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Libraries have been the key to preserving culture and historic legacy for centuries. One such treasure cataloged in The Pennsylvania State University (Penn State) Libraries is a collection of over 33,000 Sanborn™ Fire Insurance Maps. Originally kept safe in metal drawers, the library has embarked on a journey to digitize this abundance of information, combine it with other media such as photographs, and make it accessible through a web interface. Inspired by these efforts, we accessed this information and took it to the next level. Using state of the art 3D modeling and immersive technologies, we created a historic 3D model and immersive experiences of Penn State, exemplarily for the 1922 campus. The resulting experiences can be accessed through the web but also through head mounted displays (HMDs) and mobile phones in combination with VR viewers such as the Google Cardboard. Additionally, they can be used anywhere in the world or on the campus itself as a way to enable remote and in situ experiences and learning. Immersive experiences let us connect to the past, the present and the future, and as such offer value to digital cultural heritage efforts. [ABSTRACT FROM AUTHOR]

Although it has not been much considered as such, the digital humanities movement (or at least the most theoretically informed parts of it) offers a critique "from within" the recent mutation of the higher education and research systems. This paper offers an analysis, from a Critical Theory perspective, of a key element of this critique: the theory vs. practice debate, which, in the digital humanities, is translated into the famous "hack" vs. "yack" motto, where DHers usually call for the pre-eminence of the former over the latter. I show how this debate aims to criticise the social situation of employment in academia in the digital age and can further be interpreted with the culture industry theoretical concept, as a continuance of the domination of the intellectual labour (i.e. yack in this case) over manual labour (hack). I argue that, pushing this debate to its very dialectical limit, one realises that the two terms are not in opposition anymore: the actual theory as well as the actual practice are below their very critical concepts in the current situation of academic labour. Therefore, I call for a reconfiguration of this debate, aiming at the rediscovering of an actual theory in the academic production, as well as a rediscovering of a praxis, the latter being outside of the scientific realm and rules: it is political. [ABSTRACT FROM AUTHOR]

Digital Humanities is a catchy word that draws the attention of all disciplines and literary studies is not an exemption. This paper investigates various debates associated with the Digital Humanities and also explores the relevance and impact of Digital technology on the teaching and learning of English studies. Though the impact of Digital humanities is widely felt, there is no collective consensus regarding its application to Text, which is the very foundation for the enhancement of literary studies and the gravity of the concept "Text" proves to be the veritable source of encoding in the form of computing technology. The sublimity of a literary text lies in its dexterous use of coded information and hence, computing enhances illustration of various images and events in the form of pictures, video, and audio forms. Further, as a literary text is not culture bound it is always open for digital culture and it justifies the intended study. [ABSTRACT FROM AUTHOR]

The present article tries to close the gap between the digital humanities and traditional criticism. It does so by moving between distant and close reading, constructing visualizations, opening perspectives for coding and analyzing a large corpus: the Pixar movies up to The Good Dinosaur. This is done with the help of a tool of analysis which studies fictional worlds and is wedged between value and method. After introducing the tool (Section 2), the main Pixar characters are placed within a spatiotemporal visualization of the tool and their semantic distribution is interpreted. This includes the organization of main characters, antagonists and remaining characters and the gendering of characters and semantic spaces (Section 3). The article then discusses the limits of allocating characters in the visual diagram, above all by focusing on vertical and horizontal relationships and complex semantic patterns (Section 4). It then discusses the differential aspects which make of Inside Out a different movie within the Pixar corpus (Section 5). The article closes by summarizing the different semantic patterns of Pixar movies and by reflecting on the place of high abstraction, textual and visual, in this scheme, as well as on the complementarity of digital and traditional strategies. [ABSTRACT FROM AUTHOR]

Digital Humanities (DH) is a field of research in which humanists at the National Autonomous University of Mexico (UNAM) can take part and about which they can collaborate in debates and projects. Introducing DH in the academic programs at an undergraduate level can be a difficult path to traverse. Even so, for the academic year 2016, we managed to include a Specialized Seminar-Workshop on this field of study within the History Course at the Facultad de Filosofía y Letras at the UNAM. This article shows and analyzes the context, the methods and the academic, technical and specialization implications DH has in the History field (and in Humanities in general), and also presents the results of our teaching work, of the research project in teaching to which it is connected, and of some other activities which aim at establishing an academic digital culture in this School's community. [ABSTRACT FROM AUTHOR]

