What We Have Wrought and Whither We Go: Some Questions about the Public Humanities

Currently, I fear, the digital humanities are not ready to take up their full responsibility because the field does not yet possess an adequate critical awareness of the larger social, economic, and cultural issues at stake. The side of the digital humanities that descends from humanities computing lacks almost all cultural–critical awareness, and the side that descends from new media studies is indiscriminately critical of society and global informational ‘empire’ without sufficient focus on the specifically institutional – in this case, higher education – issues at stake. (Liu, “State of the Digital Humanities” 11)

It would be difficult to deny that the Humanities are in some distress at this particular juncture of their history, and face an imposing and worrisome array of challenges — economic, political, and cultural — if they are to survive in some recognizable form into the next decade or so. The Humanities have not faced this threat quietly or complacently, but have also, I think, not been terribly effective in formulating a response. Reactions have varied, from ideologically-driven (and utterly unrealistic) demands for a simple turn-around in government funding policies and attitudes, to enthusiastically naive (or perhaps exceedingly cynical) calls for techno-utopian solutions such as MOOCs.

The most promising response, I think, has been one that steers something of a middle course, and imagines ways in which a dynamic collaboration of the Public Humanities with the Digital Humanities can both revitalize our fields while at the same time answer in an effective manner the strident critiques being levelled against the Humanities from outside the academy. There a number of obstacles to be overcome if such as an approach is to succeed, as the epigraph citing Alan Liu at the head of his post suggests. But there have also been some imaginative and thoughtful attempts to negotiate such an approach, by such scholars as Liu, Julia Flanders, and others. (I’ve listed just a few in “References,” below.) This post, and a few that will follow on it, are an attempt to make a modest contribution to this task.

If the Humanities are in some disarray at the moment, this in part because we have been forced onto the defensive. We have become reactive and, perhaps inevitably in that context, somewhat conservative. And having conceded the initiative, our responses have also become confused, ineffective, and often contradictory or counterproductive.  Part of the problem is that I think that this is an unnatural place for the Humanities to be: ours has, historically, been an evangelical and outward-looking movement, and I don’t think we are as effective when we are instead circling the wagons. So, I am not going to deny the facts of the criticisms being levelled against the Humanities, but I am, for the most part, not going to address them directly. I do so for strategic reasons, and not because I am in denial.

Another reason the Humanities are having such a difficult time marshalling an effective defence is that this assault from without coincides with the turmoil instigated by a powerful new force that is reshaping (some might say distorting) our disciplines from within. I refer, of course, to the so-called “digital turn” that is profoundly transforming not merely our fields, but our entire educational system, and indeed our very culture. To many Humanists, the advent of new computational approaches within our traditional fields seems profoundly “anti-humanist.” Others may be unable to clearly distinguish the upheaval that digital technology and approaches are bring about from the damage being done the Humanities by external forces. And indeed, we are wise to be vigilant that the digital turn, or at least its rhetoric, is not co-opted by the besiegers.

From a historical perspective, this fear within the Humanities of the change wrought by technology is an aberration. In fact, historically, the Humanities have been the beneficiaries, and not the victims, of new communication technologies. The volumen and the marvellously versatile codex were both technological innovations that helped preserve and disseminate the products of humanistic endeavour. This is even more true, of course, of the printing press: one of the most successful early exploiters of this new technology was Desiderius Erasmus, who actively engaged with the technical aspects of printing:

Erasmus was acutely aware of the role that the printer played in the success of a volume. Throughout his career he gave close attention to the production process, seeking out the best printers and working closely with them to ensure that the text was both elegant and accurate.  (Pettigrew 83)

Had Erasmus lived today, he might perhaps have become a Digital Humanist. He would certainly have been eager to make use of these new ways of disseminating knowledge and ideas. It would be odd, therefore, if the Humanities did not choose to exploit the power of a new technology to engage with our society, just as the Renaissance Humanists did before us.

Map of More's UtopiaAnd engaging with our society, rather than with the politicians, bureaucrats, and corporatists who have taken aim against the Humanities, is precisely what I propose to do. Personally, I am tired of feeling defensive, and of fighting this battle on grounds of the enemy’s choosing. It is time to take the offensive, and, moreover, to do so by engaging directly with those who are not being consulted in this debate, the “public.” It is time to resuscitate what I have called a militant Humanities, one that proves its cultural value not merely by force of argument, but by our choice of weapons. The best response to those who claim that the Humanities have become valueless is to demonstrate how vital and important a component of our culture they actually are. We can best prove that we are dynamic and relevant by actually being dynamic and relevant, and to show that we are a vital and positive cultural force by impacting, in positive ways, upon our culture.

In other words, I’m less interested in “advocating” for the Humanities per se (as important a task as this is) than I am in weaving it back into the fabric of our public culture in a way that makes it, ultimately, inextricable from the whole. I want to see the the Humanities made public, but that is only half of the equation: it is more important, ultimately, to make the Public humanist.*

What I am talking about is, of course, a particular version of what we have come to know as the “Public Humanities.” While, as I have suggested, my own interest is in the intersections and possible collaborations of Public Humanities with Digital Humanities, I will actually have relatively little to say about the latter below. This is because I want first to establish the nature and scope of the challenges that a Public Humanities faces, in order to better identify the role that I think the Digital Humanities can play in overcoming those. I have therefore begun by asking a series of questions about our field. These can be thought of as a series of reference points on a sort of conceptual map of the Humanities: taken together, I hope that they provide a useful (if of course limited) perspective on where the Humanities are now — “what we have wrought” — while gesturing towards what we might become — “Whither We Go.”

In a few future posts, I will build on these questions, and the answers that I think they demand, to discuss in more detail the actual role that DH might come to play in a “militant Humanities.”

Whom do we think we mean when we talk about about a “public” for the Humanities?

By and large, academics live, I think, an existence that produces a rather odd perspective on “public.” On the one hand, our on-campus jobs, in our classrooms, seminar rooms, and offices, are in some regards already very public. We are in some sense performing before a kind of public, albeit a rarefied one, every time we teach.

On the other hand, the work/personal time distinction for academics tends to be rather fuzzy:  we don’t generally work 9 to 5 hours, but we also usually do a great deal of work outside of those times: in the evenings and on weekends, for instance. (I wrote most of this blog post on a Sunday morning.) So, just as the public sphere tends to intrude upon our working time on campus, so too does our working time intrude upon the lives that we lead at large, “in the public.”

What this may mean is that we do not, perhaps, always have a very clear sense of what we mean by “public.” Understandably, we tend to think of the public, or at least our “public,” as comprised of people like ourselves, or like our students, except not quite so. Our public tends to look a bit like our classrooms, except that it congregates in museums and libraries and art galleries. It is generally pretty well educated, and reads a lot. And, most importantly, it is already interested in what we have to say. It likes and admires us, and is quiet and respectful when we speak. It asks intelligent questions when given the opportunity (at a time of our choosing), and doesn’t need to be told that what we are telling them is terribly, terribly important.

This all sounds very cosy and intimate, and this is a good thing. Unfortunately, however, this sense of cosiness and intimacy may largely be an effect of the fact that “our” public is also terribly, terribly small.

