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Exploring the Digital Landscape: An Overview
https://cis-india.org/raw/digital-humanities/exploring-the-digital-landscape
<b>One component of the Digital Humanities mapping exercise was a series of six research projects commissioned by HEIRA-CSCS, Bangalore over November 2013-March 2014. These studies attempted to chart various aspects of the digital landscape in India today, with a focus on emerging forms of humanistic enquiry engendered by the Internet and new digital technologies. This blog post presents a broad overview of some of the key learnings from these projects. </b>
<p style="text-align: justify; ">The six research studies commissioned by HEIRA-CSCS as part of the collaborative exercise to map the Digital Humanities (DH) were formulated within a broad rubric of exploring changes at the intersection of youth, technology and higher education in India. Apart from existing questions about the digital divide, and the possibilities of increased connectivity and availability of new sources of information due to proliferation of digital tools and access to the Internet, the projects also tried to address in some way the problem of understanding and formulating a research enquiry about the ‘digital’ itself. The digital as a mode of existence or being, or a new ‘social’ or as discussed in the earlier blog-posts, is essentially a premise of the DH discourse as it has emerged in different parts of the world. While the studies focus largely on youth and higher education and so are located with a certain context, they do attempt to address larger questions about understanding the digital landscape in India today, with reference to new and changing practices of interdisciplinary research and scholarship in the humanities.</p>
<p style="text-align: justify; ">Just to recapitulate from an earlier blog-post; the following were the studies commissioned:</p>
<ol> </ol><ol>
<li><b>Survey of Printed Digitised Materials in Bengali</b><b> – </b>an extensive survey and report of printed digitized materials in Bengali across a few selected themes. The objective of this exercise is to map the nature of available digitized materials and explore possibilities of their use in the higher education classroom.<b><br />Researcher: Saidul Haque, Jadavpur University, Kolkata</b></li>
<li style="text-align: justify; "><b>Confessions in the Digital Age</b><b> – </b>looks at the rising trend of ‘confession pages’ on social media, most of which are located in an educational context, and explores the manner in which the digital space and its assumed anonymity has reconfigured this practice and the interaction between youth and technology.<b><br />Researcher: Rimi Nandy, Jadavpur University, Kolkata</b></li>
<li style="text-align: justify; "><b>Queer Expression in the Online Space</b> – this study explores the concept of digital citizenship with a focus on how youth from the LGBTQ community engage with digital technologies such as social media, mobile phones and radio to negotiate questions of identity politics, activism and citizenship in cyberspace.<b><br />Researcher: Ditilekha Sharma, Tata Institute of Social Sciences, Mumbai</b></li>
<li style="text-align: justify; "><b>Creating Knowledge: Mapping the nature of Content and Processes on the English Wikipedia</b> - analyses the nature of content produced on Wikipedia, with a focus on the representation of women and gender-related topics to explore if online knowledge platforms contain and perpetuate a systemic gender-bias.<b><br />Researcher:</b> <b>Sohnee Harshey, Tata Institute of Social Sciences, Mumbai</b></li>
<li style="text-align: justify; "><b>From the Streets to the Web: Feminist Activism on Social Media</b><b>– </b>an ethnographic exploration of social media platforms to explore how feminist activists have engaged with digital technology and if this has allowed for a redefinition of political organization and new forms of activism within the movement.<b><br />Researcher: Sujatha Subramanian, Tata Institute of Social Sciences, Mumbai</b></li>
</ol>
<p style="text-align: justify; ">This exercise was also an attempt to build on some of the learnings from a four-year programme undertaken by HEIRA-CSCS titled ‘Pathways to Higher Education (supported by the Ford Foundation), which looked at the problem of <i>quality of access</i> in higher education for students from disadvantaged sections of society, particularly with respect to the digital and linguistic divide. The emphasis therefore was on understanding how young people, who are known as digital natives, negotiate with these rapidly changing modes of communication and learning. The projects therefore are located in institutional spaces and primarily address the demographic of 18 – 35 years, although there are exceptions as in the case of the studies on Wikipedia and the Bengali archival materials. Most of the studies draw from conventional methods of humanities and social sciences research, largely consisting of ethnographic and textual analysis, interviews and surveys. Adapting these methods to the digital domain, or rather formulating new research questions and methodology that is adequate to understand the nuances of the digital sphere was one of the key challenges of this exercise. Some of the learning outcomes from these studies may be summarized under the following themes:</p>
<h3 style="text-align: justify; ">The Emergence of the (Digital) Public Sphere</h3>
<p style="text-align: justify; ">The advent of the internet and digital technologies has largely been considered enabling, in terms of what it allows you to do and be both in the real and virtual worlds. The growth of online activism in the last couple of years is indicative of this change to a large extent. This has been particularly true of traditional forms of activism that have now adopted the digital space, such as the LGBTQ or feminist movements. A majority of the respondents in the studies focussing on these two themes have endorsed the positive aspect of activism in the online space, in terms of organising people and connecting civil society and the community, and bringing these issues into the mainstream. Most felt that the internet offers a space, and a relatively safe one at that, to talk about issues related to sexuality and gender. Not only in terms of its potential to garner large numbers, disseminate information and create wider transnational networks, the online space can now also be seen as the space where the activism originates, rather than merely supplementing or facilitating traditional on-the-ground movements. As such, the digital has evolved into an alternate critical public sphere were the discourse around identity, citizenship, and socio-political participation has become more varied, even if not yet adequately nuanced.</p>
<p style="text-align: justify; ">While most of the studies endorse the democratising potential of the internet and digital technology, particularly that of mobile phones which have made these networks and resources accessible to a larger cross-section of people, many have also speak about the replication of several forms of systemic injustice and marginalisation that exist in the real world in the online space. The project on the gender-gap on Wikipedia cites examples of such a politics of exclusion in the knowledge-making process, not just with respect to content on Wikipedia, but also in the inclusion of women in the process of content-generation. Respondents in the other two projects on activism also spoke of instances of gendered violence and abuse, often a repercussion of being vocal online, thus highlighting the problematic duality of the condition of being visible and vulnerable. The imperative of creating safe online spaces to voice opinions, show solidarity or express dissent has been stressed by a majority of respondents in these studies.</p>
<h3 style="text-align: justify; ">Being Digital: Visibility and Accessibility</h3>
<p style="text-align: justify; ">Moving from the question of doing to being, a paradox about the online space has been the way in which it accords a certain hyper-visibility, and increasingly makes invisible people and discourses, many a time not by choice. The option of anonymity accorded by the online space has been important for many voices of dissent to find expression, and for non-normative discourse to become visible in mainstream debates. However, the problems of anonymity can be several, as seen in the case of the study on the Facebook confessions. ‘Performance’ is an important aspect of these confessions; whether it is in the nature of a comment on another person or a representation of the self. The creation and performance of identities has been a significant component of studies on digital and cyber culture studies. The internet as facilitating performance of a certain gendered identity, while also in some ways obscuring certain others – as in the case of the marginalisation of lesbian, bisexual or transsexual individuals within the queer community is a case in point. Further the visibility accorded to issues in the online space is also conditional, in terms of what gets viewed, discussed and acted upon. The Wikipedia study discusses this in terms of a ‘covert alliance-building’ of editors or consensus on what goes up online.</p>
<p style="text-align: justify; ">Another positive attribute of the online space as reiterated by most people in the projects was that of increased accessibility - to networks, people and resources. But as is evident from the earlier paragraph, such accessibility often comes with a caveat - the conditions of the access are also as important. In the case of the survey on Bengali materials, the availability of a large corpus of materials in various spaces and the efforts to digitse them is an insufficient measure given the poor accessibility to such digitised materials available online, due to issues of copyright, metadata, technological support and lack of subject expertise. Accessibility is an important aspect of being digital as understood in the project on mapping the digital classroom. While students in most undergraduate classrooms have access to digital devices in one form or the other, the use of these devices in learning is contingent upon several factors such as student and teacher competence and comfort, and the ease to adapt to changing teaching-learning environments given cultural and linguistic divides. More importantly, the perception of the internet or digital technologies as a tool to merely facilitate communication or learning, rather than a space of critical engagement is the predominant understanding, with few notable exceptions.</p>
<h3 style="text-align: justify; ">New Knowledge-making Practices</h3>
<p style="text-align: justify; ">Combining the being and doing in the online space are the new modes of knowledge formation engendered by this medium. The Wikipedia is illustrative of the process of collaborative knowledge production, and the politics inherent therein. The problems and challenges of digitisation and archival practice as evident in the study of the Bengali digitised materials is also an example of this knowledge vs information conundrum. However the connect with higher education, as in the availability of scholarly materials in regional languages in the latter case, and the need to acknowledge non-traditional sources as scholarly as in the former, are some of the immediate challenges identified by these studies. The model of annotations and referencing, as made possible by collaborative and dynamic knowledge repositories is an important concern of the DH debate as well, in terms of questioning existing hierarchies of authorship and expertise.</p>
<p style="text-align: justify; ">The bringing in of non-normative discourse on sexuality and gender into the mainstream, and the emergence of new issues in some sense has also been facilitated by the online space to some extent, even if within certain exclusive communities or spaces. An example of this is in terms of narratives of pleasure in feminist discussions, which seem to have found a space online but not so much in debates otherwise seen in India.</p>
