For some, summer might be about beach trips and milk shakes, but for me, summer is about learning (well, and a little about milkshakes and other delicious rituals). I love using the slower pace of college campuses during the summer to develop myself, make a work plan for the year, and learn something new. I am really excited to participate in [#dhpoco summer school, "an informal, month-long collaborative online course exploring issues related to Postcolonial Digital Humanities."] (http://dhpoco.org/blog/2013/05/20/coming-soon-dhpoco-summer-school/) Let me break down why:
- Broadening Digital Humanities Practice/Theory One of the most important outcomes from teaching Intro to DH last semester at Hampshire was the realization that there are significant structural inequalities in DH in terms of who practices DH and what types of cultural heritages materials get digitized, case in point, this tweet from Barnard Libraries:
— Barnard Library (@barnlib) June 10, 2013
In my new role at Mount Holyoke College, I continue to support both western and non-western disciplines and always want to find new points of engagement.
- Online Learning MOOCS, blended classrooms, flipped classrooms, digital learning. I spend plenty of time reading about these new classroom experiences and learning opportunities, but haven’t found the right opportunity to participate yet. This will be a good foray into the world of online learning and perhaps inspire me to enroll in a MOOC or, better yet, find new ways of engaging with online tools and spaces to do my own teaching.
- Learning for ME At the end of last term, I attended a dinner party with colleagues from Hampshire and one of my friends mentioned that she was going to be attending a short term course in North Carolina this summer, where she would be a student as opposed to the instructor. That definitely resonates with me; last term I spent a Friday afternoon in February in a seminar with other Digital Humanities interested folks as part of the a short-term Kahn Institute for Liberal Arts Project called “From Hypercities to Big Data and #Alt-Ac: Debates in the Digital Humanities” It was luxurious to talk through ideas in a seminar setting with other engaged people. I am excited to see what this type of engagement will look like online.
I voted for readings and look forward to seeing how the course will develop. I’ll be writing about it here.
Digital Humanities is a team sport. As libraries/information technology units develop programs and initiatives to promote and partner with faculty in digital humanities, it’s clear that our community hungers for best practices and inspiration to create and sustain a community of practice. What’s a group of librarians, technologists, and digital humanists to do?
In the Five Colleges, we will explore these issues in a day long event that will include a moderated panel and facilitated discussion that will will help our consortium build and sustain a community of practice around digital humanities. To that end, tomorrow we will welcome speakers from Colgate University, Haverford College, and Washington and Lee University to talk about their work in digital humanities in a moderated panel. During the afternoon, we will work small breakout groups to address the central question – what does it take to become an effective digital humanities community of practice?
The Five College Libraries Committee DEDCC (Digital Environment Development & Coordinating Committee) encourages participants to chronicle on social media using the hashtag: #5CDH13.
See you all tomorrow!
When I started working at Hampshire, I had a reasonable idea of what anthropology was as a discipline; however, I was not aware of how it could be practiced locally, a misconception I quickly corrected through my engagement with Nancy Foster Fried’s and Susan Gibbons’ work at the University of Rochester. The biggest take away for me is that trends about user behaviors can be both local and universal; students are checking out fewer books more generally, the reasons for which have local reasons and implications.
At Hampshire, I began experimenting with ethnographies in small ways to learn about my student population, to understand their context for learning and living and how I could frame my outreach efforts to match their needs. For instance, I learned that many students live off campus. Many of those students in Northampton, and therefore have to rely on the bus to get to Hampshire. Instead of assuming that students would seek me out in my office, I decided to try my hand at outreach by taking the bus to campus at the times they frequently did. As one student exclaimed when we had a chance encounter, “I’ve been meaning to email you and you’re just HERE when I need YOU.”
Ethnography and anthropology helped me think about technology, too. Through happenstance, I read a piece in the Chronicle of Higher Education about a book written about the culture of the free software movement. Reading this book helped me better contextualize and ground my perceptions about technology, culture, gender, and normative behaviors.
