Konstantin Bertoldovich

Svoikin

IT in Philology
 Informational
Concepts in
Fundamental and
Applied Philology
Discourse
Course Structure +Time: Lctr14/Sem14/Prep44/Ex36
Final Assessment Components
 Classroom activity 14/14/32:
(14h) Lectures** + (10h) Seminars*

 Project* 0/4/12 :
(4h) Presentation*+Report*+Project Paper*

 Oral Examination* 0/2/36

*Compulsory
**Optional
Course Structure
Lectures Seminars / Labs
Information: Information processing:
Theory Search tools
Technology Retreival
Digital (systemic) Speech processing:
thinking: Stative
Approach Dynamic
Algorithm Professional tools:
Discourse analysis: Foreign Office*
Principles Translation*
Approaches Education*
Components Projects*
* Program based
INFORMATION
TECHNOLOGY
INFORMATION vs INFORMATION TECHNOLOGY

Theory Tools

Information

Content Device
INFORMATION
Information is that which informs: an answer to a question, as well as
that from which knowledge and data can be derived (as data represents
values attributed to parameters, and knowledge signifies understanding
of real things or abstract concepts)

The concept that information is the message has different meanings

in different contexts: closely related to:
notion of constraint (schema), communication, control, data, form,
education, knowledge, meaning, understanding,
mental stimuli, pattern, perception, representation, and entropy.

Information can be encoded into various forms for

transmission and interpretation
Information may be encoded into a sequence of signs, or transmitted
via a sequence of signals).

It can also be encrypted for safe storage and communication.

INFORMATION & INFORMATION TECHNOLOGY

The fundamental problem of

communication is that of
reproducing at one point either
exactly or approximately a message
selected at another point.

(Claude Shannon, 1948)

Source → Channel → Destination

 INFORMATION
P Salvador Dalí
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o

P
i
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a
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o Vincent van Gogh
 INFORMATION TECHNOLOGY
• Information technology has entered our lives over a
relatively brief period of time with little warning and essentially
no formal educational preparation for most people.
• Many who currently use information technology have only
a limited understanding of the tools they use and a
(probably correct) belief that they are underutilizing them.
• Many do not feel confident or in control when confronted
by information technology, and they would like to be more
certain of themselves.
• Claims for the potential benefits of information
technology, and many would like to realize those benefits.
• Changes implied by information technology embody
potential risks to social values, freedoms or economic
interests, etc., obligating them to become informed.
INFORMATION & INFORMATION TECHNOLOGY
The fundamental problem of communication is that of
reproducing at one point either exactly or approximately
a message selected at another point.
(Claude Shannon, 1948)

Communications-centric Motivation: Communication over

noisy channels. Noise
↓
Source → Encoder → Channel → Decoder → Destination

Purpose: Reproduce source data at the destination

• Channel can introduce noise (static), interference
(from radio waves bouncing on buildings, etc), or
distortion (amplitude, phase, modulation).
 INFORMATION (data): Reproducing Structure
• reproducing cells, in which the
daughter cells’ DNA contains daughter cell
information from the parent cells Parent cell DNA
daughter cell
• an analogue telephone line, over
modem phone line modem
which two modems communicate
digital

• the radio communication link from Galileo radio waves Earth;

Galileo, the Jupiter-orbiting space-
Galileo
computer memory disk drive computer memory
• a disk drive

More Examples: Email over internet, Data over USB storage.

The source would be the voice, email text, and data, the channel
would be the (wired or wireless) phone network, internet, and
storage device
 INFORMATION & IT Reproducing Structure
A typical example of an encoder:
Source → Source Encoder → Channel Encoder → Modulator → Channel
• The source encoder outputs a “source codeword”: an efficient
representation of the source, removing redundancies. The output is taken
to be a sequence of bits (binary)
• The channel encoder outputs a “channel codeword”, introducing
“controlled” redundancy to tolerate errors that may be introduced by the
channel. The “channel codeword”, is designed by channel properties..
• The modulator converts the bits of the “channel codeword” for
transmission over the channel. They may be modulated in amplitude or
frequency, e.g. radio broadcasts.

The corresponding decoder :

Channel → Demodulator → Channel Decoder → Source Decoder → Destination

The output of the demodulator: the “received word”

The output of the channel decoder: the “estimated source codeword”.
INFORMATION THEORY & INFORMATION TECHNOLOGY
Information Theory addresses the following
questions:
• Given a source, how much can I compress the
data? Are there any limits?
• Given a channel, how noisy can the channel be, or
how much redundancy is necessary to minimize error
in decoding? • What is the maximum rate of
communication?
Information reproducing Information failure
noise

