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DigitalHumanitiesTeaching,Research,andServiceatPepperdineUniversity
2015InnovationinTechnologyandLearningGrant
J.A.T.Smith,
HumanitiesandTeacherEducationDivision
MelissaNykanen,
SpecialCollections
SeaverCollege
Smith and Nykanen 1
TableofContents
Introduction.....................................................................................................................................2Background......................................................................................................................................2ScopeoftheGrant............................................................................................................................7Developments..................................................................................................................................9ReflectionsandRecommendations.................................................................................................12Conclusion......................................................................................................................................15
Appendix...............................................................................................................................16AppendixA.DigitalHumanitiesFacultyandStaffSurvey................................................................17
InformedConsentforParticipationinResearchActivities*...............................................................17Survey.................................................................................................................................................18
AppendixB.CuratedWebsite(G.Pepperdine).AssignmentSheet.Sp15.........................................22AppendixC.WordSmithPre-WritingWorksheet.............................................................................24
TextAnalysisWorksheet....................................................................................................................24WordListMetadata............................................................................................................................24ConcordanceMetadata......................................................................................................................28
AppendixD.DigitalHumanitiesResourcesinthePepperdineUniversityLibraries..........................31Books..................................................................................................................................................31Periodicals..........................................................................................................................................34
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IntroductionThisisacasestudyforthe2015-2016InnovationinTechnologyandLearningGrantestablishedbytheofficesoftheProvostandtheChiefInformationOfficerandadministeredthroughtheTechnologyandLearningdepartment.Thecasestudyconsistsoffourmajorparts:1)AhistoryofthestatusofDigitalHumanitiesatthestartofthegrantperiod;2)theworkaccomplishedduringthegrantperiod;3)workthathasbeenaccomplishedontheDigitalHumanitiessincethecompletionofthegrantperiodwithanemphasisoncurricularinitiatives;and4)nextstepsforSeaverCollegetobuildlong-termsustainability.AnAppendixisalsoincludedwithadditionalinformationtofacilitatefacultyresearchandteachingintheDH.
BackgroundForthisgrant,werequestedsoftware,training,andITsupporttoaugmentanewcoursethatwasofferedinFall2015(IntroductiontoDigitalHumanities:Finding,Using,andCreatingElectronicTexts)aswellasasetofparalleleventsforfaculty,includingaworkshop,lecture,androundtable.TheimmediategoalsofthiscourseandworkshopseriesweretointroducestudentsandfacultytoDHtheoriesandmethods(e.g.textanalysistools,onlineeditions,languagedatabases,etc.).Tothatend,inNovember2015,MatthewFisher(UCLA)spoketoagroupofmorethan50peopleaboutthe“EthicalDigitalHumanities.”InDecember2015,JenniferSmithledafacultyworkshoponusingWordSmithToolsforresearchandteachingwithabouteightfacultyandstaffmembersinattendance.InMarch2016,RonCox(Religion),LaurenKilroy-Ewbank(ArtHistory),andJenniferSmith(English)spokeataHumanitiesandTeacherEducationSymposiumon“WhataretheDigitalHumanities?”withadozenpeopleinattendance.Thelong-termgoalsofthegrantweretoestablishaDigitalHumanitiescommunityoncampusthatwasinvestedinresearchandteachinginthisarea.Outsideofthegrantpurview,butasameanstofacilitatethiswork,wealsoestablishedaDigitalHumanitiesListserv1andawebsite.2Atthebeginningofthegrantperiod,wealsoconductedafaculty/staffsurveyofknowledgeaboutandinterestintheDigitalHumanities.Thissurvey(AppendixA)wasdistributedelectronicallytofacultyatalloftheSeaverDivisions,althoughresponsesnaturallyclusteredintheHumanitiesandTeacherEducationDivision.ThisisthedivisionmostlikelytobeconcernedaboutthegrowthoftheDigitalHumanitiesfield.Thefollowingoverviewisbasedonananalysisofthedatagatheredfromthisstudy.3
[email protected]://seaver.pepperdine.edu/humanities/student-opportunities/digital-humanities/default.htm3AdditionaldatafromthesurveyareavailablebycontactingJenniferSmith,[email protected].
Smith and Nykanen 3
OverviewofPre-ExistingKnowledge,Culture,andAssumptions
EstablishingaDigitalHumanitiespresenceatSeaverCollegehashadbothitschallengesandopportunities.AlackofawarenessoforeducationabouttheDigitalHumanitiesisthelargesthurdleandonewhichwehavesoughttoaddressduringthegrantperiod.Ontheonehand,whilethemajorityoffacultysurveyedthoughtthattheDigitalHumanitieswouldplayakeyroleinthefutureofHumanitiesteachingandscholarship,veryfewfacultywereactuallyinvolvedinorhadcompletedDigitalHumanitiesprojectsthemselves,andevenmoreproblematically,manydidnotknowenoughtoprofferaninformeddefinitionoftheDigitalHumanities.Formany,theirengagementwithDigitalHumanitiesprojectshasbeenprimarilyintermsofaccessingmaterialsthroughdatabasesratherthancreatingdigitalsurrogatesand/ormanipulatingthosedigitalsurrogatesforsoftwareassisteddata-analysis.Thatis,mostfacultyuseDigitalHumanitiesscholarshiptofacilitatetheirownresearchandteachingbutarenotthemselvesproducersofthosedigitalprojects.Forexample,onefacultymemberdefinedtheDigitalHumanitiesas
AnytraditionalHumanitiesdisciplineinwhicheitherresearchisconductedthroughdigitalmeansORinwhichresearchispublished/presentedviadigitalmediaORinwhichdigitalmethods/toolsareextensivelyusedinpedagogy.Itcanbeassimpleasusingacomputer/internet/browser/searchenginecombinationtofindanimagetoinsertintoapptforaclassonShakespeare.
Yet,accessingdigitalresourcesfallsfarshortofrealizingthepotentialofDigitalHumanitiestrainingandthinking,whichmustincludenotjustaccess,butdisseminationofdigitalsurrogatesthroughscholarlyactivitieslikethecodingofprimarysourceeditionswithcriticalapparatusandcommentaryandthecreationofnewknowledgethroughanalyticalactivitieslikeGISmappingortextvisualization.SomefacultyincorrectlyassumethattheuseofthedigitalortheinternetforHumanitiesworkisthesame
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thingastheDigitalHumanities.Yet,neitheroftheseactivitiesinandofthemselvesarescholarlydisciplineswithacriticalphilosophyandthepotentialfornewknowledgecreation.Rather,theDigitalHumanitiesisaninterdisciplinaryareaofstudythatintegratestheuseoftechnologywithtraditionalHumanisticareasofinquiry.ItisthemostrapidlygrowingfieldwithinthelargerHumanitiesbecauseitsmethodsencouragecollaboration,technicalskill,publicaccountability,andproject-basedlearning.ThesequalitiescombinedwiththevaluesofHumanisticstudydevelopindividualsreadytotransferknowledgegainedintheclassroomintoalargerpublicsphereasteachers,writers,andresearchers.DHisdistinctfromotherformsoftraditionalresearchinthatitmarshalsthevastnewresourcesofthetechnologicaleratoposeandanswerquestionsthatwouldnothavebeenpossiblebefore.Forexample,researchersandstudentsnowhavetheabilitytomanipulateandanalyzemillionsofpagesofelectronictextsthatspandifferenthistoricalerasanddifferentcountriesthroughfreelyavailableonlinesourceslikeProjectGutenbergorGoogleBooks.Inaddition,toproblematicorincompleteunderstandingoftheDigitalHumanities,theinitialgrantsurveyalsorevealedsomefearabouttheroleofthetechnologicalinadomainhistoricallyfreeofthesetools.Asonerespondentsaid,
OneconcernIhaveisthatwewillcometohaveanexpectationthat[all]courseswillincludeDHcontentormethods.Foranumberofreasons,I'mdeeplyskepticalabouttheuseofdigitalmediaandmethodsastheynowexistinthehumanities.Thesetechnologieshave,Iwouldargue,developedalongafundamentallyinhumanetrajectories,andsotheirabilitytospeaktothehumanitiesnormally,inmyopinion,amountstoatruncationornarrowingofwhatishumane.
Thisresponserepresentsonecommonmisperceptionandanothercommonandjustifiableconcern.ThemisconceptionistheassumptionthatconflatestechnologyandtheDigitalHumanities.Thesecondconcern--thatthetoolsareinherentlyinhumane--isalegitimateandwell-documentedworrybutisfundamentallyamisconception,aswell.Tothefirst,itisimportanttoemphasizethattheDigitalHumanitiesasafieldisnotsimplytheuseoftechnologybutisdrivenbothbytheoriesandvaluesofpraxis.Tothesecond,likeanyfield,thesemethodscanbeusedwiselyorharmfully.Infact,thisverypotentialforinstrumentalizingHumanisticresearchhasyieldedaricharrayofscholarlyliteratureinterrogatingthatverytendency4andindeed,anycompletetraininginDigitalHumanitiesscholarshipwouldincludeacomponentthataddressedthispossibleoutcome.Suchvigilanceisvitalforthehealthofthefieldbecausethisrespondent’sopinion,whilenotstronglyrepresentedinthisstudy,isfarfromrare.Anecdotalevidencewouldimplythattheseconcernsarecommon.Infact,theanxietysurroundingtheroleoftechnologyandhowitmaychangetheclassroom,aswellasprofessionalexpectationsfortraining,maybeassociatedwiththebroaderbeliefincertainacademiccirclesthattechnologyharms
4AlanGaley,"NetworksofDeepImpression:ShakespeareandtheHistoryofInformation,"ShakespeareQuarterly61.3(2010):289-312,ProjectMUSE.<https://muse.jhu.edu/>andMatthewFisher,“MakingitCount”Nov.20,2015,PepperdineUniversity,Malibu.
