Digital Humanities Bibliography

Total Page:16

File Type:pdf, Size:1020Kb

Digital Humanities Bibliography A Digital Humanities Bibliography Compiled by John Taormina, Duke University With assistance from Alexander Strecker, Katherine McCusker, and Michael O’Sullivan AAHC. “Tenure Guidelines.” American Association for History and Computing, n.d. http://theaahc.org/about/tenure-guidelines/. Aarseth, Espen J. Cybertext. Perspectives on Ergodic Literature. Baltimore, MD: Johns Hopkins University Press, 1997. Abbate, J. Inventing the Internet. Cambridge, MA: MIT Press, 2000. Abelson, Hal, Ken Ledeen, and Harry LeWis. Blown to Bits: Your Life, Liberty, and Happi- ness After the Digital Explosion. NeW York, NY: Addison-Wesley Professional, 2008. “About the Emory Center for Digital Scholarship.” Emory Center for Digital Scholarship. http://digital scholarship.emory.edu/about/index.html. Abrams, S., J. Kunze, and D. Loy. “An Emergent Micro-Services Approach to Digital Cura- tion Infrastructure.” International Journal of Digital Curation 5 (1). 172-186. 10.2218/ijdc.v5il.151. Ackoff, R.L. “From Data to Wisdom.” Journal of Applied Systems Analysis, 16 (1989): 3-9. Acland, Charles R. Residual Media. Minneapolis, MN: University of Minnesota Press, 2006. Adair, Bill, Benjamin Filene, and Laura Koloski, eds. “Throwing Open the Doors.” in Let- ting Go?: Sharing Historical Authority in a User-Generated World. 68-123. Left Coast Press, 2011. http://arthistory2014.doingdh.org/readings/ Adams, Jennifer, and Kevin B. Gunn. “Keeping up With … Digital Humanities.” Associa- tion of College and Research Libraries, April 2013. Adams, Randy, Steve Gibson, and Stefan Muller, eds. Transdisciplinary Digital Art: Sound, Vision and the New Screen. Heidelberg, Germany: Springer-Verlag Publications, 2008. Adams, Robyn. “Bodley Diplomatic Correspondence Project.” Textal. http://WWW.textal.org/clouds/879f96786eaa. 1 Agar, Jon. The Government Machine: A Revolutionary History of the Computer. Cam- bridge, MA: MIT Press, 2003. Agosti, M, M. Manfioletti, N. Orio, and C. Ponchia. “Enhancing End User Access to Cul- tural Heritage Systems: Tailored Narratives and Human-Centered Computing.” In New Trends in Image Analysis and Processing: ICIAP 2013 International Workshops, Naples, Italy, September 2013. Eds. A. Petrosino, L. Maddalena, and P. Papa. 278-287. Berlin, Germany: Springer, 2013. Ahlberg, Kristin, William S. Bryans, Constance B. Schulz, Debbie Ann Doyle, Kathleen Franz, John R. Dichtl, EdWard Countryman, Gregory E. Smoak, and Susan Ferenti- nos. Tenure, Promotion and the Publicly Engaged Historian. AHA/NCPH/OAH Working Group on Evaluating Public History Scholarship, 2010, updated 2017. http://ncph.org/cms/Wp-content/uploads/Engaged-Historian.pdf. Aldenderfer, M. and H.D.G. Maschner. Anthropoloy, Space, and Geographic Information Systems. Oxford, UK: Oxford University Press, 1996. Alexander, Bryan, and Rebecca Frost Davis. “Should Liberal Arts Campuses Do Digital Hu- manities? Process and Products in the Small College World.” In Debates in the Digital Humanities. Ed. MattheW K. Gold. 368-389. Minneapolis, MN: University of Minnesota Press, 2012. Alexander, Marc. “PatchWorks and Field-Boundaries: Visualizing the History of Eng- lish.” Digital Humanities 2012. https://WWW.academia.edu/1793281/Patch- Works_and_Field-_Boundaries_Visualizing_the_History_of_English. Allen, K.M.S., S.W. Green, and E.B.W. Zubrow. Interpreting Space: GIS and Archaeology. London, UK: Taylor and Francis, 1990. Allington, Daniel, Sarah Brouillette, and David Golumbia. “Neoliberal Tools (and Ar- chives): A Political History of Digital Humanities.” Los Angeles Review of Books. May 1, 2016. Alston, Robin. “The Eighteenth Century Short Title Catalogue: A Personal History to 1989.” http://Web.archive.org/Web/20080908103158/http:/WWW.r-al- ston.co.uk/estc.htm. Alvarado, Rafael. “Are MOOCs Part of the Digital Humanities?” The Transducer. January 5, 2013. http://transducer.ontoligent.com/?p=992. Alvarado, Rafael. “The Digital Humanities Situation.” In Debates in the Digital Humani- ties. Ed. MattheW K. Gold. 50-55. Minneapolis, MN: University of Minnesota Press, 2012. 