Channel Channel

noise
INFORMATION TECHNOLOGY

Fluency with information

technology
• contemporary skills
• foundational concepts
• intellectual capabilities.
INFORMATION TECHNOLOGY
Set of ten essential skills includes:
1. Setting up a personal computer
2. Using basic operating system features
3. Using a word processor to create a text document
4. Using a graphics and/or artwork package to create illustrations,
slides, or other image-based expressions of ideas
5. Connecting a computer to a network
6. Using the Internet to find information and resources
7. Using a computer to communicate with others
8. Using a spreadsheet to model simple processes or financial
tables
9. Using a database system to set up and access useful
information
10. Using instructional materials to learn how to use new
applications or features
INFORMATION TECHNOLOGY
Information Technology Concepts
1. Computers
2. Information systems
3. Networks
4. Digital representation of information
5. Information organization
6. Modeling and abstraction
7. Algorithmic thinking and programming
8. Universality
9. Limitations of information technology
10. Societal impact of information and information
technology
INFORMATION TECHNOLOGY

Intellectual Capabilities
1. Engage in sustained reasoning.
2. Manage complexity.
3. Test a solution.
4. Manage problems in faulty solutions.
5. Organize and navigate information structures
and evaluate information.
6. Collaborate.
7. Communicate to other audiences.
8. Expect the unexpected.
9. Anticipate changing technologies.
10.Think about information technology abstractly.
 INFORMATION TECHNOLOGY
Fluency with information technology requires three kinds of
knowledge: contemporary skills, foundational concepts, and
intellectual capabilities.
• Contemporary skills, the ability to use today’s computer applications, enable
people to apply information technology immediately. In the present labor
market, skills are an essential component of job readiness. Most importantly,
skills provide a store of practical experience on which to build new competence.
• Foundational concepts, the basic principles and ideas of computers,
networks, and information, underpin the technology. Concepts explain the how
and why of information technology, and they give insight into its opportunities
and limitations. Concepts are the raw material for understanding new
information technology as it evolves.
• Intellectual capabilities, the ability to apply information technology in
complex and sustained situations, encapsulate higher-level thinking in the
context of information technology. Capabilities empower people to manipulate
the medium to their advantage and to handle unintended and unexpected
problems when they arise. The intellectual capabilities foster more abstract
thinking about information and its manipulation.
 INFORMATION
• “Information literacy” is competence to find,
evaluate, and make use of information
appropriately.
• Information literacy focuses on content and
communication: it encompasses authoring,
information finding and organization, research,
and information analysis, assessment, and
evaluation.
• Content can take many forms: text, images,
video, computer simulations, and multimedia
interactive works.
INFORMATION
Information retrieval:
Information retrieval (IR) is finding material (usually
documents) of an unstructured nature (usually text)
that satisfies an information need from within large
collections (usually stored on computers).

The field of information retrieval also covers

supporting users in browsing or filtering document
collections or further processing a set of retrieved
documents. Given a set of documents, clustering is
the task of coming up with a good grouping of the
documents based on their contents.
INFORMATION
A project-based approach is consistent with many different
instructional models:
• Instruction as transmission of information. In this
model, lectures, books, and other materials transmit the
information that students need to learn.
• Instruction as active learning. This model suggests that
students learn best by actively engaging the material through
asking questions, answering questions, pushing buttons,
doing experiments, or using tutoring programs.
• Instruction through discovery learning. In discovery
learning, students learn with little direct guidance on the
theory that students who “discover” solutions on their own
will be more likely to remember and master the competency
and be able to apply that competency in like situations.
INFORMATION vs INFORMATION TECHNOLOGY

Theory Tools

MINDS Information HANDS

Content Device
Digital (systemic)
Thinking
Digital (systemic) Thinking

“. . .it is not my design to teach

the method that everyone must
follow in order to use his reason
properly, but only to show the
way in which I have tried to use
my own.“
(R. Descartes, Discourse on Method)
Digital (systemic) Thinking

Analogy to digital thinking shift is about

transforming thinking from linear to
nonlinear, from binary to Systems Thinking

VS
 Digital (systemic) Thinking
"Digital Thinker" thinks much toward
capturing the natural analog world
around us and recreating it in digital
form
Digital (systemic) Thinking
Digitalizing the environment
Digital (systemic) Thinking
COGNIZANT DIGITAL WORKS
STRATEGY DESIGN
Seeing the opportunities Using the strategy and user insights
Analyzing data, to invent better experiences
developing insight into CREATING
what you really want
SUCCESSFUL
DIGITAL
EXPERIENCES

EXPERTISE TECHNOLOGY
Understanding methodology, Tracking models and data science and
their latest applications
reshaping analytical device,
Probing prototypes and bringing better results
sighting opportunities Architecting structure to the final, link with
today's state and predict tomorrows turns
Digital (systemic) Thinking

WHAT WHY
THE
STRUCTURE

WHERE HOW
 Digital (systemic) Thinking
Research routine and research reflection: inductive /
deductive research approaches

Inductive reasoning works the other
way, moving from specific observations
to broader generalizations and
theories. Informally, we sometimes call
this a "bottom up" approach. In
inductive reasoning, we begin with
specific observations and measures,
begin to detect patterns and
regularities, formulate some tentative
hypotheses that we can explore, and
finally end up developing some general
conclusions or theories.
Deductive reasoning works from the more
general to the more specific. Sometimes this
is informally called a "top-down" approach.
We might begin with thinking up a theory
about our topic of interest. We then narrow
that down into more specific hypotheses that
we can test. We narrow down even further
when we collect observations to address the
hypotheses. This ultimately leads us to be
able to test the hypotheses with specific data
-- a confirmation (or not) of our original
theories
Discourse analysis
Discourse

Definitions
(1) In linguistics, discourse refers to a unit of language longer than a
single sentence.
(2) More broadly, discourse is the use of spoken or written language
in a social context.

