About the funding:
A growing number of cultural heritage organizations have invested in the creation of collections that are amenable to computational use. Increasingly, the concept of collections as data is used to align efforts of this kind. In 2016, Always Already Computational: Collections as Data, supported by the Institute of Museum and Library Services, began developing the idea that digital collections could be more than digital surrogates of physical items and born digital objects; that digital collections could and should be offered as machine actionable data that are ready for computational research methods. Always Already Computational: Collections as Data demonstrated that librarians, archivists, and museum professionals readily understood the value of this work and were eager to expand the potential use of their collections. While interest is broad, the project found that cultural heritage professionals desired opportunities to further develop approaches to integrating and sustaining collections as data implementation and use as a core organizational activity. Collections as Data: Part to Whole aims to meet this challenge by supporting the development of broadly viable models that support implementation and use of collections as data (see grant narrative)…
With support from the Andrew W. Mellon foundation, we will fund 12 teams. 6 teams will be funded in cohort 1. Each team can apply for $30,000 – $80,000. To ensure that project results will be valuable to scholars and sustainable within libraries, we are seeking proposals from collaborative teams jointly led by a librarian with senior administrative responsibilities, a disciplinary scholar, and a project lead.
From the CFP:
For the upcoming issue of the DAHJournal we ask for contributions on the following topics:
–How are analog institutions transforming and which digital tools steer this transformation? What practices persist, which one are eliminated?
–What nascent digital methodologies do museums and archives utilize to engage visitors, organize metadata, and document collections?
–How might digital publishing, art making, and experimentation challenge and change art-historical research?
– What are digital opportunities to develop and document archives of underrepresented, neglected, or ephemeral traditions of imagemaking?
From the ad:
The Digital Scholarship and Open Educational Resources Librarian supports the service portfolio of the Library by providing client service, technical expertise, training, and support for tools and practices used by faculty, researchers, students, librarians, and other partners engaged with digital scholarship and publishing. The position also coordinates the College’s Open Educational Resource initiatives as a way to reduce the cost of higher education and improve student success. The Digital Scholarship and Open Educational Resources Librarian will contribute towards the vision and development of forthcoming initiatives, including a center to support digital scholarship, and provide a more cohesive and holistic service environment for scholars.
From the ad:
As a Post-Doctoral Research Associate (RA) on the Living with Machines Project you will work closely with the project PI (Dr Ruth Ahnert), Co-Is (Prof. Emma Griffin and Prof. Jon Lawrence) and the wider inter-disciplinary team based at the Institute and the British Library in the construction and historical interrogation of the project’s ambitious digitized source base. You will have the opportunity to develop your digital skills and play an active part in all aspects of research from data collection, through analysis to writing up and publication. This is a collaborative research role and there is an expectation that you will play an active part in the team based at the Alan Turing Institute. Your appointment will be until April 2021, with the possibility of renewal for a further two years (funding permitting).
From the resource:
I just got back from Digital Pedagogy Lab, a week full of people sharing resources that can be implemented in our classes, if we start thinking about it [looks at calendar – weeps] now. But in order of ease, here are some things to get you started thinking about your teaching in the (sigh) fall.
Do your students do public, digital projects? Ever thought of thought of having them sign a release? You should, and Jade Davis explains why and shares her model.
Sara Goldrick-Rab shares her syllabus statement on Basic Needs Security and why it’s important to include.
From the announcement:
The Library of Congress Digital Content Management Section is excited to announce the release of 4,240 new web archives across 43 event and thematic collections on loc.gov, our largest single release of web archives to date! Web archives such as Slate Magazine from 2002 to present, Elizabeth Mesa’s Iraq War blog, and Sri Lanka’s current president Maithripala Sirisena’s campaign website (no longer live on the web) are now waiting to be discovered alongside millions of other Library items. Keep watching The Signal for deeper dives into the unique collections with web archives now available on loc.gov. The Web Archiving Team sends its deepest gratitude to all involved in this significant achievement for the Library.
From the announcement:
The Office of Digital Humanities is pleased to announce 18 awards through our Digital Humanities Advancement Grants and our Institutes for Advanced Topics in the Digital Humanities programs. These projects are part of a larger slate of 218 awards just announced by the NEH. Congratulations to all the award recipients as they begin these exciting new projects!
From the ad:
The CDLA [Center for Digital Liberal Arts] supports textual, visual, and archival modes of inquiry across the arts and humanities through a focus on resource curation, sharing, and analysis. The Specialist is a two-year limited term position with possibility of renewal. We seek a Specialist who will:
Collaborate directly with arts and humanities faculty to realize student learning goals, participate in related grant and funding opportunities, and inform assessments of student learning.
Research and implement best practices in digital pedagogy and instructional design in the arts and humanities with a focus on visual, music, and other media resources, humanities databases, archival resources, and digital humanities practices…
Last week (July 31, 2018), I had the honor of speaking at CLIR’s (Council on Library and Information Resources) summer seminar for new Postdoctoral Fellows. I was very excited to get the opportunity to meet a new cohort of fellows just as they are beginning their new positions at various institutions. (For more information on CLIR Postdoctoral Fellowships, visit their website! And keep an eye out for the next round of applications this fall/winter.)
