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Diane K. Jakacki

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CFP for MLA 2019: What Do We Teach When We Teach DH?

What Do We Teach When We Teach DH?

(A special session on digital humanities pedagogy at MLA 2019)

Over the last decade as digital humanities research has flourished, the MLA convention—as well as other venues—has witnessed increasingly vigorous discussions about teaching digital humanities. We now find ourselves in a discipline that is not so new (acknowledging, of course, that DH is as old as the computer itself) and simultaneously at a moment when we need to talk formally about teaching and learning. As such, if the unacknowledged debate that sits at the heart of discussions about digital humanities is always, “What is digital humanities?”, it’s important to acknowledge how that question is always already related to the question of how we teach digital humanities.

We are interested in proposals that tackle one or more of the following three broad subjects:

  • The academic integration of digital humanities
    • effective class sizes and the use of lab-like structures in place of / addition to “normal” course sessions
    • tensions between breadth and depth in teaching digital humanities
    • who, exactly, has the bona fides to teach digital humanities
    • how digital humanities pedagogy might differ for undergraduate and graduate students
  • Ethical ramifications of teaching digital humanities
    • the line between students’ experiential learning and student labor
    • the complicated status of so much digital humanities pedagogy being performed by graduate students, staff, and non-tenure-track faculty
    • the invisible labor of teaching in a field that is still developing
    • the privileges inherent in teaching digital humanities (e.g., which schools have the resources to afford a DHer and/or the equipment that might be necessary)
    • student labor, invisible labor, complicated status, accessibility, closed/open pedagogies & software, privilege viz DH
  • DH pedagogy across languages and literatures

Given the nature of the conversation we hope to host, this session will not focus on the following:

  • Expositions of assignments and/or syllabi
  • Institutional models for support (funding, human resources, infrastructure)

Details

The panel will be made up of 3 papers of 10-15 minutes each, followed by a response by the organizers, and then discussion with the audience.

Drafts will be shared internally for comment and review on 1 November 2018. Final papers will be posted publicly on 1 December 2018 for comments and discussion leading up to the Convention in Chicago.

Send 250-word abstracts and CVs to dkj004@bucknell.edu and brian.croxall@byu.edu by 15 March 2018.

REED London: Humanistic Roots, Humanistic Futures at MLA 2017

This is the transcript of a paper I gave as part of the “Digital Scholarship in Action: Research” panel at CSRS (Canadian Society for Renaissance Studies) in Philadelphia on January 6, 2017. The attendant PowerPoint is stored and indexed on the MLA Commons Open Repository Exchange, and is available here: https://hcommons.org/deposits/item/hc:14373/

“REED London: Humanistic Roots, Humanistic Futures”

In November of this past year the executive board of the Records of Early English Drama approved my proposal to develop a new large-scale, long-range collaborative endeavour called REED London. The reason why I think that this nascent project offers a valuable perspective in talking about how we keep the “H” in DH is because the project is to its very bones a HUMANITIES project that can only exist in a DIGITAL realm. We, as pre-modern performance and theatre historians, are using digital methods to aggregate its materials, access and analyze a remarkably broad array of archival documents, and amplify their importance to a broader spectrum of humanities scholars and potential collaborators than we cannot have been able to do through more traditional means.

REED London develops from the Records of Early English Drama, an international scholarly project that has for the last thirty-five years worked to locate, transcribe, and edit historical documents that contain evidence of drama, secular music, and other communal entertainment and ceremony in England, Wales, and Scotland from the Middle Ages until 1642, when the Puritans closed the London theatres. REED has published twenty-seven collections of records in print comprising 36 volumes – over 17,000 pages of transcribed records plus invaluable contextual materials. A further 25 collections are planned or in progress.

Since 2003, REED has recognized the importance of developing online access to archival materials as well as the creation of new born-digital resources: these include the Patrons and Performances website, the Early Modern London Theatre database, the Fortune Theatre Records digital edition, the Anglo-Latin Wordbook as well as fully searchable, open access digital editions of all of those forthcoming REED collections launching in early 2017 with Staffordshire’s dramatic records.[1. Since this paper was presented, REED Online has launched the Staffordshire collection.]

REED London Corpus

REED London therefore establishes for the first time a comprehensive resource of documentary materials referring and related to London-centric performance, theatre, and music spanning the period 1100-1650. REED London’s goal is to bring together London-centric print “legacy” collections, with existing online resources, in-progress digital editions, and pave the way for new collections and remixing the ways in which scholars and students engage with the editorial and archival materials. Archival and bibliographical records and editorial contextual materials are compiled from:

  • Existing print published editions (Civic London to 1558, Ecclesiastical London, Inns of Court)
  • Collections in progress (Surrey including Southwark, Middlesex)
  • Existing online resources (Early Modern London Theatres database, Patrons and Performances website)
  • Online resources and collections in development (Professional theatre records, Civic London 1559-1642)

… as well as references to London performances from REED provincial print collections.

