A SCHOLARLY BOOK REPOSITORY
A wide-ranging, interconnected anthology presents a diversity of feminist contributions to digital humanities
In recent years, the digital humanities has been shaken by important debates about inclusivity and scope—but what change will these conversations ultimately bring about? Can the digital humanities complicate the basic assumptions of tech culture, or will this body of scholarship and practices simply reinforce preexisting biases? Bodies of Information addresses this crucial question by assembling a varied group of leading voices, showcasing feminist contributions to a panoply of topics, including ubiquitous computing, game studies, new materialisms, and cultural phenomena like hashtag activism, hacktivism, and campaigns against online misogyny.
Taking intersectional feminism as the starting point for doing digital humanities, Bodies of Information is diverse in discipline, identity, location, and method. Helpfully organized around keywords of materiality, values, embodiment, affect, labor, and situatedness, this comprehensive volume is ideal for classrooms. And with its multiplicity of viewpoints and arguments, it’s also an important addition to the evolving conversations around one of the fastest growing fields in the academy.
Contributors: Babalola Titilola Aiyegbusi, U of Lethbridge; Moya Bailey, Northeastern U; Bridget Blodgett, U of Baltimore; Barbara Bordalejo, KU Leuven; Jason Boyd, Ryerson U; Christina Boyles, Trinity College; Susan Brown, U of Guelph; Lisa Brundage, CUNY; micha cárdenas, U of Washington Bothell; Marcia Chatelain, Georgetown U; Danielle Cole; Beth Coleman, U of Waterloo; T. L. Cowan, U of Toronto; Constance Crompton, U of Ottawa; Amy E. Earhart, Texas A&M; Nickoal Eichmann-Kalwara, U of Colorado Boulder; Julia Flanders, Northeastern U Library; Sandra Gabriele, Concordia U; Brian Getnick; Karen Gregory, U of Edinburgh; Alison Hedley, Ryerson U; Kathryn Holland, MacEwan U; James Howe, Rutgers U; Jeana Jorgensen, Indiana U; Alexandra Juhasz, Brooklyn College, CUNY; Dorothy Kim, Vassar College; Kimberly Knight, U of Texas, Dallas; Lorraine Janzen Kooistra, Ryerson U; Sharon M. Leon, Michigan State; Izetta Autumn Mobley, U of Maryland; Padmini Ray Murray, Srishti Institute of Art, Design, and Technology; Veronica Paredes, U of Illinois; Roopika Risam, Salem State; Bonnie Ruberg, U of California, Irvine; Laila Shereen Sakr (VJ Um Amel), U of California, Santa Barbara; Anastasia Salter, U of Central Florida; Michelle Schwartz, Ryerson U; Emily Sherwood, U of Rochester; Deb Verhoeven, U of Technology, Sydney; Scott B. Weingart, Carnegie Mellon U.
This revised and expanded edition of 2015’s Digital Humanities in the Library includes key reprints from the first edition and new chapters that explore digital humanities and diversity, inclusion, and equity; issues of labor, precarity, and infrastructure; scholarly communication and taxonomies of credit; long-term sustainability; and library digital humanities in the age of institutional austerity.
Divided into sections on theory and practice, chapter authors work in a variety of institution types in many different roles and offer ideas and strategies for cross-institutional collaborations and new approaches to the digital humanities work being done. As Paige Morgan says in the foreword, “Any digital humanist who can enthuse about data can also tell you that computers alone cannot do the work—you need the thoughtfulness of a human expert to find the way forward. This collection can help us do that.”
A necessary volume of essays working to decolonize the digital humanities
Often conceived of as an all-inclusive “big tent,” digital humanities has in fact been troubled by a lack of perspectives beyond Westernized and Anglophone contexts and assumptions. This latest collection in the Debates in the Digital Humanities series seeks to address this deficit in the field. Focused on thought and work that has been underappreciated for linguistic, cultural, or geopolitical reasons, contributors showcase alternative histories and perspectives that detail the rise of the digital humanities in the Global South and other “invisible” contexts and explore the implications of a globally diverse digital humanities.
Advancing a vision of the digital humanities as a space where we can reimagine basic questions about our cultural and historical development, this volume challenges the field to undertake innovation and reform.
