Wikipedia: Women’s History Month edit-a-thon and the Ms. Fembot hack-a-thon, 2015

Wikipedia has announced the upcoming Wikipedia edit-a-thon for Women’s History Month! The edit-a-thon will take place on Friday, March 6, 2015. All remote participants are welcome to join in.

This year’s Ms. Fembot Hack-a-thon will take place on March 7, 2015. There will be a registration process for this event. Notification to come soon!

See more info here on Wikipedia.

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 admin@fembotcollective.org; 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.

Digital Diversity 2015: Writing | Feminism | Culture conference

Announcement for the upcoming conference celebrating the 20th anniversary of the Orlando Project, an innovating experiment in conducting digital literary history. CFP deadline: September 15th.

Digital Diversity 2015: Writing | Feminism | Culture

Orlando turns 20

Edmonton, Canada 7-9 May 2015

How have new technologies transformed literary and cultural histories? How do they enable critical practices of scholars working in and outside of digital humanities? Have decades of digital studies enhanced, altered, or muted the project to recover and represent more diverse histories of writers, thinkers, and artists positioned differently by gender, race, ethnicity, sexualities, social class and/or global location?  This conference examines the trajectory of feminist digital studies, observing the ways in which varied projects have opened up the objects and methods of literary history and cultural studies. It marks the twentieth anniversary of the start of the Orlando Project, an ongoing experiment in digital methods that produces Orlando: Women’s Writing in the British Isles, from the Beginnings to the Present (orlando.cambridge.org). Alongside pioneering projects such as the Women Writers Project, the Corvey Project, the Dickinson Electronic Archives, the Perdita Project, and the Victorian Women Writers Project, Orlando blazed a new path in the field, bringing together feminist literary studies with emerging methods of digital inquiry.  These twenty years have witnessed a revolution in how we research, produce, and circulate knowledge. It is time to reflect upon the impact of the digital turn on engagement with the literary and cultural past.

We welcome presentations that will together reflect on the past, present, and future of digital literary and cultural studies; examine synergies across digital humanities projects; and stimulate exchanges across such fields as literary history, history, art history, cultural studies, and media studies.

Potential topics include:

  • Transformations and evaluations of feminist, gender, queer and other recuperative literary studies
  • Digital manifestations of critical race studies, transatlantic/transnationalist or local/community-based approaches
  • Collaborations between digital humanities specialists and scholars in other fields
  • Born-digital critical and creative initiatives in cultural history (journals, blogs, electronic “branch” projects, crowdsourcing, multi-media, and interactive projects)
  • Editorial initiatives, digitization and curation of primary texts, representation of manuscripts and the writing process
  • Inquiry into texts, networks, and historical processes via visualization and other “distant reading” strategies
  • Authorship and collaboration: the work of women and other historically marginalized writers, traditional models of scholarship, and new conditions of digital research and new media
  • Sound and sight: sound and visual arts studies in digital environments
  • Identities and diversity in new media: born-digital arts in word, sound, and image, in genres including documentaries, blogs, graphic novels, memoirs, hypertexts and e-literature
  • Conditions of production: diversity in academia, publishing, library, information science, or programming, past and present
  • Cultural and political implications of particular tools or digital modes of presentation
  • Pedagogical objectives, practices, environments
  • Dissemination, accessibility, and sustainability challenges faced by digital projects

The conference will include paper/panel presentations as well as non-traditional presentation formats. Please submit abstracts (500 words for single paper, poster, or demonstration, and 1500 words for panels of 3 papers or workshops) along with a short CV for each presenter. We are applying for funding to support the participation of students and emerging scholars.

We welcome proposals for other non-traditional formats. Half- to full-day workshops will be held on the first day of the conference; demonstrations and poster presentations will be embedded in the conference program. Proposals for workshops should provide a description, outline, and proposed schedule indicating the length of time and type of space desired.