There is nothing at all wrong with reaching out to those who already wish to engage with us. But if we truly wish to communicate the values represented by the arts and humanities to those who don’t already share those values with us, we need to find new venues for engagement. And to do that, we have to be willing to step outside of our comfort zone more than just a little.

So we must identify new publics, and in so doing, make note of what it is that makes each distinct. We must learn how each sees itself with the context of the larger cultural matrix, and how it might see itself in relation to the Humanities. And, in order to engage with and serve each of these new publics, we must accommodate ourselves to them in a manner that is both sensitive to them, and true to our own values.

Where is “the public” to be found?

This question relates in fairly obvious ways to the one above, because there is an obvious correlation between whom we address and where we find them.  Or, more pertinently, where we look for them, because the size and nature of the publics we address will be a function of where we seek them out.

So, where do we look for our public?

There is a book, a collection of short essays, by Canadian writer Sheila Heti (with Misha Glouberman) entitled The Chairs Are Where the People Go. I’m not actually a particular fan of the book, but the title essay (which is, in fact, about arranging audiences for public lectures) might almost have been written for most academics. We tend to look for our “public” where the chairs are. And the chairs are mostly on campuses, or in libraries, or at museums.

Where do the people mostly go? Well, actually, most of them don’t congregate in such places, in chairs or otherwise. They are instead in a great many other places. And an awful lot of them are, as we know, online. Social media is very often where the people go.

Are we in the Humanities online, in social media, too? Well, yes, some of us, some of the time. But are we really employing the digital public sphere to engage a public, or do we mostly use it to network among ourselves? To answer that question, we all might glance over our Facebook “friends” list, or the lists of those we follow, and those who follow us, on Twitter. How many of these constitute our “public” . . . and how many are really “us”?

What is it, exactly, within the Humanities that we want to “make public”?

When faced with criticisms of the utility of the Humanities from the public media, it has become a reflex to speak about the importance of “critical thinking.” We tend to say this as though critical thinking was self-evidently at the heart of what we actually research about and teach (is it, really?), and also as though critical thinking were the exclusive preserve of the Humanities — a claim that I know that those in other fields would challenge.

One of our tasks then should be to interrogate what we mean by “critical thinking,” and to analyze the ways in which the particular flavour of such thinking in the Humanities differs (if indeed it does) from that offered by other fields in the sciences and social sciences. What, in other words, do we have to offer that is unique to our disciplines?

Stepping back from that fundamental question, we also need to ask ourselves what it is that we actually deliver to “our” public. When we give public lectures, place our research in the public domain, or blog and tweet about what we are doing in a publicly available venue, are we really offering insights into critical thinking?

Well, sometimes perhaps we do. My own perception, however, is that most often what we offer up is not an insight into humanistic modes of perception and thought, but rather what I will call, for want of a better word, “content.” By content, I mean something rather like “facts.” We lecture on the life and oeuvre of a particular poet, or talk about the evolution of an artist’s aesthetic vision, or we discuss the philosophical and ethical implications of a particular public policy.

This is all good stuff, I believe, but it is for the most part communicating the fruit of our own critical thinking and research, rather than demonstrating how we think and research. It tends to be built around a narrative that we have already constructed, rather than around the power and implications of building narratives.

So the question is this: if we believe (as most of us do) that it is more important that our students learn how to read (in all the multivalent senses of that word) and think critically than that they remember the dates of such and such an author or work of art, then why do we not think that this same set of intellectual priorities should apply to our non-academic public as well? If we believe (as most of us probably do) that the Humanities have a transformative power, and that they are of inestimable value to the thinking citizen of a democratic society, why do we think that we are performing an especially valuable service by lecturing on materials that we would probably relegate to secondary status in evaluation of student progress?

Do we believe that our broader public is less capable of, or less interested in, learning how to think in humanistic ways than our students?

Do we apply what we have come to know about teaching to our engagement with the broader public(s)?

This question in some ways follows naturally upon the one immediately above. We have, as a profession, expended a fair amount of thought over the last decade or more on learning and teaching strategies.  The advent of digital teaching tools and resources over that time, ranging from the homely Powerpoint slideshow to the might MOOC, has done much to change the way that we approach pedagogy, and these new resources have become, to greater or lesser degrees, an accepted part of our arsenal of teaching tools.

And, because tools change what we do, and how we think about it, as much as they transform the way in which we do things, our pedagogy has changed in interesting and (mostly) positive ways. Blended learning, peer-to-peer teaching, visualizations and project-based learning are among the more important new strategies we employ because we have come to believe that they are effective ways of communicating and instilling the skills and information that we wish to impart to our students.

But how many of us employ these when interacting with a public not comprised of our peers or our students? The Powerpoint (or Prezi, or Keynote) has certainly become ubiquitous, but what other tools do we use to engage with a broader public?

More importantly than the technology, have we sought to introduce new and innovative strategies for engaging with such publics? Have we thought about how blended or collaborative learning, or project-based interactions might assist us in such engagements? Have we tried to empower our public, to treat them as equals in dialogue with the Academy, to learn from them as they (we hope) will learn from us?

Do we listen to our public?

For whom do we build?

Looking beyond, for a moment, the perpetual debates within Digital Humanities about who is “in,” and what constitutes “building,” we can say truthfully that all academics “create” things, whether those things are monographs, articles, works of fiction or art, or digital tools. We create all of these things for particular audiences or communities of potential users. The classic scholarly monograph or peer-reviewed article, for instance, are invariably written for those who are like ourselves: for specialists in this or that field. Books and articles written for a popular audience — the latter might include, for instance, guest columns in a newspaper or a magazine article — are obviously produced for a larger audience, while a novel, poem, performance, or work of visual art is intended to appeal more broadly still.

All of these, whether of broad or narrow focus, seem to me to one degree or another to be cases of preaching to the choir. This is not to say that they are not useful, or valuable, or relevant, or even that they are not, sometimes, “public humanities.” But, because the forms that they take delimit the intended audience, they are all, by generic definition, addressing those who are already engaged with the humanities. Volumes of poetry, for instance, tend to be purchased or borrowed, and read, by lovers of poetry. Art exhibits are viewed by art lovers. Popular histories attract people who are interested in, yes, history. (The sole exceptions here might be newspaper articles. Or maybe not.)

As for digital tools — well, I can imagine the occasional non-academic having some fun playing around with a tool like Voyant, or Orbis, for a short while. But the vast majority of our digital resources, be they research tools, or electronic editions, are produced for a highly specialized use by people who closely resemble us.

Can we imagine what we might build for a different kind of audience? What sorts of tools might engage with those whom we have not already narrowly defined as peers or allies?

Who, exactly, are “we”?

Throughout this post, I have been writing as an academic, with a presumed audience of other academics (which I would take to include graduate students and librarians at least). Perhaps this is telling? Possibly the tendency of academics (including, evidently, myself) to think of ourselves as a very distinct group, rather than as a part of a larger community, is symptomatic of the reasons why all Humanities are not yet Public Humanities?

