Digital Humanities

Exchange Programs provide a rich platform to make it possible for the university students to explore and experience a cultural setting as well as a new learning environment. Turkey has been involved with mobility programs since 2002. Depending upon the disciplines signing bilateral agreements with partners, some of the departments are very lucky in terms of the number of the students incoming and outgoing. Regarding the collected data, the participants' Turkish experience is evaluated. The research question for this study was assessing whether exchange mobility programs change people's perspectives despite personal judgements or not. Not only qualitative but also quantitative methodology is followed to analyze the outcomes of the data. The survey data is discussed through various factors affecting the reflections and experiences of the participants.

Though innovation is a popular theme of LIS literature, its specific meaning for libraries remains obscure. Clarifying the implicit definition of innovation in librarianship can facilitate a more meaningful use of the term. To do so, we employ a ground-up exploration of innovation through the white literature in conjunction with a detailed survey of website features, of 160 libraries across the United States and Canada.

The discussion surrounding libraries and democracy has progressively increased in sophistication. We argue, however, that this discussion must include the concept of civil society. Engaging with theories of the civil society provides an analytical tool to better map the relationship(s) between libraries, the polity, and democratic regimes.Les discussions sur le rôle des bibliothèques dans une démocratie ont progressivement atteint un certain niveau de sophistication. Notre croyons cependant que ces discussions doivent tenir compte du concept de société civile. Les théories de la société civile offrent un outil d’analyse qui permet une meilleure mise en relations des bibliothèques, de la politie et des régimes démocratiques. 

This chapter introduces the concept of migrant digital space (MDS). MDS is defined as configured by migrants’ online activity before the journey, en route, and when settling down, and as a space shaped by practices. Following a relational approach to space, MDS is understood as an outcome of social relations and practices with material and intangible characteristics. Within this perspective, MDS is formed by (a) digital subjects (accounts, pages, hashtags, channels), (b) migrant-related topics (such as discussions on migration routes; language lessons; football conversations; university enrolment; job seeking) through conversations across (c) various digital platforms. After introducing the concept of MDS it is explained how, in the context of the DIGINAUTS project, the concept was developed into the collection of a dataset of public Facebook content, which was subsequently implemented. The data collected and some of its characteristics are highlighted.

This paper discusses a newly created platform of online courses covering a range of digital humanities methods and asks what the assortment of courses demonstrate about the nature of digital humanities (DH). The role of methods in defining the field of "digital humanities" is reviewed, followed by description of the educational platform itself -Digital Methods Platform for Arts and Humanities (DiMPAH) -before reflecting on what the ensemble of courses reveal about digital humanities in practice. Themes emerging from this reflection include: the division between research-driven and collection-driven initiative; the situatedness of methods; and the persistent role of disciplinary knowledge matters. The paper concludes by what the platform -produced by scholars from across Europe -along with the methods and use cases presented therein suggest about future stories for the continent through DH.

In the 21st century, ICT competence plays a major role in knowledge generation, information retrieval, extraction and processing. Under constantly increasing and changing requirements imposed by ongoing technological progress, translators should become even more proficient in the use of computer-assisted translation tools that address such issues as quality assurance and control, terminology management, pre-editing, post-editing, etc. ICT competence is also closely related to the development of such skills as creativity, logical reasoning, critical thinking and problem solving, decision making, networking, etc. The present paper aims to identify the main advantages of ICT competence in translator training.

Modern scientific texts are characterized by the application of both traditional rhetorical strategies used to structure the content and rhetorical strategies characteristic of other genres. Changes in the genres of professional communication are caused by the necessity to make the process of knowledge exchange more persuasive and expressive. The application of rhetorical strategies creates additional meanings to communicate the intended information and facilitate the perception of this information by target readers in case they have a relevant background. Integrating genre analysis and pragmatic analysis, the paper studies how rhetorical strategies contribute to adequate meaning transfer in the process of translation.

Nowadays, studies on communication within professional discourse have become topical; the changes in the contemporary professional texts under the influence of multimedia and information technologies demand introduction of relevant methods of textual analysis. The article addresses such issues as information structure of popular scientific and technical texts, their hierarchical organization, and the problems of decoding of meaning at different levels during information processing. To establish the theoretical framework of the research, cognitive, semantic and pragmatic analyses of lexical units were performed to examine how new methods of encoding, transferring and decoding of meaning at different levels affect contemporary professional communication.

