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Updated: 31 min 56 sec ago

CFP: Electronic Literature Organization 2018

Tue, 10/24/2017 - 12:00

From the CFP:

The aim of this conference is to think about e-lit in a digital culture. What is its relationship to current cultural practices and trends? Two directions are proposed: explorations and interventions. The first direction features e-lit’s exploratory nature, its formal aspects, its use of technology, its renewal of narrative conventions, and at the same time its impact on literary theories and methodologies to renew themselves. The second direction considers e-lit’s place in the public sphere, its relationship to digital and urban culture, to forms of conservation and presentation, and also to performance.

Read the full CFP here.

CFP: Digital Humanities 2018 — “Bridges/Puentes”

Tue, 10/24/2017 - 11:30

From the CFP:

The Alliance of Digital Humanities Organizations (ADHO) invites submission of proposals for its annual conference on any aspect of digital humanities. The theme of the 2018 conference is “Bridges/Puentes,” and contributions that speak to the theme or that focus on knowledge mobilization, collaboration among scholars and scholarly communities, relationships of North/South scholarship and epistemologies, globalization and digital divides, public-facing and community-engaged scholarship, translation, digital ecologies, hacker culture, and digital indigenous studies are especially encouraged.

Read the full CFP here.

Editors’ Choice: Where is the Humanity in the Computer Science Curriculum?

Tue, 10/24/2017 - 11:00

I’ve been struggling to write this post for a long, long time. Every time I see calls for teaching coding to young people or to girls or to minorities, I get frustrated. First off, the need for everyone to learn code may be inflated, as Audrey Watters has written. As someone with a bachelor’s degree in computer science, I can assure you that no coding bootcamp is going to produce a person as qualified as someone who has studied computer science at the undergraduate level. That would be ridiculous, right? Or else, why would anyone study computer science? Even though I’ve never been to a coding bootcamp, I’ve worked with people who know how to code but had not studied computer science, and it’s torture to watch. Seriously. I doubt they would be hired instead of well-trained programmers (with some exceptions for the seriously talented or interested).

But, I’m more interested in something else. Why is all the focus on teaching lay people how to code, and not teaching computer scientists and people who work in tech companies to center empathy and humanity in their work? I came across this tweet over summer:

“If I have to learn to code, why don’t the geeks have to learn social theory?” — Christina Dunbar-Hester 👏👏👏 #ica17 #MediaJustice

— Pumpkin Spice Gabbé (@GabiSchaffzin) May 25, 2017

That tweet came from the #ICA17 conference and reminded me that I needed to write about this (if you overlook the unnecessarily derogatory use of the term “geek”). As a former computer scientist (I left the code behind many years ago), it bothers me how there is such a direction for humanists to learn to code, and very little in the way of working with software engineers and programmers to help them think in more humane and ethical ways about what they’re designing, to be more critical and aware of the underlying politics of what they do. Yes, non-programmers can become more critical citizens when they understand how their (digital) lives are influenced by algorithms, but more importantly, shouldn’t we care about the critical citizenship of the programmers? After all, it is highly unlikely that an amateur coder will be asked to design the next big neural network; as unlikely as someone with a casual interest in medicine, or who studied holistic medicine, will be called on to perform life-threatening surgery. Walter Vaninni reminds us: “As anyone with even minimal exposure to making software knows, behind a minute of typing lies an hour of study.”

Read the full post here.

Job: Digital Scholarship Strategist, Ball State University Libraries

Thu, 10/19/2017 - 14:00

From the ad:

The Strategist will play a crucial role in advancing the work of the Ball State University Digital Scholarship Lab (, launched in 2016 to support research at Ball State University by hosting education programming, providing grant support, and developing collaborative partnerships between scholars, librarians, and technologists to create original works of digital scholarship. Additionally, the Strategist will work independently to advance scholarly inquiry and develop digital scholarship literacy through campus outreach, providing new and emerging services that support undergraduate, graduate, and faculty research and learning.

Read the full ad here.

