From the ad:
Tallinn University (TLU) seeks an internationally recognized leader in digital humanities to fill the ERA Chair in Cultural Data Analytics… ERA Chair position is planned for a Leading Researcher (R4) in order to complement Tallinn University (TLU) existing research expertise in digital culture studies and data analytics. The candidate is expected to have experience of manading research projects and/or teams in digital humanities/digital culture studies and with spearheading open stakeholder collaborations. ERA Chair holder shall be responsible for the formulation of a new research group in cultural data analytics that will interconnect three TLU Schools – School of Baltic Film, Media, Arts and Communication (BFM), School of Humanities (SH) and School of Digital Technologies (DTI) and creation of management principles for leading the group. The ERA Chair holder will be hired as a professor of cultural data analytics by BFM.
From the announcement:
On October 15, 2018, Digital Pedagogy Lab opened registration for a new event in 2019: Digital Pedagogy Lab Toronto. The Lab in Toronto will take place March 18-20, and will feature six courses, brand new workshops, great food, and a uniquely intimate environment that will feature smaller cohorts, cozier spaces, and close sense of community. Keynotes will be offered by Rajiv Jhangiani—author of Open: The Philosophy and Practices that are Revolutionizing Education and Science and co-director of the Open Pedagogy Notebook—and Jess Mitchell—Senior Manager, Research + Design at the Inclusive Design Research Centre at OCAD University in Toronto.
About the resource:
The Luxembourg Centre for Contemporary and Digital History C2DH is an interdisciplinary research centre at the University of Luxembourg. It serves as a national platform for debating topical issues in contemporary Luxembourgish history and for advancing the development and training of digital literacy among students and researchers at the University of Luxembourg. As a “trading zone” for historians and computer scientists, humanities scholars and data scientists, the C2DH aims to set new standards in the area of digital history. This involves a hands-on approach to digital tools and research infrastructures in the field of contemporary history and an openness to experimenting with new forms of historical storytelling and public engagement. The concept of “thinkering”, or playful experimentation with technologies and digital tools, provides a basis for the development of digital hermeneutics and for critical reflection on how digital technologies affect the way in which we think about, narrate and “do” history.
On October 18th, 2018, I presented a talk as part of “(Re)Active Public History,” a Twitter Mini-Con put on by the National Council on Public History. Here’s the abstract I submitted for the conference (which you can also find here):
A cartoon dog sits with a cup of coffee in a room that is engulfed in flames. “This is fine,” he says to no one in particular. These images, which originally appeared in K.C. Green’s webcomic Gunshow in 2013, have become a kind of shorthand for the mood in America after the 2016 election, an example of the ways that memes are increasingly relied upon by social media users to document their experiences in uncertain times. Social media encourages and profits from our impulses to document our present moods with image macros, reaction GIFs, screenshots, and other multimodal forms of expression. Memes have been remediated as protest signs at various marches, and it is increasingly common to see memes in political campaigns and in the Tweets of sitting senators. In July 2017, President Trump infamously circulated a meme in which he attacks a professional wrestler whose head has been digitally replaced by the CNN logo, an act of online speech that was interpreted by many as an endorsement of violent reprisals against journalists.
Memes, in other words, are an undeniable part of contemporary American culture. This presentation will consider the roles memes have played in defining and subverting American political discourse in The Age of Trump. More generally, it considers where, how, and why public historians might read, historicize, preserve, and make memes about the American experience.
You can find my full remarks on Twitter here, and I’ve embedded them below as well. Citations for images and screenshots, as well as suggestions for further reading, are below the embed.
From the report:
For the past few years following the Western History Association’s annual meeting I’ve been collecting Twitter analytics on users that tweet with the conference hashtag. We just wrapped up #wha2018 and it’s time to see what’s in the data. We spent the week in San Antonio, which, strangly enough, was colder than here in Omaha. Thanks, Texas.
First off, and most simply, we can see the frequency of tweets over the past nine days. These are aggregated using three-hour intervals about #wha2018 over time. Unsurprisingly, there’s a slight build-up before the conference began on Thursday and cyclical activity thereafter.
