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\n\n \n \n Kijas, A. E.\n\n\n \n \n \n \n \n MEI for All! or Lowering the Barrier to Music Encoding through Digital Pedagogy (PPT).\n \n \n \n \n\n\n \n\n\n\n February 2020.\n
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@misc{kijas_mei_2020,\n\ttitle = {{MEI} for {All}! or {Lowering} the {Barrier} to {Music} {Encoding} through {Digital} {Pedagogy} ({PPT})},\n\tcopyright = {CC-BY-NC-SA},\n\turl = {https://hcommons.org/deposits/item/hc:44767/},\n\tabstract = {Over approximately the last decade, the Music Encoding Initiative (MEI), has become a recognized international community-driven effort that has developed and maintains the MEI schema, standards, and shared documentation. The potential of machine-readable music data that can be reused, rendered, shared, or analyzed using a computer, is quite appealing, however the reality is that various barriers exist for people who may be interested in creating or using encoded music data for the first time. One approach to lowering barriers is through digital pedagogy, in which the focus is “specifically on the use of technology to break down learning barriers and enhance students’ learning experiences.”In addition to teaching MEI via online tutorials or workshops, students and scholars should consider approaching the MEI through the lens of digital pedagogy or more specifically critical pedagogy, which emphasizes and overlaps with many of the tenets that make up the ACRL Framework for Information Literacy for Higher Education. Critical pedagogy encourages questions around authority and power structures, for instance: why was MEI created and for whom, whose music is being encoded, who has access to the data, when/why should we use MEI, what type of infrastructure is necessary for MEI work, and so on. Encouraging and engaging in conversations with students and scholars about the affordances of MEI is equally valuable as is the act of creating encoded music data or full-on MEI projects. \nIn this presentation, I explore some of the barriers that students and scholars new to the MEI often experience and discuss models related to some of my own work as a librarian and digital humanities practitioner. I also present examples (such as minimal computing efforts) from the broader digital humanities community that we might borrow from, which embrace the ethos and approaches of critical and digital pedagogy.},\n\tlanguage = {en-US},\n\turldate = {2022-02-25},\n\tauthor = {Kijas, Anna E.},\n\tmonth = feb,\n\tyear = {2020},\n\tkeywords = {English},\n}\n\n
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\n Over approximately the last decade, the Music Encoding Initiative (MEI), has become a recognized international community-driven effort that has developed and maintains the MEI schema, standards, and shared documentation. The potential of machine-readable music data that can be reused, rendered, shared, or analyzed using a computer, is quite appealing, however the reality is that various barriers exist for people who may be interested in creating or using encoded music data for the first time. One approach to lowering barriers is through digital pedagogy, in which the focus is “specifically on the use of technology to break down learning barriers and enhance students’ learning experiences.”In addition to teaching MEI via online tutorials or workshops, students and scholars should consider approaching the MEI through the lens of digital pedagogy or more specifically critical pedagogy, which emphasizes and overlaps with many of the tenets that make up the ACRL Framework for Information Literacy for Higher Education. Critical pedagogy encourages questions around authority and power structures, for instance: why was MEI created and for whom, whose music is being encoded, who has access to the data, when/why should we use MEI, what type of infrastructure is necessary for MEI work, and so on. Encouraging and engaging in conversations with students and scholars about the affordances of MEI is equally valuable as is the act of creating encoded music data or full-on MEI projects. In this presentation, I explore some of the barriers that students and scholars new to the MEI often experience and discuss models related to some of my own work as a librarian and digital humanities practitioner. I also present examples (such as minimal computing efforts) from the broader digital humanities community that we might borrow from, which embrace the ethos and approaches of critical and digital pedagogy.\n
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\n\n \n \n Feustle, M.\n\n\n \n \n \n \n \n Intro to XML.\n \n \n \n \n\n\n \n\n\n\n August 2020.\n
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@misc{feustle_intro_2020,\n\ttitle = {Intro to {XML}},\n\turl = {https://hcommons.org/deposits/item/hc:39121/},\n\tabstract = {A basic introduction to what XML is, to provide context for discussing MEI.},\n\tlanguage = {en-US},\n\turldate = {2021-09-28},\n\tauthor = {Feustle, Maristella},\n\tmonth = aug,\n\tyear = {2020},\n\tkeywords = {English},\n}\n\n
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\n A basic introduction to what XML is, to provide context for discussing MEI.\n
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\n\n \n \n Feustle, M.\n\n\n \n \n \n \n \n Intro to MEI.\n \n \n \n \n\n\n \n\n\n\n August 2020.\n
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@misc{feustle_intro_2020-1,\n\ttitle = {Intro to {MEI}},\n\turl = {https://hcommons.org/deposits/item/hc:39123/},\n\tabstract = {A basic overview of MEI for beginners.},\n\tlanguage = {en-US},\n\turldate = {2021-09-28},\n\tauthor = {Feustle, Maristella},\n\tmonth = aug,\n\tyear = {2020},\n\tkeywords = {English},\n}\n\n
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\n A basic overview of MEI for beginners.\n
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\n\n \n \n Feustle, M.\n\n\n \n \n \n \n \n Intro to Notepad++.\n \n \n \n \n\n\n \n\n\n\n August 2020.\n
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@misc{feustle_intro_2020-2,\n\ttitle = {Intro to {Notepad}++},\n\turl = {https://hcommons.org/deposits/item/hc:39131/},\n\tabstract = {A guide to getting started with Notepad++ as an XML editor for MEI.},\n\tlanguage = {en-US},\n\turldate = {2021-09-28},\n\tauthor = {Feustle, Maristella},\n\tmonth = aug,\n\tyear = {2020},\n\tkeywords = {English},\n}\n\n
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\n A guide to getting started with Notepad++ as an XML editor for MEI.\n
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\n\n \n \n Feustle, M.\n\n\n \n \n \n \n \n Music Encoding Basics.\n \n \n \n \n\n\n \n\n\n\n August 2020.\n
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@misc{feustle_music_2020,\n\ttitle = {Music {Encoding} {Basics}},\n\turl = {https://hcommons.org/deposits/item/hc:39133/},\n\tabstract = {A brief discussion of how MEI works, with an introductory encoding exercise.},\n\tlanguage = {en-US},\n\turldate = {2021-09-28},\n\tauthor = {Feustle, Maristella},\n\tmonth = aug,\n\tyear = {2020},\n\tkeywords = {English},\n}\n\n
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\n A brief discussion of how MEI works, with an introductory encoding exercise.\n
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\n\n \n \n Feustle, M.\n\n\n \n \n \n \n \n MEI Cheat Sheet.\n \n \n \n \n\n\n \n\n\n\n August 2020.\n
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@misc{feustle_mei_2020,\n\ttitle = {{MEI} {Cheat} {Sheet}},\n\turl = {https://hcommons.org/deposits/item/hc:39025/},\n\tabstract = {A cheat sheet of basic code structures created for grad students working on a local project.},\n\tlanguage = {en-US},\n\turldate = {2021-09-28},\n\tauthor = {Feustle, Maristella},\n\tmonth = aug,\n\tyear = {2020},\n\tkeywords = {English},\n}\n
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\n A cheat sheet of basic code structures created for grad students working on a local project.\n
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