My talk centered on the work we do at Recovering the US Hispanic Literary Heritage (aka “Recovery”), the importance of minority archives, and working toward inclusivity. For 27 years, Recovery has dedicated itself to recovering, preserving, and disseminating the lost written legacy of Latinas and Latinos in the United States. US Latina/o collections, like other minority collections, do not traditionally form part of a larger national historical narrative. Herein lies the importance of minority collections: the stories they tell give us a more nuanced understanding of US history and culture.
Let’s take a step back to think about the structure of archives, the inherent issues, and the questions that we—as archivists, scholars, students, and educators—should ask ourselves when engaging with historical collections. Archives help structure knowledge and history. Michel Foucault argues that history “now organizes the document” [with “document” being the archival] “divides it up, distributes it, orders it, arranges it in levels, establishes series, distinguishes between what is relevant and what is not, discovers elements, defines unities, describes relations” (146). Thus history, or perhaps more aptly, what we understand to be or call history, cannot be distinguished from the production and organization of the archive. Furthermore, national archives help to create an authoritative national narrative. The International Council on Archives, for example, describes archives on their webpage as follows:
Archives constitute the memory of nations and societies, shape their identity, and are a cornerstone of the information society. By proving evidence of human actions and transactions, archives support administration and underlie the rights of individuals, organisations and states. By guaranteeing citizens’ rights of access to official information and to knowledge of their history, archives are fundamental to identity, democracy, accountability and good governance.
Given this defined mission of archives, we can think about what archives do or are meant to do; they define:
- “the nation,”
- what is—and what isn’t—considered “important,”
From the ad:
The Digital Scholarship Developer builds and implements new web applications and sites for faculty research projects. This position was created in part through an “Engaged Humanities” grant from the Andrew W. Mellon Foundation, and is critical to the delivery of essential applications and service as part of the Library’s partnerships with faculty to create digitally-enriched scholarship. The Developer keeps abreast of new and developing technologies, tracks ongoing trends in digital scholarship, and communicates recommendations to the Z. Smith Reynolds Library and Wake Forest University communities. This position researches, recommends, tests, and subsequently implements innovative software applications that are well-suited for digital scholarship activities.
From the ad:
Hopkins Retrospective is an outreach and research initiative sponsored by the Office of the President at Johns Hopkins University that aims to better understand the history of the University and weave that history into the university experience. The Program Manager’s role is to oversee Hopkins Retrospective, including: coordinating the execution of exhibitions and installations for the initiative; creating, developing, and managing the web and social media presence for the initiative; planning and carrying out oral histories for the initiative’s website; and developing and overseeing JHU history-related projects around the university campuses. The position will report to the University Archivist and have dotted-line reporting to the Office of the President.
About the report:
The UW-Milwaukee Center for Information Policy Research, in partnership with Data & Society, along with the American Library Association’s Office of Intellectual Freedom and the New York Public Library, was awarded a National Leadership Grants for Libraries award from the Institute of Museum and Library Services (IMLS) for the project “Library Values & Privacy in our National Digital Strategies: Field guides, Convenings, and Conversations.” A series of gatherings were held throughout 2017-2018 that brought together library practitioners, privacy advocates, and technology experts to discuss and debate a national roadmap for a digital privacy strategy for libraries. The culminating event — the Library Values and Privacy Summit — was held in New York City bringing together privacy experts from within and outside libraries and sparked discussions on key privacy-related issues and possible paths forward.
From the resource:
The Digital Humanities Liaison (Rafia Mirza), Director of Scholarly Communication (Brett Currier), and The Research Data Librarian (Peace Ossom Williamson) have developed a workbook for the use of Memorandums of Understanding (MOUs) in Libraries. We have developed a MOU template to apply to large scale collaborative projects. We have found that this workflow and management has assisted the library with organizational commitment, identifying hiccups and limitations before starting the project, and priority evaluation with competing projects. Because the shift from transactional work to long term projects is happening in many libraries, The MOU team has created a workbook available through ResearchCommons. This collection includes a general MOU template, templates for particular projects, a workflow, and instructions for each.
From the resource:
The Digital Culture Program has been working in collaboration with various partners in the digital humanities, libraries, and computational social sciences to create packages of self-directed training modules and resources. These resources will be aggregated and hosted as SSRC Labs. Today, the first series of modules, Doing Digital Scholarship (DoingDS), goes live.
DoingDS (labs.ssrc.org/dds), created in collaboration with the Roy Rosenzweig Center for History and New Media (RRCHNM) at George Mason University, is a set of introductory lessons and readings on a variety of topics, from foundational skills like building a professional identity online to more advanced topics like mapping and spatial analysis and how digital methodologies affect pedagogy. The lessons are based on RRCHNM’s successful Doing Digital History summer institutes, with the curriculum expanded outward to include other social science and humanities disciplines and modified for self-directed rather than in-person instruction.