Definitions of the Humanities abound of course, but I particularly like this one from the 4Humanities project because of its focus upon the notion of community and contribution:

[T]he humanities contribute the needed perspective, training in complex human phenomena, and communication skills needed to spark, understand, and make “human” the new discoveries.  In the process, they themselves discover new, and also very old, ways to be human.  They do so through their unique contribution of the wisdom of the past, awareness of other cultures in the present, and imagination of innovative and fair futures. (“Mission,” 4Humanities)

The Humanities are a very broad and (ideally) inclusive community. We “do” the Humanities in universities and colleges, but surely we should acknowledge that we are not the sole custodians of and advocates for the many and diverse range of intellectual and creative activities that are denoted by that term. Public librarians, K-12 teachers of all sorts, artists, musicians, filmmakers, and writers, community leaders, fundraisers, and members of an enormous variety of creative, artistic, or generally humanistic ventures in the public sphere: these are all more than merely potential allies. They are, in a sense, another important facet of who we are.

And establishing who we are is a vital first step in communicating the values for which we stand. Acknowledging our membership within a much larger community of practitioners of the Humanities is important for that reason if for no other.

————————————

* I am aware, of course, of the dangers potentially inherent in conflating “the Humanities” with older and frankly problematic forms of “Humanism,” and I use the term “humanist” somewhat guardedly for that reason. It is possible, however, to envision a newer, more diverse and nuanced form of “Humanism” that takes into account new understanding of globalism, sexuality, identity, and the other issues that now make the older ideology seem so out-of-date and untenable. See for instance Diana Brydon’s call for a more expansive humanism in “Do The Humanities Need a New Humanism?Centre for Globalization and Cultural Studies, Winnipeg: U of Manitoba, 2013.

————————————

References

4Humanities: Advocating for the Humanities. Web. Accessed 5 May, 2013.

Brydon, Diana. “Do The Humanities Need a New Humanism?” Centre for Globalization and Cultural Studies, Winnipeg: U of Manitoba, 2013. Web. Accessed 5 May, 2013.

Draxkler, Bridget, Jentery Sayers, Edmond Y. Chang, Peter Likarish, et al. “Democratizing Knowledge,”HASTAC, Forums, 2009.

Flanders, Julia. “The Literary, the Humanistic, the Digital: Toward a Research Agenda for Digital Literary Studies.Literary Studies in the Digital Age: An Evolving Anthology. Ed. Kenneth M. Price and Ray Siemens. MLA Commons. New York: Modern Language Association, n.d. Web. Accessed 6 May, 2013.

Heti, Sheila, with Misha Glouberman. The Chairs Are Where the People Go: How To Live, Work, and Play in the City. Faber & Faber, 2011.

Liu, Alan. “The State of the Digital Humanities: A Report and a Critique.” Arts and Humanities in Higher Education, 11.1 (2012): 1-34.

Marcotte, Sophie, Ichiro Fujinaga, Susan Brown, John Unsworth, Laura Mandell, Bênoit Habert, and Ray Siemens, “Public Digital Humanities,” Digital Humanities McGill, McGill University. 30 April, 2012. [Podcast]

Pettegree, Andrew. The Book in the Renaissance. New Haven and London: Yale, 2011.

Image Credit: Ambrosius Holbein. Utopiae Insulae Tabula, from Thomas More, Utopia (Basel, 1518). Wikimedia Commons.

With Friends Like This . . . ? Digital Humanities and the Right

Like most people, I am probably at my happiest when my own cherished assumptions about things about which I care are reinforced by others, or at least left unchallenged. It is not that I am a conscious quietist, or smugly complacent — I just prefer to think, most of the time, that I am “right.” But I also recognize the value of being made uncomfortable on occasion. To my own surprise, a brief and (I’ll readily admit) relatively unimportant short article in the right-wing Intercollegiate Review on the subject of the Digital Humanities has done just this.

Why Conservatives Should Embrace the Digital Humanities,” is by Danielle Charette, a Junior at Swarthmore College studying English and philosophy. Her post is articulate and well-written. And, although it seems clear that she is not herself studying Digital Humanities, she is better informed about it than the vast majority of undergraduates with whom I generally interact. Here is her thumbnail description of the discipline:

In a nutshell, DH is a way of thinking about interdisciplinary research and teaching, specifically as traditional disciplines–like history, philosophy, literature and art–take on a larger and more cohesive online presence. Through technology, professional curators can organize vast digital archives of famous and not-so-famous historical materials. And because these archives are searchable, curators  also “data-mine” the contemporary ways in which people search, read and interact with classic texts.

That there is, of course, a great deal missing from this account needs hardly be said, but it’s not a terrible description of some of the main contexts and themes at work in the field. Much more interesting, and for me unsettling, however, is her characterization of Digital Humanities as an essentially untheoretical enterprise, and a means of escaping from the “more corrosive academic trends that plowed through America’s college campuses after the 1960′s”:

the great thing about DH is that, though it is theoretical about the way we interact with physical and virtual books and streamline information, it is also profoundly textual.  Perhaps we’ve finally replaced the notorious 1980′s and 90′s heyday of highbrow postructuralist [sic] and postmodern theory [. . .] with a return to the actual text.

No one with any real familiarity with the ongoing debates within DH requires an explanation of how this characterization reinforces existing anxieties about our field: Digital Humanities has been criticized from within for its failure to nurture a native cultural criticism, and from without for its putative theoretical naïveté.

Of course, it is not true that Digital Humanities is really untheorized. Recent collections of essays  – Debates in Digital Humanities (2012), Digital_Humanities (2012), and Understanding Digital Humanities (2012) are all very much about the field’s engagement with a theoretical approach to, and understanding of, the intersections between digital technology and what we “do” as scholars in the arts and humanities. So too are countless essays, articles, interviews, blog posts, and even tweets.

Nor is it really the case that DH is not “political.” Tellingly, many of the elements left out of Charette’s description — the field’s ideological preference for open access and open source, its generally copyleft leanings, for instance — are precisely those which might undercut her argument that DH is a congenial home for conservatism. Her understanding of the nature of the texts that we work on is also, as Ted Underwood noted, out-of-date and misrepresents many of the projects with which the field is engaged:

A salient example, and a very well-established project that I suspect Charette would find less conformable to her view of the representation of the traditional canon in DH is, of course, Brown University’s Women Writers Project, which dates from the 80s, the very “heyday,” as Charette puts it, of “highbrow postructuralist and postmodern theory.” How well does a project that seeks to contribute to “the growing field of early modern women’s studies, whose project was to reclaim the cultural importance of early women’s writing and bring it back into our modern field of vision” really fit with a small-c conservative political agenda?

And then of course there are the vital strains of progressive ideology and theory represented by #TransformDH, and THATCamp Feminism East and West that are interogating not merely the larger cultural context, but Digital Humanities itself.  Charette misses these, and much else. At one point, for instance, she enthuses about the Digital Thoreau archive, and asserts that

DH is respectful of the author, the historical era, and the words on the page. Moreover, DH insists on context, or what Gerard Genett [sic] calls “pretext,” referring to the way the main text appears on the page in relation to introductions, prefaces, epigraphs, etc.

One wonders what she would make of distant reading.

It seems almost churlish to bring all of this up, not merely because this article is the work of an undergraduate, but also in the sense that Charette’s piece is not a critique, but a recommendation of Digital Humanities. It would appear that a vague, uncritical and untheorized processing of texts — the older, it would seem, the better — is exactly what “conservatives” are most likely to enjoy. To what end, one wonders? Or does that question seem too theoretical?

