Invited response to “Hubertus Kohle, “Kunstgeschichte und Digital Humanities. Einladung zu einer Debatte/Art History and the Digital Humanities. Invitation to a Debate”
Introduction with embedded slides for the workshop DAGITAB on Digital Humanities, held at the University of the Philippines in July 2019. This document reproduces that introductory talk to the field of Digital Humanities and intends to be a support if the workshop is echoed in other campuses.
Dear all, The Digital Humanities Japan ( http://dhjapan.org/ ) initiative is pleased to formally announce the launch of our website and its associated content. This includes a mailing list and a resource wiki. Our wiki contains (among other things): Scholars Directory – A submission form where you can list yourself a DH Japan scholar, including your current projects, […]
The Manifesto of Modern Digital Humanities is an avant-garde statement regarding digital methodologies used by scholars of modernist literature and culture. Its experimental format uses handwritten HTML to mimic the typographical qualities of modernist literary manifestoes.
This presentation addresses the opportunities and challenges of transacting digital humanities collaborative projects from the perspective of a Digital Humanities Research Designer in an academic library. While collaboration is often celebrated as a central to the success of digital humanities projects, I argue that often the language of collaboration excludes those whose work is organized by reward systems that do not include long-term projects. In this presentation, I discuss the language of digital humanities project management that, when put into practice, often replicates the academic hierarchies that DH prides itself on transcending or resisting.
The DHSI listserv recently had a lively discussion about the best places a DH newcomer could go for an overview. @kdharris summed up the responses to her question (asked for a senior colleague) on her blog.
About my Spring 2018 Writing Class: Writing in the Digital Humanities Prepared for MLA 2019, Session 89: What do we teach when we teach DH?
The English Department at U.C. Berkeley has developed two multimedia humanities websites at “Shakespeare’s Staging” and “Milton Revealed,” illustrating classic rewards and problems in digital humanities programs. Users are uniformly positive about the simple, selective, and fully organized structure. Visits are numerous, averaging 200-400 page visits daily to each site, but often rising to a thousand or more at such times as exam preparation. In ten years the Shakespeare site accumulated over one million visits, and in two years the Milton site has reached over 100,000 visits annually. We are fortunate to access a vast amount of expert material, bibliographies, stills, and video, all developed by site participants, materials that had generated considerable applicable funding, but were clear of copyright issues. As the sites developed, other sources of material became more generous in permitting educational use freely. Technical support was available on campus.
Digital Humanities for Lifelong Learners is a research project that will convene leading thinkers in the fields of lifelong learning, humanities education, public media and humanities archives, and multi-platform interactive technology in a series of in-person and virtual meetings and other activities, including online surveys. The key purpose is to research how best to create a significant library of high quality, digital humanities modules, drawn from WGBH’s vast archive and other public media sources, for lifelong learners, especially those aged 65+. An initial day-long meeting, held at WGBH and including all project participants, will set the agenda for this six-month research initiative, resulting in a detailed white paper that addresses audience research findings, humanities content, rights, and distribution issues, and technical and design approaches, and charts next steps for this project, including future funding possibilities.
Since the 1990s, digital humanities centers have sprung up in increasing numbers to accommodate the challenges to the traditional humanities posed by new technologies, as well as the particular forms of knowledge and interdisciplinarity they entail. As these centers flourish, they are being staffed by a new kind of hybrid scholar, often with advanced degrees, who eschews traditional tenure track positions while nonetheless being deeply invested in the pursuit of innovative research. These scholars are not well represented by the normative humanities division between faculty research and service staff and even the most innovative digital humanities centers have been slow to evolve new standards and methods for their professional development. We are applying for a Digital Humanities Level 1 Start Up grant to support a two-day workshop and online discussion that will result in a white paper and a set of recommendations for establishing career paths within digital humanities centers.