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jatolbert

The Digital-Humanities Bust - The Chronicle of Higher Education - 0 views

  • To ask about the field is really to ask how or what DH knows, and what it allows us to know. The answer, it turns out, is not much. Let’s begin with the tension between promise and product. Any neophyte to digital-humanities literature notices its extravagant rhetoric of exuberance. The field may be "transforming long-established disciplines like history or literary criticism," according to a Stanford Literary Lab email likely unread or disregarded by a majority in those disciplines. Laura Mandell, director of the Initiative for Digital Humanities, Media, and Culture at Texas A&M University, promises to break "the book format" without explaining why one might want to — even as books, against all predictions, doggedly persist, filling the airplane-hanger-sized warehouses of Amazon.com.
  • A similar shortfall is evident when digital humanists turn to straight literary criticism. "Distant reading," a method of studying novels without reading them, uses computer scanning to search for "units that are much smaller or much larger than the text" (in Franco Moretti’s words) — tropes, at one end, genres or systems, at the other. One of the most intelligent examples of the technique is Richard Jean So and Andrew Piper’s 2016 Atlantic article, "How Has the MFA Changed the American Novel?" (based on their research for articles published in academic journals). The authors set out to quantify "how similar authors were across a range of literary aspects, including diction, style, theme, setting." But they never cite exactly what the computers were asked to quantify. In the real world of novels, after all, style, theme, and character are often achieved relationally — that is, without leaving a trace in words or phrases recognizable as patterns by a program.
  • Perhaps toward that end, So, an assistant professor of English at the University of Chicago, wrote an elaborate article in Critical Inquiry with Hoyt Long (also of Chicago) on the uses of machine learning and "literary pattern recognition" in the study of modernist haiku poetry. Here they actually do specify what they instructed programmers to look for, and what computers actually counted. But the explanation introduces new problems that somehow escape the authors. By their own admission, some of their interpretations derive from what they knew "in advance"; hence the findings do not need the data and, as a result, are somewhat pointless. After 30 pages of highly technical discussion, the payoff is to tell us that haikus have formal features different from other short poems. We already knew that.
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  • The outsized promises of big-data mining (which have been a fixture in big-figure grant proposals) seem curiously stuck at the level of confident assertion. In a 2011 New Left Review article, "Network Theory, Plot Analysis," Moretti gives us a promissory note that characterizes a lot of DH writing: "One day, after we add to these skeletons the layers of direction, weight and semantics, those richer images will perhaps make us see different genres — tragedies and comedies; picaresque, gothic, Bildungsroman … — as different shapes; ideally, they may even make visible the micro-patterns out of which these larger network shapes emerge." But what are the semantics of a shape when measured against the tragedy to which it corresponds? If "shape" is only a place-holder meant to allow for more-complex calculations of literary meaning (disburdened of their annoyingly human baggage), by what synesthetic principle do we reconvert it into its original, now reconfigured, genre-form? It is not simply that no answers are provided; it is that DH never asks the questions. And without them, how can Moretti’s "one day" ever arrive?
  • For all its resources, the digital humanities makes a rookie mistake: It confuses more information for more knowledge. DH doesn’t know why it thinks it knows what it does not know. And that is an odd place for a science to be.
jatolbert

The Differences between Digital History and Digital Humanities | Dr Stephen Robertson - 0 views

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    A useful article that challenges the "big tent" model of digital humanities and has important implications for digital scholarship more generally.
Todd Suomela

Beyond buttonology: Digital humanities, digital pedagogy, and the ACRL Framework | Russ... - 0 views

  • 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.
jatolbert

The Challenges of Digital Scholarship - ProfHacker - Blogs - The Chronicle of Higher Ed... - 0 views

  • Scholars with digital projects often need to explain both their work and to justify the field of the digital humanities itself.
    • jatolbert
       
      Conflates digital scholarship with digital humanities. Also suggests (wrongly, I think) that DH is a singular, unitary field.
  • Traditional humanities scholarship rewards the solitary endeavor (such as the single-authored monograph) and looks askance at collaboration (e.g. edited volumes), but many digital humanities projects are often collaborative in nature.
    • jatolbert
       
      Again conflates DH with all of digital scholarship
  • In short: we are on the brink of a tipping point in history, where blogging is going to become the norm for the initial exchange of ideas.
    • jatolbert
       
      Overstating the point
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  • These challenges are both important and productive. They encourage new, heated and serious debate as to what constitutes standards of excellence in the humanities.
    • jatolbert
       
      Again, constant waffling between DH and digital scholarship more generally. They simply are not coterminous.
jatolbert

DHQ: Digital Humanities Quarterly: A Genealogy of Distant Reading - 0 views

  • Because Radway’s voice is candid and engaging, the book may not always sound like social science.
    • jatolbert
       
      I wonder what social science he's been reading.
  • In calling this approach minimally "scientific," I don’t mean to imply that we must suddenly adopt all the mores of chemists, or even psychologists
    • jatolbert
       
      And yet the effect is the same: scientizing processes and products which by their very natures as human works resist scientific analysis.
  • social science
    • jatolbert
       
      Again, this is a very different social science from that in which I received my own training, which has long held to the notion that objectivity is not only unobtainable, but undesirable.
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  • But computational methods now matter deeply for literary history, because they can be applied to large digital libraries, guided by a theoretical framework that tells us how to pose meaningful questions on a social scale.
    • jatolbert
       