What is a Record?

These materials are transcribed texts and excerpts from secular and ecclesiastical legal proceedings, parish church records, London Corporation and guild company minutes and accounts, household accounts, playscripts, costume and property inventories, and correspondence.

Project Objectives

* Establish stable, extensible item model that anticipates as many types of records as possible
* Draw records from already print-published collections, already online resources, in-progress collections, and in-design/in-development projects
* Associate metadata and editorial material with individual records, supporting intersections among records
* Accommodate descriptive and semantic markup

Scholarly Output

* Machine-readable, fully-searchable record texts
* Re/presentation of all scholarly editorial materials written by REED editors specifically for the REED collections, editions, and projects
* Prosopography of all identifiable people in the records
* Complete geocoded gazetteer of all identifiable places in the records
* Authority list of organizations and offices
* Comprehensive list of all archival documents referred to, pages or leaves consulted, and their current locations/availability in archives and libraries

It cannot be understated that the creation of REED London brings a crucial new scholarly and pedagogical focus to our work from a much broader audience in pre-modern studies. The nature of the records – legal, ecclesiastical, civic, political, personal – means that the project offers profound resources for our colleagues beyond performance history. One colleague has already expressed interest in using the REED London record texts to undertake a never-before possible corpus linguistics dialect analysis of the English language from medieval times.

At the same time, the records as extracted from contemporary documents offer an unusual opportunity for new scholars to return to the archives to capture what REED has had to forego because of editorial time constraints. If properly negotiated, the REED London record sets will establish a hub from which other research projects can grow, potentially augmenting our records with others from the same documents that involve other scholarly foci, thereby encouraging a much larger interdisciplinary research platform involving as yet unidentified colleagues.

Trying to Move the Needle: Expanding the DH Reviewer Pool

Today it was #Brexit. Two days ago it was #nobillnobreak. Two weeks ago it was #Orlando. Friends and colleagues in Texas are attending workshops on how to deal with campus carry. Friends and colleagues in the U.K. and Europe are wondering about … everything. I don’t mean to conflate the profound and disturbing events and trends that have led to fear and hatred and tragedy on so many levels. What can we do in the face of all of this, when doors are being slammed shut, and friends and colleagues are in real physical and personal and professional danger?

We can keep wedging open a door. Even a little bit. [Read more…] about Trying to Move the Needle: Expanding the DH Reviewer Pool

How we Teach? Digital Humanities Pedagogy in an Imperfect World

I was honoured to give this keynote at the CSDH/SCHN conference at Congress in Calgary on Wednesday.

I would like to start by thanking Susan Brown, Jon Bath, Michael Ullyot, and CSDH for inviting me to speak here. I’m sorry Susan isn’t here because I wanted her to hear this, too, so would someone tweet out to her that it is a particular honor for me to be here because #myDH (as the hashtag goes) is Canadian. Many of the people in this room have been directly responsible in ways they will never know for shaping my relationship to the Digital Humanities and my identity as a Digital Humanist – my training, my professionalization, my research and publication agenda. But more important, you have epitomized for me the possibilities for progressive, collaborative, thoughtful DH, and why that is crucial to the ways in which global DH should be conducted. You have also taught me that those possibilities come with responsibility, and that that responsibility cannot be taken lightly. And so I take this talk very seriously and personally. [Read more…] about How we Teach? Digital Humanities Pedagogy in an Imperfect World

REED and the Prospect of Networked Data at CSRS 2016

This is the transcript of a long paper I gave as part of the “Digital Scholarship in Action: Research” panel at CSRS (Canadian Society for Renaissance Studies) in Calgary on May 30, 2016. The attendant PowerPoint is stored and indexed on the MLA Commons Open Repository Exchange, and is available here: http://dx.doi.org/10.17613/M6CK59

“REED and the Prospect of Networked Data”

At the MLA in January I gave a short paper entitled “Data Envy” – a contemplation of my inferiority complex with regards to scholars who have massive corpora to work with – Moretti-sized data. I reflected on the fact that the type of research with which I’m usually involved relies on close reading of texts and maps – and at the very most I’ve been able to work with is 2,500 records. I’ll get back to that in a moment, but I’d just like to say that I ended that short talk with a provocation – one that I’d like to use as the jumping off point for this paper: in today’s DH environment, where big data and linked data are increasingly the focus of scholars looking for ways to extend their research questions through more expansive and complementary datasets, what is the role of the individual research project? Is its value now truly in its integration and association and aggregation with other datasets? [Read more…] about REED and the Prospect of Networked Data at CSRS 2016

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Diane K. Jakacki

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What I'm Paying Attention To:

  • The Comparative & Digital Humanities Program at Bucknell
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