Sustainable education and education for sustainable development (ESD) have witnessed a deserved number of research studies in the recent years. The present article proposes a holistic research framework for the research on sustainable education and education for sustainable development in the 21st century. The article aims to choose a more holistic research perspective by avoiding a piecemeal approach in education research. Moreover, it proposes some strategically important ideas about the use of approaches and methods for sustaining the generational readiness for sustainable development. The paper proposes a general framework for pedagogy and practice for ESD research which is open, holistic, strategic, sustainable, and integrated. A broader perspective has been developed as the relation of the ecological–cultural–social environment aspects seen in a broader adaptive evolutionary sense as a condition necessary for the development of a human species and the development of these cond...

In the present paper, the authors analyze a translation process implemented within the framework of Relevance Theory using Adaptation Theory as a tool to ensure relevance in the translation of popular science texts. The paper is part of ongoing research dedicated to the development of methodology for translation of popular science texts on architecture, ICT, and economics, focused here on translating from English into Latvian. Recognizing that relevance in translation is a qualitative category, the authors suggest measuring it along two dimensions: the plane of content and the plane of expression. Having defined four categories of relevance, the authors have developed a grid that may be recommended as a guide in a translator’s decision-making process for selecting a particular adaptive strategy and translation method.

Dear readers of the JTES and members of Daugavpils University UNESCO CHAIR NETWORK OF JTES & DCSE. Since its foundation, JTES has developed its specific relationships with its readers and authors through an open network. The network has been established gradually, changing its name time from time. Changes in the network all these years have provided an opportunity to get involved in the generation and development of a specific theme of the JTES. The common interest in the phenomenon of sustainability and its relation to sustainable development and education has marked the trajectory of the JTES and the JTES network, which shows that even complex phenomena can be addressed and solved by those who cannot help but ask important questions about the world we live in, who we are and how we treat the world by acting and living in it. Attitudes towards such deeply focused issues can vary. There are times when someone is satisfied with shallow answers and a quiet life that does not cause problems. However, this will not be the case found in the perception of life by people open to life. In recent years, we have increasingly understood our relationship with the environment in which we find the meaning of our lives and our shared call to understand and formulate a sense of living reality that goes beyond specific desires and pragmatic values. We are addressing complex and broad questions, we are concerned about alienation from the environment, and we are experiencing exposure to various counterfeits that have polluted the environment, both literally and especially in terms of humanity. If it bothers us, then it is a reason to study our own attitudes, to look into the attitudes of others, and it will be a challenge to face our understanding of the sustainability phenomenon. Since 2007, when the journal was included in the Scopus database, the authors of JTES have created and affirmed that notions of sustainability are generated as deeply personal, through which we establish our dialogue on the essence of the world and humanity. Through our understanding, we also create scientific research. In this volume of the journal, it is unnecessary to give recommendations for the development of articles, as the answer to the question about the specific requirements of the JTES is redundant. You need to read the articles of the present volume and, undoubtedly, you will find your issue or theme that may result in the prospective article of the JTES.

The article aims at considering the characteristics of the Anthropocene era from a broader perspective and emhasizing the possibilities of pedagogy to reduce the current unsustain-ability of higher education. The relationships between human and nature are affected by the wicked problems. In particular, they are influenced by intermingling of anthropocentrism, egocentrism and egoism, which affect these relationships by causing changes in the human being, i.e., changes in sensitivity and sensibility occur that are naturally necessary for human adaptation to the environment. For the case study, we have used the processes taking place at the phenomenon level, which are known as the first-person perspective (1PP) characterized by an active and dynamic connection with the environment. It should be noted that 1PP cannot be observed from a distance, as there are a number of interrelated processes that begin with the effects of the environment, the formation of the “self” and the formation o...