In combination with the Debates in the Digital Humanities chapter about “Why Are the Digital Humanities so White?” and a recent First Monday piece about gender imbalances in software development, it became clear to me that ideas about how to create and practice technology are still primarily male and white. This was again reinforced in another recent article about Feminist Hackerspaces “that is based on discussions and interviews conducted mostly with women and queers involved in hackerspaces and in the free/libre/open source movement in North America. Moreover, it draws from my own experience with FouFem, a feminist hackerspace in Montreal that aims at being a safer space for (self-identified) women and queers to demystify technologies, learn from peers, and create a core group of local women interested in technologies and hacking. FouFem grew from the desire to have more women and queers in the hacker/hacktivist movement in Montreal while evolving in an environment where feminist principles would be explicitly foregrounded. FouFem also stems from the desire to imagine feminist hacker projects to expand the hacker/hacktivist movement and make it even more inclusive.That entry into this world is about knowing the skills right away and practicing technology with ease rather than coming to the community with questions and learning as one goes along.”
Enter THATCamp ACRL.
I was really excited to attend a THATCamp in conjunction with a librarian conference, where I could road test ideas and programs discussed in traditional conference formats through more intimate discussions with THATCamp participants. Having attended a THATCamp in the past, I had some idea of what to expect. Moreover, my work in the digital humanities gave me confidence that I ‘belonged.’ While I am not an expert in DH, I still felt empowered to be in that makerspace. Unfortunately, other ACRL participants did not share my feelings of inclusion. Some confided in me that they did not feel comfortable. Some assumed that they needed some level of technology competencies or robust knowledge of digital humanities to properly participate. Moreover, the DH ethos of ‘hack’ over ‘yack’ can also alienate. Not everyone comes to a THATCamp ready to make, nor are all DH conversations necessarily about making; #dhpoco reinforces the necessity of ‘hacking’ about structural inequalities within DH and the academy.
I would argue that THATCamps can be valuable experience for the novice, the expert, and the full range of people in between. The experience of ‘yaking’ about digital humanities to orient a novice can introduce new sets of questions to the expert, and the intermediate can give back by engaging with the novice. For me, THATCamps allow us to grow together, build a community together, and part of that is creating spaces for multiple points of entry to include both the novice and the expert.
I owe a lot to THATCamp. In 2010, I applied to THATCamp New England on a whim and a hope that I could become part of digital humanities, and the experience of attending with a Bootcamp fellowship completely altered the way I think about my work as a librarian. With limited skills and endless desire to learn about ‘doing technology,’ I really grew after my experience there and now I am proud to say that ‘instructional technology’ is part of my new job title. I co-taught a digital humanities course at Hampshire this semester and am active in dh + lib,. I was excited to be able to give back at THATCamp ACRL by facilitating a ‘DH 101′ session. THATCamp gave me inspiration, tools, and human capital to begin working in DH. And I am so grateful for that. My experience in 2010 paved the way for me to work on digital liberal arts at some of the most exciting college campuses in the United States with some extraordinary people.
And I know that I can still grow, give back, and help figure out how digital liberal arts, digital humanities, and the humanities large will evolve. I want that process to be inclusive to many voices, not just the usual suspects, the talking heads, or the early adopters, but the skeptics, the critics, the people just finding their voices, and the librarians asking new questions and learning new skills. DH, libraries, the humanities, and higher education will all benefit from a more perfect union of participants.
Since February, I’ve been wrestling with William Pannapacker’s Chronicle piece about digital humanities, in which he suggests we should call it digital liberal arts.
On the one hand, I am all for inclusivity: if we want to thoughtfully integrate technology and digital projects into liberal arts classrooms, we need to think across disciplines, between disciplines: all over the curriculum. On smaller campuses, with smaller staffs, it makes sense for all teaching librarians/instructional technologists to be fluent in the digital.
On the other hand, digital humanities is a THING, a discipline, a frame of reference. For students who want to move onto graduate school, understanding this THING, this discipline becomes more important to participate in the conversations underway at centers like CHNM and Scholars’ Lab. Digital humanities as a THING has particular grant opportunities; it’s a discipline in its own right. It is also has a history we can trace back to the 1980s and to humanities computing; this history, this heritage impacts how conversations happen, who gets included in these conversations, and shapes important debates like #transformdh to trace back structural decisions that impact what has been digitized, what gets recognized, and how the current debates get framed. That context, that backstory is equally value, and extremely important. As a [recovering] historian, this backstory matters; to understand where we are, we need to know where we’ve been.