I don’t want to seem to be making too much of what is, after all, little more than an undergraduate essay with a particular and rather naive political agenda. Probably Ted Underwood is right, and I should be more wary of “drawing any lesson from the ISI piece.” And I also especially don’t want to seem to be “bullying” or “mocking” Charette: as much as I dislike her political perspective, I am impressed by her resourcefulness and her facility with the language, and, yes, pleased by her interest in the field. Most DHers are, after all, proselytizers, and Charette seems interested in engaging in some recruiting on our behalf.

And perhaps this is what most disturbs me about the article. It doesn’t “worry” me as a serious critique, even an implicit one, but it has unsettled me, not because it offers a trenchant attack upon DH, but precisely because it doesn’t. It frankly disturbs me that a conservative, even a relatively uninformed one, should find anything about DH congenial. How likely is it that she could make the same argument about, say, Feminist criticism, or Queer Theory, Ecocriticism or Postcolonialism? The central ideological assumptions of those fields would preclude any such attempt: they are too insistent upon their otherness to be suborned by the Right.

Much of what worries me has, of course, been expressed at greater length and more eloquently elsewhere, most notably in Alan Liu’s “Where Is Cultural Criticism in the Digital Humanities,” an essay that I think one of the most important reflections upon the field to be produced in the last two or three years.

How the digital humanities advances, channels, or resists today’s great postindustrial, neoliberal, corporate, and global flows of information-cum-capital is thus a question rarely heard in the digital humanities associations, conferences, journals, and projects with which I am familiar. Not even the clichéd forms of such issues—for example, “the digital divide,” “surveillance,” “privacy,” “copyright,” and so on—get much play.

Liu’s lament that DH has not evolved its own form of cultural critique, nor joined to work with fields (such as media studies) that have, represents only half of the problem, for our failure to do so has made it all the easier for the rhetoric of digital humanities to be co-opted. As Richard Grusin noted in his paper “The Dark Side of the Digital Humanities Pt. II,” part of a panel which caused a great deal of stir at MLA 2013, this has been particularly evident in the field of instructional technology and “digital pedagogy”:

I worry that digital humanities projects might serve as something like gateway drugs for administrators addicted to quick fixes and bottom-line approaches to the structural problems facing higher education today, providing them with the urge to experiment with MOOCs and other online forms of “content delivery,” which is how college courses are being increasingly defined by university administrators, government officials, and techno-utopians alike.

It is not, I think, that digital humanists are, as a breed, in any way sympathetic to those on the Right who see technology as a way of gutting (or “disrupting,” as the current rhetoric of the MOOC would have it) the Humanities. But in neglecting to be noisier or more insistent about the ideological assumptions of the field, we have allowed ourselves to become, perhaps, silent partners in their endeavour. Take, for instance, Cathy Davidson’s opinion piece in HASTAC, “If We (Profs, Teachers) Can Be Replaced by a Computer Screen, We Should Be!.” Davidson’s point is that the growing sophistication and potential offered by MOOCs and other online teaching technologies should serve as a wake-up call, and prompt us all to become better teachers. Fair enough. But Davidson consciously, and somewhat uncritically, deploys the language of the “disruptors” whose real agenda is, one suspects, not improving pedagogy, but rather making it cheaper:

In a world where lots of learning can be taught online, we better think seriously and carefully about our particular role in the classroom or we will be put out of business and perhaps we should be.   I’ve learned how to Moonwalk from an online tutorial.  I’m learning how to draw from online courses.   I’m learning Java Script on line.  I have a list of other things I’d like to learn.   Millions of others share my desire to learn when we can, in airports, on runways, on weekends, fit to my schedule.

Davidson, I am reasonably confident, does not support the gutting of Humanities departments and the replacement of teaching faculty with MOOCs. Indeed, she explicitly says as much. But her adoption of the language of the techno-enthusiasts is not nearly nuanced or critical enough to avoid giving aid and comfort to The Enemy.

Davidson is an influential advocate, within DH and without, for innovation in online teaching and instructional technologies, and I think her enthusiasm for these things has at the least hobbled the critical analysis and ideological awareness that should accompany such assertions. I think that she is not alone in this: DHers are often, in my view, far too busy being enthusiastic to take the time out to examine the larger political implications of the technology that so enthralls us, and that we are absolutely certain should enthrall everyone else as well.  At the same time, there is possibly a fear of biting the hand that feeds us: as what little funding remains to the Humanities is increasingly channelled in the direction of DH hires and digital projects, we are perhaps too happy, or simply too surprised, by the largesse to examine too closely the ideological strings that may be attached to the cheques.

And this is why I am unsettled by Charette’s short article. Not because it is particularly well-informed, nor because it represents an accurate account of the ideological and theoretical leanings of the Digital Humanities; as I’ve tried to suggest, I don’t think it does. But it is yet another instance of DH being co-opted by the Right, a rhetorical manoeuvre that is possible largely because our field is not insistent enough about its own assumptions.

We need to become noisier about the ideological underpinnings of the premises of our field. We need to start turning our critiques outward, and address them less to ourselves, and more to the broader disciplinary structures to which we belong. We need to insert our caveats about the technology as well as our enthusiasms into public discourse. We need to do what we in the Humanities are supposed to be especially good at: applying critical thinking and analysis to reveal and dissect the ideological agendas of those who would quietly recruit us as “fellow travellers.”

And, while we should always welcome critiques of what we do, whether from the Right, the Centre, or the Left, we need to make it clear that the subtle appropriation of our field by the Right represents (to use an apposite metaphor) a hostile take-over bid.

—————-

References

Berry, David M., ed. Understanding Digital Humanities. Houndmills: Palgrave Macmillan, 2013.

Charette, Danielle. “Why Conservatives Should Embrace the Digital Humanities.” Intercollegiate Review. Intercollegiate Studies Institute. 28 March, 2013. Web. 28 March, 2013.

Davidson, Cathy. “If We (Profs, Teachers) Can Be Replaced by a Computer Screen, We Should Be!” HASTAC. 14 February, 2013. Web. 29 March, 2013.

Digital Thoreau. WordPress Blog. Web. 1 April, 2013.

Matthew K. Gold, ed. Debates in the Digital Humanities. Minneapolis: University of Minnesota Press, 2012. Web. 1 April, 2013.

Grusin, Richard. “The Dark Side of the Digital Humanities Pt. II.” Center for 21st Century Studies. University of Wisconsin-Milwaukee. 9 January, 2013. Web. 1 April, 2013.

Liu, Alan. “Where is Cultural Criticism in the Digital Humanities?” Ed. Matthew K. Gold. Debates in the Digital Humanities. Minneapolis: University of Minnesota Press, 2012. 490-509.

Lunenfeld, Peter, Anne Burdick, Johanna Drucker, Todd Presner and Jeffrey Schnapp. Digital_Humanities. Cambridge, MA: MIT Press, 2013. Web. 30 March, 2013.

Women Writers Project. Women Writers Project, Brown University. Web. 1 April, 2013.

Glen Worthey (Stanford University) Speaks at Western on “Margins of Error”

Announcing the first of this year’s IDI in Digital Humanities Speakers Series!

Glen Worthey
“Margins of Error”
Thursday Jan 24th
3:30pm
Lawson Hall 2270C.

