CFP: Network Detroit: Digital Humanities Theory and Practice – Due June 1, 2015

*Network Detroit: Digital Humanities Theory and Practice* will return Friday, September 25, 2015 to Lawrence Technological University.

*Network Detroit* showcases the best of digital humanities research in the Great Lakes region by leading scholars from museums, libraries, universities, liberal arts colleges, and community colleges. For this event, we welcome proposals for papers and panels that focus on the digital humanities, especially regarding the cultural heritage of Michigan and Detroit.

This year our theme is *Cultural Criticism and the Digital Humanities*, and we encourage submissions on race studies, gender studies, postcolonial studies, and political dissidence. The *Detroit Historical Society*, which will host this year?s dinner and keynote address, recently launched a special project entitled “Detroit 1967.” Papers that address digital approaches to the memorialization, dissemination, and understanding of this significant year in Detroit’s history are also encouraged. If you know a student with a promising project, please encourage them to submit to our student poster competition open to both undergraduate and graduate students.

*Proposal Deadline: June 1, 2015*

*Submit a Paper or Poster Proposal:>*

The following topics and lines of inquiry are recommended:

  • Detroit history and culture
  • Critical race studies, gender studies, postcolonial studies, and political dissidence
  • digital art
  • humanities computing
  • digital archiving
  •  career paths for digital humanists (universities, libraries, corporate, alt?ac)
  •  text analysis
  •  digital pedagogy (methods, gamification, content management systems, online learning)
  •  history of the book
  •  design thinking
  •  simulation
  •  game studies
  •  impact of evolving communications technologies on aesthetics, consciousness

For more information, visit the conference website <>.

DH@Guelph Summer Workshops May 19-22

Registration is now open for the inaugural DH@Guelph Summer Workshops, which will run May 19-22 with courses on Omeka, topic modelling, and a CWRC-shop on collaborative online scholarship, plus an introductory talk and reception, a panel on DH and early career scholars led by Adam Hammond (Guelph; soon to be at San Diego State University), and a plenary by Jennifer Roberts-Smith (Waterloo) titled “Your Mother is Not a Computer: Phenomenologies of the Human for Digital Humanities”. Courses count towards the University of Victoria graduate certificate in Digital Humanities. Fees and on-campus accommodation costs are modest. Deadline for registration is April 20th.

For more information, see:

Inquiries may be sent to Susan Brown ( or to



Call for Proposals: Archiving 2015 at the Getty

Archiving 2015 presents the latest research results on archiving, provides a forum to explore new strategies and policies, and reports on successful projects that can serve as benchmarks in the field.
Conference Dates: May 19-22, 2015 
Location: Getty Center, Los Angeles, CA 
Full Paper Deadline: March 31, 2015 
Early Registration Deadline is April 27, 2015
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Registration open for HathiTrust UnCamp!

Registration Now Open! HTRC UnCamp, March 30-31, 2015

HathiTrust Research Center UnCamp

March 30-31, 2015
Palmer Commons at the University of Michigan
100 Washtenaw Avenue
Ann Arbor, MI 48109-2218
2015 UnCamp

This year’s HathiTrust Research Center UnCamp will be held March 30-31, 2015 at the University of Michigan Palmer Commons. This is the third iteration of the UnCamp—an event that is part hands-on coding and demonstration, part inspirational use-cases, part community building, part informational, all structured in the dynamic setting of an un-conference programming format. It has visionary speakers mixed with boot-camp activities and hands-on sessions with HTRC infrastructure and tools. This year’s keynote speakers are Professor Michelle Alexopoulos, of the University of Toronto Department of Economics and Professor Erez Lieberman Aiden of the Department of Genetics at the Baylor College of Medicine. Read more about Michelle and Erez on the HTRC website.

Who should attend? The HTRC UnCamp is targeted to the digital humanities tool developers, researchers and librarians of HathiTrust member institutions, and graduate students. Breakout sessions will cover a range of topics and be based around attendees’ self-identified roles, so all levels of user/researcher are encouraged to attend. Attendees will be asked for their input in planning sessions, so please plan to register early!

Registration is now live!

