USC Digital Voltaire: Centering Digital Humanities in the Traditions of Library and Archival Science

FEATURE: WORTH NOTING

USC Digital Voltaire: Centering Digital Humanities in the Traditions of Library 19.1. and Archival Science portal

Danielle Mihram and Curtis Fletcher

publication, abstract: USC Digital Voltaire, a digital, multimodal critical edition of autograph letters, aims to combine the traditional scope of humanities inquiry with the affordancesfor and methodologies of digital scholarship, and to support scholarly inquiry at all levels, beyond the disciplines associated with Voltaire and the Enlightenment. Digital editing, and digital editions in particular, will likely expand in the next few decades as a multitude of assets become digitized and made available as online collections. One important question is: What role will librarians and archivists play in this era? USC Digital Voltaire points in one possible, creativeaccepted direction. and

Voltaire’s Autograph Letters at USC edited, t the University of Southern California (USC) Special Collections Department, researchers can findcopy 31 original (autograph) letters and four poems covering the years 1742 to 1777 by Voltaire, the pen name of François-Marie Arouet, A1694–1778. Voltaire’s clear writing style, humor, and sharp intelligence made him one of the greatest writers of the French Enlightenment, a period of intellectual ferment in the late 17th and the 18th centuries. His correspondents included other leading figures of the Enlightenment,reviewed, such as the mathematician and philosopher Jean le Rond d’Alembert; Frederick II (Frederick the Great), king of Prussia; and Madame de Pompadour, the mistresspeer of King Louis XV of France. Voltaire’s voluminous correspondence currently comprisesis over 22,000 published letters, of which 16,136 are by Voltaire.1 The correspondence offers a multifaceted, private, and, at times, moving expression of the writer’s mss.innermost thoughts and feelings, through epistolary exchanges. The letters in the USC collection, though only part of the enormous Voltaire correspondence spread over 70 years,2 offer an engaging, multilayered perspective of one This of the leading minds that defined the Enlightenment. Of great interest is the wealth of

portal: Libraries and the Academy, Vol. 19, No. 1 (2019), pp. 7–17. Copyright © 2019 by Johns Hopkins University Press, Baltimore, MD 21218. 8 USC Digital Voltaire: Centering Digital Humanities in the Traditions of Library and Archival Science

topics the letters cover: religious freedom and freedom of expression in France; the Ro- man Catholic Church and its social impact; Voltaire’s judicial campaigns in favor of the victims of intolerance; Frederick the Great’s military campaigns during the War of the Austrian Succession (1740–1748) and the Seven Years War (1754–1763); discussions on the theatrical life of the period; Voltaire’s remarks on many of his own works, as well as his commentaries (at times biting) on his contemporaries’ writings; and descriptions of his own health. 19.1. A Unique Opportunity As digital technologies and social media provide new ways for us to create and publishportal content, librarians and archivists are well situated to explore the ways in which the methodologies and approaches of digital scholarship can further their traditional work. Given the position of academic As digital technologies and social media libraries at the intersection of disciplines, theirpublication, role as the cus - provide new ways for us to create and todians of unique archives, and publish content, librarians and archivists librarians’ forexpertise in teaching are well situated to explore the ways in research skills (including information literacy), libraries are natural which the methodologies and approaches homes for students’ extensive of digital scholarship can further their acceptedexploration of digital scholarship traditional work. (outside of students’ departmen- and tal affiliations). At the same time, such work allows librarians and archivists to activate archival collections by enabling use and establishing participatory relationships around archival records.edited,3 The Voltaire letters in USC’s collection thus provided a unique opportunity. On the one hand, the letters themselves, and the broad set of topics upon which they touch, copy are uniquely suited for the construction of a digital critical edition in which facsimiles, transcriptions, and translations of those letters are connected to a network of cultural and historical mini-essays. On the other hand, by enriching these letters via a digital, multimodal critical edition, we had an opportunity, as librarians, to engage in emerging reviewed, modes of scholarly communication and Because digital productions are to lay the foundation for an experimental peer librarian-led digital humanities project: multimodal—thatis is, they deliver USC Digital Voltaire (http://scalar.usc.edu/ information in multiple modes, works/voltaire/index). Because digital productions are mss. such as text, sound, and images— multimodal—that is, they deliver infor- such productions can help us to mation in multiple modes, such as text, This visualize and better understand the sound, and images—such productions can help us to visualize and better under- past. stand the past. USC Digital Voltaire allows users to work with an array of tools to USC Digital Voltaire: Centering Digital Humanities in the Traditions of Library and Archival Science Danielle Mihram and Curtis Fletcher 9