<p style="text-align: justify; ">Changes in learning and pedagogic practice are an important aspect of new knowledge-making practices, and as mentioned earlier this is apparent in classrooms today given that students and faculty recognise the potential of digital technologies. However, the primacy of textual material in most classrooms, and a certain reluctance to engage with digital media and texts on the part of faculty and students in a substantive way is an attribute of the classroom today. Indeed, ways of reading and writing have changed with the onslaught of technology; as the study on confessions demonstrates communication on social media and mobile phones have evolved a different linguistic forms, both in English and regional languages. This and the problem of an information clutter, or ‘excess’, without the option of verifiability in most cases, is one of the major concerns of faculty with regard to technology.</p>
<p style="text-align: justify; ">While the projects in themselves may have only indirectly contributed to our understanding of DH, the process of formulating these questions and trying to find some answers to them have been insightful, particularly with respect to the problems with understanding technology, the importance of form and process, and the growth of alternative spaces of learning, all which are relevant to the DH discourse. For some reflections on the individual projects, see the guest posts by the researchers on CIS-RAW; the complete research reports are available at <a href="http://cscs.res.in/irps/heira/irps/heira/documents">http://cscs.res.in/irps/heira/irps/heira/documents</a></p>
<p>
For more details visit <a href='https://cis-india.org/raw/digital-humanities/exploring-the-digital-landscape'>https://cis-india.org/raw/digital-humanities/exploring-the-digital-landscape</a>
</p>
No publishersnehaFeaturedDigital Humanities2014-04-14T15:48:30ZBlog EntryExploring Big Data for Development: An Electricity Sector Case Study from India
https://cis-india.org/raw/exploring-big-data-for-development-an-electricity-sector-case-study-from-india
<b>This working paper by Ritam Sengupta, Dr. Richard Heeks, Sumandro Chattapadhyay, and Dr. Christopher Foster draws from the field study undertaken by Ritam Sengupta, and is published by the Global Development Institute, University of Manchester. The field study was commissioned by the CIS, with support from the University of Manchester and the University of Sheffield.</b>
<p> </p>
<h4>Download the working paper: <a href="http://hummedia.manchester.ac.uk/institutes/gdi/publications/workingpapers/di/di_wp66.pdf" target="_blank">PDF</a></h4>
<hr />
<h3><strong>Abstract</strong></h3>
<p>This paper presents exploratory research into “data-intensive development” that seeks to inductively identify issues and conceptual frameworks of relevance to big data in developing countries. It presents a case study of big data innovations in “Stelcorp”; a state electricity corporation in India. In an attempt to address losses in electricity distribution, Stelcorp has introduced new digital meters throughout the distribution network to capture big data, and organisation-wide information systems that store and process and disseminate big data.</p>
<p>Emergent issues are identified across three domains: implementation, value and outcome. Implementation of big data has worked relatively well but technical and human challenges remain. The advent of big data has enabled some – albeit constrained – value addition in all areas of organisational operation: customer billing, fault and loss detection, performance measurement, and planning. Yet US$ tens of millions of investment in big data has brought no aggregate improvement in distribution losses or revenue collection. This can be explained by the wider outcome, with big data faltering in the face of external politics; in this case the electoral politics of electrification. Alongside this reproduction of power, the paper also reflects on the way in which big data has enabled shifts in the locus of power: from public to private sector; from labour to management; and from lower to higher levels of management.</p>
<p>A number of conceptual frameworks emerge as having analytical power in studying big data and global development. The information value chain model helps track both implementation and value-creation of big data projects. The design-reality gap model can be used to analyse the nature and extent of barriers facing big data projects in developing countries. And models of power – resource dependency, epistemic models, and wider frameworks – are all shown as helping understand the politics of big data.</p>
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<em>Cross-posted from <a href="http://www.gdi.manchester.ac.uk/research/publications/other-working-papers/di/di-wp66/">University of Manchester</a>.</em>
<p> </p>
<p>
For more details visit <a href='https://cis-india.org/raw/exploring-big-data-for-development-an-electricity-sector-case-study-from-india'>https://cis-india.org/raw/exploring-big-data-for-development-an-electricity-sector-case-study-from-india</a>
</p>
No publishersumandroBig DataData SystemsResearchers at WorkResearchFeaturedPublicationsBig Data for Development2019-03-16T04:33:15ZBlog EntryExpanding the World of Telugu Wikipedia – CIS-A2K and ALC join hands
https://cis-india.org/openness/blog-old/expanding-the-world-of-telugu-wikipedia-cis-and-alc-join-hands
<b>Students and faculty of Andhra Loyola College in Vijayawada aim to enhance Telugu Wikipedia through increased contributions to Wikipedia and make it available under free license.</b>
<p style="text-align: justify; "><a href="https://meta.wikimedia.org/wiki/India_Access_To_Knowledge">The Access to Knowledge </a>(A2K) programme of the Centre for Internet and Society (<a href="https://en.wikipedia.org/wiki/Centre_for_Internet_and_Society_(India)">CIS</a>) in its quest to catalyze the growth of open knowledge movement in Indic languages recently added another feather to its cap by signing a memorandum of understanding (MoU) with <a href="http://www.andhraloyolacollege.ac.in/">Andhra Loyola College</a> (ALC) in Vijayawada on August 14, 2014 to work collaboratively to improve <a href="https://te.wikipedia.org/wiki/%E0%B0%AE%E0%B1%8A%E0%B0%A6%E0%B0%9F%E0%B0%BF_%E0%B0%AA%E0%B1%87%E0%B0%9C%E0%B1%80">Telugu Wikipedia</a> and <a href="https://te.wikisource.org/wiki/%E0%B0%AE%E0%B1%8A%E0%B0%A6%E0%B0%9F%E0%B0%BF_%E0%B0%AA%E0%B1%87%E0%B0%9C%E0%B1%80">Telugu Wikisource</a>. College Principal Fr. G.A.P. Kishore, Vice-Principals Fr. P. Anil Kumar and Fr. Rex Angelo, correspondent Fr. Raju signed the agreement with CIS-A2K programme director T. Vishnu Vardhan.</p>
<table class="listing">
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<p style="text-align: justify; ">The MoU signed with ALC is for a period of five years and encompasses four activities:</p>
<ol style="text-align: justify; ">
<li>Open knowledge creation in Telugu across various disciplines on Telugu Wikipedia: ALC faculty and students will be trained by CIS-A2K staff and interested Telugu Wikimedians to understand the principles that govern Wikipedia in order to generate quality entries. Faculty from Botany, Physics, Statistics, Ethics, Religion, Telugu Literature, and Music will work with CIS-A2K. Each of the faculty in the coming months will come up with a plan to generate open knowledge in Telugu in their respective disciplines.</li>
<li>Content donation and digitization on Telugu Wikisource: ALC through its networks will help CIS-A2K to bring Telugu content under CC-BY-SA 4.0 license. The Telugu department of the college expressed keen interest to work with CIS-A2K in digitizing historical Telugu content and to make it available on Telugu Wikisource. Various competitions will be planned in the future.</li>
<li>Creating a free software environment at Andhra Loyola College: 400 machines within various labs on the campus will be converted into FOSS systems with free and open source software including support for Telugu and other Indic languages. It should be noted that all the existing computers of ALC are run on proprietary software. As a pilot initiative CIS-A2K has already converted 30 systems in a lab and named it as Loyola FOSS Lab.</li>
<li>CIS-A2K to revise the FIT (Fundamentals in Information Technology): A mandatory course for all undergraduate students which will introduce students to FOSS, Openness and Wikipedia. This is an outcome of the FOSS orientation done by T. Vishnu Vardhan and Rahimanuddin Shaik during the two workshops that were held at ALC.</li>
</ol></td>
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</tbody>
</table>
<p style="text-align: justify; ">CIS-A2K will put every effort to involve Telugu Wikimedians and FOSS community in taking this collaboration with ALC forward. CIS-A2K will also create a project page on Telugu Wikipedia to actively document and publicly share the detailed plans and progress. More updates will also be shared on this website.</p>
<table class="image-alc">
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<th><img src="https://cis-india.org/home-images/alc1.png" alt="ALC and CIS-A2K" class="image-inline" title="ALC and CIS-A2K" /></th>
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<td>Above: Representatives from ALC and CIS-A2K seen during the signing ceremony.</td>
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<p style="text-align: justify; ">The signing of the MoU was done at a public event in the presence of students, faculty and management of ALC and various representatives from media. The media covered this event enthusiastically. The Hindu coverage can be found <a href="http://www.thehindu.com/todays-paper/tp-national/tp-andhrapradesh/alc-signs-mou-for-better-net-access/article6320555.ece">here</a> and Eenadu article coverage is <a href="https://cis-india.org/openness/news/cis-mou-with-alc-coverage-in-eenadu" class="external-link">here</a>.</p>
<p>
For more details visit <a href='https://cis-india.org/openness/blog-old/expanding-the-world-of-telugu-wikipedia-cis-and-alc-join-hands'>https://cis-india.org/openness/blog-old/expanding-the-world-of-telugu-wikipedia-cis-and-alc-join-hands</a>
</p>
No publisherT Vishnu Vardhan and Rahmanuddin ShaikAccess to KnowledgeWikimediaWikipediaFeaturedTelugu WikipediaOpennessHomepage2014-09-30T05:11:29ZBlog EntryEssays on #List — Selected Abstracts
https://cis-india.org/raw/essays-on-list-selected-abstracts
<b>In response to a recent call for essays that social, economic, cultural, political, infrastructural, or aesthetic dimensions of the #List, we received 11 abstracts. Out of these, we have selected 4 pieces to be published as part of a series titled #List on the r@w blog. Please find below the details of the selected abstracts. The call for essays on #List remains open, and we are accepting and assessing the incoming abstracts on a rolling basis.</b>
<p> </p>
<h4>1. <a href="#manisha">Manisha Chachra</a></h4>
<h4>2. <a href="#meghna">Meghna Yadav</a></h4>
<h4>3. <a href="#sarita">Sarita Bose</a></h4>
<h4>4. <a href="#shambhavi">Shambhavi Madan</a></h4>
<hr />
<h3 id="manisha"><strong>Manisha Chachra</strong></h3>
<h4><em>MeToo in Indian journalism: Questioning access to internet among intersectional women and idea of rehabilitative justice in digital spaces</em></h4>
