Hey,
I am writing live from beautiful Victoria island and precisely uVIC campus , the home of Digital Humanities Summer Institute(DHSI) hosting about 600 participants with 28 workshops taking place conccurently for more info visit this link below
Schedule:
http://www.dhsi.org/schedule.php
Courses ( I am attending #25)
http://dhsi.org/courses.php
I highly recommend DHSI for any DH past or future cohorts apart from the weather and beautiful scenery, it is an eye opening experience for DHers. I am sure you would be inspired to conceptualise and harness 'fantabulous' research topics and interests in the field of DH.
I will add pictures and links as they become available. So folks stay tuned for more.

Hello pioneers ,this morning, I came through this excerpt from Carleton University Spring Convocation 2014 website :
" ◾Students are graduating for the first time from four new disciplines at Carleton. This year's Convocation will see students graduate with master's degrees in Health: Science, Technology and Policy; specializations in Digital Humanities and African Studies; and certificates in American Sign Language."

The Board of Governors of the University of Victoria decided to launch a post graduate diploma in Digital Humanities. They have also been supportive of the DHSI for years now and the number jumped of participants jumped from 150 to 650 this year. The number of scholarships have also increased significantly. I was one of the lucky ones who received scholarship to attend this year's conference yet you have to find ways to cover your travel and accommodation ( the residence units on campus are centrally located, well maintained and reasonably priced) expenses: GSA travel Bursary, FGPA Travel Bursary and ACH Travel Bursary are just few suggestions. I must say that I used my personal funds this time due to administrative and time constraints.

These are excerpts from the article:
Online education has the potential to provide students everywhere with access to the best teachers, the best course materials and the best learning environment, but there are barriers. "Travel is expensive. The goal was to allow remote students to attend classes without travel. The TIM program started using a commercial web-conferencing system to reach remote students, but it was also expensive."

Hence,

BigBlueButton is designed to help educational institutions provide remote students with a high-quality online learning experience. This project enables real-time sharing of audio, video, slides, desktops and chat. It is designed to deliver one-on-one sessions, small group collaboration and online courses with up to 50 students.

Again as is the case with most DH projects,

BigBlueButton is a great story of leadership, innovation, entrepreneurship, collaboration and community engagement,"

To learn more , visit this link :

http://newsroom.carleton.ca/2014/04/25/international-group-developers-meet-carleton-push-bigbluebutton-project/

Following our last workshop discussion about microchip implant under the skin, for those of you who missed this new technology on DH Day here is a digital archived link :(2:39 mn):
http://www.youtube.com/watch?v=BWgUTrvRlA4 .
Now, Jordon showed us an open access video on how his sister and her partner have used this technology to have access to each other's accommodation and shared commodities. However, Alessandro started to worry virtually about his yet to be children, and thought to replicate the same technology to track his future kids, lest they lose their way or get kidnapped.
Now, the microchip implant under the skin may trigger endless debates on ethics,mainly for under age kids. This said, I come across this nicely designed watch for kids that has relieved parents. Now, Alessandro and his kids should have the least worrisome future, and it costs only $129 online (Retails: $149) and connects to a local carrier in more than 120 countries. Here is the link (2:24mn)
https://www.indiegogo.com/projects/hereo-the-first-gps-watch-designed-for-young-kids

Did not I say in other postings on Diigo with digital technology the sky is the limit.

Thank you Jordon I must have missed your posting. Visualisation and sorting out threads in Diigo should be definitely addressed. Why can't the system detect automatically the keywords or tags in the title of any given topic and aggregate all similar topics together in folders, for instance : visualisation ,DH Day, Crowdsourcing and so on. That said, one can sort out and read postings without the risk of skipping one. An additional visualisation trick is to add "NEW" in yellow next to any new addition in a folder by topic or to a new posting, once you read it you click on ' NEW' which disappears, that way you track what you read and what you missed. Well, I am afraid I am getting overwhelmed or paranoid or obsessed or all of the above about missing DH posting on DH day. I believe we still contributed as a class through our instructor Brian who posted a thread on our behalf on that day. Brian's posting undoubtedly was motivated by DH collaboration and community.