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ratherthanaidstheeducationalprocess.5Aswillbefurtherelaboratedonbelow,itseemsthatthebestapproachtoallaythesefearswillbetofocusontheDigitalHumanitiesasanelectiveoptionandaminor.MyownexperiencesteachingtheIntroductiontoDigitalHumanitiescourseforGeneralEducationstudentsalsosupportsthenotionthatDigitalHumanitiestrainingshouldneverprecedetraditionalformsofHumanitiesanalysisandinterpretation.Despitesomeofthesechallenges,however,otherfacultyhaveshownthemselvestobeinterestedandopen-mindedaboutthefieldasawhole.Forexample,onefacultymemberremarked:
IthinkDHhasthepotentialtobeanenergizingforceatPepperdine.Itwouldencouragemorefacultymemberstocollaboratebetweendisciplines,eventhosethatmanyviewasoutsidethehumanities--likecomputerscience.Ithinkfacultycouldlearnvariousskillstouseintheirclasses,butalsotohopefullyhelpthemdevelopnewscholarlyopportunitiesthathavethepotentialtoreachbroadaudiences.Wewouldcertainlybeofferingmorecutting-edgeopportunitiesforstudentsinasmallliberal-artsenvironment,andIimaginestudentswouldsoonseekoutDHclassesbecauseofthenewapproachesandquestionsitoffers,aswellastheskillsitdevelopsthatstudentscanuseregardlessoftheirmajor.Ideallywewouldhaveamajor,butperhapsitismorerealistictobeginwithaminorandgrowaprogramovertime.ItwouldbewonderfultoseeseveraldepartmentsofferingclassesthatengagewiththeDHtoprovideawell-roundedviewofwhatDHmeans.
Thehopesexpressedinthisresponsearenotunmerited.WhileitisimportanttonotethatfacultywereinitiallyunsureabouthowexactlytodefinetheDigitalHumanities,thisignorancedidnotcorrelatewithwhetherornottheythoughtthattheDigitalHumanitieswouldbeimportanttothefutureofscholarshipandteaching.Anoverwhelmingmajority--79%--ofthefacultysurveyedbelievesthattheDigitalHumanitieswillbeeithermoderatelyimportantorveryimportanttothefutureofscholarshipandteaching.Totheextentthatjoblistingscanbeameansofforecastingthegeneraldirectionoftheprofessionalfield,itmaybeusefultonotethatforty-fivepositionsexplicitlylistingthatDigitalHumanitiesisanecessaryordesiredskillarenowadvertisedontheFall2016MLAJobList.Bycontrastonly14positionslistShakespeareasanexplicitlydesirableareaofexpertise.
5PamMuellerandOppenheimer,Daniel,“ThePenIsMightierThantheKeyboard:AdvantagesofLonghandOverLaptopNotetaking,”PsychologicalScience25:6(2014):1159–1168.
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ThissimultaneoussenseofbothurgencyandconfusionisunderstandablegiventherelativelyrecentestablishmentofDigitalHumanitieswithinresearchuniversities.Injustoveradecade,thefieldhasseentheestablishmentofitsfirstinternationalprofessionalorganization,theAllianceofDigitalHumanitiesOrganizations(2005),thepublicationofafirststandardtextbookofreadings,Blackwell'sCompaniontoDigitalHumanities(2005),anditsfirstpeer-reviewedjournal,DigitalHumanitiesQuarterly(2007).Infact,SeaverCollegemaybeevenbettersituatedtotakeadvantageofthegrowthintheDigitalHumanitiesthanmostotherliberalartscolleges.Asasmallliberalartscollege,Seaverhasmanyadvantagesthatresearchinstitutionsdonotnecessarilyhaveandonesthatwillenablea“well-rounded”approachtoDigitalHumanitiesinstruction.Namely,thepresenceofaComputerScienceprogramthatisattunedtothevaluesoftheliberalartsandiswillingtoengagewithHumanitiesprogramsisofspecialvalue.Giventhisopennesstointerdisciplinarycooperation,HumanitiesstudentswillbeabletoworkwithComputerSciencestudentswithoutawatereddowncurriculum.Infact,ahealthyComputerScienceprogrameagertocollaboratewithHumanitiesprogramsisoneofthewaysthatbothdisciplineswillbeabletostayhealthyandresponsivetothechangingprofessionalandacademicneedsofthestudents.InternalorganizationalstructuresandattitudesarealsoonthewholesupportiveoftheinterdisciplinarycooperationthatwouldbeneededfortheDigitalHumanitiestoflourishatSeaver.Historically,Pepperdinehassupportedanumberofdifferenteffortsfortheuseofdigitaltoolsforteaching--forexample,theworkperformedbytheTechLearnteamandtheSummerFacProfDevtrainingseries.Religionprofessor,RonaldCoxhasledacourse,"Money,Power,andtheHolyLand,"inwhichReflectanceTransformationImagingwasusedtodigitizeandstudyacollectionof1200coinsfromtheHolyLand.Inthisrespect,Pepperdinefacultyandstaffmayfallintotherealmofthosewho,asrecently
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describedbyAdelineKoh,arealreadydigitalhumanistsbutjustdon’tknowityet.6Specifically,PepperdinefacultyseemtohaveastrongpropensityforthesubfieldofDigitalHumanitiesknownasDigitalPedagogy.Thisdigitalfoundationamongmanyfacultymembersisaverypositiveresource,becauseitshowsageneralinclinationtowardsbothexperimentationandregularinnovationintheclassroom.AsthestewardsoftheprintandelectroniccollectionslibrarystaffarealsosomeofthemostinformedmembersoftheSeaverbodyabouttheconversion,maintenance,anddescriptionsthatgointodigitalcollections.Andaswillbedescribedinalatersectionofthisreport,Seaverfacultyhaveinfactcollaboratedwithlibrarystaffinwaysthatwillfacilitatethesegoals.Thesepartnershipsareveryvaluableinthatintheshorterterm,eightfacultymembersor24%ofthefacultymemberssurveyedbelievethattheywillbeteachingacoursewheretheDigitalHumanitieswillplayasignificantroleinthelessonsorassignmentsoverthenexttwoyears.
ScopeoftheGrantThemainworkaccomplishedduringthegrantperiod,inadditiontotheworkshops/lecturesmentionedabovewasthatintheFallof2015,JenniferSmith,taughtanupperlevelEnglishcourseontheDigitalHumanities.Thiscoursehadanenrollmentof19students,oneofwhich,SherryXinningGuowasalsohiredasthetechnicalsupportforthecourse.ThecoursewastaughtwithsubstantialsupportfromMelissaNykanen(SpecialCollections),KevinMiller(DigitalLibrary),andJasonEggleston(IT).
6http://www.hybridpedagogy.com/journal/introducing-digital-humanities-work-undergraduates-overview/
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TheStudentLearningOutcomesforthiscourseincludedtheabilityto·RecountthebasicdevelopmentofthefieldofDigitalHumanities;·Analyzeandsorttextusingavarietyofmodes(visual,frequency,proximity,etc.);·Converttextfromanalogtodigitalform;·Extractdigitaltextforanalysis;·Handlearchivalmaterialswithcare;and·Collaboratewithpeersinthecreationofawebsite.
