This semester I have partnered with Dr Marissa Nicosia (Penn State Abington) on an undergraduate research course she runs on Early Modern recipes in collaboration with my colleague Christina Riehman-Murphy as part of the larger Early Modern Recipes Online Collective initiative. In this course, students transcribe recipes from a 17th century recipe book using Dromio (transcribe.folger.edu), learn about Early Modern food culture and history, and develop a lot of hands-on research experience with Marissa, Christina and me. This semester we and our students were focusing on a medicinal and cookery book associated with Anne Western, owned by Folger Shakespeare Library and affectionately called MS v.b.380.
This course has a pretty serious transcription element, where one of the requirements was that each student would transcribe 40 openings using Dromio throughout the semester. Since each student was responsible for submitting a Word file of their transcriptions to Marissa for grading, we then had a substantial (but not complete) coverage of the volume to work with. And it could be easily be loaded into Voyant Tools for some linguistic exploration.
Over the course of the semester, students have also grown increasingly comfortable with the differences between contemporary and early modern recipes with regards to both genre and format, so we wanted to get them to think about the language of recipes more pointedly. The students were already experts in the language and style of the author they were working with. And since the students were so intimately familiar with the work they had already done, it was a little less of a hard sell to get them to think about their work from a more birds-eye view and think about what the language of their recipes looked like in aggregate.
From the ad:
The Digital Humanities Technology Specialist is the DevOps engineer and technical developer within NYU IT Research Technology and NYU Libraries Specialized Research Services, a group that encompasses Data Services (DS) and Digital Scholarship Services (DSS). This Specialist will work alongside IT staff, librarians and researchers to plan and develop cutting edge research infrastructure that will advance the state of humanities and social science scholarship. This position builds capacity for emerging scholarly research environments, supports specialized repository development and growth, and works in concert with the Digital Library Technology Services group and NYU Research Technology to investigate and implement solutions for machine access and delivery of digital library collections of interest to scholars.
From the ad:
The Immersive Technologies Librarian’s primary focus is the creation of Studio X, a program and space for students, staff, and faculty to augmented, extended, mixed, and virtual reality (XR) and related technologies. The purpose of Studio X is to inspire innovative and interdisciplinary engagement, and to facilitate the development of a rich community of practice for XR, an area that is a strategic research priority at the University of Rochester. With the support of a range of collaborators within the libraries and beyond, the Immersive Technologies a Librarian designs and delivers an exploratory program that introduces students and faculty to tools, approaches, and technologies that make up XR, with an eye towards transforming coursework, inspiring new research directions, and providing support to innovative student and faculty projects. The Immersive Technologies Librarian will be part of a team designing Studio X, which is set to open in 2020, and will take on the responsibility of designing and bringing programming and support services into the space.
About the report:
I am excited to announce the publication of the capstone report from Ithaka S+R’s Indigenous Studies project, which brought together teams at eleven academic libraries to study the research support needs of Indigenous Studies scholars. Indigenous Studies places Indigenous perspectives at the center of inquiry, with unique protocols for defining, describing, sharing, and preserving information.
The project provided a unique opportunity for academic librarians to come together, learn from Indigenous Studies scholars, and reflect on how those scholars’ needs can inform ways to improve research support services at their institutions and beyond. The ten research teams we partnered with on the project interviewed Indigenous Studies scholars at their own institutions and published local reports as part of ongoing relationship building efforts with those scholars…
I suddenly felt the urge to imagine Notre Dame as it had always stood: tall, splendid and unmoved. At the center of the Old City. Battered yet unscathed, as Victor Hugo had seen it, through so many troubles and troubling times.
Notre Dame had survived the French Revolution. How did I know this? I walked on its roof while playing Assassin’s Creed Unity!
Up close to Notre Dame. That is where I wanted to be. I wanted to creep on its gargoyles and parapets, and hear its bells, pealing darkly over the expanse of la Cité and the Seine.
In truth, my own memories of Notre Dame were faltering. I have visited Paris numerous times, and toured Notre Dame. Never a fan of taking photos, I don’t have anything to “show” for this.
But right now, there was only one thing left to do. Re-install AC:Unity on my PC. Boot up the game, and run to the heart of the city, by street or rooftop, to clamber once again upon the parapets of Notre Dame.“Aux armes, citoyens!”
Game on. AC:Unity was spinning on my drive, and I immediately set my sights on Ubisoft senior level artist Caroline Miousse‘s masterpiece of historical reconstruction in a video game: the Notre Dame of AC:Unity.