Hear, hear, I can only second you on that , it has been a thought provoking and eye opening course or shall I say hands on workshop and/or discovery journey. When I started this course I had a little idea what would be the outcome on my personal level. However, as the course has progressed with so many insightful presentations, the spirit of inspiration hovered over me and now I have so many initiatives of collaborative and interdisciplinary aspect that are either half cooked or in the process of maturity and all I can say is that I cannot wait to see their potentials in landscaping and redefining many aspects of humanities and social sciences. Thank you all for your camaraderie and collaboration. As I posted somewhere else in this group earlier today , this is just the beginning and the sky is the limit.

My thanks go to Brian for facilitating the course, Frank Mitchell for coordinating a massive work for this first cohort , Dawn Schmidt for all the reminders and keeping the flow of communication in a smooth way and last but not least all those great presenters who took time out of their busy schedule to share with us their inspirational projects in interesting workshops. I say to all of you THANKS A ZILLION for making a change in our academic endeavors, therefore , stay tuned for more in the near future.

Distinguished Carleton University researcher Fraser Taylor has received a coveted Killam Prize worth $100,000.
Why?
Taylor has demonstrated the power of cybercartography, an enhanced form of multimedia mapping using geographic information management that deepens the understanding of socio-economic issues.
So what ?
1- In Canada, and around the world, his cybercartographic atlases have delivered new perspectives and a way to comprehend complex issues such as trade and economic patterns, international development and the risk of homelessness.
2- He is actively engaged in the new United Nations Initiative on Geospatial Information Management, which seeks to address key global challenges through more effective use of global geospatial information.

Oh I see how is the context relevant to DIGH5000-14W?

This posting is intended to encourage all of us to present a creative and sustainable Pecha Kucha project that is doable, engaging and useful to humanity. Pecha Kucha is just and only the beginning, the sky is the limit.
For more on the story visit http://newsroom.carleton.ca/?p=25750

I had few challenges with some new digital tools, some of them were no longer under active development (Protovis) , and others were not necessarily user friendly. I often had to register to be able to use some tools and I must admit that if I did not have a list of user names and passwords handy for some tools , I would not be able to use them. Some of the tools were supported by specific browsers and programs limiting the privilege of access to specific clientele as if these tools were promoting certain browsers or program versions on the expense of others. However, the tool developers still insist that their tools are free and accessible.
Accessibility to technology is in its infancy stage. The way out is that digital tool developers should congregate in an international digital accessibility summit similar in nature to Carleton Accessibility Summit http://www.carleton.ca/accessibilitysummit/ . The outcomes should emphasize certain guidelines to optimize public accessibility to digital tools for the sake of inclusiveness and collaboration.

Interesting Tapestry. I can see it working magnificently in my language class to enhance reading and writing skills among students, with the possibility of peer review and editing.
I saw a question mark on the side and when I clicked it, a box message appeared saying send as a message. Hmm, I thought that could actually serve the purpose of peer review and needs analysis . I elaborate further, students can jot down questions , queries and important points for the instructor to deal with them in class for instance. The colored words could highlight important words. It would be ideal if a student clicks on the unknown word and a window would pop up with a definition. Once the pop up window disappears, the word remain highlighted in a different color , this could serve two purposes ,(I) for the student when revisiting the page s/he will see the new words he clicked on them in the last visit and keep track on the number of known and still unknown words. (ii)The instructor would get a copy of all the words clicked on by the class in order of frequency. The language instructor can later compare them against vocabulary word lists of 1k, 2k .....or AWL. This process could serve as a diagnostic test of the class vocabulary repertoire size upon which the instructor can design interactive activities that incorporate these words and of similar category words using scaffolding to the higher category. In a nutshell, the class read digital stories , learn new words which they can use in their written responses on the story later on. Another idea would be for the class to write a story game similar to a large class activity called 'whisper' the instructor starts with an opening and each member builds upon their peers but the end is left open for the whole class to discuss it in class meeting. I could go on and on with Jigsaw and mingle class activities. All of these ideas appeal to DH principles of collaboration and community. 'Génial' is not it ?

Interesting comments and thought provoking questions since it seems the direction is heading towards renaming DH based on the aforementioned arguments. I would say similar to the emergence of new media like facebook, Tweeter and so on labelled as social media to distinguish them from mass media in the orthodox way, by the same token we may rename DH as: social digital humanities. collaboration and crowdsourcing , to name but few, are obvious aspects of social activities regardless of their nature academic or non academic , private or public. It seems that social digital humanities may be more inclusive and an umbrella term. I still believe it is a discipline on its own, featuring distinct specificities.

