Handwritten culture through digital native eyes : student participation in the digital fragmentology project Textus invisibilis

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Titel
Handwritten culture through digital native eyes: student participation in the digital fragmentology project Textus invisibilis
verantwortlich
Molinari, Alessandra
In
Open Information Science, 5, 2021, 1, S. 89-118
veröffentlicht
Erscheinungsjahr
2021
Medientyp
E-Article
Datenquelle
Walter de Gruyter GmbH (CrossRef)
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author_facet Molinari, Alessandra
Molinari, Alessandra
author Molinari, Alessandra
spellingShingle Molinari, Alessandra
Open Information Science
Handwritten culture through digital native eyes: student participation in the digital fragmentology project Textus invisibilis
Library and Information Sciences
author_sort molinari, alessandra
spelling Molinari, Alessandra 2451-1781 Walter de Gruyter GmbH Library and Information Sciences http://dx.doi.org/10.1515/opis-2021-0005 <jats:title>Abstract</jats:title> <jats:p>The present paper addresses the issue of how interest-driven learning can enhance an attitude of student-generated inquiry in the learning process so to promote student participation in university research projects. The research question is how wonder as an epistemic emotion may sustain students’ interest-generated questioning, and how the latter may influence the design of a university research project. As a case-study, the paper describes a laboratory on palaeography which took place in Spring 2019 at an Italian State Archive within a University bachelor program in the context of a digital fragmentology project. To design the laboratory and establish qualitative analysis methods for its data, an interdisciplinary educational approach was designed that combines interest-driven learning, emotion theory, value theory, hermeneutics, and User Experience, on the background of Ernst Cassirer’s view of a human being as an <jats:italic>animal symbolicum</jats:italic>. In the laboratory, the students’ questions and hypotheses arising from their interaction with historical scripts and Medieval handwriting culture are helping redesign some aspects of the research project <jats:italic>Textus invisibilis</jats:italic> both on the level of the research design and of the team composition, as well as pointing to a novel relevance of state archives and historical libraries in higher education.</jats:p> Handwritten culture through digital native eyes: student participation in the digital fragmentology project <i>Textus invisibilis</i> Open Information Science
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title Handwritten culture through digital native eyes: student participation in the digital fragmentology project Textus invisibilis
title_unstemmed Handwritten culture through digital native eyes: student participation in the digital fragmentology project Textus invisibilis
title_full Handwritten culture through digital native eyes: student participation in the digital fragmentology project Textus invisibilis
title_fullStr Handwritten culture through digital native eyes: student participation in the digital fragmentology project Textus invisibilis
title_full_unstemmed Handwritten culture through digital native eyes: student participation in the digital fragmentology project Textus invisibilis
title_short Handwritten culture through digital native eyes: student participation in the digital fragmentology project Textus invisibilis
title_sort handwritten culture through digital native eyes: student participation in the digital fragmentology project <i>textus invisibilis</i>
topic Library and Information Sciences
url http://dx.doi.org/10.1515/opis-2021-0005
publishDate 2021
physical 89-118
description <jats:title>Abstract</jats:title> <jats:p>The present paper addresses the issue of how interest-driven learning can enhance an attitude of student-generated inquiry in the learning process so to promote student participation in university research projects. The research question is how wonder as an epistemic emotion may sustain students’ interest-generated questioning, and how the latter may influence the design of a university research project. As a case-study, the paper describes a laboratory on palaeography which took place in Spring 2019 at an Italian State Archive within a University bachelor program in the context of a digital fragmentology project. To design the laboratory and establish qualitative analysis methods for its data, an interdisciplinary educational approach was designed that combines interest-driven learning, emotion theory, value theory, hermeneutics, and User Experience, on the background of Ernst Cassirer’s view of a human being as an <jats:italic>animal symbolicum</jats:italic>. In the laboratory, the students’ questions and hypotheses arising from their interaction with historical scripts and Medieval handwriting culture are helping redesign some aspects of the research project <jats:italic>Textus invisibilis</jats:italic> both on the level of the research design and of the team composition, as well as pointing to a novel relevance of state archives and historical libraries in higher education.</jats:p>
