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In this paper, we are concerned about the nature of information and how to gather and compose data with the help of so called FAIR digital objects (FDOs) in order to transform them to knowledge. FDOs are digital surrogates of real objects. The nature of information is intrinsically linked to the kind of questions one is asking. One might not ask a question or get philosophical about it. Answers depend on the data different disciplines gather about their objects of study. In Statistical Physics, classical Shannon entropy measures system order which in equilibrium just equals the heat exchanged with the environment. In cell biology, each protein carries certain functions which create specific information. Cognitive science describes how organisms perceive their environment via functional sensors and control behavior accordingly. Note that one can have function and control without meaning. In contrast, psychology is concerned with the assessment of our perceptions by assigning meaning and ensuing actions. Finally, philosophy builds logical constructs and formulates principles, in effect transforming facts into complex knowledge. All these statements make sense, but there is an even more concise way. Indeed, Luciano Floridi provides a precise and thorough classification of information in his central oeuvre On the Philosophy of Information (Floridi 2013). Especially, he performs a sequential construction to develop the attributes which data need to have in order to count as knowledge. Semantic information is necessarily well-formed, meaningful and truthful. Well-formed data becomes meaningful by action based-semantics of an autonomous-agent solving the symbol grounding problem (Taddeo and Floridi 2005) interacting with the environment. Knowledge is created then by being informed through relevant data accounted for. We notice that the notion of agency is crucial for defining meaning. The apparent gap between Sciences and Humanities (Bawden and Robinson 2020) is created by the very existence of meaning. Further, meaning depends on interactions & connotations which are commensurate with the effective complexity of the environment of a particular agent resulting in an array of possible definitions. In his classical paper More is different (Anderson 1972) discussed verbatim the hierarchical nature of science. Each level is made of and obeys the laws of its constituents from one level below with the higher-level exhibiting emergent properties like wetness of water assignable only to the whole system. As we rise through the hierarchies, there is a branch of science for each level of complexity; on each complexity level there are objects for which it is appropriate and fitting to build up vocabulary for the respective levels of description leading to formation of disciplinary languages. It is the central idea of causal emergence that on each level there is an optimal degree of coarse graining to define those objects in such a way that causality becomes maximal between them. This means there is emergence of informative higher scales in complex materials extending to biological systems and into the brain with its neural networks representing our thoughts in a hierarchy of neural correlates. A computational toolkit for optimal level prediction and control has been developed (Hoel and Levin 2020) which was conceptually extended to integrated information theory of consciousness (Albantakis et al. 2019). The large gap between sciences and humanities discussed above exhibits itself in a series of small gaps connected to the emergence of informative higher scales. It has been suggested that the origin of life may be identified as a transition in causal structure and information flow (Walker 2014). Integrated information measures globally how much the causal mechanisms of a system reduce the uncertainty about the possible causes for a given state. A measure of "information flow" that accurately captures causal effects has been proposed (Ay and Polani 2008). The state of the art is presented in (Ay et al. 2022) where the link between information and complexity is discussed. Ay et al single out hierarchical systems and interlevel causation. Even further, (Rosas et al. 2020) reconcile conflicting views of emergence via an exact information-theoretic approach to identify causal emergence in multivariate data. As information becomes differentially richer one eventually needs complexity measures beyond {R }. One may define generalized metrices on these spaces (Pirró 2009) measuring information complexity on ever higher hierarchical levels of information. As one rises through hierarchies, information on higher scale is usually gained by coarse graining to arrive at an effective, nevertheless exact description, on the higher scale. It is repeated coarse graining of syntactically well-ordered information layers which eventually leads to semantic information in a process which I conjecture to be reminiscent of renormalization group flow leading to a universal classification scheme. Thus, we identify scientific disciplines and their corresponding data sets as dual universality classes of physical and epistemic structure formation, respectively. Above the semantic gap, we may call this process quantification of the qualitative by semantic metrics. Indeed, (Kolchinsky and Wolpert 2018) explored for the first time quantitative semantic concepts in Physics in their 2018 seminal paper entitled Semantic information, autonomous agency and non-equilibrium statistical physics. Their measures are numeric variants of entropy. Semantic information is identified with 'the information that a physical system has about its environment that is causally necessary for the system to maintain its own existence over time'. FDOs are employed in these processes in two fundamental ways. For practical implementations of FDO technology, see accompanying abstract (Wittenburg et al. 2022). First, the FAIR principles (Wilkinson et al. 2016) ensure that unconnected pieces of data may be percolated into an integrated data space. Percolation creates the information density needed to feed AI-driven built up of semantic space. Without FDOs we wouldn't have the gravity for this to occur. Second, the very structure of FDOs, capable of symmetry preserving or breaking fusion events into composed entities, makes them homologous to mathematical categories. This will proof to be a powerful tool to unravel the nature of information via analyzing its topological structure algebraically, especially when considering our conjecture concerning universality, classes of information and their possible instantiations on vastly different length and time scales, in effect explaining analogous structure formation. [ABSTRACT FROM AUTHOR]