Following on our Today's class discussion on the opportunities of virtual media, crowdsourcing and digital communication to mobilize individuals. The Canadian Government is casting a fresh look on centralized communications strategy for its diplomats. For more information visit this link:
http://www.theglobeandmail.com/news/politics/canadian-diplomats-should-use-social-media-more-foreign-minister-says/article16758123/

This is a new topic you may want to call it continuing learning , education professional development for DH . As the mercury is rising in an indication that summer is around the corner with many great outdoor and indoor activities, one of such activities is DH summer courses, workshops and conferences where many like minded Dhers community members get together to collaboratively explore, share , and develop their skills and knowledge in particular areas of interest.

One of these conferences is focusing broadly on Japanese game culture, education and industry. Visit the link below to learn more
https://sites.google.com/a/ualberta.ca/replayingjapan2014/home/call-for-papers

Feel free to add other links of similar DH conferences for some of us who may be interested in taking part in them. Make sure you label the link with a title that summarizes the main area, with this in mind we may be able to create lists of DH conferences in different specific disciplines for future DH Cohorts in Carleton U.

CROWDSOURCING :

This morning, I came across this interesting link that reveals the power of crowdsourcing in our digital world . This is in connection to the vanished Malaysian airplane: Again many themes surfaced including engaging the community, collaboration and open access: If you see something feel free to tag it:

http://abcnews.go.com/blogs/headlines/2014/03/crowdsourcing-the-search-for-malaysia-flight-370/

I had this post ready for few days now, in response to the class discussion about 'Pirate Bay' and the Reddit link in Matt's posting , I am pleased to inform you that such issues of pirating and publishing copy righted materials will be an issue of the past , I agree with Christina when she posited (inspired by Fitzpatrick's book) "there has to be considerable institutional change from the "academy" before humanities research can progress and take advantage of the digital age" the change is underway . I came across this website of Professor Paul Nation an icon in language vocabulary learning/ teaching http://www.victoria.ac.nz/lals/about/staff/paul-nation . He wrote :" Two books, What does every EFL teacher Need to Know? and What does every ESL teacher Need to Know? will be published by Compass Media in Seoul. What does every ESL teacher Need to Know? will be available free in electronic copy. The number of free Mid-frequency readers on this web site continues to increase (see below)."
Paul Nation has listed a number of free downloadable materials and the website states: "Almost all of Paul Nation's articles are available for free downloading from the list of publications above (chronological order or topic order)….. The following graded readers are now out of copyright and are available free for anyone who wants to use them. They must not be offered for sale, but can be distributed free."
My guesstimate is that intellectual property and copy right rules may be subject to review and adaptation to match the new reality of digital era. In the same way as CD are a thing from the past and soon USB sticks are doomed to the same destiny as their ancestors floppy discs. Again, back to my favourite saying "the past is analog and the future is digital." It is a matter of time until all the conventional concepts will be replaced by innovative ones in response to the changing requirements of a new digital age. Paul Nation seems to have understood the message embedded in DH, thus, embarked on the new venture of open access.
The tendency of students to stick to old habits when researching or preparing notes -see Christina post above- is an inevitable transitional process and again it is a matter of time till the students and humanists would find or stumble across digitally supported features to help them attain their goals in the best possible way. One example I draw from is the number of Apps relevant to ease all aspects of life for consumers. These apps revolutionised old search and order habits. Academic sector, on the other hand, is not as lucrative as business sector and until Academic sector is fully privatized, then you will see more investment and innovations are being introduced to revolutionize ways of studying and researching among stakeholders.
I also tend to agree with Alessandro, I myself come to class with cut and paste notes of the weekly articles supported by external and additional sources usually with hyperlinks and highlights. I tend to take notes in electronic format because of the advantages of flexibility and convenience.
Now back to Devin, I find your topic of a particular interest; this is somewhat relevant to learning strategies and styles (ESL/EFL). I used to recall more information when I print my notes on physical paper, but as I started taking notes using more and more digital tools. I have adopted an adapted a new learning strategy that has served my input processing and long memory retention. I guess by dint of practice the brain develops a new way of cognitive processing of input, hence typing becomes the default way of processing information. I consider myself kinesthetic; I have to come into contact with the information using physical dexterities. However Gardner posits that "Human potential can be tied to one's preferences to learning… people have a unique blend of capabilities and skills (intelligences).

