What a fascinating set of areas she's working in... I want to do this...

read [[Stephen Robertson]] in A New Graduate Course for 2022: Digital Scholarship

https://manifoldapp.org/

https://archaeologyofreading.org/ The Archaeology of Reading

The example of maps he shows here discusses a social interaction component which allows for an interdisciplinary approach to the knowledge scaffolding (especially if students shared their work with each other).

Are there other non-social affordances in this system? Affordances that would let an individual go further/faster by themselves?

http://annotatingausten.sfsuenglishdh.net/

Sample, Mark. “Notes towards a Deformed Humanities.” Academic blog. SampleReality (blog), May 2, 2012. https://samplereality.com/2012/05/02/notes-towards-a-deformed-humanities/.

A project of the Roy Rosenzweig Center for History and New Media https://rrchnm.org/portfolio-item/tropy/

Structures and Transformations of the Vocabulary of the Egyptian Language: Text and Knowledge Culture in Ancient Egypt. “Altägyptisches Wörterbuch: Berlin-Brandenburgische Akademie der Wissenschaften 1999,” 2007. https://web.archive.org/web/20180627163317/https://aaew.bbaw.de/wbhome/Broschuere/index.html.

In the early twentieth century one might have created a card index to study a large textual corpus, but in the twenty first one is more likely to rely on a relational database instead.

1478-1518, Notebook of Leonardo da Vinci (''The Codex Arundel''). A collection of papers written in Italian by Leonardo da Vinci (b. 1452, d. 1519), in his characteristic left-handed mirror-writing (reading from right to left), including diagrams, drawings and brief texts, covering a broad range of topics in science and art, as well as personal notes. The core of the notebook is a collection of materials that Leonardo describes as ''a collection without order, drawn from many papers, which I have copied here, hoping to arrange them later each in its place according to the subjects of which they treat'' (f. 1r), a collection he began in the house of Piero di Braccio Martelli in Florence, in 1508. To this notebook has subsequently been added a number of other loose papers containing writing and diagrams produced by Leonardo throughout his career. Decoration: Numerous diagrams.

https://pair.withgoogle.com/

People + AI Research (PAIR) is a multidisciplinary team at Google that explores the human side of AI by doing fundamental research, building tools, creating design frameworks, and working with diverse communities.

Codebreakers find long-lost secret letters of Scottish queen beheaded in 1587: "Like uncovering buried treasure"

https://de-crypt.org/

Lüdecke, Daniel. “Introduction to Luhmann’s Zettelkasten - Thinking and Its Technical Implementation.” Presented at the Trier Digital Humanities Autumn School 2015, Trier University, October 1, 2015. https://strengejacke.files.wordpress.com/2015/10/introduction-into-luhmanns-zettelkasten-thinking.pdf..

Stettler, Lucia. “Geheime Gästekartei überlebt Hotelbrand – und birgt Zündstoff.” Schweizer Radio und Fernsehen (SRF), April 8, 2021, sec. Kultur. https://www.srf.ch/kultur/gesellschaft-religion/brisanter-fund-geheime-gaestekartei-ueberlebt-hotelbrand-und-birgt-zuendstoff.

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>ManuelRodriguez331</span> in Advantages of Analog note taking : Zettelkasten (<time class='dt-published'>02/07/2023 08:33:25</time>)</cite></small>

https://www.srf.ch/kultur/gesellschaft-religion/brisanter-fund-geheime-gaestekartei-ueberlebt-hotelbrand-und-birgt-zuendstoff

cc: @remikalir: Interesting example here of a historical collection of business files annotated by hotel staff used in a digital humanities perspective for semantic shift and tracking antisemitism over time.

Published book:<br /> Hechenblaikner, Lois, Andrea Kühbacher, and Rolf Zollinger. Keine Ostergrüsse mehr!: Die geheime Gästekartei des Grand Hotel Waldhaus in Vulpera. 3rd ed. Zürich: Edition Patrick Frey, 2021.

Google Translate:

Lois Hechenblaikner, Andrea Kühbacher, Rolf Zollinger (editors): «No more Easter greetings! The secret guest file of the Grandhotel Waldhaus in Vulpera". Edition Patrick Frey, 2021.

The richly illustrated volume offers an exciting journey into a piece of Swiss tourism history: the editors have very carefully curated the 20,000 index cards from the years 1920-1960, structured them by topic and placed them in a larger, social context.

The readers learn a lot about the clientele in the Hotel Waldhaus, sometimes even in small biographical portraits; and they can use concrete examples to follow how the concierge's use of language has changed over time - especially in connection with Jewish guests, for example.

