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Table of contents :
Cover
The Oxford Handbook of Digital Media Sociology
Copyright
Contents
About the Editors
About the Contributors
When the Extraordinary Becomes Mundane: Digital Media and the Sociological Lens
Part I. Theoretical Explorations of Digital Life
1. Technology and Time
2. Media and the Social Construction of Reality
3. Theorizing Curation
4. Affective Publics: Solidarity and Distance
5. Big Data from the South(s): An Analytical Matrix to Investigate Data at the Margins
Part II. Digital Media and Social Institutions
6. From “Impact” to “Negotiation”: Educational Technologies and Inequality
7. Journalism in the Age of Twitter
8. Families, Relationships, and Technology
9. Digital Religion
10. Technology, Labor, and the Gig Economy
Part III. Digital Media in Everyday Life
11. The Sociology of Mobile Apps
12. Folding and Friction: The Internet of Things and Everyday Life
13. Negotiating Intimacy via Dating Websites and Apps: Digital Media in Everyday Life
14. Digital Pornography and Everyday Life
15. Use of Information and Communication Technologies among Older Adults: Usage Differences, Health-​Related Impacts, and Future Needs
16. The Sociology of Self-​Tracking and Embodi

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Digital Curation Vignettes: Personal, Academic, and Organizational Digital Information

INTRODUCTION

The two closely-related fields of digital libraries and digital curation have developed rapidly over the past few decades. At this point, both are in need of curriculum development efforts, to support the education of practitioners in each area.

Hundreds of millions of dollars have been invested in digital library (DL) research since the early 1990s, including research on how DLs can aid education, but investment to support teaching and learning about DLs has not kept pace. The Computing Curriculum 2001 (CC2001) defines curricula for Computer Science [1], and includes DLs as one of 14 knowledge modules under Information Management, emphasizing the importance of the topic in CS education.

Six years after the "It's About Time" report [4], the need for education and training of digital curation professionals is more pressing than ever. Several disciplines and professions have developed de facto practices and expertise in aspects of digital curation, but without guiding principles or an overarching vision of data preservation and reuse. Professional education for digital curation has generally involved on-the-job training and experimentation, sometimes supplemented