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- 1. Jackson School of International Studies The Knowledge Network of World Events and News (KNOW)
- 2. Opening with an interactive map and list of issue areas, KNOW allows users to choose an area of interest and then presents them with links to world news sources that offer differing perspectives.
- 3. Screenshot of the KNOW front page:
- 4. If a user mouses over the “World Religions” title… World Religions
- 5. …the interactive map and news stories will change together to give the user a sense of the relationships between information:
- 6. KNOW addresses three interrelated issues facing citizens in the internet age.
- 7. A simultaneous decline in reputable international news sources and the proliferation of non-authoritative sources such as blogs. Source: Pew Research Center for People & the Press, 2009
- 8. The pedagogical goal of creating critical consumers of information in the age of the internet. Source: Pew Research Center for People & the Press, 2009
- 9. A desire to bring the many communities of the Jackson School into closer collaboration.
- 10. KNOW’s objective is create a trustworthy information source by incorporating the dynamism of user-generated content with the dependability of expert mediation, giving users a resource that offers multiple views on issues and events.
- 11. To create a trustworthy information source: KNOW will contextualize news with historical and societal background information. KNOW will engage students in the process of building site content, teaching them critical analysis and writing skills. KNOW will bring users into close engagement with news events occurring across localities.
- 12. KNOW’s work will expand the reach of the Jackson School to even better serve an audience of educators, students, alumni, outreach centers, libraries, news consumers and producers, heritage communities, and other interested groups.
- 13. Students in the UW’s Jackson School will annotate and upload the news on the KNOW website as a part of their course work. “The author only focuses on the economic negatives of the change and ignores possible cultural positives.” ~ Timothy Salazar-Rubio, SIS 201
- 14. For example: Article: Chavez Criticizes US-Columbia Plan Source:Al-Jazeera Author: Anonymous Date: 21 July 2009 Link: http://english.aljazeera.net/news/americas/2009/07/2009721201557748106.html President Hugo Chavez is alarmed at the recent announcement for an increase in U.S. military bases, calling the move an attempt by the U.S. to get a stronger foothold in Latin America. The US and Columbian governments are addressing the increase as within the 1,400 limit allowed by the U.S. Congress, and necessary for Columbian security in light of the continuing conflicts between the government and the rebel group FARC. The U.S. has categorized FARC as a terrorist organization and views the increase as necessary, but Chavez sees the bolstering of security as an attempt to surround Venezuela with military forces. This article does a great job of balancing opposing views, using Chavez as a voice for the “socialist” and skeptical Latin American countries, yet outlines valid reasons for increasing Columbian security. However, the majority of the article is weighted towards Chavez’s remarks. Annotation by: Linn Gracey, SIS 201 Article: Increased U.S. Military Presence in Columbia Could Pose Problems to Neighbors Source:New York Times Author: Simon Romero Date: 22 July 2009 Link: http://www.nytimes.com/2009/07/23/world/americas/23columbia.html?_r=1 The United States just finished negotiations with Columbia’s Foreign Minister Jaime Bermudez to augment the size of three bases in Columbia. This comes just weeks after Ecuador refused to renew the lease for a U.S. Air Force base. This reaffirms Columbia as a strong U.S. political ally, but at the same time poses new tensions with leftist regimes in Venezuela, Ecuador, and Nicaragua—led by Venezuela’s Chavez. This article appears to favor the U.S. decision to expand military operations in Columbia. This is evidenced through the representations of foreign relations as bipolar between the U.S. and President Chavez. Annotation by: Charles Kauffman, SIS 201 z
- 15. Students will submit their annotated news summaries online. Faculty and TAs will review, grade, and upload the summaries onto the KNOW site…
- 16. Instructors will view student annotations on a screen that allows them to either publish student contributions, return them for revision, or fail the student on the assignment.
- 17. …and the outcome will look like this:
- 18. In addition to the news area, KNOW includes six other content areas: scholarly articles, student analyses, alumni “reporting,” resource materials (such as maps), an undergraduate research journal, and the creation of online communities through discussion forums.
- 19. Much of this information will come from collaboration between the KNOW staff, the libraries, and the various research centers and departments on campus.
