Group items tagged

One problem is that participation is largely taken for granted and under theorized in many classrooms. The way we make use of a term like participation is in need of rescuing: moving away from a limited view of participation as it is often linked to motivation, engagement, or hand-raising and toward the view that participation as a concept is more generative when connected to the idea of membership in communities of practice (Wenger, 1998). Our limited view of participation is evident by simply turning to the language included in most syllabi: often, syllabi list “participation points” as part of the grade of the course. I find this to be an odd way to think about participation. What we often mean is that we will give students some points for “talking in class” and “raising their hands.” But demonstrating engagement by hand-raising and talk are fairly limited views of participation, and in fact, these ways of being are more connected to performance — acting like a student — than participation. We certainly want students to participate more than 10 percent, or even half, of the time. Are they participating when they are listening and pondering the ideas of their peers? Of course they are, but how do they demonstrate that? In thinking about course design, we should consider how students become members of our classroom community and our disciplines. Social media sites can open up other avenues for participation, and further, connect students to communities of practice outside our classrooms that they hope to enter.

Second, there is very little coverage of Web archiving, which is clearly by far the largest and most important digital preservation initiative both for current and future readers. The Internet Archive rates only two mentions, in the middle of a list of activities and in a footnote. This is despite the fact that archive.org is currently the 211th most visited site in the US (272nd globally) with over 5.5M registered users, adding over 500 per day, and serving nearly 4M unique IPs per day. For comparison, the Library of Congress currently ranks 1439th in the US (5441st globally). The Internet Archive's Web collection alone probably dwarfs all other digital preservation efforts combined both in size and in usage. Not to mention their vast collections of software, digitized books, audio, video and TV news.. Rieger writes: There is a lack of understanding about how archived websites are discovered, used, and referenced. “Researchers prefer to cite the original live-web as it is easier and shorter,” pointed out one of the experts. “There is limited awareness of the existence of web archives and lack of community consensus on how to treat them in scholarly work. The problems are not about technology any more, it is about usability, awareness, and scholarly practices.” The interviewee referred to a recent CRL study based on an analysis of referrals to archived content from papers that concluded that the citations were mainly to articles about web archiving projects. It is surprising that the report doesn't point out that the responsibility for educating scholars in the use of resources lies with the "experts and thought leaders" from institutions such as the University of California, Michigan State, Cornell, MIT, NYU and Virginia Tech. That these "experts and thought leaders" don't consider the Internet Archive to be a resource worth mentioning might have something to do with the fact that their scholars don't know that they should be using it. A report whose first major section, entitled "What's Working Well", totally fails to acknowledge the single most important digital preservation effort of the last two decades clearly lacks credibility

Finally, there is no acknowledgement that the most serious challenge facing the field is economic. Except for a few corner cases, we know how to do digital preservation, we just don't want to pay enough to have it done. Thus the key challenge is to achieve some mixture of significant increase in funding for, and significant cost reduction in the processes of, digital preservation. Information technology processes naturally have very strong economies of scale, which result in winner-take-all markets (as W. Brian Arthur pointed out in 1985). It is notable that the report doesn't mention the winners we already have, in Web and source code archiving, and in emulation. All are at the point where a competitor is unlikely to be viable. To be affordable, digital preservation needs to be done at scale. The report's orientation is very much "let a thousand flowers bloom", which in IT markets only happens at a very early stage. This is likely the result of talking only to people nurturing a small-scale flower, not to people who have already dominated their market niche. It is certainly a risk that each area will have a single point of failure, but trying to fight against the inherent economics of IT pretty much guarantees ineffectiveness.

1) The big successes in the field haven't come from consensus building around a roadmap, they have come from idiosyncratic individuals such as Brewster Kahle, Roberto di Cosmo and Jason Scott identifying a need and building a system to address it no matter what "the community" thinks. We have a couple of decades of experience showing that "the community" is incapable of coming to a coherent consensus that leads to action on a scale appropriate to the problem. In any case, describing road-mapping as "research" is a stretch. 2) Under severe funding pressure, almost all libraries have de-emphasized their custodial role of building collections in favor of responding to immediate client needs. Rieger writes: As one interviewee stated, library leaders have “shifted their attention from seeing preservation as a moral imperative to catering to the university’s immediate needs.” Regrettably, but inevitably given the economics of IT markets, this provides a market opportunity for outsourcing. Ithaka has exploited one such opportunity with Portico. This bullet does describe "research" in the sense of "market research".  Success is, however, much more likely to come from the success of an individual effort than from a consensus about what should be done among people who can't actually do it. 3) In the current climate, increased funding for libraries and archives simply isn't going to happen. These institutions have shown a marked reluctance to divert their shrinking funds from legacy to digital media. Thus the research topic with the greatest leverage in turning funds into preserved digital content is into increasing the cost-effectiveness of the tools, processes and infrastructure of digital preservation.

Although sometimes confused with digital scholarship centers, digital humanities centers are often specialized research centers led by a group of faculty and serving only select disciplines rather than a broad campus community. Also, libraries often play only a peripheral role in digital humanities centers.1 In contrast, libraries or IT organizations have a key role in digital scholarship centers.

These studies demonstrate some evidence for the existence of disciplinary differences in technology adoption, which suggests that there is not a homogeneous form of “scholarship” within academia.

