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Empowering the Visibility of Croatian Cultural Heritage Through the Digital Humanities

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Empowering the Visibility of Croatian Cultural Heritage Through the Digital Humanities Empowering the Visibility of Croatian Cultural Heritage through the Digital Humanities Edited by Marijana Tomić, Mirna Willer and Nives Tomašević Empowering the Visibility of Croatian Cultural Heritage through the Digital Humanities Edited by Marijana Tomić, Mirna Willer and Nives Tomašević This book first published 2020 Cambridge Scholars Publishing Lady Stephenson Library, Newcastle upon Tyne, NE6 2PA, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2020 by Marijana Tomić, Mirna Willer, Nives Tomašević and contributors All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-5275-5060-5 ISBN (13): 978-1-5275-5060-5 The editors are grateful to prof. Erich Renhart and Vestigia Manuscript Research Centre of the University of Graz, Austria, for the financial support in publishing this book and for the support in digitisation and research of Croatian Glagolitic manuscripts. Chapters’ reviewers: dr. Marjorie Burghart dr. Tomislav Galović dr. Anne Gilliland dr. Vjera Katalinić dr. Lucija Konfić dr. Milan Pelc dr. Ksenija Tokić dr. Regina Varniené-Janssen CHAPTER 18 DESIGNING A MASTER PROGRAMME IN DIGITAL HUMANITIES: THE CASE STUDY OF LINNAEUS UNIVERSITY, SWEDEN KORALJKA GOLUB AND MARCELO MILRAD Abstract In this work, we discuss the rationale and niche for a new interdisciplinary Master of Arts in Digital Humanities programme at Linnaeus University. The process was initiated in 2016, and the plan is to start with the programme at full scale in the autumn semester of 2020. During this time, issues such as whether to introduce such a programme in the first place, and how to implement it, have been addressed, especially in the light of digital humanities being a rapidly developing field, and having in mind that the field includes all humanities disciplines, as well as social sciences, economics, and engineering disciplines. Furthermore, the strong local drive to collaborate with external partners, coming from the public and private sectors, has also been dealt with, thus strengthening the programme further. In this process, apart from intensive discussions among colleagues at the University and beyond, several approaches were taken: a survey of experts in the field, a focus group of public sector representatives, a SWOT analysis, a pilot course, and a survey of students who took it. We conclude this work by bringing together some reflections and lessons learned in the process of establishing and designing this Master’s programme. Keywords: masters in digital humanities, cross-sector collaboration, cross- disciplinary collaboration Designing a Master programme in digital humanities 365 Introduction The number of educational programmes in digital humanities has grown sharply over time, beginning in 1991, and increasing steadily by several programmes each year since 2008.1 While the field of digital humanities (DH) derives from humanities computing, whose origins reach back to the late 1940s, the term ‘digital humanities’ emerged at the beginning of the 2000s and is still a rapidly evolving field with a varied range of definitions assigned to it by different scholars.2 The rationale for the terminological change has been to prevent the field from being viewed as mere digitization; today the field is considered to be much more, significantly increasing its complexity. In this paper, DH is viewed broadly, and considered to be an area of scholarly activity at the intersection of the disciplines of humanities and computation. It brings digital tools and methods to the study of the humanities. By producing and using new software applications, tools and techniques, DH makes it possible to develop new approaches to teaching and research, while at the same time studying and critiquing how these impact various aspects of cultural heritage and digital cultures. Thus, DH both employs information and communication technologies (ICT) in the pursuit of humanities, and subjects technology to humanistic questioning and interrogation. In more concrete terms, DH embraces a variety of topics, including examples such as the following: digitisation of cultural heritage and establishment of related infrastructures; curation of online collections of data and information objects across cultural heritage institutions; knowledge representation (acquisition, encoding, processing, representation, linked data); user interfaces for interactive access to digital cultural heritage; digital publishing; data mining of large cultural data sets, including online cultural heritage collections, historical