2 Alvarado, Rafael. “Start Calling it Digital Liberal Arts.” The Transducer, 19 (2013). Amelunxen, H, ed. Photography after Photography: Memory and Representation in the Digital Age. Munich, Germany: G+B Arts, 1995. American Council of Learned Societies. Computing and the Humanities: Summary of a Roundtable Meeting. Occasional Paper, No. 41. Chicago: ACLS., 1998. American Council of Learned Societies. Our Cultural Commonwealth: The Report of the American Council of Learned Societies Commission on Cyberinfrastructure for the Hu- manities and Social Sciences. New York: American Council of Learned Societies, 2006. American Historical Association. American Historical Association Statement on Policies Regarding the Embargoing of Completed History PhD Dissertations. https://WWW.histo- rians.org/publications-and-directories/perspectives-on-history/summer-2013/american- historical-association-statement-on-policies-regarding-the-embargoing-of-completed- history-phd-dissertations. Amsterdam Centre for Digital Humanities. “Modeling Crowdsourcing for Cultural Herit- age.” http://cdh.uva.nl/projects-2013-2014/m.o.c.c.a.html Anderson, Chris. Makers: The New Industrial Revolution. NeW York, NY: Crown, 2012. Anderson, Deborah Lines, ed. Digital Scholarship in the Tenure, Promotion, and Review Process. Armonk, NY: M.E. Sharpe, 2003. Anderson, Deborah Lines. “Introduction.” In Digital Scholarship in the Tenure, Promo- tion, and Review Process. Ed. Deborah Lines Andersen. 3-24. Armonk, NY: M.E. Sharpe, 2003. Anderson, Erin R., and Trisha N. Campbell. “Ethics in the Making.” In Making Things and Drawing Boundaries: Experiments in the Digital Humanities. Ed. Jentery Sayers. 331-42. Minneapolis, Minnesota: University of Minnesota Press, 2017. Anderson, Richard. “Is a Rational Discussion of Open Access Possible?” (transcript url: http://discussingoa.Wordpress.com/ ; video url: http://library.si.edu/Webcasts/rick-an- derson-rational-discussion-open-access.) Anderson, Richard. “Print on the Margins.” In Library Journal, 136, no. 11 (2011): 38-39. url: http://lj.libraryjournal.com/2011/06/academic-libraries/print-on-the-margins-circu- lation-trends-in-major-research-libraries/. Anderson, Steve. “What are Research Infrastructures?” International Journal of Humani- ties and Arts Computing 7 (1-2) (2013): 4-23. 3 Anderson, Steve, and Tara McPherson. “Engaging Digital Scholarship: Thoughts on Eval- uating Multimedia Scholarship.” Profession (2011): 136–151. URL: http://WWW.mlajour- nals.org/doi/abs/10.1632/prof.2011.2011.1.136. Andrews, T.L. “The Third Way: Philology and Critical Edition in the Digital Age.” Variants 10 (2013): 61-76. Ankersmit, F.R. Historical Representation. Stanford, CA: Stanford University Press, 2001. Antoniou, G., and F. Van Harmelen. A Semantic Web Primer. Cambridge, MA: MIT Press, 2004. http://WWW.dcc.fc.up.pt/-zp/aulas/1415/pde/geral/bibliografia/MIT.Press.A.Se- mantic.Web.Primer.eBook-TLFeBOOK.pdf. Appleford, Simon, and Jennifer Guliano. Devdh: Development for the Digital Humanities. 2013. Applehans, W., A. Globe, and G. Laugero. Managing Knowledge: A Practical Web-based Approach. Reading, MA: Addison-Wesley, 1999. Arango, J. “Architectures.” Journal of Information Architecture 3,1 (2001): 41-47. Arazy, Ofer, Eleni Stroulia, Stan Ruecker, Cristina Arias, Carlos Fiorentino, Veselin Ganev, and Timothy Yau. “Recognizing Contributions in Wikis: Authorship Categories, Algo- rithms, and Visualizations.” Journal of the American Society for Information Science and Technology 61.6 (2010): 1166-1179. Archer, Dawn. “Digital Humanities 2006: When Two Became Many.” Literary and Lin- guistic Computing 23, no. 1 (April 1, 2008): 103 -108. Archer, Dawn, ed. What’s in a word-List? Investigating Word Frequency and Keyword Ex- traction. Farnham: Ashgate, UK, 2009. Arctur, David, and Michael Zeiler. Designing Geodatabases: Case Studies in GIS Data Mo- deling. Redlands, CA: ESRI Press, 2004. ARL/NSF Workshop on Long-Term SteWardship of Digital Data Collections. Association of Research Libraries, September 2006. URL: http://WWW.arl.org/pp/access/nsfWork- shop.shtml. Arms, W. and Larsen, R. “Building the Infrastructure for Cyberscholarship.” Report of a workshop held in Phoenix, Arizona, National Science Foundation, 2007. Arnold, M. Culture and Anarchy. Oxford, UK: Oxford University Press, 2009. 