Contributors: Maria José Afanador-Llach, U de los Andes, Bogotá; Maira E. Álvarez, U of Houston; Purbasha Auddy, Jadavpur U; Diana Barreto Ávila, U of British Columbia; Deepti Bharthur, IT for Change; Sayan Bhattacharyya, Singapore U of Technology and Design; Anastasia Bonch-Osmolovskaya, National Research U Higher School of Economics; Jing Chen, Nanjing U; Carlton Clark, Kazimieras Simonavičius U, Vilnius; Carolina Dalla Chiesa, Erasmus U, Rotterdam; Gimena del Rio Riande, Institute of Bibliographic Research and Textual Criticism; Leonardo Foletto, U of São Paulo; Rahul K. Gairola, Murdoch U; Sofia Gavrilova, Leibniz Institute for Regional Geography; Andre Goodrich, North-West U; Anita Gurumurthy, IT for Change; Aliz Horvath, Eötvös Loránd U; Igor Kim, Russian Academy of Sciences; Inna Kizhner, Siberian Federal U; Cédric Leterme, Tricontinental Center; Andres Lombana-Bermudez, Pontificia, U Javeriana, Bogotá; Lev Manovich, City U of New York; Itay Marienberg-Milikowsky, Ben-Gurion U of the Negev; Maciej Maryl, Polish Academy of Sciences; Nirmala Menon, Indian Institute of Technology, Indore; Boris Orekhov, National Research U Higher School of Economics; Ernesto Priego, U of London; Sylvia Fernández Quintanilla, U of Kansas; Nuria Rodríguez-Ortega, U of Málaga; Steffen Roth, U of Turku; Dibyadyuti Roy, Indian Institute of Technology, Jodhpur; Maxim Rumyantsev, Siberian Federal U; Puthiya Purayil Sneha, Centre for Internet and Society, Bengaluru; Juan Steyn, South African Centre for Digital Language Resources; Melissa Terras, U of Edinburgh; Ernesto Miranda Trigueros, U of the Cloister of Sor Juana; Lik Hang Tsui, City U of Hong Kong; Tim Unwin, U of London; Lei Zhang, U of Wisconsin–La Crosse.
On May 21, 2010, Daniel J. Cohen and Tom Scheinfeldt posted the following provocative questions online:
“Can an algorithm edit a journal? Can a library exist without books? Can students build and manage their own learning management platforms? Can a conference be held without a program? Can Twitter replace a scholarly society?”
As recently as the mid-2000s, questions like these would have been unthinkable. But today serious scholars are asking whether the institutions of the academy as they have existed for decades, even centuries, aren’t becoming obsolete. Every aspect of scholarly infrastructure is being questioned, and even more importantly, being hacked. Sympathetic scholars of traditionally disparate disciplines are canceling their association memberships and building their own networks on Facebook and Twitter. Journals are being compiled automatically from self-published blog posts. Newly minted PhDs are forgoing the tenure track for alternative academic careers that blur the lines between research, teaching, and service. Graduate students are looking beyond the categories of the traditional CV and building expansive professional identities and popular followings through social media. Educational technologists are “punking” established technology vendors by rolling out their own open source infrastructure.
Here, in Hacking the Academy, Daniel J. Cohen and Tom Scheinfeldt have gathered a sampling of the answers to their initial questions from scores of engaged academics who care deeply about higher education. These are the responses from a wide array of scholars, presenting their thoughts and approaches with a vibrant intensity, as they explore and contribute to ongoing efforts to rebuild scholarly infrastructure for a new millennium.
The prefix “hyper” refers to multiplicity and abundance. More than a physical space, a hypercity is a real city overlaid with information networks that document the past, catalyze the present, and project future possibilities. Hypercities are always under construction.
Todd Presner, David Shepard, and Yoh Kawano put digital humanities theory into practice to chart the proliferating cultural records of places around the world. A digital platform transmogrified into a book, it explains the ambitious online project of the same name that maps the historical layers of city spaces in an interactive, hypermedia environment. The authors examine the media archaeology of Google Earth and the cultural–historical meaning of map projections, and explore recent events—the “Arab Spring” and the Fukushima nuclear power plant disaster—through social media mapping that incorporates data visualizations, photographic documents, and Twitter streams. A collaboratively authored and designed work, HyperCities includes a “ghost map” of downtown Los Angeles, polyvocal memory maps of LA’s historic Filipinotown, avatar-based explorations of ancient Rome, and hour-by-hour mappings of the Tehran election protests of 2009.
Not a book about maps in the literal sense, HyperCities describes thick mapping: the humanist project of participating and listening that transforms mapping into an ethical undertaking. Ultimately, the digital humanities do not consist merely of computer-based methods for analyzing information. They are a means of integrating scholarship with the world of lived experience, making sense of the past in the layered spaces of the present for the sake of the open future.
Contributors: Fiona M. Barnett, Wendy Hui Kyong Chun, Michael Dieter, Alexander R. Galloway, David Golumbia, Richard Grusin, Patrick Jagoda, Matthew Kirschenbaum, Adeline Koh, Brian Lennon, Tara McPherson, Rita Raley, Lisa Marie Rhody
Integrating intermedial practices and assessments, the editors and contributors explore issues surrounding the access to and materiality of digitized materials, and the challenge of balancing preservation of traditional archival materials with access. They offer an assessment in our present moment of the early visions of book history and DH projects. In revisiting these projects, they ask us to shift our thinking on the promises and perils of archival and creative work in different media. Taken together, this volume reconsiders the historical intersections of book history and DH and charts a path for future scholarship across disciplinary boundaries.
