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Eetsii Tthak T'agwahii Getr'ootanahchàh

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Eetsii tthak t’agwahii getr’ootanahchàh (Learning About the Machine that Does It All) Digital Content and Connectivity with Dinjii Zhuh Contexts Student Workbook DIGITAL CONTENT AND CONNECTIVITY WITH DINJII ZHUH CONTEXTS Eetsii tthak t’agwahii getr’ootanahchàh (Learning About the Machine that Does It All) Digital Content and Connectivity with Dinjii Zhuh Contexts R. McMahon; M.McNally; C.Fraser; H.Pearce; T.Fontaine This digital literacy resource is designed as a freely available Open Educational Resource (OER), licensed through a Creative Commons Attribution-NonCommercial 4.0 International License.1 Photographs and illustrations are not subject to this licence. ISBN 978-1-7750507-4-2 1 Link: https://creativecommons.org/licenses/by-nc/4.0/ 2 Acknowledgements The University of Alberta, in partnership with the Gwich’in Tribal Council (GTC), is pleased to provide this learning resource, which was developed to accompany digital literacy pilot workshops that we facilitated and delivered in June 2017 and 2018 on the traditional territories of the Dinjii Zhuh (Gwich’in peoples) and Inuvialuit nations. We acknowledge the significance of Treaty 11 (1921), Inuvialuit Final Agreement (1984), and Gwich’in Comprehensive Land Claim Agreement (1992). We recognize the moral, intellectual, and cultural rights of Dinjii Zhuh and Inuvialuit as the sole owners of their knowledge, including (but not limited to): • Cultural heritage objects • Scientific, technical, and ecological knowledge • Documentation of local Indigenous knowledge in all forms • Literary and artistic works This is a joint project between the GTC and the University of Alberta’s Faculties of Extension and Education. It was made possible through funding support from the Canadian Internet Registration Authority’s Community Investment Program (CIRA). We also received travel support for our June 2018 workshops from the Government of the Northwest Territories Department of Education, Culture & Employment. The GTC also provided support for this project. This learning resource was jointly developed by the project team: Dr. Rob McMahon, Associate Professor, Master of Arts in Communications and Technology Program, Faculty of Extension, University of Alberta Dr. Michael B. McNally, Associate Professor, School of Library and Information Studies, Faculty of Education, University of Alberta Crystal Gail Fraser, PhD Candidate and Contract Instructor, Department of History & Classics, University of Alberta Hanne Pearce, MLIS and MA in Communications & Technology, University of Alberta Trish Fontaine, MA in Communications & Technology, Program Coordinator, UAlberta North We are pleased to have worked closely with the GTC on developing this curriculum. Many thanks to Carolyn Lennie, Tony Devlin, Suraj Chhetri, and other GTC staff for your continued support and direction. The project could not have taken place without the strong support and involvement of GTC staff during the conception, planning, and implementation of our June 2017 pilot project and the follow-up workshops in 2018. Special thanks to Sharon Snowshoe, Alestine Andre, and Ingrid Kritsch. Hą̀į’ choo to Agnes Mitchell for providing a translation of the project name and land acknowledgement into Dinjii Zhuh Ginjik (Gwich’in language). We thank UAlberta North for planning, funding, and on-site staffing support for the workshops and related activities. A special hą̀į’ choo to those who expressed an interest in our project. Tania Larsson, Jacey Firth-Hagen, Kristian Binder, Dennis Allen, Angela Koe, and Annie Buckle have provided new insights into the digital innovations and challenges in the North. We are honoured to share their stories in this publication. We also thank our workshop participants, who provided helpful feedback that supported the development and improvement of these resources. DIGITAL CONTENT AND CONNECTIVITY WITH DINJII ZHUH CONTEXTS We thank Dr. Ali Shiri (School of Library and Information Studies, University of Alberta) and Lyle Fabian, Katlotech Communications Ltd. for providing webinars about digital content and digital connectivity in the North during the lead-up to the June 2018 workshops. Links to recordings of these webinars are available in this workbook. We also thank the following individuals for contributing their expertise on different aspects of digital content/connectivity: • Sharon Farnel, University of Alberta (Metadata advice, sharing her knowledge of decolonizing description/metadata) • Michael Wynne, Washington State University (Mukurtu Indigenous content management system) • Dr. Jane Andersen, New York University (Local Contexts; Intellectual property and Indigenous peoples) • Catherine Bell, University of Alberta (Intellectual property, intangible