Copyright of ProInflow is the property of Casopis ProInflow and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The 1940s and 1950s saw a widespread outcry over children's reading of comic books, most pronouncedly the often violent, gory and erotic crime and horror genres. Concern and outrage over the assumed effects of the ubiquitous magazines on young minds was expressed in a deluge of newspaper editorials, magazine articles, professional and academic journals, and elsewhere. A grassroots movement to restrict children's access to comics led to a Senate Subcommittee hearing in the US investigating links to juvenile delinquency and to legislation in several countries prohibiting the sale of certain comics to minors. Using Omeka publishing and exhibition software, this digital humanities project takes the form of an online exhibition and digital archive and considers the ways in which the comics crisis was structured around the idea of childhood innocence [ABSTRACT FROM AUTHOR]

The first emperor of Rome, Augustus, exploited architecture to convey his sophisticated propaganda. He famously boasted to have found Rome a city of brick, and left it a city of marble. This claim has been considered an apt metaphor for the establishment of an imperial state, though the quantitative, physical veracity of the boast has never been fully interrogated. A team from UCLA mapped and modeled the marble projects added to Rome in the decades of Augustan power, using rule-based procedural modeling to generate numerous 3D, interactive, geo-temporal simulations of the entire cityscape with each marble intervention placedin situtopographically and chronologically. Broad, pan-urban views of the city’s evolution revealed that Augustan marble projects were neither overwhelming in number nor readily visible. Examination of the urban experience over time and space, however, revealed that marble construction had a constant and pervasive impact. Daily urban residents found their movements blocked by marble transports and their senses bombarded by the noisy, dusty work at construction sites. Thus, it was not the rhetoric conveyed by architecture that justified Augustus’ claim, but the rhetoric of the building act that spoke loudly and persuasivelyin situ. [ABSTRACT FROM AUTHOR]

The article examines the generation and re-generation of a particular Anishihaabe-based text "Summer in the Spring: Anishinaabe Lyric Poems & Stories," by Gerald Vizenor as a palimpsest which refers to a superposition of successive activities and the writing over natives.

The author discusses whether disciplines within the confines of the arts and humanities end or adapt. Topics covered include the classical and medieval Christian lineage of the word "discipline," the author's participation in the disciplinary community during his academic life, and distinctions between cross-disciplinarity, interdisciplinarity, and transdisciplinarity. Also mentioned are proposals to balance disciplinary length with disciplinary reach.

Copyright of ABI Technik is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article will explore how to develop the holistic project management planning (PMP) mindset in different parts of the library when undertaking digital humanities (DH) projects. PMP skills do exist within libraries and librarians, but organizational alignment typically does not allow for the most effective applications of librarians' PMP skills to DH projects. This article will explore how the skills of public services librarians, technical services librarians and administrative librarians align with the PMP phases and the challenges that each kind of librarian has to overcome in completing successful DH projects. [ABSTRACT FROM PUBLISHER]

Digital humanities (DH) represents an emerging framework for digital curation. This study focuses on the evolving relationship of the DH (including history) to digital curation and archives and describes the models of collaboration in the digital environment. A conceptual framework is presented, followed by discussions of scarcity and abundance, archival frameworks, models of collaboration, and a review of selected DH projects. Despite the semantic disagreements over the termarchives, researchers and curators should consider each other's perspectives for continued collaboration. [ABSTRACT FROM PUBLISHER]

The article presents a literary criticism of the book "The Limits of Critique" by Rita Felski. Topics discussed include the use of phrase "hermeneutics of suspicion" by philosopher Paul Ricouer in the book; the efforts of Felski to find alternatives to traditional humanistic critique; and the use of critical theory and critical making in the book.

An introduction is presented in which the guest editor talks about the topics discussed in the issue including the relationship between digital humanities and cultural geography, relationship between geohumanities and digital humanities, and advances in the role of computing.

The author talks the need to discuss the method of digital humanities, which deals with mental preparation, awareness of possibilities. He presents views of British sculptor Lisa Le Feuvre on failure and cultural norms of success. Works of Dutch sculptor Theo Jansen are discussed, where he used PVC tubing to create life-like beach animals.