Five years have already passed since the UNESCO Chair on Interplay of Tradition and Innovation in ESD initiated a targeted development of the Journal of Teacher Education for Sustainability (JTES) and the Baltic and Black Sea Circle Consortium (BBCC) for educational research, which would allow for more effective implementation of the Sustainable Development Goals (SDG) set for teacher education and higher education after 2015. The implementation of these intentions started in 2016. Historically, the creation of the JTES and the establishment of an international network emerged simultaneously as inseparable ideas aimed at promoting the reorientation of teacher education and higher education towards sustainability. The implementation of the ideas of the JTES and the international cooperation network started in the form of participatory action research at the very beginning of the 21 st century. The organization of such a network on the basis of a participatory action research approach was maintained later in the UNESCO Chair network after the establishment of the UNESCO Chair in 2013. The experience of the JTES development and journal networking was, and continues to be, a participatory value that provided ESD researchers and practitioners engaged in the networking with a personal perspective on sustainability, sustainable development and sustainable education, as well as highlighted more modern perspectives to be used in their research and professional activities. A brief general overview of what happened in the action research until 2015 can be obtained in the article ìSearching for Sustainability in Teacher Education and Educational Research: Experiences from the Baltic and Black Sea Circle Consortium (BBCC) for Educational Researchî published in the journal Discourse and Communication for Sustainable Education (DCSE), volume 6, pp. 21ñ29, 2015. Since 2016, there have been changes in the development of the JTES formal indicators, changes in the way the JTES international network is understood and implemented, and changes have continued in the search for the identity of JTES to harmonize adaptive and innovative approaches according to the level of understanding of the phenomenon of sustainability achieved in the age of Anthropocene wicked problems, seeking a scientific basis for creating conditions for decent survival of humanity. Readers have been informed about the changes in the JTES formal indicators through editorial articles. Now, after five years, they are clearly visible: in 2015, the JTES CiteScore was 0.64, but in 2019 it was already 3.4. In 2019, the SJR was 0.418 and the level of Q2 was reached, and the SNIP was 1.462 (; ). The changes in the JTES formal indicators currently meet the requirements imposed on universities for scientific publication evaluation, so there is no doubt that the intention to focus on improving the quality of the JTES has been timely made and not all reserves for the development of the JTES have been exhausted. This work is ongoing and the greatest opportunities will be created by the network of the JTES article authors that has been identified and directed for use over the past five years.

Nowadays ICT competence has become one of the issues that determines skills and knowledge learners should obligatory acquire as it plays a major role in knowledge generation, information extraction and text processing. Information extraction from English scientific and technical texts is a complicated process due to the presence of rhetorical elements belonging to other genres such as, for example, terms based on metaphoric meaning extension, metonymic proper names, and other stylistic devices. The challenges are also associated with decoding of meaning of intra-disciplinary and crossdisciplinary polysemic terms, as well as culture-specific items. Taking into account the advancement of ICT in any field of knowledge, text processing tools are able to perform multiple functions, such as classifying texts according to genres and functions, distinguishing polysemic items, as well as interpreting different models of meaning extension. But, at the same time, the ability of computer to sea...

The time has come for us to look at what we have achieved in six months, in collaboration with the authors of the articles who have been engaged in ESD research supported by DU UNESCO Chair. The current issue of the JTES contains articles of authors representing Latvia, Poland, Finland, Thailand, Lithuania, Russian Federation, Turkey and the United States of America. These are the ten selected articles out of 124 received for the JTES 23(2) issue. As usual, the thematic diversity is high enough. Thirtyfour researchers from these eight countries have contributed to the current issue of the Journal. Different experiences of the researchers and the degree of their personal involvement in various research areas and fields have been used through collaboration. The researchers involved have expanded their experience with a sustainability perspective, which is a specific requirement for the JTES publications. It is not an easy task to connect the context and conceptual basis of different educational research topics with the phenomenon of sustainability. Especially this is due to the fact that the idea of sustainability and the origin of the concept have different sources and explanations since its inception. This diversity of origin also enters educational research for ESD. However, the wording available worldwide does nothing to promote sustainable attitudes and ESD. There is a tendency often observed to continue keeping sustainability unsustainable. Therefore, in the JTES articles we cannot do without addressing the problems of the Anthropocene age and searching for solutions that can reduce the unsustainability of the age, which threatens the viability of nature and humanity. Expanding the contextual and research perspectives is not easy in the real work of researchers. This is confirmed by the lived experience of JTES, i.e., such modifications also require changes from researchers. From the discussions of JTES lived experience, an unsurpassed simple metaphor has remained that convincingly illustrates the need for a vital choice in educational research for ESD in the early 21 st century. In fact, it is the readiness of researchers to choose the research model by its deepest essence. This can be compared to choosing eggs for breakfast. You can choose a boiled egg or a raw one. The two do not differ externally, but by turning them around their axis, you will easily determine which one is boiled and which is natural, raw. The rotation feature helps find the essentials, as a raw egg still has the potential to give life if the conditions for hatching chicks are met. A boiled egg will not perform its life-sustaining function under any circumstances, as it has no possibility of survival. The 21 st century has raised the need for researchers to learn to recognize research models and to find an appropriate methodological basis for research that uses life-preserving models. The use of these models is natural, evolutionary and ecological, with an important ontological succession that begins with the preparation of the life support system for habitability and the participation