ThislibrarypartnershipwasespeciallytimelygivenPepperdine’sinterestinpromotingSpecialCollections.WhilePepperdine’scollectionoforiginalprimarysourcedocumentshasbeenusedinanincreasingnumberofclassessince2009,theIntroductiontoDigitalHumanitiescourseallowedstudentstodelveintothesesourcesinmoremeaningfulways.StudentsgainedanappreciationforthetangiblematerialswhilealsodevelopingtechnologicalskillsforanalyzingandpresentingthesedocumentswhileworkingwithprimarysourcematerialsauthoredbyGeorgePepperdine,includingaseriesoftravelletters,atraveldiary,andspeeches.Studentsengagedinend-to-endeducation:anarchivestoaudiencephilosophythatadvocatesdirectengagementwithprimarysourcesonthefrontendofthelearningprocessandprofessionallydevelopedworkonthebackend.Bytheendoftheclass,studentsshowedgrowthinthreediscernibleareas:primarysourceediting,theanalyticalapplicationsforsoftware,andanawarenessoftheethicalimplicationsbehinddigitalsurrogates,metadata,andopensourcematerials.Studentsdevelopedakeenawarenessofthemediationinvolvedintheeditingofprimarysourcestexts.Afterhavingtotranscribeachallengingsetofhandwrittendiaryentries,forexample,onestudent,arguedthat
Thereisalotofresponsibilityintranscribingtexttothedigitalformespeciallywhenitcomestocollaboratingwithdifferentapplicationsandpeople...Thereareresponsibilitiesthatrestheavilyonatranscriber’sshoulders,likeencodingthetextandmakingnoteofambiguityanddisagreementintranslationssothatfuturereaderswillalsoseethedifficultiesofthetext.Thisisveryimportantbecausewhileanaccidentalvariationmaynotchangetheunderstandingofthetext,completelyrephrasingwordsandsentencesmayalterhowthereaderinterpretsthetext.(StudentA)
Associatedactivitiesthatrequiredstudentstoengagedirectlywithprimarysourcesrevealedhowfarthegapisbetweenstudents’day-to-dayworkandprimarysourcesandindeed,whythedigitalmightbetheexcuseforgreaterengagementwiththeanalog.Forexample,moststudentsintheclassstruggledtoreadcursivewithanyleveloffluency.ManyforeignstudentshadneverbeentaughtEnglishcursiveatall,whilemostAmericanstudentshadnotbeenrequiredtousecursivesinceelementaryschool.Moststudentsalsoimmediatelyrecognizedtheanalyticalpotentialforcombiningsoftwareusingtextualanalysissoftware:
iwasabletoseepatternsandsimilaritiesbetweentextsiwouldhaveneverbeenabletopreviouslyseewithoutitsuse.Further,thesetoolscreateamustfastermediumforanalyzingtextsthatbyjustdoingittheoldfashionedwaybyhand,whichisnearlyimpossiblewithlongtexts.Byusingthewordsmithsoftwareiwasabletoeasilysee
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patternsthatwerepreviouslyhiddentobynakedeye,butilluminatedusingtechnology.(sic)
Giventhedailyinteractionthatstudentshavewithsoftwareandatleastasurfacelevelrecognitionofhowbigdatahaschangedtheirordinaryexistencethroughpredictivealgorithms,thisareawastheleastdifficulttoteach.Arguablythemostimportantlearningthatstudentsaccomplishedintheclass,however,waspersuadingstudentstoconsiderthewaysinwhichethicsplaysaroleinbasicHumanitiesfunctionslikeediting,access,andcollaborationandhowsuchdigitalsurrogatesmayinadvertentlyleadtobias.Onestudentconcludedthat
It’simportantthatwedon’toveranalyzetext,andnotletourbiasesaffectwhatweputintothedatabasesthatwillcontinuetogrowinthisfield.Thisistheethicsportionofthefield,aswearetrustedtoperformourworkwiththeutmosttrustofourpeers,astheyrelyonouraccuracyoftranscriptionwhentheydotheirresearchfromanonlinedatabase,ratherthanfirsthandwiththedocument.(sic)
GiventhefactthatnoneofthestudentshadanytrainingintheimportanceofmetastructuresforHumanitiesscholarshipbeforeenteringtheclass,suchanincreasedawarenessisimpressive.Indeed,thestudents’finalprojects,curatedwebsitescompletedincollaborationwithateamofstudentsandfocusedonthewritingsofGeorgePepperdinewereveryimpressive.SeeAppendixBforthefullassignmentsheetassociatedwiththiswork.
ReadingGeorge:http://digitalhumanities.wix.com/readinggeorgeAtaGlance:ThePassportofGeorgePepperdine:http://sjiang6.wix.com/curatedwebsiteGeorgePepperdine:MovingandMovement:http://rjgaumer.wix.com/pepperdineg2GeorgePepperdine:AWorldlyPerspectivehttp://ejboettn.wix.com/eng380final
ThequalityofthesefinalprojectsistestimonyenoughtothevalueofwhatDigitalHumanitiesworkcanproduce.TheyareverystrongexamplesofanalyticandsyntheticHumanitieswork.Wewould,however,hesitate,tooffersuchacourseinthesameGeneralEducationformatbecausewhilethestudentsexhibitedunusuallystronganalyticandsyntheticskills,theirinterpretiveskillsremainedlackluster.Skepticismaboutthewaysinwhichlanguageorartifactsintheculturalenvironmentcouldsignifybeyondtheirimmediateobjectiveremainedprevalentuntiltheendofclass.SuchacoursewithinabroaderHumanities,curriculum,however,wouldbeextremelyvaluable.
DevelopmentsOneofthechallengesthatweidentifiedintheoriginalgrantwasthatthepaceofinterestinDigitalHumanitiesbyinstitutionshasnotyetbeenmatchedbythepaceofindividualdepartmentsinterestedintheDigitalHumanities.Thatis,theriseoftheDigitalHumanitiesoncampuseshasthusfarbeendominatedbythecreationofcentersorlabsthatprovidefortraining,stipends,orresearchsupportratherthancoursedevelopment.Accordingtothe2012–13HumanitiesDepartmentalSurveyproducedbytheAcademyofArtsandSciences,“Amonghumanitiesdepartments,24%hadacenterorlabdedicatedtodigitalhumanitiesresearchoncampus,[butonly]15%ofdepartmentsofferedatleastone
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seminarorcoursethatfocusedondigitalmethodsforresearchorteachingduringtheacademicyear.”7ThisextracurricularapproachtotheDigitalHumanitieshasitsproblemsbecauseitmeansthatfacultyresearchhasthepotentialtogrowfartherfromwhatistaughtintheclassroomratherthancontributingtoclassroomdiscourse.Sincetheendofthegrantperiod,interestintheDigitalHumanitieshascontinuedtogrowandinparticular,ithasgrowninawaythatwilldirectlyaddressthatcurriculargap.InteresthasmanifestedinacooperativeeffortamongfourdifferentdivisionsandthelibrarytosystematicallyprovideinstructionintheDigitalHumanities.AsystematiccurricularpresencefortheDigitalHumanitiesinliberalartscollegesiscurrentlynon-existent,whichmeansthatPepperdine’sgrowthinthisareawouldbeanexampleofinnovativeandforward-thinkingcurriculardevelopment.Thisinstructionismanifestinthreedifferentways:1)aDigitalHumanitiesMinor,2)anEnglishmajorDigitalHumanitiescourserequirement,and3)DigitalHumanitiescoursesofferedinavarietyofdisciplines.ThisapproachisdrivendirectlybyfacultyresponsestothesurveygivenatthebeginningofthegrantperiodaboutwhatkindofDigitalHumanitiespresenceshouldexistatPepperdine,inwhichfacultyequallysupportedthepresenceofDigitalHumanitiescoursesforstudentsaswellasfundingforadditionalfacultytrainingandresearch.
Sincetheendofthegrantperiod,theEnglishProgramwroteintotheir5-yearreportarecommendationforaDigitalHumanitiesrequirementforallmajorsandhassubmittedapetitiontotheSeaverAcademicCounciltoformalizethatdesire.ThemostsignificantadvanceinDigitalHumanities,however,isthatfacultyintheHumanitiesandTeacherEducationDivision(HISTandENG),NaturalScienceDivision(COSC),FineArts(ARTH),andReligionandPhilosophy(REL)havecollaboratedtosubmitanewDigital
7http://www.humanitiesindicators.org/binaries/pdf/HDS2_final.pdf
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HumanitiesminortotheSeaverAcademicCouncilforinclusionintheFall2017catalog.Asrecommendedbythegrantsurvey,themajorityofcoursesofferedaspartoftheminorwillbeavailableonanelectivebasiswithonlytwocourses,onefromEnglish(ENG225)andonefromComputerScience(CS101orCS105),whicharerequiredcourses.TheNaturalScienceDivisionunanimouslyagreedtosupporttheproposal.TheHumanitiesandTeacherEducationDivisionoverwhelminglysupportedtheproposal.(Therewasonevoteagainstit.)Thesearethetwodivisionsthathavecoursesthatarerequiredelementsoftheminor.FacultyinFineArtsandReligion/Philosophywerealsoconsultedandbothdivisionsagreedthatintermsofstaffing,thebestapproachwouldbetoapproveDHeligiblecoursesonacase-by-casebasis.Whiletherearenoplansforamajor,facultyanticipatedquestionsbydevelopingasetofProgramLearningOutcomes,toserveasasetofguidelinesforfacultywhendecidingwhetherornottheirclassshouldcounttowardstheminor.Giventheapparentissuesinlackofunderstandingdocumentedearlier,thissetofguidelinesisofvitalimportance.
(a) ProgramLearningOutcomes8AstudentwhograduateswithaminorinDigitalHumanitiesshouldbeableto:
1. bringtogetherthetraditionaltoolsofhumanisticthinking(interpretationandcritique,
historicalperspective,comparativeculturalandsocialanalysis,contextualization,archivalresearch)withthetoolsofcomputationalthinking(informationdesign,statisticalanalysis,geographicinformationsystems,databasecreation,andcomputergraphics)toformulate,analyze,andinterpretahumanities-basedresearchproblem;
2. understandandproducehumanities-baseddatafrommulti-modalandmultimediasourcesthroughsystematicdataprocessinganddata-mining;
3. evaluateanddesigndigitalprojectsandtoolscriticallyforcommunication,projectdevelopment,andlong-termpreservationofdigitaldatainwaysthatdemonstrateanunderstandingoftheappropriateusesandlimitationsoftoolsandprojectsonbothpracticalandethicallevels,includingsensitivitytoissuesofsustainability,intellectualproperty,openaccess/proprietaryknowledge,andprivateandpublicdissemination;
4. workcollaborativelyandthinkacrossdisciplines,media,andmethodologiesonmulti-authoredresearchprojects,projectproposals,reports,andpresentationsaimedatbothacademicandnonacademiccommunities.
Thusfar,atotalof21studentssurveyedare“definitely”interestedintakingonaminorinDigitalHumanitiesandanadditional47studentsare“probably”interestedintakingonaminorinDigitalHumanities.9
8ThesearemodifiedoutcomesfromBurdick,Anneetal.,AShortGuidetoDigitalHumanities,MITPress,2012.https://mitpress.mit.edu/sites/default/files/titles/content/9780262018470_Open_Access_Edition.pdf.9AdditionalinformationabouttheminorisavailablebycontactingJenniferSmith,[email protected].