3.1 Guest Lecture: Lauren Klein » Q&A on "What is Feminist Data Science?"<br /> https://www.complexityexplorer.org/courses/162-foundations-applications-of-humanities-analytics/segments/15631

https://www.youtube.com/watch?v=c7HmG5b87B8

Theories of Power

Patricia Hill Collins' matrix of domination - no hierarchy, thus the matrix format

What are other broad theories of power? are there schools?

Relationship to Mary Parker Follett's work?

Bright, Liam Kofi, Daniel Malinsky, and Morgan Thompson. “Causally Interpreting Intersectionality Theory.” Philosophy of Science 83, no. 1 (January 2016): 60–81. https://doi.org/10.1086/684173.

about Bayesian modeling for intersectionality

Where is Foucault in all this? Klein may have references, as I've not got the context.

How do words index action? —Laura Klein

The power to shape discourse and choose words - relationship to soft power - linguistic memes

Color Conventions Project

20:15 Word embeddings as a method within her research

General result (outside of the proximal research) discussed: women are more likely to change language... references for this?

[[academic research skills]]: It's important to be aware of the current discussions within one's field. (LK)

36:36 quantitative imperialism is not the goal of humanities analytics, lived experiences are incredibly important as well. (DK)

This is a good example of the fuzzy sorts of boundaries created by adding probabilities to individuals and putting them into (equivalence) classes. They can provide distributions of likelihoods.

This expands on: https://hypothes.is/a/3FVi6JtXEe2Xwp_BIaCv5g

Reframing signal relationships into probability spaces may mean that signal relationships are symmetric.

How far can this be pressed? They'll also likely be reflexive and transitive (though the probability may be smaller here) and thus make an equivalence relation.

How far can we press this idea of equivalence relations here with respect to our work? Presumably it would work to the level of providing at least good general distribution?

https://www.complexityexplorer.org/courses/162-foundations-applications-of-humanities-analytics/segments/15617

https://www.youtube.com/watch?v=5pSGniUOyLc

Digital humanities aka Humanities Analytics

5:54 Simon DeDeo mentioned Alastair McKinnon the philosopher in the 60s did a stylopheric study of Kierkegaard pseudonyms - Kierkegaard's Pseudonyms: A New Hierarchy by Alastair McKinnon https://www.jstor.org/stable/20009297

Tools for supplementing research and scholarship

core audience is Ph.D. students

https://www.complexityexplorer.org/courses/162-foundations-applications-of-humanities-analytics/segments/15618

https://www.youtube.com/watch?v=7RV99eO_oZU

Foundations & Applications of Humanities Analytics

1.3 About the course

• history of space, genealogy
• science / tools for learning
• examples via guest lecturers

Simon and David indicate that they are not "two cultures" people.

"You can get really far by counting." -Simon DeDeo

Digital humanities is another method of storytelling.

Coptic Dictionary Online<br /> https://coptic-dictionary.org/search.cgi

Multiple dialects, scriptorium tags, and definitions in English, German, and French.

https://genizalab.princeton.edu/pgp-database/technical-history

Overview of the technical portions of the Princeton Geniza Lab operatioins.

https://genizalab.princeton.edu/events/2022/princeton-machine-learning-and-future-philology-symposium

Was this recorded?

Much like earlier scribal errors, there are textual errors inserted into digitization projects which may have gone from documentary originals, into handwritten (translated) copies, which then were copied manually via typewriter, and then copied again into some digital form, and then changed again into other digital forms as digital formats changed.

As a result it is often fruitful to be able to compare the various versions to see the sorts of errors which each level of copying can introduce. One might suppose that textual errors were only common when done by scribes using manual techniques, but it is just as likely for errors to be inserted between digital copies as well.

The Friedberg Judeo-Arabic Project contains a large corpus of Judeo-Arabic text which can be manually searched to help improve translations of texts, but it might also be profitably mined using information theoretic and corpus linguistic methods to provide larger group textual translations and suggestions at a grander scale.

Computer means can potentially be used to check or suggest potential "joins" of fragments of historical documents.

An example of some of this work can be seen in the Friedberg Genizah Project and their digital tools.

https://www.complexityexplorer.org/courses/162-foundations-applications-of-humanities-analytics

https://genizalab.princeton.edu/pgp-database/about

Use of DNA on rodents to indicate ancient trade and travel.

https://medium.com/@ben_fry/tracing-the-origin-65011dc20877

Could be interesting to apply this sort of process to a variety of texts over time. A draft of Mary Shelley's Frankenstein comes to mind.

How to view this through the lens of Thomas Kuhn's The Structure of Scientific Revolutions? particularly as this was the evolution of an idea by the same author over time...