<p>The advent of LoSHA and MeToo era witnessed an intriguing intersection of technology, politics and gender. The list and name-shame culture of social media has not only displayed changing power dynamics in digital space but an increasing movement towards engendering of internet spaces. The social, political and economic matrix defined by power relationships -- a patriarchy reflected in internet spaces, percolating in our interactions confronted a major challenge when women rose up to claim the same space. Internet space cannot be called a virtual reality as it is a sharp mirror into what is going in the power dynamics of society and politics. My paper broadly seeks to examine this engendering of spatial reality of digital space by looking at various conversations that took place on Twitter around MeToo in Indian journalism. MeToo has been widely understood as narration of one’s tale and how that experiential reality is connected with other women. However, a universalisation of such an experience often neglects intersectional reality attached to women’s experiences -- belonging to different caste, class, ethnicity and other
kinds of differences. My paper attempts to question how far MeToo in digital space accommodated the differential aspects of woman as a heterogeneous category. The spatial realities of technological spaces function like a double edged sword-- liberating as well as mobility paralysing. I use the term mobility paralysis to denote a contradiction in digital space-- which might be equally available to all sections of women but not fairly accessible. The accessibility is often a reflection of deep rooted patriarchies and kinship relationships that bind women in same
voiceless zone. MeToo in Indian journalism is a case study of how women of different backgrounds access digital spaces in questioning this mobility paralysis and inch towards a certain kind of emancipatory politics. Examining MeToo from the perspective of a social movement emerging on Twitter and Facebook, I aim to scrutinise scope of rehabilitative justice for the accused. The emergence of lists, and claiming of spaces is attached to the question of justice and being guilty or innocent of allegations. Online spaces in the recent times have also emerged as platforms of e-khaps (online khap panchayats with certain gatekeepers of the movement) where screenshot circulation, photoshop technology could be used to garner a public response against a particular person. It is interesting how after MeToo the question was not whether the person is guilty or accused rather how they should abandon their social media accounts and probably go absent virtually. In such a context, it is crucial to question the relationship between justice, one’s digital identity and who owns this identity. If rehabilitative justice is not an option, and apology-seeking is not available, what are we hoping from MeToo? The aim of any name-shame movement must be to reclaim digital space, narrate experiences and also to leave scope for others to respond, and seek justice. The question of justice is also closely linked with how women from intersectional backgrounds access internet, and emancipate
themselves.</p>
<h3 id="meghna"><strong>Meghna Yadav</strong></h3>
<p>For most people, the Internet is now synonymous with social media. Likewise, consumption of content on the Internet has shifted. We’ve moved from an earlier design of explicitly going to content-specific websites, to now, simply “logging in” and being presented with curated content spanning multiple areas. The infrastructure for consuming this content, however, remains predominantly screen based, implying a space constraint. Websites must, hence, decide what content users are to be presented with and in what order. In other words, social media must
generate itself as a ranked list of content.</p>
<p>In the classical theory of social choice, a set of voters is called to rank a set of alternatives and a social ranking of the alternatives is generated. In this essay, I propose to look at ranking of content as a social choice problem. Ranking rules of different social media platforms can be studied as social welfare functions for how they aggregate the preferences of their voters (i.e. users). Current listings of content could be modelled as the results of previously held rounds of voting. Taking examples, Reddit is built on a structure of outward voting, visceral through ‘upvotes’ and ‘downvotes’, constantly displaying to users the choice they have to alter content ranks on the website. TikTok, on the other hand, relies on taking away most of the voting power of its users.</p>
<p>As the Internet tends towards centralisation, studying how different list ranking rules aggregate our choices and in turn, alter the choices presented to us, becomes important to design a more democratic Internet.</p>
<h3 id="sarita"><strong>Sarita Bose</strong></h3>
<h4><em>Mapping goes local: A study of how Google Maps tracks user’s footprints and creates a ‘For You’ list</em></h4>
<p>The ‘Explore Nearby’ feature in Google Maps has three sections – Explore, Commute and For You. Of this, ‘For You’ section contains ‘Lists based on your local history’ as mentioned by Google itself. The Google Maps auto tracks a user’s movements and creates a digital footprint map and lists up events, programmes, restaurants, shops etc for the user. This research will focus on the ‘For You’ feature of Google Maps and its cultural and social dimensions. The work will focus on how the mapping is done and the logic behind drawing up the list. It will try to find out how the economy of Google Maps works. Why some lists shows up while some doesn’t. What kind of ‘algorithm – economy – user’ matrix is used to make up the list? The work will also try to understand cultural dimensions based on mind mapping techniques of Google. This research will follow three dimensions. The first is the mapping of user’s footprints itself and how the distance covered by a user becomes the user’s own digital existence. The Google Maps automatically asks for reviews of places the user might have visited or passed. The question is what algorithm is Google using to ask for the review? Is it pre-pointed or post-pointed? Thus, we come to the second part. Is Google only listing places that paid it or is it trying to digitally map a user’s area of geographical reach in general. If so, why? This brings us to the third dimension of the research work. What kind of cultural mapping is done of the user? The list the user gets is based on his own history and as more data is added, the more mapping is done. These three dimensions are intricately woven with each other and the work will try to establish this relationship.</p>
<h3 id="shambhavi"><strong>Shambhavi Madan</strong></h3>
<h4><em>List of lists of lists: Technologies of power, infrastructures of memory</em></h4>
<p>Lists make infinities comprehensible, and thus controllable. By virtue of the ubiquity of cyberspace and the digitized information infrastructures curating reality within these infinities, we are increasingly subjected to curatorial efforts of individuals as well as codes – algorithmic and architectural.</p>
<p>Statistical lists are Foucauldian technologies of power in modern societies; tools for the functioning of governmentality – not just in terms of state control over population phenomena but the governmentality of groups or individuals over themselves. The framework of biopolitics identifies a bureaucracy imposed by determining social classifications through listing and categorizing, within which people must situate themselves and their actions (Foucault, 2008). Thus, the authorship of lists is often reflective of power that allows for the perpetuation of hegemonic constructions of social reality, making the lists themselves sites of struggle.</p>
<p>This paper seeks to contextualize (public-oriented) lists as forms of biopolitical curation that often lie at points of intersection between collective consciousness and social order, through an approach that problematizes the socio-technics of agency and the subjective objectivity of authorship. Although list-making acts such as the National Population Register, NRC, #LoSHA, the electoral roll, the census, and Vivek Agnihotri’s call for a list of “Urban Naxals” all differ in terms of content, intent, and impact, and contain different asymmetries of power, the lowest common denominator lies in their role as producers of public knowledge and consequently, infrastructures of public memory. This approach allows for a reinterpretation of the fundamental duality of lists of and within publics: <em>the functionality of enforcing/maintaining social order, and the phenomenological practise of publicly self-presenting with a (semi-material) manifestation of a collective identity</em>. The former sees the use of lists as tools of population management, enacting citizenship and belonging through forms of inclusion and exclusion; the latter is reflective of the workings of self-autonomy – redefining the authorship of justice and punishment – in networked societies. Thus, a secondary theme in this paper would be to question the change and significance in the role of authorship through a phenomenological comparative of lists that are institutionalised practice versus those that are open and collaborative.</p>
<p>Both the act of list-making and the lists themselves are framed as coalescences of material and imaginary, by juxtaposing the idea of infrastructures as primarily relationalities – i.e. they can’t be theorized in terms of the object alone (Larkin, 2013) – with Latour’s relational ontology of human and non-human actors. The list itself is a non-human object/actant that after emerging as a product of co-construction, takes on an agential role of its own (Latour, 2005). Each of these lists can be considered as a quasi-object, a complex convergence of the technological and the social. Both #LoSHA and the NRC are not mere placeholders being ‘acted upon’, but real and meaningful actors acting as cultural mediators and not intermediaries. The integration of a socio-technical, infrastructural approach with one that emphasizes upon the aesthetics of authorship and public memory allows the subject to be seen as constitutive of an embodied, relational experience as opposed to just existing as a dissociative (re)presentation.</p>
<p><strong>References:</strong></p>
<p>Foucault, M. 2008. <em>The Birth of Biopolitics: Lectures at the Collège de France 1978-1979</em>. Trans. G. Burchell. Basingstoke: Palgrave Macmillan.</p>
<p>Larkin, B. 2013. "The Politics and Poetics of Infrastructural." <em>Annual Review of Anthropology</em>. 42:327-343.</p>
<p>Latour, B. 2005. <em>Reassembling the Social: An Introduction to Actor-Network Theory</em>. Oxford: Oxford University Press.</p>
<p> </p>
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For more details visit <a href='https://cis-india.org/raw/essays-on-list-selected-abstracts'>https://cis-india.org/raw/essays-on-list-selected-abstracts</a>
</p>
No publishersneha-ppResearchers at WorkListRAW BlogFeaturedInternet Studies2019-09-03T13:38:12ZBlog EntryEnabling Elections
https://cis-india.org/accessibility/blog/enabling-elections
<b>For making the 2014 General Elections in India participatory and accessible for voters with disabilities the Centre for Law and Policy Research and the Centre for Internet and Society have come up with a report. The report addresses the barriers that people with disabilities face during elections and recommends solutions for the same.</b>
<h2 style="text-align: justify; ">Executive Summary</h2>
<p>The report examines three main areas:</p>
<ol>
<li>The barriers that people with disabilities face at the time of elections.</li>
<li>The legal framework around this issue.</li>
<li>The measures which need to be taken to eliminate the barriers in the pre-voting phase, during voting phase and also post-voting phase, so as to enhance the participation of voters with disabilities.</li>
</ol>
<p style="text-align: justify; ">Access to the public sphere and full political participation is a matter of right for persons with disabilities and the state is constitutionally mandated to enforce this right. The rights of voters with disabilities are examined under the constitutional provisions, the Representation of People’s Act 1951, the relevant directions of the Supreme Court and the international conventions. This report also considers international best practices while making recommendations, to the extent that they are suitable and practical in the Indian context.</p>