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ReflectionsandRecommendationsEvenifthisminorisapproved,therearestillanumberofissuesthatmustbeaddressedinthefuture.
Rank,Tenure,Promotion
Oneofthebiggesthurdlestothelong-termsuccessofDigitalHumanitiesresearchatPepperdineisthecurrentlackofdocumentationoncampustoassistintheevaluationofdigitalscholarshipforthepurposesofrank,tenureandpromotion.SeveralfacultymemberssurveyedexplicitlysaidthatDigitalHumanitiesprojectsshouldbeevaluatedaccordingtothesamefactorsasanyotherscholarship:“Contributionandimpactshouldbethekeyfactors—notmedium.Externalreviewofsomesort,suchaspeerreview,shouldbeconsideredwhereavailable.”Yet,soasnottocompletelyyieldinternalRTPdecisionstooutsidebodies,itisalsoimportantthatfacultymembersoncampusareinformedofthescholarshipthattypicallygoesintodigitalprojectsandwhichorganizationscanbedependedonforreliablepeerreviewofdigitalprojects.Inparticular,theRTPCommitteeshouldbefullyinformedoftheprofessionalguidelinesandstandardspublishedbyleadingprofessionalorganizations,liketheModernLanguageAssociation,10theAmericanHistoricalAssociation,11andtheCollegeArtAssociationandtheSocietyofArchitecturalHistorians.12Theyshouldalsobeinformedaboutwhichorganizationsprovidereliablepeerreviewitself,suchastheMedievalElectronicScholarlyAlliance(MESA),13theNetworkedInfrastructureforNineteenth-CenturyElectronicScholarship(NINES),14and18thConnect,15ascholarlyorganizationdevotedto18thcenturyscholarshipinEnglish.Inordertoaddressthisparticularissue,werecommendthedevelopmentofanadhoccommitteeondigitalissueswhichcoulddevelopasimilarsetofguidelinesforinternaluse.Thiscommitteecouldalsodraftastatementonotherrelatedissuessuchasopenaccessscholarship,discussedbelow.
IntellectualPropertyRightsandOpenAccess
ThemoreextensivelyPepperdineUniversityfacultycontinuetoresearch,publish,andseektoservethelargerpublic,themoreissuesofopenaccesswillarise.Openaccessscholarshiphasadirectimpacton
10CommitteeonInformationTechnology.“GuidelinesforEvaluatingWorkinDigitalHumanitiesandDigitalMedia,”ModernLanguageAssociation,February2012.https://www.mla.org/About-Us/Governance/Committees/Committee-Listings/Professional-Issues/Committee-on-Information-Technology/Guidelines-for-Evaluating-Work-in-Digital-Humanities-and-Digital-Media11AdHocCommitteeontheEvaluationofDigitalScholarshipbyHistorians,“GuidelinesfortheProfessionalEvaluationofDigitalScholarshipbyHistorians,”AmericanHistoricalAssociation,June2015.https://www.historians.org/teaching-and-learning/digital-history-resources/evaluation-of-digital-scholarship-in-history/guidelines-for-the-professional-evaluation-of-digital-scholarship-by-historians12TaskForcetoDevelopGuidelinesforEvaluatingDigitalArtandArchitecturalHistoryforPromotionandTenure,“GuidelinesfortheEvaluationofDigitalScholarshipinArtandArchitecturalHistory,”CollegeArtAssociationandtheSocietyofArchitecturalHistorians,January2016.http://www.collegeart.org/pdf/evaluating-digital-scholarship-in-art-and-architectural-history.pdf13http://www.mesa-medieval.org/14http://www.nines.org/15http://www.18thconnect.org/
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theuniversity’sabilitytoreachandservetheneedsnotjustofPepperdinestudentsbutalsotheworldatlarge.16NeitherPepperdineUniversityorSeaverCollege,however,currentlyhaveanofficialpositiononopenaccess.Thisneutrality,furthermore,isunusualforaninstitutionofPepperdine’ssize.Manyinstitutions,includingUCLA,havetakenastrongstandonsupportforopenaccess--allofwhichcanbeaccessedthroughtheRegistryofOpenAccessRepositoryMandatesandPolicies(ROARMAP).17Manyuniversitieschannelfundsforthiskindofresearchsponsorshipthroughtheiruniversitylibraries,18buteachinstitutionsetsitsownpolicies.Otherinstitutions,however,haveobjectedintowhathasturnedinpracticeintoaPay-to-Publishmodelforpublication.19Thisneutralityalsoposesanumberofdifferentissuesrangingfromimpactfactorstoservice.Scholarlyoutputisincreasinglyvalidatedbasedonexternalcitationmetrics.Manyjournalsgiveauthorstheoptiontopayanopenaccessfeeinsteadofhavingtheirjournalarticlesremainbehindapaywall.Thisstatusisvaluableinthatitimprovestherateoffurthercitationandsupportsaccesstoscholarshipbyallmembersofthepublicasopposedtojustthosewhoareaffiliatedwithinstitutionswealthyenoughtopurchasesubscriptionstojournalsanddatabases.Moreimportantly,however,openaccesshasethicalimplicationsthatSeavershouldnotonlybeawareofbutalsoactivelyseektosupportsincetheyareconsonantwiththemissionofthecollegeanduniversity.BecausethevastmajorityofDHprojectsareopen-accessintheformofpubliclyavailablewebsites,DHprojectsalsohaveanimportantcharacteristicthatdifferentiatesthemfromotherscholarlywork.Theyareconcerneddeeplywithcommunicatingthecontentandvalueofscholarlyresearchtothewiderpublic.Inaddition,thisopenaccessmodelfurthersthefundamentalbeliefthatallpeopleshouldhaveaccesstoknowledge.Knowledgeisnotjustforthosewhohavethemoneytopayforexpensivemembershipstoproprietarydatabasesandsourcesofinformationbutrather,“thedigital…isasocialchange…Orthedigitalfacilitatespoliticalchange…Or,again,thedigitalmarksaculturalchange...thedigitalisaneconomicchange”.20WebelievethattheseeffortstoservethedisadvantagedarefundamentaltoalifeofChristianpurposeandservicebecauseknowledgeisthefoundationforfreewill,awillthatallowseachofustochooseChristjustashehaschosenus.Seaver’scurrentneutralitymaymeanthattheinstitutionisinadvertentlydisincentivizingfacultyfromsupportingopenaccesstotheirresearchbecausetherearenointernalfundingmechanismsorprotocol 16ThereisanInfoGuideonopenaccesscreatedbyourScholarlyResourceslibrarian,JeremyWhitt:http://infoguides.pepperdine.edu/openaccess.17http://roarmap.eprints.org/18Forexample,seetheSpringer’sstatementonopenaccess:http://www.springer.com/gp/open-access/open-access-funding/open-access-funding/208819Forexample,seeMediumAevum’spolicystatementonopenaccess:http://mediumaevum.modhist.ox.ac.uk/sites/default/files/policy_statement_on_open_access.pdf.20AlanLiu,“ThesesontheEpistemologyoftheDigital:AdviceFortheCambridgeCentreforDigitalKnowledge,”14August2014,http://liu.english.ucsb.edu/theses-on-the-epistemology-of-the-digital-page/
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tosupportthisaccess.Asmentionedabove,werecommendthatthisissueofopenaccessbeaddressedthroughanadhoccommitteeondigitalissueswhichcoulddevelopapolicystatementforinternaluse.
Facilities
WhileSeaverCollegeiscurrentlyinpossessionoftheminimuminfrastructureneededforDigitalHumanitiesteachingandscholarship,theseresourceswillbecometaxediftheminorweretogrowatarapidspace.ThisissueisprimarilyrootedinthefactthattheHumanitiesandTeacherEducationDivisiondoesnothaveadedicatedcomputerlab.(ThereisasmallcomputerlabusedforWritingCompositionclasses,butthisspaceisfullyoccupied.)Inthepast,DigitalHumanitiessessionshaveusedborrowedspacefromthelibrarywithstudentsalsodownloadingsoftwareontheirpersonalmachinestosupplementinstruction.Giventheverypublicandloudspaceavailableinthelibrary,thefactthattherewerenotenoughcomputersforallofthestudents,andthatthecomputerswerenotnetworked,thisisnotanideallong-termsolution.Somefacultymay,forexample,wanttopurchaseproprietarysoftwareforuseintheDigitalHumanitiesclass,butinstallingsuchsoftwareonpersonalstudentcomputersisnotafiscallypracticalmeasure.ITestimatesthatalabof21networkedcomputerswouldbefeasibleforabout$26,250.Thecollege,however,wouldalsohavetoagreetodesignatethespaceforsuchalab.WerecommendthatsuchalabbeconsideredaspartofanyfuturemajorequipmentpurchasesorasaparticularprojectthatDevelopmentmayasktobesupported.