uncover patterns of information and different meanings they might not otherwise see, thus giving the opportunity for scholars and students to ask new questions and approach the letters with a larger frame of reference. Since the start of this project, we focused on the creation of a digital critical edition that includes both a seamless integration of digital resources and a digital methodologi- cal base that highlights the underlying production of ideas as a collective phenomenon during the Enlightenment. As a result, USC Digital Voltaire puts us in the role of “wit- nesses” to the vibrant milieu in which Voltaire lived. It allows us to explore (and under- 19.1. stand) the human experience (as illustrated in these letters) and to feel a profound sense of connection to Voltaire and his correspondents. For an overview of this project, see Danielle Mihram’s 2017 article “The University of Southern California Voltaire Letters:portal A Polymathic Multimodal Digital Project.”4

Developing a Digital Critical Edition: USC Digital Voltaire

At the core of USC Digital Voltaire is a set of 35 pages, one for each publication,of the 31 letters and 4 poems in USC’s collection Voltaire Correspondence, 1742–1777for. Each page contains a digital facsimile and an English translation of the letter or poem it features (see Figure 1). The digital facsimiles are high-resolution, and the captions for each lead the reader directly to the USC Digital Library (http://digitallibrary.usc.edu), where the digital master copies and all associated metadata (tagging or coding to facilitate information retrieval) are kept. In this way, documents can be inspectedaccepted as visual artifacts immediately adjacent to their translation. The translated textand of each document is also annotated with expandable notes, offering additional information on keywords.

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This Figure 1. Letters in USC [University of Southern California] Digital Voltaire are translated and annotated adjacent to their digital facsimile. 10 USC Digital Voltaire: Centering Digital Humanities in the Traditions of Library and Archival Science

Pages that feature letters to or from Voltaire are embedded within multiple contexts in our project. As a digital critical edition, USC Digital Voltaire offers readers the ability to engage Voltaire’s letters as a chronologically ordered set of communiqués and as a cluster of materials whose complex interconnections can be visualized, navigated, and explored.5 Readers of USC Digital Voltaire can Readers of USC Digital Voltaire access Voltaire’s letters as a series of pathways arranged by sender or receiver, and they can can access Voltaire’s letters as engage with the letters embedded within a con- 19.1. a series of pathways arranged stellation of cultural, political, and biographical by sender or receiver, and they events via an interactive timeline (see Figure 2). They can also navigate between letters byportal can engage with the letters way of a network of mini-essays on people, embedded within a constella- places, and events. This network of essays allows readers to maneuver “up” and “down” tion of cultural, political, and a hierarchical structure among the letters, biographical events via an mini-essays, and keyword indexes.publication, From each interactive timeline page featuring a letter, readersfor can move “up” to keyword mini-essays for individual people, places, or events mentioned in that letter. From those mini-essays, readers can then either navigate back “down” to any letter associated with that keyword or further “up” to an index of allaccepted keywords of that type (for example, an index of all people or places mentioned in this collection of letters) and then back “down” again. Using a series of visualizationsand (see Figure 3), readers can also probe the interconnections between multiple letters and keywords. Alongside the multiple linear and nonlinear assemblages of letters, USC Digital Voltaire offers a series of more traditionally structured essays that frame the institutional context and provenance for the collectionedited, of letters. Our hope is that, together, these features will constitute a kind of virtual humanities laboratory, allowing scholars and students to immerse themselvescopy in a research environment of interconnected primary and contextual material from which they can develop their own hypotheses.