 

Image Dr. Worthey will also be teaching a graduate workshop on TEI on Friday Jan 25th to be held at the CulturePlex Lab (UC114) 10:00am

Glen Worthey is Digital Humanities Librarian in the Stanford University Libraries, and head of the Libraries’ Digital Initiatives Group. Glen has been active in the digital humanities since about 1995, was a co-host of the international “Digital Humanities 2011″ conference at Stanford. He’s currently a member of the Executive Board of the Association for Computers and the Humanities (ACH), the Steering Committee for the Alliance of Digital Humanities Organizations (ADHO), and the Board of Directors of the Text Encoding Initiative Consortium (TEI-C).

Glen’s library work is focused on the selection, creation and curation of digital resources for humanities research and teaching at Stanford, and he is a member of the Stanford Literary Lab. His academic background and interests are in Russian literature (in which he is currently ABD at the University of California, Berkeley), Spanish language, translation theory and practice, and children’s literature and culture.

With thanks to Elika Ortega and Kimberley Martin for the work on this!

Aaron Swartz, Scholarship@Western, and Open Access

Explore Titles by DisciplineBelow is the text of an email that I sent out to all faculty and graduate students in the Faculty of Arts and Humanities at Western University on 13 January, 2013.

Greetings all:

On Friday, Aaron Swartz, a brilliant young American programmer and Open Access advocate, committed suicide in Brooklyn. Swartz was, at the time of his death, facing prosecution from the US government for downloading 4 million articles from JSTOR via MIT’s computer network, and faced a $1 million fine and up to 35 years in prison for his “crime”; this despite the fact that he did not “hack” the system and made no attempt to distribute the articles. The “victim,” JSTOR itself, declined to prosecute Swartz, and publicly disavowed the Dept. of Justice’s case. Alex Stamos, an expert witness in the case, has written an excellent summary here:

http://unhandled.com/2013/01/12/the-truth-about-aaron-swartzs-crime/

In the wake of Swartz’s death, there has been an enormous upsurge in support for Open Access among academics online and elsewhere; those interested in following the discussion on Twitter can do so via the hashtag #pdftribute. In that spirit, I would like to remind you of the existence of two important resources for those interested in pursuing Open Access for scholarly publications.

1) Scholarship@Western is our own Open Access online repository for academic publication. Run by Western Libraries, Scholarship@Western “aims to facilitate knowledge sharing and broaden the international recognition of Western’s academic excellence by providing open access to Western’s intellectual output and professional achievements. It also serves as a platform to support Western’s scholarly communication needs and provides an avenue for the compliance of research funding agencies’ open access policies.” Any faculty member or student can deposit eligible research publications, and create a profile, in Scholarship@Western.

2) Most journals and academic publishers have in place policies regarding the Open Access online archiving of research materials. In some cases, these are quite liberal, and permit, for instance, the immediate archiving of PDF copies of pre- or post-print copies of an article, or archiving 12 months after initial print publication.  SHERPA/ROMEO is a database that makes available information on the Open Access and archiving policies of an enormous number of scholarly journals, and makes it possible to determine easily the policies of a particular journal within which you may have published.

If you have not already, I hope that you will give some thought to supporting Open Access publication, and raising, in the process, Western’s international research profile, through the use of Scholarship@Western.

Cheers,

Mark McDayter

Things I Didn’t Know that I Didn’t Know about Student Blogging

[Note: This post is a reblog of my post on the Research Group for Electronic Textuality and Theory blog.]

On 2 October, 2012, I had the enjoyable experience of leading a discussion on the subject of student blogging as part of a workshop run under the auspices of the Research Group for Electronic Textuality and Theory; my colleague from the Department of Philosophy, Samantha Brennan, led a parallel discussion on the subject of research blogging, upon which subject she has recently contributed a post. The workshop concluded with a walk-through and practicum on setting up a WordPress blog. The workshop as a whole was stimulating, instructive, and, really, just a great deal of fun. And I learned much myself from comments and questions contributed by participants.

What follows is a somewhat expanded version of that portion of the workshop devoted to instructional blogging.

Some Context

I decided that the most useful and efficient way to talk about student blogging was to focus at first upon the blogging assignment I have constructed for and assigned to a first-year English literature course that I teach, Eng1020E “Understanding Literature Today.” I have, in the past, attempted to integrate new teaching technology of various sorts into the course in order to make it more it more engaging; I have, for instance, used a Facebook group in conjunction with the course since I first began teaching it 5 years ago.  This year, however, I decided that I wanted to develop a better-focused and coherent approach to my pedagogy for the course, which I would facilitate through a more coordinated use of technology. My theme, I decided, was to be “social reading.”

“Social reading” has become something of a buzz term in some quarters.  (For some possible approaches to this term, see Bob Stein’s A Taxonomy of Social Reading: a proposal, developed for the “Institute for the Future of the Book.”)  It is generally treated as a pedagogical methodology, and associated with things like “peer instruction,” the theory that students learn best when they are actively collaborating together in the learning process, effectively teaching each other rather than merely passively absorbing information.

Samuel Richardson Reading

Samuel Richardson Reading. Image courtesy of themorgan.org

For me, though, “social reading” has a more historically-contingent resonance. After all, reading has historically had a “social” dimension that was somewhat lost in a post-Romantic view of textuality, and that, arguably, online textuality is now in the process of reviving. Social reading, in my view, is therefore not merely a pedagogical strategy for absorbing what has been read, but a window into a different kind of reading that transforms content, making texts multivoiced and multivalent in ways that are simply inaccessible through other more solitary forms of textual engagement.

There are a number of approaches that I have adopted to encourage this idea of social reading in ENG1020E; some of these, and a more detailed account of what I am trying to do in the course, I may discuss in a future blog post.  In the meantime, it is sufficient to note that student blogging is one of the more important elements of my overall strategy. The essential idea is this: students will write about their texts on public online blogs that were “linked” to each other through subscriptions and blogrolls. They would focus upon their more personal responses to these texts, and would be able to follow what their fellow students thought and said about these same texts in a way that would, hopefully, enlarge their thinking and perspective upon them. These networked blogs would, in this way, come to constitute another kind of online conversation about literature.

I have myself blogged for a number of years, and have read a fair amount about student blogging assignments. I have never before, however, attempted to integrate blogging in any way into my own teaching, so I did devote a substantial amount of time and thought  to the particular methodology I should adopt. The result was a brief but, I thought, adequately descriptive rubric for my students:

This assignment requires each student to create and maintain a “commonplace” blog (probably on WordPress, a free and open blogging site available online). Students will use this blog as a kind of “commonplace book,” a place to record particularly interesting, worthwhile, or important information gleaned from readings, lecture, and tutorial, as well as a few salient lines, phrases, or passages that you think might be useful to remember.

Students are expected to produce one blog entry every two weeks of the course, beginning the week of September 24 – September 28. For practical purposes, you will be writing at least 11 blog entries. You may, of course, write more if you wish. Each entry should be a minimum of 100 words, excluding quotes from texts. The blog posts need not be written in an “academic” style — blog writing is generally fairly informal — but they should at least be grammatically correct, and they should relate to a text we have recently read and discussed.

There are two main functions to these blogs:

1) To help the student identify salient, interesting, or important information discussed in the course.

