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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]

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]

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]

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]

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]

Exhibits focusing specifically on Electronic Literature have been mounted at galleries, libraries, universities, convention spaces, and parks and other outside venues. The Electronic Literature Organization's 2012 Media Art Show, for example, hosted exhibits in five different locations in Morgantown, including a community arts center, local gallery, the university library, a department's conference room, and the city's amphitheater, while the MLA 2012 and 2013 exhibits were held at the Washington State and Hynes convention centers, respectively. The Library of Congress, the most important repository of books in the U.S., hosted Electronic Literature & Its Emerging Forms in April 2013 while Illuminations gallery at University of Ireland Maymooth featured an exhibit of electronic literature in March 2014. This range of venues suggests a flexibility and appeal of electronic literature that is both scalable and broad. With these qualities in mind, this article outlines the various exhibits of electronic literature that the author has curated in order to highlight the two main challenges facing all scholars curating digital -- that is, the challenge of availability and the challenge of presentation. [ABSTRACT FROM AUTHOR]

Are we currently confusing being connected with communicating - and does the sort of communication people are typically engaging in on the Internet, in social media and when they use their mobile phones merely lead to superficial rather than meaningful dialogue? If this is the case, it ought to concern Digital Humanities (DH) scholars, many of whom continue to be more interested in how we connect than in the substance and dialogue of that very connectedness. I would like to argue for a better balance between the how and the what of DH - for a qualitative turn of sorts away from an interest in gaining and making accessible more information only, to an interest in also making sense of and understanding that information. For such a turn, computer scientists need input from the humanities whose specialty has always been to turn information into knowledge by means of critical interpretation and contextualization. [ABSTRACT FROM AUTHOR]

This essay introduces a special issue on The Literary. [ABSTRACT FROM AUTHOR]