4 Arthur, P.L., and Katherine Bode, eds. Advancing Digital Humanities: Research, Methods, Theories. Basingstoke, UK: Palgrave Macmillan. arts-humanities.net: Guide to Digital Humanities and Arts. http://arts-humanities.net/ ARTStor Digital Library. WWW.artstor.org Ashton, K. “That ‘Internet of Things’ Thing.” Journal (2009). http://WWW.rfidjour- nal.com/articles/vieW?4986. Association of College and Research Libraries. “Changing Roles of Academic and Re- search Libraries.” Association of College and Research Libraries, November 2006.URL: http://WWW.ala.org/ala/mgrps/divs/acrl/issues/value/changingroles.cfm. Association for Literary and Linguistic Computing. WWW.allc.org Auerbach, Eric. Mimesis: The Representation of Reality in Western Literature. Translated by W. Trask. NeW York, NY: Doubleday Anchor, 1953. Aufderheide, Patricia, et al. Copyright, Permissions, and Fair Use among Visual Artists and the Academic and Museum Visual Arts Communities: An Issues Report. College Art Association, 2014. http://WWW.collegeart.org/pdf/FairUseIssuesReport.pdf (PDF) Avery, J.M. “The Democratization of Metadata: Collective Tagging, Folksonomies and Web 2.0.” Library Student Journal.
Recommended publications
  • ENG 1131: Writing Through Media—Ergodic Literature
    Milligan i ENG 1131: Writing Through Media—Ergodic Literature Section 1983 Instructor:Caleb Milligan MWF, 6; W, E1-E3 Email:[email protected] ARCH 116 Office Hours:TUR 4367; MWF, 4 (and by appointment) Course Description Ergodic literature, according to media theorist Espen J. Aarseth, are those works for which “nontrivial effort is required to allow the reader to traverse the text,” demanding responsibilities beyond just “eye movement and the periodic or arbitrary turning of pages.” In this course, we will investigate important historical and more recent examples of ergodic texts, paying particular attention to the ways they require us to engage with and interact with the work. Our assigned texts should demonstrate that ergodic literature is not medium specific, as we investigate print literature, film, hypertext fiction, and games that all merit consideration as “cybertexts.” As we read and play these works, we will “write through media” by composing our own exercises of ergodic writing and reading through assignments that test limits of print and digital media. Course screening times will be dedicated to collaborative reading/viewing works that test ergodic and interactive possibilities, and to workshopping with print craft and required software for composition. We will regularly “read together” to emphasize the diversity of experiences ergodic texts may solicit, and to compare the differing resolutions each of you may reach to the shared resolutions we arrive at as a group. You should thus gain appreciation for the analysis and composition
    [Show full text]
  • Comparing Bar Chart Authoring with Microsoft Excel and Tangible Tiles Tiffany Wun, Jennifer Payne, Samuel Huron, Sheelagh Carpendale
    Comparing Bar Chart Authoring with Microsoft Excel and Tangible Tiles Tiffany Wun, Jennifer Payne, Samuel Huron, Sheelagh Carpendale To cite this version: Tiffany Wun, Jennifer Payne, Samuel Huron, Sheelagh Carpendale. Comparing Bar Chart Authoring with Microsoft Excel and Tangible Tiles. Computer Graphics Forum, Wiley, 2016, Computer Graphics Forum, 35 (3), pp.111 - 120. 10.1111/cgf.12887. hal-01400906 HAL Id: hal-01400906 https://hal-imt.archives-ouvertes.fr/hal-01400906 Submitted on 10 Oct 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Eurographics Conference on Visualization (EuroVis) 2016 Volume 35 (2016), Number 3 K.-L. Ma, G. Santucci, and J. van Wijk (Guest Editors) Comparing Bar Chart Authoring with Microsoft Excel and Tangible Tiles Tiffany Wun1, Jennifer Payne1, Samuel Huron1;2, and Sheelagh Carpendale1 1University of Calgary, Canada 2I3-SES, CNRS, Télécom ParisTech, Université Paris-Saclay, 75013, Paris, France Abstract Providing tools that make visualization authoring accessible to visualization non-experts is a major research challenge. Cur- rently the most common approach to generating a visualization is to use software that quickly and automatically produces visualizations based on templates. However, it has recently been suggested that constructing a visualization with tangible tiles may be a more accessible method, especially for people without visualization expertise.