cultural heritage and Indigenous peoples) • First Nations Information Governance Centre (OCAP® principles) • Students of the Winter 2018 LIS 598 Information Policy Class, University of Alberta (Pilot testing ‘Make the net-work’ guided learning exercise) A summary article about this project is published in Northern Public Affairs.1 Graphic design and layout of this handbook, including cover, is by Hanne Pearce. This digital literacy resource is designed as a freely available Open Educational Resource (OER), licensed through a Creative Commons Attribution-NonCommercial 4.0 International License.2 Photographs and illustrations are not subject to this licence. ISBN 978-1-7750507-4-2 1 Link: http://www.northernpublicaffairs.ca/index/volume-6-special-issue-2-connectivity-in-northern-indige- nous-communities/exploring-digital-literacy-learning-with-the-gwichin-tribal-council/ 2 Link: https://creativecommons.org/licenses/by-nc/4.0/ 4 STUDENT WORKBOOK Table of Contents Meet the Gwich’in Digital Literacy Project Team 8 Learning Objectives 10 Course Objectives 10 Our Approach 11 Module 1: Introduction to Digital Content 11 A Short History of Dinjii Zhuh Oral Culture and Media 13 Digital Innovators and Communications Organizations 21 Gwich’in Tribal Council’s Department of Cultural Heritage 21 Native Communications Society (NCS) of the NWT 22 CKLB Radio 24 Angela Koe 25 Jacey Firth-Hagen 26 Discussion Questions: Northern and Indigenous Innovators 28 Digital Content vs. Analogue Content 29 What is Digital Content? 29 Workshop Activity: Lifecycles of a Digital Photograph Step 1: Let’s Create a Digital Object 31 Step 2: Saving Your Digital Object to Your Computer 31 Formats: Types of Digital Content 32 How Do We Make Content Digital? 32 Digitizing Techniques 33 What is Needed to Support Digital Content? 33 Discussion Questions: Making Content Digital 34 Workshop Activity: Lifecycles of a Digital Photograph Step 3: Viewing Device-Driven Metadata 35 Discussion Questions: Device-Driven Metadata 36 Module 2: Organizing Digital Content 37 Digitizing Content Changes the Content 38 How is Digital Content Organized? 39 Website Access Rules: Front-end and Back-end of Websites 40 Mukurtu Digital Library: Plateau Peoples Web Portal 43 Introducing Metadata: How is this relevant to me? 43 Types of Metadata 44 Activity - Lifecycles of a Digital Photograph Step 4: Uploading the digital object into Mukurtu 46 The Gwich’in Tribal Council’s Management of Metadata 47 Discussion Questions: Subjective and Objective Metadata 47 Presenting, Archiving, and Preserving Content 48 Digital Innovations: Digital Libraries 48 Examples of Digital Libraries 49 Archiving and Preservation 49 Barriers to Archiving and Preservation 51 Discussion Questions: Archiving and Preservation 52 5 DIGITAL CONTENT AND CONNECTIVITY WITH DINJII ZHUH CONTEXTS Module 3: Protecting Digital Content 53 Who Owns Digital Content? 53 Tools to Manage and Protect Digital Content 53 Legal Rules: Copyright (and its Alternatives) 54 Activity: Can you use it? 56 Authors, Publishers, Employers, and “Rights Holders” 56 Discussion Questions: Copyright (and its Alternatives) 57 Copyright and Indigenous Cultural Rights 58 Cultural rules and knowledge-sharing protocols 59 Technical Rules: Mukurtu 61 Activity - Lifecycles of a Digital Photograph Step 6: Communities and Protocols in Mukurtu 62 Discussion Questions: Technical Rules 63 Educational Rules: Local Contexts and TK licenses 64 Discussion Questions: Digital Rights 65 Module 4: Using Broadband 66 What is Broadband? 68 Discussion Questions: What is Broadband 68 Broadband Development in the NWT 70 Broadband Benefits and Challenges for Communities 72 Tania Larsson, Teetł’it Gwich’in and Business Owner 73 Activity - Make the Net-Work 76 Step 1: Benefits and Consequences of Improved Digital Connectivity 77 Broadband in Canada: Geographical Digital Divides 78 Geographic Paradox of Telecom Development 78 Activity - Make the Net-Work Step 2: Broadband and the Environment 80 The ‘Whole Community’ Approach 81 Identifying Community Assets 84 Activity - Make the Net-Work Step 3: Let’s Find and Place Our Community Assets 85 Community Assets for Broadband Development 86 Module 5: Broadband Technologies 87 Types of Broadband Connection Technology & Speed Comparison 87 Fixed Wireless Access (FWA) 88 Mobile/Cellular Networks 89 Wireless Mesh Networks 89 Digital Subscriber Line (DSL) 90 Coaxial Cable 90 Fibre 91 Wired Versus Wireless Networks 91 Activity: Make the ‘Net-Work’ Step 4: Find and Place Wired and Wireless Network Pieces 93 Local and Backbone Networks 95 Backhaul Networks 96 PoP (Point of Presence) 96 Demand Aggregation and Benefits of the ‘Whole Community’ Approach 96 6 STUDENT WORKBOOK Regional Broadband Infrastructure: Connecting Communities 97 Regional Broadband Projects in the NWT:
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