The deadline for all proposals is 15 September 2014. Submit proposals by email, to digdiv2015@gmail.com. Follow us on Twitter @digdiv2015.

Jana Smith Elford
Conference Committee, Digital Diversity 2015
Ph.D. Candidate | Senior Research Assistant, The Orlando Project
Department of English and Film Studies | University of Alberta
3-5 Humanities Centre | Edmonton, AB | T6G 2E5

Interview With Alexandra Juhasz on the Library of Congress Digital Preservation Blog

The following is a guest post from Julia Fernandez, this year’s NDIIPP Junior Fellow. Julia has a background in American studies and working with folklife institutions and worked on a range of projects leading up to CurateCamp Digital Culture in July. This is part of a series of interviews Julia conducted to better understand the kinds of born-digital primary sources folklorists, and others interested in studying digital culture, are making use of for their scholarship.

Studying, Teaching and Publishing on YouTube: An Interview With Alexandra Juhasz 


“Professors and administrators will share a variety of projects and initiatives at The Claremont Colleges that focus upon innovative efforts to improve the education of girls, women, and under-represented populations in STEM fields and others that rely upon technology.”

Future Opportunities: The Claremont Center for Digital Humanities
Jacque Wernimont, Assistant Professor of English at Scripps College

Feminist Dialogues on Technology

Fall 2013 is the official launch of the first DOCC, the feminist response to MOOC madness in the academy. A Distributed Online Collaborative Course, or DOCC, is designed to leverage technological capacity in the service of feminist pedagogy and feminist networked action. Designed by FemTechNet, Feminist Dialogues on Technology is the title of the first DOCC, which has run in beta form at Pitzer this spring and will run at Pitzer, along with 17 other institutions, this fall. Below is the syllabus from the spring course and a list of institutions that will be offering the class this fall. FMI contact Alex Juhasz or Jacque Wernimont.

Where are Nodal Courses Happening Fall 2013?

  • Bowling Green State University
  • Pitzer College
  • CUNY
  • Penn State
  • Ontario College of Art and Design
  • The New School
  • Brown University
  • Rutgers
  • Pontificia Universidad Javeriana
  • University of Illinois, Urbana-Champaign
  • Goldsmiths University of London
  • Bucknell University
  • SUNY
  • UC Irvine
  • Ohio State University
  • Colby-Sawyer College
  • California Polytechnic State University
  • Yale



A Distributed Open Collaborative Course (DOCC)

A mixed-mode, learning experiment linking undergraduate students at

Pitzer College and Bowling Green State University

with graduate students at USC and UCSD

PIT MS 134, Spring 2013, Thursdays 9-11:50

Alexandra Juhasz, Pitzer College, Fletcher 226

Office Hours: Weds 1:30-2:30 and 4-5

and by email appt: alexandra_juhasz@pitzer.edu

Dr. Radhika Gajjala, Phd, BGSU

 Office Phone: (419) 372-0586
Email: radhika@cyberdiva.org
Skype ID: cyberdivaskype
Google hangout ID: gRadhika2012
Virtual Office Hours: M and W  12:30 PM –  2.00 and by appt.

In this course, we’ll be exploring the ways that gender and technology have defined and
redefined each other socially and culturally. The course introduces students to key issues in Feminism and Technology within the context of American Culture, Globalization, and Media Studies.

The course is based on collaborations between students and professors at Bowling Green State University, Pitzer College, University of California San Diego and University of Southern California (IML555 Digital Pedagogies).

It is part of a larger project (see http://fembotcollective.org/femtechnet/), so Spring 2013 students will participate in ongoing collaborations in feminism, technology, video, art and craft. Some of the best projects will be showcased worldwide in online portals and offline in feminism and technology related exhibits.

Go to https://www.facebook.com/pages/RGajjalas-Courses/313468268770326 and like the page. Other interaction will occur on Sakai, Wikipedia, and Social Book.