As Andrew Webster wrote in Verge in 2014, Miousse had spent the better of two years reproducing a scale model of Notre Dame, for players to explore inside and out. Webster:
“[Miousse] pored over photos to get the architecture just right, and worked with texture artists to make sure that each brick was as it should be. She even had historians help her figure out the exact paintings that were hanging on the walls. But when testers started running around the game, something was missing. During the time ACU is set, the Notre Dame didn’t yet have its iconic spires, yet most people picture them when they think about the landmark — so Miousse added them to her creation, even if they technically shouldn’t be there.”
…the spires which collapsed in front of the world’s eyes on Monday, April 15, 2019.
Notre Dame in AC:Unity isn’t merely a scale replica, it lies at the heart of the “living, breathing” simulacrum of late 18th-century revolutionary Paris recreated in the game. Nicolas Guérin, under whom I had the pleasure of studying Level Design at l’INIS in Montreal, was, unbeknownst to me, also working at the time on AC:Unity as “world level design director”. While Miousse was modeling Notre Dame, Guérin and his team worked relentlessly with period maps on the layout of 18th-century, to match the AC:Unity’s open-world playground philosophy with historical accuracy and rigor.
From the ad:
Reporting to the Head of the Scholars’ Collaborative, the Digital Scholarship Librarian works closely with information professionals and technology experts in the Libraries, on campus, and at other institutions to assist campus scholars with integrating digital resources and methodologies with traditional approaches for teaching, learning, research, and engagement. As a member of the Scholars’ Collaborative, the Digital Scholarship Librarian increases the visibility and usability of digital scholarship practices and resources through research consultations, workshops and course-integrated instruction, online research guides, and outreach efforts. The Librarian will collaborate in the development of new and evolving library services and spaces supporting digital scholarship. In addition to supporting digital scholarship in general, the Librarian will serve as a liaison to an assigned subject area, participating in reference, consultation, instruction, outreach, and collection development activities.
From the CFP:
The Journal of Interactive Technology and Pedagogy is accepting submissions for its fall 2019 general issue until May 15, 2019. The Journal of Interactive Technology and Pedagogy (JITP) seeks scholarly work that explores the intersection of technology with teaching, learning, and research. We are interested in contributions that take advantage of the affordances of digital platforms in creative ways. We invite both textual and multimedia submissions employing interdisciplinary and creative approaches in the humanities, sciences, and social sciences. Besides scholarly papers, the submissions can consist of audio or visual presentations and interviews, dialogues, or conversations; creative/artistic works; manifestos; or other scholarly materials, including work that addresses the labor and care considerations of academic technology projects.
From the report:
Savaglio and Tran develop this session as a means of pushing the potential of code-meshing forward in terms of inclusion through digital means. Much of code-meshing scholarship, they correctly argue, has focused on dialect and language difference and how racial and ethnic identities are affected by the privileging of middle-class white mainstream English dialects in the classroom. Physical disabilities that require different codes—Braille and sign language, for example—are generally omitted from conversations of classroom practices that include code-meshing. Although their presentation primarily focuses on how digital spaces might provide affordances for written translanguaging in the classroom, they also argue that these same digital spaces may be excellent opportunities to encourage code-meshing for students with physical disabilities, as well, creating even wider inclusion through an inclusive composition practice.
Earlier this week, the AHA’s Perspectives on History site published an article from LaDale Winling entitled “Getting Tenure in Digital History: How One Scholar Made His Case.” Dr. Winling presents arc of his career in the history department at Virginia Tech, from his hiring in 2011 to his tenure case in 2017. He suggests that candidates working in digital and public history have to balance the politics of their departmental and institutional expectations and the larger expectations of one’s historical field and subfield. Undoubtedly that’s true, given the fact that a candidate for tenure must make a case to outside qualified readers so that an internal group of scholars in the tenure home and institution can rely upon those evaluations in their judgment on the case.
Beyond this basic reality, midway through his article, Dr. Winling makes some generalizations about the larger fields of both digital and public history that I find problematic:
There are few models for historians earning tenure based on digital or public work, especially at research universities. The classic examples of the digital history world—the Ayerses and Cohens—mostly took on their digital work after tenure or in addition to their tenure books. There are a few more examples in the public history world, but we are still in the first generation of scholars who joined the faculty after Anthony Grafton and Jim Grossman acknowledged that it was time to think about and begin valuing public history.