USC Digital Voltaire as a Model for Digitalreviewed, Humanities Initiatives in the Academic Library Like many digital humanities projects, USC Digital Voltaire is a blend of scholarly genres. We seepeer it as a digital critical edition of Voltaire’s selected correspondence between 1742 andis 1777. But to properly advance our project as a new model for digital humanities work within academic libraries, it is important to situate it within the larger cohort of mss.digital projects with which it shares affinities: digital editions, digital archives, and online digital exhibits. This Digital editions and digital archives have several, often overlapping, meanings. The distinction between these two types of projects has been the subject of some discussion.6 In the predominant view, a digital edition is a project that brings together material by or about an author or an author’s work; or material that relates to a topic, period, or event and that makes a scholarly or editorial intervention regarding that material. In this USC Digital Voltaire: Centering Digital Humanities in the Traditions of Library and Archival Science Danielle Mihram and Curtis Fletcher 11

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Figure 2. Using an interactive timeline, readers can explore letters to and from Voltaire chronologically as well as visualize how those letters are embedded withinpublication, a constellation of cultural, political, and biographical events. for

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Figure 3. A varietyreviewed, of visualizations allow readers to explore the multiple vectors along which letters are organized in USC Digital Voltaire. peer is view, a digital archive differs from a digital edition as a project that is not scholarly or mss.editorial in scope—that offers no commentary, annotations, or original editorial work. Instead, it aggregates, into one online research environment, a comprehensive or near- This comprehensive set of primary and secondary material relating to an author, topic, period, or event. While the distinction between digital archives and digital editions may remain contested, together they share a set of overlapping aims and features with USC Digital Voltaire. First, USC Digital Voltaire is an editorial endeavor, offering translations, transcriptions, and scholarly commentary on the textual and physical features of the letters 12 USC Digital Voltaire: Centering Digital Humanities in the Traditions of Library and Archival Science

in its collection.7 USC Digital Voltaire also attempts to situate its collected letters within a web of informational and contextual material. The letters are individually annotated with links to a wide range of historical and cultural mini-essays, and those essays are themselves part of an overall network of keywords and indexes that connect letters to one another via people, places, or themes. Like many digital archives and editions, USC Digital Voltaire incorporates, at its core, a set of tools that allow researchers to organize items, by way of this network of extratextual material, in a way beneficial for their use and to visualize complex connections between them. 19.1. USC Digital Voltaire includes an additional layer of scholarly production beyond the editorial work at its core and the network of informational content that allows researchers to contextualize that work. USC Digital Voltaire was also built to showcase anportal institutional collection, the Voltaire Correspondence, 1742–1777, housed at USC’s Special Collections and hosted online at the USC Digital Library. It is, for that reason, an outlier among digital editions, which customarily focus on either a single work or, more often, bring together a set of documents from multiple collections to exhaustively cover a given author, topic, period, or event.8 In this way, USC Digital Voltaire aligns withpublication, a newer genre in the digital humanities: the online digital exhibit. Digital exhibitsfor can take many forms, but in recent years, they have been built predominantly using Omeka, a Web publishing platform developed at the Center for History and New Media for creating media-rich online exhibits.9 These projects often showcase specific archival collections while also, at times, offering some of the standard features andaccepted functionality found in digital editions and digital archives. These types of projects are, by and large, built by librarians, archivists, and museum professionals to increaseand scholarly engagement with a collection at an institution. However, a key difference, and one important for our purposes, is that, unlike digital editions and archives, online Whereas digital editions and exhibits are not editorial in scope. Rather, their edited,scholarly intervention comes at the level of the digital archives offer scholarly collected works as a whole, often explicitly and editorial interventionscopy of addressing the provenance and institutional individual items in a collection, context of the archival collection they make available. online digital exhibits offer Whereas digital editions and digital ar- critical assessmentsreviewed, of entire chives offer scholarly and editorial interven- collections tions of individual items in a collection, online digital exhibits offer critical assessments of peer entire collections. This is where USC Digital Voltaireis differs from other, similar projects: it does both. Its critical apparatus is applied at the level of the document and the collection. The same questions that are asked of mss.individual letters within the collection—inquiries about their origin, historical context, and material status—are asked of the collection as a whole. What is the collection’s This provenance and history? How was it acquired? What is its institutional context, and how might that reflect on individual items in the collection? What were the digital preserva- tion methods for the collection? How was its metadata record constructed, and how is that different from other collections? USC Digital Voltaire: Centering Digital Humanities in the Traditions of Library and Archival Science Danielle Mihram and Curtis Fletcher 13