Thursday, January 24: Introductions

            View in class

Keyword videos by BGSU students

Join one of ten theme groups with BGSU students

Thursday, January 31: Responses

Required Reading

TechnoFeminism, Intro, 1-2


Assignment 1: In groups respond to one of the BGSU videos

February 7: TechnoFeminism: Adrianne Wadewitz

Required Reading: Discussion Online

(post 1 summary and 2 responses, minimum)

TechnoFeminism Chapters 3-5 

Guest lecturer, Adrianne Wadewitz, will lead a tutorial on Wikipedia, this will be taped and shared with the BGSU students


Required Reading

Lucy Suchman: (2011) “Subject Objects.” Feminist Theory, 12 (2): 119-145

Wendy Chun: Chapter 1, Programmed Visions (Cambridge, MA: The MIT Press, 2011).

February 21: BODY

Required Reading

Rosi Braidotti: “Meta (l) Morpheses,Theory, Culture and Society, 14:2 1997: 67-80.

Alondra Nelson: “Future Texts,” Alondra Nelso, Social Text, 71: 20 (Summer 2002).


Lynn Hershmann: !Women Art Revolution: A (Formerly) Secret History (2011): womenartrevolution.com.

“Introduction,” Lynn Hershmann, ed., Clicking In, Hot Links to a Digital Culture. Seattle: Bay Press, 1996.

Carol Long/Derek Hook Hook, D and Long, C. (2011). “The Apartheid Archive Project, heterogeneity and the analysis of racism.” Psychoanalysis, Culture and Society, 16, 1-10.

March 7: LABOR (online class for Pitzer)

Required Reading

Judy Wacjman: “TechnoCapitalism Meets TechnoFeminism: Women and Technology in a Wireless World,” LABOUR & INDUSTRY, Vol. 16, No. 3, April–May 2006

Jodi Dean: http://motherboard.vice.com/blog/beyond-clicktivism-jodi-dean-on-the-limits-of-technology-in-the-occupy-movement



Required Reading

Karen Barad: “Posthumanist Performativity: How Matter Comes to Matter” (originally published in Signs in 2003)

Shu Lea Cheang: http://www.compostingthenet.net; http://babywork.biz; http://www.u-k-i.co/


March 28: SYSTEMS

Required Reading

Brenda Laurel: “Design from the Heart,” in Women, Art and Technology,Judy Malloy, ed., MIT Press, 2003.

Janet Murray: Toward a Cultural Theory of Gaming: Digital Games and the Co-Evolution of Media, Mind, and Culture,” Popular Communication, 4(3), 185-202, 2006.

2nd Video Due: Mid Term

April 4: PLACE

Required Reading

Katherine Gibson: “The End of Capitalism (As We Knew It): A feminist critique of political economy.” Oxford: Blackwell, Progress in Human Geography, 11, 2010.

Kavita Philip: “”English Mud: Toward a Critical Cultural Studies of Colonial Science,” in Cultural Studies, 12 (3) 1998 pp. 300-331

Mona Hartoum:





April 11: RACE: Via Social Book and Virgina Kuhn’s Students in Digital Pedagogies

Required Reading

Maria Fernandez: 2003. “Cyberfeminism, Racism, Embodiment.” In Domain Errors! eds. Maria Fernandez, Faith Wilding, and Michelle M. Wright. Brooklyn, N.Y.: Autonomedia. http://refugia.net/domainerrors/DE1b_cyber.pdf

Lisa Nakamura: “It’s a Nigger in Here! Kill the Nigger!”: User-Generated Media Campaigns Against Racism, Sexism, and Homophobia in Digital Games.” The International Encyclopedia of Media Studies, edited by Angharad Valdivia (Blackwell: forthcoming).

(a critique by Jesse Daniesl: Rethinking Cyberfeminism(s): Race, Gender, and Embodiment, Women’s Studies Quarterly 37: 1 & 2, Sproing/Summer 2009.