This paper aims to present how the topic of digital technology has been discussed in the field of sciences, especially education. At first, presents 10 theoretical categories dedicated to the study of education in interface with digital technology, extracted from the systematic review of, approximately, 2,300 scientific papers collected in two portals: CAPES and ERIC. Following, the paper presents a topical research carried out in the Department of Social Sciences of the University of Rome La Sapienza, in particular on the Sostenibilia Research Center which integrates transdisciplinary research in the interface of social sciences, digital technologies, education and sustainability. In the scope of the research, Professors and Researchers were interviewed about which categories they identify as the main trend of study about digital technologies. After selecting the category of "The Study of Technology as a New Paradigm of Post-Modern Societies" two groups of possible answers were elaborated: the first one about why that category was chosen; and the second about what are the challenges in the study of digital technologies in the field of humanities. We offer some discussion and remarks about the characteristics of digital technologies' study among Education and Social Sciences' field underlighting the role of Open Educational Resources (OER) to consider a new paradigm for educational technology. Nevertheless, we present the concept of OER that connects education, its diverse skills and digital technologies. [ABSTRACT FROM AUTHOR]

Copyright of Revista Espanola de Comunicacion en Salud is the property of Asociacion Espanola de Comunicacion Sanitaria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Scholars of various disciplines have focused their attention on European Medieval and Early Modern graffiti during the last decade, thus confirming and reinforcing the value of this peculiar written evidence. Their contributions demonstrate that graffiti can offer valuable information to different fields of study (e.g. shipbuilding, palaeography, history, social culture, and visual culture) through a glimpse into past daily life. Due to their nature, graffiti present a completely free graphic expression, which may appear in either textual or pictorial forms, or both. This characteristic makes their study rather challenging due to the two different mechanisms of communication they employ. In the case of textual graffiti, the content is transmitted through linguistic codification, while pictorial graffiti require a decoding process that is more complex and articulated. The first challenge, though, is to find a way to record and compare both evidence on the same graphic and verbal levels. Furthermore, as for any other epigraphic evidence, the graffiti analysis must take into account the writing surfaces and the context, two elements that are fundamental for the final interpretation of this source. This paper will address these methodological issues concerning the preliminary phase of graffiti documentation and classification/cataloguing. The starting point has been the recent debate and application of FAIR data principles in the field of Humanities, which aim to create quality data, easily exchanged in a digital environment, fostering knowledge in the field. Since this approach has not yet been applied to graffiti studies, the paper aims to stimulate a dialogue on innovative and objective methodological approaches within the researchers' community. [ABSTRACT FROM AUTHOR]

Copyright of Digital Studies / Champ Numérique is the property of Open Library of Humanities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Medien & Kommunikationswissenschaft is the property of Nomos Verlagsgesellschaft mbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Mainstream operationalisations of music in contemporary digital culture tend to take forms that fit with Western folk-theoretic conceptions of music: as discrete sonic entities—songs, pieces, works—that fall within an autonomous domain of human experience, that have determinate structure and that have both affective and exchange value. This perspective is problematised in alternative digital manifestations of music as constituted in and through interaction, in which music is emergent from interactive processes that are computationally mediated. This alternative digital approach fits with broad conceptions of music that are grounded in ethnomusicological accounts and that have increasing weight in the cognitive sciences, in which music is understood and explored as a communicative medium. This paper will outline some of the possibilities, potentials and problems for digital approaches that are likely to arise in operationalising music as communicative interaction. [ABSTRACT FROM AUTHOR]

This paper reviews and synthesizes ideas in the philosophy of play and relevant psychology research in order to address videogame medium specificity, with particular focus on the notion of videogame play as simultaneously "rule-bound" and "make-believe." It offers the sustained analogy of "trellis and vine" for provisionally sorting through the tangle (the "mess" or "assemblage") of function and fiction in games. [ABSTRACT FROM AUTHOR]

Abstract: Digitalisation and digitality are changing the world – and the sciences and humanities with it. This transformation gives rise to unpredictable opportunities for knowledge yet at the same time poses enormous challenges that must be addressed in science‐driven research funding. [ABSTRACT FROM AUTHOR]