This article explores the work of Thomas Pynchon, especially "Against the Day" and his use of ideas and allusions from science, technology, and mathematics to challenge humanistic values in much of his earlier work. This argument makes use of an early essay by C. P. Snow published in "The Kenyon Review," which also published Pynchon's early short story, "Entropy." I argue that this story was a direct answer to Snow's charge that no one in the humanities knew the Second Law of Thermodynamics (in which entropy is an essential concept). The essay also looks at recent debates in the digital humanities, which, of course, challenge our ideals of "close reading" with machine reading and algorithmic analysis. Pynchon's work, I argue, has long examined the tension between scientific and humanistic values, and thus his work can be a guide to navigating some of the debates in the digital humanities that we face today. [ABSTRACT FROM AUTHOR]

It is hard to ignore the changes that have occurred to history-making in the digital age. Historians in the academy have observed, critiqued and, in some instances, engaged in the different forms of contemporary history that are related to the integration of the internet and related technologies into everyday lives. While digital history takes many forms, this paper examines Wikipedia as a mode of historical expression in the context of a project on the history of the Australian Paralympic Movement. Wikipedia’s key core content policies of verification, no original research, and neutral point of view (NPOV) as well as the collaborative premise that underpins the online encyclopaedia are the focal points of analysis. This analysis demonstrates that Wikipedia challenges historians who have traditionally produced the professionally approved artefacts of monographs and journal articles. In essence, Wikipedia requires historians to produce knowledge as part of a collaborative community of practice and, in the process, abandon popular theories of truth that underpin empirical-analytical history. Even given these challenges, the history of the Australian Paralympic Movement shows that Wikipedia can be important to history-making in the digital age in at least two ways. Wikipedia provides a mode of historical expression that is complementary to the narratives of traditional books, and the online encyclopaedia generates a community which has produced articles that have enhanced knowledge about the history of disability sport. [ABSTRACT FROM PUBLISHER]

In this paper we introduce the syntagm "pragmatic modelling" as a productive way of contextualising research in Digital Humanities (DH). We define "pragmatic modelling" as a middle-out approach (neither top down nor bottom up) that combines formal and experimental modelling techniques with an effective use of language. Furthermore, in order to elucidate a "pragmatic understanding" of model building, we reflect on texts (considered here as objects) and modelling (or strategy of analysis) in DH research (and teaching). This paper does not identify a new practice or approach; rather it offers an explanatory framework for existing practices. As the paper explains, this framework goes beyond existing ones and allows us to think about modelling in a more integral way. Drawing on this framework, we reveal how DH modelling practices challenge epistemological and linguistic restrictions, by, for example, problematising the adoption of terminology belonging to the domain of computer sciences. Reflections on metaphorical reasoning are used to exemplify how polarities and some rigidities DH research could find itself embedded in are overcome in practice. We conclude by advocating the importance of a diachronic and historical analysis of the role of metaphors in DH to further explore the relation between theory and practice as well as to develop models of modelling integral to DH research. [ABSTRACT FROM AUTHOR]

This paper is practice focus, advocating the imminent need to develop inclusive humanities of the digital for schools. It will trace the development of our SSHRC-funded SAGITTARIUS Literature Digitizing Project in the past seven years, especially the section on digitizing the works of George Bernard Shaw for schools in Canada. The project evolved through the digital humanities stage. Developed in collaboration with our industrial partner, the Ontario Research and Innovation Optical Network (ORION), our scholarly partner the International Shaw Society and the Shaw Festival, and other strategic partners in teaching and learning, first, it went through the theoretical framework of big data as we digitized and amassed a huge amount of data. Next, making use of the strategies of e-publishing and e-learning, we prepared the data for schools in Canada in packages according to the play texts complete with textual and contextual materials. We discovered that an “inclusive humanities of the digital” is needed. Our pilot studies in school classrooms with tablet computers proved that we have to design curricular materials with the students and teachers in mind. Instead of focusing on texts, digitized curricular materials have to address the cultural contexts of the diverse students in the classrooms. [ABSTRACT FROM AUTHOR]

The article discusses the Design Research Society's (DRS) Seventh Biennial International Conference, titled DRS2014: Design's Big Debates, which was held in Umeå, Sweden, from June 16th through June 19, 2014. Particular focus is given to how academic paper peer reviews and presentations are at the core of DRS conferences. Various speakers at the event are also profiled including Marco Steinberg, Anne Burdick and Lin Lin Chen.

Copyright of History in Africa: A Journal of Method is the property of Cambridge University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Comparative Literature / Primerjalna Književnost is the property of Slovenian Comparative Literature Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents an overview of digital humanities (DH) pedagogy. It discusses the benefits cited for incorporating instruction in DH tools and practices which tend to fall into the institution as a means to save humanities, ensure funding, and to give value to digital scholarship. The second benefit falls to students as a mean of strengthening their employment prospects. It mentions that the methodology proves equally effective in building digital projects not necessarily text-based.