- 20. KNOW staff will also solicit information from faculty, staff, alumni, undergraduates, and heritage communities. “Sharif and I attended the funeral of President Arafat in Ramallah…”
- 21. For more information contact: Professor Sara Curran Director, Center for Global Studies Chair, International Studies Program scurran@u.washington.edu
Editor's Notes
- Let’s start by talking about the way users will interact with the KNOW website. (read slide!)
- This is a screenshot of a prototype. As you can see on the left hand side there is a list of issue areas – currently they are the tracks in the Jackson School, although that might change – in the middle is a map of the world – to the right is a list of “current” news stories on all topics from all over the world. At the bottom of the page is a banner that moves that highlights big stories in the news that people might want background information about in particular.
- Let’s talk about how a user would interact with this page. If a user were to mouse over one of the thematic topics such as “world religions”….
- Read slide! Then… As you can see the entire page should change as the user interacts with it. (sometimes I say the map isn’t accurate but more representational of the interaction)
- We developed the idea for KNOW to deal with three major needs we thought needed to be addressed.
- Here I usually say something about how the increase in blogs is not a bad thing – but they are not subject to the same oversight newspapers are, and so, it is difficult to know whether the information is accurate.
- Here I usually say something about… For years we have assigned the NYTimes in the JSIS courses and we were able to rely on their editorial model as a filter for students. However, now students are getting their news online, and often they are getting it from news feeds or from a wide array of sources. Students themselves are frustrated with their inability to differentiate between a trustworthy source and a non-trustworthy source. If you think about the example of Israel bombing the Gaza Strip about a year ago—students were asking TAs and instructors throughout the social sciences to explain the issue to them—and expressing frustration that when they went to research the topic online they didn’t know what sources they could trust and what they couldn’t.
- Finally, the Jackson School is full of people doing all kinds of really interesting research, and having interesting talks – but there’s no one place to bring everything together. We hope KNOW can provide a central community space that isn’t limited by geographical distance.
- Therefore, in light of the challenges we identified, KNOW’s objective is to create a trustworthy information source by incorporating the dynamism of user-generated content with the dependability of expert mediation, giving users a resource that offers multiple views on issues and events. We believe the Jackson School is uniquely suited to do this because of our focus on area studies, our interdisciplinary faculty, our staff which manage long running and successful outreach programs, and, of course, our excellent undergraduates.
- So let’s talk a bit about how the knowledge on the site will be produced. The first major piece of content on the site—the news—will be created by our undergraduates as part of their normal coursework. Students will both annotate news stories as well as use their critical skills to identify the perspective of the story they are annotating. For example, we piloted the assignment structure in SIS 201 this past summer and you can see the “critical” piece of an annotation here.
- Here are two more examples from this summer. This is a case where two students covered the same news event written in two different major news sources. We hope that this will happen a lot so users can see the ways in which news is constructed.
- This is just a look into the nuts and bolts part of the submission. We hope to limit the human costs of the news content on the site by using user interfaces such as this one. (read slide)
- And again, we imagine that (read slide)
- Finally, the outcome will look like this. So, if a user had clicked on this story about Indian politics on the front page they would be taken to a page like this. In the center you can see the annotation by Byron Gray, one of our very excellent undergrads, under his annotation is the text of the story itself. On the right of the page are more stories from that region. On the left there is a list of contextualizing resources – which we’ll take a closer look at in a moment.
- (read slide) So, if we look more closely at the contextualizing information these other content areas are all represented. (I now just read them off basically)
- As stated previously, we are dependent on the entire community to produce the content of the site. We are already working closely with the I-School, Communications, the Libraries, the Title VI centers, the Alumni Association, various administrative offices on campus… We’ve also been using student power in applied research courses to design and create KNOW.
- Finally, the last piece that we think is exciting is we hope to include alumni reporting. We have alumni all over the world and we often receive emails from them describing noteworthy events they are seeing firsthand. This slide is an example of that, it is an email one our RA received from a friend who was a visiting grad student in JSIS. She was at Arafat’s funeral. In the middle of the page you can see her account with a photo she took of the helicopters bringing his body to Ramallah. On the right side are other potential alumni experiences. On the left you can see the same type of contextualization that was on the story about Indian politics.