It's a reasonable assumption that with the rise of digital contexts and the ease of cut and paste that people excerpting or quoting material are more likely to excerpt and quote longer passages because it is now easier to do.

Has anyone done research on showing that this is the case?

https://dhpraxis22.commons.gc.cuny.edu/digital-gardens-update-website-and-more/

A whole different type of digital gardens...

https://minicomp.github.io/wax/

This web project was mentioned to me by Jim Groom.

See also: - https://mcgrawect.princeton.edu/tool/wax/

https://archaeologyofreading.org/

The Archaeology of Reading in Early Modern Europe (AOR) uses digital technologies to enable the systematic exploration of the historical reading practices of Renaissance scholars nearly 450 years ago. This is possible through AOR’s corpus of thirty-six fully digitized and searchable versions of early printed books filled with tens of thousands of handwritten notes, left by two of the most dedicated readers of the early modern period: John Dee and Gabriel Harvey.

Perhaps some overlap here with: - Workshop in the History of Material Texts https://pennmaterialtexts.org/about/events/ - Book Traces https://booktraces.org via Andrew Stauffer, et al. - Schoenberg Institute's Coffe with a Codex https://schoenberginstitute.org/coffee-with-a-codex/ (perhaps to a lesser degree)

Online

• https://www.open.ac.uk/people/fb2982
• https://twitter.com/rhymesontheroad
• https://orcid.org/0000-0002-1456-7812

Short Bio

I joined The Open University in 2012 as a member of the Arts Faculty and I am now part of the School of Arts and Humanities and the English and Creative Writing Department. I hold a Laurea in Lettere Moderne from the University of Bologna, as well as an MA in Literature and Publishing and a PhD in English from the National University of Ireland, Galway.

My main role in the Faculty is to promote research in the Digital Humanities as the co-leader of DH_OU, the Digital Humanities at The Open University Research Collaboration (web and Twitter) and of the OOC DTP Digital Humanities training programme.

I am a member of the READ-IT project, the Reading Experience Database, the History of Books and Reading Research Group, the Gender and Otherness in the Humanities (GOTH) Research Centre, the European Romanticism in Association and RÊVE project and the Open Arts Archive.

During 2014-2019 I led the Arts and Humanities in the Digital Age training programme for the CHASE doctoral training partnership. In 2017 I was the Principal Investigator of the A Question of Style project, which was funded by a Research Society for Victorian Periodicals Field Development Grant. In 2016-2019 I was a member of the Executive Committee of the British Association for Romantic Studies (BARS) and of the International Executive Council of centerNet.

Select bibliography

• Understanding the phenomenology of reading through modelling (2021-01-26) Antonini, Alessio; Suárez-Figueroa, Mari Carmen; Adamou, Alessandro; Benatti, Francesca; Vignale, François; Gravier, Guillaume and Lupi, Lucia Semantic Web Journal, 12(2) (pp. 191-217)
• *ing the Written Word: Digital Humanities Methods for Book History (2020) Antonini, Alessio and Benatti, Francesca In : SHARP 2020: Power of the Written Word (11-15 Jul 2020, Amsterdam)

• https://kmi.open.ac.uk/people/member/alessio-antonini
• https://www.open.ac.uk/people/apa224
• https://orcid.org/0000-0002-3639-3622

Dr Alessio Antonini is a Research Associate at the Knowledge Media Institute (KMi), Open University, and a member of KMi's Intelligent Systems and Data Science group. Before joining KMi, he was a post-doc researcher in Urban Computing at the University of Turin, Italy. His research is on Human-Data Interaction (HDI) in applicative context of Civic Technologies, Smart City and Digital Humanities (DH) applications, in which contributed with more than 30 peer-reviewed papers. Transdisciplinary problems emerging from real-life scenarios are the focus of his research, approached through interdisciplinary collaborations, ranging from urban planning, philosophy, law, humanities, history and geography. He has extensive experience in EU and national projects, leading activities and work-packages in 14 projects. With more than ten years of professional practice, he as broad experience in leading R&D projects.