The article offers information on various arguments and debates about digital humanities as an institutional entity. Topics discussed include accounts of the history of the digital humanities as a field in relation to humanities computing and new media studies, the examination of the coding and cultural criticisms in the digital humanities, and the economic and political issues associated with the digital humanities as an institutional entity, administrative idea, and discursive formulation.

The article discusses the Students Tackling Advanced Research (STAR) Scholars Program at Drexel University in Pennsylvania. It provides an overview of the structure, learning outcomes, and goals of the program which provides college freshmen digital media knowledge and skills to support their interdisciplinary research collaborations. It also mentions the case study of Red Bank Battlefield Park which used digital models, animations, and video recordings in the digital cultural heritage work.

In this paper, we present our preliminary reflections on whether minimal computing as a practice can extend beyond computing done under some technological constraints to served as a common ground between different digital humanities research dynamics in the Global North and South. We explore this question by commenting on our experience in developing and teaching an undergraduate course to students enrolled from both the University of Maryland, College Park in the United States and Universidad del Salvador in Buenos Aires, Argentina. The class was delivered for its first iteration in September–November 2020 and introduced students to digital publishing and textual scholarship of bilingual Spanish and English texts, presenting minimal computing as a shared set of values including: use of open technologies, ownership of data and code, and reduction in computing infrastructure. In this paper, we present our preliminary reflections on whether minimal computing as a practice can extend beyond computing done under some technological constraints to serving as a common ground between different digital humanities research dynamics in the Global North and South. [ABSTRACT FROM AUTHOR]

The article presents abstracts on telemedicine which include improvement in physician productivity by telemedicine, accessibility of mental health services in rural areas and the role of Internet in prenatal healthcare.

This article discusses the use of design by an author in process of writing. "Designed Authorship," has become a popular label in the past decade. Authorship lends legitimacy, origination, and agency to the design profession, addressing the designer's potential to produce meaning as well as communicate it. Famous author Anne Burdick guest edited a series of essays for "Emigre," magazine in the mid 90s exploring what happens when the worlds of writing and design coincide, overlap and collide. After these practices two distinct definition of "Designer-as-Author," emerged. The first describes designers writing about design to provide analysis and provoke dialogue within the profession whereas the second describes designers producing meaning as part of their practice-inscribing their interpretation onto the content. The author states that for being a design practitioner he can create several nametags for himself using such labels. He also added that when he was writing this article he was an author in a more traditional sense, writing to instigate dialogue about design practice.

Presents the abstracts of studies to be presented at poster sessions in the 63rd Scientific Sessions of the American Diabetes Association. Adipocyte biology; Clinical therapeutics; Insulin delivery systems.

Digital humanities (DH) offers a creative perspective for the development and research of Chinese oral memory (COM). In this paper, based on the methods of digital humanities, the authors present a conceptual model for the development of COM and demonstrate how this fine-grained model facilitates categorizing the rich but scattered accounts in COM. The proposed model, which resembles a knowledge-related network, is useful for the multidimensional display of resources and is facilitative to in-depth explorations in COM research. Supplemented by visual examples, this model can demonstrate the aggregative and escalating processes (from data to information and then to knowledge linkage) of COM. This model provides assistance for scholars in this field to more efficiently approach COM research and enriches the research on oral memory (OM) of digital humanities at the same time. [ABSTRACT FROM AUTHOR]

During the last decade in China, digital humanities (DH) has rapidly developed as a research area, attracting widening circles of inquiry and gaining prominence as an internationally recognized emerging discipline. In order to review the history and current status of DH scholarship in China, the research team conducted historical analysis and bibliometrics to reveal the conception and development of DH in China. The research findings indicate that the history of the evolution of DH in China may best be divided into two stages. In the preliminary period, DH had just been introduced into China, and emphasis was placed on the exploration of its connotation. Once the concept had been explored and research about DH had been widely accepted, DH in China gradually entered into the phase of rapid development, in which China witnessed a wide variety of DH inquiries and applications in the field of library and information science, linguistics, history, literature, art, cultural heritage preservation, and so on. DH in China is facing opportunities as well as challenges with regard to digital practice, such as DH infrastructure, interdisciplinary research, and DH education. As an essential part of DH communities in China, libraries are playing an important role in resource construction, space sharing, and training services, which may provide strong support to deal with opportunities and challenges in the future. [ABSTRACT FROM AUTHOR]

