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No longer an inno­cent place for the play­ful encounter between tech­nol­ogy and inter­pre­ta­tion, DH is now being inter­ro­gated for evi­dence of par­tic­i­pa­tion in an exclu­sivist techno­sci­en­tific imag­i­nary, and there are many will­ing to save the field by the­o­riz­ing what has remained for too long under­the­o­rized

This is in con­trast to the dig­i­tal human­i­ties, and indeed dig­i­tal schol­ar­ship as a whole, which has its heart in the edi­tion and the archive

DLA is inclu­sive of the entire arts and sci­ences spec­trum

we need to construct meaningful opportunities for students to actually engage in research—to become modest but real contributors to the research on an actual question. When students write up the work they’ve actually performed, they create data and potential contributions to knowledge, contributions that can be digitally published or shared with a target community

Schuman’s critique of traditional writing instruction is sadly accurate. The skill it teaches most students is little more than a smash-and-grab assault on the secondary literature. Students open a window onto a search engine or database. They punch through to the first half-dozen items. Snatching random gems that seem to support their preconceived thesis, they change a few words, cobble it all together with class notes in the form of an argument, and call it "proving a thesis."

What happens when a newly employed person tries to pass off quote-farmed drivel as professional communication?

I can absolutely envision the rather hellish future, in which we use one of four organizations - Facebook, Apple, Amazon, or Google - for all of our media and communications needs, including talking, chatting, messaging, reading books, watching TV, listening to music, etc, etc.

linking search results with Google+ was like Microsoft bundling Internet Explore with Windows

Market strength in one place being used to leverage sub optimal products in another.

It's time to tell both Google and Bing that we want to decide for ourselves, thank you very much, if content is credible, instead of their making those decisions for us, decisions made behind hidden -- and suspicious -- algorithms.

Evidence has shown that teenagers rely on college visits and Web sites to learn about colleges, rather than social-media outlets. When it comes to Twitter, students are barely on the site at all, let alone for college research purposes.

Rebecca Whitehead, assistant director of campus visits and engagements at Winthrop University, maintains the admissions office’s Twitter account, which currently has 373 followers. She says she uses it largely to connect with other higher-education professionals, to find out about upcoming events or research.

Motion pictures on DVDs that are lawfully made and acquired and that are protected by the Content Scrambling System [CSS] when circumvention is accomplished solely in order to accomplish the incorporation of short portions of motion pictures into new works for the purpose of criticism or comment, and where the person engaging in circumvention believes and has reasonable grounds for believing that circumvention is necessary to fulfill the purpose of the use in the following instances: (i) Educational uses by college and university professors and by college and university film and media studies students; (ii) Documentary filmmaking; (iii) Noncommercial videos. [Note: the term "motion picture" does not solely mean feature films—for the Library of Congress, it refers to "audiovisual works consisting of a series of related images which, when shown in succession, impart an impression of motion, together with accompanying sounds, if any." Hence, the term includes television, animation, and pretty much any moving image to be found on DVD.]

the longer explanation from the Library of Congress specifies that circumventing CSS on a DVD is only justified when non-circumventing methods, such as videotaping the screen while playing the DVD or using screen-capture tools through a computer, are unacceptable due to inadequate audio or visual quality. But nevertheless, this ruling greatly expands who can use ripping software to clip DVDs for academic and transformative use, including a range of derivative works like remix videos and documentaries.

Now, no matter your discipline, you (or your technological partners) can do what I've been doing for the past three years: assemble a personal (or departmental) library of clips to access for class lectures. Now we can expand the use of those clips to embed in conference presentations, public lectures, digital publications, companion websites or DVDs to include with print publications, or other innovative uses that had otherwise been stifled by legal restrictions. For me, having a hard drive full of video clips on hand enables a mode of improvisation not available with DVDs—if discussion shifts to talking about an example of a film or television show that I've ripped a clip for another course, I can instantly play it in class even without planning in advance by bringing the DVD. Think of the conference presentations you've seen where a presenter fumbles over cuing and swapping DVDs—with a little bit of planning, clips can be directly embedded into a slideshow to avoid awkwardly wasting time.