<p style="text-align: justify; ">This report looks at Electoral Participation in two dimensions:</p>
<ul>
<li>“Pre-electoral Participation” and</li>
<li>“Actual Electoral Participation”</li>
</ul>
<p>The report then goes on to make recommendations for enhancing accessibility in both these categories.</p>
<p>On Pre-electoral Participation, the report inter alia recommends the following:</p>
<ul>
<li style="text-align: justify; ">Opportunities for people with disabilities to participate in public consultations.</li>
<li style="text-align: justify; ">Immediate outreach programs for higher voter registrations.</li>
<li style="text-align: justify; ">Making election material and candidate guides available in different formats such as large print, Braille and audio formats upon request so that voters can have full knowledge of the candidate they want to vote for.</li>
<li style="text-align: justify; ">Providing information for voters about locations which have special access, wheelchair facilities, technological assistance for visually impaired, etc.</li>
</ul>
<p>On Actual Electoral Participation, we inter alia recommend the following:</p>
<ul>
<li>Accessible polling sites.</li>
<li>Training election staff to be sensitive to diverse needs of voters.</li>
<li>Enabling privacy and independent voting by persons with disabilities.</li>
<li>Arranging for mobile polling booths.</li>
<li>Making EVM’s compatible and accessible such as by providing for Braille, large print.</li>
<li>Tactile buttons, 'sip and puff' and audio devices.</li>
</ul>
<p style="text-align: justify; ">The report also recommends the need to monitor participation of voters with disabilities in the forthcoming elections.There is a need to collect data, surveys and studies in the pre-election, election and post-election phases.</p>
<hr />
<p><a href="https://cis-india.org/accessibility/blog/enabling-elections.pdf" class="internal-link">Click here</a> to download and read the full report (PDF, 4.5 MB)</p>
<p>
For more details visit <a href='https://cis-india.org/accessibility/blog/enabling-elections'>https://cis-india.org/accessibility/blog/enabling-elections</a>
</p>
No publishernirmitaFeaturedHomepageAccessibility2014-05-10T00:12:00ZBlog EntryEnabling Access to Education through ICT - A Conference in Delhi
https://cis-india.org/accessibility/blog/education-through-ict
<b>The Centre for Internet and Society (CIS), Bangalore in cooperation with the Global Initiative for Inclusive ICT (G3ICT), a flagship advocacy organization of the UN Global Alliance on ICT and Development (UN-GAID), the International Telecommunications Union (ITU), UNESCO, Digital Empowerment Foundation, Society for Promotion of Alternative Computing and Employment and the Deafway Foundation is organizing an international conference "Enabling Access to Education through ICT" in New Delhi from 27 to 29 October 2010. The event is sponsored by Hans Foundation. </b>
<p>How can accessible information and communication and assistive technologies for persons with disabilities be best deployed in schools and universities?</p>
<h3>Background</h3>
<p>Education is a fundamental right for all persons. In the information society, access to knowledge and information is of vital importance to ensure that all persons are able to participate as creative and productive members of the society. The UNCRPD recognizes that persons with disabilities also have a right to education and life long learning. Countries around the world have recognized the importance of education and have identified universal primary education as one of the millennium goals to be achieved by them within 2015. While definitive steps are being taken to achieve and promote universal inclusive education, there are still some grey areas remaining with respect to addressing the special needs of some groups like disabled children. The World Health Organisation estimates that 70 per cent of the world’s disabled live in developing countries like India. The advancement of persons with disabilities is impeded by several factors such as an inadequate legal framework for protecting their rights, lack of financial and skilled human resource to carry on their activities, high cost of assistive technologies, lack of training and capacity building activities, the absence of large networks of disability groups to share resources with each other and above all the lack of awareness and a collective intent on the part of educational institutions to enable the right to education for persons with disabilities. India alone is a large country with 18 official languages and many more regional variances and for any technology and content to reach the masses it has to be made available in several Indian languages. All these factors combined together make it difficult for persons with disabilities to exercise their right to education in developing countries.</p>
<p>The specific focus of the conference will be to look at various technologies, tools and practices which are necessary to bring education, especially distance and online education within the reach of all children with disabilities.</p>
<p>Children with disabilities in India are often left out of mainstream schools due to a variety of reasons, primarily the lack of awareness amongst educational organizations and teachers, near absence of infrastructural resources and lack of training in this regard. It is believed that barely two per cent of the 70 million disabled persons have access to education in India. Technological advancement in the form of assistive technologies, ubiquitous Web, multiple platforms, social networks, online libraries and digital resources, etc., have now made it possible for disabled persons to access information in accessible formats. It is therefore, important that students, teachers and educational institutions are adequately equipped to leverage the power of the Internet and ICTs to enable inclusion for persons with disabilities.</p>
<p>The present conference will focus on highlighting existing problems and challenges for students and educational institutions in developing countries, showcase ICT based solutions which are presently being adopted in different countries, point to existing knowledge resources and emerging trends in education. This conference is unique in so far as it is probably the first one of its kind on such a large scale in India and involves participation of various UN organizations such as the WIPO, UNESCO, ITU and the G3ICT. Amongst the various deliverables of the conference is also to document some best practice case studies on the use of ICTs in education for the disabled in neighbouring countries like Nepal, Bangladesh, Sri Lanka and Thailand, evolve a set of recommendations for educators on best practices, as well as to evolve a draft for a White paper on education and ICTs for persons with disabilities for governments and educators in different countries.</p>
<p>A print version of the E-accessibility toolkit for policymakers which was jointly brought out by the G3ICT and ITU earlier this year will be launched for the first time at the conference.</p>
<p><b>Dates</b>: October 27, 28 and 29<br /><b>Venue</b>: Magnolia Hall, India Habitat Centre, New Delhi</p>
<p>Download the <a href="https://cis-india.org/accessibility/publications/education-ict" class="internal-link" title="Agenda for the ICT Workshop">agenda</a></p>
<p>For <a class="external-link" href="http://www.digitallearning.in/events/events-details.asp?Title=EDICT2010:-Enabling-Access-to-Education-through-ICT&EventID=732">further reading</a></p>
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For more details visit <a href='https://cis-india.org/accessibility/blog/education-through-ict'>https://cis-india.org/accessibility/blog/education-through-ict</a>
</p>
No publisherpraskrishnaFeaturedAccessibility2013-02-04T09:24:20ZBlog EntryEconomic, Social and Cultural Rights in India: Opportunities for Advocacy in Intellectual Property
https://cis-india.org/openness/apc-april-23-2017-sunil-abraham-and-vidushi-marda-economic-social-and-cultural-rights-in-india
<b>Centre for Internet & Society worked on a three part case study. The first case study on digital protection of traditional knowledge was published by GIS Watch in December 2016. The other two case studies along with the synthesis overview has also been published.</b>
<p style="text-align: justify; ">The rights established in the International Covenant on Economic, Social and Cultural Rights (ICESCR) are socioeconomic rights and are easily mapped onto rights to education, work, science and culture. These rights, however, are not as easily mapped onto intellectual property rights. This three-part case study contemplates the ICESCR through aspects of intellectual property in India, namely, mobile patents, free and open source software (FOSS), and India’s Traditional Knowledge Digital Library. Through these, it demonstrates the potential of these technologies in realising ESCRs.</p>
<p style="text-align: justify; ">A distinguishing factor of the ICESCR is the emphasis on the progressive realisation of rights within the Covenant, which indicates the necessity of parties to take steps for the realisation of ESCRs to the best of their ability given the resources available, with a view to fully realising these rights in the long term. This is particularly relevant in India, where the large population and scarcity of resources require gradual realisation and sustained planning. This case study advocates for the progressive realisation of the rights outlined below, and sheds light on the current state of progress in India, as well as providing an overview of the framework within which these rights will be realised.</p>
<p style="text-align: justify; ">Although these three case studies focus on distinct areas – mobile patents, FOSS and open standards, and traditional knowledge – they can also be understood as tied together through the central theme of a mobile phone. The first case study on mobile patents deals with the hardware of the phone, the second deals with the software in discussing open software and standards, and the third case study on traditional knowledge focuses on the person holding the phone who consumes information-embedded products such as traditional foods and medicines.</p>
<hr />
<ul>
<li><a class="external-link" href="http://cis-india.org/openness/files/economic-social-and-cultural-rights-in-india">Synthesis Overview</a></li>
<li><a class="external-link" href="http://cis-india.org/openness/files/economic-social-and-cultural-rights-in-india-opportunities-for-advocacy-in-intellectual-property-rights-access-to-mobile-technology">Access to Mobile Technology</a></li>
<li><a class="external-link" href="http://cis-india.org/openness/files/economic-social-and-cultural-rights-in-india-opportunities-for-advocacy-in-intellectual-property-rights-the-traditional-knowledge-digital-library">Traditional Knowledge Digital Library</a><a class="external-link" href="http://cis-india.org/openness/files/economic-social-and-cultural-rights-in-india-foss/"><span class="external-link"></span></a></li>
<li><a class="external-link" href="http://cis-india.org/openness/files/economic-social-and-cultural-rights-in-india-foss/">FOSS and Open Standards</a></li>
</ul>
<p style="text-align: justify; "><i><br />The report on digital protection of traditional knowledge was <a class="external-link" href="https://www.giswatch.org/sites/default/files/Giswatch2016_web.pdf">published by GIS Watch</a> earlier and the rest of the reports have been published by the <a class="external-link" href="https://www.apc.org/en/pubs/economic-social-and-cultural-rights-india-opportun">Association for Progressive Communications</a></i>.</p>
<p>
For more details visit <a href='https://cis-india.org/openness/apc-april-23-2017-sunil-abraham-and-vidushi-marda-economic-social-and-cultural-rights-in-india'>https://cis-india.org/openness/apc-april-23-2017-sunil-abraham-and-vidushi-marda-economic-social-and-cultural-rights-in-india</a>