In this way, USC Digital Voltaire is not a critical edition of a work, an oeuvre, or a set of papers in a traditional sense. Rather, it is a critical edition of an institutional collection, a cross between a digital edition and a digital exhibit. As a critical edition, then, it offers a way to blend these genres, and in doing so, to foreground the nature of archival collections while also doing important editorial work and offering a wide array of digital research tools. USC Digital Voltaire represents one way to think about what digital archives and editions might look like when created by library professionals. USC Digital Voltaire was conceived, designed, and implemented by five subject 19.1. specialist librarians, two metadata librarians, and two library staff members, one spe- cializing in Web design and the other in digital scholarly communication. In both the makeup of our team and in the focus of the project, USC Digital Voltaire seeks to centerportal digital humanities within the library squarely in the traditions of library and archival science. As . . . USC Digital Voltaire seeks a digital humanities project, library professionals to center digital humanities established its scholarly objectives and carried out its critical interventions. It thus takes seri- within the librarypublication, squarely in ously a challenge put forth by library-focused the traditionsfor of library and digital humanists—Trevor Muñoz, Bethany Nowviskie, and Miriam Posner, among oth- archival science. ers—who wish to move digital humanities in the library away from a service model. As Muñozaccepted advocates in “Digital Humanities in the Library Isn’t a Service,” “Librarianship is intellectual work,” and digital humanities in the library can and should be re-centeredand on the research questions and scholarly priorities that drive that work.10 Digital editions, and the scholarly efforts they represent, may be a vital area to begin the The next few decades will edited, kind of shift for which Muñoz and others advo- likely bring an expansion of cate. The next few decades will likely bring an digital editing, and digital expansion of digital editing,copy and digital editions in particular, as more and more assets are digi- editions in particular, as more tized and made available as online collections.11 and more assets are digitized One question we should ask ourselves is: What and made available as online role will librariansreviewed, and archivists play in this era? We think USC Digital Voltaire points in one collections. possible direction. peer is USC Digital Voltaire as a Model for Student Engagement mss.One of the stated goals of USC Digital Voltaire is

This Through collaboration with our teaching faculty, first to develop a model and a tool for classroom instruction and research, this in tandem with mounting institutional pressures to teach students multiple literacies and new multimodal forms of expression, and then to engage students at all levels of scholarship and research in the humanities (italics added).12 14 USC Digital Voltaire: Centering Digital Humanities in the Traditions of Library and Archival Science

With USC Digital Voltaire, we have established a workflow in which students can create and submit a variety of content: annotations, mini-essays, visualizations, or films. In addition, students may be asked to embed their content within the overall hypermedia structure of the project—that is, to think about the With USC Digital Voltaire, multiple contexts in which that content may live and the various pathways by which readers may we have established a work- navigate to and from it. Work on USC Digital Voltaire 19.1. flow in which students can may thus require students to master content related to Voltaire’s letters and poems and, at the same create and submit a variety time, urge them to apply critical digital literacy portal of content . . . skills in situating that content within an architecture of scholarly information. In this way, USC Digital Voltaire, and the pedagogical workflows described in this article, may facilitate core aspects of the Association of College and Research Libraries “Framework for Information Literacy for Higher Education” by encouraging students to see themselves as both producers and consumers of knowledge,publication, and as contributors to informational and scholarly ecosystems.13 In addition,for asking students to reflect on issues of information structure while generating scholarly content invites them to take part in shaping our expansive, multimedia critical edition. In doing so, the project takes seriously the role undergraduates can have in thinking through the organization, interactivity, and readability of emergent scholarlyaccepted genres in the digital humanities. In fall 2017, one of our faculty colleagues in the Department of French and Italian included an assignment in her undergraduateand course Equality and Difference around the Enlightenment that provided detailed guidelines on annotating letters in USC Digi- tal Voltaire that are not yet annotated. One outcome of this initiative was the awarding of a USC Provost’s Undergrad Research Fellowship for summer 2018 to one of these students, who has undertaken to writeedited, “mini-essays” for several additional letters in our USC Digital Voltaire.14 This outcome, which supports our goal for student engagement, is particularly encouragingcopy as we begin to develop opportunities for students to create scholarly modules (including visualizations, music, and cinematic art) related to Voltaire and the Enlightenment. Additional students plan to compete for such an award in summer 2019. Student interestreviewed, in our project has led to another undergraduate’s desire to work with us as a partner in the creation of a second digital humanities project, Emotionally Intelligent Robots, which explores the complexities of human-machine interaction, in- cludingpeer our emotional bonds with machines, our efforts to replicate or artificially model humanity,is and what it means to be human. The student has received a yearlong research award for the academic year 2018–2019 from the USC Undergraduate Research Asso- mss.ciates Program.15 As such, this burgeoning project closely aligns with the New Media Consortium and the Consortium for School Networking’s 2016 K–12 Horizon Report. The This report identifies “students as creators” and creative skills as positive outcomes of allowing students to take control of their own learning, so that they may set their own goals and design ways to meet them.16 Nonetheless, such opportunities for students to create must be carefully planned, and our collaborative curricular and mentoring initiatives with departmental faculty are precious assets as we move forward. USC Digital Voltaire: Centering Digital Humanities in the Traditions of Library and Archival Science Danielle Mihram and Curtis Fletcher 15