Job: Director of Digital Scholarship & Scholarly Communications, Vanderbilt University

Thu, 10/19/2017 - 13:30

From the ad:

The Director of Digital Scholarship and Scholarly Communications identifies and accelerates the adoption of new and emerging forms of 21st century digital research and learning. These technologies include, but are not limited to, data visualization, digital text editing, geospatial analysis, linked data, network analysis, and the semantic web. In this role you will also promote fair use, open access, and open licensing to extend the reach of digital projects and publications. Reporting to the Associate University Librarian for Research and Learning, the Director will lead the Office of Digital Scholarship and Scholarly Communication in the Vanderbilt University Library. The Director of Digital Scholarship and Scholarly Communication will work with team members to organize digital scholarship workshops, working groups, and related programming such as Open Access Week, GIS Day, and Open Data Day.

Read the full ad here.

Job: Instructor, Digital Cultures, Seattle University

Thu, 10/19/2017 - 13:00

From the ad:

The ideal candidate will have a teaching/research specialization in the theory and production of digital, new, and emerging media, with expertise in teaching digital cultural studies, new and social media production, digital storytelling, and history of text technologies… Minimum Qualifications:  A doctoral degree and/or MFA and academic expertise in one or more of the following fields: Digital Humanities; Cultural Studies with a focus on technology; New Media; Digital Arts, or a related field. The candidate must be able to teach media production classes in digital imaging, data visualization, and 3D modeling using media production tools like Adobe Creative Suite, Tableau, and Unity.

Read full ad here.

Resource: Geocoding with R

Thu, 10/19/2017 - 12:30

From the post:

In the previous post I discussed some reasons to use R instead of Excel to analyze and visualize data and provided a brief introduction to the R programming language. That post used an example of letters sent to the sixteenth-century merchant Daniel van der Meulen in 1585. One aspect missing from the analysis was the visualization of the geographical aspects of the data. This post will provide an introduction to geocoding and mapping location data using the ggmap package for R, which enables the creation of maps with ggplot. There are a number of websites that can help geocode location data and even create maps.

Read more here.

Job: Center for Digital Humanities Coordinator, University of South Carolina

Thu, 10/19/2017 - 12:00

From the ad:

The CDH Coordinator will oversee day-to-day operations of the Center while coordinating individual projects, often working closely with faculty and student programmers. The Coordinator will supervise all aspects of student work — setting goals and deadlines, assigning responsibilities, and monitoring progress — while maintaining clear communication with the director and co-directors. The Coordinator also works with campus support services required for events hosted by the Center and generally assists in promoting and organizing meetings. The coordinator must communicate across disciplines, facilitating discussion between student programmers and faculty project leads. Towards this end, the Coordinator must be willing to learn and speak about technologies commonly used in digital research, to understand digital humanities as a research and teaching field, and to serve as an enthusiastic and effective advocate for the Center.

Read more here.

Job: Project Manager, Illinois Program for Research in the Humanities

Tue, 10/17/2017 - 15:00

From the ad:

The Illinois Program for Research in the Humanities (IPRH), at the University of Illinois at Urbana-Champaign is seeking a Project Manager to be responsible for coordinating, managing and supporting the Training in Digital Methods for Humanists (TDMH) pilot program, and other IPRH initiatives as needed. Focus and training in digital humanities methods is imperative to the success of the eligible incumbent for this position.

Read full ad here.

Job: Assistant Professor Public History/Digital Humanities

Tue, 10/17/2017 - 14:30

From the ad:

The Department of History in the College of Arts &Sciences at the University of Cincinnati invites applications for a tenure-track Assistant Professor position specializing in public history, with expertise in digital humanities. The person selected for this position would start August 15, 2018. Area of historical expertise is open, but candidates with specialities in the history of health, medicine, or a related field are especially encouraged to apply.

Read full ad here.

Job: Postdoctoral Fellowship in the Digital Humanities

Tue, 10/17/2017 - 14:00

From the ad:

The Alice Kaplan Humanities Institute invites applications for a two-year post-doctoral fellowship in the Digital Humanities, to run from September 1, 2018 through August 31, 2020. Applications are welcome from scholars who bring to research and teaching the theoretical, methodological, creative, and/or technical practice of digital technologies. We welcome applications from scholars who engage with emerging digital cultures from a humanities perspective (including, for instance, innovative work on the digital publication of scholarly research; inquiry into the intellectual, methodological, and theoretical challenges posed by the emerging field of digital humanities; studies of digital knowledge platforms as they pertain to humanistic research; or research in a traditional field that employs computational approaches to interpretation or new work in digital visualization).