</p>
No publisherSunil Abraham and Vidushi MardaOpennessFeaturedFOSSHomepage2017-04-23T05:22:01ZBlog Entrye-Accessibility Policy Handbook for Persons with Disabilities (Russian Version)
https://cis-india.org/accessibility/e-accessibility-kit-in-russian
<b>The e-Accessibility Policy Handbook for Persons with Disabilities is based upon the online ITU-G3ict e-Accessibility Policy Toolkit for Persons with Disabilities (www.e-accessibilitytoolkit.org) which was released in February 2010. This is the Russian translation of the same.</b>
<p>The <a class="external-link" href="http://g3ict.org/resource_center/e-Accessibility%20Policy%20Handbook">Toolkit</a> and its companion handbook have contributions from more than 60 experts around the world on ICT accessibility and is a most valuable addition to policy makers and regulators, advocacy and research organisations and persons with disabilities on the implementation of the ICT dispositions of the CRPD.</p>
<p>The handbook is a joint publication of ITU, G3ict and the Centre for Internet and Society, in cooperation with The Hans Foundation. The book is compiled and edited by Nirmita Narasimhan. Preface by Dr. Hamadoun I. Toure, Secretary-General, International Telecommunication Union. Introduction by Dr. Sami Al-Basheer, Director, ITU-D. Foreword by Axel Leblois, Executive Director, G3ict.</p>
<p>UNIC Moscow (United Nations Information Centre - Moscow) has translated the English version of the kit to Russian. For more information on the translation initiative by UNIC Moscow,<a class="external-link" href="http://www.unic.ru/news_inf/viewer.php?uid=164"> click here</a>.</p>
<hr />
<p> </p>
<p>Download the Russian version <a href="https://cis-india.org/accessibility/e-accessibility-russian-handbook.pdf" class="internal-link" title="e-Accessibility Policy Handbook (Russian Version)">here</a> (PDF, 1045 kb)</p>
<p>
For more details visit <a href='https://cis-india.org/accessibility/e-accessibility-kit-in-russian'>https://cis-india.org/accessibility/e-accessibility-kit-in-russian</a>
</p>
No publisherpraskrishnaFeaturedBooksAccessibilityPublications2012-04-26T10:04:08ZBlog EntryDIT's Response to RTI on Website Blocking
https://cis-india.org/internet-governance/blog/rti-response-dit-blocking
<b>For the first time in India, we have a list of websites that are blocked by order of the Indian government. This data was received from the Department of Information Technology in response to an RTI that CIS filed. Pranesh Prakash of CIS analyzes the implications of these blocks, as well as the shortcomings of the DIT's response.</b>
<h2>Quick Analysis of DIT's Response to the RTI<br /></h2>
<h3>Blocked websites<br /></h3>
<p>The eleven websites that the DIT acknowledges are blocked in India are:</p>
<ol><li><a class="external-link" href="http://www.zone-h.org">http://www.zone-h.org</a></li><li><a class="external-link" href="http://donotdial100.webs.com">http://donotdial100.webs.com</a><br /></li><li><a class="external-link" href="http://www.bloggernews.net/124029">http://www.bloggernews.net/124029</a> [<strong>accessible from Tata DSL, but not from others like Reliance Broadband and BSNL Broadband</strong>]</li><li><a class="external-link" href="http://www.google.co.in/#h1=en&source=hp&biw=1276&bih=843&=dr+babasaheb+ambedkar+wallpaper&aq=4&aqi=g10&aql=&oq=dr+babas&gs_rfai=&fp=e791fe993fa412ba">http://www.google.co.in/#h1=en&source=hp&biw=1276&bih=843&=dr+babasaheb+ambedkar+wallpaper&aq=4&aqi=g10&aql=&oq=dr+babas&gs_rfai=&fp=e791fe993fa412ba</a></li><li><a class="external-link" href="http://www.cinemahd.net/desktop-enhancements/wallpaper/23945-wallpapers-beautiful-girl-wallpaper.html">http://www.cinemahd.net/desktop-enhancements/wallpaper/23945-wallpapers-beautiful-girl-wallpaper.html</a></li><li><a class="external-link" href="http://www.chakpak.com/find/images/kamasutra-hindi-movie">http://www.chakpak.com/find/images/kamasutra-hindi-movie</a></li><li><a class="external-link" href="http://www.submitlink.khatana.net/2010/09/jennifer-stano-is-engaged-to.html">http://www.submitlink.khatana.net/2010/09/jennifer-stano-is-engaged-to.html</a></li><li><a class="external-link" href="http://www.result.khatana.net/2010/11/im-no-panty-girl-yana-gupta-wardrobe.html">http://www.result.khatana.net/2010/11/im-no-panty-girl-yana-gupta-wardrobe.html</a></li><li><a class="external-link" href="http://www.facebook.com/pages/l-Hate-Ambedkar/172025102828076">http://www.facebook.com/pages/l-Hate-Ambedkar/172025102828076</a></li><li><a class="external-link" href="http://www.indybay.org">http://www.indybay.org</a></li><li><a class="external-link" href="http://arizona.indymedia.org">http://arizona.indymedia.org</a></li></ol>
<p> </p>
<p>Of the eleven blocked websites, one was still accessible on a Tata Communications DSL connection. Two of the blocked websites are grassroots news organizations connected to the Independent Media Centre: IndyBay (San Francisco Bay Area IMC) and the Arizona Indymedia website. The Bloggernews.net page that is on the blocked list is in fact an article by N. Vijayashankar (Naavi) from March 12, 2010 titled "Is E2 labs right in getting zone-h.org blocked?", criticising the judicial blocking of Zone-H.org by E2 Labs (with E2 Labs being represented by lawyer Pawan Duggal). The Zone-H.org case is still going through the judicial motions in the District Court of Delhi, but E2 Labs managed to get an <a class="external-link" href="http://www.naavi.org/cl_editorial_10/e2labs_zoneh_org.pdf"><em>ex parte</em> (i.e., without Zone-H being heard) interim order from the judge</a> asking Designated Officer (Mr. Gulshan Rai of DIT) to block access to Zone-H.org.</p>
<p>As has happened in the past, the government (or the court) <a class="external-link" href="http://support.webs.com/webs/topics/india_problems_seeing_your_site_read_this_first">accidentally ordered the blocking of all of website host webs.com</a>, instead of blocking only http://donotdial100.webs.com (which subdomain apparently hosted <a class="external-link" href="http://www.dnaindia.com/mumbai/report_police-still-to-shut-down-fake-account-maligning-force_1419951">'defamatory' and 'abusive' information about mafia links within the Maharashtra police and political circles</a>).</p>
<p>It is interesting to note that for most of the websites on most ISPs one gets a 'request timed out' error
while trying to access the blocked websites, and not a sign saying:
"site blocked for XYZ reason on request dated DD-MM-YYYY received from the DIT". On Reliance broadband connections, for some of the above websites an error message appears, which states: "This site has been blocked as per instructions from Department of Telecom".</p>
<h3>Judicial blocking<br /></h3>
<p>As per the response of the government, all eleven seem to have been blocked on orders received from the judiciary. While they don't state this directly, this is the conclusion one is led to since the Department admits to blocking eleven websites and also notes that there have been eleven requests for blocking from the judiciary. Normally the judiciary is often thought of as a check on the executive's penchant for banning (seen especially in the recent book banning cases in Maharashtra, for instance, where the Bombay High Court has overturned most of the government's banning orders). However, in these cases the ill-informed lower judiciary seem to be manipulated by lawyers to suppress freedom of speech and expression, even going to the extent of blocking grassroots activist news organizations like the Independent Media Centre.</p>
<h3>Websites not blocked by DIT<br /></h3>
<p>The DIT also notes that the blocks on Typepad.com was not authorized by it (nor, according to the RTI response received by Nikhil Pahwa of Medianama was the <a class="external-link" href="http://www.medianama.com/2011/04/223-indiablocks-indias-it-depts-response-to-our-rti-request-our-stand/">Mobango.com block authorised by the DIT</a>). Typepad.com, Mobango.com, and Clickatell.com don't seem to be blocked currently. However, <a class="external-link" href="http://www.medianama.com/2011/03/223-indian-government-blocks-typepad-mobango-clickatell/">as was reported by Medianama</a>, for a while when they were being blocked, some sites and ISPs (such as Typepad.com on Bharti Airtel DSL) showed a message stating that the website was blocked on request from the Department of Telecom, which we don't believe has the authority to order blocking of websites. While we still await a response from the Department of Telecom to the RTI we filed with them on this topic, in a letter to the Hindu, <a class="external-link" href="http://www.thehindu.com/news/national/article1574444.ece">the Department of Telecom has clarified</a> that it did not order any block on Typepad.com or any of the other websites. This leaves us unsure as to who ordered these blocks. Further, it points out a lacuna in our information policy that ISPs can <em>suo motu</em> block websites without justifications (such as violation of terms of use), proper notice to customers, or any kind of repercussions for wrongful blocking.</p>
<h3>Insufficient information on Committee for Examination of Requests</h3>
<p>All requests for websites blocking (except those directly from the judiciary) must be vetted by the Committee for Examination of Requests (CER) under Rule 8(4) of the Rules under s.69A of the IT Act. Given that the DIT admits that the Designated Officer (who carries out the blocking) has received 21 requests to date, there should be at least 21 recommendations of the CER. However, the DIT has not provided us with the details of those 21 requests and the 21 recommendations. We are filing another RTI to uncover this information.</p>
<p> </p>
<h2>Text of the DIT's Response<br /></h2>
<p>Government of India <br />Ministry of Communications & Information Technology <br />Department of Information Technology <br />Electronics Niketan, 6 CGO Complex, <br />New Delhi-110003<br /> <br />No : 14(3)/2011-ESD<br /><br />Shri Pranesh Prakash <br />Centre for Internet and Society <br />194, 2-C Cross, <br />Domulur Stage II, <br />Bangalore- 560071.<br /><br />Subject: Request for information under RTI Act,<br /><br />Sir,<br />Reference your request dated 28lh February 2011 on the above subject.<br />The point wise information as received from the custodian of Information is enclosed for your reference and records.<br /><br />sd/-<br />(A.K.Kaushik) <br />Additional Director & CPIO <br />Tel: 011-24364803<br /><br /><br />Subject : RTI on website blocking requested by Shri Pranesh Prakash</p>
<blockquote>(i) Did the Department order Airtel to block TypePad under S.69A of the Information Technology Act ("IT Act"), 2000 read with the Information Technology (Procedures and Safeguards for Blocking Access of Information by Public) Rules, 2009 ("Rules") or any other law for the time being in force? If so, please provide a copy of such order or orders. If not, what action, if at all, has been taken by the Department against Airtel for blocking of websites in contravention of S.69A of the IT Act?<br /></blockquote>
<p><strong>Reply </strong>- This Department did not order Airtel to block the said site.<br /><br /></p>
<blockquote>(ii) Has the Department ever ordered a block under s.69A of the IT Act? If so, what was the information that was ordered to be blocked?<br /></blockquote>
<p><strong>Reply</strong> - The Department has issued directions for blocking under section 69A for the following websites:<br />(a) www.zone-h.org.<br />(b) http://donotdial100.webs.com (IP 216.52.115.50)<br />(c) www.bloggernews.net/124029<br />(d) http://www.google.co.in/#h 1 =en&source=hp& biw=1276&bih=843&=dr+babasaheb+ambedkar+ wallpaper&aq=4&aqi=g10&aql =&oq=dr+ babas& gs_rfai=&fp=e791 fe993fa412ba<br />(e) http://www.cinemahd.net/desktop-enhancements/wallpaper/23945- wallpapers-beautiful-girl-wallpaper.html<br />(f) http://www.chakpak.com/find/images/ kamasutra-hindi-movie<br />(g) http://www.submitlink.khatana.net/2010/09/jennifer-stano-is-engaged- to.html<br />(h) http://www.result.khatana.net/2010/11/im-no-panty-girl-yana-gupta- wardrobe.html.<br />(i) http://www.facebook.com/pages/l-Hate-Ambedkar/172025102828076<br />(j) www.indybay.org<br />(k) www.arizona.indymedia.org<br /><br /></p>