2) To provide a handy “study guide” for the first term test and final exam.

In addition, students will be encouraged — and would be well advised — to “follow” the blogs of other students in your tutorial section, and even comment on them. You can learn a great deal from this kind of online “discussion.” Note, however, that the usual sanctions against plagiarism count: do not merely copy the blogs of others, although you may link to them..

On occasion, I will be visiting your blogs and commenting on them where useful.

I thought this sufficiently clear, detailed, and prescriptive.

1020E Blog Screen ShotOops.  Well, I was wrong. Shortly after sending out this rubric, I had a brief but informative discussion with Dr. Elan Paulson, who in her capacity as Digital Communications Specialist at the Faculty of Education here at Western knows a great deal about educational blogging, and has herself used blogs in courses before. Dr. Paulson’s comments made me all too aware of my failure to think through all of the implications of the assignment; her questions caught me frankly off-guard (although they shouldn’t have).  How, she asked, will these “commonplace blogs” differ from conventional class journals? How have you addressed the “public” nature of blogging? Will students be instructed in the value and importance of “tagging” posts, or blogrolls? What criteria will be used to evaluate these?

My attempts to formulate coherent responses to these questions coincided with an unexpected call to talk about instructional blogging in a workshop that I had organized for faculty and graduate students in the Faculty of Arts and Humanities at Western. Suddenly, I had two compelling reasons to think, and write, a bit more cogently and comprehensively on the subject of student blogging.

What appears below, then, is my attempt to do just this. In addition to a more elaborate version of the slide presentation that I gave on student blogs, it includes the “criteria sheet” for the blogging assignment that I eventually produced for my students and teaching assistants: this last appears at the bottom of the post.

So, an important caveat: what follows here is not the advice of a seasoned veteran of instructional blogging. On the contrary, it represents the first stumbling attempts of a n00b in the field to systematize his thinking on that subject. It has been informed by some reasonably wide reading, some very helpful conversations, and a good deal of thought, but it has yet to face the trial by fire of actual classroom use. Treat it, accordingly, with some caution. In addition, those interested in this subject should check out Instructional Blogging: Links and Resources, a list of online and print discussions that I assembled in advance of the workshop a few weeks ago; to an important degree, that list can be treated as a supplement to the list of references here, as the resources and articles given there have greatly informed my understanding of this subject.

Some Questions

A good place to start is, perhaps, by asking oneself some basic questions about the intended function of the blogging exercise and the desired learning outcomes.

What is the function of the blogs?

This is obviously pretty fundamental. The first part of the answer should focus upon the ways in which blogs will enable learning. How will this exercise “teach” your students, and what will it teach them? The second half of the question should relate to the choice of medium.  Presumably, you are using blogs, rather than (for instance) course journals for a particular reason. What is it that blogs have to offer that other media, traditional or not, do not? Do those learning outcomes rely upon the kinds of features that blogs offer, or are they enhanced by them? A number of things attracted me to the idea of student blogging. Blogs provide students with their own secure textual “space” within which to express themselves, while simultaneously allowing others to comment and contribute. The exercise would also help train students to write in a more self-aware way for public online consumption, a skill that, in my capacity as a digital humanist, I also thought well worth their time to cultivate.

How do they relate to other course content?

This question relates most obviously, perhaps, to the issue of content. What will students be writing here, and how does it relate to what you are teaching? Will this be a place to focus on texts? Upon secondary source readings? Upon lecture or tutorial material? Upon their own responses to course content? Given that blogs have developed as a form well suited for “thinking out loud” (remember the etymology of the term “blog” comes from “web log”), they are probably not ideal as a place to keep lecture notes, but are rather better suited for the kind of intellectual explorations of texts and ideas that characterized the older notion of the informal personal “essay” as practised by Montaigne, Bacon, and others.

How will they be evaluated?

The issue of form is again important: to what degree is your evaluation going to focus upon the blog as a medium? In other words, is part of the mark for their blogs going to be based upon an evaluation of the degree to which the student has mastered blog-writing as a discrete genre, just as part of the grade (and usually a substantial part, at that) for an essay is likely to derive from a demonstrated competence in essay writing?

The exact criteria that you choose will, of course, depend greatly upon your answer to other questions here, as for example the relation to course content and the function of the blogs. What is particularly important, however, is that these criteria be reasonably clear to the students. Remember that while they will likely have written formal essays for grading before, and so will already have some sense of the types of criteria used to evaluate these, there is a good chance that they’ve never been evaluated for blog writing. Their sense of what constitutes a “good” blog post will be accordingly much fuzzier.

Are they public?

Blogging is almost by definition a public exercise, but most blogging apps (including WordPress) permit blog content to be kept hidden from the general public. The choice of “public” or “private” will depend, again, to a great degree upon what one sees as the function of the blog. Remember, too, that the content, tone, and style of the blog post may — indeed, should — vary according to the degree to which it is public. Writing for one’s peers, instructor, or teaching assistants is not the same thing as writing for a more general and diverse audience.

Are they networked?

To what degree are these blogs to be written by each student in isolation of the others? Or will you have them use the blogging tools available — reblogging, blogrolls, and “follow” buttons — so that they are writing within and for a larger community of their colleagues? Making a blog public does not, in and of itself, ensure that students are accessing, and gaining the benefit of, each other’s blogs. Of course, you may not want them to do this — but if not, then perhaps it is worth asking, again, whether blogging is really a worthwhile exercise in the first place.

How will feedback and comments be handled?

Are you planning to interact directly and publicly with the student blogs? If so, what sort of “voice” will you use, and how will you handle critical comments and suggestions? Will you “correct” a student when she or he gets something wrong? Receiving public criticism on a blog can be traumatic enough; it is doubly so when it is coming from your instructor or teaching assistant. There are also, of course, issues of “confidentiality,” as the blog will presumably be a graded assignment: how can you provide feedback and commentary in such a way as not to breach confidentiality?

How one answers these questions will, of course, go a long way to determining the sorts of blogs that your students produce, as well as your own evaluation of them. There are, however, additional aspects of blogs in general that need to be considered before finalizing a student blogging assignment.

Some Considerations

Many of these factors for consideration will relate in obvious ways to some of the questions I’ve asked above. I am certain that there are others I have not thought of or included here; doubtless some of these will occur to me as the year, and the students’ actual work at blogging, unfolds.