The UnCamp will have a minimal registration fee of $150 so as to make the Uncamp as affordable as possible for you to attend, while covering meals and venue expenses. Registration will be open until March 16, 2015, and is limited due to venue constraints, so do plan to register early.



Two blocks of hotels have been reserved and are available for reservations via phone only:

Campus Inn (734-769-2200)
Within walking distance of Palmer Commons
$229 per night
Block name “UM Library-HathiTrust UnCamp”

Sheraton Ann Arbor (734-996-0600)
Short car ride from Palmer Commons
$135 per night
Block name “HathiTrust UnCamp”

Additional information, including detailed bios for speakers, introductions for keynotes and the full UnCamp program, will be posted at as it becomes available. Please forward any question to HTRC Executive Assistant, Ryan Dubnicek (


Public Knowledge Project Announces Speakers!

The Public Knowledge Project is pleased to announce the keynote speakers for the upcoming PKP 2015 Scholarly Publishing conference:

  • John Maxwell , Director of the Canadian Institute for Studies in Publishing at SFU, and Associate Professor in the Masters of Publishing program at SFU.
  • Miriam Posner , Digital Humanities program coordinator and member of the core DH faculty at the University of California, Los Angeles.
  • Ray Siemens , Canada Research Chair in Humanities Computing and Distinguished Professor in the Faculty of Humanities at the University of Victoria, in English with cross appointment in Computer Science.
  • John Willinsky , PKP Director, Khosla Family Professor of Education and Director of the Program in Science, Technology, and Society at Stanford University, Professor in Publishing Studies at SFU, and Distinguished Scholar in Residence at the SFU Library.

For more information, please visit the ‘Invited Speakers’ page on the conference website:

Call for Participation

The conference will address a wide range of issues such as open access publishing, global knowledge creation and sharing, open educational resources, the digital humanities, current and future scholars as publishers, and open source technologies. It will provide opportunities to explore a new array of connections among scholarship, technology, and community, all focused around the broad theme of openness.

The program will consist of a mixture of invited plenary presentations, a “next generation scholars” panel discussion, brief “lightning talks,” a 2-day development sprint, and workshops. A preliminary schedule, including the updated registration fees, can be found on the conference website:

This year, the conference organizing team has chosen a more dynamic, modern format for the PKP conference, with more opportunities to participate and learn from each other. This format will be more interactive and allow all participants to engage with each other on topics of mutual interest. Therefore, instead of more traditional full presentations, we invite proposals for lightning talks and development sprint participation only. Lightning Talks are limited to 5 minutes each (“5 slides in 5 minutes”). Lightning talks can be based on a full paper, in which case you will have the opportunity to have that paper made available on the conference website; so that other participants can read it before or after the conference.

Proposals that address one or more of the following topics are especially encouraged:

  • Roles for next generation scholars, researchers, and librarians;
  • Community connections and partnerships among scholarly journals, the digital humanities, and libraries;
  • Open education and open learning;
  • New reading and publishing technologies, e.g., innovative reader interfaces;
  • Sustainability for Open: finance and beyond;
  • From scholarly publishing to scholarly products, e.g. the next generation scholarly monograph;
  • New approaches to assessing research outcomes and impact;
  • The full research lifecycle and new linkages with scholarly publishing, e.g. research data.

To start your submission, please visit:

The deadline for submissions is May 1, 2015


Summer 2015 Grant Opportunities: Course Development and Summer Institute

1) Digital Course Development: Summer 2015, 2016, 2017

  • Application due for Summer 2015 on March 6, 2015
  • later cycles of the application will be due September 18, 2015 and February 5, 2016

25 professors will be awarded $6,000 (with five awarded in the first cycle). Money can also be requested for undergraduate or graduate assistance.

  • Application forms are available here.

Embedded within the five-year plan is a three-year cycle of digital course development micro-grants to run during the summers of 2015-17. These grants will be made by competitive application and will support roughly 24 new or enhanced course proposals. They will bring together teams of faculty and student assistants to work collaboratively to develop and integrate specific DH tools and methods into undergraduate course offerings. Faculty can propose inclusion of either an undergraduate or graduate fellow for teaching or course development as best fits their particular context (not all faculty need to make use of this option). Faculty and students will receive stipends to support their work during the summer. We will require that all faculty teams or individuals who receive a micro-grant produce a course revision or new course proposal as an outcome of the award. In order to ensure sustainability, we will require that these courses be taught at least twice in the five-year period following the development process and that they be shared with the community at a colloquium.