This article describes a collaboration between two tenured faculty members (one in the library and one in a department of modern languages) at a large, land-grant institution who sought to introduce a mixed undergraduate and graduate seminar in French literature to DH methods in the second-language classroom culminating in a digital mapping project. Lacking explicit previous training in DH, faculty drew on second language (L2) pedagogy, new literacies, and DH pedagogy to develop an inclusive approach to course design and implementation. The approach focused on students' development of agency and authority as rising scholars while underscoring conceptions of labor and professional development in the humanities. There is limited scholarship addressing implementing DH in a L2 classroom. However, implementing a combined approach where one pedagogy influenced the other afforded the opportunity to critically consider the role of multilingualism and multiculturalism in a global, open DH context. We adopted this approach in concert with lessons drawn from theories of information literacy and new literacies. This transdisciplinary method encouraged careful consideration of design and implementation given that how information is processed, acquired, and communicated are key concerns in both L2 classrooms and new literacies. Analyzes the implementation of DH theories and methods in designing and teaching a university-level second-language course [ABSTRACT FROM AUTHOR]

This essay responds to two questions at the heart of the Invisible Labor in the Digital Humanities 2016 symposium at Florida State University: (1) what is at stake in making unseen work visible, and (2) how can DH projects equally distribute and value the labor involved in their construction? For us, the answer to these questions lies in privileging the pedagogical affordances of data construction by crafting a workflow that included undergraduates as intellectual partners, and using DH methods to visualize and make public this collaborative labor. By drawing on our work with Photogrammar, which visualizes federal New Deal documentary projects including photography and life histories, we highlight three strategies for making labor visible in the digital humanities. First, we discuss how this project served as a tool for teaching undergraduate students key methods in DH by giving them experience with conducting original research with credit on the public site. In this way, we explain how pedagogy can become a part of project development. Second, we argue that DH visualization techniques can make the labor behind DH projects visible. We focus on how Photogrammar uses a timeline and network analysis alongside the traditional About page to make visible all participants in the project. Third, we turn to an open discussion of the challenges faced in the politics of attribution when working with university, governmental and private historical organizations, including domain names and the use of organizational logos. Photogrammar and making labor visible in the digital humanities. [ABSTRACT FROM AUTHOR]

The rapid extension of what has become known as the Digital Humanities has resulted in an array of online resources for researchers within the subdiscipline of Victorian Studies. But the increasingly acquisitive nature of these digital projects poses the question as to what happens once all the information and material we have related to the Victorians has been archived? This paper is an attempt to anticipate this question with specific reference to future digital resources for the study of 'Victorian murder culture', and in particular, the essentially textual nature of the nineteenth-century experience of crime. It will argue that there is potential for new forms of digital-humanities archive that offer a more participatory user experience, one that nurtures a cognitively empathic understanding of the complex intertextuality of Victorian crime culture. [ABSTRACT FROM AUTHOR]

This article critiques the rhetoric of openness, accessibility and collaboration that features largely in digital humanities literature by examining the status of student labour, training, and funding within the discipline. The authors argue that the use of such rhetoric masks the hierarches that structure academic spaces, and that a shift to the digital does not eliminate these structural inequalities. Drawing on two surveys that assess student participation in DH projects (one for students, and one for faculty researchers), the article outlines the challenges currently faced by students working in the field, and suggests a set of best practices that might bridge the disparity between rhetoric and reality. [ABSTRACT FROM AUTHOR]

Co-teaching a digital archives course (ENGL-GA.2971) for graduate students in the English Department allowed us to bring together our expertise in both research and pedagogy from two fields: English Literature and Computer Science. The course built on a core pedagogical principle in Computer Science of teaching through projects rather than from unrelated one-off programming or web development assignments. Teaching the Text Encoding Initiative after students had completed hands-on projects (using xHTML, CSS, and a digital archive working in a standard content management system) enabled the building of technological skill sets in a logical and complementary manner. From a literary perspective, building a digital archive -- and teaching text encoding -- enabled an in-depth consideration of textual materiality, the processes through which literary scholarship must inform technological building decisions, and the ways in which the act of digitization can be used to ask new questions of the text (or to prompt the text to ask new questions of itself). This paper will survey our techniques and approaches to interdisciplinary teaching, culminating in our usage of text encoding for exploring issues of textuality through digital presentation. [ABSTRACT FROM AUTHOR]