From the ad:
The Contemplative Sciences Center (CSC) is hiring a Learning Technologies and Digital Humanities Associate Director. The Contemplative Science Center’s mission is to explore via teaching, research, and engagement diverse forms of learning and whole student education which integrate the academic and the personal. A key component of this work concerns digital technology and data-enabled approaches to learning and research, with the overall goal of integrating qualitative and quantitative methods in academic environments towards more varied forms of deep learning, consistent student flourishing, and diverse forms of research and publications. With this in mind, we have created and support a powerful Drupal-based academic content management system “Mandala,” which we are deploying at UVA to support learning and research initiatives, as well as new forms of publication for academic work. This is all in accordance with a broad definition of contemplation that envisions wide ranging and deep forms of reflection, and supporting practices enabling such reflection, as the quintessence of education.
From the ad:
Eugene Lang College of Liberal Arts, an undergraduate college of The New School, invites applications to fill a tenure-track Assistant Professor position beginning July 2019 in the Culture and Media Department. We seek candidates specializing in the study of race in culture and media. In this program, students consider media (including print, film, radio, television, and the Internet) from the multiple standpoints of history, politics, technology, sociology, textual analysis, and ethnography. The program seeks to prepare students for advanced media studies and for careers in the communications industries and media arts.
We seek candidates whose teaching and research complement the work of other faculty in the department (critical media theory, feminist media, digital culture, media archaeology, race and technology, theories and histories of the image, media avant-gardes, etc.). The successful candidate will design undergraduate courses about race, critical race theory and or postcolonial theory in the context of media studies, screen studies, cultural studies, or science and technology studies. This might include approaches in the posthumanities or cultural anthropology.
From the resource:
It happens to most researchers all too often. You see a reference or a link to an article that you’d love to read or use in your research. It looks like the article is online. But when you follow the link or look up the journal of venue it’s in, you’re confronted with a paywall— an impassable login screen, or a demand to pay a fee to read the article. Not all journals charge fees to readers (in fact, thousands do not), but for those that do, the fees are sometimes quite large– they can be $30 or $40 or more for a single article, and sometimes that fee only gets you access for a limited time period. Readers not affiliated with research institutions often run into paywalls, but so do scholars at elite research institutions, because none of us can afford to pay the ever-growing subscription prices of all the commercial journals on the market. (Not even Harvard.)
When you hit a paywall, it’s tempting to give up, look for other articles instead, or take your chances trying to get an illicit copy from sketchy bootleg sites. But there are various ways you can often get a legitimate version of the article you seek without having to pay anything. Here are some avenues you can look into.
Editors’ Choice: Machine Teaching, Machine Learning, and the History of the Future of Public Education
These are my prepared remarks, delivered on a panel titled “Outsourcing the Classroom to Ed Tech & Machine-learning: Why Parents & Teachers Should Resist” at the Network for Public Education conference in Indianapolis. The other panelists were Peter Greene and Leonie Haimson. I had fifteen minutes to speak; clearly this is more than I could actually fit into that timeframe.
I want to start off my remarks this morning by making two assertions that I hope are both comforting and discomforting.
First, the role that corporations and philanthropists play in shaping education policy is not new. They have been at this a long, long time.
Companies have been selling their products – textbooks, workbooks, maps, films, and so on – to schools for well over a century. Pearson, for example, was founded (albeit as a construction company) in 1844 and acquired along the long history various textbook publishing companies which have also been around since the turn of the twentieth century. IBM, for its part, was founded in 1911 – a merger of three office manufacturing businesses – and it began to build testing and teaching machines in the 1930s. Many companies – and certainly these two in particular – also have a long history of data collection and data analysis.
These companies and their league of marketers and advocates have long argued that their products will augment what teachers can do. Augment, not replace, of course. Their products will make teachers’ work easier, faster, companies have always promised. Certainly we should scrutinize these arguments – we can debate the intentions and the results of “labor-saving devices” and we can think about the implications of shifting of expertise and control from a teacher to a textbook to a machine. But I’d argue that, more importantly perhaps, we must recognize that there is no point in the history of the American public education system that we can point to as the golden age of high quality, equitable, commercial free schooling.