2) Summer Institutes: Summer 2015 and 2016

  • 2015 Institute: June 1-5
  • Application due for Summer 2015 on March 6, 201

10 professors per year will be awarded $1000 to attend

  • Application forms are available here.

There will be two one-week Summer Institutes for faculty during the first two years of the project (summer 2015 and 2016) with participation available by competitive application. Designed to increase DH capacity in Claremont, these institutes will feature a small set of curated DH tools and methods, taught by domain experts and designed to support faculty who plan to utilize these skills within an existing or newly proposed course. A major outcome of these Institutes will be a Digital Course Development proposal from each faculty participant that integrates skills and methods learned during the course of the week.

Texas Digital Humanities Conference 2015

Rafia Mirza

The second annual Texas Digital Humanities Conference, cosponsored by the UT Arlington College of Liberal Arts; the UTA Libraries; and the UTA Departments of English, History, Linguistics, and Art and Art History, welcomes submissions for twenty-minute individual papers and poster presentations for a conference on work in the Digital Humanities. This conference encourages submissions from a broad spectrum of communities: university and K-12 educators, graduate students, and undergrads; museum and archives professionals; library professionals; and independent scholars.

The conference will begin with a keynote address on the evening of Thursday, April 9, and will conclude with a hackfest on the afternoon of Saturday, April 11.

Keynote Speakers:
Alan Liu, Professor of English, University of California, Santa Barbara
Adeline Koh, Director, DH@Stockton, Associate Professor of Literature, Richard Stockton College

We welcome oral presentation and poster session submissions on any topic relevant to digital humanities. Possible topics include (but are not limited to)

* Digital humanities in the classroom: K-12 or higher ed
* Funding digital humanities at your institution
* Sourcing DH projects: how & where to find what/whom you need to do your DH project
* GIS and humanities
* Starting and sustaining a DH lab space
* Locating the edge of digital in broaders ways that impact humanities
* Current DH projects in different humanities disciplines
* Interdisciplinary DH: pitfall or career boost?

Proposal Submissions:
The conference will include oral presentation and poster session opportunities. The twenty-minute presentations slots will include fifteen minutes for presentation and five minutes for questions. Submissions for twenty-minute presentations should include a maximum 500-word abstract. Submission of themed panel presentations (with an anticipated panel time of forty minutes) are also encouraged. Graduate students should also indicate whether they would like to be considered for a travel bursary (see below). We will also accept poster-only submissions, and submissions for twenty-minute presentations will automatically be considered for poster presentations. Posters should be ready for display by the conference, which will include a dedicated poster session in which poster presenters can interact with other participants, as well as a “minute madness” session, for which the presenter should prepare 1 slide and be prepared to explain it in sixty seconds.

The deadline for submissions is January 10, 2015.

Ms. Fembot Edit-a-Thon + Hack-a-Thon 2015

Carole Stabile

Join Us! For the Ms. Fembot Edit-a-Thon + Hack-a-Thon
Friday, March 6, 2015 and Saturday, March 7, 2015

Writers, researchers, coders, students: have you ever gone to Wikipedia looking for information about women, trans, and/or gender non-conforming scientists, writers, scholars, filmmakers, artists, activists, politicians, and others, only to find the same gender marginalizations that occur in traditional Encyclopedias? Have you ever wondered what a feminist app or program might do or look like? Then join Ms. Magazine, the Fembot Collective, and the Annenberg School for Communication and Journalism’s first ever Wikipedia Edit-a-Thon + Hack-a-Thon!

On Friday, March 6th, we will be writing historical figures marginalized because of their gender into Wikipedia. Not only will we be contributing to the world of free knowledge and ensuring the existence of a gender inclusive history of everything, we will be training people how to make effective and engaging entries that will outlive the participation of their creators – ensuring the digital legacy of women, trans, and/or gender non-conforming people in multiple discipline, fields, and periods of history.