FacultyResearch
FacultyresearchintheDigitalHumanitiesisgrowing,someofitasadirectresultofthegrantfundingandsomeinparalleltoit.Asaresultofthisworkshopandthesoftwarepurchasedbythegrantmonies,ConstanceFulmer(English/Dean’sOffice)begantouseWordSmithToolsinherownresearch.(SeeAppendixCforthehandoutdevelopedtofacilitatetheworkshop.)ShehasalsohiredErinTingasaresearchassistant;ErinisastudentwhohadtakentheIntroductiontoDigitalHumanitiescoursewithJenniferSmithinFall2015.OnJuly15,2016,Dr.FulmerpresentedapaperattheAthenaeumClubinPallMallLondonaspartofaconferenceon"ReflectionsontheTheoryandPracticeofdigitizingNineteenthCenturyNewspapersandMagazines."Herpaperwasentitled“EdithSimcoxandtheAcademy:ADigitalProject.”MaireMullins(English)completedadigitaleditionoftheselectedlettersofHannahWhitmanHydewithavarietyofstudentresearchassistants.21AndJacquelineDillion(English)becameaco-editorforanewvarioriumeditionofThomasHardy’sTheMayorofCasterbridgeforCambridgeUniversityPressforpublicationin2018.SheisworkingwithastudentresearchassistantandutilizingtheprogramJuxtatocomparedifferentversionsofthetext.
Lookingforward,48%ofthefacultysurveyedindicatedthattheybelievedthereshouldbefundingforDigitalHumanitiestrainingandanother36%indicatedthattheybelievedthereshouldbefundingforDigitalHumanitiesresearch.ThismeansthatatleastadozenfacultymembersareinterestedinengagingintheDigitalHumanitiesasteachersandatleasteightareinterestedinengagingintheDigitalHumanitiesasresearchers(orboth).AddressingthedemandforDigitalHumanitiestrainingismorestraightforwardthanaddressingthefundingforDigitalHumanitiesresearch.Apublicawareness
21Mullins,Maire.”TheSelectedLettersofHannahWhitmanHyde.”ScholarlyEditing:TheAnnualoftheAssociationofDocumentaryEditing.37(2016).http://scholarlyediting.org/2016/editions/mullinswhitmanheyde.html
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campaignandmarketingisprimarilywhatisneededtoaddressthedesirefortraining.Whiletherearecurrentlymechanismsoncampusthatwouldtheoreticallysupporttraining,forexample,byapplyingforDivisionfundstotravelforaDHtrainingworkshopattheDigitalHumanitiesSummerInstituteattheUniversityofVictoriaorapplyingforaDean’sResearchGranttoattendtheDigitalHumanitiesOxfordSummerSchool,facultymaynotrealizethattheseareavailableoptions.FewfacultymayalsobeengagingintheveryactiveDigitalHumanitiescommunitiesatUSCorUCLA.OurownlibraryalsohasagrowingwealthofresourcesontheDigitalHumanities.SeeAppendixDforaselectedlistofmaterialscurrentlyavailable.AddressingfundingforDigitalHumanitiesresearchisalittlemorecomplicatedbecausefundingintheDigitalHumanitiesforresearchmaynotlooklikeotherformsoffunding.DigitalHumanitiesresearchfundingisnotnecessarilyabouttraveltoarchives(althoughitdoesnotprecludesuchwork);DHresearchfundingisarguablymoreaboutfundingsustainableserverspaceandmanagingavarietyofpersonnelwhocanworkinthecollaborativewaysdiscussedabove.Asmentionedearlier,ITsupportisverystrongintheareaofDigitalPedagogy,especiallywiththesupportoftheTechLearnteam.Asimilar,thoughperhapsnotquiteasextensive,supportsystemwouldbeanidealparallelforresearchinterests.SustainabledigitalprojectstypicallyhaveuniversitysponsorshipandtechnicalexpertswhocangobeyondsupportandtowardspartnershipinDHresearch.Currently,thereisnooneonstaffwhoseresponsibilitiesexplicitlyfallwithinthisdomain,althoughtheexpertiseisavailable.JasonEggleston,forexample,hasboththetechnicalexpertiseandthetrainingintheHumanitiesthatwouldbenecessaryforthiskindofpartnership.ThenecessityforanincreasedroleforITisdemonstrablebypriorexperience:intheclassroomenvironmentdiscussedearlierwhichmimickedaresearchprojectonthewritingsofGeorgePepperdine,studentslearnedhowtocodeprimarysourcedocumentsinTEI,asubsetofXMLtags.Buttherewasnothingavailablethatcouldrenderthatcodeinaformatforonlinepresentation.Thewebsiteslinkedaboveincludetheprimarysourcetextinadownloadableformataswellasinafixedformat,butthepresentationdidnotactuallytakeadvantageofthestudents’codingwork.ToreiterateanearlierpointaboutwhatitmeanstodoDigitalHumanitiesscholarship--itmeansmorethansimplyaccess.Itmustalsoenableanalysisandmanipulation.Asis,facultywillnecessarilyhavetogotootherinstitutionsandgroupstodevelopdigitalprojects.Whileonoccasionthismaybeadesirableapproach,itcertainlywouldnotbeinallinstances.
ConclusionAswehopeisevidentinthisreport,thelongtermgoaltoestablishaDigitalHumanitiescommunityoncampusthatwasinvestedinengaginginandsupportingresearchandteachinginthisareaiswellunderway.Whiletherearecertainlyareasforcontinuedgrowth,wehaveconfidencethatwiththecontinuedsupportoftheuniversitycommunityatlargetheseareaswillseetheattentionthattheydeserve.
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Appendix
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AppendixA.DigitalHumanitiesFacultyandStaffSurveyThepurposeofthesurveyistogatherinformationonthecurrentstatusofDigitalHumanitiesteachingandresearchatPepperdineUniversity.*Required
InformedConsentforParticipationinResearchActivities*PleasecheckEVERYBOXtoindicateconsent.Failuretocheckanyboxmeansthatyourresponseswillnotbecounted.Thankyou!
○ 1.IhavebeenaskedtoparticipateinaresearchstudyconductedbyJ.A.T.Smith,PhDandMelissaNykanen,MLS.Thepurposeofthisresearchistoexaminefacultymembers’experienceswithDigitalHumanities(DH)researchandteaching.
○ 2.IunderstandthatIwillbeparticipatinginanexercisethatwillincludeabriefsurveyonmyexperienceswithDHandhowthisfieldmayaffectmyteaching,research,andservice.IunderstandthatifIagreetoparticipateinthisstudy,ImaybeaskedtoprovideadditionalinformationaboutmyworkintheDHtotheresearchersinthefuture.
○ 3.IunderstandthatthepossiblebenefitstosocietyfromthisresearchareagreaterunderstandingofthevariouswaysthatDHmayaugmentmyworkasateacherandscholar.ApersonalbenefitisthatImayincreasemyawarenessofopportunitiesforadditionaltrainingandfundinginDHaswellasbeconnectedtoalargerDHcommunityonPepperdine’scampus.
○ 4.Iunderstandthattherearenoforeseeablerisksordiscomfortsassociatedwithmyparticipationinthisresearch.Completingtheexercise,however,maybeassociatedwithprofessionalorself-reflectionthatmayraisepersonalquestionsaboutthedirectionofmycareerandthepurposeofmyteaching,research,andservice.IfIwouldliketodiscussthesequestionswithsomeone,IcancontacteitherJenniferSmithat310-506-6265orMelissaNykanenat310-506-4434.
○ 5.IunderstandthatmyparticipationisvoluntaryandthatImayrefusetoparticipateand/orwithdrawmyconsentanddiscontinueparticipationintheprojectoractivityatanytimewithoutpenaltyorlossofbenefitstowhichIamotherwiseentitled.
○ 6.IunderstandthatImaycontactthefollowingimpartialthirdparty,notassociatedwiththeresearchstudy,toaddresscomplaintsaboutthestudy:Dr.SusanHelm,InstitutionalReviewBoardChair,NaturalScienceDivision,PepperdineUniversity,Malibu,CA90263.
○ 7.IunderstandthatImaychoosenottoparticipateinthisresearch.○ 8.IunderstandthattheinvestigatorsandtheUniversitywilltakeallreasonable
measurestoprotecttheconfidentialityofmyrecordsandmyidentitywillnotberevealedinanypublicationthatmayresultfromthisproject.Theconfidentialityofmyrecordswillbemaintainedinaccordancewithapplicablestateandfederallaws.
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○ 9.IunderstandthattheinvestigatorsarewillingtoansweranyinquiriesImayhaveconcerningtheresearchhereindescribed.Followingisthecontactinformationforeachinvestigator:JenniferSmith,PepperdineUniversity,HumanitiesandTeacherEducation,Malibu,CA90263(phone:310-506-6265)andMelissaNykanen,PepperdineUniversity,SpecialCollections,Malibu,CA90263(phone:310-506-4434).
○ 10.Iwillbeinformedofanysignificantnewfindingsdevelopedduringthecourseofmyparticipationinthisresearch,whichmayhaveabearingonmywillingnesstocontinueinthestudy.
○ 11.Ihavereadandunderstandthematerialcontainedinthisinformedconsentform.Iherebyconsenttoparticipateintheresearchdescribedabove.
Survey1. DivisionorDepartment2. FieldofStudye.g.Rhetoric,History,Art,etc.3. HowlonghaveyouworkedforPepperdineUniversity?
○ Lessthan1year○ 1-5years○ 6-15years○ 15-25years○ Greaterthan25years
4. HowlonghaveyouworkedinHigherEducation?○ Lessthan1year○ 1-5years○ 6-15years○ 15-25years○ Morethan25years
5. Whatisyour"definition"ofDigitalHumanities?6. HowimportantdoyouthinkDigitalHumanitiesaretothefutureofscholarshipandteaching?