I work at a liberal arts college. I graduated from a liberal arts college. I need a button that reads ‘I <3 liberal arts colleges’; they are high touch educational experiences for the lucky students who attend them. In our current age of pronounced market segmentation within higher education, it’s important to realize that the context in which we practice librarianship is important and impacts what’s possible, what we can do, and what we should do. Many liberal arts colleges represent the best of higher education; small, interactive classes, summer research opportunities, diverse student bodies, generous financial aid, and dynamic communities. And given the particular organizational strengths and values that liberal arts colleges possess that Pannpacker points to in the piece, "…DH is not a "disruption"—it is an enhancement of the core methods of an ideal liberal-arts education."
I agree that liberal arts colleges need not create smaller, ‘scaled-down’ versions of a digital humanities centers found at places like UCLA; liberal arts colleges have an opportunity to build on their successful educational experiences of small classes and close collaborations with faculty to produce original research. Keep doing more of that, I say, just in the digital context.
Liberal arts colleges struggle to find ways to sustainably support these digital initiatives, but I am confident that we will forge new paths leveraging collaborations with faculty, technologists, and librarians While pushing scholarship towards the digital, I also hope that these collaborative teams can consider the history and the context what makes these ventures so exciting, and participate in the conversations that are happening in the digital humanities at research institutions to broaden the field/discipline’s horizons towards the next phase after ‘digital humanities,’ just as practicionters pushed humanities computing into new realms. Who knows what how ‘dh’ as we know it will be identified in five, ten years, but I do think ‘digital liberal arts’ can and will inform the path towards the next horizon.
Either way, in my practice, I will toggle between ‘dh’ and ‘dla’ with equal enthusiasm and care, as the terms of digital scholarship change and evolve into the next big thing.
I met one of my most trusted professional collaborators and dear friends at an orchestra camp when I was 16 years old. I hated high school and was generally dour, a surprise to those who know me post-college. Trying to make sense of my identity in a community that was not accepting of difference didn’t give me much to smile or laugh about. Playing classical music was my outlet and I met wonderful, supportive friends through that venture. But no one made me laugh quite like Carla Martin did between rehearsals in the middle of Maine in 1998.
We lost touch when we went to college, but thanks to a Mark Zuckerberg production called Facebook, we reconnected when we were both working in Cambridge in 2008. We talked a lot about teaching and higher education since we were both in graduate school, me in library school, Carla in a ph.d program at Harvard. As our responsibilities shifted towards classroom work, we both noticed on Twitter that we were experimenting at the intersection of humanities, social science, and technology. We started talking more about what works in classrooms and what doesn’t, what types of tools are available and how to recast products in an academic context. Talking about our work in the context of the digital humanities community has only put the uniqueness of our relationship into focus.
Last week, we presented a flipped session about faculty-librarian collaboration at Digital Humanities: The Next Generation. As Lindsay Whitacre noted in her presentation on Saturday, “DH is not just a new set of tools and methods, it’s a new set of relationships.” I and many others have said before that Digital Humanities is a team sport, a collaborative venture that cannot be sustained by lone wolves or solitary geniuses. Digital Humanists must be as serious about building and sustaining relationships as they are about building tools.
My relationship with Carla is one of those important ones. I am a better librarian for knowing her, for listening to her talk about the logistics of scaling up digital projects to larger classes, for asking questions about how to support first generation students with skillfully crafted assignments and syllabi, and for helping me better understand how librarians can support junior faculty with their institutional knowledge. She’s forthcoming with examples of assignments that work, for thinking about new ways of marketing courses, and for hands-on activities in classes that I can talk about in my local community. We don’t work for the same institution, so our conversations are casual collaborations, but we can practice communication strategies we can bring home and use in our local contexts.