Required Reading

Josephine Ho: Ping Wang, The Prosecution of Taiwan Sexuality Researcher and Activist Josephine Ho, Reproductive Health Matters 2004;12(23):111–115

“In Defence of Academic Research and Internet Freedom of Expression,” InterAsia Cultural Studies 6.1 (March 2005): 147-150. (In English), 2005.

Faith Wilding: “Becoming Autonomous,” technics of cyber-feminisim, Ed. Claudia Reiche and Andrea Sick. Bremen: thealit Frauen.Kultur.Labor, 2002; or “Where is Feminism in Cyberfeminism” Feminist Art Theory.  Ed. Hillary Robinson. Blackwell: UK, 2001.

(Live Dialogue: Haraway and Lord about Da Costa, LACE, April 19)

April 25: TRANSFORMATION: Via Social Book and Virgina Kuhn’s Grad Students

Required Reading

Donna Haraway: “A Cyborg Manifesto: Science, Technology and Socialist-Feminism,”

Catherine Lord: “June 2001 (Looking Backward: Confessions of Her Baldness),” in Summer of Her Baldness, University of Texas Press, 2004.

Beatriz Da Costa: Introduction (with Kavita Philip) and “reaching the Limit: When Art Becomes Science,” in Tactical Biopolitics: Art, Activism and Technoscience (MIT: 2010).

All Wiki Work Due

May 2: Craft/Gift Exchange!


Attendance and Participation: I believe that participation is a vital aspect of the class. I expect you to come prepared and to contribute to class discussions: both on and offline.

Required Reading: All reading is due before class. Come to class prepared to discuss it. There is one required book at Huntley, it is also available at Honnold on reserve. The rest of the articles will be available on Sakai or online.

TechnoFeminism, Wacjman

Cybercultures Reader, David Bell (optional)


2) Technical help and info


The How to Make a FemTechNet Keyword or Book Trailer Video Guide: on Sakai




You will need A Wikipedia login account. You will have to create one, so go to http://en.wikipedia.org/wiki/Main_Page  and create one and email your login id (not your password) Radhika@cyberdiva.org  in an email message with a subject line that contains your real name and the course name “ACS/WS 3000: Wikipedia login id _ your name”.




3) Course Work:

There are four assignments:

  1. Wiki Work: 30%
  2. Keyword Videos (2): 30%
  3. Craft Projects: 30%
  4. Participation: 10%

1. Wiki work: Content creation; content editing; language correction connected to an author and the theme of your craft project

– wiki stubs http://en.wikipedia.org/wiki/Wikipedia:Stub

-Edits on featured articles on wikipedia http://en.wikipedia.org/wiki/Wikipedia:FA
-edits not just entry length http://en.wikipedia.org/wiki/Wikipedia:Requested_articles

2 assignments:

1)    work on a featured author’s page: 10 edits; 500 words (or a section); 1-2 reputable sources: present your work to-date when that author is discussed; due April 25 (“general improvement of the article to reflect sourcing standards on Wikipedia and neutral point of view” and make grading include both the inclusion and deletion of information as well as the tone of the writing. The students should be deleting information that is not sourced – that is just as important as adding what is sourced.)

2)    follow a topical discussion related to your theme: follow talk page, post at least 10 times on talk page (and/or article) in relation to feminism and technology

3)    write 2-3 page reflection paper on your wiki work: due April 25

2. Keyword Videos:

First one is ungraded; second one is your mid-term, due March 28

 An “A” video has a clear argument that thoughtfully and explicitly links one of the themes to larger issues raised in the readings, and other course materials. Technical polish is not necessary, but your videomaking should not hinder our comprehension of your argument. The quality of your prose, images, and ideas will also be considered.

3. Craft Project: DIY object around one of 10 themes: alone or in groups, first draft is due on the day of theme, to be presented and discussed (live at Pitzer and digital presentation by BGSU)

As a final project on May 2, you will swap your object with other class participants.

All students working on the same theme need to present their objects TOGETHER on the day of the swap, on whatever platform they choose.