My second assertion: that as long as these companies and their evangelists have been pitching their products to schools, they have promised a “revolution.” (Perhaps it’s worth pointing out here: “revolutions,” to me at least, mean vast and typically violent changes to the social and political order.) So far at least these predictions have always been wrong.
From the ad:
The University Library at the University of Illinois at Urbana-Champaign is seeking a creative, innovative, collaborative, and intellectually curious individual to lead digital humanities services in the Library. The successful candidate will contribute to engaged, inclusive digital scholarship across campus. We encourage applicants who are committed to the principle that a diverse community enhances our institution and who will help the University of Illinois at Urbana-Champaign achieve new levels of excellence by fostering and sustaining our diverse and inclusive academic environment.
From the ad:
We seek a motivated individual who will contribute to an existing and robust suite of programs aimed at integrating digital methods into teaching, research methods, and individual experimentation. The DSC works closely with the Digital Initiatives and Special Collections departments within the library as well as with faculty inclined towards developing, enhancing, and growing digital expertise in their classroom and in their research. While our current program has strengths in digital exhibits, visualization, and integration of three dimensional (3D) and virtual reality (VR) resources, we invite candidates with experience in any field of digital research and instruction to apply. We value a candidate’s ability to interact meaningfully with our program and demonstrate how their particular skill set would integrate into and expand the work of the DSC. We are seeking candidates who would welcome the opportunity to weave their own interests in digital research and instruction into the work of the DSC program.
From the CFP:
Digital Humanities at Michigan State University is proud to extend its symposium series on Global DH into its third year. Digital humanities scholarship continues to be driven by work at the intersections of a range of distinct disciplines and an ethical commitment to preserve and broaden access to cultural materials. The most engaged global DH scholarship, that which MSU champions, values digital tools that enhance the capacity of scholarly critique to reflect a broad range of literary, historical, new media, and cultural positions, and diverse ways of valuing cultural production and knowledge work. Particularly valuable are strategies in which the digital form manifests a critical perspective on the digital content and the position of the researcher to their material.
From the announcement:
We’re excited to announce the availability of Zotero integration with Google Docs, joining Zotero’s existing support for Microsoft Word and LibreOffice.
The same powerful functionality that Zotero has long offered for traditional word processors is now available for Google Docs. You can quickly search for items in your Zotero library, add page numbers and other details, and insert citations. When you’re done, a single click inserts a formatted bibliography based on the citations in your document. Zotero supports complex style requirements such as Ibid. and name disambiguation, and it keeps your citations and bibliography updated as you make changes to items in your library. If you need to switch citation styles, you can easily reformat your entire document in any of the over 9,000 citation styles that Zotero supports.
This past weekend, AADHum (African American History, Culture and Digital Humanities) held its first national conference, Intentionally Digital, Intentionally Black, on the University of Maryland. The conference’s “Keynote Conversation,” held on Saturday, October 20th, featured Dr. André Brock (Associate Professor, School of Literature, Media, and Communication, Georgia Institute of Technology) and Dr. Jessica Marie Johnson (Assistant Professor, Departments of History and Africana Studies, Johns Hopkins University), and was moderated by Dr. Jovonne Bickerstaff from the University of Maryland. The session was live-streamed, and the video can be viewed below.
From the announcement:
With a $1.2 Million grant from The Andrew W. Mellon Foundation, The Maryland Institute for Technology in the Humanities in the College of Arts and Humanities at the University of Maryland, Shift Design, and the Department of Media Studies at the University of Virginia (UVA) will collaborate to lead the ongoing work of the Documenting the Now project. Started in 2014 with a grant to Washington University in St. Louis in partnership with the University of California, Riverside and MITH, Documenting the Now is committed to developing tools and community practices that support the ethical collection, use, and preservation of social media and web archives. Continuing the important work the project has accomplished over the past four years, the second phase of Documenting the Now will be focused on three interdependent strands of activity: software development, pedagogy, and engagement with community-based archiving of social justice activism.