Our presentation dealt with miscommunications between librarians and faculty. It’s an elephant in the room when we talk about how to thoughtfully incorporate technology into classrooms. Some faculty may have an expectation that librarians and technologists passively will enact whatever they want. Other librarians may have a fear that faculty don’t value them professionally. Some faculty may feel like librarians can be passive aggressive with them when talking about workloads. Other faculty may feel like librarians can be dismissive of their technology skills. Bad communication patterns are also reinforced by higher education hierarchies that put faculty at the top and librarians towards the bottom. In my experience, librarians and faculty have excellent, complementary skills that when put in service of students, learning and research can be a powerful force for good. Librarians are masters of process; the research process, increasingly in many cases, how to manage technology projects or experimenting with technology in their practice. Faculty are masters of the content, experts in their field. I read a quote on the Feral Librarian’s blog this week from Deborah Jakubs:
“…librarians are learned and talented and bring skills and attitudes and services to the university that most regular faculty both admire and need. So rather than constantly trying to compare ourselves to faculty, and often coming up short, let’s celebrate the differences and complementarity.”
Why not leverage these complementary skill sets to build a relationship to enable digital humanities, whether it be in a research or classroom setting?
In addition to providing tangible benefits to our students and to our faculty, I think individual faculty and librarians themselves can benefit from working in teams and from participating in engaged professional relationships. Beyond doing my job better, my relationship with Carla and other faculty members enrich my life and work generally, especially since we still laugh as hard together as we did in 1998.
Five College Committee work is one of the highlights of my job at Hampshire College. I am lucky enough to serve on a few committees and task forces including one called DEDCC (Digital Environment Development & Coordinating Committee). One of our goals this year is to raise awareness among librarians of Digital Humanities and how librarians can get involved. To that end, this committee is organizing a program in the Five Colleges later this year. Below is the call for proposals along with a link to submit proposals, as well as some context about who we are in the Five Colleges:
The Five College Consortium is exploring a June program introducing Digital Humanities to an audience of librarians and IT staff at our institutions. The Consortium in western Massachusetts includes Amherst College, Hampshire College, Mount Holyoke College, Smith College, and the University of Massachusetts Amherst, four liberal arts colleges and one ARL. We are interested in identifying speakers who can discuss digital humanities vision or digital humanities work in liberal arts settings targeted at undergraduate teaching and research. We are open to a variety of interpretations on/definitions of the phrase “digital humanities”’ and its intersection with other initiatives around teaching with technology in the undergraduate curriculum. We envision a panel followed by breakout sessions during which we will ask our panelists to participate in small group discussion. Possible topics for discussion include:
- What does it mean to do work in this field in liberal arts colleges?
- How to help faculty navigate shifting technologies
- Mapping out new collaborative relationships (inside our institutions and across the Five Colleges)
- Where should conversation around research/teaching/technology be happening?
- Content mashups and the development of new kinds of “collections”
- The library’s role in a supporting digital culture
- What professional skill sets are needed to support digital humanities work?
If you have interest in participating on our panel and in small group discussion, we would like to hear from you! Please submit a brief proposal online at http://bit.ly/dhproposals by March 8th, describing your interest in the areas outlined above and your interest in speaking to our audience. We are looking towards mid-June for the program itself and will confirm dates with the identified speakers. Please direct questions to:
Chair, Five Colleges Consortium, DEDCC; email@example.com; 413.538.2228
For further information on the Five College Consortium., please see: https://www.fivecolleges.edu/
I – and what felt like everyone and their mother – have read the Ithaka S & R Report about historians. After reading it, I had some back and forth with librarians and archivists on Twitter as well as a few face to face conversations. The findings were not controversial or surprising to me; I think Sharon Leon put it best when she wrote on her blog that “The report characterizes history as a discipline in transition, and it is-both in human and institutional senses. Historians, graduate students, archivists, and librarians are each in their own way coping with the “problem of abundance” created by the digital turn.” I think that is fair for all parties. Historians are trying to make sense of how to best utilize a wealth of new digital materials, and librarians and archivists are trying to make sense of how to make those assets more accessible and what they need to do to provide effective outreach and research support. I am no longer a practicing historian, so I won’t comment on that aspect of the report, but as a librarian who supports historians and as a trained archivist, there are some things I want to say.