    [Show full text]
  • Digitalizing Historical Collections Through Data Bases- Digital Applications Towards Promotion of Historical Research
    IOSR Journal Of Humanities And Social Science (IOSR-JHSS) e-ISSN: 2279-0837, p-ISSN: 2279-0845. PP 01-04 www.iosrjournals.org Digitalizing Historical Collections through Data Bases- Digital Applications towards Promotion of Historical Research Dr. Vidya .H.N Associate Professor Department of History Government Arts , Commerce and Post Graduate College Hassan-573201 Karnataka state [email protected], 9448870802 Abstract: This paper examines the emerging trends of application of digital tools to historical research and focuses on introducing digital training towards making historical research reach youth. Digital history is an approach to examine and representing the past that works with the new communication technologies of the computer internet network and software systems. It is an open arena of scholarly production and communication encompassing the development of new course materials and scholarly data collection efforts. Hence a digital historian encounters research issues relating to collection of historical sources, management of historical sources , exploration of historical sources , manipulation of historical sources and proper collaboration of historical sources. Hence there is a need to adopt a careful and completely informed approach in the use of digital tools for historical research. There is a need for a long term policy framework to develop new initiatives through training to historical scholars. There is a need for developing in house expertise for managing digital historical research. History teachers need awareness in using them appropriately. This needs to be evolved as national policy as higher education sector can play a key role in the evolution of such a policy. Keywords: Digitalizing historical collections, data bases, digital applications , promotion of historical research I.
    [Show full text]
  • Lecture 14: Evaluation the Perceptual Scalability of Visualization
    Readings Covered Further Readings Evaluation, Carpendale Evaluating Information Visualizations. Sheelagh Carpendale. Chapter in Task-Centered User Interface Design, Clayton Lewis and John Rieman, thorough survey/discussion, won’t summarize here Information Visualization: Human-Centered Issues and Perspectives, Chapters 0-5. Springer LNCS 4950, 2008, p 19-45. The challenge of information visualization evaluation. Catherine Plaisant. Lecture 14: Evaluation The Perceptual Scalability of Visualization. Beth Yost and Chris North. Proc. Advanced Visual Interfaces (AVI) 2004 Proc. InfoVis 06, published as IEEE TVCG 12(5), Sep 2006, p 837-844. Information Visualization Effectiveness of Animation in Trend Visualization. George G. Robertson, CPSC 533C, Fall 2011 Turning Pictures into Numbers: Extracting and Generating Information Roland Fernandez, Danyel Fisher, Bongshin Lee, and John T. Stasko. from Complex Visualizations. J. Gregory Trafton, Susan S. IEEE TVCG (Proc. InfoVis 2008). 14(6): 1325-1332 (2008) Kirschenbaum, Ted L. Tsui, Robert T. Miyamoto, James A. Ballas, and Artery Visualizations for Heart Disease Diagnosis. Michelle A. Borkin, Tamara Munzner Paula D. Raymond. Intl Journ. Human Computer Studies 53(5), Krzysztof Z. Gajos, Amanda Peters, Dimitrios Mitsouras, Simone 827-850. Melchionna, Frank J. Rybicki, Charles L. Feldman, and Hanspeter Pfister. UBC Computer Science IEEE TVCG (Proc. InfoVis 2011), 17(12):2479-2488. Wed, 2 November 2011 1 / 46 2 / 46 3 / 46 4 / 46 Psychophysics Cognitive Psychology Structural Analysis Comparative User
    [Show full text]
  • Context in Literary and Cultural Studies COMPARATIVE LITERATURE and CULTURE
