Centre for Internet and Society

IIIT Delhi Workshop on Center for IT and Society

sumandro — 2016-09-17T14:40:26Z

A workshop on the upcoming Center for IT and Society in IIIT-Delhi was organised today, September 17, in the institute. The workshop highlights on the process of establishing a center on IT and Society, which will focus on studying relationships and impact of ICTs and Internet on society and the role that society plays in shaping them, particularly in India. The center will bring together faculty in various humanities and social sciences disciplines, and would also initiate interdisciplinary taught programme in IT and Social Sciences. Sumandro Chattapadhyay was invited to participate in this workshop.

URL: https://www.iiitd.ac.in/it-society.

Participants:

Dheeraj Sanghi, Dean Academics, IIIT-Delhi
Itty Abraham, National University of Singapore
Ravinder Kaur, IIT Delhi
Aaditeshwar Seth, IIT Delhi
Shreekant Gupta, Delhi University
Satish Deshpande, Delhi University
Geetha Venkataraman, Ambedkar University, Delhi
Rohit Negi, Ambedkar University, Delhi
Anindya Chaudhuri, Global Development Network, Delhi
Vibodh Parthasarathi, Jamia Millia Islamia
Suboor Bakht, Heidelberg Centre South Asia, Delhi
Dinesh Sharma, Centre for Media Studies, New Delhi
Odile Henry, Centre for Social Sciences and Humanities (CSH), Delhi
Marine Al Dahdah, Centre for Social Sciences and Humanities (CSH), Delhi
Biswajit Das, Jamia Millia Islamia, Delhi
Deepak Kumar, Jawahar Lal Nehru University
Ravi Sundaram, Centre for the study of developing societies
Rajshree Chandra, Delhi University
Sumandro Chattapadhyay, The Centre for Internet and Society, Delhi
Dibyendu Maiti, DSE, Delhi University
Balaji Parthasarathy, IIIT Bangalore
Anirban Mondal, Shiv Nadar University
Ashokankur Datta, Shiv Nadar University
Ravi Shukla, India Development Centre, Netvision Corporation
Yogendra Singh (professor emeritus), Jawahar Lal Nehru University
Rajiv George Aricat, Nanyang Technological University, Singapore
Arani Basu, Institute fuer Asien- und Afrikawissenschaften, Berlin
Arunima S Mukherjee, Health Information Systems Project
Pankaj Vajpayee, IIIT-Delhi
Raj Ayyar, IIIT-Delhi
Amrit Srinivasan, IIIT-Delhi
Akshay Kumar, IIIT-Delhi
Ganesh Bagler, IIIT-Delhi
Samaresh Chatterjee, IIIT-Delhi
Ponnurangam Kumaraguru, IIIT-Delhi

For more details visit https://cis-india.org/raw/iiit-delhi-workshop-on-center-for-it-and-society

Digital Futures of Indian Languages - Notes from the Consultation

Tejaswini Niranjana — 2016-01-15T05:55:53Z

A consultation on 'digital futures of Indian languages' was held at the CIS office in Bangalore on December 12, 2015, to generate ideas and structure the Indian languages focus area of the CSCS Digital Innovation Fund (CDIF). It was led by Dr. Tejaswini Niranjana, Centre for the Study of Culture and Society (CSCS), and Tanveer Hasan, A2K programme at CIS; and was supported by CDIF. Here are the notes from the Consultation.

The group that gathered at CIS on Dec 12, 2016, brought a wealth of digital Indian language experience to the meeting, including database creation, working to develop wikimedia, TEI initiatives, digital glossary creation, localisation and standardisation, development of open platforms and content management systems for teaching-learning, font development, and optical character recognition (OCR).

There was a detailed discussion of existing digital projects in Indian languages, and presentation of a few new ideas for development of applications that would strengthen digital infrastructure for research and teaching in social sciences and humanities. Among the proposed ideas were:

concept-clustering tool for multiple language comparisons,
semantic mapping tool or data visualisation tool that connects concepts to exisiting wikipedia entries,
online interactive bank of questions, to convert learnables into material that can be grasped conceptually,
annotation tool that aggregates tagged material across databases, eg. Shodhganga, Digital South Asia Library, Digital Library of India (Hindi example), and
gamifying as a way of enhancing teacing-learning as well as research process.

The participants agreed that increased archiving and digitisation, and annotation of digitised material, was a priority for Indian language work. Alongside the curation of the material to be thus processed – whether as an archive or a database, it was important also to develop better OCR systems, fonts and typefaces, DIY scanners, tagging and annotation tools.