      I wonder about this. Is he suggesting that examining a large corpus of published works is the same as examining an entire society? This would seem to ignore issues of access and audience, literacy, representation, etc.
  • The term digital humanities stages intellectual life as a dialogue between humanists and machines. Instead of explicitly foregrounding experimental methods, it underlines a boundary between the humanities and social science.
  • Conflations of that kind could begin to create an unproductive debate, where parties to the debate fail to grasp the reason for disagreement, because they misunderstand each other’s real positions and commitments.
    • jatolbert
       
      Similar to the conflation of sociology with all of the social sciences.
  • the past
    • jatolbert
       
      Is it appropriate to conflate the -literary- past with -the past-? That is, can any study based wholly on texts claim to be in any way representative of things outside the sphere of what we call "literature"?
Todd Suomela

The Scholar's Stage: Teaching the Humanities as Terribly as Possible - 0 views

  • Dive into the past and you will see this theme will emerge time and again: the purpose of studying history, philosophy, and poetry is to help us lead better lives and be better people. The humanities are an education for the soul. Placed next to these paeans to education, the aims of the "Theology of Dostoevsky" course are crippling. Reading Dostoevsky will help students will learn how to "contextualize literature within its anthropological milieu." Dostoevsky will teach them to see "the unique interpretive problems inherent in studying creative genres" and discussing his works will help them "communicate more effectively, verbally and in writing, about theological literature." That is the purpose of reading a man regularly called the best novelist in human history! We read him to "meet academics standards for writing and notation!" How painfully limited.
Todd Suomela

The Scholar's Stage: How to Save the (Institutional) Humanities - 0 views

  • A few years after I graduated my alma mater decided to overhaul their generals program. After much contentious wrangling over what students should or should be forced to study, the faculty tasked with developing the general curriculum settled on an elegant compromise: there would be no generals. Except for a basic primer course in mathematics and writing, general credit requirements were jettisoned entirely. Instead, faculty made a list of all majors, minors, and certificates offered at the university, and placed each into one of three categories: science and mathematics, the humanities, and professional skills. From this point forward all students would be required to gain a separate qualification in each of the three categories.
jatolbert

Trends in Digital Scholarship Centers | EDUCAUSE - 2 views

  • 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.
    • jatolbert
       
      This is important.
  • Digital scholarship centers can build institutional capacity to address emerging and future scholarship needs.
  • Considering options for presenting or publishing completed projects
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  • A key attribute that distinguishes digital scholarship centers from more traditional research institutes (such as digital humanities centers) is that they are service organizations, staffed by individuals with specialized skills, who support work in the digital environment.
  • Whether a digital scholarship center needs a dedicated facility or can be a distributed set of physical spaces and services — or even a virtual service — are open questions. A physical center that brings together specialized equipment and services in one convenient place has the advantage of visibility and provides a venue for an array of programming, including workshops, guest lectures, and displays of completed projects. In other cases, an office or set of offices might serve as the hub for center staff, while equipment and services are dispersed in physically separate media production areas, GIS facilities, data visualization labs, and makerspaces.
  • The case studies also illustrate the importance of tailoring a digital scholarship program to the needs of the institution; there is no "one size fits all."
  • The Sherman Centre has taken a "design-build" approach: Spaces were rendered with maximum flexibility in mind — with minimal enclosed spaces and with a strong focus on moveable furniture and adaptable technology. Design work has continued long after the center was officially opened: Key service and space components have been added as the needs of the campus community have become more clear.
  • Thus, the Sherman Centre was not serving an established collection of self-identified digital scholars — it was growing its own.
  • First, we have learned the critical importance of clearly defining the Sherman Centre's scope and purpose for the campus community.
  • We often find ourselves having to turn people away when their work is not advancing the digital scholarship agenda. Saying no is not easy, but it must be done to protect the center's integrity.
  • Digital scholarship centers represent a model of engagement for libraries and information technology units. They both support and encourage new directions in research, teaching, and learning and provide the infrastructure (technical and human) to encourage experimentation in new areas of scholarship.
  • Experiences gained from existing digital scholarship centers can help uninitiated institutions better launch their own efforts and thereby increase support for the research, teaching, and learning needs of their campus communities.
  • Digital scholarship centers focus on relationships, extending the ways in which librarians and academic computing professionals relate to and work with faculty (and often students) and their scholarly practices.
  • Here, we examine centers that go by a variety of names — including digital scholarship center, digital scholarship lab, and scholars' lab — but that nonetheless share common features. These centers are generally administered by a central unit, such as the library or IT organization; serve the entire campus community (including undergraduates, graduate students, and faculty); and address the needs of a range of academic departments and programs.
Jennifer Parrott

A Liberal Arts Foundation for Any Career - Room for Debate - NYTimes.com - 0 views

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    Short article on the value of a liberal arts education and the role of digital humanities in liberal arts. 
Leslie Harris

Stanford Lit Lab Trains Neural Network To Identify Suspense in Stories -- Campus Techno... - 0 views

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    Then I heard the thunder crash, and I saw a dark shadow on the wall. My heart began to pound, as . . . . This brief article describes "digital humanities" research that allows a computer to identify suspenseful moments in literary stories.
Todd Suomela

DH Infrastructure Symposium - HumTech - UCLA - 0 views

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    "We enthusiastically invite you to join us at UCLA on November 15, 2018 for the third annual Digital Humanities Infrastructure Symposium. Our focus this year is on some real-world built and building platforms and methods to support DH researchers. We welcome anyone interested in learning from what has been done in practical, infrastructure-building terms - especially technologists, library staff, and those involved or getting started in building DH capacity."
Leslie Harris

When digital humanities meets activism - 0 views

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    Map of ICE facilities and juvenile detention centers.
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    A "digital scholarship" map of ICE facilities and juvenile detention centers in the U.S. - digital humanities and social action.
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