Though the study findings are interesting, they have triggered few concerns in the methodology part: In the first experiment, were the students informed about the post lecture test prior to the lecture, in the same fashion as in the second experiment? Why I am asking? Testing and assessment scores are linked with motivation and drilling or frequent practice for long memory retention. If you inform your students that a particular lecture is the backbone of a summative assessment, then their brains will be more alert to the flow of information and will store the knowledge permanently at least until the day of the test, as opposed to non-instrumental learning. This being said, I tend to partially agree that learning using ink and paper may trigger cognitive process abilities to associate the brain with the actions for long memory retention, as opposed to disassociation of the brain with the aid of laptops ( abstract action with a third part: laptop). Another similar study (longitudinal) in spelling found that students using ink and paper committed less spelling errors than their class mates who are used to typing. The findings state that those who used their laptops often relied on the spell checks to take care of the correct spelling. One way may be to enhance error free writing while still using laptops, since we are DH students and the future is digital, is to deactivate / turn off/disable spell check option.
I'd rather stop at this level otherwise my post may turn into a conference paper.
References
Howard Gardner. (2010). Multiple intelligences. http://www.howardgardner.com/MI/mi.html

Following last week's class topic Text and Discourse Analysis, I thought to invigorate the discussion around this particular topic of interest , given my academic background in applied linguistics and discourse studies blended with DH. According to Rockwell, text analysis tools did not respond well to the expectations and needs of the research community, partly because these tools are not user-friendly " The tools have emerged from the private sector and from the open source community; they just haven't been designed for us and need to be adapted to fit into our research practices". (Rockwell 9) and partly because " These industry tools provide access to licensed digital archives" .Thus , "They can only be deployed on more sophisticated (and expensive systems) by people with a certain level of technical proficiency. Thus only well funded projects can deploy them and they therefore tend to be used to publish scholarly corpora by well- funded projects." (Rockwell 9).

In my opinion textual analysis projects require collaboration between a number of like minded research institutions to work on developing textual materials corpora and data banks that allow future unanticipated query and questions. Textual Analysis projects need reanimation by passing innovative legislations and regulations that should replace the existing conventional research legislations and ethics. One example I can think of is my research project on exploring formulaic language ( set phrases) relevant to business meetings. Though the infrastructure is available, I ran into obstacles prior to using textual materials for discourse analysis partly because there is no corpus available of textual materials of business meeting minutes , though many establishments publish their minutes online as e-minutes, once they are approached seeking their open access texts for textual analysis to identify and classify a set of phrases that are frequent and salient in that particular genre of communication , one can sense the reluctance in approval or collaboration in disseminating the textual materials despite the fact that the university Research Ethics Board explicitly states that publicly available information are exempted from research ethical clearance. The issue stems from the fact that many textual materials contain names or data associated with certain names. Now, these names were published on publicly accessible sites why can't they still remain for textual analysis of the digital material. Names can reflect during textual analysis for future generations the ratio of female vs male members at a certain establishment , gender and ethnicity distribution and representation , let alone popular male and female names at a given point in time. I guess my focal point is that there are far more emerging issues beyond the technical side or infrastructure that may impede collaboration and the creation of textual analysis corpora and data bases.
Another issue that emerge from textual and discourse analysis is the lack of consideration of certain tools to context related words especially in an era of English as a Lingua Franca ( also known as World Englishes) for many contexts and situations. An illustration is the claim of Huang " As I looked closely at the words in the 'Other' category [off list words that are highly specific], I found some of them were Chinese names and terms that can be readily understood by people living in Taiwan,.....Since the chosen article reported Taiwanese news...If we add those context-related words to a 'most frequent 1000 words used in Taiwan list', my finding will probably be closer to *Nation's". This clearly motivates collaboration on multiple levels to include the wider international community including creating corpus of textual materials specific to certain contexts that would reflect accurate textual and discourse analysis findings. This is echoed in Rockwell " the aim is to support not only the researchers and existing projects,[...] but also to provide a portal to appropriately configure tools for researchers and to significantly improve the research infrastructure [...] in the humanities and other disciplines that make heavy use of textual evidence and [...]computer assisted text analysis in the interpretation of texts. We hope to trigger a re-examination of the presuppositions, the types of questions, and the interpretative theories that form our practices."(14)

Can you think of other issues specific to your discipline associated with digital tools beyond the technological peculiarities or challenges?


*Paul Nation (1997)Vocabulary Lists of most frequent English 1K and 2K.