As we look ahead, we also see USC Digital Voltaire as a potential space for students outside our university to engage in digital research and writing. USC Digital Voltaire is modeled on such projects as the Map of Early Modern London, a collaborative project of the University of Victoria in Canada that relies on content created by students and other qualified users Our hope is to allow faculty to develop an interactive map of London between from a variety of colleges about 1560 and 1640. Our hope is to allow faculty from a variety of colleges and universities to assign and universities to assign 19.1. students to write entries that will be published live students to write entries to our site after undergoing an online review process.17 Projects like the Map of Early Modern London that will be published liveportal to fill a much-needed gap for both faculty and students our site after undergoing an who wish to work digitally. For faculty, they consti- online review process. tute a ready-made, turnkey suite of features with which to impart digital research and writing skills to their students. Such projects are particularly welcome for educatorspublication, who either lack the necessary digital resources to get started or would rather havefor their students gain such skills while collaborating on a bona fide, public-facing digital humanities project. For students, these projects offer the opportunity to develop digital writing skills, gain experience with the peer and editorial review process, and acquire a publication credit with a known project. accepted Lookingand Ahead One of USC Digital Voltaire’s major goals is to support scholarly inquiry at all levels, beyond the traditional disciplines that are generally associated with Voltaire and the Enlightenment. We aim to developedited, national and international strategic alliances by bringing together scholars and students from different fields of the humanities, including history, literature, philosophy,copy and art history, together with disciplines in the social sciences, such as international relations and political science. As a start, and as a result of Danielle Mihram’s research travel in June 2018 to the Institut et Musée Voltaire (Voltaire Institute and Museum) in Geneva, Switzerland,18 we have begun to establish a “scholarly bridge” between our project and the institute’s reviewed, digital initiatives. We hope that, as USC Digital Voltaire continues to grow, our collaborations with library colleagues at other institutions will lead to projects that center digital humanitiespeer within the library, squarely in the traditions of library and archival science. Weis also look forward to the possibility of learning of any colleague’s interest in such collaborations. mss. Danielle Mihram is acting head of the Science and Engineering Library at the University of This Southern California (USC) Libraries in Los Angeles; a university librarian with a research focus on the digital humanities; faculty liaison (Collections & Research) to the Department of French and Italian in the Dornsife College of Letters, Arts, and Sciences at USC; and a distinguished faculty fellow in the USC Center for Excellence in Teaching. She may be reached by e-mail at: [email protected]. 16 USC Digital Voltaire: Centering Digital Humanities in the Traditions of Library and Archival Science

Curtis Fletcher is the associate director of the Ahmanson Lab in the Sidney Harman Academy for Polymathic Study of USC Libraries; he may be reached by e-mail at: [email protected].