The application of different language resources in professional communication reveals the role of cognition in information processing, the interpretive function of language in knowledge construction, and the interrelation of linguistic and extra-linguistic environments. The aim of the present paper is to examine the development of the language of science and the way it is influenced by history, technology, media, genre, and culture. Integrating cognitive approach and pragmatic analysis, the ways of meaning creation and meaning extension have been studied in the popular science texts. Creative thinking and imagination are considered responsible for innovative, creative and insightful thought in general, and, sometimes, for a much wider range of mental activities.

We have prepared the current JTES volume 24(1) in a relational environment that has presented us with the individual and collective health challenges of the pandemic crisis and with the added surprise of the harsh and inhuman reality of the war against Ukraine. Both of these truths revealed the cruelty of unsustainable world and humanityís fear of the consequences of the mind and actions taken by the mankind. These are conditions created by humanity, in which the shadow of irreversibility is already recognizable and where some individuals of the human species are already beginning to develop new judgements in order to find excuses to offer aggressors to present their inhumanity in softer ways that do not cause the aggressorsí discomfort. Is it an awareness of a situation of personal survival when we are confronted with the unsustainable environment of our own creation and the human frailty that has developed through unnaturally organized relationships in a whole system, including education that is unnatural for the development of the capacity for humanity? What really transpired during the pandemic and the war experiences? Fears about health, fears about the unsustainability of the environment or the weakness and feeble nature of human capacities? Is it the injustice created by the false and the unsaid that drives us through our perception of the world towards unsustainability and towards the illusion of a limited systemic perception of the system of nature-human relations through the limitation of our own perception in which the evolutionary, ecological and ontological experience of succession is lost? Has the human speciesí perception of and relationship with the world become unnaturally unsustainable? These are just some of the questions that challenge us all to re-evaluate our recent lived experience, to get rid of the habits that have been accumulated in shallow everyday views of life, the world and education, and to continue our search for the deeper scientific foundations necessary for the development of humanity. Are the JTES team and network of authors ready to explore and find answers to these and other questions that arise in the current context? The JTES team and its open network have been working for 20 years to reorient teacher education and education towards sustainability in partnership with the UNESCO Chair and UNITWIN program. In this context, the reassessment of the situation and lived experiences and the research of the past years on the education for sustainable development are the basis where we can seek answers to the questions raised by the pandemic and war mentioned above. The JTES and the UNESCO Chair Network at Daugavpils University will continue their cooperation with the UNESCO program. The UNESCO Chair and UNITWIN program experience will reach 30 years of existence in November. It will be taken forward in the framework of the 3rd UNESCO World Higher Education Conference (WHEC2022) to achieve the strategic objectives according to WHEC2022 that aims at breaking away from the traditional models of higher education and opening doors to new innovative, creative and visionary conceptions that not only serve the current agendas for sustainable development, but also pave the way for future learning communities that overcome barriers, speak to all and are inclusive of all lifelong learners. The Conference and its preparatory events expect to define and prepare knowledge-based, participatory scenarios to shape a new era of higher education systems (norms, policies, structures, stakeholders) and institutions (universities, specialised entities, think tanks, networks), particularly after the COVID-19 global crisis (Guidelines for UNESCO Chairs & UNITWIN Networks Section for Higher Education | Division for Education 2030 Version: 24/11/2021).