At our first Fembot Hack-a-thon, we created the Fembot Bot: an auto-tweeting bot designed to auto-reply to sexist and racist hashtags. Sadly, Twitter shut down the Fembot Bot too quickly. Join us in their memory on Saturday, March 7th, when we will collaborate with coders, software designers, and others at the Annenberg School to build some awe-inspiring feminist tools and interventions.

Send suggestions on who you’d like to see written into Wikipedia to; look for registration information and other details on the Fembot website in early winter!

Event Sponsors: the Annenberg School for Communication and Journalism, the Fembot Collective, Ms. Magazine, and the University of Oregon’s Center for the Study of Women in Society.

The HILT Institute at Indiana University in 2015

The Humanities Intensive Teaching and Learning (HILT) Institute will be held July 27-31, 2015 on the campus of the Indiana University – Purdue University Indianapolis (IUPUI).

HILT 2015 is sponsored by the Center for Digital Scholarship at the Indiana University-Purdue University Indianapolis University Library, the Maryland Institute for Technology in the Humanities at the University of Maryland, and MATRIX: Center for Digital Humanities and Social Sciences at Michigan State University.

For more information about HILT 2015 and to register for courses, please visit:

*If you sign up in a group of five or more people (do not have to be from the same institution) you save 25%.*

Courses for HILT 2015 include:


led by Mia Ridge and Ben Brumfield

Successful crowdsourcing projects help organizations connect with audiences who enjoy engaging with their content and tasks, whether transcribing handwritten documents, correcting OCR errors, identifying animals on the Serengeti or folding proteins. Conversely, poorly-designed crowdsourcing projects find it difficult to attract or retain participants. This class will present international case studies of best practice crowdsourcing projects to illustrate the range of tasks that can be crowdsourced, the motivations of participants and the characteristics of well-designed projects. We’ll study crowdsourcing projects from the worlds of citizen science, investigative journalism, genealogy and free culture to look for lessons which might apply to humanities projects. We’ll discuss models for quality control over user-generated projects, explore the cross-overs between traditional in-house volunteer projects internet-enabled crowdsourcing, and look at the numbers behind real-world projects. Finally, the course will give students hands-on experience with several different crowdsourcing platforms for image annotation, manuscript transcription, and OCR correction. Students are encouraged to bring their project ideas and some scanned material for the lab sessions.


led by Roopika Risam and micha cárdenas

“…we must discuss, we must invent…” —Frantz Fanon, The Wretched of the Earth

From Sandra Harding’s interventions in postcolonial science studies to Radhika Gajjala’s articulation of digital subalternity to Kavita Philip’s work on postcolonial computing, postcolonial approaches to technology have provoked lively discussion. New conversations have emerged around essential questions: can the digital be “decolonized?”; what are the limits of decolonial, postcolonial, or anti-colonial approaches to digital cultures?; and how can these theoretical approaches be marshaled to build communities, tools, and justice?

Together, we will explore these questions at the intersections of theory and praxis as we consider how tools can be theorized, hacked, and used in service of decolonization. This course undertakes this task through three goals: 1) learning about, understanding, analyzing the history and present processes of colonization, decolonization, neocolonialism and the postcolonial, with attention to local, hemispheric and global contexts; 2) analyzing digital technologies, with attention to how they intersect with humanities disciplines such as art, literature and performance, and how they produce, reproduce or enact processes of colonization; and 3) inventing new and/or alternative technologies, or new uses of existing technologies, that work against colonization and post-colonial legacies that maintain social injustice.

Our days will be spent engaging with theory, hands-on experimentation, and reflection on practice. Theoretical topics may include digital labor, subalternity, embodiment, and aesthetics. Applied activities may include Scalar-based game design, mobile media/film/photography, digital exhibits, and mapping. In the spirit of our theoretical approach, we emphasize accessiblity and low-cost technology, as well as creativity and interpretation. Therefore, no prior experience with theory or practice is required, just an openness to discuss and invent the theories and practices of De/Post/Colonial Digital Humanities.


led by George Williams and Erin Templeton

In order to successfully reach a wide audience, digital projects must take into account the variety of potential users and their diverse needs.. Not everyone accesses information in the same way, though we often assume otherwise. For example, people with disabilities of many different kinds–sensory, physical, and cognitive–represent a significant percentage of users for many digital projects, but most of these projects are designed without thinking about accessibility. However, digital humanists can ensure that they are designing for all users by taking accessibility into account from the beginning of a project. And existing projects can be adapted to improve their accessibility.