The numbers of scholars gaining tenure with digital history and public history work grows every day, but they are already substantial cohorts. The notion that the paths taken by Dan Cohen and Ed Ayers represent “classic examples” seems odd since they are such different cases. Cohen and Ayers are from different generations.
From the ad:
Middlebury College invites applications for a one-year position as Postdoctoral Fellow in the Digital Liberal Arts, with potential for renewal for a second year, starting in August 2019. Situated within the Center for Teaching, Learning, and Research and reporting to the Dean for Faculty Development and Research, the Fellow will play a central role in sustaining and growing Middlebury’s efforts in digital scholarship and pedagogy. We are seeking a creative and technically skilled person to promote the use of digital technologies and resources for humanities research, teaching, and intellectual engagement. This will take the form of four connected activities: building awareness, building capacity, project support, and connecting with the larger community of Digital Humanities scholarship. The strongest candidates will be familiar with a variety of digital methods, extensive experience with collaborative digital scholarship, and awareness of issues at the intersection of digital scholarship and pedagogy.
From the CFP:
This special issue of Media-N seeks submissions that examine the role of art, and specifically new media art, in addressing the ongoing transformation of human labor in an economy dominated by corporate tech behemoths like Amazon, and by extension, how this transformation impacts the meaning and significance of artistic labor. We seek contributions from scholars, critics, artists, designers, scientists, media-makers, and interdisciplinary researchers from across the humanities and sciences who are interested in the relation between digital media and human labor. Individual and collaborative submissions are welcome.
About the resource:
Think you need a computer to understand or practice the Digital Humanities? Think again! (And again.) We have built a collaborative card game, taking inspiration from tabletop games such as Pandemic, Ammonia, and Kate Compton’s Generominos. The principal act is the creative combination of DH tools and other technologies directed towards solving social, environmental, educational, and scientific problems.
Our objective is to introduce the main concerns of Digital Humanities to those who have so far had minimal engagement with the term, in a way that is both instructive and entertaining and to promote understanding and curiosity of some of the fundamental problems of our time.
This post is part of a joint series entitled “Digital Research, Digital Age: Blogging New Approaches to Early American Studies,” hosted at the Panorama and the Junto. This joint series stems from stemming from a conference entitled “Revolutionary Texts in a Digital Age: Thomas Paine’s Publishing Networks, Past and Present,” organized by Nora Slonimsky at Iona College in October 2018. This series will feature one post every day this week, hosted by both the Panorama and the Junto, and Dr. Slonimsky’s introductory post is found here. You can read previous posts by Lindsay Chervinsky, Joseph Adelman, and the Johnson/Pellissier/Schmidt trio.
Writing in 1995, media critic Jon Katz christened Thomas Paine “the moral father of the internet,” musing that “nearly two centuries after his death, in a form Paine couldn’t have imagined but would have plunged into with joyous passion, the internet is, in many ways, the embodiment of everything he believed.”[i] Katz is correct in more ways than he intended. That very same year, media theorists Richard Barbrook and Andy Cameron framed the animating spirit of the digital revolution as a collision of the New Left and libertarianism. “The Californian Ideology,” as they called it, offers an “optimistic vision of the future [that] has been enthusiastically embraced by computer nerds, slacker students, innovative capitalists, social activists, trendy academics, futurist bureaucrats and opportunistic politicians across the USA.”[ii] More than two centuries earlier, Thomas Paine presaged this curious ideological blending, articulating the tensions between libertarianism and the left with the same soaring revolutionary rhetoric that suffuses the digital humanities.
From the ad:
Boston College invites applications for the position of Visiting Assistant Professor in the International Studies Program. This appointment is for the 2019–2020 academic year, with the possibility of renewal for two additional academic years. Salary is competitive; teaching load will be the equivalent of two courses each semester.
In the fall semester, the Visiting Assistant Professor (VAP) will teach digital project-based “lab” sections associated with a new introductory course on cultural and historical geography in the International Studies (IS) Program entitled “Where on Earth? Foundations in Global History, Culture, and Society.” The course is required of all 105 sophomore IS majors; its lecture and discussion components will be led by two IS faculty members. In the spring semester, the VAP will teach two undergraduate courses determined in consultation with the IS Program director; at least one may be an elective in your field of specialty.
About the resource:
In celebration of the Persian New Year, also known as Nowruz, the Library of Congress has digitized and made available online for the first time the Rare Persian-Language Manuscript Collection, which sheds light on scientific, religious, philosophical and literary topics that are highly valued in the Persian speaking lands.
