From the CFP:
How do these “new paradigms” play out in the context of the dissertation? While digital dissertations have been around for twenty years or more, the precise processes by which they are defined, created and defended remain something of a mystery. Is an interactive pdf significantly different than its paper-based counterpart? What specific possibilities can a digitally networked environment offer that are impossible without its affordances?…This project, The Digital Dissertation: History, Theory, Practice, will consist of a definitive database of digital dissertation projects as well as an ebook whose chapters explore the larger implications of digital scholarship across institutional, geographic and disciplinary divides. Have you completed or advised a digital dissertation? Then please consider this project.
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From the ad:
The College of Arts and Sciences at the University of Oklahoma seeks an innovative scholar in digital humanities/humanities computing for an open rank, tenured/tenure track faculty position. This search is part of a cluster hire in the new Data Scholarship Program (DSP)… The incumbent is expected to become a leader within a vibrant community of humanists and other researchers using computational tools. A successful candidate in this position will play an integral role in the development of the DSP. This initiative connects researchers from diverse scholarly domains for collaboration via common approaches and for improvement of educational opportunities and research support. The incumbent will take a leadership role in curriculum and research development for this cross-disciplinary program and contribute to teaching of undergraduate and graduate students in the Data Scholarship Program and the home department(s).
Read the full ad here.
Job: Associate or Full Professor, Literary Studies and the Digital Humanities, Michigan State University
From the ad:
The Department of English at Michigan State University invites applications for a scholar, at the level of Associate or Full Professor, whose work connects literary studies and the digital humanities to critical diversity. This position is part of the College’s Critical Diversity in a Digital Age initiative, which will facilitate research programs, develop new curricula, and seek external funding for scholarship at the intersections of digital theory and practice with issues of social justice and human difference, including race, ethnicity, gender, sexuality, class, ability, and religion.
Read the full ad here.
From the resource:
I’ve written about this before: working in groups, my students are assigned a dataset at the beginning of the quarter. They learn how to work with it as the quarter progresses, doing a lot of secondary contextual research, interviewing an expert about it, manipulating the data, and finally building a website that makes a scholarly humanistic argument with the support of the data. You can see the mechanics of this on my course website.
People often ask me about the data I use, and indeed, that is a story in itself. I have 88 students this year, and since I don’t like any group to have more than seven people in it, I have 12 groups, each of which needs a dataset. (Really, some of them can share the same dataset; I don’t know why I get weird about this.) And they can’t just use any dataset. In fact, most of the data out there is inappropriate for them.
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From the report:
RMDH featured an all-star cast of Digital Humanities speakers, including opening and closing keynotes by Dr. Jessica Marie Johnson and Dr. P. Gabrielle Foreman respectively, remarks from Dr. Marcia Chatelain, and an artist talk with Pamela Z. Each of these amazing women left participants with remarkable insights. Professor Johnson incorporated music, videos, literature and mapping to take us to Puerto Rico and New Orleans, to make us consider digital Blackness and Black codes, and what would happen if we refuse Blackness as null. If Johnson’s talk asked us to organize with our digital work, Professor Foreman showed us how. Through a history of the Colored Conventions and Langston Hughes’ poetry, Foreman showcased the digital archiving and organizing work her team at Colored Conventions Project are doing. Pamela Z’s outstanding electronic and contemporary classic performance was only enhanced by her discussion of how our best work comes from mistakes and imperfection—so don’t be afraid of them. Similarly, Chatelain reminded us that failure happens in the academy, and when it does we must move onto the next thing. Her talk on the #FergusonSyllabus showcases how #syllabi are a way for academics to teach and lead the public, as well as show that academics are invested in our society and that we have tools which can be helpful.
Read the full report here.
Wikipedia’s gender gap, which results in problems of representation attributed to the lack of women and non-male editors participating in the encylopedia’s production, is by now well-known and well-documented. A groundbreaking survey conducted in 2011, conducted by the Wikimedia Foundation, found that less than 10% of Wikipedia editors identify as women, and less than 1% as transgender. And while multiple efforts are underway to both understand and respond to the systemic bias resulting from this demographic, the problem persists. Many initiatives have sprung up in the years since these demographic statistics were released. One of the most popular of these has been the Art+Feminism Project, a loose collection of academics, librarians, artists and students who have worked together to organize over 280 Wikipedia “Edit-a-thons“, or hands-on editing workshops, since March of 2014. Such Edit-a-thons provide participants with hands-on Wikipedia literacy training and guide them in direct-action editing meant to improve representation and coverage of articles on women and the arts. Sustained attention to the pedagogy behind “Edit-a-thons” opens doorways for critical praxis among other interventions. One such Edit-a-thon, recently conducted at Indiana University of Pennsylvania, provides opportunities for theorizing a type of critical digital praxis that intervenes in the encyclopedia’s systemic bias.
The Arts+Feminism Edit-a-thon, in acknowledging the encyclopedia’s systemic biases and resulting gender gap, provides direct opportunities for participants to reflect on Wikipedia’s ideological biases, and to respond to those biases through direct action. Such reflection and action in digital spaces is characteristic of a type of critical digital praxis, a model for making writing interventions in public digital cultures in order to both better understand the writing activities of those cultures and make meaningful impressions with/in them. In invoking the term “praxis,” we draw from Paulo Freire, whose major work Pedagogy of the Oppressed outlined a concept of liberatory pedagogy intended to empower the oppressed towards revolutionary self-realization.
Read the full post here.