Select bibliography:

• Antonini, A., Benatti, F., Watson, N., King, E. and Gibson, J. (2021) Death and Transmediations: Manuscripts in the Age of Hypertext, HT '21: Proceedings of the 32th ACM Conference on Hypertext and Social Media, Virtual Event USA
• Vignale, F., Antonini, A. and Gravier, G. (2020) The Reading Experience Ontology (REO): Reusing and Extending CIDOC CRM, Digital Humanities Conference 2020, Ottawa
• Antonini, A. and Brooker, S. (2020) Mediation as Calibration: A Framework for Evaluating the Author/Reader Relation, Proceedings of the 31st ACM HyperText, Orlando, Florida, USA
• Antonini, A. and Benatti, F. (2020) *ing the Written Word: Digital Humanities Methods for Book History, SHARP 2020: Power of the Written Word, Amsterdam
• Antonini, A., (2020) Understanding the phenomenology of reading through modelling Understanding the phenomenology of reading through modelling, pp. (Early Access)
• Vignale, F., Benatti, F. and Antonini, A. (2019) Reading in Europe - Challenge and Case Studies of READ-IT Project, DH2019, Utrecht, Netherland
• Antonini, A., Vignale, F., Guillaume, G. and Brigitte, O. (2019) The Model of Reading: Modelling principles, Definitions, Schema, Alignments

This sort of objectification seems very similar to the type of erasure that Poland is doing with the Holocaust as they begin honoring Poles who helped Jews while simultaneously ignoring Poland's part in collaborating with the Nazis in creating the Holocaust.

How can we as a society and humanity add more care to these sorts of acts so as not to continue erasing the harm and better heal past wrongs?

Cross reference: https://www.nytimes.com/2022/01/29/opinion/holocaust-poland-europe.html and https://hyp.is/hrsb9oIOEey8sEObTYhk0A/www.nytimes.com/2022/01/29/opinion/holocaust-poland-europe.html

https://infohist.fas.harvard.edu/news/information-cultures-series-john-hopkins-university-press

This looks like a fascinating series and who could go wrong with Ann Blair, Anthony Grafton, and Earle Havens?

Also interesting to see what sorts of things they will find interesting at the cutting edge of all these disciplines.

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>whitney trettien</span> on Twitter: "I'm excited to share a digital edition of Susanna Collet's 17th-century commonplace book, held at @morganlibrary. @zoe_braccia & I made it using @digitalmappa. It features a full transcription/facsimile & a searchable library of Collet's source texts. https://t.co/VSCMmBhMS6 https://t.co/fyrbwS9kk1" (<time class='dt-published'>04/09/2021 10:49:31</time>)</cite></small>

Amalarius's Bells: An Old English and Medieval Latin Edition

An example of a book in Digital Mappa

This is a facsimile and diplomatic edition of Codex Vercellensis CXVII, Archivio e Biblioteca Capitolare di Vercelli.

An interesting example of a digitized version of a book.

I've seen some people building digital commonplace books in real time, but I'm also curious to see more academics doing it and seeing what tools and platforms they're using to do it.

Given the prevalence for these in text, I'd be particularly curious to see them being done as .txt or .md files and then imported into platforms like Obsidian, Roam Research, Org Mode, TiddlyWiki, et al for cross linking and backlinking.

I've seen some evidence of people doing some of this with copies of the bible, but yet to see anyone digitize and cross link old notebooks or commonplace books.

A fairly comprehensive list of problems and limitations that are often encountered with data as well as suggestions about who should be responsible for fixing them (from a journalistic perspective).

Spent some time browsing through the wealth of resources here. What a great site. Greg McVerry will appreciate it and many of the curated resources which he may be able to remix and reuse.

I'm curious how a model like Homebrew Website Club or regular DoOO meetups might be similar to or borrow from a teaching model like this class?

This is an interesting fact, usually when I think of visualization and data I go to the classic default charts and data. I'll have to keep this iin mind.

I really like this because I don't see it often and it actually does draw my eye to the data and capture my interest.

Not only are these representations nothing new to our society but they probably never will be old. Opinions and representation are not only situational, those with voices and power will use that to their advantage, whether or not it will land us with other algorithms and stereotypes.

It's a good thing google was exposed to the issues at hand and took action. As several other people have already mentioned in their annotations google has seen and responded to the racist algorithms and improved the search results drastically. This will teach youth much better examples of equality and power.

You can even see that the pictures for "beautiful men" were images of young, Caucasian males with chiseled, "imperfect" bodies. When did people decide that other cultures, shapes, and ethnicities weren't beautiful? It's a tragedy that we're recovering from globally and that will have tainted the visions of beauty for many people.

I think that this is incredibly important because while in the past years these campaigns and societal viewpoints have changed and come so far, for the better, there is still the ugly truth that there are and have been these algorithms and thoughts in the past that people were so unaware of. Many people, even people who may be very aware of what's happening in the world, need to be reminded and educated on these issues. Myself included, of course.

I believe that the collaboration between subjects is necessary to understand ideas and theories in a more holistic way. To successfully write a scientific journal on a new medical accomplishment one must understand how to use language, grammar, and vocabulary. To paint a world renowned artwork masterpiece, one must understand the mathematics of symmetry, spacing, and measurements. It seems only natural to me that the humanities partner with all disciplines to convey its topics and research, and computer science is one such discipline that makes the humanities more applicable and accessible by researchers and public alike.