Notes

1. These manuscripts are acknowledged in the various publications of Voltaire’s correspondence, including the Electronic Enlightenment—Letters & Lives Online (Oxford, U.K.: Oxford University Press, 2008–2018), http://www.e-enlightenment.com/, where our 19.1. collection is noted as the “James Harmon Hoose Library of Philosophy, USC [University of Southern California] Libraries, University of Southern California, Los Angeles, California [state], United States (SHELFMARK: MS fF840, v935d).” 2. Voltaire himself was aware of the scope of his correspondence: On January 15, 1761, in portal his letter (EE: D9542) to Madame du Deffand, Voltaire (then aged 67) stated that he was “crushed by a correspondence stretching from Pondicherry to Rome” (“accablé d’une correspondance qui s’étend de Pondichéry jusqu’à Rome”). (Pondicherry was a French colonial settlement in India until 1954.) For an informative essay on Voltaire’s correspondence, see Christiane Mervaud, “Voltaire’s Correspondence,” chap. 10 in The Cambridge Companion to Voltaire, ed. Nicholas Cronk (Cambridge, U.K.: Cambridge University Press,publication, 2009), 153–66. 3. See Terry Cook, “Evidence, Memory, Identity, and Community: Four Shifting Archival Paradigms,” Archival Science 13, 2–3 (2013): 95–120; Kate Theimer, “Exploringfor the Participatory Archives,” ArchivesNext, blog, August 30, 2011, http://archivesnext. com/?p=2319; Isto Huvila, “Participatory Archive: Towards Decentralised Curation, Radical User Orientation, and Broader Contextualisation of Records Management,” Archival Science 8, 1 (2008); Katie Shilton and Ramesh Srinivasan, “Participatory Appraisal and Arrangement for Multicultural Archival Collections,”accepted Archivaria 63 (2007): 87–101; Kate Theimer, “The Future of Archives Is Participatory: Archives as Platform, or a New Mission for Archives,” ArchivesNext, blog, April 3, 2014,and http://archivesnext.com/?p=3700; Trevor Owens and Jesse Johnson, “Archivists as Peers in Digital Public History,” working paper, LIS Scholarship Archive, August 1, 2018, https://osf.io/preprints/lissa/4hvtb/. 4. Danielle Mihram, “The University of Southern California Voltaire Letters: A Polymathic Multimodal Digital Project,” Collegeedited, & Research Library News 78, 11 (2017): 592. 5. For this reason, we chose Scalar as the platform in which to build our edition. Scalar is an authoring and publishingcopy platform developed by and for scholars at the Alliance for Networking Visual Culture. It is meant to facilitate and encourage media-rich, multimodal scholarly writing, especially work that is connected to online archives and that is structured in ways difficult, if not impossible, to replicate in print. Scalar was thus well-suited to our purposes, as we sought to build an edition with an extensive set of interrelated features. 6. The distinction between digital editions and digital archives has been the subject of some discussion.reviewed, See Katrina Fenlon, “Thematic Research Collections: Libraries and the Evolution of Alternative Digital Publishing in the Humanities,” Library Trends 65, 4 (2017): 523–39;peer Julia Flanders, “Rethinking Collections,” chap. 11 in Advancing Digital Humanities: Research, Methods, Theories, ed. Paul Longley Arthur and Katherine Bode (London: Palgrave isMacmillan, 2014): 163–74; Carole L. Palmer, “Thematic Research Collections,” chap. 24 in A Companion to Digital Humanities, ed. Susan Schreibman, Ray Siemens, and John Unsworth mss. (Oxford, U.K.: Blackwell, 2004): 348–65; Kenneth M. Price, “Edition, Project, Database, Archive, Thematic Research Collection: What’s in a Name?” Digital Humanities Quarterly 3, 3 (2009); Patrick Sahle, “What Is a Scholarly Digital Edition?” Digital Scholarly Editing: This Theories and Practices, ed. Matthew James Driscoll and Elena Pierazzo (Cambridge, U.K.: Open Book Publishers, 2016), 19–39. 7. See “Transcription Conventions for the Voltaire Correspondence at USC,” http://scalar.usc. edu/works/voltaire/transcription-conventions-for-the-voltaire-correspondence-at-usc. USC Digital Voltaire: Centering Digital Humanities in the Traditions of Library and Archival Science Danielle Mihram and Curtis Fletcher 17