○ ExtremelyImportant○ ModeratelyImportant○ Neutral○ ModeratelyUnimportant○ ExtremelyUnimportant
7. AreyounowteachingorhaveyoueverbeenengagedinanyDigitalHumanitiesResearchprojects?
○ Yes
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○ No○ Notsure
8. Ifyes,pleasebriefly(1-2sentences)describetheprojectbelowandprovidealinkifavailable.9. DoyouhaveanyDHpublications(articlesorbooks)?Ifso,pleasegiveafullcitationbelow.10.HowlikelyareyoutoengageinaDigitalHumanitiesResearchProjectoverthenext2years?
○ Verylikely○ Likely○ Neutral○ Unlikely○ VeryUnlikely
11.HaveyoueverattendedanyofthefollowingDHconferencesorworkshops?○ DigitalHumanitiesSummerInstitute○ HumanitiesIntensiveLearningandTeaching○ AnnualConferenceoftheAllianceofDigitalHumanitiesOrganizations○ EuropeanSummerSchoolinDigitalHumanities○ DigitalPedagogyInstitute○ ElectronicLiteratureOrganizationConference○ UCLADigitalHumanitiesWorkingGroup○ USCDigitalHumanitiesEvents○ ThatCamp○ Other:
12.AreyounowteachingorhaveyouevertaughtacoursethatincludedoneormorelessonsthatyouwouldconstrueasDigitalHumanitiesoriented?
○ Yes○ No○ Notsure
13.Ifyes,pleasebriefly(1-2sentences)describethelesson(s).14.WhatarebarrierstoYOUROWNinvolvementintheDigitalHumanities?
○ Nobarriers○ Lackoffundingtoattendworkshops○ Steeplearningcurve○ Nocollaboratorsoncampus○ InsufficientITsupport○ Don'tknowenoughaboutfield○ Insufficienttime○ Skepticismaboutvalue○ Otherpriorities○ Other:
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15.HaveyoueverrequiredyourstudentstocompleteaDigitalHumanitiesassignment?
○ Yes○ No○ Notsure
16.Ifyes,pleasegiveabriefdescriptionoftheassignment(1-2sentences).17.HowlikelyareyoutoteachacoursewhereDigitalHumanitiesplaysasignificantroleinthelessonsorassignmentsoverthenext2years?
○ Verylikely○ Likely○ Neutral○ Unlikely○ VeryUnlikely
18.ArethereDigitalHumanitiesresources(books,software,etc.)thatyouthinkthecollegeshouldinvestin?19.WhatkindofDigitalHumanitiespresencedoyouthinkthereshouldbeatPepperdine?
○ DHrequiredcoursesformajors○ DHrequiredcoursesfornon-majors○ DHelectivecourses○ DHminor○ DHmajor○ DHCenter○ DHProgram(acomprehensiveapproachincludingsponsoredlectures,workshops,and
courses)○ DHfundingforfacultytraining○ DHfundingforfacultyresearch○ Other:
20.WhatkindofDigitalHumanitiesworkshopswouldyouliketoseeofferedatPepperdine?
○ GIS○ TextMiningorTextAnalysis○ TextEncoding(TEI)○ TextVisualisation○ NetworkAnalysis○ DigitalPublication/DigitalEditions○ FundingOptions○ Other:
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21.ArethereanyDigitalHumanitiesscholarsthatyouwouldlikeustobringtocampus?22.WhatkindofbarriersdoyouseetoagreaterDigitalHumanitiespresenceATPEPPERDINEinthefuture?
○ Lackoffunding○ Insufficientfacultyinterest○ Insufficientfacultytraining○ Lackofinstitutionalsupport○ Lackofcentralizedspace○ LackofITinfrastructure○ Insufficientstudentinterest○ Insufficientstaffinterest○ LackofRTPprotocolorprecedence○ Other:
23.Ifyouhaveservedonahiringcommitteeinthepastfiveyears,haveDigitalHumanitiesskillsfactoredintotheselectionofcandidates?
○ StrongImpact○ ModerateImpact○ Neutral○ WeakImpact○ NoImpact○ Ihavenotservedonahiringcommittee.
24.HowdoyouthinkDigitalHumanitiesProjectsshouldbeevaluatedforthepurposeofRTP?25.Additionalcommentsorquestions
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AppendixB.CuratedWebsite(G.Pepperdine).AssignmentSheet.Sp15
StudentLearningObjectives
ThisassignmentisacuratedwebsitefocusedonthewritingsofGeorgePepperdine.Itwillchallengeyoutocombinealloftheskillsyouhaveacquiredthroughoutthepastsemesterintoonedigitalenvironment.ItwillalsoencourageyoutoengageinsomeofthefundamentalpracticesoftheDigitalHumanities:collaboration,project-basedlearning,andpublicscholarship.Finally,itwillchallengeyoutothinkabouthowtocommunicatetheirownskillsetstoalargerpublicthroughpresentationandframing.ProgramLearningObjectives
SLO#1 Studentswilldemonstratecriticalthinkingskillsthroughrigorousanalysisofliterarytextsindiversehistoricalandculturalcontexts
SLO#2 Studentswilldemonstrateabasicunderstandingoftheconceptandpracticeofliteraryresearch
SLO#3 Studentswilldemonstrateeffectivewritingand/ororalpresentationthroughliteraryanalysis
SLO#4 Studentswilldemonstratethewaymeaningisexpressedthroughtheformalelementsoflanguageandgenre
RequirementsandGrading
InyourGeorgePepperdineWorkingGroups,pleasecreateacuratedwebsiteforthedocumentarysourcesthatyoueditedfromtheGeorgePepperdineDigitalCollection.Youmayusethedigitalplatformofyourchoice(GoogleSites,Wix,WordPress,etc.).Thewebsitemustincludethefollowing:
1.Atitleandtaglinewhichemphasizesthenarrativeofthewebsite.Forexample,“GeorgePepperdine,ManofLetters”or“GeorgePepperdine,WorldTraveler”or“TheEducationofGeorgePepperdine.”(Failuretoincludesuchatitleandtaglineresultsinapenaltyonly.)
2.Ashortpersonalbiographyandphotoforeachcontributor.Personalbiostypicallyincludewhereyouarefrom,whatyourcourseofstudyis,andwhatyourplansareaftergraduation.Youmayalsoincludeanysignificantemploymentorextracurricularactivities.Pleasewriteinprofessionalandgrammaticalprose.(5pts.)
3.Abstractsofapproximately150-200wordsforeachofthe7-9documentsweexamined(journal,speeches,travelletters).Goodabstractswillsummarizethecontentsofthedocumentwhile
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emphasizingitsrelativeimportancetotherestofthecollection.PleaseensurethattheAbstractsareclearlylabeledorvisuallydistinctfromthebodyofyourpaper.(5pts.each,with2pergroupmember=10pts./person)
4.Correctedtranscriptionsofallofthe7-9documentsyoueditedforthisclass(journal,speeches,travelletters)formattedinaconsistentmannerinternallyaswellasacrossallfiveassignments.(Failuretoincludethecorrectedtranscriptionsresultsinapenaltyonly.)
5.Contributionsbyeachmemberofthegroupinoneofthefollowingareas.Forgroupswithonlyfourmembers,studentsmaychoosefromanyofthefourcategoriesaslongasWebmasterisrepresented.(20pts.)
a.Webmaster—responsibleforuploadingandformattingallofthecontributionsandmakingsureauthorshiponeachoftheareasofthewebsiteisclearlylabeled(forthepurposeofgrading).
b.Biographer/Bibliographer—responsibleforwriting1-2paragraph(i.e.750-100words)biographyofGeorgePepperdineandprovidingcitationsand/orlinkstoaminimumof10-15printandelectronicsources.IsuggestthatyouuseZoterotofacilitatethiswork.
c.Paleographer—responsibleforwriting1-2paragraphs(i.e.750-100words)analyzingPepperdine’shandwritingandeditorialstyle.Thediscussionmustincludeselectexamplesofletterformspresentedascroppedimages.No,youdonotneedanexampleofeveryletterthatPepperdineuses—onlytheonesthatmattertoyourdiscussion.
d.Textanalyzer—responsibleforrunningtextanalysisonGeorgePepperdine’swritingsthroughWordSmithandcomingupwithsomebasicdatathatdescribePepperdine’smaininterestsalongwith1-2paragraphsofcommentary(i.e.750-100words).
e.DigitalToolsIntegrator—responsibleforapplyingadigitaltoolwithinthecontextofthewebsitethatwillfacilitatethestudyofPepperdine’sdocuments.Thisaugmentedtoolmaytakemanyforms.Afewsuggestions--aGoogleMapwhichshowsPepperdine’stravelroutewhileonpilgrimagetoJerusalem,aninteractivetimelineofhistravels,oracollectionofimagesfromthetimeandplacesthatPepperdinetraveled.Thisoptionmustalsobeaccompaniedby1-2paragraphsofcommentary(i.e.750-100words).Anystudenttakingonthisrolemustgethisorherprojectapproved.
6.Websiteorganizationthatshowsastrongsenseofnarrative,hierarchy,andinterpretation.Grouporganizationwhichdemonstratescollaborationandcommunicationacrosstheprojectworkingperiod.Thatis,makesuretheintentofthewebsiteisclearlyarticulatedineveryareaandmakesurethatworkisevenlyandfairlydistributed.(15pts.)