This has recovered so many almost unrecognizable images from the past it's amazing. All these old, damaged documents that have been digitally revitalized is so wonderful, considering all the information we have obtained from said articles and photos.

and presented in an organized manner so we can actually follow it!

I like how this method is relatable because the analysis is what we've been familiar with through high school and university. For example in Literary Studies we learnt how to dissect poetry and pieces of literature. With the text analysis we can use the tactics we're already familiar with.

Google Scholar is a students best friend.

Anyone who has bee to a live concert after listening to the same songs on a cd or itunes can appreciate audio processing tools, as some artists sound far different without some digital "tweaking". The same goes for video, editing tools can create a entirely different product than the one shot live.

A more environmentally friendly way to make notes and organize thoughts, rather that printing off 80 pages of print, times 50 students, to preform comparative analysis on.

The sheer depth to which we are now able to study particular things with these tools is mind-boggling. Instead of being satisfied with your local library or towns collective Library resources, you can search for information across the globe, while not leaving your home. To be able to share and collaborate and display your work in an online forum is equally as amazing, considering how quickly this has come about.

This allows researchers and students to manipulate objects in their hands and explore different textures on the surface that 3D modeling just does not offer. It most definitely was a great invention!

I wonder what can be done to help increase the effectiveness of these apps? Handwritten letters can be hard to read depending on the persons neatness, maybe a larger database with a wider range of handwriting samples could be used to increase the independence of the app?

This really does help determine where your thoughts come from while writing a paper so that credit can be given where it is due to help minimize plagiarism.

As someone interested in geography and history, this application of the digital humanities is particularly intriguing. While I still do not fully grasp everything that digital humanities is and aims to do, I appreciate that the platform it gives can reach a far wider audience, myself included. There are so many things I would never have had the privilege of viewing if not for people participating in this discipline.

This is definitely me. I had no idea what to expect from digital humanities and still don't. I'm enjoying learning as we go and these articles definitely help.

I really enjoy this layout for a project because not only is it easy to understand and navigate but it incorporates all of this generation's favourite medias; photo, video, sound, and text.

Sharing research on a digital platform creates the ability to reach many more people. A Ted talk, for example, can be viewed live by say, a couple thousand people; throw it up on the world wide web and your audience just grew exponentially.

I beg to differ. I am currently taking three courses, a psych and a geography in addition to this one. I have spent the most time on this one, with the least results. However, that just means the rewards will be greater when I figure it all out, right? As well, everything I learn in this course could be applied to many other subjects, which is an exciting prospect. I found the black on grey extremely hard to read, something I will keep in mind when creating my own blog.

Sharing research encourages communication and the development of ideas and theories which is what research is all about so blog spaces and web spaces are a great way to achieve this successfully and across the web.

Libraries will never go out of style, and there is nothing quite like curling up in your favourite cozy spot, be it the beach or a recliner by the fireplace, and escaping into a good book. However, having access to a multitude of peer reviewed research articles at the tips of your fingers makes a world of difference, especially to students. As a working single Mom, having the ability to tuck my kid in at night and sit down to look up resources has made education much more accessible. For young students juggling jobs and school, I am sure this is an invaluable tool as well.

It is absolutely INSANE that they were able to digitally map a 224 feet long, 11th century tapestry so that scholars could scroll through it and study it. I cannot wrap my brain around this, it's just something I never thought people would do or even could do. This fact has opened my eyes quite a bit.

These advanced have progressed medicine and sciences so far it's incredible. Think of all of the treatments and research data we never would've had without these advancements and technologies. Hundreds of thousands of lives have been saved or qualities of life improved due to technology and it's only going to keep going.

To think that we use online chats so casually, with family, friends and colleagues from all over the world, and it was only thirty short years ago that the first "electronic seminar" was introduced.

I was just finishing high school when the internet became mainstream. In the following twenty-three years, we have seen an explosion of new developments as well as greater access to technology that is still relatively new. The implications for how knowledge can be shared and expanded upon is incredible.

Question - What were some of the issues that arose with the TEI's adoption as a model in digital library projects?

The ability to add tags where needed throughout the texts seems to be a positive aspect due to the added ease of searching key words and it being included in said search.

This addition to the media made internet education and research even more advanced and helpful. And it also added a whole new level to entertainment that is very wonderful!

I find it very interesting how materials made by human beings were put into a machine and rendered virtually unintelligible until man came through again by creating a code. It's fascinating to read how much work "creating the internet" was and it makes me very appreciative that I wasn't the one who had to do it.