This speed may create lower levels of accuracy and reliability. I’ve seen first-hand how rapid publication practices, driven by competitive forces as well as the tempting capabilities of Internet publishing, can lead to an increase in corrections and errata at scientific journals. There is a price to pay to squeezing the time to publication down to its absolute minimum. The aggregate rise in corrections and retractions across the journals system may provide more evidence that haste makes waste. With questions of the quality and legitimacy of the reports published in journals arising in the mainstream media, the costs of speed to our brands and the overall reputation of the industry may be worth reconsidering. Moreover, is rapid publication where the competitive advantage currently resides? Or has the strategic ground shifted?

Perhaps, instead, the strategic differentiator for journals isn’t unpredictable schedules, rapid publication, and error-prone publishing of scientific reports. With preprint servers supporting rapid, preliminary publication in an environment that is actually more supportive of amendments/corrections, speed, and unpredictability, perhaps journals should rethink shouldering the load of and courting the risks of rapid publication. More importantly, there are indications that coordinating with your audience, taking more time to fact-check and edit, and returning to a higher level of quality may be the smart move. Journals don’t have to perform every publishing trick anymore. Maybe it’s time to return to doing what they do best — vetting information carefully, validating claims as best they can, and ensuring novelty, quality, relevance, and importance around what they choose to publish.

When infrastructure is understood as an irrational social formation, emotional labor tends to compensate for a perceived lack of resources. Scholars who are used to the invisibility of traditional library services, for instance, find that digital projects expose hierarchies and bureaucracies that they don’t want to negotiate or even think about, and the DH librarian or one of her colleagues steps in to run interference. Why can’t the dean of libraries just tell that department to create the metadata for my project? After all, they already create metadata for the library’s systems. Why can’t web programming be a service you provide to me like interlibrary loan? I thought the library was here to support my scholarship. Why can’t you maintain my website after I retire–exactly the way it looks and feels today, plus update it as technology changes? In some conversations, these questions may be rhetorical; it may take emotional labor to answer them, but doing so exposes the workings of the library’s infrastructure–its social stack.

How does DH fit within this megastructure? According to some critics, DH is part of the problem of the neoliberal university because it privileges networked, collaborative scholarship over individual production. If creating a tool (hacking) or using computational methods has the same scholarly significance as writing a monograph, then individualized knowledge pursued for its own sake, the struggle at the heart of humanistic inquiry, is devalued. Yet writing a book always depended on invisible (gendered) labor in the academy. Word processing, library automation, and widespread digitization are just three examples of the support labor for traditional scholarly work that Bratton’s globalized technology Stack has absorbed. (And we know that the fruits of that labor are in no way distributed equitably.) What has changed in the neoliberal university is that the humanities scholar becomes one more node in a knowledge-producing system. Does it matter, then, whether DH work produces ideas or things, critics say, if all are absorbed into a totalizing system that elides the individual scholar’s privileged position? This is of course a vision of scholarship that is traditionally specific to the humanities; lab science and the performing arts, for example, have always been deeply collaborative (but with their own systems of privilege and credit).

Here are a few specific examples you can apply to your instructional design process to help learners with metacognition: Model the metacognitive process during instruction (or in one-on-one consultations) to ask and reflect on big picture questions such as: “What questions can you answer with this tool?” “What can you not do with this tool?” Keep in mind some answers may be simple (e.g., this tool can only work with data in this way, so it is excluded automatically). Also, “Did I get the results I expected? What could I have done differently?” Start with inquiry and build conversations based on the learner’s answers. “Is it the data that does not work? Or is the research question fundamentally wrong to begin with?” Collaborate with faculty to teach together, modelling your practices while demonstrating a specific tool. This could include thinking aloud as you make decisions so learners can self-correct assumptions. Also, be aware of your own expert bias so you can demonstrate how to clear obstacles. Ask learners to specifically define what is difficult for them during the process of instruction. Digital humanities tools are complex and are based on complex methodologies and research questions. By constructing opportunities for learners to self-question as they move from one task to another, they learn to self-assess their progress and adjust accordingly. There are several instructional design activities that promote metacognition: think-pair-share, one minute paper (“share a key concept learned” or “what comes next?”), and case studies.

There are specific strategies we can implement to help learners escape the recursive spiral of the liminal state they experience while managing complex digital projects: One of the most challenging aspects of teaching digital tools is forgetting what it is like to be a novice learner. Sometimes being a near-novice oneself helps you better prepare for the basic problems and frustrations learners are facing. But recognizing liminality is a reminder to you as a teacher that the learning process is not smooth, and it requires anticipating common difficulties and regularly checking in with learners to make sure you are not leaving them behind. When meeting with learners one-on-one, make sure to use your in-depth reference interview skills to engage in methods discussions. When a learner is in the liminal state, they are not always able to “see the forest for the trees.” Your directed questions will illuminate the problems they are having and the solutions they had not seen. Pay close attention to the digital humanities work and discussions happening on your own campus, as well as across the academic community. Working through the liminal space may require helping learners make connections to others facing similar problems. Also follow online discussions in order to point your learners to a wide variety of group learning opportunities, such as the active digital humanities community on Slack.9 When designing instructional opportunities, such as workshops and hackathons, pay particular attention to outreach strategies that may bring like-minded learners together, as well as diverse voices. For example, invite the scholar whose project was completed last year to add a more experienced voice to the conversation. By encouraging the formation of learning communities on your campus, you are creating safe spaces to help learners navigate the liminal state with others who may be on the other side of struggling with specific digital project issues. In designing instructional activities, guide learners through visualization exercises that help to identify “stuck” places. Making graphic representations of one’s thoughts (e.g., concept maps) can highlight areas that require clarification.