CDIF would like proposals that might further some of these objectives. Priority will be given to those projects for which there is no funding already potentially available from other sources. Wherever possible, CDIF will try to synergise its work with existing efforts taken up by the government, or by platforms such as Wikimedia. CDIF will see its primary role not as a funding body but as an incubator of new ideas, and to this end will seek to provide technical support and other expertise apart from seed money.

Participants

Tejaswini Niranjana, CILHE, CSCS, CIS
SV Srinivas, CSCS, APU
Rajesh Ranjan, Govt of India
Nagarjuna G, Homi Bhabha Centre for Science Education, Mumbai
Sohnee Harshey, TISS Mumbai
Sherin B.S., EFLU Hyderabad
Swati Dyahadroy, Pune University Women’s Studies Centre
Tanveer Hasan, CIS
Tito Dutta, CIS
Sneha P.P., CIS
Jnanaranjan Sahu, Odia Wikimedia community
Spandana Bhowmick, JU, Kolkata and IFA Bangalore
Ravikant, Historian, CSDS Delhi
Veeven, Telugu wikimedia community
Rahmanuddin Shaik, CIS
Abhinav Garule, CIS consultant, Marathi
Ashwin Kumar AP, formerly CSCS, now Tumkur University
Subhashish Panigrahi, CIS
Ashish Rajadhyaksha, CSCS
Ravichandra Enaganti, Telugu Wikipedia
Ananth Subray, CIS consultant, Kannada
Om Shivaprakash, Kannada Wikimedia community
Pavithra H, Kannada Wikimedia community

For more details visit https://cis-india.org/raw/digital-futures-of-indian-languages-2015-consultation-notes

CSCS Digital Innovation Fund (CDIF)

sumandro — 2018-05-14T07:25:49Z

The CSCS Digital Innovation Fund (CDIF) has been set up by the Centre for the Study of Culture and Society (CSCS) and the Centre for Internet and Society (CIS) to encourage, host, and provide seed funding for the development of digital tools and infrastructure for arts, humanities, and social science research in India. The Fund’s priorities have been shaped by Ashish Rajadhyaksha, Lawrence Liang, Nishant Shah, Sitharamam Kakarala, S.V. Srinivas, and Tejaswini Niranjana; and it is administered by the Researchers at Work (RAW) programme at CIS.

A fundamental challenge has emerged in arts, humanities, and social science research with the coming of digital media. The challenge is of at least two kinds: 1) the ways in which we access our primary materials have changed, opening up the possibility of formulating new problems as well as conducting our research, and 2) additionally, the digital networks and objects that facilitate research are themselves becoming part of the phenomena we document and analyse. While the contexts under investigation are rich and diverse, the digital tools and methods by which to explore them are not readily available, especially in India.

CDIF uses the terms tools and infrastructure to respectively refer to autonomous software programmes and hardware devices, and platforms for collective use. A software to enable capturing of comments posted on a news website will be an example of the former, while an archive to be populated and annotated by a number of users will be an example of the latter.

The core mandate of CDIF is as follows:

Identifying digital tools and infrastructure needed by researchers and practitioners in arts, humanities, and social science fields. This is clearly not a one-time exercise, but a continuous one.
Promote, support, and fund the development of new digital tools and infrastructure, as well as revision and expansion of existing ones.
Creating focused conversations and materials around teaching of, and teaching through, digital tools and infrastructure across the arts, humanities, and social science disciplines.

During 2015-2017, CDIF has a specific interest in supporting efforts that engage with questions of the digital futures of Indian languages, needs and forms of archive-building, and tools and infrastructure of academic collaboration, among learners and among researchers.

CDIF will periodically announce open calls for project proposals related to development of digital tools and infrastructure for research. To receive these announcements, please subscribe to the cdif@cis-india.org mailing list. In exceptional cases, we may also consider directly supporting a project.

For any clarification, including sharing of project ideas, please write to raw[at]cis-india[dot]org.

For more details visit https://cis-india.org/raw/cscs-digital-innovation-fund

Consultation on 'Digital Futures of Indian Languages'

sumandro — 2016-01-15T06:10:57Z

A consultation on 'digital futures of Indian languages' will be held at the CIS office in Bangalore on December 12, 2015, to generate ideas and structure the Indian languages focus area of the CSCS Digital Innovation Fund (CDIF). It is being led by Dr. Tejaswini Niranjana, Centre for the Study of Culture and Society (CSCS), and Tanveer Hasan, A2K programme at CIS; and is supported by CDIF.