  • Take advantage of the online venue: if the blog makes use of none of the features that the online medium makes available, such as enabled comments, hyperlinks, or “follow” features, then there is perhaps little point in using it instead of, say, e-mail.
  • Bear in mind that blogs are not essays, and should likely be written in a very different (and probably more personal) voice.
  • Citation is (usually) handled differently on blogs, often just with links to online versions of the source. Actually, however, there is nothing really to prevent one from using MLA, Chicago, or APA citation style in a blog piece, and some blog writers (including myself) do so. If the blog posts are intended to be more essay-like, then employing conventional citation probably makes sense.
  • Blogs can employ “tags” to increase online visibility; if one of the points of the exercise is to not merely produce a blog, but actually to teach about blogging, then guiding students in the use of metadata such as tags is important.
  • Blogrolls and subscriptions can turn isolated blogs into networks. Again, an important function of the online medium is to turn a one-to-one conversation (between, say, student and instructor) into a multi-voiced online discussion. Having your students use blogrolls and install “Follow” widgets (which enable e-mail subscriptions to a blog) effectively “networks” the blogs in a way that permits students to learn from each other in an asynchronous manner that will not be unfamiliar to them from Facebook and other forms of social media.
  • Blogs are most usually and naturally a form of “public writing.” There are hazards to asking students to publish their thoughts online; perhaps the most important of these is that it exposes them to trolls and flaming. On the other hand, almost all students are producing writing that is more-or-less public already — on Facebook, Tumblr, or Twitter. Using a blogging exercise to talk about the differences between public discourse and private communication is probably a pretty useful thing.
  • IP and Reproduction Rights are generally not handled well in most social media, including blogs. This is perhaps a good opportunity to talk about what these things are, and why it may not be a great idea to simply paste that cool image from someone’s web page into your own blog without permission or acknowledgement.
  • Troll: All Your Students Are Belong to UsFlaming and Trolling are endemic online, and there is some chance, particularly if students are writing about a controversial or contentious issue, that their posts will show up in someone’s Google search, and they will find themselves the target of a bit of online nastiness. Students can, of course, be insulated from this possibility by changing blog privacy settings — but it can be argued that it is far more valuable to instruct them instead on how to deal with this not uncommon pitfall of online writing should it arise. Students are, as I’ve noted, already living online; they are already vulnerable to various forms of cyberbullying. Learning to deal with it is an important component of learning how to communicate online.

Some Criteria

Here, then, is the actual set of criteria that I sent out to the students and teaching assistants of Eng1020E, Section 002. My formulation of this document owes a great deal to a number of examples already existing online, which are available on the “Instructional Blogging” resource list, and below in “References.”

English 1020E – Section 002

Criteria for the Evaluation of Student Blogs

The criteria by which your blogs will be evaluated fall into three categories: Primary Criteria, Secondary Criteria, and Optional “Extras.” The latter category consists of features that are not absolutely required, but that will gain you some extra credit if included.

The grade percentages associated with each of these criteria are guidelines only, and represent the relative “weight” of each category that we’ll be using when evaluating your blogs. In an instance in which, for example, the “content” of the blog posts is exceptional, we may feel justified in boosting the mark for that above the 40% allowed for below.

Primary Criteria 

  • Content (40%) – “Content” in this context means the degree to which your posts focus upon one of our class texts, and the “quality” of your insights and thoughts about those texts. Remember that the point of the blog is not to regurgitate material from lectures and tutorials (although you may of course refer to these), but rather to add your own thoughts and impressions about these poems, novels, plays, and essays. A high quality post will engage with a text both critically (that is to say, will feature some original insights that come from a considered reading of it) and personally. You needn’t be afraid of being “wrong” in any of your discussions, but your impressions and ideas should be backed up with at least some “evidence” from the text. As well, your posts should be to some degree “original,” a requirement that is implied by the fact that they are also “personal” responses. Merely parroting the remarks or thoughts of other students will result in a loss of marks.
  • Style (30%) – Blogs are not, and should not, be written in the formal style of an academic paper or essay. Use a personal voice – the first person pronoun is not merely permitted, but encouraged – and make your writing casual, entertaining, and engaging. Your diction (word choice) can be more colloquial than would generally be permitted in an essay as well, but try to avoid a language that stoops too low: avoid vulgarity and “text-speak.”

Secondary Criteria 

  • Grammar and Spelling (10%) – As noted above, a blog is not a formal essay. That said, you are still writing to be understood, and for an audience (even if it is only your TA and instructor), and your writing should therefore be grammatically correct. Occasional liberties (for instance, the occasional sentence fragment for dramatic or rhetorical effect) are permissible, but posts littered with grammatical errors and spelling mistakes will be penalized.
  • Timeliness and Length (10%) – The rubric for the blogging assignment specifies that you are expected to write “one blog entry every two weeks of the course, beginning the week of September 24 – September 28.” It also requires that each entry be a minimum of 100 words, excluding quotes from texts. There will be some flexibility on the first requirement: we won’t be counting down to midnight on the last night of each two-week period to check that you have produced a blog post within that interval. But you are expected to “keep up,” and should post your bi-weekly entries no more than a day or two late. Do not wait until the end of the term or the course to post a backlog of entries: this would defeat one of the main points of the exercise, and will result in the deduction of marks.
  • Quotation of Primary Sources (5%) – One of the original functions of manuscript “commonplace books” was to store pithy quotes for future reference and use. In addition to quoting from the text where appropriate to back up any of your ideas and impressions, it’s a good idea to record particularly “important” sentences, phrases, or lines. You’ll find this very handy when studying for the first term test and final exam. You needn’t (and indeed shouldn’t) go overboard here: don’t cite giant blocks of text. But your posts should include a judicious sampling of brief important “bits.”
  • Citation (5%) – Most blogs “cite” sources by linking to them, if they are online, and otherwise provide no more than an author, title, and perhaps date integrated into the discussion itself. This approach is acceptable, but you can also, if you wish, provide more formal citations at the end of each post. Do be sure, however, to provide some citation for ideas and quotes taken from elsewhere, especially if they are from a fellow student.

Optional “Extras” 

  • Comments – You can earn some extra credit (up to 5%) by commenting on the blogs of other students within your tutorial group. These needn’t be lengthy or elaborate, but should be more than a wave: try to say something substantive about the post upon which you are commenting. And, of course, please be civil and respectful of the opinions and writing of others.
  • Multimedia, Images, and Links – You can additionally earn some additional credit (up to 5%) by integrating into your blog post some images, multimedia, and links. These must, of course, be relevant in some way to your post, although can certainly also be “humorous” or draw connections to popular culture (e.g., music videos and even the occasional pertinent “lolcat”). YouTube videos are usually viewed as being in the public domain, and so can be used without worry, but make sure that the images and other materials you use are also “public.” The easiest place to find images that are in the public domain is Wikimedia Commons; some electronic databases and sources also specify that you can use images so long as the original source is acknowledged and cited.

Some Conclusions

Actually, I don’t have any of these yet. My class is only now entering their third week of this assignment: most of the students have as yet produced only a single post. So far, I’m pretty pleased with these. Students have been using this opportunity to register their personal responses to texts, while also supporting these with at least some textual evidence.

The thing that has impressed me most, however, in these early stages of the assignments is how much more than the prescribed 100 words per post students have been writing. This is actually an unlooked-for benefit of the blogs: while the word count for the blogging assignment is included in the overall written requirement for the course, it had not occurred to me that students would actually write more — and in many cases, substantially more — than was required of them. If one of the points of humanities courses in general, and English courses in particular, is to give students practical experience in writing, then student blogging would seem, at least at this early showing, to be a powerful tool.