This course will take a two-fold approach: students will read and discuss key works from disability studies scholarship in order to consider various applications for the digital humanities; these readings will form a critical framework for students’ hands-on work with tools that enable them to evaluate and create scholarly digital resources. Mornings will involve readings-based discussions on topics such as emerging standards for accessibility in digital environments, the social model of disability, user-centered design, and embodiment. Afternoons will be reserved for guided individual exercises and small-group work. Students are encouraged to bring their own projects or project ideas in order to evaluate them for accessibility and to make or plan changes as appropriate. Knowledge of and experience with web design is not required, but curiosity and a willingness to learn are a necessity.


led by Lee Skallerup-Bessette and Jesse Stommel

Many argue digital humanities is about building stuff and sharing stuff, reframing the work we do in the humanities as less consumptive and more curatorial—less solitary and more collaborative. In this workshop, participants will experiment with ways technology can be used to build learning communities within the classroom, while also thinking about how we can connect our students to a much larger global classroom. We’ll start at the level of the syllabus, thinking about how we organize and structure hybrid courses and digital assignments, before delving into specific tools and critical orientations to technology.

Participants should expect that the workshop will be hands-on, collaborative, and iterative; we will be using and building, experimenting with the pedagogy we are learning, making our learning environment as we go. The course has no prerequisites. We will work together across skill levels, experimenting with new tools, while adapting and remixing our pedagogies. This isn’t about digital tricks or gimmicks, but a profound re-examination of how we teach. The best digital tools inspire us, often to use them in ways the designer couldn’t anticipate. The worst digital tools attempt to dictate our pedagogies, determining what we can do with them and for whom. The digital pedagogue teaches her tools, doesn’t let them teach her.


led by Jarom McDonald

When YouTube launched to the public in 2005, the now-ubiquitous red play-button logo contained a simple yet powerful tagline, “Broadcast Yourself.” Inherent in such an imperative is a concept that’s at the core of this course — in today’s wired world, digital video is a powerful storytelling medium, one that can influence constructions of identity, community, culture, and the nature of narrative itself. In this course, we’ll explore the interactivity and narrative of digital video by positioning it as a tool for seeing, exploring, expressing and critiquing within the digital Humanities.

We will look at the various forms of dynamic storytelling, investigate the history of the video medium and what bearing it plays on the broadcast zeitgeist of today, explore formal techniques of digital storytelling including subjectivity, sequencing and transitioning, rhythm and repetition, interactivity, linearity, and meta-narration, tackle analytic tasks such as video annotation and video data analysis, and grapple with the physics of representing moving images in digital form. We will also emphasize, in addition to understanding the theories and specificities of digital video, how we might start acquiring production skills — including exposure to multimedia editing tools, working with codecs and compression, and, of course, leveraging online video dissemination channels such as YouTube. Ultimately, this class allows for students to begin to develop a critical perspective of engaging with digital video in the Humanities as a way to articulate fundamental, narrative-driven application of these rapidly changing paradigms.

Students will need to bring with them a new-ish laptop and a cell-phone (or other portable device) capable of shooting video, but no other equipment is needed nor knowledge assumed.


led by Brandon Locke, Thomas Padilla, and Dean Rehberger

Starting a digital humanities research project can be quite intimidating. This course is designed to make that process less so by exploring tools and platforms that support digital humanities research, analysis, and publication. We will begin by reframing sources as data that enable digital research. We will work throughout the week on approaches to (1) finding, evaluating, and acquiring (2) cleaning and preparing (3) exploring (4) analyzing (5) communicating and sharing data. Emphasis will be placed across all stages on how to manage a beginner digital research project in such a way that helps to ensure that your project remains accessible, that the process is well documented, and that the data are reusable.