Read more here.

Job: Digital Technologies Development Librarian, Montana State University

Tue, 10/17/2017 - 13:00

From the ad:

The Digital Technologies Development Librarian (DTDL) works as an active member of a service-oriented team that advances digital library initiatives via applied research, application development, and strategic guidance during the lifecycle of projects. The DTDL assists with creation and maintenance of a diverse portfolio of digital products and services (e.g. DSpace, Open Journal Systems, custom site search, etc.) that foster new forms of scholarship and provide users with enhanced digital library access.

See the full ad here.

CFP: DHSI 2018 Conference and Colloquium

Tue, 10/17/2017 - 12:30

From the CFP:

Proposals are now being accepted for presentations at the DHSI Conference & Colloquium, to be held in June 2018 alongside classes at the Digital Humanities Summer Institute, University of Victoria. Open to all, the DHSI Conference & Colloquium offers an opportunity to present research and projects within an engaging, collegial atmosphere. Participation comes free with DHSI registration, and contributors not planning to register for a DHSI course can join for a modest participation fee of $150 CDN.

Read the full CFP here.

Editors’ Choice: Twitter’s Response to “The Digital-Humanities Bust”

Tue, 10/17/2017 - 12:00

On October 15, 2017, the Chronicle of Higher Education posted a piece by Timothy Brennan entitled “The Digital-Humanities Bust.” The piece sparked a conversation on Twitter, including a thread by Ted Underwood and the #DHimpact hashtag. Instead of featuring a blog post as Editor’s Choice like usual, we have embedded the tweets below to capture some of the responses and conversations surrounding Brennan’s article. To see the full thread of Underwood’s response, click the tweet below.

In this article, I’m accused of not listing “interesting things”–something I can rectify in a Twitter thread! 1/?

— Ted Underwood (@Ted_Underwood) October 16, 2017

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Job: Academic and Digital Engagement Officer, University of London – Institute of Historical Research

Thu, 10/12/2017 - 13:30

From the ad:

We are interested in meeting experienced candidates with wide-ranging expertise in web writing, editing, and publishing, as well as experience of social media management and communication strategy development, from within a UK/US historical environment. Importantly, you will have a proven understanding of aspects of British history and its sources, coupled with understanding of the key interests, themes, and challenges facing historical researches and academics today. Technically adept, you will demonstrate sound working knowledge of HTML, coupled with previous experience using content management systems (i.e. Drupal). Finally, sound communication skills and the ability to communicate complex academic topics to diverse and non-specialist audiences is critical to your success in this role.

Read the full here.

Job: Digital Content Editor, City of Los Angeles Department of Cultural Affairs

Thu, 10/12/2017 - 13:00

From the ad:

The City of Los Angeles Department of Cultural Affairs (DCA) seeks a temporary full-time Digital Content Editor with an excellent eye for detail and experience proofing, editing, and writing multi-lingual content for use across a range of media that will be produced for the Promise Zone Arts (PZA) initiative, a DCA-led cultural asset mapping project focused on the neighborhoods of East Hollywood, Hollywood, Koreatown, Pico/Union, Westlake, and Wilshire Center… Reporting to the Promise Zone Arts Project Coordinator and Digital Strategist, and in collaboration with the rest of the Promise Zone Arts team, the Digital Content Editor will assist with the following with the goal to contributing to a new website containing ethnographic/geospatial/survey data, and audio/visual media recordings from field research.

Read the full ad here.

Announcement: Boston Public Library’s Sound Archives Coming to the Internet Archive for Preservation & Public Access

Thu, 10/12/2017 - 12:30

From the announcement:

Today, the Boston Public Library announced the transfer of significant holdings from its Sound Archives Collection to the Internet Archive, which will digitize, preserve and make these recordings accessible to the public. The Boston Public Library (BPL) sound collection includes hundreds of thousands of audio recordings in a variety of historical formats, including wax cylinders, 78 rpms, and LPs. The recordings span many genres, including classical, pop, rock, jazz, and opera – from 78s produced in the early 1900s to LPs from the 1980s. These recordings have never been circulated and were in storage for several decades, uncataloged and inaccessible to the public. By collaborating with the Internet Archive, Boston Public Libraries audio collection can be heard by new audiences of scholars, researchers and music lovers worldwide.