A Consultation to Generate Ideas for the CSCS Digital Innovation Fund (CDIF)

We at the Centre for the Study of Culture and Society, Bangalore; Centre for Indian Languages in Higher Education, Tata Institute of Social Sciences, Mumbai; and Access to Knowledge Programme, Centre for Internet and Society, Bangalore, have between us more than a decade-long experience in the field of Indian languages for higher education and Indic language computing. Together we have, over the past ten years, produced new research and incubated innovative pilot projects to stimulate the use of Indian languages in higher education, especially in the context of a widening linguistic divide in that sphere.

As a new phase in this process, we would like to explore the possible digital futures of Indian languages. Already, there have been many interesting but sporadic attempts at digitization of Indian language text resources and development of software for translation between Indian languages and a host of Indian language support platforms for web-based services. While this momentum is impressive, a lot more remains to be done, when seen against the backdrop of the surging demand for Indian language computational tools, especially those with potential for knowledge-use, that is, tools which could be used by students, teachers, researchers, media analysts, self-learners, bibliographers, librarians, archivists, collectors and the public at large.

The CSCS Digital Innovation Fund is looking to help set up new platforms that aid in generating, processing and making available a wide range of born-digital content. Under the CDIF, the Indian Languages initiative will support the development of new technological aids, apps, software programmes, websites, DYI digitisation devices, and any other project which will enrich the digital use of Indian languages.

We are organising this national consultation with the intention of bringing together people who have been or would like to be involved in such initiatives. We expect each participant to make a short 10-15 minute presentation on an idea they would like to develop, to take part in the general discussions, and to offer feedback to other speakers. We hope to learn from these conversations so that our own research and initiative development will benefit from the inputs as also to contribute to the conversation in such a way that isolated practices, innovations and opportunities are given a platform for greater generalisation and scalability.

- Tejaswini Niranjana, Ashwin Kumar AP, and Tanveer Hasan

For more details visit https://cis-india.org/raw/digital-futures-of-indian-languages-2015

CIS Featured in 'Building Expertise to Support Digital Scholarship: A Global Perspective' Report

sneha-pp — 2015-10-16T07:43:18Z

This report, authored by Vivian Lewis, Lisa Spiro, Xuemao Wang, and Jon E. Cawthorne, sheds light on the expertise required to support a robust and sustainable digital scholarship (DS) program. It focuses first on defining and describing the key domain knowledge, skills, competencies, and mindsets at some of the world’s most prominent digital scholarship programs. It then identifies the main strategies used to build this expertise, both formally and informally. The work is set in a global context, examining leading digital scholarship organizations in China, India, Taiwan, the United Kingdom, Germany, Mexico, Canada, and the United States. The report team visited and spoke to us last year, as part of the study. Here are the Executive Summary and link to the final report.

Access the 'Building Expertise to Support Digital Scholarship: A Global Perspective' report here.

Executive Summary

As new production, researchers scholarship analysis, pursue using digital or digital publishing scholarship or computational and dissemination (the creation, techniques), of they are often challenged to develop new skill sets. What skills, competencies, knowledge, and mindsets should digital scholars possess? How are such attributes—which we group under the term expertise—best cultivated? Does the shape of expertise vary around the world? Such questions are being asked by institutions establishing or reshaping digital scholarship organizations (DSOs), instructors developing educational and training programs in digital scholarship, experienced and aspiring digital scholars defining what expertise they need to acquire, and researchers exploring the global nature of digital scholarship.

Through our pilot study, we sought to answer these questions with the broader aims of identifying the workforce-related factors important to the success of digital scholarship, helping training and educational programs define key goals, and contributing to the conversation about the global dimensions of digital scholarship. We focused on “best in class” DSOs, highlighting the human dimensions behind their success in areas such as research output, winning grants, international reputation, and innovative teaching or training programs. We conducted interviews with a range of people involved with leading DSOs, including directors, research staff, faculty, librarians, graduate students, and university administrators. We conducted site visits with all but one of the 16 institutions participating in our study, which enabled us to get a richer sense of the facilities, organizational context, and local culture. While most of our interviews focused on digital humanities, we also included several digital social science organizations to identify areas of commonality and contrast. We explored a variety of organizational structures, including research centers and institutes, an academic department, labs, a network, a nonprofit organization, and a company; these organizations were sponsored by academic schools, libraries, and information technology departments. To understand the global dimensions of digital scholarship, we examined organizations from Mexico, China, Taiwan, India, Germany, the United States, Canada, and the United Kingdom.