This paper aims to present how the topic of digital technology has been discussed in the field of sciences, especially education. At first, presents 10 theoretical categories dedicated to the study of education in interface with digital technology, extracted from the systematic review of, approximately, 2,300 scientific papers collected in two portals: CAPES and ERIC. Following, the paper presents a topical research carried out in the Department of Social Sciences of the University of Rome La Sapienza, in particular on the Sostenibilia Research Center which integrates transdisciplinary research in the interface of social sciences, digital technologies, education and sustainability. In the scope of the research, Professors and Researchers were interviewed about which categories they identify as the main trend of study about digital technologies. After selecting the category of “The Study of Technology as a New Paradigm of Post-Modern Societies” two groups of possible answers were elaborated: the first one about why that category was chosen; and the second about what are the challenges in the study of digital technologies in the field of humanities. We offer some discussion and remarks about the characteristics of digital technologies’ study among Education and Social Sciences’ field underlighting the role of Open Educational Resources (OER) to consider a new paradigm for educational technology. Nevertheless, we present the concept of OER that connects education, its diverse skills and digital technologies.

The application of digital humanities techniques to philosophy is changing the way scholars approach the discipline. This paper seeks to open a discussion about the difficulties, methods, opportunities, and dangers of creating and utilizing a formal representation of the discipline of philosophy. We review our current project, the Indiana Philosophy Ontology (InPhO) project, which uses a combination of automated methods and expert feedback to create a dynamic computational ontology for the discipline of philosophy. We argue that our distributed, expert-based approach to modeling the discipline carries substantial practical and philosophical benefits over alternatives. We also discuss challenges facing our project (and any other similar project) as well as the future directions for digital philosophy afforded by formal modeling. [ABSTRACT FROM AUTHOR]

Despite the perceived newness of electronic methods in physical classrooms, electricity-and the distributed labor on which it runs-has long powered the spaces of pedagogy. Routing electronic practices in undergraduate teaching through the digital infrastructures with which they operate, this writing tests circuits of power that migrate between disciplinary and physical learning systems. It does so through a discussion of Pedagogy Toolkit, an open source and community-authored teaching repository built with Jekyll and deployed via GitHub Pages. Contributing to an increase of energy for project-based interventions in digital humanities teaching, Pedagogy Toolkit circulates digitized teaching materials, guides to teaching with digital humanities tools, a curated sample of online syllabuses accompanied by a syllabus templating tool, and an accessible website templating framework. An overview of new methods for digital teaching in the undergraduate classroom leads in turn to a reflexive discussion of the design of digital platforms as pedagogical objects, activating issues of labor, diversity, and knowledge transmission along the way. Ultimately, building a toolkit for digital pedagogy constructs infrastructure as a mode of intellectual inquiry, exposing classroom power as a conduit for ethical connections between students, teachers, and digital development teams. Rerouting logics that partition teaching practice and tool development, this article situates building communities at the heart of humanities learning. [ABSTRACT FROM AUTHOR]

The article looks at philology as a ground of literary and cultural studies. Specifically, the author suggests a new arrangement for philology as a discipline. One factor contributing practical and institutional change to humanities education and scholarship is digital technology. In 2010, the Digital Public Library of America (DLPA) was established. Several consequences of digitization for philology are described.

Well-designed digital tools facilitate the creation of new knowledge in the humanities. Good design is user-centered, focused, and needs-driven, all of which depend on a rich understanding of the target audience or end user. Unsworth's scholarly primitives [Unsworth 2000] and the work of Palmer, Teffeau and Pirmann [Palmer et al. 2009] on scholarly information practices provide a framework for understanding how humanities scholars do their work. We propose applying this framework to the design of a spoken word archive, with the aim of designing a digital tool that is optimized for the documented practices of scholars. We propose that listening and annotation are key activities of humanities scholars performing literary criticism of audio recordings. Taking the SpokenWeb poetry project as an example, we discuss how designing a web-based tool with these key activities in mind could facilitate close and critical engagement with recordings of spoken poetry. We present a methodology for designing a web-based sound archive for literary criticism and we propose features and functionalities that facilitate this criticism. [P]roviding the collections and tools needed for producing new scholarship is arguably the most important role for cyberinfrastructure and will require a digital resource base "that is developed for specific scholarly purposes". (Palmer, Teffeau & Pirmann, Scholarly Information Practices in the Online Environment: Themes from the Literature and Implications for Library Service Development [Palmer et al. 2009]) [ABSTRACT FROM AUTHOR]