Discourse studies refer to "the discipline devoted to the

investigation of the relationship between form and function in
verbal communication" (Introduction to Discourse Studies, 2004).

Teun van Dijk, author of The Handbook of Discourse

Analysis (1985) and the founder of several journals, is generally
regarded as the "founding father" of contemporary discourse studies.
 Discourse
Discourse is the creation and organization of the segments of
a language above as well as below the sentence.
It is segments of language which may be bigger or smaller
than a single sentence but the adduced meaning is always
beyond the sentence.
The term discourse applies to both spoken and written
language, in fact to any sample of language used for any
purpose.
Any series of speech events or any combination of sentences
in written form wherein successive sentences or utterances
hang together is discourse.
Discourse … is something that goes beyond the limits of
sentence.
…discourse is ‘any coherent succession of sentences,
spoken or written’
 Discourse
Discourse analysis is a broad term for the study of the ways in
which language is used in texts and contexts. Also called discourse
studies.
Developed in the 1970s, discourse analysis is concerned with "the use
of language in a running discourse, continued over a number
of sentences, and involving the interaction of speaker (or writer) and
auditor (or reader) in a specific situational context, and within a
framework of social and cultural conventions" (Abrams and Harpham, A
Glossary of Literary Terms, 2005).
Discourse analysis has been described as an interdisciplinary study of
discourse within linguistics, though it has also been adopted (and
adapted) by researchers in numerous other fields in the social
sciences. Theoretical perspectives and approaches used in discourse
analysis include the following: applied linguistics, conversation
analysis,pragmatics, rhetoric, stylistics, and text linguistics, among
many others.
 Discourse
Discourse components: language / speech / mind
• Language system: phonetics, lexis, grammar, style, text
structure, genre.

• Speech Events
• Dialogue
• Conversational Interaction
• The co-operation principle: Quantity, Quality, Relation, Manner.

• Defining the situation;

• defining as overall meanings (topics)
• Examine relevant implied meanings of words or sentences
• What is being presupposed (as knowledge)?
• How does the text cohere?
 Discourse
Discourse analysis:
analytic / holistic approaches
• Discourse analysis is an attempt to discover
linguistic regularities in discourse using
grammatical, phonological and semantic criteria:
cohesion,
• anaphora,
• inter sentence connectivity etc.
• It is an effort to interpreter what the writer or
speaker intended to convey with in a sensitive
social context.
Discourse
Language Discourse division
Objective
Intellectual :
evident
functional:
sound, tone, stress,
morpheme, grammar
graphics; unit, syntagma, word
combination, phrase,
semiotic: text margin;
phoneme, allophone,
intonation, melody, semantic:
Grapheme(letter, sign, meaning, denotation,
paragraph mark, space, reference, idea, thought,
margin, marker, glyph) concept,
 Discourse
Anthropomorphic Discourse
regulations
Inner Outer
• Linguistic worldview, •Social/ethnic speech norms
• Conceptual worldview, •Discourse genres
• System of values •Discourse models
• Communicative situation vision, •Speech stereotypes
•Conventional values
• Communicative intentions,
•Heuristic (metaphorical) limits
• Modality,
• Speech effectiveness
assessment
• Global intertext
Topics for seminars
Information processing: Search tools The Internet as an Information Technology. The Internet as
a Communication Technology. The Internet as a Social and Mobile Technology
Information processing: Retrieval Fundamental topics in Information Retrieval, the science of
searching for and making sense of information from large collections of text
Speech processing: Stative Computational models of natural language. Formalisms for describing
structures of human language, and algorithms for learning language structures from data,
analysis of linguistic structure.
Speech processing: Dynamic Computational techniques and active research areas in natural
language dialogue systems. Spoken human language machine understanding
Professional tools: Foreign Office* basic information management and administrative duties to
complex business activities, the office serves as a platform for operation. ICT is affecting vastly all
spheres of economic activities, hence; this thesis expounds the extent to which ICT has influenced
the development of the office system.
Professional tools: Translation* machine translation, with a focus on statistical approaches. Word-
based, phrase-based, and syntax-based translation; current research questions in machine
translation.
Professional tools: Education* evidence of relationships between digital learning and teaching
activities and the expected outputs, outcomes and impacts;
relationships that exist between the digital learning and teaching activities and the outputs,
outcomes and impacts for different beneficiaries (learners, parents, teachers, and the school);
outcomes: immediate, medium-term and long-term.

* Program based
Reference and literature
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