- Librarians and archivists need to better articulate what types of services they offer. Librarians and archivists have tremendous value far beyond ‘I have access to this cool stuff, come find me.’ Last week, I went to a NISO webinar on Libraries and Start-Up culture. The biggest takeaway for me is that libraries and librarians need to stop thinking about themselves as content collectors, but as agents of content creation and publication. This report is a call to arms to librarians and archivists to move from the model of ‘we have those documents and these books’ to ‘I want to partner with you to publish this open access article’ or ‘Let me circle the wagons so we can create this digital project’ or ‘yeah, I can help you work up a data management plan.’ We understand the research process and we can be really helpful sherpas to our faculty as well as our students. In order to do that, we must shift how we conduct outreach and position ourselves as collaborators as opposed to just support people. Easier said than done, I know, but it’s possible. I live that reality.
- Scholarly Communication is changing. This report reinforced to me that librarians are poised to help faculty get from monograph publishing to a new place where digital projects and new types of output reign. Of course, this is easier said than done since the tenure and promotion process is not to the point where DH and alternative forms of publishing reap the same rewards as traditional monograph publication. But as research sherpas, we can help guide the process; librarians can create a new publishing environment, for instance by using collection development money to support open access publishing or creating collaborative creation/hacker/maker spaces in our libraries can push the issue forward.
- If we [librarians, archivists] can be replaced by a computer screen, we should be! Cathy Davidson’s blog post frames much of how I think about my work these days. If the work I do can be replaced by a computer, then it should be. It can free me up to do other, new things in my practice to the benefit of my students, colleagues, and faculty. It’s creative destruction, but in 2013, our year of community engagement in libraries, we need to be mindful about how we allocate our valuable human capital in libraries. If we can automate aspects of our work that is better left to computers, then we should. For me, automation frees me up to teach more classes, develop meaningful content for our research education program, provide better service to my school, do technology, and have the headspace to think about what is on the horizon in libraries, archives, and higher education. Not only will this help ensure the survival of academic libraries and librarians, but it also makes us more accountable to our students who pay increasingly steep tuition and fees to attend college in the United States. By leading with the idea that we are going to do more, make decisions to meet our users’ needs then we can be more sure of our success.
Naysayers might suggest that I want to kill off some of the artisanal aspects of librarianship, that my goal is to rise in the ranks to shut the lights off in my colleagues’ offices and usher them out the door. That is not the case. If higher education is going to continue to be meaningful, if we want to see a profession of smart, dedicated librarians in the future, we have to make sure that the work we are doing resonates with the academic curriculums we support. We want to prepare today’s students to earn living wages and hopefully to foster their lifelong learning. My call to my fellow librarians and archivists is not to take everything the Ithaka report suggests and implement it to the letter, but to think of it as a call to action. Let’s make ourselves relevant by working with faculty and researchers to become valuable collaborators in the research process and guides them through a rapidly changing technology environment. Let’s work towards educating our users about data management, open access, and copyright so they can create new types work, as the report advises us to do. Let’s use this opportunity forge a new path for libraries and archives for the twenty-first century. While many people would point to the contrary, I believe our future is bright, if we are courageous enough to carve a new path to get us there.
I love doing research consultations with students. I take pleasure in helping them narrow broad topics that could sustain six dissertations into reasonable research morsels for 10 and 20 page papers or successful Division III independent projects.
How do students go from topics that can sustain six dissertations to topics appropriate for a senior project or 20 page research paper? Often, students can begin to narrow and refine their topics once they do some reading. However, one of the persistent roadblocks students encounter during this phase is how to find the first source they need to address their topic. I find that for many students, finding the first *relevant* source is always the hardest part.
To surmount that obstacle, one of my common recommendations is for students to pick a reading from their course syllabus and look it up in the library catalog – or in an article databases like JStor or Project Muse – to see what the subject headings and/or the keywords are. Then, the student can click on the most relevant word or heading and voila, instant sources!