8. Of the 543 digital editions listed between Patrick Sahle’s well-known directory Scholarly Digital Editions and the newer Catalogue of Digital Editions, curated by Greta Franzini, Peter Andorfer, and Ksenia Zaytseva, only a handful center on a single archival collection. Patrick Sahle, comp., Scholarly Digital Editions: An Annotated List, 2018, http://www.digitale- edition.de/; Franzini, Andorfer, and Zaytseva, Catalogue of Digital Editions (Vienna, Austria: Austrian Academy of Sciences, Text Encoding Initiative, and London: UCL [University College London] Centre for Digital Humanities, 2016), https://dig-ed-cat.acdh.oeaw.ac.at/. 9. Corporation for Digital Scholarship, Ray Rosenzweig Center for History and New Media, and George Mason University, “Omeka,” 2018, https://omeka.org/. 19.1. 10. Trevor Muñoz, “Digital Humanities in the Library Isn’t a Service,” blog, 2012, http:// trevormunoz.com/notebook/2012/08/19/doing-dh-in-the-library.html. See also Bethany Nowviskie, “Skunks in the Library: A Path to Production for Scholarly R&D,” Journal portal of Library Administration 53, 1 (2013): 53–66; Dot Porter, “What If We Do, in Fact, Know Best? A Response to the OCLC [Online Computer Library Center] Report on DH [digital humanities] and Research Libraries,” dh + lib, February 12, 2014, https://acrl.ala.org/ dh/2014/02/12/what-if-we-do-in-fact-know-best-a-response-to-the-oclc-report-on- dh-and-research-libraries/; Miriam Posner, “No Half Measures: Overcoming Common Challenges to Doing Digital Humanities in the Library,” Journal of Library Administration 53, 1 (2013): 43–52. publication, 11. See Gregory Crane, “Give Us Editors! Re-Inventing the Edition andfor Re-Thinking the Humanities,” in Jerome J. McGann, ed., Online Humanities Scholarship: The Shape of Things to Come: Proceedings of the Mellon Foundation Online Humanities Conference at the University of Virginia, March 26–28, 2010 (Houston: Rice University Press, 2010), 81–97, http://cnx.org/ contents/5df82a16-bb60–4ab2–8277-a61894c801ab@2/Give_us_editors!_Re-inventing_. 12. In this context, see John W. White and Heather Gilbert,accepted eds., Laying the Foundation: Digital Humanities in Academic Libraries (West Lafayette, IN: Purdue University Press, 2016). 13. Association of College and Research Libraries, “Framework for Information Literacy for Higher Education,” 2016, http://www.ala.org/acrl/standards/ilframework.and 14. USC, “USC Provost’s Undergrad Research Fellowships,” http://undergrad.usc.edu/experience/ research/undergrad_research/: “Each undergraduate student funded by the program will receive a stipend in the amount edited,of $3000 to support research in any academic field for a period of not less than eight weeks at 20 hours per week during the awarded term.” 15. USC, “USC Undergraduate Research Associates Program,” http://undergrad.usc.edu/faculty/ urap/: “In the humanities,copy undergraduates should have the opportunity to work with primary materials, perhaps linked to their professor’s research projects. As undergraduates advance through a program, their learning experiences should become closer and closer to the activity of the graduate student . . . The goal of this program is to provide resources that enable faculty to integrate undergraduates into their scholarly and professional activities.” 16. New Mediareviewed, Consortium (NMC) and Consortium for School Networking (CoSN), NMC/ CoSN Horizon Report: 2016 K–12 Edition, 2016, https://www.nmc.org/publication/nmc-cosn- horizon-report-2016-k-12-edition/. 17. Janellepeer Jenstad, ed., Map of Early Modern London, 2012, https://mapoflondon.uvic.ca/. 18.is Ville de Genève [city of Geneva, Switzerland], La Musée Voltaire de la Bibliothèque de Genève [Voltaire Museum of the Geneva Library], 2018, http://www.ville-geneve.ch/plan-ville/ bibliotheques/musee-voltaire/. mss.

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