newspapers, web archives, and social media; critical/reflexive dimensions resulting from DH; and digital transformation in a wide range of contexts.3 Methodologies target both 1 Sula, Chris Alen, S. E. Hackney, and Philipp Cunningham, “A Survey of Digital Humanities Programs”, in: DH2017: Digital Humanities 2017, Montreal, Canada, August 8-11 (2017), accessed May 28 2018, https://dh2017.adho.org/abstracts/232/232.pdf. 2 For a detailed overview, see Melissa Terras, Julianne Nyhan, and Edward Vanhoutte. Defining Digital Humanities: A Reader (Brookfield: Ashgate, 2013) 3 See, for example, Anne Burdick, Digital Humanities (Cambridge, Mass.: MIT Press, 2012); Eileen Gardiner, and Ronald G. Musto, The Digital Humanities: A Primer for Students and Scholars (New York, NY: Cambridge University Press, 2015); Julie Thompson Klein, Interdisciplining Digital Humanities: Boundary Work 366 Chapter 18 digitized and born-digital materials, and text as well as multimedia and dynamic environments, including approaches from traditional humanities disciplines (history, philosophy, linguistics, literature, art, archaeology, music, cultural studies, information studies) with tools provided by computing (e.g., hypertext, hypermedia, data and information visualisation, information retrieval, statistics, data mining, text mining, digital mapping). As a result of these intersections, DH scholars use computational methods to answer challenging, traditional research questions, as well as new ones which ensue from digital transformations, thereby often also pioneering new approaches. While DH incorporates a vast number of topics, also going beyond major disciplinary groups (humanities and engineering), at the same time, it is still a fast developing one. It makes a new university programme in DH a complex endeavour. This work describes the process, and discusses decisions made related to the conceptualization and introduction of the DH Master programme at Linnaeus University (LNU) in south-eastern Sweden. The programme is now in the final phases of development and is planned to start in 2020. Reported here, are developments that took place in the period between February 2016 and May 2018. To this extent, the following activities have been conducted: three exploratory surveys (of DH experts, of representatives from external sectors in the region, and of students taking a pilot course developed as part of our upcoming master programme called Programming for Digital Humanities), a SWOT analysis, scanning of similar efforts elsewhere, and discussions with colleagues leading other interdisciplinary programmes at LNU, as well as those from other Nordic and European universities involved in DH education at various levels. The remainder of the paper is structured as follows. The next section, Background, provides the context for the DH Masters at LNU. Thereafter, the section Related Research provides a brief overview of how DH is established as a research field, and of related published research on DH education. A section on Methodology follows, which presents the methods we have used. The Results section presents the results learnt from the surveys. Major implications for the DH Master’s are discussed, based on all the methods combined, in the Discussion section. Towards the end, Implementation outlines the content and administrative aspects, and the section Concluding Remarks gives major conclusions and points to future actions. in an Emerging Field (Ann Arbor: University of Michigan Press, 2015); Terras, Nyhan and Vanhoutte. Defining Digital Humanities: A Reader. Designing a Master programme in digital humanities 367 Background The proposed DH Master’s programme was born out of the Digital Humanities Initiative at LNU4 started in February 2016.5 The Initiative builds on the potential of the two-way interactions between society and information and communication technologies (ICT), with a focus on the humanities to become a key success factor for the values and competitiveness of the entire region surrounding LNU, having in mind recent EU and Swedish political discussions in the field of digital humanities.6 The main goals of the initiative in the first phase (2016-2017) were to establish the niche for DH at LNU, as well as to identify DH strongholds specific for the University. The former included establishing the foundations for the creation of a DH educational programme; the latter focused on ten pilot projects grouped around three major areas: 1) Digital story telling / E-entertainment; 2) Interactive visualization / Social network analysis; and, 3) Data curation.7 The long-term vision is to create a leading education, development, and research regional centre that combines, in novel ways, already
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