On Making in the Digital Humanities fills a gap in our understanding of digital humanities projects and craft by exploring the processes of making as much as the products that arise from it. Focusing on the interwoven layers of human and technological textures that constitute digital humanities scholarship, it assembles a group of well-known, experienced, and emerging scholars in the digital humanities to reflect on various forms of making. The chapters gathered here are individually important, but together provide a very human view of what it is to do the digital humanities, in the past, present, and future. This book will accordingly be of interest to researchers, teachers, and students of the digital humanities; creative humanities, including maker spaces and culture; information studies; the history of computing and technology; and the history of science and the humanities.
A witty and incisive exploration of the philosophical conundrums that animate the digital humanities
Since its inception, the digital humanities has been repeatedly attacked as a threat to the humanities: warnings from literary and cultural theorists of technology overtaking English departments and the mechanization of teaching have peppered popular media. Stephen Ramsay’s On the Digital Humanities, a collection of essays spanning the personal to the polemic, is a spirited defense of the field of digital humanities.
A founding figure in what was once known as “humanities computing,” Ramsay has a well-known and contentious relationship with what is now called the digital humanities (DH). Here Ramsay collects and updates his most influential and notorious essays and speeches from the past fifteen years, considering DH from an array of practical and theoretical perspectives. The essays pursue a broad variety of themes, including the nature of data and its place in more conventional notions of text and interpretation, the relationship between the constraints of computation and the more open-ended nature of the humanities, the positioning of practical skills and infrastructures in both research and pedagogical contexts, the status of DH as a program for political and social action, and personal reflections on the author’s journey into the field as both a theorist and a technologist.
These wide-ranging essays all center around one idea: that DH not forsake its connection to the humanities. While “digital humanities” may sound like an entirely new form of engagement with the artifacts of human culture, Ramsay argues that the field well reveals what is most essential to humanistic inquiry.
Rhetoric and the Digital Humanities is a timely, multidisciplinary collection that is the first to bridge scholarship in rhetorical studies and the digital humanities. It offers much-needed guidance on how the theories and methodologies of rhetorical studies can enhance all work in digital humanities, and vice versa. Twenty-three essays over three sections delve into connections, research methodology, and future directions in this field. Jim Ridolfo and William Hart-Davidson have assembled a broad group of more than thirty accomplished scholars. Read together, these essays represent the cutting edge of research, offering guidance that will energize and inspire future collaborations.
Travis and DeSpain curate conversations on the value of project-based, collaborative learning; examples of real-world assignments where students combine close, collaborative, and computational reading; how digital humanities aids in the consideration of marginal texts; the ways in which an ethics of care can help students organize artifacts; and how an activist approach affects debates central to the study of difference in the nineteenth century.
A supplemental companion website with substantial appendixes of syllabi and assignments is now available for readers of Teaching with Digital Humanities.
Exploring how DH shapes and is in turn shaped by the classroom
How has the field of digital humanities (DH) changed as it has moved from the corners of academic research into the classroom? And how has our DH praxis evolved through interactions with our students? This timely volume explores how DH is taught and what that reveals about the field of DH. While institutions are formally integrating DH into the curriculum and granting degrees, many instructors are still almost as new to DH as their students. As colleagues continue to ask what digital humanities is, we have the opportunity to answer them in terms of how we teach DH.
The contributors to What We Teach When We Teach DH represent a wide range of disciplines, including literary and cultural studies, history, art history, philosophy, and library science. Their essays are organized around four critical topics at the heart of DH pedagogy: teachers, students, classrooms, and collaborations. This book highlights how DH can transform learning across a vast array of curricular structures, institutions, and education levels, from high schools and small liberal arts colleges to research-intensive institutions and postgraduate professional development programs.
Contributors: Kathi Inman Berens, Portland State U; Jing Chen, Nanjing U; Lauren Coats, Louisiana State U; Scott Cohen, Stonehill College; Laquana Cooke, West Chester U; Rebecca Frost Davis, St. Edward’s U; Catherine DeRose; Quinn Dombrowski, Stanford U; Andrew Famiglietti, West Chester U; Jonathan D. Fitzgerald, Regis College; Emily Gilliland Grover, Notre Dame de Sion High School; Gabriel Hankins, Clemson U; Katherine D. Harris, San José State U; Jacob Heil, Davidson College; Elizabeth Hopwood, Loyola U Chicago; Hannah L. Jacobs, Duke U; Alix Keener, Stanford U; Alison Langmead, U of Pittsburgh; Sheila Liming, Champlain College; Emily McGinn, Princeton U; Nirmala Menon, Indian Institute of Technology; James O’Sullivan, U College Cork; Harvey Quamen, U of Alberta; Lisa Marie Rhody, CUNY Graduate Center; Kyle Roberts, Congregational Library and Archives; W. Russell Robinson, Alabama State U; Chelcie Juliet Rowell, Tufts U; Dibyadyuti Roy, U of Leeds; Asiel Sepúlveda, Simmons U; Andie Silva, York College, CUNY; Victoria Szabo, Duke U; Lik Hang Tsui, City U of Hong Kong; Annette Vee, U of Pittsburgh; Brandon Walsh, U of Virginia; Kalle Westerling, The British Library; Kathryn Wymer, North Carolina Central U; Claudia E. Zapata, UCLA; Benjun Zhu, Peking U.
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