This collection, including 150 manuscripts with some dating back to the 13th century, also reflects the diversity of religious and confessional traditions within the Persian culture.
From the 10th century to the present, Persian became the cultural language for a large region stretching from West Asia to Central and South Asia. Today, Persian is the native language spoken in Iran, Afghanistan, Tajikistan and some regions of Central and South Asia and the Caucasus.
From the ad:
The Manager of Digital Collections as Data will develop a vision for and implement a program of digital collections as data. The Manager will provide leadership in further development and management of the Institutional Repository (“JScholarship”), direct digitization services including developing services for use of digitization services beyond the library, and collaborate with other Library departments to build strong digital collections that showcase Johns Hopkins unique resources. In particular, the Manager will focus on the growing set of resources and recommendations related to collections as data from the Always Already Computational project. The Manager will manage policies for digital content, identify trends and develop effective solutions, collaborations, and partnerships that advance the current and further needs of JHU’s scholars, particularly in relation to creating digital collections and services for machine learning. Promote innovation, scholarship, and learning.
From the resource:
Postdoctoral positions in the humanities have changed significantly in the past two decades. The traditional model, which assumes that the majority of one’s appointment is directed at individual research, has largely been superseded by labor-intensive positions embedded in a department, library, center, institute, etc. These positions can be highly rewarding for institutions and postdocs alike. But there is little documentation about what makes a postdoctoral position successful for the institution, and less about what conditions will help a postdoc achieve their professional goals.
With this document, we seek to address this gap. This document is designed for those who are creating postdoctoral positions, supervising postdocs, or considering employment as a postdoc. We hope that those who are creating and supervising these positions will use this document to establish more ethical and responsible positions. And we hope that those who are employed in these positions can use this document to identify and advocate for their needs.
This post is part of a joint series entitled “Digital Research, Digital Age: Blogging New Approaches to Early American Studies,” published by the Panorama and the Junto. This joint series stems from stemming from a conference entitled “Revolutionary Texts in a Digital Age: Thomas Paine’s Publishing Networks, Past and Present,” organized by Nora Slonimsky at Iona College in October 2018. This series will feature one post every day this week, hosted by both the Panorama and the Junto, and Dr. Slonimsky’s introductory post is found here.
This past October I had the pleasure of presenting on a roundtable on Founding Commemoration at the Revolutionary Texts in a Digital Age Conference at the Institute for Thomas Paine Studies. I posed a question to my fellow panelists and the members of the audience to start my presentation: How can we use the digital re-creation of historic places (and thus the commemoration of these spaces) to bring new viewers into the field and bring together different historical approaches?
In the last decade, several incredible three-dimensional re-creation projects have demonstrated the possibility of this technology, including the London Before the Great Fire project, the Ancient Rome project, the James Dexter House site in Philadelphia, and a forthcoming project on eighteenth-century Barbados out of the University of Rochester. These projects preserve the physical elements of history that have very nearly been destroyed, allow visitors to experience the site from across the globe, and offer teachers, students, and teachers the opportunity to draw new conclusions about the lives that took place in this space. The physical space helps us see how the individuals may have interacted with one another and how the space may have shaped their lives and key historical developments.
From the ad:
The Assistant Director for Digital Engagement and Discovery coordinates digital initiatives at the Library and works with the Director/Librarian and Associate Librarian in developing strategies for online engagement. With a keen interest in and deep knowledge of emerging technological trends in special collections libraries and/or the humanities, the Assistant Director is responsible for developing an integrated digital presence to advance the Library’s mission.
The Assistant Director will shape future engagement with the world-renowned research collection of the John Carter Brown Library by enhancing the Library’s digital presence and furthering its exploration of digital technologies in a special collections environment. The Library, through the responsibilities integral to this position, seeks to create an online platform through which scholars and curators can connect and contribute many kinds of information, scholarly and otherwise, about digital objects and collections…
From the ad:
The College of Humanities, Education and Social Sciences invites applications for a 9-month, Teaching Track, Assistant Professor in English. Requirements include a Ph.D. with writing specialization, specifically in digital humanities. Experience teaching first-year writing and skills in technology are essential. The successful candidate will teach primarily liberal core courses in first-year writing, with additional writing and digital humanities courses at the undergraduate level. The ability to teach a course in the liberal studies literature core is preferred.