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author Molinari, Alessandra
author_facet Molinari, Alessandra, Molinari, Alessandra
author_sort molinari, alessandra
container_issue 1
container_start_page 89
container_title Open Information Science
container_volume 5
description <jats:title>Abstract</jats:title> <jats:p>The present paper addresses the issue of how interest-driven learning can enhance an attitude of student-generated inquiry in the learning process so to promote student participation in university research projects. The research question is how wonder as an epistemic emotion may sustain students’ interest-generated questioning, and how the latter may influence the design of a university research project. As a case-study, the paper describes a laboratory on palaeography which took place in Spring 2019 at an Italian State Archive within a University bachelor program in the context of a digital fragmentology project. To design the laboratory and establish qualitative analysis methods for its data, an interdisciplinary educational approach was designed that combines interest-driven learning, emotion theory, value theory, hermeneutics, and User Experience, on the background of Ernst Cassirer’s view of a human being as an <jats:italic>animal symbolicum</jats:italic>. In the laboratory, the students’ questions and hypotheses arising from their interaction with historical scripts and Medieval handwriting culture are helping redesign some aspects of the research project <jats:italic>Textus invisibilis</jats:italic> both on the level of the research design and of the team composition, as well as pointing to a novel relevance of state archives and historical libraries in higher education.</jats:p>
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institution DE-L229, DE-D275, DE-Bn3, DE-Brt1, DE-Zwi2, DE-D161, DE-Zi4, DE-Gla1, DE-15, DE-Pl11, DE-Rs1, DE-14, FID-BBI-DE-23, DE-105, DE-Ch1
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spelling Molinari, Alessandra 2451-1781 Walter de Gruyter GmbH Library and Information Sciences http://dx.doi.org/10.1515/opis-2021-0005 <jats:title>Abstract</jats:title> <jats:p>The present paper addresses the issue of how interest-driven learning can enhance an attitude of student-generated inquiry in the learning process so to promote student participation in university research projects. The research question is how wonder as an epistemic emotion may sustain students’ interest-generated questioning, and how the latter may influence the design of a university research project. As a case-study, the paper describes a laboratory on palaeography which took place in Spring 2019 at an Italian State Archive within a University bachelor program in the context of a digital fragmentology project. To design the laboratory and establish qualitative analysis methods for its data, an interdisciplinary educational approach was designed that combines interest-driven learning, emotion theory, value theory, hermeneutics, and User Experience, on the background of Ernst Cassirer’s view of a human being as an <jats:italic>animal symbolicum</jats:italic>. In the laboratory, the students’ questions and hypotheses arising from their interaction with historical scripts and Medieval handwriting culture are helping redesign some aspects of the research project <jats:italic>Textus invisibilis</jats:italic> both on the level of the research design and of the team composition, as well as pointing to a novel relevance of state archives and historical libraries in higher education.</jats:p> Handwritten culture through digital native eyes: student participation in the digital fragmentology project <i>Textus invisibilis</i> Open Information Science
spellingShingle Molinari, Alessandra, Open Information Science, Handwritten culture through digital native eyes: student participation in the digital fragmentology project Textus invisibilis, Library and Information Sciences
title Handwritten culture through digital native eyes: student participation in the digital fragmentology project Textus invisibilis
title_full Handwritten culture through digital native eyes: student participation in the digital fragmentology project Textus invisibilis
title_fullStr Handwritten culture through digital native eyes: student participation in the digital fragmentology project Textus invisibilis
title_full_unstemmed Handwritten culture through digital native eyes: student participation in the digital fragmentology project Textus invisibilis
title_short Handwritten culture through digital native eyes: student participation in the digital fragmentology project Textus invisibilis
title_sort handwritten culture through digital native eyes: student participation in the digital fragmentology project <i>textus invisibilis</i>
title_unstemmed Handwritten culture through digital native eyes: student participation in the digital fragmentology project Textus invisibilis
topic Library and Information Sciences
url http://dx.doi.org/10.1515/opis-2021-0005