—————————

References

Brennan, Samantha. “Research Blogging: Notes from Our Workshop.” Electronic Textuality and Theory at Western. The Research Group for Electronic Textuality and Theory. 7 October, 2012. Accessed 12 October, 2012. <http://rgettatwestern.wordpress.com/2012/10/07/research-blogging-notes-from-our-workshop/>

Sample, Mark. “A Rubric for Evaluating Student Blogs.” ProfHacker. The Chronicle of Higher Education 27 September, 2010. Accessed 22 September, 2012. <http://chronicle.com/blogs/profhacker/a-rubric-for-evaluating-student-blogs/27196>

Stein, Bob. A Taxonomy of Social Reading: A Proposal. The Institute for the Future of the Book. N.d.  Accessed 12 October, 2012. <http://futureofthebook.org/social-reading/>

University College, Falmouth. “Blogging Project Checklist for Academics.” Scribd. n.d. Accessed 22 September, 2012. <http://www.scribd.com/doc/97815658/Template-Student-Blogging-Checklist-Pedagogic-Preparations>

University of Wisconsin, Stout. “A Rubric for Evaluating Student Blogs.” A+ Rubric. University of Wisconsin, Stout. 17 January, 2012. Accessed 22 September, 2012. <http://www2.uwstout.edu/content/profdev/rubrics/blogrubric.html>

Williams, George H. “Blogging Assignment.” English 289: Introduction to British Literature. Beginnings to 1800. University of South Carolina Upstate. N.d. Accessed 8 October, 2012. <http://upstateenglish.org/289/assignments/blogging-assignment/>

New and Noted: “Digital Humanities: A Resource List.”

McDayter, Mark, comp.  The Digital Humanities: A Resource List.  Research Group for Electronic Textuality and Theory, Western University. 3 May, 2012. Web.<http://ett.arts.uwo.ca/site/dhResources.html>

The Digital Humanities is a huge and sprawling field.  It encompasses within its “big tent” a diverse range of disciplines, subdisciplines, theories, and practices, ranging from text encoding to text mining and employing technology for pedagogy.

It has also spawned an enormous variety of tools, manuals, guides, theoretical discussions, discussion groups, organizations, and open access journals.

A little more than a month ago, I published, on the web site for the Research Group for Electronic Textuality and Theory in the Faculty of Arts and Humanities at Western University, a resource list of online materials to assist those finding their way through the maze of approaches and tools in the Digital Humanities.  “Digital Humanities:  A Resource List” was also compiled for my own sake, in an attempt to get some kind of handle on what was available.  Here is part of my “Introduction” to the resource:

This web site has been designed to provide a quick and simple reference source for information about, and resources for, the theory and practice of Digital Humanities. While it has been assembled for the particular use of scholars and students working in the Digital Humanities at Western University, it is open to anyone, and (it is hoped) will prove a particularly useful resource for those new to the field.

This resource list is avowedly neither comprehensive nor complete. The focus is upon free and open access tools and sources of information that can be of immediate assistance to those who wish to begin to engage with technology directly. Doubtless I have overlooked a great deal that is of value, and I will be updating these pages periodically with new materials as I become aware of them; a list of recent additions is to be found immediately below. All of the resources listed here are, for the moment, available online (although some exist in print as well); future iterations of this list may additionally include conventional print sources, as well as exemplary projects in the Digital Humanities. Additional areas that I will be adding in the future include digital archives, linguistics, and virtual worlds.

It has occurred to me that I have, rather oddly, neglected to make note of this resource here.  I am now making good that omission.

The site continues to expand on a nearly daily basis: I have added 52 entries since it was first published, and it now includes 171 entries in total (although a handful of these are repeated in multiple sections of the site).  They are distributed according to the following categories:

  • Introduction
  • Digital Humanities – General -19 entries
  • DH & Literary Studies – 31 entries
  • DH & History – 10 entries
  • Pedagogy & Technology – 31 entries
  • Digital Tools – 41 entries
  • Text Encoding Initiative – 19 entries
  • Content Management Systems – 4 entries
  • Learning Management Systems – 4 entries
  • Discussion Groups – 3 entries
  • Organizations – 9 entries

All entries include links to the resource in question, as well as a pop-up panel providing a more-or-less detailed description of the resource, most often lifted from the web pages of the resource itself.

I hope this proves useful to others.  It has already proven a useful exercise for myself.

New and Noted: “Collaborative Research in the Digital Humanities” (Ashgate)

Marilyn Deegan and Willard McCarty, eds. Collaborative Research in the Digital Humanities, Farnham: Ashgate, 2012.

This is a new collection of essays on a subject that is, really, central to the way Digital Humanities has evolved, and perhaps a necessary adjunct of its methodologies:  collaborative work and research.  The volume is edited by two stalwarts in the field, Willard McCarty and Marilyn Deegan, and contains essays by a great many familiar names.  It prompts two reflections on my part.

  1. I wish I were better at working collaboratively than I am.  (My reluctance stems less from a personal or professional dislike of collaboration than it does from laziness.)
  2. I wish scholarly books weren’t so hideously expensive.

This looks like a future “must read,” however. I am personally particularly looking forward to reading the pieces by Roueché, by Kathryn Sutherland and Elena Pierazzo, and by the HCI-Book Consultative Group and the INKE Research Team.

Here is the description as given on Ashgate’s page for the new volume:

Collaboration within digital humanities is both a pertinent and a pressing topic as the traditional mode of the humanist, working alone in his or her study, is supplemented by explicitly co-operative, interdependent and collaborative research. This is particularly true where computational methods are employed in large-scale digital humanities projects. This book, which celebrates the contributions of Harold Short to this field, presents fourteen essays by leading authors in the digital humanities. It addresses several issues of collaboration, from the multiple perspectives of institutions, projects and individual researchers.

And here is a breakdown of its contents:

  • Marilyn Deegan and Willard McCarty, “Foreword”
  • Willard McCarty, “Collaborative research in the digital humanities”
  • John Bradley, “No job for techies: technical contributions to research in the digital humanities”
  • Hugh Craig and John Burrows, “A collaboration about a collaboration: the authorship of King Henry VI, Part 3″
  • Julia Flanders, “Collaboration and dissent: challenges of collaborative standards for digital humanities”
  • Susan Hockey, “Digital humanities in the age of the internet: reaching out to other communities”
  • Laszlo Hunyadi, “Collaboration in virtual space in digital humanities”
  • Jan-Christoph Meister, “Crowd sourcing ‘true meaning’: a collaborative markup approach to textual interpretation”
  • Janet L. Nelson, “From building site to building: the prosopography of Anglo-Saxon England (PASE) project”
  • Geoffrey Rockwell, “Crowdsourcing the humanities: social research and collaboration”
  • Charlotte Roueché, “Why do we mark up texts?”
  • Ray Siemens, Teresa Dobson, Stan Ruecker, Richard Cunningham, Alan Galey, Claire Warwick, and Lynne Siemens, with Michael Best, Melanie Chernyk, Wendy Duff, Julia Flanders, David Gants, Bertrand Gervais, Karon MacLean, Steve Ramsay, Geoffrey Rockwell, Susan Schreibman, Colin Swindells, Christian Vandendorpe, Lynn Copeland, John Willinsky, Vika Zafrin, the HCI-Book Consultative Group and the INKE Research Team, “Human-computer interface/interaction and the book: a consultation-derived perspective on foundational e-book research”
  • Kathryn Sutherland and Elena Pierazzo, “The author’s hand: from page to screen”
  • Melissa Terras, “Being the other: interdisciplinary work in computational science and the humanities”
  • John Unsworth and Charlotte Tupman, “Interview with John Unsworth, April 2011″