In the last 25 years we have seen the web enable new digital means for historians to reach broader publics and audiences. Over that same period of time, archives and archivists have been exploring and engaging with related strands of digital transformation. In one strand, similar focus on community work through digital means has emerged in both areas. While historians have been developing a community of practice around public history, archivists and archives have similarly been reframing their work as more user-centered and more closely engaged with communities and their records. A body of archival work and scholarship has emerged around the function of community archives that presents significant possibilities for further connections with the practices of history and historians. In a second strand, strategies for understanding and preserving digital cultural heritage have also taken shape. While historians have begun exploring using tools to produce new forms of digital scholarship, archivists and archives have been working to both develop methods to care for and make available digital material. Archivists have established tools, workflows, vocabulary and infrastructure for digital archives, and they have also managed the digitization of collections to expand access.
At the intersection of these two developments, we see a significant convergence between the needs and practices of public historians and archivists. Historians’ new forms of scholarship increasingly function as forms of knowledge infrastructure. Archivists work on systems for enabling access to collections are themselves anchored in longstanding commitments to infrastructure for enabling the use of records. At this convergence, there is a significant opportunity for historians to begin to connect more with archivists as peers, as experts in questions of the structure and order of sources and records.
In this essay we explore the ways that archives, archivists, and archival practice are evolving around both analog and digital activities that are highly relevant for those interested in working in digital public history.
From the CFP:
On 16-18 May 2019, the Humanities, Arts, Science, and Technology Alliance and Collaboratory (HASTAC), in partnership with the Institute for Critical Indigenous Studies at the University of British Columbia (UBC) and the Department of English at the University of Victoria (UVic), will be guests on the traditional, ancestral, and unceded territory of the hən̓q̓əmin̓əm̓-speaking Musqueam (xʷməθkʷəy̓əm) people, facilitating a conference about decolonizing technologies and reprogramming education.
Deadline for proposals is Monday 15 October 2018.
From the ad:
The Associate Director provides strong leadership and coordination in the strategic planning and implementation of policies, systems, and services to support the digital lifecycle of collections. S/he oversees the operations of the Digital Imaging Unit, the Audio and Moving Image preservation unit, vendor-contracted services, the Digital Preservation Manager; and product management for systems that promote discovery and access to collections, including collaborative platforms such as DPLA, HathiTrust, and the ReCAP Shared Collection. S/he collaborates with Library leaders in the Digital and IT teams to align the goals of digital preservation and digital collection services with current and future needs, including enhancing and upgrading repository infrastructures and optimizing end-to-end processes.
From the ad:
The Faculty of the Humanities of the Hebrew University is seeking a scholar who can lead its Digital Humanities initiative. The Faculty has made a strategic decision to consolidate and expand its existing yet disparate strengths in Digital Humanities through a hire of an exceptional scholar with a proven record of employing innovative Digital Humanities methodologies and a commitment to the Digital Humanities project broadly conceived. Priority will be given to scholars with a research focus in core Humanities disciplines. The appointment will be made in the relevant disciplinary department(s).
Recently, historians have been trying to understand cultural change by measuring the “distances” that separate texts, songs, or other cultural artifacts. Where distances are large, they infer that change has been rapid. There are many ways to define distance, but one common strategy begins by topic modeling the evidence. Each novel (or song, or political speech) can be represented as a distribution across topics in the model. Then researchers estimate the pace of change by measuring distances between topic distributions.
In 2015, Mauch et al. used this strategy to measure the pace of change in popular music—arguing, for instance, that changes linked to hip-hop were more dramatic than the British invasion. Last year, Barron et al. used a similar strategy to measure the influence of speakers in French Revolutionary debate.
I don’t think topic modeling causes problems in either of the papers I just mentioned. But these methods are so useful that they’re likely to be widely imitated, and I do want to warn interested people about a couple of pitfalls I’ve encountered along the road.
One reason for skepticism will immediately occur to humanists: are human perceptions about difference even roughly proportional to the “distances” between topic distributions? In one case study I examined, the answer turned out to be “yes,” but there are caveats attached. Read the paper if you’re curious.
In this blog post, I’ll explore a simpler and weirder problem. Unless we’re careful about the way we measure “distance,” topic models can warp time. Time may seem to pass more slowly toward the edges of a long topic model, and more rapidly toward its center.
About the resource:
The DH Course Registry Metadatathon was a part of the DARIAH Annual Event 2018 held in Paris, France on Thursday, May 24, 2018. Participants in the Metadatathon learned about the benefits, functionalities and QA procedures of the Course Registry…The workshop was targeted towards researchers and lecturers who teach courses in DH or related fields, as well as towards DH programme coordinators who want to showcase their teaching activities outside their university network.
The videos (and slides) from the event are now available to watch on Videolectures.net.