Read the full announcement here.

Announcement: Books from 1923 to 1941 Now Liberated!

Thu, 10/12/2017 - 12:00

From the announcement:

The Internet Archive is now leveraging a little known, and perhaps never used, provision of US copyright law, Section 108h, which allows libraries to scan and make available materials published 1923 to 1941 if they are not being actively sold. Elizabeth Townsend Gard, a copyright scholar at Tulane University calls this “Library Public Domain.”  She and her students helped bring the first scanned books of this era available online in a collection named for the author of the bill making this necessary: The Sonny Bono Memorial Collection. Thousands more books will be added in the near future as we automate. We hope this will encourage libraries that have been reticent to scan beyond 1923 to start mass scanning their books and other works, at least up to 1942.

Read the full announcement here.

Resource: Kicking off the GCDI Sound Series – A Workshop on Sound

Thu, 10/12/2017 - 11:30

About the resource:

Later today, I am teaching a workshop on sound, kicking off our new GCDI Sound Series. In the workshop I will review a variety of digital tools, techniques and concepts for recording, editing and sharing sound… Like the workshops led by previous Digital Fellows, my workshop is publicly available to follow online. Currently, it is available through Google slides and it will soon also be available on my GitHub repository.

Read more here.

Editors’ Choice: Excel vs R – A Brief Introduction to R

Thu, 10/12/2017 - 11:00

Quantitative research often begins with the humble process of counting. Historical documents are never as plentiful as a historian would wish, but counting words, material objects, court cases, etc. can lead to a better understanding of the sources and the subject under study. When beginning the process of counting, the first instinct is to open a spreadsheet. The end result might be the production of tables and charts created in the very same spreadsheet document. In this post, I want to show why this spreadsheet-centric workflow is problematic and recommend the use of a programming language such as R as an alternative for both analyzing and visualizing data. There is no doubt that the learning curve for R is much steeper than producing one or two charts in a spreadsheet. However, there are real long-term advantages to learning a dedicated data analysis tool like R. Such advice to learn a programming language can seem both daunting and vague, especially if you do not really understand what it means to code. For this reason, after discussing why it is preferable to analyze data with R instead of a spreadsheet program, this post provides a brief introduction to R, as well as an example of analysis and visualization of historical data with R.

The draw of the spreadsheet is strong. As I first thought about ways to keep track of and analyze the thousands of letters in the Daniel van der Meulen Archive, I automatically opened up Numbers — the spreadsheet software I use most often — and started to think about what columns I would need to create to document information about the letters. Whether one uses Excel, Numbers, Google Sheets or any other spreadsheet program, the basic structure and capabilities are well known. They all provide more-or-less aesthetically pleasing ways to easily enter data, view subsets of the data, and rearrange the rows based on the values of the various columns. But, of course, spreadsheet programs are more powerful than this, because you can add in your own programatic logic into cells to combine them in seemingly endless ways and produce graphs and charts from the results. The spreadsheet, after all, was the first killer app.

With great power, there must also come great responsibility. Or, in the case of the spreadsheet, with great power there must also come great danger. The danger of the spreadsheet derives from its very structure. The mixture of data entry, analysis, and visualization makes it easy to confuse cells that contain raw data from those that are the product of analysis. The nature of defining programatic logic — such as which cells are to be added together — by mouse clicks means that a mistaken click or drag action can lead to errors or the overwriting of data. You only need to think about the dread of the moment when you go to close a spreadsheet and the program asks whether you would like to save changes. It makes you wonder. Do I want to save? What changes did I make? Because the logic in a spreadsheet is all done through mouse clicks, there is no way to effectively track what changes have been made either in one session or in the production of a chart. Excel mistakes can have wide-ranging consequences, as the controversy around the paper of Carmen Reinhart and Kenneth Rogoff on national debt made clear.


Read the full post here.


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