References :

Hsing-fei, Huang. "The Exposure to English Vocabulary for a University-level
Learner in Taiwan".McGill University.EDSL-617.May 18, 2004.Online
Investigation.

Nation, Paul. "Vocabulary size, text coverage, and word lists." Vocabulary:
Description, Acquisition and Pedagogy." Ed. Norbert Schmitt and Michael
McCarthy. Cambridge: Cambridge University Press,1997. 6-19.Print.

Rockwell, Geoffrey. "What is Text Analysis, Really?," Literary and Linguistic
Computing 18.2 (2003): 209-220.Print.

Interesting blog postings, I thought to post mine yesterday but I guess I was procrastinating partly because I have to meet applications deadline and sure enough the blog was hacked ( remember it is a good thing as long as it serves humanities and academic intents) . I will still go ahead and post it raw in response to Christina's questions :

1- Do you think that if Manovich were to rewrite the article in using an IPOD as an example of "new media" do you think he would still be able to argue that all new media excludes narrative?
I would say YES, until Manovich realizes the potentials and features offered in IPOD or similar digital tools. Manovich's claim may stem from his lack of self esteem as a result of the unknown capabilities and potential advantages of DH.
2- Does the erasure of documents in the virtual world demonstrate the shortcomings of the digitization of scholarly works?
Nothing is perfect might be the shortest answer to the aforementioned question. There are always pros and cons for any innovative tool, and the virtual world is no exception to this rule. Take the examples of Ukraine and Carleton e-Theses. I recall a discussion after our DH class ( Jordon, Alessandro and myself) on the way to O train about Ukraine's social protest, we talked about how police has drawn lessons from the social uprisings in Tunisia (my birth country) and Egypt. Police did not only ban people from gathering in big squares but also used digital techniques to follow social media messages and track potential protesters movements by locating pockets of people carrying mobile phones in an attempt to deter their plans of demonstrations relying on Telecom corporate signal towers.
Another reason why Carleton University opted for e-Thesis is (1) to facilitate exchange of informed ideas and empirical findings. While such a move may enhance research and create an accessible hub for all academic researchers to acquaint themselves with what has been done in their research interests, it is still implemented (2) for the sake of academic integrity and intellectual property protection, it is much easier now than ever to check any written digitized work for plagiarism. During my teaching tenure, I used to refer to Blackboard SafeAssign digital tool to check my students work against unacknowledged existing works for more on the tool check: http://www.safeassign.com/. As to your concern about losing / deletion and relocating work and sources. It is quite a challenge; however, this is not due to digital tool deficiencies as there are always other ways to repair any lost work. In case of hacking, I guess each website should create its own back up archive in a safe server. In case the website was subject to internet malice, all works are still safe on a different location and can be retrieved in no time (many governments adopted this approach). One other way is merely ask the author to send a second copy of his/her work. I have often seen articles being reshuffled and relocated in other subfolders or websites. On many occasions my search was redirected to a new location of the site. In a nutshell, there are always ways to overcome any threat encountered in DH rather than the tendency to "stop eating for fear of choking".

3-In reference to your comments on Martin and Quan-Haase's study of historians use of e-books. You wrote "However, I do not think this is a choice of the instructor. It is more the lack of academic books that have been digitized and available online". Again as voiced out in previous postings, many scholars still prefer conventional humanities, whether for lack of mastery of the available digital tool, or for fear of getting cursed for using a profane tool ( as some humanities hawks may articulate it). I think any innovative idea has always been challenged by the traditional views and e- books are again no exception in humanities. I think it is a matter of time until many hardliners would realize that the only way to survive is to embrace the new technology which carries far more opportunities and potentials from the conventional or in this case hardcopy books. I guess a good wrap up to my blogging this week is " The past was analog. The future is digital" (Cohen & Rosenzweig 'Digital History') .