An “A” object expresses an understanding or argument about your theme that thoughtfully and explicitly links to larger issues raised in the readings, and other course materials. Technical or artistic polish is not necessary, but your lack of skills should not hinder our comprehension of your object. The quality of your object’s construction and ideas will also be considered.

Learning Outcomes

Students are asked to investigate, connect, write, present, participate, and lead proficiently. From these overall learning outcomes, you will meet the specific objectives of this course detailed below.

You will:

  • Investigate the interplay of technology and everyday materiality, and its relationship with American culture and Globalization. Through this investigation, you will become critical consumers of media and sensitive and articulate global communicators, with an awareness of how intersections of race, gender, class and culture shape the use and production of technologies world-wide.
  • Connect theory and practice of feminism along the key themes presented in this class. You will also connect with the world by communicating and collaborating in research with other students on current concerns about feminism and technology. Through this connection, you will relate one’s self and culture to diverse cultures.
  • Learn to edit the Wikkipedia and understand the culture of the Wikkipedia in relation to gendered hierarchies. Thus you will acquire hands-on applied skills.
  • Learn to make keyword videos using easily available digital tools (or apps) of your choice. Once again learning hands-on applied skills through doing class work.
  • Virtually present your written work and ideas to the classes involved in this collaboration.
  • Learn to work in virtual collaborative teams. Skills very necessary to the effective function of global organizations in present day American economic conditions.
  • Participate actively and with sophistication in class through the use of social media and other online tools.
  • Lead discussions through online communication with your peers. You will lead learning in the course by suggesting engaging, innovative and meaningful discussion topics. You will lead by contributing to the discussions suggested by other.

THATCamp Feminisms at Scripps March 15 & 16, 2013

–this is a repost by Jacque Wernimont, Scripps College Professor of English and THATCamp Organizer, the original appeared this morning on her blog

I’m looking forward to our upcoming THATCamp Feminisms, hosted at Scripps College, March 15th and 16th. Normally I’d link to our site so that you could check out our planned workshops, suggest a session, or register. Unfortunately, the THATCamp sites have been hacked and are down. While I’m generally not prone to conspiracy theories – this is the second time that the THATCamp Feminisms sites have been down and I’m beginning to feel a bit like someone wants to stand in the way.

As of Monday morning, THATCamp Feminisms West is back up and running!

For those who are new to the THATCamp phenomenon – these events are “The Humanities and Technology Camps.” Designed as “unconferences,” these events are more free form, collaborative, and production-oriented than traditional academic conferences. No papers being read from lecterns here. THATCamps are also either low-cost or free – THATCamp Feminisms West (the one here at Scripps) is FREE!! Thanks to the generosity of the Scripps College Office of the President, Scripps English Department, Intercollegiate Media Studies, Intercollegiate Science, Technology, and Society, and Scripps Gender and Women’s Studies. We also have support from MSN Research.

I am particularly excited about the coordinated national effort of THATCamp Feminisms, what began as a west coast event will now also be a southern (@Emory) and eastern (@Barnard) event. We are also going to be participating in an exciting national Wikipedia editing event on Friday morning from 8 a.m. to 12 p.m. You can visit our wiki page for more information, or check out Moya Bailey’s great write up of the event. This is both a virtual and in-person event. Here at Scripps we’ll be working at the Honnold-Mudd library in the future CCDH space and we’ll be joined by the fabulous Adrianne Wadewitz, who has helped host other recent WikiStorm events.

We currently plan to host two workshops:

Mia Ridge’s “Data visualisations as gateway to programming,” in which participants will be thinking about how to structure data for use in software, learning basic programming concepts, and moving towards tinkering with scripts. This is a great workshop for humanists who want a friendly intro to the world of programming.

Miriam Posner’s “Building Online Exhibits with Omeka,” in which participants will learn how to use Omeka to develop exhibits for classroom, research, and project use.

