src="https://cis-india.org/home-images/KaranjaLad.png/@@images/c87be0c1-110b-41f1-a21b-28c4df9cd0ab.png" alt="Karanja Lad" class="image-inline" title="Karanja Lad" /></p>
<p style="text-align: justify; ">The fifth wokshop was conducted at SSSKR Innani College at Karanja Lad in district Washim. This was the first Wikipedia programme in this region of the state. As it was the first Wiki event, we decided to organise a two day workshop. The management and faculty participated actively in this workshop. In the workshop, references and images were added to existing articles about local heritage, tourist places and personalities. The images were uploaded to newly created categories - Karanja Lad and SSSKR Innani College on Commons. Over 100 members participated in this two day event, while 45 users edited actively on Wikimedia projects.</p>
<h3 style="text-align: justify; ">Follow-up</h3>
<p style="text-align: justify; ">After the workshop, quarterly refresher sessions are planned in these institutions. The active students' WhatsApp groups will be formed for support and online training sessions. This cadre of Wiki Guides would facilitate the programs for other students. The meeting with faculty and board of studies would be held for integration of Wikimedia activities with the academic assignments.</p>
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<p>More info check out the <a class="external-link" href="https://meta.wikimedia.org/wiki/CIS-A2K/Events/Marathi_Language_Fortnight_Workshops_(2019)">Meta report</a>.</p>
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For more details visit <a href='https://cis-india.org/a2k/blogs/marathi-language-fortnight-workshops-2019'>https://cis-india.org/a2k/blogs/marathi-language-fortnight-workshops-2019</a>
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No publishersubodhOpennessFeaturedMarathi WikipediaAccess to Knowledge2019-03-01T00:39:33ZBlog EntryInternet Speech: Perspectives on Regulation and Policy
https://cis-india.org/internet-governance/events/internet-speech-perspectives-on-regulation-and-policy
<b>The Centre for Internet & Society and the University of Munich (LMU), Germany are jointly organizing an international symposium at India Habitat Centre in New Delhi on April 5, 2019</b>
<p><img src="https://cis-india.org/home-images/FreeSpeechSymposium_Poster_02.jpg/@@images/89fe6323-7608-482a-8072-dc241e9f0fda.jpeg" alt="Free Speech Poster" class="image-inline" title="Free Speech Poster" /></p>
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<p><a class="external-link" href="http://cis-india.org/internet-governance/files/free-speech-symposium-agenda"><b>Click to download the agenda</b></a></p>
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<p><a class="external-link" href="https://cis-india.org/internet-governance/files/free-speech-symposium-agenda"> </a></p>
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For more details visit <a href='https://cis-india.org/internet-governance/events/internet-speech-perspectives-on-regulation-and-policy'>https://cis-india.org/internet-governance/events/internet-speech-perspectives-on-regulation-and-policy</a>
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No publisherakritiFreedom of Speech and ExpressionInternet GovernanceFeaturedInternet FreedomEvent2019-04-01T16:38:54ZEventWelcome to r@w blog!
https://cis-india.org/raw/welcome-to-raw-blog
<b>We from the researchers@work programme at the Centre for Internet and Society (CIS) are delighted to announce the launch of our new blog, hosted on Medium. It will feature works by researchers and practitioners working in India and elsewhere at the intersections of internet, digital media, and society; and highlights and materials from ongoing research and events at the researchers@work programme.</b>
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<h4>r@w blog: <a href="https://medium.com/rawblog" target="_blank">Visit</a> (Medium)</h4>
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<h3>A space for reflections on internet and society, r@w blog is also an attempt to facilitate conversations around contemporary debates and foster creative engagement with research and practice through text, images, sounds, videos, code, and other media forms offered by the internet.<br /><br /></h3>
<h3>r@w blog opens with an essay on ‘<a href="https://medium.com/rawblog/information-offline-labour-surveillance-and-activism-in-the-indian-it-ites-industry-903c71567d1a" target="_blank">Information Offline: Labour, Surveillance, and Activism in the Indian IT & ITES Industry</a>’ by Rianka Roy - as part of an <a href="https://cis-india.org/raw/call-for-essays-offline" target="_blank">essay series</a> exploring social, economic, cultural, political, infrastructural, and aesthetic dimensions of the "offline" - and audio recording from a session titled <a href="https://medium.com/rawblog/iloveyou-167665a5145a" target="_blank">#ILoveYou</a> by Dhiren Borisa and Dhrubo Jyoti, which was part of the <a href="https://cis-india.org/raw/irc18" target="_blank">Internet Researchers’ Conference 2018 - #Offline</a>.<br /><br /></h3>
<h3>We will publish our (including commissioned/supported) writings and works on this blog, as well as submitted and compiled materials. Please write to raw[at]cis-india[dot]org to submit your works to be considered for publication. Copyright to all material published on this blog are owned by CIS and author(s) concerned, and they are shared under Creative Commons Attribution 4.0 International license.</h3>
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For more details visit <a href='https://cis-india.org/raw/welcome-to-raw-blog'>https://cis-india.org/raw/welcome-to-raw-blog</a>
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No publishersneha-ppHomepageRAW BlogResearchers at WorkFeaturedInternet Studies2019-01-02T11:48:04ZBlog Entry