Throughout this course, we will examine several existing projects, and move through the process of collecting, cleaning, and structuring humanities data and sources and plugging them into tools and platforms to analyze, visualize, share, and publish the data and analysis. Exploration of these stages of project-building will include a technical walk-through, as well as an examination of the tools and their underlying methodologies. Participants are strongly encouraged to bring their own research material to work with, but sample data will be provided.


led by Trevor Muñoz and Katie Rawson

This course is for people who have or are making textured, rich humanities data and want to be able to use, share, and preserve their information. We will take a multi-faceted approach to the challenges of curating data that integrates

* immediate, practical concerns of preparing, transforming, and analyzing data,

* strategic tasks of mapping data models and developing maintenance plans,

* and foundational thinking about the role of data curation in research.

We will move between hands-on work with data sets and tools to discussions about the nature of data curation. Working with the tools like IPython notebooks and OpenRefine and with open data sets in a variety of formats from institutions like the Metropolitan Museum and the Digital Public Library of America, we will explore topics such as defining data quality and identifying data problems; translating data models between different systems; developing best practices for data reuse and interchange. Participants will be able to use data from their own research or work with practice sets we will supply.

We ask that people who take this course have some experience using open source software, including reading technical documentation and help forums, and that they have a basic understanding of programming (e.g. what is a variable, some familiarity with loops, etc.). Please contact the instructors if you need guidance in attaining these prerequisites in time for HILT.


led by Brandon Walsh and Wayne Graham

This course focuses on introducing participants to humanities programming through the creation and use of the Ruby on Rails web application framework. This course will introduce programming and design concepts, project management and planning, workflow, as well as the design, implementation, and deployment of a web-based application. Technologies covered in this course will include git, HTML, CSS, JavaScript, Ruby, Rails, and relational (and non-relational) data stores. Over the course of the week, we will work through the practical implementation of a developing and deploying a small-scale web application.


led by Mark Algee-Hewitt

Text mining, the practice of using computational and statistical analysis on large collections of digitized text, is becoming an increasingly important way of extracting meaning from writing. Whether working on survey data, medical records, political speeches or even digitized collections of historical writing, we are now able to use the power of computational algorithms to extract patterns from vast quantities of textual data. This technique gives us information we could never access by simply reading the texts. But determining which patterns have meaning and which answer key questions about our data is a difficult task, both conceptually and methodologically; particularly for those who work in the humanities who are able to benefit the most from these methods.

Large-Scale Text Analysis with R will provide an introduction to the methods of text mining using the open source software Environment “R”. In this course, we will explore the different methods through which text mining can be used to “read” text in new ways: including authorship attribution, sentiment analysis, genre studies and named entity extraction. At the same time, our focus will also be on the analysis and interpretation of our results. How do we formulate research questions and hypothesis about text that can be answered quantitatively? Which methods fit particular needs best? And how can we use the numerical output of a text analysis to explain features of the texts in ways that make sense to a wider audience?

While no programming experience is required, students should have basic computer skills and be familiar with their computer’s file system. Participants will be given a “sample corpora” to use in class exercises, but some class time will be available for independent work and participants are encouraged to bring their own text corpora and research questions so they may apply their newly learned skills to projects of their own.


led by Simon Appleford and Jennifer Guiliano
This course will explore the fundamentals of project planning and design including, but not limited to: formulating appropriate disciplinary questions for digital humanities research, investigating digital humanities tools and resources, structuring your first project, critical path scheduling, understanding roles and responsibilities, risk management, documenting your project work, writing your first grant proposal, budget setting and controls, building the project team, and selecting and implementing project management tools and software.

This is an advanced course and, as such, you are expected to have an understanding of the definition of digital humanities. Materials will be covered through lectures, discussions, presentations, and hands-on activities. Participants will get the most from the course if they arrive with at least some sense of a potential digital humanities project that they would like to develop throughout the week.

Collaborating Digitally: Engaging Students in Faculty Research

Allegra Swift

Notes from Bucknell University’s conference on

Collaborating Digitally: Engaging Students in Faculty Research,

14-16 November 2014

Note: There were concurrent papers sessions, so please check the program schedule to read about the topics of the talks I was not able to attend.

Reoccurring themes: DH and disconnect to Tenure & Promotion, importance and benefits of exploratory scholarship and its support, the student experience, and discussion in and about public scholarship.
Twitter #BUDSC14


Chris Long gave an inspiring keynote. Long is the Associate Dean for Graduate and Undergraduate Education in the College of the Liberal Arts and Professor of Philosophy and Classics at Penn State. Long live tweets (@cplong) during his presentations, so you can pick up on the slides and the sound bites from his keynote and paper presentation.