If we have enough interest, I will also be hosting an “Intro to DH” workshop for those who are attending their first THATCamp or who are new to the Digital Humanities field; we’ll discuss the origins of DH, it’s many different instantiations, and develop a common vocabulary for use during the rest of the THATCamp.

As with all THATCamps, the sessions will be decided upon during a welcome event and will be designed to focus on productive and collaborative work (feel free to suggest sessions in the comments below). Want to set an agenda for transnational feminisms in DH? -great, write that up. Want to design a syllabus or assignment for a feminist DH course? Wonderful! Have the skills to work with a group to build a lightweight mobile app? Get it done!

While most of the planning is going smoothly, the malicious attack on the THATCamp sites means that we have to hack our work flow just a bit – so please, spread the word that this site is here as a temporary substitute and that questions are most welcome. I’m looking forward to seeing what collective feminist engagement will yield!

THATCamp Feminisms at Scripps

In the latest local DH news, Scripps will be hosting a feminist “THATCamp” this March 15-17, 2013. THATCamps (The Humanities and Technology Camps) are digital humanities “unconferences” in which people can come together to discuss interdisciplinary approaches to learning, collaborating, and networking. They are quite a bit different (and generally more productive) than traditional conference-style events, as participants are encouraged to use session time to create, build, write, hack, and solve problems. THATCamp Feminisms will a multisite weekend of discussion about feminisms and the digital humanities. There will be workshops on various tools and technologies, as well as a day of discussion about feminist politics, gender, digital tools, and digital teaching. Students are welcome, but should register early to gain a spot as a Feminist DH Fellow.

We will also be hosting a feminist Wikistorm over the weekend in collaboration with THATCamp Feminisms South (and possibly Duke HASTAC and the Fembot Collective), in order to increase the feminist content on Wikipedia. If you’ve never heard of this before, here’s a link to an event that was hosted here in Claremont in the fall: http://en.wikipedia.org/wiki/Wikipedia:Meetup/FemTech_Edit-a-thon.

To register, and for more information, you can visit the official THATCamp Feminisms West website @ http://feminismswest2013.thatcamp.org/. Registration is free. We can only accomodate 75 faculty/staff/graduate students and 25 Undergrad Fellows so register early!

Join the October Feminist Wikistorm!

Wikipedia Edit-a-thon, a.k.a. “Wikistorm”

October 26th 2012, 3-6 p.m. Claremont Graduate University

Wikistorm will be an interactive, informational event in which experts will guide participants in editing, expanding, and creating Wikipedia articles. Experience editors will help students, professors, and any other interested participants actively engage with and improve Wikipedia as an online space. Participants will clean up, add information to, create, or expand Wikipedia articles relating to feminist or anti-racist topics.

In addition to developing new content, participants will gain technical digital humanities skills and learn empowering authoring strategies. While all are welcome, women are especially encouraged to attend. Visit the Facebook page and the Wikipedia page for more details, to sign up, or to suggest content that needs to be created or edited.

This event is part of the Feminist/Anti-Racist Digital Humanities BLAIS project led by Pitzer’s Alex Juhasz   and CGU’s Eve Oishi and Linda Perkins. Proposed because an increasing number of undergraduates are utilizing digital humanities techniques in their research, as well as studying and publishing their findings using the Internet and online spaces that can be hostile, sexist, hierarchical, overly entertainment-focused, and identity neutral, theFeminist/Anti-Racist Digital Humanities BLAIS project encourages more complicated expressions of difference and identity in online spaces.

Wikipedia Ambassador Adrianne Wadewitz will lead the event and will be joined by Juhasz, Oishi, and Perkins. Anne Balsamo, Dean of Media Studies at the New School for Public Engagement and Kavita Philip, Associate Professor at UC Irvine’s program in Women’s Studies, will also be participating.

For more information about projects relating to feminism in online spaces, visit http://www.feministonlinespaces.com/tag/femtechnet/.


~Bea Schuster