But locating that interesting reading from the syllabus and remembering which saved pdf it was on the cluttered desktop can be a challenge for many students in the age of the learning management system. When I was in college ten years ago, I read from the trusty course pack, a giant set of readings that I kept in one place and could easily reference. These days, many students download readings to their desktops; some do so with an organizational scheme, others without one. Watching students deal with information overload these past few semesters, I started thinking about how their course readings, research, the LMS, and Zotero could intersect in powerful ways to empower students to successfully manage research over the course of semesters.
This year, I am very excited to be on a Kahn Liberal Arts Institute short project called “From HyperCities to Big Data and #ALT-AC: Debated in the Digital Humanities.” As part of the project, the organizers assigned participants reading that we could download from Smith College’s LMS. Great! I could download the pdfs to Dropbox, open them in iBooks and read. Then I realized that if I did that, these pdfs would just live in the pdf graveyard that is my iBooks library on my iPad. Many of the readings were excerpts, decontextualized for their full citations in the library. How could I connect the citations to the excerpt so I could easily keep track of both?
So, I saved the citations from Moodle into Zotero, downloaded the pdfs to Dropbox, attached them to the citations in Zotero, read and annotated PDFs on my iPad. Great!
Which got me thinking about students and research. I evangelize about Zotero in my research education classes about using it to collect and manage citations for research projects. But what about using it to manage their coursework, too? That way, when prompted for an example of a class reading that resonated, that could put them on the path towards successful source gathering, they could have it right there in the library?
I know for me, keeping professional reading I do in Zotero, always on the ready to generate bibliographies to share with colleagues has been a boon to productivity and my personal knowledge management. Now, to evangelize about this workflow for managing course assets!
I did a research session for an education class just after the second presidential debate. No better object lesson than to imbue in students how the skills we learn in doing research for academic papers be be applied outside of the library’s walled garden into the wild, wild web, a piece of inspiration I received during a char booth lecture last year. The session was energetic, the students invested. And then it came up, “did you always want to be a librarian?”
No. I didn’t grow up wanting to be a librarian; I didn’t even think about becoming one until I was in grad school studying history. I had this other life before becoming a librarian, historian. Then it also hit me; I wasn’t always ‘technically’ a librarian, I was an archivist. In a sense, since graduating from Smith College in 2004, I’ve had three careers; grad student, archivist, librarian. How did I manage those transitions? I leaned on my liberal arts training to retrain myself to learn the skills I needed to attack the tasks at hand. Or, as I said to the professor, “no one can repossess my education; I’ve always been able to make sense out of my world and learn what I need to learn to keep going.”
Which brings me to this article by Cathy Davidson forwarded to me by a colleague at Mount Holyoke while I was walking back to the library and this quote:
“The new liberal arts curriculum I am advocating is about the ability to learn, the ability to learn any time, any where, to have the skills and the networks and the communities and the practices and the introspective capacities to see what you need to get you beyond your old habits and cultivate new ones that serve you better.”
The research education that I’m providing for my students isn’t just how to do research for a paper or how to use this tool to complete this project, but a framework about how to effectively seek new information to learn new skills. In a changing economy, college educations shouldn’t be the training for just the next five years, but the methods, networks, and support to sustain people for the next fifty.
But this quote was the most pressing for me:
“That should be the starting point of educational reform. The quest to give every graduate the tools to fight off ignorance. In a changing world, ignorance is only one technology away. “
As everything changes, we can’t just teach people ‘just in time’ skills, but we need to teach students to be able to teach themselves new skills ‘just in time’ to use them. Without a robust framework to seek and evaluate information, our students will not be able to reinvent themselves ten or twenty years out of college. And then what?
I get fired up about higher education and librarianship because I truly believe that going to college can change one’s life. It’s not just about future earnings or rooting for a football team, but sense making, equipping students with the tools to reinvent themselves and lead meaningful lives. The same skills we impart on students to apply in their research papers are the same ones we need them to apply later in life when they need to decide how to vote. College is all about expanding one’s world, learning in global context, learning to live with ambiguity, and asking new questions. Cathy Davidson is absolutely right, “If we can recast the liberal arts curriculum to train resilient global citizens, we will be offering the most valuable education imaginable.”