<blockquote>(iii) How many requests for blocking of information has the Designated Officer received, and how many of those requests have been accepted and how many rejected? How many of those requests were for emergency blocking under Rule 9 of the Rules?<br /></blockquote>
<p><strong>Reply</strong> - Designated Officer received 21 request for blocking of information. 11 websites have been blocked on the basis of orders received from court of law. One request has been rejected. For other requests, additional input/information has been sought from the Nodal Officer.<br /><br />No request for emergency blocking under rule 9 of the Rules have been received.<br /><br /></p>
<blockquote>(iv) Please provide use the present composition of the Committee for Examination of Requests constituted under Rule 7 of the Rules.<br /></blockquote>
<p><strong>Reply</strong> - The present composition of the Committee is :<br />(a) Designated Officer (Group Coordinator - Cyber Law)<br />(b) Joint Secretary, Ministry of Home Affairs<br />(c) Joint Secretary, Ministry of Information and Broadcasting<br />(d) Additional Secretary and Ministry of Law & Justice<br />(e) Senior Director, Indian Computer Emergency Response Team<br /><br /></p>
<blockquote>(v) Please provide us the dates and copies of the minutes of all meetings held by the Committee for Examination of Requests under Rule 8(4) of the Rules, and copies of their recommendations.<br /></blockquote>
<p><strong>Reply</strong> - The Committee had met on 24-08-2010 with respect to request for blocking of website www.betfair.com.<br /><br /></p>
<blockquote>(vi) Please provide us the present composition of the Review Committee constituted under rule 419A of the Indian Telegraph Rules, 1951.<br />(vii) Please provide us the dates and copies of the minutes of all meetings held by the Review Committee under Rule 14 of the Rules, and copies of all orders issued by the Review Committee.<br /></blockquote>
<p><strong>Reply</strong> - This Department do not have details for above. The said information may be available with Department of Telecommunications.<br /><br /></p>
<p>
For more details visit <a href='https://cis-india.org/internet-governance/blog/rti-response-dit-blocking'>https://cis-india.org/internet-governance/blog/rti-response-dit-blocking</a>
</p>
No publisherpraneshIT ActFeaturedInternet GovernanceCensorship2011-08-02T07:13:47ZBlog EntryDigital Natives Workshop in Taipei: Only a Few Seats Left!!!
https://cis-india.org/digital-natives/blog/open-call
<b>The Centre for Internet and Society in collaboration with the Frontier Foundation is holding a three day Digital Natives workshop in Taipei from 16 to 18 August, 2010. The three day workshop will serve as an ideal platform for the young users of technology to share their knowledge and experience of the digital and Internet world and help them learn from each other’s individual experiences.</b>
<p>Everybody has a story to tell, and with the Internet, it is possible to tell the story and be heard. Young people around the world use digital technologies to find a voice, an expression, a creative output and a space for dialogue. Gone are the days when the young were only to be seen and not heard. In the Web 2.0 world, the young are seen, heard and are making a dramatic change in the world that we live in.</p>
<p>As Internet and digital technologies become more widespread, the world is shrinking, time is replaced by Internet time, we are constantly connected and intricately linked to our contexts, our people, our cultures and our networks. And you, yes YOU are a part of this change. In fact, as <a class="external-link" href="http://www.youtube.com/watch?v=Cz4KoL3jzi0">Digital Natives</a> – people who have found technologies as central to their lives – you are directly affecting the lives of many, sometimes even without knowing about it.</p>
<h3>An Open Call for Participation<br /></h3>
<p>The Centre for Internet and Society (Bangalore, India) in collaboration with the Frontier Foundation (Taipei, Taiwan) are calling out to young technology users to share stories about how they have tried to change things around them with the use of digital and Internet technologies. Conversely, if you feel that the presence of these technologies has significantly changed you in some way, we want to hear about that too! These can be stories where you have made a significant impact by initiating campaigns or movements for a particular cause, stories where you have used technologies to cope with problems in your personal and social life through your online persona in the virtual World Wide Web or stories where a small blog you started, or a facebook group you created, or a plurk network that you started, or a discussion group that you participated in, led to a change that has a story to tell. </p>
<p>The three day workshop will select 20 participants from all around Asia and in the Middle East to come and share these stories, to interact with facilitators and scholars who have worked in different countries and areas, and to form a network of collaboration and support. We will give your stories a face, a voice and a platform where they can be heard in your own voice, in your own style and in your own formats. Participants can fill in an application form (as given below) and forward it to digitalnatives@cis-india.org by 15th July 2010.</p>
<p>Simultaneously a website will also be hosted online where the Digital Natives will contribute to the content. Selected participants will be encouraged to document in it. Expenses relevant to the project will be granted to the selected participants.</p>
<h3>Application Form<br /></h3>
<ul><li>Name:</li><li>Gender:</li><li>Age:</li><li>Primary language of communication:</li><li>Other languages you can read and write:</li><li>Email:</li><li>Postal address:</li><li>Describe your Internet related experience / initiative(s) in 300 words. Furnish with URLs where necessary. Optionally, if images and videos are part of the description, then upload them in a high resolution version to a secure website and provide the URL.</li><li>Write in a few sentences about your expectation from the workshop.</li><li>I declare that the above information is true to the best of my knowledge.</li><li>I agree that Digital Natives will use the material I have provided for public use.</li></ul>
<p>
Please note that the information you provide will be kept for purposes
of the Digital Natives project. Materials which you submit will be used
for reporting to sponsors and for public use relevant to the project.</p>
<p>Dates: 16, 17 and 18 August, 2010<br />Venue: Taipei (Taiwan)</p>
<p>
For more details visit <a href='https://cis-india.org/digital-natives/blog/open-call'>https://cis-india.org/digital-natives/blog/open-call</a>
</p>
No publisherpraskrishnaDigital ActivismCyberculturesFeaturedDigital Natives2011-08-04T10:29:26ZBlog EntryDigital Natives Workshop in South Africa - Call for Participation
https://cis-india.org/digital-natives/blog/workshop-in-south-africa
<b>The African Commons Project, Hivos and the Centre for Internet and Society have joined hands for organising the second international workshop "My Bubble, My Space, My Voice" in Johannesburg from 07 to 09 November 2010. Send in your applications now! </b>
<h2>An Open Call for Participation</h2>
<p>As the Internet and
digital technologies become more widespread, the world is shrinking: we are
constantly connected to our contexts, our people, our cultures and our
networks. And you, yes YOU are a part of this change. In fact, as a Digital
Native – someone to whom digital technology is central to life – you are
directly affecting the lives of many, sometimes even without knowing about it.</p>
<p>The organisers are calling out to young users of technology to join this global conversation. The three-day workshop will focus on how the young people use the tools and
platforms at their disposal to create social change in their
environments. We want to hear from you: If you have used digital technologies
to respond to problems, crises, or needs in your community or social
circles, we want to hear your story. These can be stories where you have made a
significant impact by initiating campaigns or
movements for a particular cause, stories where you have used technologies for
learning, sharing, exchanging and disseminating information, stories where you
have either organized or been part of a digitally organized event (online or
offline) such as a petition or campaign, or stories where you used social
media like blogs, social networks, discussion group, etc., which led to an
interesting social outcome. </p>
<p>We invite you to share your perspectives in an
informal conversation with people having a similar approach from the neighbouring
community. The workshop will involve participants from around Africa, who
will be guided by facilitators in an interactive and engaging dialogue. Results
from the workshop will be used to establish a network of collaboration and
support for Digital Natives.</p>
<p>Participants
can register by filling in an online <a class="external-link" href="http://www.surveymonkey.com/s/KLNMXGW">application</a> form by 12 October 2010.</p>
<p>Expenses relevant to the project will be granted to
the selected participants. For any questions, concerns or comments please
contact <a href="mailto:digitalnatives@cis-india.org">digitalnatives@cis-india.org</a>.<br />
<br /><strong>
Dates</strong>: November 07 to 09, 2010<br /><strong>
Venue</strong>: Johannesburg, South Africa</p>
<p>
For more details visit <a href='https://cis-india.org/digital-natives/blog/workshop-in-south-africa'>https://cis-india.org/digital-natives/blog/workshop-in-south-africa</a>
</p>
No publishertettnerDigital ActivismFeaturedDigital Natives2011-08-04T10:31:05ZBlog EntryDigital Natives with a Cause?— Workshop in South Africa—FAQs
https://cis-india.org/digital-natives/blog/digital-natives-workshop-faqs
<b>The second international Digital Natives Workshop "My Bubble, My Space, My Voice" will be held in Johannesburg from 7 to 9 November 2010. Some frequently asked questions regarding the upcoming workshop are answered in this blog entry.</b>
<p></p>
<p class="MsoListParagraph"><strong>1. </strong><strong>When and where is the workshop going to be
held? </strong></p>
<p>The workshop will take place over three days from 7 to 9 November 2010, in Johannesburg, South Africa.</p>
<p class="MsoListParagraph"><strong>2. </strong><strong>Who should apply? </strong></p>
<p>The organizers, <a class="external-link" href="http://www.africancommons.org/">The African Commons Project</a>, <a class="external-link" href="http://www.hivos.nl/english">Hivos</a> and the Centre for Internet and Society are interested in
hearing from <strong>young people</strong>, who
utilize <strong>digital technologies</strong> to
create <strong>social change </strong>in their
societies or social circles.</p>
<p>Further, the regional focus of the
workshop is on <strong>Africa</strong>, hence, only
African citizens or those in an African setting should apply.</p>
<p class="MsoListParagraph"><strong>3. </strong><strong>How can I apply? </strong></p>
<p>You can fill an online <a href="http://www.surveymonkey.com/s/KLNMXGW">application</a>. Alternatively,
you can email <a href="mailto:digitalnatives@cis-india.org">digitalnatives@cis-india.org</a>
and ask for an email application.</p>
<p class="MsoListParagraph"><strong>4. </strong><strong>What is Digital Natives with a Cause?</strong></p>