Some of the reasons why views are getting so extreme.

useful insights here re: scholarly publishing in the humanities

Human eye/analysis is limited. Technology enhances visibility.

Is New Historicism close or distant reading? The latter, right? But nonetheless deeply human, perhaps more so than "close reading" criticized as privileging text over lived reality.

This is important! I think that many classes are starting to use digital tools to asses and accelerate learning in their classrooms and it would be important to take a class in digital humanities in order to get a background into the different tools/methods presented.

I think the scope of what the author wants to do in positioning the work of the DH community as 'one cohesive and improbably hopeful possibility' is idealistic. The reason I say this is that as a new student to DH, I am still trying to define what DH actually is and the many areas of scholarship it can be applied to. I do believe that it is very fragmented and to be honest cannot see at this stage how the author could possibly position DH cohesively.

Just a tool of efficiency or for noticing unrecognized patterns through a different means of analysis. Both, IMO.

DH as moving English more toward the statistical...

Great explanation, for me, of the turn to DH.

This is great: digital as means but also object of study.

And with...

Love this too. Learning to use the technology, but also reflecting on its significance.

I love the process and products here. New research methods and new method of publication.

From this start, this article doesn't seem based in the same reality I've been observing.

1) I don't see/or hear DH as a "corrective" so much as an "alternative."

2) DH seems pretty self-conscious about Silicon Valley utopianism. In fact, I'd argue that it's voices from DH that have been most savvy about deconstructing that rhetoric.

Doesn't this obfuscate the process? Literature became digital. Digital enables a wide range of futther activity to take place on top of literature, including, perhaps, it's datafication.

Yes, of course. But it's ironic that this three post tirade begins with a rather distant reading of the MLA program.

In the above performance of close reading, is the evidence more "inescapable"? Isn't is always in the fullness of the argumentation no matter where the data comes from?

Is this really how it played/plays out? I have an idea about something that I then confirm in the facts?

I continue to think this binary is false. Perhaps historically the liberal arts was established and viewed as an oasis. But in my experience there was always a connection between my academic work, from grade school to grad school, and the "real world." The connection might not always have been as direct and explicit to be vocational, but nonetheless is was there and it was felt.

LOL. I was in the middle of a dissertation when this was published: not just an English major, but a doctoral candidate.

Isn't this a little like a movie reviewer saying, "I haven't seen this movie, but here's the problem with it"?

Asociación para las humanidades digitales en Colombia

What a great event! It should definitely happen more often.

The College of Arts & Letters is home to the Digital Humanities program, which includes an undergraduate minor and a graduate certificate. Rather than establishing Critical Diversity in a Digital Age as an independent initiative, we might perhaps better understand it as the very method through in which we practice digital humanities at MSU.

If DH@MSU is animated by a critical diversity approach, we will develop a curriculum that refines our focus on critical diversity in a digital age.

By focusing on diversifying the DH curriculum, we should be able to attract a more diverse group of strong undergraduates and to recruit a cohort of innovative faculty and graduate students from traditionally underrepresented groups.

As we develop the Critical Diversity in a Digital Age initiative, we invite annotations and comments here on Hypothes.is.

Please use the #MSUCDDA tag to help us curate engagement with the initiative here on Hypothes.is.

To me, the most interesting about this program is that it sounds like it’s targeting post-secondary institutions. There are multiple programs to “teach kids to code”. Compulsory education (primary and secondary) can provide a great context for these, in part because the type of learning involved is so broad and pedagogical skills are so recognized. In post-secondary contexts, however, there’s a strong tendency to limit coding to very specific contexts, including Computer Science or individual programs. We probably take for granted that people who need broad coding skills can develop them outside of their college and university programs. In a way, this isn’t that surprising if we’re to compare coding to very basic skills, like typing. Though there are probably many universities and colleges where students can get trained in typing, it’s very separate from the curriculum. It might be “college prep”, but it’s not really a college prerequisite. And there isn’t that much support in post-secondary education. Of course, there are many programs, in any discipline, giving a lot of weight to coding skills. For instance, learners in Digital Humanities probably hone in their ability to code, at some point in their career. And it’s probably hard for most digital arts programs to avoid at least some training in programming languages. It’s just that these “general” programs in coding tend to focus almost exclusively on so-called “K–12 Education”. That this program focuses on diversity is also interesting. Not surprising, as many such initiatives have to do with inequalities, real or perceived. But it might be where something so general can have an impact in Higher Education. It’s also interesting to notice that there isn’t much in terms of branding or otherwise which explicitly connects this initiative with colleges and universities. Pictures on the site show (diverse) adults, presumably registered students at universities and colleges where “education partners” are to be found. But it sounds like the idea of a “school” is purposefully left quite broad or even ambiguous. Of course, these programs might also benefit adult learners who aren’t registered at a formal institution of higher learning. Which would make it closer to “para-educational” programs. In fact, there might something of a lesson for the future of universities and colleges.