From the ad:
The coordinator will manage and coordinate the current ARSP project. Work closely with community collaborators as well as faculty, students and digital development team across universities to advance the goals of the American Religious Sounds Project; collaborate with co-principal investigators and ARSP staff on grant administration including monitoring accounts and overseeing the budget; assist with social media and publicity to raise the public awareness and visibility of the ARSP; assist with and expand existing community outreach initiatives associated with the American Religious Sounds Project. The coordinator will also serve as a primary contact for other projects, schedules and facilitate regular meetings with principal investigators and members of the App Dev team; maintain and document project time lines and client communication; Serve as liaison between the development and UI/UX teams; develops new relationships between Arts and Sciences faculty and ASC Tech.
Revolutionary dreams erupt out of political engagement; collective social movements are incubators of new knowledge. Robin D.G. Kelly, Freedom Dreams: The Black Radical Imagination
This presentation traces the arc of Museums Respond to Ferguson and #BlkTwitterstorians–two born digital projects that emerged at the height of the Movement for Black Lives. The chats started with queries that then influenced deeper dialogue on how scholars and activists together could use history to inform a world specifically void of policing and incarceration. Both projects hinged on collective engagement with a few questions (and critiques) to incubate new ideas on how to present and preserve Black history with Black futures in mind. While both projects happened online, low-tech methodologies deeply informed project decisions. Phone calls, in-person meetings and printed chats played an important role in shaping the project. There was a heavy emphasis on the public, but the projects influenced the personal in ways that ultimately led to Museums Respond to Ferguson’s end and #BlkTwitterstorians refocus.
From the ad:
Working under the guidance of the faculty director of the Digital Innovation Lab and the Director of the Library, the Assistant Director will manage the day-to-day operations of the Digital Innovation Lab, including development, planning, implementation, creation, and support of teaching and research projects, from podcasting and website building to digital humanities initiatives and Open Educational Resource (OER) publication. The Assistant Director will manage and mentor student workers and interns while together they build and create digital teaching and scholarly materials. As a resource for innovative digital work across the campus, this individual will play a vital role in the development of a digital repository of faculty and student scholarship. This position will be instrumental in the development of a digital liberal education skills curriculum and implementing a micro-certification/badging program that recognizes student achievement. The Assistant Director will also teach courses in their field of academic expertise and contribute to the College’s online course program.
From the CFParticipation:
The Roy Rosenzweig Center for History and New Media and the Journal of Social History with generous support from The Andrew W. Mellon Foundation seeks historians to participate in a series of workshops that will develop articles based on digital research to be published in a special issue of JSH. Scholars will receive travel funding to participate in three workshops, facilitated by Matt Karush and Sam Lebovic (editors of the JSH) and Stephen Robertson and Lincoln Mullen (at RRCHNM), to help them develop their research from digital projects into journal articles that speak to historiographical conversations in their specific fields.
From the CFP:
Drs. Mila Oiva (University of Turku) and Urszula Pawlicka-Deger (Aalto University) have released a call for papers for a special issue of Digital Humanities Quarterly, which will explore two thematic clusters: 1) Lab: Physical Situatedness; and 2) Slack: Virtual Situatedness.
The purpose of this special issue is to examine the different aspects of situated research practices of the digital humanities covering two perspectives: physical and virtual. The physical places of research refer to the various digital humanities sites (laboratories, centers, departments) all over the world and more widely to the surroundings a location in a particular city, country, cultural sphere or continent affecting research practices. As virtual environments of digital humanities scholarship, we define the digital internet-based platforms, services, and tools that enable research and scholarly collaboration. The aspects that determine digital humanities research in both physical and virtual places are infrastructure (material and non-material), social interaction (communication and collaboration), and context (social, cultural, and political situatedness). The aspects influence each other and changes in one of them can affect the others. They have also impact on what is studied, the ways research can be done, and, in the end the results of our knowledge, what kind of knowledge digital humanities research can provide.