    Context in Literary and Cultural Studies COMPARATIVE LITERATURE AND CULTURE Series Editors TIMOTHY MATHEWS AND FLORIAN MUSSGNUG Comparative Literature and Culture explores new creative and critical perspectives on literature, art and culture. Contributions offer a comparative, cross-cultural and interdisciplinary focus, showcasing exploratory research in literary and cultural theory and history, material and visual cultures, and reception studies. The series is also interested in language-based research, particularly the changing role of national and minority languages and cultures, and includes within its publications the annual proceedings of the ‘Hermes Consortium for Literary and Cultural Studies’. Timothy Mathews is Emeritus Professor of French and Comparative Criticism, UCL. Florian Mussgnug is Reader in Italian and Comparative Literature, UCL. Context in Literary and Cultural Studies Edited by Jakob Ladegaard and Jakob Gaardbo Nielsen First published in 2019 by UCL Press University College London Gower Street London WC1E 6BT Available to download free: www.uclpress.co.uk Text © Contributors, 2019 Images © Contributors and copyright holders named in the captions, 2019 The authors have asserted their rights under the Copyright, Designs and Patents Act 1988 to be identified as the authors of this work. A CIP catalogue record for this book is available from The British Library. This book is published under a Creative Commons 4.0 International license (CC BY 4.0). This license allows you to share, copy, distribute and transmit the work; to adapt the work and to make commercial use of the work providing attribution is made to the authors (but not in any way that suggests that they endorse you or your use of the work).
    [Show full text]
  • Teaching the Voices of History Through Primary Sources and Historical Fiction: a Case Study of Teacher and Librarian Roles
    Syracuse University SURFACE School of Information Studies - Dissertations School of Information Studies (iSchool) 2011 Teaching the Voices of History Through Primary Sources and Historical Fiction: A Case Study of Teacher and Librarian Roles Barbara K. Stripling Syracuse University Follow this and additional works at: https://surface.syr.edu/it_etd Recommended Citation Stripling, Barbara K., "Teaching the Voices of History Through Primary Sources and Historical Fiction: A Case Study of Teacher and Librarian Roles" (2011). School of Information Studies - Dissertations. 66. https://surface.syr.edu/it_etd/66 This Dissertation is brought to you for free and open access by the School of Information Studies (iSchool) at SURFACE. It has been accepted for inclusion in School of Information Studies - Dissertations by an authorized administrator of SURFACE. For more information, please contact [email protected]. ABSTRACT The ability to analyze alternative points of view and to empathize (understand the beliefs, attitudes and actions of another from the other’s perspective rather than from one’s own) are essential building blocks for learning in the 21 st century. Empathy for the human participants of historical times has been deemed by a number of educators as important for the development of historical understanding. The classroom teacher and the school librarian both have a prominent stake in creating educational experiences that foster the development of perspective, empathy, and understanding. This case study was designed to investigate the idea
    [Show full text]
  • Material Culture and the Performance of Race
    Dances with Things: Material Culture and the Performance of Race The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Bernstein, Robin. 2009. Dances with things: Material culture and the performance of race. Social Text 27(4): 67-94. Published Version doi:10.1215/01642472-2009-055 Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:3659694 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Dances with Things Material Culture and the Performance of Race Robin Bernstein In a photograph from Yale University’s Beinecke Rare Book and Manu- script Library, a light-skinned woman stands behind a larger-than-life- size caricature of an African American eating a slice of watermelon (fig. 1).1 The young man, shoeless and dressed in rags, perches on a fence. The woman poses behind the cutout; her hand gently over- laps with the caricature’s. She bares her teeth, miming her own bite from the fruit. A typed caption on the back of the image indicates that the photograph was taken at the Hotel Exposition, a gathering of pro- fessionals from the hotel industry, in New York City’s Grand Central Palace. At some point, a curator at the Beinecke penciled “c. 1930.” How might one read this ugly, enig- matic image, this chip of racial history archived at Yale? Taking a cue from Robyn Wiegman, who has influentially called for a transition from questions of “why” to “how” with regard to race, one might Figure 1.