To me, the most interesting about this program is that it sounds like it’s targeting post-secondary institutions. There are multiple programs to “teach kids to code”. Compulsory education (primary and secondary) can provide a great context for these, in part because the type of learning involved is so broad and pedagogical skills are so recognized. In post-secondary contexts, however, there’s a strong tendency to limit coding to very specific contexts, including Computer Science or individual programs. We probably take for granted that people who need broad coding skills can develop them outside of their college and university programs. In a way, this isn’t that surprising if we’re to compare coding to very basic skills, like typing. Though there are probably many universities and colleges where students can get trained in typing, it’s very separate from the curriculum. It might be “college prep”, but it’s not really a college prerequisite. And there isn’t that much support in post-secondary education. Of course, there are many programs, in any discipline, giving a lot of weight to coding skills. For instance, learners in Digital Humanities probably hone in their ability to code, at some point in their career. And it’s probably hard for most digital arts programs to avoid at least some training in programming languages. It’s just that these “general” programs in coding tend to focus almost exclusively on so-called “K–12 Education”. That this program focuses on diversity is also interesting. Not surprising, as many such initiatives have to do with inequalities, real or perceived. But it might be where something so general can have an impact in Higher Education. It’s also interesting to notice that there isn’t much in terms of branding or otherwise which explicitly connects this initiative with colleges and universities. Pictures on the site show (diverse) adults, presumably registered students at universities and colleges where “education partners” are to be found. But it sounds like the idea of a “school” is purposefully left quite broad or even ambiguous. Of course, these programs might also benefit adult learners who aren’t registered at a formal institution of higher learning. Which would make it closer to “para-educational” programs. In fact, there might something of a lesson for the future of universities and colleges.

Page 8

Jockers talking about the old approach in the 1990s to anecdotal evidence:

… in the 1990s, gathering literary evidence meant reading books, noting "things" (a phallic symbol here, a bibliographical reference there, a stylistic flourish, an allusion, and so on) and then interpreting: making sense and arguments out of those observations. Today, in the age of digital libraries and large-scale book-digitization projects, the nature of the "evidence" available to us has changed, radically. Which is not to say that we should no longer read books looking for, or noting, random "things," but rather to emphasize that massive digital corpora offer is unprecedented access to literally record an invite, even demand, a new type of evidence gathering and meaning making. The literary scholar of the 21st-century can no longer be content with anecdotal evidence, with random "things" gathered from a few, even "representative," text. We must strive to understand the things we find interesting in the context of everything else, including a massive possibly "uninteresting" text.

Pages 7 and 8

Jockers is talking here about Ian Watt’s method in Rise of the Novel

What are we to do with the other three to five thousand works of fiction published in the eighteenth century? What of the works that Watt did not observe and account for with his methodology, and how are we to now account for works not penned by Defoe, by Richardson, or by Fielding? Might other novelists tell a different story? Can we, in good conscience, even believe that Defoe, Richardson, and Fielding are representative writers? Watt’s sampling was not random; it was quite the opposite. But perhaps we only need to believe that these three (male) authors are representative of the trend towards "realism" that flourished in the nineteenth century. Accepting this premise makes Watts magnificent synthesis into no more than a self-fulfilling project, a project in which the books are stacked in advance. No matter what we think of the sample, we must question whether in fact realism really did flourish. Even before that, we really ought to define what it means "to flourish" in the first place. Flourishing certainly seems to be the sort of thing that could, and ought, to be measured. Watt had no yardstick against which to make such a measurement. He had only a few hundred texts that he had read. Today things are different. The larger literary record can no longer be ignored: it is here, and much of it is now accessible.

Jockers, Matthew L. 2013. Macroanalysis: Digital Methods and Literary History. Topics in the Digital Humanities. Urbana, IL: University of Illinois Press.

Page 16

One benefit of traditional hermeneutical practices such as close reading is that the trained reader need not install anything, run any software, wrestle with settings, or wait for results. The experienced reader can just enjoy iteratively reading, thinking, and rereading. Similarly the reader of another person's interpretation, if the book being interpreted is at hand, can just pick it up, follow the references, and recapitulate the reading. To be as effective as close reading, analytical methods have to be significantly easier to apply and understand. They have to be like reading, or, better yet, a part of reading. Those invested in the use of digital analytics need to think differently about what is shown and what is hidden: the rhetorical presentation of analytics matters. Further, literary readers of interpretive works want to learn about the interpretation. Much of the literature in journals devoted to humanities computing suffers from being mostly about the computing; it is hard to find scholarship that is addressed to literary scholars and is based in computing practices.

