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In the article Literature Is Not Data: Against Digital Humanities Marche explains how literature will at some point become data and how we will soon be able to read anything, anywhere, at anytime. Marche argues that literature is not data, and that it cannot be meaningfully treated as data. Instead, he believes that literature is the opposite of data and that data precedes written literature. Marche develops this "idea" that literature is terminally incomplete, and that you can not record even most of literature, even English literature. He assumes, that huge swath of the tradition are absent or in ruins.

Marche's article criticizes digital humanists for a perceived failure to adequately address the human and interpretive nature of literature by treating it as data. Two core issues identified by Marche is that literature, unlike statistics, is terminally incomplete - that parts frequently are missing or shifting - and that data mining efforts fail to account for context in literature. Marche argues that current data mining efforts are flawed because "algorithms are inherently fascistic" and that "meaning is mushy." Marche does not oppose digitization efforts and in fact welcomes the translation of texts into digital formats, rather Marche argues that literary meaning cannot be as readily quantified as numbers - that "insight remains handmade."

The author of this sort insert critiques Steven Marinos article entitled Literature is Not Data: Against Digital Humanites. In a sarcastic way the author argues against what Marino is saying he believes that Literature can be used is as Data ans suggest that everyone who is apart of the Humanites has encounter the same obstacles with people who love to read books. Reading books online does not take away the credibility of the work and Marino overlooks this issue.

"In Defense of Data" presents two articles, "The Digital Inhumanities?" by Scott Selisker and "Imaginary Targets" by Holger Schott Syme, in response to an article by Stephen Marche, "Literature is Not Data: Against Digital Humanities." Selisker's essay focuses primarily on dismantling the idea that digitization removes the human element from interpretation and enforces a quasi-authoritarian view of literature. Syme's essay addresses both Marche's misunderstanding of the motivations of the movement against Google Book's digitization efforts as well as Marche's inaccurate depiction of modern literary research in the wake of digital humanities.

Beginning with the explanation of how algorithms have changed technology in many different aspects, this article discusses how Digital Humanities came to be. Also, the "resistance" of literature to data can affect the use of algorithims and why it is seemingly not always accurate. The article also talks about the start of turning literature into data and why the digitization of books is going to be important. The idea of having a completely accessable, professionally reviewed, open access library is any scholars dream. The unlimited access to any written work would change the way people research. Although there are still some changes that need to be done with the algorithims, digital humanities is a huge developmental project.

A literature teacher and researcher who is very fond of books and texts has realized the importance of a digital education. She likes the digital aspect of researching information because if information is given digitally it gives people around the world access to it. This can create a better education for people around the world and connect people who have the same interests. She focuses on discussing Digital Humanities that focus around literature and arts so that once more people become digitally connected, humanities people can demonstrate their skills and expertise that are relatable to people around the world outside of a classroom or library. She knows the importance it is for the 21st century to have easier access to more humanities knowledge that can be shown everywhere.

This short statement at the beginning of San Marinos article Literature is not Data: Against Digital Humanities establishes the argument that BIG DATA IS INDEED COMING FOR OUR BOOKS. Marino believes that all Human endeavors have generated its own Monadic mass of data, and through these vast accumulations of ciphers the robots now endlessly scour for significance. He also believes that a smart book with a stupid title offers a fascinatingly general look at the new algorithmic culture. This culture is generated by a step by a step procedure for calculation and of times displayed through technological advancements. Marino ultimately argument is that literature is currently being took over by this "new" culture.

A literature professor uses digital work such as electronic literature and videogames in his classroom to teach students building and sharing that they often find more enjoyable because they are working with technology they understand. She uses building as a way to integrate digital humanities in a classroom and how its the reproduction of knowledge. In a classroom she states the importance of collaboration between students to show how they are making something for each other and the outside world.

Journalist Angelyn Irvin of the Daily Pennsylvanian covers a story about the Digital Humanities Forum (DHF) and about digital humanities as a general topic. One main goal of DHF is to essentially produce a better way to share information between those in technology and scholarly work. This forum is still in it's beginning phases, funded by the Andrew W. Mellon Foundation until the year 2014. The people helping funnel this project are professors, scholars, and students.

Professor Katherine Rowe teaches a Shakespeare class online and discusses with us the benefits of being able to digitize this course. She says that she has previously taught this exact same course in a lecture hall as well as a theater but believes that it was less effective. Students participate in assignments that allow them to recreate popular Shakespearean scenes digitally for deeper understanding. This article also highlights other projects assigned by various other professors. This includes a digital visualization of the University of Virginia's first library collection and editing of the transcribed online versions of Household Words and All the Year Round.

This article explains the use of curating early modern texts and how the process of doing so has advanced over the past few years. This new style of curating and archiving is organized to make the digital archive design and the use of the sites much more easy to navigate and explore for certain content. The author of this article believes that archiving and open access is a public service but not all works need to be available.

Ostracology is a Tumblr for the course "Fragments of a Material History of Literature," taught by professor Jeffrey Schnapp and Matthew Battles of metaLAB at Harvard. It illustrates a way in which educators can utilize digital tools to better engage and challenge students. The instructors post lessons in blog-form for students to read, leave comments, and discuss. Also included are random class-related musings, invitations to events, and neat online finds.

This is the official site for the project known as Mapping St. Petersburg. This project has taken over two centuries of text from St. Petersburg. The purpose in building the site to fill the gap between literature and place. Dr. Young then shares eight keys things she has learned from this project.

This opportunity is offered electronically to gather information on different games that can be used in teaching literature, languages, and writing. Some of the games are not done digitally but others focus around teaching with video games or social networks. Virtual worlds and spatial games (foursquare, geocaching, ect) will also be used as a teaching method. Selection of people who will be asked to present their findings will be based on different styles of classrooms, student experiences, successes, and failures.

This article focuses on the limitations of the traditional method of studying literature. David Smith, assistant professor of computational social science in the College of Computer and Information Science, and Ryan Cordell, assistant professor of English and digital humanities in the College of Social Sciences and Humanities at Northeastern University hope to mend the gaps and limitations to the traditional method by encouaging a digitial humanities project for their school.

The UA article introduces a collection of humanities professors, with a focus on Africana studies assistant professor Bryan Carter, who have worked to integrate modern technology such as smart phones with their course. The article provides multiple examples of how these technologies have been specifically integrated into the classrooms, such as iPhones reading out lectures from the syllabus, as well as how online courses have attracted a new group of students who might have otherwise been uninterested in the course. The professors interviewed in the article all agree that integrating new forms of technology with the classroom is important to opening access to education to new students.