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AppendixC.WordSmithPre-WritingWorksheetJ.A.T.Smith
GettingStartedwithTextAnalysisThefollowingworksheethasbeenpreparedasastep-by-stepseriesofquestionsthataresearchermightwanttoaskaboutgeneralpatternsinatext.Itisnot,howeverauser-guideforWordSmith.Youcanfindoneofthosehere:http://www.lexically.net/wordsmith/step_by_step_English6/index.html?introduction.htmInstead,itfocusesondevelopingadata-drivenresearchmodelfortexts.We’llbeusingapreparedtextualcorpus(Shakespeare)whichyoucanfindhere:http://lexically.net/wordsmith/support/shakespeare.html1)TheWordListtoolletsyouseealistofallthewordsorword-clustersinatext,setoutinalphabeticalorfrequencyorder.2)Theconcordancer,Concord,givesyouachancetoseeanywordorphraseincontext--sothatyoucanseethewholesentencethatitappearsin.Functionallyspeaking,thismeansthatyoucanfindallofthequotationsthathavetheinstanceofthewordthatyou’reinterestedinseeing.3)WithKeyWordsyoucanfindthekeywordsinatextbutthistoolismorecomplexbecauseitrequiresthatyoucomparemultipletextsagainsteachother.
TextAnalysisWorksheetPreparation1)Whattextdoyouwanttoexplore?____________________________________________________________________________2)Whatconceptdoyouwanttoexplore?____________________________________________________________________________3)Whatterm(s)doyouwanttoexploretotesttheconceptabove?____________________________________________________________________________
WordListMetadataAftercreatingaWordListforyourfile(s),answerthefollowingquestionsusingtheStatisticstab.4)Howmanywordsortokensareinyourtext?__________________________________________5)Howmanyuniquespellingsortypesareinyourtextasawhole?__________________________6)Whatistheaverage(mean)wordlength?____________________________________________Choosetwocharactersthatyouwouldlikecompare.7)Character#1:Howmanywordsortokensdoesthecharacterspeak?______________________8)Character#2:Howmanywordsortokensdoesthecharacterspeak?______________________9)Character#1:Howmanyuniquespellingsortypesareinyourtextasawhole?______________
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10)Character#2:Howmanyuniquespellingsortypesareinyourtextasawhole?______________11)Character#1:Whatistheaverage(mean)wordlength?_________________________________12)Character#2:Whatistheaverage(mean)wordlength?_________________________________Nowlet’sexplorethetermsthatyouchoseabovebylookingattheFrequencyTab.13)Ignoringfunctionwords(the,to,it,he,she,for,etc.),whatarethe5mostfrequentwordsareinthetext?
i.__________________ii.__________________iii.__________________iv.__________________v.__________________
14)Ignoringfunctionwords(the,to,it,he,she,for,etc.),whatarethe5mostfrequentwordsspokenbycharacter#1_____________________?
i.__________________ii.__________________iii.__________________iv.__________________v.__________________
15)Ignoringfunctionwords(the,to,it,he,she,for,etc.),whatarethe5mostfrequentwordsspokenbycharacter#2_____________________?
i.__________________ii.__________________iii.__________________iv.__________________v.__________________
16)Whatistheabsolutenumber,i.e.frequency?
Text: Character#1:
Character#2:
Term#1
Term#2
Term#3
17)Whatistheabsoluterankforeachoftheterms?
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Text: Character#1:
Character#2:
Term#1
Term#2
Term#3
Ifallofyourtermsaresemanticallyheavy(i.e.nouns,verbs,adjectives),itmayhelptorefineourdatabycreatingasecondWordListthatexcludesfunctionwords(i.e.prepositions,pronouns,conjunctions).You’lldothisbyaddingaStopListtoanewWordList.WiththeStopListinplace,let’sseehowthenewdatacompares.18)Howmanywordsortokensareinyourtext?__________________________________________19)Howmanyuniquespellingsortypesareinyourtextasawhole?__________________________20)Whatistheaverage(mean)wordlength?____________________________________________WiththeStopListinplace,comparethesametwocharactersagain.21)Character#1:Howmanywordsortokensdoesthecharacterspeak?______________________22)Character#2:Howmanywordsortokensdoesthecharacterspeak?______________________23)Character#1:Howmanyuniquespellingsortypesareinyourtextasawhole?______________24)Character#2:Howmanyuniquespellingsortypesareinyourtextasawhole?______________25)Character#1:Whatistheaverage(mean)wordlength?_________________________________26)Character#2:Whatistheaverage(mean)wordlength?_________________________________27)Whatistherankforeachofthetermsyouareexploring?
Text: Character#1:
Character#2:
Term#1
Term#2
Term#3
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Nowlet’sdosomemathsowecancompareourresults.28)Character#1____________________________Frequencyofterm#1÷totalnumberofwordsw/SL=__________Frequencyofterm#2÷totalnumberofwordsw/SL=__________Frequencyofterm#3÷totalnumberofwordsw/SL=__________29)Character#2____________________________Frequencyofterm#1÷totalnumberofwordsw/SL=__________Frequencyofterm#2÷totalnumberofwordsw/SL=__________Frequencyofterm#3÷totalnumberofwordsw/SL=__________Foreachoftheresultsdrawnabove,trytocomeupwithoneconclusionthatisbasedonthedataandanalysis.30)Canyoumakeanyconclusionsabouttherelativeprominenceofyoursearchtermsinthespeechofyourtwofocus-charactersversusthetermsinthetextasawhole?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________31)Canyoumakeanyconclusionsabouttherelativeprominenceofyoursearchtermsasyoucompareyourtwocharacters?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________32)Canyoumakeanyconclusionsabouttherelativesophisticationofthevocabularyofeachofyourspeakersa. Basedonwordlength?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________b. Basedontotalspeech?
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________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________c. Basedondiversityofvocabulary?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________AdvancedAnalysis(BeforeandAfter).Sometimes,amajoreventoccursinyourtextandyouwanttocomparethepatternoflanguageusebothbeforeandafterthisevent.Repeatallofthepriorstepsbutfirstseparateyourtextfilessothattheyreflectthechronologicaldivisionthatyouhavemade.
ConcordanceMetadataWordListwasgoodforlookingatindividualwordsbutlet’sseenowwhattheassociationsarebetweenmultiplewordsaswellashowtheybehavewithincontext.Unlessdoingananalysisoffunctionwords,don’tforgettousetheWordListwiththeStopListinplace!First,let’stakealookatcollocates(co-location)orwordsthatarefoundincloseproximitytoyoursearchterms.33)Text:Usingthecollocatestab,aretheresignificantwordassociationstotheleftorrightofsearcha.term#1?________________________________________________________________b.term#2?________________________________________________________________c.term#3?________________________________________________________________34)Character#1:Usingthecollocatestab,aretheresignificantwordassociationstotheleftorrightofsearcha.term#1?________________________________________________________________b.term#2?________________________________________________________________c.term#3?________________________________________________________________35)Character#2:Usingthecollocatestab,aretheresignificantwordassociationstotheleftorrightofsearcha.term#1?________________________________________________________________b.term#2?________________________________________________________________
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c.term#3?________________________________________________________________Next,let’slookatthePlottoolwhichshowsthedistributionofuseofatermacrosstheentiretext.36)Text:UsingthePlottab,doyoursearchtermsclusterinoneareaofthetext?a.term#1?________________________________________________________________b.term#2?________________________________________________________________c.term#3?________________________________________________________________37)Character#1:UsingthePlottab,doyoursearchtermsclusterinoneareaofthetext?a. term#1?________________________________________________________________b. term#2?________________________________________________________________c. term#3?________________________________________________________________38)Character#2:UsingthePlottab,doyoursearchtermsclusterinoneareaofthetext?a.term#1?________________________________________________________________b.term#2?________________________________________________________________c.term#3?________________________________________________________________Finally,let’slookatthepatternsproducedforwordsincloseproximitytoyoursearchterm.Arethereparticularpatternsofspeechthatappearrepeatedly?39)Text:UsingthePatternstab,doyoursearchtermsproduceparticularpatternsinthetext?a.term#1?________________________________________________________________b.term#2?________________________________________________________________c.term#3?________________________________________________________________40)Character#1:UsingthePatternstab,doyoursearchtermsproduceparticularpatternsinthetext?a.term#1?________________________________________________________________b.term#2?________________________________________________________________c.term#3?________________________________________________________________41)Character#2:UsingthePatternstab,doyoursearchtermsproduceparticularpatternsinthetext?a.term#1?________________________________________________________________b.term#2?________________________________________________________________c.term#3?________________________________________________________________Foreachoftheresultsdrawnabove,trytocomeupwithoneconclusionthatisbasedonthedataandanalysis.42)Doesthedistributionofyourtermssuggestthatyouranalysismightbenefitfrombeingreprocessedbycontrastingoneportionofthetextagainstanotherportion?
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____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________43)Aretheresignificantdifferencesinthepatternsofwordassociationthatyouseeinonecharacterversusanother?Onecharacterversusthetextasawhole?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________44)Aretheretermsthatyoudidnotsystematicallyevaluatethatyouthinkyoushouldnowbasedonthepatternsyoufoundinthetext?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Nowlet’sgathersometextualevidencesothatwecanputourinterpretationsbackincontext.45)Ifthisispractical,createalistofquotationsinaseparatedocumentforeachofyourterms.Otherwise,createaselectedlistofquotationsforeachofyourterms.Aftercompilingyourlist,you’llbeabletoconnectyourtextualevidencewiththediscussionthatyou’vecomeupwithaboveinamoretraditionalliteraryinterpretation.