<p>"Digital Natives with a Cause?" is an international, collaborative research project which aims to increase the current understanding of Digital Natives (there is not one single definition, that’s why we’re doing this project! – but it could be understood as people who interact naturally with digital technologies) and their role in their particular societies.</p>
<p class="MsoListParagraph"><strong>5. </strong><strong>What are the objectives of Digital Natives
with a Cause? How does this workshop fit in?</strong></p>
<p>"Digital Natives with a Cause?" aims to incorporate a first-person narrative of the use of technology by youth for social change into the ongoing dialogue. To do this, several case studies of varying cultural backgrounds and diverse methodologies will be compiled into a book. The case studies will be the result of three-day workshop conducted across the developing world. Last summer the Asian workshop happened in Taiwan. Next spring the South American workshop will take place in Chile.</p>
<p>"Digital Natives with a Cause?" also aims to incorporate the participants into a broad network of Digital Natives from around the world, with similar methodology and approach. Through this network, Digital Natives will be able to express concerns, share resources, stay connected with peers and learn from each other.</p>
<p>You can read a report on "Digital
Natives with a Cause?" <a href="https://cis-india.org/digital-natives/blog/uploads/dnrep1">here</a>.</p>
<p><strong>6. OK, so what can I expect from this workshop?</strong></p>
<p class="MsoListParagraphCxSpFirst">You can expect an informal setting where interactive methods of communication help you gain a better understanding of the context of your project. For example, you will get to meet and interact with the participants of the previous workshop in Taipei. You can expect to reflect about your project: Your motivation, methodology, focus, and context, to name a few, and to draw parallels into other projects in the region. You can expect to interact with a varied and diverse group of young people from around Africa, who like you, use technology for social causes. Overall, you can expect to gain a new perspective about yourself, and the importance of your work.</p>
<p class="MsoListParagraphCxSpMiddle"><strong>7. </strong><strong>Will I learn any new skills in this
workshop?</strong></p>
<p>The short answer is no. The "Digital Natives with a Cause?" project does not aim to train or to build existing capacities among youth users of technology. That said, you will definitely gain a lot of perspective on your individual project and you will learn how it relates to ongoing development processes in the region. You will also meet, interact and hopefully befriend other young users of technology like yourself, enlarging your scope and enriching your experience.</p>
<p class="MsoListParagraph"><strong>8. </strong><strong>Will expenses be covered?</strong></p>
<p>Yes. Expenses associated with the workshop
(travel and accommodation) will be provided for selected participants.</p>
<p class="MsoListParagraphCxSpFirst"><strong>9. </strong><strong>When is the last date to apply? </strong></p>
<p class="MsoListParagraphCxSpMiddle"><strong> </strong>The last day to apply is Tuesday, 12 October 2010.</p>
<p class="MsoListParagraphCxSpMiddle"><strong>10. </strong><strong>Where can I get more information?</strong></p>
<p class="MsoListParagraphCxSpMiddle"> Do check out <a href="http://www.digitalnatives.in/">www.digitalnatives.in</a> for more
information, and please email <a href="mailto:digitalnatives@cis-india.org">digitalnatives@cis-india.org</a>
for questions and concerns.</p>
<p>
For more details visit <a href='https://cis-india.org/digital-natives/blog/digital-natives-workshop-faqs'>https://cis-india.org/digital-natives/blog/digital-natives-workshop-faqs</a>
</p>
No publishertettnerRAW EventsDigital NativesFeaturedWorkshopResearchers at WorkEvent2015-05-15T11:35:11ZBlog EntryDigital Natives with a Cause? Thinkathon: Position Papers
https://cis-india.org/digital-natives/blog/position-papers
<b>The Digital Natives with a Cause? Thinkathon conference co-organised by Hivos and the Centre for Internet and Society is being held from 6 to 8 December at the Hague Museum for Communication. The position papers are now available online.</b>
<p>The emergence of digital and Internet technologies have changed the world as we know it. Processes of interpersonal relationships, social communication, economic expansion, political protocols and governmental mediation are all undergoing a significant translation, across the world, in developed and emerging Information and Knowledge societies. These processes also affect the ways in which social transformation, political participation and interventions for development take place.</p>
<p>The Digital Natives with a Cause? research inquiry seeks to look at the potentials of social change and political participation through technology practices of people in emerging ICT contexts. It particularly aims to address knowledge gaps that exist in the scholarship, practice and popular discourse around an increasing usage, adoption and integration of digital and Internet technologies in social transformation processes.</p>
<p>The programme has three main components. The first is to incorporate the users (often young, but not always so) as stakeholders in the construction of policies and discourse which affect their lives in very material ways. The second is to capture, with a special emphasis on change, different relationships with and deployment of technologies in different parts of the world. The third is to further extend the network of knowledge stakeholders where scholars,practitioners, policy makers and the Digital Natives themselves, come together in dialogue to identify the needs and interventions in this field.</p>
<p>In the late summer of 2010 two workshops, in Taiwan and South Africa, brought together 50 Digital Natives from Asia and Africa to place their practice in larger social and political legacies and frameworks. The ‘<a href="https://cis-india.org/digital-natives/blog/talkingback/?searchterm=talking%20back" class="external-link">Talking Back</a>’ workshop in Taiwan looked at the politics, implications and processes of talking back and being political and the ‘<a href="https://cis-india.org/digital-natives/blog/my-bubble-my-space-my-voice-workshop-perspective-and-future" class="external-link">My Bubble, My Voice and My Space</a>’ workshop in Johannesburg looked at change, change processes and the role of Digital Natives in it.</p>
<p>For the Digital Natives with a Cause? Thinkathon that will be held in The Hague, The Netherlands from 6 to 8 December 2010, Digital Natives from the workshops in Taipei and Johannesburg have provided us with their take on social change and political participation in the following position papers. They look at issues of: what does it mean to be a Digital Native? What is the relationship of people growing up with new technologies and change? What are the processes by which change is produced? Can you institutionalize Digital Natives with a Cause Activities? How do you make it sustainable in each context?</p>
<p>We hope you will find the Digital Natives with a Cause? position papers inspiring, thought-provoking and challenging.</p>
<p><img alt="" /> Download the position papers <a href="https://cis-india.org/digital-natives/position-papers.pdf" class="internal-link" title="Thinkathon Position Papers">here </a>[PDF, 1173 KB] <a href="https://cis-india.org/digital-natives/position-papers.pdf" class="internal-link" title="Thinkathon Position Papers"><br /></a></p>
<p>
For more details visit <a href='https://cis-india.org/digital-natives/blog/position-papers'>https://cis-india.org/digital-natives/blog/position-papers</a>
</p>
No publisherpraskrishnaDigital ActivismRAW PublicationsDigital NativesFeaturedPublicationsResearchers at Work2015-05-15T11:34:35ZBlog EntryDigital Natives with a Cause? —Workshop in Santiago — an Afterthought
https://cis-india.org/digital-natives/blog/santiago-workshop-an-after-thought
<b>The Digital Natives had their third and final workshop in Santiago, Chile from 8 to 10 February 2011. Once again CIS and Hivos joined hands to organise the event. Samuel Tettner, Digital Natives Coordinator from CIS narrates his experiences from the workshop in this blog post. </b>
<p></p>
<p>For three days, from 8 to 10 February, I spent most of the days and almost one full night at the Digital Natives with a Cause? Workshop. The day before the workshop, I met the facilitators: <a class="external-link" href="http://www.karaandrade.com">Kara</a>, <a class="external-link" href="http://www.twitter.com/markun">Pedro</a> and <a class="external-link" href="http://mx.linkedin.com/in/jmcasanueva">Juan-Manuel</a>. All three of them were quite enthusiastic with each one specializing on an aspect of the research objectives. That night, I had my first formal meeting with the participants in the conference room of Hotel Windsor in Santiago. It is always fascinating to meet a large group of people, especially since you have been corresponding with them for a couple of weeks, have read about them and their projects, made images in your head of how they look, how they act, how they will get along with each other and so on. </p>
<p>I was particularly excited about the workshop in Santiago since it presented itself to me an opportunity to re-connect with a side of Latin America that I had not experienced. I moved from Venezuela to the United States at the age of 15. I don’t know about everyone else, but when I was 15, I was mostly interested in music, movies, my friends, fast cars, video games, and a whole lot of the nonsense stuff. Meeting these highly motivated young men and women from all over the American continent and the Caribbean islands allowed me to connect with the more nuanced and matured side of my identity— a side that had only heard English spoken to it.</p>
<p>The
actual workshop took place at the <a class="external-link" href="http://www.bibliotecasantiago.cl">Biblioteca de Santiago</a>, a library in Santiago, a beautiful modern building, with an architecture that rivalled the best libraries I ever saw in the world. Our local partner <a class="external-link" href="http://rising.globalvoicesonline.org/">Rising Voices</a>, had done an incredible job of organizing the logistics. The workshop opened with an ice-breaking exercise that unlike most ice-breaking exercises required some neural movement. Participants were asked to come up with a word that described their practice, politics or ideology. You see the workshop participants were young people who engage with digital technologies to create social and political change. I chose my word ‘innovation’ mainly because it’s an idea that’s been hunting my day-dreams lately, but also because I knew it would elicit interesting responses. I briefly sat down with Luis Carlos from Peru and Joan from the Dominican Republic, whose words were ‘stories’ and also ‘creative’. A blog post about that experience can be found <a class="external-link" href="http://digitalnatives.in/fitoria/blogs/sharing-common-knowledge-freedom">here</a>.</p>
<p>Afterwards we had the pleasure of hearing from Juan-Manuel, the facilitator from Mexico. Juan-Manuel talked about issues of participation, motivation to do social change, impact of our engagements and other social change related processes. He left us with three big questions that stayed with us for the rest of the afternoon:</p>
<ul><li>What is our motivation to do social work? Where does it come from? Where does it end? How did it start? Can it be replicated?</li><li>What is incidence / impact? How can one measure impact?</li><li>What does one need to know to create social impact?</li></ul>
<p>I got in a group with Adolfo from Nicaragua, Maria Del Mar from Paraguay, Karl from Haiti and Julio from Chile. Kara was our facilitator for the discussion. A blog post about that experience by Maria Del Mar can be found <a class="external-link" href="http://digitalnatives.in/marzavala/blogs/motivation-incidence-knowledge-0">here</a>.