Page 15

Rockwell and Sinclair call for

a new kind of literacy that allows us to continue our pursuits as humanities scholars in the changing world we find ourselves in.

Pages 1-2

… Practices are changing. Older forms of communal inquiry are being remixed into modern research. We have come to recognize how intellectual work is participatory even when it includes moments of solitary meditation. Internet conferencing tools allow us to remediate dialogical practices, collaborative communities such as Wikipedia and Twitter depend on contributions by a large group of users, and the communal research cultures of the arts collective or engineering lab are influencing the humanities. Accessible computing, data availability, and new media opportunities have provoked textual disciplines to think again about our practices and methods as we build digital libraries, process millions of books, and imagine research cyber-infrastructure that can support the next generation of scholars. We have recently begun imagining large-scale humanities-based projects that require a variety of skills for implementation – skills rarely found in a solitary scholar/programmer, let alone in a Cartesian humanist. We find ourselves working in teams, reflecting on how to best organize them and then reflecting on what it means to think through with others. This inevitably turns to methodological reflection that takes new media into account as we try to balance our traditional Cartesian values with the opportunities of open and communal work.

Pages 220-221

Digital Humanities projects result in two general types of products. Digital libraries arise from scholarly collaborations and the initiatives of cultural heritage institutions to digitize their sources. These collections are popular for research and education. … The other general category of digital humanities products consist of assemblages of digitized cultural objects with associated analyses and interpretations. These are the equivalent of digital books in that they present an integrated research story, but they are much more, as they often include interactive components and direct links to the original sources on which the scholarship is based. … Projects that integrate digital records for widely scattered objects are a mix of a digital library and an assemblage.

Borgman, Christine L. 2007. Scholarship in the Digital Age: Information, Infrastructure, and the Internet. Cambridge, Mass: MIT Press.

My notes

p. 6

Retrieval methods designed for small databases decline rapidly in effectiveness as collections grow...

This is an interesting point that is missed in the Distant reading controversies: its all very well to say that you prefer close reading, but close reading doesn't scale--or rather the methodologies used to decide what to close read were developed when big data didn't exist. How to you combine that when you can read everything. I.e. You close read Dickins because he's what survived the 19th C as being worth reading. But now, if we could recover everything from the 19th C how do you justify methodologically not looking more widely?

p. 141

Initially, the digital humanities consisted of the curation and analysis of data that were born digital, and the digitisation and archiving projects that sought to render analogue texts and material objects into digital forms that could be organised and searched and be subjects to basic forms of overarching, automated or guided analysis, such as summary visualisations of content or connections between documents, people or places. Subsequently, its advocates have argued that the field has evolved to provide more sophisticated tools for handling, searching, linking, sharing and analysing data that seek to complement and augment existing humanities methods, and facilitate traditional forms of interpretation and theory building, rather than replacing traditional methods or providing an empiricist or positivistic approach to humanities scholarship.

summary of history of digital humanities

Structure of the fundamentals class

The structure of the camp

description of DHSI

Bialkowski, Voytek, Rebecca Niles, and Alan Galey. 2011. “The Digital Humanities Summer Institute and Extra-Institutional Modes of Engagement.” Faculty of Information Quarterly 3 (3): 19–29. http://current.ischool.utoronto.ca/system/files/pages/publications/fiq_3-3.pdf#page=19.

Jänicke, S., G. Franzini, M. F. Cheema, and G. Scheuermann. n.d. “On Close and Distant Reading in Digital Humanities: A Survey and Future Challenges.”

Benardou, Agiatis, Panos Constantopoulos, and Costis Dallas. 2013. “An Approach to Analyzing Working Practices of Research Communities in the Humanities.” International Journal of Humanities and Arts Computing 7 (1–2): 105–27. doi:10.3366/ijhac.2013.0084.

p. 53

Discussion of collaboration in DH:

Collaboration is not, however, without its own problems and challenges, as scientific research practices have demonstrated. Aside from questions about how collaborative work will be reviewed for tenure and promotion, internal procedures for distributing authority, making editorial decisions, and apportioning credit (an especially crucial issue for graduate students and junior faculty) are typically worked out on a case-by-case basis with digital humanities projects.... Precedents worked out for scientific laboratories may not be appropriate for the digital humanities. While the lead scientist customarily receives authorship credit for all publications emerging from his laboratory, the digital humanities, with a stronger tradition of single authorship, may choose to craft very different kinds of protocols for deciding authorship credit, including giving <pb n="54"/>authorship credit (as opposed to acknowledgement) for the creative work of paid technical staff.