Long spoke about open peer review, affecting tenure and promotion with new processes, the undergraduate experience, performing collaborative scholarship and committing to open access.

The Public Philosophy Journal: Performing public philosophy as the mode of publication. @PubPhilJ

  • Scholarship that extends beyond campus. Engagement of the public. Reaching the wider public. Spirit of public engagement. Ability to blur the boundaries on the hill/academy with the wider world.
  • Performative publication. The mode of publication and the ideas for which publication advocates. Amplifying information can be a gift economy
  • Cooperative scholarship, the academy and wider public become more porous and should be reciprocal and asymmetrical.

Paper Session (#s1): Multi-modal Narratives and Cultural Engagement

  • “Building Communities of Collaborators at Our Marathon: The Boston Bombing Digital Archive” Alicia Peaker (Middlebury College) and Joanne DeCaro (Northeastern University)


  • “Archiving Hindu Gaya: Temples, Shrines and Images of a sacred center in India” Abhishek Amar and Lauren Scutt (Hamilton College)


Paper Session (#s4): Digital Space, Place, and the Public Humanities

Lunch keynote:

“Researching Out Loud: Public Scholarship as a Process of Publishing Before and After Publishing” @zeynep #BUDSC14 #kn2

Zeynep Tufekci (University of North Carolina, Chapel Hill)

Online presence, Twitter username gives credibility, the public can check you out and know that “I live in this world too, will not just disappear.”

Zeynep’s work on TechnoSociology was fascinating as she reflected on how her work studying the intersection of technology, and in particular social media, and social movements, transformed her thinking about the role of public writing and scholarship. As an untenured professor, it was revealing to hear her talk about how she wrestles with how to balance her time between her tweeting and blogging and her ‘traditional’ scholarship.” Mike Roy (Middlebury College), Notes from the Bucknell Digital Scholarship Conference on Digital Incunabula.

New publics and academia

“The Google scholarship page is what pays my rent.”

Coding for everybody? Not so much. Somewhat advanced digital literacies, like algorithmic literacy should be for everyone. How to deal with trolls and harassment is the new digital competency. This is the video that tries to show how her students handled the troll in PHIL200.

Silicon Valley does not have it together as everyone would suppose, everybody is in over their head. When Google bought YouTube, they never thought they’d have to make decisions about beheading videos.

Roundtable (#s5): Institutional Models for Digital Scholarship and Collaboration

“This session was useful as we embark on building up our own capacity to do this work, as it provided insights and connections with individuals, individual schools, and consortial efforts to develop DS programs that are sustainable, and provide meaningful experiences for undergraduates. It also points to the real challenges in developing sufficient technical and methodological expertise on any one campus.” Mike Roy (Middlebury College), Notes from the Bucknell Digital Scholarship Conference on Digital Incunabula.

  • “Collaboration, Not Chaos: Managing Collaborative Project Work” Mike Zarafonetis and Laurie Allen (Haverford College)
    • Mike Zarafonetis is the digital scholarship librarian
    • Laurie Allen is the digital scholarship coordinator
    • Focused on preventing chaos
    • Used GIT for version control and web
    • Used Asana
    • Employes student workers for support
    • Clear about separating the database from the interface
    • Stressed importance of giving students clear directions and discrete project
    • Librarians are seen as a partners rather than service providers
    • Digital scholarship at Haverford is about bringing digital methods into classrooms

The program: Students commit to 15 mos., undergrads apply in their first year, go through DH immersion series, they own a piece of the research, the skills they’ve demonstrated and work that they’ve done are then matched for career placement after graduation, many students are accepted into graduate schools and have won Fulbrights.