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AppendixD.DigitalHumanitiesResourcesinthePepperdineUniversityLibraries
BooksApollon,Daniel,ClaireBelisle,andPhilippeRégnier.DigitalCriticalEditions.Urbana:UniversityofIllinois
Press,2014.Printandinternetresource.Berry,DavidM.UnderstandingDigitalHumanities.Houndmills,Basingstoke,Hampshire:Palgrave
Macmillan,2012.Print.Blanke,Tobias.DigitalAssetEcosystems:RethinkingCrowdsandCloud.Kidlington:ChandosPublishing,
2014.Internetresource.Bode,Katherine,andPaulL.Arthur.AdvancingDigitalHumanities:Research,Methods,Theories.
Houndmills,Basingstoke,Hampshire:PalgraveMacmillan,2014.Print.Bodenhamer,DavidJ,JohnCorrigan,andTrevorM.Harris.TheSpatialHumanities:GISandtheFutureof
HumanitiesScholarship.Bloomington:IndianaUniversityPress,2010.Internetresource.Burdick,Anne,JohannaDrucker,andPeterLunenfeld.Digital_humanities.Cambridge,MA:MITPress,
2012.Printandinternetresource.Carson,Christie,andPeterKirwan.ShakespeareandtheDigitalWorld:RedefiningScholarshipand
Practice.Cambridge,NewYork:CambridgeUniversityPress,2014.Print.Carter,Bryan.DigitalHumanities:CurrentPerspective,Practices,andResearch.Bingley,U.K.:Emerald,
2013.Internetresource.Chiarcos,Christian,SebastianNordhoff,andSebastianHellmann.LinkedDatainLinguistics:
RepresentingandConnectingLanguageDataandLanguageMetadata.Heidelberg,NewYork:Springer,2012.Internetresource.
Clivaz,Claire,AndrewF.Gregory,DavidHamidovič,andSaraSchulthess.DigitalHumanitiesinBiblical,
EarlyJewishandEarlyChristianStudies.Leiden:Brill,2013.Internetresource.
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Cohen,DanielJ,andTomScheinfeldt.HackingtheAcademy:NewApproachestoScholarshipandTeachingfromDigitalHumanities.AnnArbor:UniversityofMichiganPress,2013.Internetresource.
Dávidházi,Péter.NewPublicationCulturesintheHumanities:ExploringtheParadigmShift.Amsterdam:
AmsterdamUniversityPress,2014.Internetresource.Deegan,Marilyn,WillardMcCarty,andHaroldShort.CollaborativeResearchintheDigitalHumanities:A
VolumeinHonourofHaroldShort,ontheOccasionofHis65thBirthdayandHisRetirement,September2010.Farnham,England:Ashgate,2012.Internetresource.
Earhart,AmyE.TracesoftheOld,UsesoftheNew:TheEmergenceofDigitalLiteraryStudies.AnnArbor:
UniversityofMichiganPress,2015.Internetresource.Emerson,Lori.ReadingWritingInterfaces:FromtheDigitaltotheBookbound.Minneapolis:Universityof
MinnesotaPress,2014.Internetresource.Giaretta,David.AdvancedDigitalPreservation.Berlin:Springer,2011.Internetresource.Gold,MatthewK.DebatesintheDigitalHumanities.Minneapolis:UniversityOfMinnesotaPress,2012.
Printandinternetresource.Harpold,Terry.Ex-foliations:ReadingMachinesandtheUpgradePath.Minneapolis:Universityof
MinnesotaPress,2009.Internetresource.Hayles,Katherine.HowWeThink:DigitalMediaandContemporaryTechnogenesis.Chicago:The
UniversityofChicagoPress,2012.Internetresource.Hirsch,BrettD.DigitalHumanitiesPedagogy:Practices,PrinciplesandPolitics.Cambridge:OpenBook
Publishers,2012.Internetresource.Jockers,MatthewL.Macroanalysis:DigitalMethodsandLiteraryHistory.Urbana:UniversityofIllinois
Press,2013.Printandinternetresource.Kinder,Marsha,andTaraMcPherson.TransmediaFrictions:TheDigital,theArts,andtheHumanities.
Berkeley:UniversityofCaliforniaPress,2014.Internetresource.Klein,JulieT.InterdiscipliningDigitalHumanities:BoundaryWorkinanEmergingField.AnnArbor:
UniversityofMichiganPress,2015.Printandinternetresource.Langdon,Melissa.TheWorkofArtinaDigitalAge:Art,TechnologyandGlobalisation.NewYork:
Springer,2014.Internetresource.
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Liu,Alan.TheLawsofCool:KnowledgeWorkandtheCultureofInformation.Chicago:Universityof
ChicagoPress,2004.Internetresource.McCarty,Willard.HumanitiesComputing.Basingstoke,England:PalgraveMacmillan,2005.Print.McCullough,Malcolm.AbstractingCraft:ThePracticedDigitalHand.Cambridge,Mass:MITPress,1996.
Print.McGann,JeromeJ.ANewRepublicofLetters:MemoryandScholarshipintheAgeofDigital
Reproduction.Cambridge:HarvardUniversityPress,2014.Printandinternetresource.McGrath,Laura.CollaborativeApproachestotheDigitalinEnglishStudies.Logan,Utah:UtahState
UniversityPress,2011.Internetresource.Nichols,StephenG.FromParchmenttoCyberspace:MedievalLiteratureintheDigitalAge.NewYork:
PeterLang,2016.Internetresource.O'Brien,Heather,andPaulCairns.WhyEngagementMatters:Cross-disciplinaryPerspectivesand
InnovationsonUserEngagementwithDigitalMedia.Cham:Springer,2016.Internetresource.O'Gorman,Marcel.E-crit:DigitalMedia,CriticalTheoryandtheHumanities.Toronto:Universityof
TorontoPress,2006.Print.Panofsky,Ruth,andKathleenKellett.CulturalMappingandtheDigitalSphere:PlaceandSpace.
Edmonton:TheUniversityofAlbertaPress,2015.Internetresource.Pierazzo,Elena.DigitalScholarlyEditing:Theories,ModelsandMethods.Burlington,VT:Ashgate,2015.
Print.Presner,ToddS,DavidShepard,andYohKawano.Hypercities:ThickMappingintheDigitalHumanities.
Cambridge:HarvardUniversityPress,2014.Print.Ramsay,Stephen.ReadingMachines:TowardanAlgorithmicCriticism.Urbana:UniversityofIllinois
Press,2011.Internetresource.Ridge,Mia.CrowdsourcingOurCulturalHeritage.Farnham,England:Ashgate,2014.Printandinternet
resource.Ridolfo,Jim.DigitalSamaritans:RhetoricalDeliveryandEngagementintheDigitalHumanities.Ann
Arbor:UniversityofMichiganPress,2015.Internetresource.
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Ronchi,AlfredoM.Eculture:CulturalContentintheDigitalAge.Berlin,Heidelberg:SpringerBerlinHeidelberg,2008.Internetresource.
Rosenzweig,Roy.ClioWired:TheFutureofthePastintheDigitalAge.NewYork:ColumbiaUniversity
Press,2011.Internetresource.Sabharwal,Arjun.DigitalCurationintheDigitalHumanities:PreservingandPromotingArchivaland
SpecialCollections.Waltham,MA:ChandosPublishing,2015.Printandinternetresource.Sacco,KathleenL,ScottS.Richmond,SaraParme,andKerrieF.Wilkes.SupportingDigitalHumanitiesfor
KnowledgeAcquisitioninModernLibraries.Hershey,PA:InformationScienceReference,2015.Print.
Schreibman,Susan,RaymondG.Siemens,andJohnUnsworth.ACompaniontoDigitalHumanities.
Malden,MA:BlackwellPub,2004.Internetresource.Saper,CraigJ,GregoryL.Ulmer,andVictorJ.Vitanza.Electracy:GregoryL.Ulmer'sTextshop
Experiments.Aurora,CO:TheDaviesGroup,2015.Internetresource.Schreibman,Susan,RaymondG.Siemens,andJohnUnsworth.ACompaniontoDigitalHumanities.
Malden,MA:BlackwellPub,2004.Internetresource.Siemens,RaymondG,andSusanSchreibman.ACompaniontoDigitalLiteraryStudies.Malden,MA:
BlackwellPub,2007.Printandinternetresource.Svensson,Patrik.BigDigitalHumanities:ImaginingaMeetingPlacefortheHumanitiesandtheDigital.
AnnArbor:UniversityofMichiganPress,2016.Internetresource.Terras,MelissaM,JulianneNyhan,andEdwardVanhoutte.DefiningDigitalHumanities:AReader.
Farnham,England:Ashgate,2013.Internetresource.VanDenBoomen,Marianne.DigitalMaterial:TracingNewMediainEverydayLifeandTechnology.
Amsterdam:AmsterdamUniversityPress,2009.Internetresource.White,JohnW,andHeatherGilbert.LayingtheFoundation:DigitalHumanitiesinAcademicLibraries.
WestLafayette,IN:PurdueUniversityPress,2016.Internetresource.
PeriodicalsDigitalHumanitiesQuarterly,publishedbytheAllianceofDigitalHumanitiesOrganizations.
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DigitalScholarshipintheHumanities(formerlyLiteraryandLinguisticComputing,publishedbyOxfordUniversityPress.
JournalofHumanitiesandArtsComputing,publishedbyEdinburghUniversityPress.LanguageResourcesandEvaluation,publishedbySpringer.