Since digital scholarship projects often require specific technical skills (such as expertise in text analysis or geographic information systems [GIS]), it was difficult to generalize about what particular skill sets organizations should offer; in many ways that depends on the goals and focus of the organization. In addition, different skill sets were expected depending on one’s position and degree of experience. However, our interviews revealed in particular the importance of collaborative competencies, reflecting the ways in which digital scholarship typically takes place in teams dependent on diverse expertise. Since digital scholarship often involves developing new methods, tools, and theoretical approaches, successful digital scholars usually exhibit creativity, curiosity, and an enthusiasm for learning, which we term learning mindsets. Some level of general domain knowledge is useful so that team members can understand the research questions they are pursuing, while researchers draw upon methodological competencies (such as data science and GIS) and technical skills (such as database design and programming) to carry out their research. Finally, managerial skills—particularly project management—are needed to ensure that projects are completed.

While self-education and learning by doing are the predominant ways that digital scholars have traditionally acquired expertise, they also appreciate being part of a community of practice, so that they can turn to colleagues for help solving a problem and learning something new. Many organizations host workshops and visiting speakers and enable faculty and staff to attend conferences, although it can be challenging for staff to secure travel funding. A couple of organizations provide dedicated research time to staff, so that they can experiment, stay abreast of the state of the art, and contribute their own research. Along with formal support for professional development, we noted the importance of a “learning culture” in fostering continuous learning. Organizations most successful at building expertise among faculty, students, and staff tended to share characteristics such as an open and collaborative interdisciplinary culture in which each team member contributes expertise and is respected for it; global engagement, which includes participating in multi-institutional research projects; an entrepreneurial culture in which experimentation is valued; and a focus on teaching and learning as well as research. We noted variation in the kind of facilities these organizations occupied; collaborative space seemed to be more important than top-notch hardware.

Since we were able to visit only a small number of organizations in each country or region included in the study, we don’t feel comfortable making broad generalizations about the state of digital scholarship around the world. However, we did note some common factors that influenced the shape of digital scholarship expertise. These factors included a tradition of digital scholarship, as more established organizations could both build on existing structures and could be limited by them; funding; the degree of involvement of the institution’s library; and variations in academic career structures, such as paths to promotion and the recognition of alternative academic careers.

Digital scholarship organizations face a number of challenges, particularly in securing adequate funding for their work. We want to draw particular attention to the challenge of recruitment and retention. Typically, DSOs cannot compete with the private sector in offering high salaries or extensive opportunities for advancement; rather, they provide more flexible environments and an academic or intellectual atmosphere in which staff are encouraged to experiment and learn. Unfortunately, some staff at many organizations are hired on temporary contracts because of limited funding, so they often leave for more stable positions. We also noted a tension between research and service at some organizations, wherein these organizations viewed producing new knowledge as central to their mission but may also be expected to provide services to local researchers or to maintain existing projects. At a few organizations, we observed status differences between faculty and staff, particularly in the ability to be principal investigators on grants or to receive travel funding. Researchers whose first language is not English must often choose between reaching a smaller audience with work published in their native language and devoting significant time to translating their work into English.

We provide an extensive list of recommendations aimed at digital scholars, leaders of DSOs, universities and host organizations, funders, and the broader digital scholarship community. To highlight some of the most salient: We recommend that digital scholars take responsibility for their own learning, nurture their own curiosity, and actively pursue learning opportunities, including by participating in communities of practice and team projects. We advise the leaders of DSOs to encourage both structured and unstructured opportunities for learning by including dedicated staff research time in job descriptions, enabling staff to train and mentor, and hosting workshops, outside speakers, and other events. Host institutions such as universities should create more stable staff positions with paths to promotion and facilitate more stable funding for DSOs, while funders should support global digital scholarship exchanges. As for the digital scholarship community, we recommend heightening awareness of digital scholarship around the world through conference programs, funding initiatives, publications, and communities of practice, and promoting greater linguistic diversity. We hope that this report helps raise awareness of the range of expertise required for digital scholarship, the importance of a learning culture and active communities of practice in nurturing it, the challenges digital scholarship staff often face in finding stable careers, and the diversity of models for digital scholarship around the world.

For more details visit https://cis-india.org/raw/cis-featured-in-building-expertise-to-support-digital-scholarship-report