Hamilton CLASS initiative – DH immersion

  • Survey of DH projects
  • Evaluate and provide IL instruction
  • Metadata and info architecture instruction
  • Diversity across disciplines and tech skill bases

Greg Lord is the HDi lead designer & software engineer

  • Teaches 3D modeling & virtual environment design workflow
  • Uses: Blender – fully free/open source 3D creation pipeline > Unity– a game development ecosystem: a powerful rendering engine fully integrated with a complete set of intuitive tools and rapid workflows to create interactive 3D and 2D content.
  • DH Immersion
    • It took a semester for students to learn each tool
    • Immersion:
      • terms were defined
      • work frequencies highlighted
      • storyboards sketched
      • students are taught html5 and CSS, video editing and lit theory
  • Student project example : This project traces the depth of Emily Dickinson’s influence in Shahid’s poem, “A Nostalgist’s Map of America,” by placing his poem side-by-side with Dickinson’s “A Route of Evanescence” in four stages of analysis, each increasing in depth of explication.

Trico Digital Initiatives

Supported by a grant from the Andrew W. Mellon Foundation, the Tri-Co Digital Humanities initiative (Tri-Co DH) is a research and teaching collaboration of Bryn Mawr, Haverford, and Swarthmore Colleges. We study the uses of new media and computing technologies in humanities-based scholarship and teaching, across the liberal arts. We seek to understand the expertise students, faculty and staff need as citizens and professionals in a networked world.

The consortium serves as a clearinghouse for new initiatives, funding:

  •        faculty research (including college-university collaborations)
  •        training in new research tools and practices
  •        curriculum development (including college-university collaborations)
  •        undergraduate internships and research fellowships

Pyramid/ tiered support of digital scholarship at the enterprise level, referenced “Supporting Digital Scholarship in research Libraries: Scalabilities and Sustainability.”

Projects have to include an undergraduate in the research, must have a curricular component, and have to write grants.

There is funding for summer research projects, but they have learned that some of these projects cannot’ be concluded in the summer.

Question during discussion: How do we collectively negotiate the bang for buck re: tools?

Answer: Leverage each other (skills and capacity, focusing it back into the classroom.

Embed faculty with experience in digital projects on T&P committees.

The process is devalued, we need to point out that the process can lead to learning, research and scholarly communication outputs. “Brilliant things do not plop out of nowhere.”

Paper Session (#s8): Public Digital Scholarship: Engaging Faculty in Student Research

  • “The Digital Lives and Afterlives of Collaborative Classroom Knowledge” Adam Haley (Pennsylvania State University)
  • “Online Hub as Individual and Public Springboard” Benjamin Rowles (Pennsylvania State University)
  • Integrating Public Scholarship into the Undergraduate Curriculum” Chris Long (Pennsylvania State University) @cplong #BUDSC14 #s8
    • Raised money for fellow, there is support for students who perform/make the grade and then have to meet additional qualifications of the Schreyer Honors College.
    • Liberal Arts Voices – internship abroad : blog when they went abroad and videotape an interview. Student respond that the blog and tape interviews caused them to, “slow down and unpack those reflections” and the that experience was “unique and life changing.”
    • Long and company are deliberating general education reform through the first year experience: They are seeking to combine writing and speaking general education courses, engaging the public, multimodal literacy in a digital age.
    • Assignments are often TedTalks, This I Believe or Mutimedia e-portfolios format.
    • Long advocates performing what you are advocating.

Public Digital Scholarship: Engaging Faculty in Student Research Benjamin Rowles, Adam Haley and Chris Long (Penn State)

Adam Haley @noendofneon spoke about the digital lives and afterlives of collaborative classroom knowledge, the digital ghosts of an analog or digital lifespan.

  • What happens when a class ends?
  • Utilized the Ketterling model of curricula building and built a curriculum prototype that benefited more often than not from digital scholarship and showed the liberal arts hass its own inherent value.
  • The class explored communicative practices in different forms of mediums. Digital scholarship can produce students comfortable communicating in all spaces: online & in-person

Trolls (internet) study – undergraduate study

Discovery grant looking at other forms of undergraduate scholarship than the usual research paper.

The Troll Bridge

  • A hub format was decided on
  • A historical interactive timeline (timeline.js) was built
  • Incorporated images, video, links to examples
  • Intended to be a public resource on trolling
  • Incorporated academic publications
  • Is a blog, an encyclopedia, an online forum
  • Produced sample syllabi, policy briefs etc
  • Fostered mentors and networking : dr.troll
  • Providing scholarship before a wider audience seems to force great focus and attention
  • Collecting, organizing and analyzing done in an existing hub makes the lives of those studying trolling a little easier.
  • Described as a research level contribution