    [Show full text]
  • Cybertext: a Topology of Reading
    Cybertext: A Topology of Reading Citation info: Lee, T.K. (2017) “Cybertext: A Topology of Reading”, Modern Chinese Literature and Culture 29(1): 172-203. Tong King Lee “Cybertext” was first used by Espen Aarseth as a critical term to denote dynamic forms of literature in his seminal book Cybertexts: Perspectives on Ergodic Literature. To Aarseth (1997) the cybertext “is not a ‘new,’ ‘revolutionary’ form of text” (18) exclusive to the digital or computing realm. Nor is it a radical departure from “old-fashioned textuality,” (18) that is, the codex book – often seen as having little to do with technology defined in a restricted sense. The notion of the cybertext was indeed proposed in response to the print-digital divide that continues to govern how we think about contemporary literary practice. In the popular imagination, the neologism “cyberliterature” evokes the idea of electronically-enabled literary works produced and received via computing platforms; printed literature, accordingly, is not normally considered as belonging to the “cyber” domain. Aarseth’s re-definition is therefore fundamental in unlocking the medial and generic constraints imposed on the prefix-signifier cyber. In the advent of Aarseth’s theory, the term cybertext does not refer to a particular text genre; instead, it describes “a broad textual media category,” (5) “a perspective on all forms of textuality.” (18; original emphasis) It challenges the traditional assumptions of literary criticism by encompassing a wide range of textual formations, some of which are not conventionally regarded as literature proper. The cybertext is therefore a heuristic category that cuts across media and genres “with no obvious unity of aesthetics, thematics, literary history, or even material technology.” (5) The defining characteristic of the cybertext rests not with its medium of representation – it can be instantiated in print, digital, or mixed-media formats – but within the dynamics of its design and reception.
    [Show full text]
  • Anglo-Saxon Literary Landscapes Literary Anglo-Saxon
    ENVIRONMENTAL HUMANITIES IN PRE-MODERN CULTURES Estes Anglo-Saxon Literary Landscapes Heide Estes Anglo-Saxon Literary Landscapes Ecotheory and the Environmental Imagination Anglo-Saxon Literary Landscapes Environmental Humanities in Pre‑modern Cultures This series in environmental humanities offers approaches to medieval, early modern, and global pre-industrial cultures from interdisciplinary environmental perspectives. We invite submissions (both monographs and edited collections) in the fields of ecocriticism, specifically ecofeminism and new ecocritical analyses of under-represented literatures; queer ecologies; posthumanism; waste studies; environmental history; environmental archaeology; animal studies and zooarchaeology; landscape studies; ‘blue humanities’, and studies of environmental/natural disasters and change and their effects on pre-modern cultures. Series Editor Heide Estes, University of Cambridge and Monmouth University Editorial Board Steven Mentz, St. John’s University Gillian Overing, Wake Forest University Philip Slavin, University of Kent Anglo-Saxon Literary Landscapes Ecotheory and the Environmental Imagination Heide Estes Amsterdam University Press Cover illustration: © Douglas Morse Cover design: Coördesign, Leiden Layout: Crius Group, Hulshout Amsterdam University Press English-language titles are distributed in the US and Canada by the University of Chicago Press. isbn 978 90 8964 944 7 e-isbn 978 90 4852 838 7 doi 10.5117/9789089649447 nur 617 | 684 | 940 Creative Commons License CC BY NC ND (http://creativecommons.org/licenses/by-nc-nd/3.0) The author / Amsterdam University Press B.V., Amsterdam 2017 Some rights reserved. Without limiting the rights under copyright reserved above, any part of this book may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form or by any means (electronic, mechanical, photocopying, recording or otherwise).