Yes Brian, your posted instructions provide precise guidance on what should the class focus on, hence, our discussion is specific as DH issues can drag on and on

I read your comment with immense interest in your thought provoking questions and critical approach. My reaction to Kirschenbaum's explanation for the strong association between DH and English is that the lack of exposure and narrow mindedness of some scholars can lead to exclusive attribution of DH to their specific discipline of interest. This is nothing but conventional humanities practices drawn into digital era. When Kirschenbaum mentions the long established connection between computers and composition, I tend to refer to Svensson (2012) counter claim"…a worrisome indicator that DH will be locked down by the same tired socioeconomic gatekeeping mechanisms that prevent many people with talent from succeeding in so many other academic disciplines" . Nevertheless, Svensson (2012) argues that "we should think of [DH] not as a tent but rather a trading zone and meeting place". The meeting place is able to accommodate an array of disciplines including but not limited to humanities, social sciences, science, engineering and so on for more on this visit: http://www.innovation.ca/en/ResearchinAction
To address your comment "So I wonder how you all, from your various academic backgrounds, react to Kirschenbaum's explanation for the strong association between DH and English". I would say that such a claim inevitably excludes innovative DH initiatives and projects in other disciplines from recent work in arts, neuroscience and business. I will take the liberty to state projects that have DH component and not necessarily English from our series in DIGH 5800:
 Jason Della Rocca and his game development industry ,
 Steve Fai from the Department of Architecture and his project of Digital Models and the Rehabilitation of Parliament's West Block ,
 Ruth Phillips and her initiative of The Great Lakes Research Alliance for the Study of Aboriginal Cultures,
 Shawn Graham: Setting up Labspace on Domain of One's Own,
 Paul Theberge: Music and Digitization
And from outside our DIGH 5800 course
 Sociology Department at Carleton organized a conference in the Fall 2013:The Social Engineering of Mobile Phones, New Media, and Internet-Mediated Communication,
 Larry Kardish, "Cinema in the Digital World" at Ottawa Public Library,
 Andrew Piper of McGill University and the winner of a prestigious grant by NEH for his Digging into data initiative also known as data mining the past,
 Brian Greenspan : digital world changing future shoppers https://soundcloud.com/innovation-ca/welcome-to-the-hyperlab/s-4gkLV
There are also courses that explore virtual worlds with a focus upon new digital forms of identity, community, art, and communication http://www.dhsi.org/courses.php and to name but few.

I have read the postings of Christina, Alessandro, Jordon and most recently Matt with immense interest and I thought their blogs have set a favourable stage for this reflection. I have deduced three emerging topics: DH ethos, collaboration and community for the sake of space I will combine the last two .
(1) Ethos: Svensson addressed more the failure to acknowledge the origins and traditions of the DH, in other words, as voiced out by bloggers in this group, the notion of 'patents' in the open-source culture is of a concern to DH. Based on our class discussion, I guess the new humanists may want to start thinking outside the box of their traditional predecessors. Humanities have evolved and embraced technological innovations. DH, therefore, is now overtly exposed to all humans regardless of temporal and spatial boundaries. It is high time to redefine the concept of ethics and moral theory in the new era of DH for the sake of inclusiveness and to "use these creations for the purposes of research and education" (Matt, Jan18) and not to exclude "the freedom to rework and critique" (Matt, Jan18). Once, a contribution appears in the digital format, it becomes part of the collective memory of humanity and should not remain the property and associated to a single individual or a community of individuals. I am positive that there will be a tool or ways to observe ethics and values in a redefined dimension which is distinct and distant from the monopoly and overprotection aspects of past practices of humanities. Please refer to this depicted excerpt "If moral philosophy is to properly function as a field that contributes to the improvement of aspects of human society and living, it must adapt and appreciate new challenges while looking forward and anticipating emerging issues. These new challenges emerge from changes in policy, the activities of private entities, technological and economic development, developments in moral theory, conflicts in culture, etc." ( COVE conference)For more on this conference:
Carleton University Centre on Values and Ethics
6th Annual Graduate Ethics Conference : Emerging Issues in Contemporary Ethics and Moral Theory
Date: March 29-30, 2014
Location: Carleton University, Ottawa, Canada

(2) Collaboration and Community:
My rationale behind redefining ethos is to boost the spirit of collaboration among members of DH community . ' Community' in the broader sense of the term, not specifically restricted to specific individuals or discourse community . Thus, inclusive rather than exclusive to DH stakeholders, this is in line with Jordon (Jan 16) comments. The term 'community' should be redefined to convey inclusiveness of the entirety of humanity, regardless of space and time. Only then , collaboration as outlined by Spiro can still play a significant role so that precedent DHers inform future DHers ,hence, extensive exchange of knowledge and practices in line with the claim "both something nostalgically remembered and magically created" (Blackshaw, 2008, 342 as cited in Jordon, Jan 16) .
In a nutshell, our concepts about ethos should be redefined in the new era of DH to comply with the concept of DH as a community of collective collaboration in the entire humanity heritage.