After discussing for about one hour, we made a white paper that visually illustrated` our discussion. We decided to make a word / concept cloud and mix it with a collage. That was it. With a lot of anticipation and nervousness the first day of our workshop ended.</p>
<p><img src="https://cis-india.org/home-images/chile3.JPG/image_preview" alt="Chile3" class="image-inline" title="Chile3" /></p>
<p><br />Oh wait! I forgot to add a small detail, that day Nishant also taught us how to do a Bollywood dance. I didn’t take any pictures, but I hope someone did!</p>
<p><img src="https://cis-india.org/home-images/Chileworkshop2.jpg/image_preview" alt="Chile4" class="image-inline image-inline" title="Chile4" /></p>
<p>On the second day, Pedro Markun from Brazil opened the floor with a thought-provoking presentation. Unfortunately, I missed most of the presentation, but if one is to judge by the tweets, it was very inspiring. After the presentation, we participated in a bar camp. During this activity participants proposed the topics for discussion, out of which we selected five to focus on. I decided to join the conversation about ‘digital rights’, a topic proposed by Andres from Venezuela. Brendon from Trinidad and Tobago, Luis Carlos and Roberto from Peru, and Joan from the DR also participated in this discussion. I wrote a small blog about my opinion on this conversation <a class="external-link" href="http://digitalnatives.in/tettner/blogs/discussion-about-digital-rights">here</a>.</p>
<p>During the second half of the day, the process was reversed and instead of us participants writing down concepts we wanted to talk about, five words were written on the board: mobilization, network building, awareness, campaigns, and representation. This activity, called HOW DO YOU SPELL PROCESS? asked us to choose the word with which we identify the most; it could be the word we know the most about, or the least about, or the word we’re most interested in implementing in our practice. I joined the mobilization group, because part of the job as the community manager for the Digital Natives project involved motivating the members, involving them in other’s ideas, helping them connect with greater initiatives – all ideas that I think connect with mobilization issues. I sat down with Maria Carmelita from Argentina, Brendon from T&B and Francisco from Chile.</p>
<p>After we were all settled in the group plenary after this activity, Fieke had a dictatorial proclamation to make: we then had around 12 hours to make a visual presentation (a video, a play, a sketch and others) about our discussions during HOW DO YOU SPELL PROCESS?</p>
<p>I met Brendon, Francisco, and Carmelita shortly after for dinner and the planning of our video. We decided to have an Indian night, which is ironic since I now live in India, yet the experience was very interesting: I tried ‘curry’ for the first time in my life! For our video, we decided to make a cheesy, 1984-esque “how to” video to change the world through mobilization. The video can be found <a class="external-link" href="http://digitalnatives.in/mariacarmelita/videos/mobilisation-three-steps-program-0">here</a>. Check out the other videos as well, they all are quite interesting and thought-provoking.</p>
<p>Finally, on the third day after a showing of the videos and plays, the last facilitator, Kara from Guatemala, shared with us her personal journey into her social commitment. From growing up in a banana plantation in Guatemala, to her use of digital technologies to raise funds to build a house for her uncle, Kara’s story inspired all in attendance. Kara told her story through a specific framework, which was named the Matrix. The Matrix consisted of re-framing one’s story through four lenses: dream, discovery, design and destiny. We then broke into groups and reflected into our own journeys with technology using the same framework.</p>
<p>In the end, we all went to a nice restaurant and had a common dinner. I love those tables of over 20+people; you can switch seats and change conversations instantly. Overall, the workshop was a huge learning experience. I was able to meet some similar people from Latin America, and better understand the cultural context of the intersection of technology and the social and the political spheres. With the last workshop now over, we have collected a plethora of research materials which we will analyze during the second phase of the Digital Natives with a Cause? project. The journey still continues.</p>
<p>Thanks to all of you who made the
experience Possible!.</p>
<p><img src="https://cis-india.org/home-images/Chileworkshop1.jpg/image_preview" alt="chile2" class="image-inline image-inline" title="chile2" /></p>
<p>For info on schedule of events, organisers and participants, click <a href="https://cis-india.org/digital-natives/publications/workshop-schedule/at_download/file" class="internal-link" title="Digital Natives Santiago Workshop Schedule">here</a></p>
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For more details visit <a href='https://cis-india.org/digital-natives/blog/santiago-workshop-an-after-thought'>https://cis-india.org/digital-natives/blog/santiago-workshop-an-after-thought</a>
</p>
No publishertettnerFeaturedWorkshopDigital Natives2012-01-03T10:16:18ZBlog EntryDigital Natives with a Cause? - workshop in Santiago Open Call
https://cis-india.org/digital-natives/blog/digital-natives-with-a-cause-workshop-in-santiago-open-call
<b>The third and final workshop in the Digital Natives with a Cause? research project will take place in Santiago, Chile, from the 8 to 10 February. An open call for participation follows. </b>
<p style="text-align: center; ">An Open Call for Participation</p>
<p>As the Internet and digital technologies become more widespread, the world is shrinking: we are constantly connected to our contexts, our people, our cultures and our networks. And you, yes YOU are a part of this change. In fact, as a digital native– someone to whom digital technologies are central to life – you are directly affecting the lives of many, sometimes even without knowing about it.</p>
<p>The <a href="https://cis-india.org/digital-natives/">Centre for Internet and Society </a>and <a href="http://www.hivos.nl/english/Knowledge-programme">Hivos</a> in collaboration with <a href="http://rising.globalvoicesonline.org/">Rising Voices</a> is calling out to young users of technology to join a global conversation. The 3-day workshop titled “From Face to Interface” will focus on how youth utilize new platforms, media and spaces of communication and expression in the digital age. If you have used digital technologies to make your voice heard, to express your opinion in creative ways or to create new knowledge online, we want to hear from you. These can be stories where you have used a mobile phone, GPS or PDA to access the Internet and reduce the online-offline divide, stories where you accessed interactive platforms like user-generated content websites, stories where the use of technology has become part of your identity, or stories where you have been part of a collaborative method of research, production, shared learning process, participation network etc.</p>
<p>We invite you to share your perspectives in an informal conversation along people with similar approaches from neighboring communities. The workshop is open to applicants from, in and around Latin America and the Caribbean who are interested in an interactive and engaging dialogue that marks the beginning of the “Digital Natives with a Cause?” research inquiry into the region. “From Face to Interface” is part of a greater international research project with aims to produce a book in the English language, consolidating Digital Natives knowledge from the Global South. Moreover, the workshop aims at building a Knowledge Network in collaboration with the other participants and partners at previous workshops in <a href="http://www.digitalnatives.in/">Taipei and Johannesburg</a>. Hence, a good working knowledge of English is necessary. This workshop will include the organizers based in India and the Netherlands, and participants will also come from countries where Spanish is not the primary language. Hence, a good working knowledge of English is necessary.Communication during the workshop will be English with Spanish language translations made available in selected parts of the workshop.</p>
<p>Participants can register by filling in an online <a href="http://www.surveymonkey.com/s/fromfacetointerface">application</a></p>
<p>form by January 4th, 2011.</p>
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<p>Selected participants will be contacted by 8th January 2011. Travel expenses and accommodation will be provided to the selected participants. For more information do check out the frequently asked questions (FAQ) <a href="https://cis-india.org/digital-natives/blog/digital-natives-with-a-cause-workshop-in-santiago" class="external-link">here</a>. For any questions, concerns or comments please contact <a href="mailto:digitalnatives@cis-india.org">digitalnatives@cis-india.org</a></p>
<p>.</p>
<p>Dates: February 8-10th, 2011</p>
<p>Venue: Central Library of Chile, Santiago, Chile</p>
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For more details visit <a href='https://cis-india.org/digital-natives/blog/digital-natives-with-a-cause-workshop-in-santiago-open-call'>https://cis-india.org/digital-natives/blog/digital-natives-with-a-cause-workshop-in-santiago-open-call</a>
</p>
No publishertettnerFeaturedDigital Natives2011-09-22T11:40:12ZBlog Entry