    [Show full text]
  • Four Valences of a Digital Humanities Informed Writing Analytics Gregory J
    Research Note Transforming Text: Four Valences of a Digital Humanities Informed Writing Analytics Gregory J. Palermo, Northeastern University Structured Abstract • Aim: This research note narrates existing and continuing potential crossover between the digital humanities and writing studies. I identify synergies between the two fields’ methodologies and categorize current research in terms of four permutations, or “valences,” of the phrase “writing analytics.” These valences include analytics of writing, writing of analytics, writing as analytics, and analytics as writing. I bring recent work in the two fields together under these common labels, with the goal of building strategic alliances between them rather than to delimit or be comprehensive. I offer the valences as one heuristic for establishing connections and distinctions between two fields engaged in complementary work without firm or definitive discursive borders. Writing analytics might provide a disciplinary ground that incorporates and coheres work from these different domains. I further hope to locate the areas in which my current research in digital humanities, grounded in archival studies, might most shape writing analytics. • Problem Formation: Digital humanities and writing studies are two fields in which scholars are performing massive data analysis research projects, including those in which data are writing or metadata that accompanies writing. There is an emerging environment in the Modern Language Association friendly to crossover between the humanities and writing studies, especially in work that involves digital methods and media. Writing analytics Journal of Writing Analytics Vol. 1 | 2017 311 DOI: 10.37514/JWA-J.2017.1.1.11 Gregory J. Palermo accordingly hopes to find common disciplinary ground with digital humanities, with the goal of benefitting from and contributing to conversations about the ethical application of digital methods to its research questions.
    [Show full text]
  • Stanford Goes International
    Stanford Women’s Basketball Tradition “Stanford afforded me the opportunity to have the best of Athletics both the academic Stanford Women’s Basketball: and athletic worlds. I cherished the chance 2 National Championships to continuously grow 6 Final Four appearances and learn, constantly 11 Elite Eight appearances striving to be the best ‘me’ I could be. 14 Sweet Sixteen appearances Stanford provided 20 NCAA Tournament appearances the perfect environ- 15 Pacific-10 Conference titles ment for me to chal- lenge myself and Since 1985-86: reach my goals, 481-121 Overall Record while simultaneously (. 800 winning pct.) allowing me to enjoy 2 Naismith Players of the Year Tara VanDerveer, who was recently inducted into the Women’s Basketball the ride.” Hall of Fame, is fourth on the Division I Active Coaches winning percentage 7 Kodak First-Team All-Americans roster. –Kristin Folkl, Economics (1995) (four two-time selections) 7 Pacific-10 Conference Players of the Year Academics 2 United States Olympians • Ranked as the fifth best national university by the U.S. “Of all the things News & World Report that basketball has • 6,556 Undergraduates given me, the thing I • 1,700 Full-time faculty members value most, by far, is • 97% of professors hold doctorates my education at Stanford.” • Classes taught by actual professors as opposed to GA’s or TA’s –Kate Starbird, • 17 Nobel Laureates Computer Science (1997) • 21 Recipients of the National Medal of Science • 4 Pulitzer Prize winners • 60 Fields of study • Excellent support staff and tutorial access Division I Active Coaches by Winning Percentage “My Stanford educa- minumum five years head coach Rk Coach Team Yrs.
    [Show full text]
  • The Impact of User Studies on Born-Digital Collections Access
    1 “Reject Perfection.” The Impact of User Studies on Born-Digital Collections Access in Libraries, Archives, and Museums (LAMs) Julie K. Rockwell Museum Studies – Digital Curation Graduate Certificate Program, Johns Hopkins University 460.674.81 Digital Curation Research Paper, FA20 Dr. Joyce Ray December 6, 2020 2 Abstract Within the last five years, innovative technologies, standards, and resources have advanced born- digital access scholarship and practices in libraries, archives, and museums (LAMs). An emerging archival theory of practice, Participatory Archival Research and Development (PAR&D) frames an optimal practitioner participatory research environment needed to continue these advancements, especially for conducting essential born-digital access user studies in collecting institutions. The Digital Library Federation (DLF) Born-Digital Access Working Group (BDAWG) provides an inclusive, academic space to which ‘Reject Perfection’ is the first core value. Library and archive professionals have embraced this philosophical paradigm, incorporating user experience assessments into born-digital access workflows to understand and improve user experiences. Have these studies improved access practices and user experiences? Are there barriers to access that the studies identify? This paper investigates four user studies conducted between 2015-2020 to benchmark the current born-digital collections access landscape through both practitioner and researcher user experiences. Ten LAM professionals, who participated in open-ended interviews, assist in recommending improvements to access and provide strategies for creating a cultural mindset that values user studies. Through shared communities of practice and cross-disciplinary collaborations, especially with museums, the commitment to LAM convergence will actively steward the scholarship needed to develop and sustain ‘best’ or ‘good enough’ born-digital access practices and implementation of user studies.
    [Show full text]