Structures: IT, information access, time and space

And because cultural studies are eclectic, trying to break the mould, you just see in ... catalogues and everything just that reproduction of those sort of hierarchies and disciplinarity which we’re trying to break down. And it was always a fantasy that electronics and digitalisation would help break those down...

Participant 7/1

All aids and challenges are in some way related to information infrastructures. Particularly prominent are those which define tools and access to information as they are major enablers, and also the most difficult to change on a local level. Time and space for transliteracy projects are determined locally and, by their nature, outline the context in which projects can unfold.

Information technology

Solid computers with useful and appropriate software, connected to a robust network, are necessary for most types of work nowadays, and especially for transliteracy work. Software for collaborative ways of working and sharing is very important, but according to study participants, it is very often either unavailable or not functioning properly. Academics in particular require user-friendly software for

Transliteracy in Complex Information Environments. DOI:

Copyright © 2017 Suzana Sukovic Published by Elsevier Ltd. All rights reserved.

certain tasks, but there is often a gap between what is needed and what is available. For example, at the time when interviews were conducted, they struggled with software for manipulating large digital maps or for voice recognition and transcription.

While new technologies often trigger new ways of working, many participants of all ages believed that old and new technology have some unique advantages. Digital technology is not perceived as reliable by some so it should not replace analog technologies. Participant 7/1 commented, “Well, also there’s ... still the underlying fear that if it’s electronic, it can be wiped. Entirely.” This researcher kept everything in hard copy if it was possible.

Attitudes to working with technology could be a major enabler or a stumbling block. It was particularly evident with students who either claimed they were not “good with technology” or, in one case, preferred not to use any of the online tools. All academics who demonstrated elaborate transliterate behaviors were open to using any technology that was likely to enable effective work. Although attitudes to technology may be a result of experience, they are also likely to have some impact on practices.

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