Download - Digital Humanities Teaching, Research, and Service …...Digital Humanities Teaching, Research, and Service at Pepperdine University 2015 Innovation in Technology and Learning Grant

DigitalHumanitiesTeaching,Research,andServiceatPepperdineUniversity

2015InnovationinTechnologyandLearningGrant

J.A.T.Smith,

HumanitiesandTeacherEducationDivision

MelissaNykanen,

SpecialCollections

SeaverCollege

Smith and Nykanen 1

TableofContents

Introduction.....................................................................................................................................2Background......................................................................................................................................2ScopeoftheGrant............................................................................................................................7Developments..................................................................................................................................9ReflectionsandRecommendations.................................................................................................12Conclusion......................................................................................................................................15

Appendix...............................................................................................................................16AppendixA.DigitalHumanitiesFacultyandStaffSurvey................................................................17

InformedConsentforParticipationinResearchActivities*...............................................................17Survey.................................................................................................................................................18

AppendixB.CuratedWebsite(G.Pepperdine).AssignmentSheet.Sp15.........................................22AppendixC.WordSmithPre-WritingWorksheet.............................................................................24

TextAnalysisWorksheet....................................................................................................................24WordListMetadata............................................................................................................................24ConcordanceMetadata......................................................................................................................28

AppendixD.DigitalHumanitiesResourcesinthePepperdineUniversityLibraries..........................31Books..................................................................................................................................................31Periodicals..........................................................................................................................................34

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IntroductionThisisacasestudyforthe2015-2016InnovationinTechnologyandLearningGrantestablishedbytheofficesoftheProvostandtheChiefInformationOfficerandadministeredthroughtheTechnologyandLearningdepartment.Thecasestudyconsistsoffourmajorparts:1)AhistoryofthestatusofDigitalHumanitiesatthestartofthegrantperiod;2)theworkaccomplishedduringthegrantperiod;3)workthathasbeenaccomplishedontheDigitalHumanitiessincethecompletionofthegrantperiodwithanemphasisoncurricularinitiatives;and4)nextstepsforSeaverCollegetobuildlong-termsustainability.AnAppendixisalsoincludedwithadditionalinformationtofacilitatefacultyresearchandteachingintheDH.

BackgroundForthisgrant,werequestedsoftware,training,andITsupporttoaugmentanewcoursethatwasofferedinFall2015(IntroductiontoDigitalHumanities:Finding,Using,andCreatingElectronicTexts)aswellasasetofparalleleventsforfaculty,includingaworkshop,lecture,androundtable.TheimmediategoalsofthiscourseandworkshopseriesweretointroducestudentsandfacultytoDHtheoriesandmethods(e.g.textanalysistools,onlineeditions,languagedatabases,etc.).Tothatend,inNovember2015,MatthewFisher(UCLA)spoketoagroupofmorethan50peopleaboutthe“EthicalDigitalHumanities.”InDecember2015,JenniferSmithledafacultyworkshoponusingWordSmithToolsforresearchandteachingwithabouteightfacultyandstaffmembersinattendance.InMarch2016,RonCox(Religion),LaurenKilroy-Ewbank(ArtHistory),andJenniferSmith(English)spokeataHumanitiesandTeacherEducationSymposiumon“WhataretheDigitalHumanities?”withadozenpeopleinattendance.Thelong-termgoalsofthegrantweretoestablishaDigitalHumanitiescommunityoncampusthatwasinvestedinresearchandteachinginthisarea.Outsideofthegrantpurview,butasameanstofacilitatethiswork,wealsoestablishedaDigitalHumanitiesListserv1andawebsite.2Atthebeginningofthegrantperiod,wealsoconductedafaculty/staffsurveyofknowledgeaboutandinterestintheDigitalHumanities.Thissurvey(AppendixA)wasdistributedelectronicallytofacultyatalloftheSeaverDivisions,althoughresponsesnaturallyclusteredintheHumanitiesandTeacherEducationDivision.ThisisthedivisionmostlikelytobeconcernedaboutthegrowthoftheDigitalHumanitiesfield.Thefollowingoverviewisbasedonananalysisofthedatagatheredfromthisstudy.3

[email protected]://seaver.pepperdine.edu/humanities/student-opportunities/digital-humanities/default.htm3AdditionaldatafromthesurveyareavailablebycontactingJenniferSmith,[email protected].

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OverviewofPre-ExistingKnowledge,Culture,andAssumptions

EstablishingaDigitalHumanitiespresenceatSeaverCollegehashadbothitschallengesandopportunities.AlackofawarenessoforeducationabouttheDigitalHumanitiesisthelargesthurdleandonewhichwehavesoughttoaddressduringthegrantperiod.Ontheonehand,whilethemajorityoffacultysurveyedthoughtthattheDigitalHumanitieswouldplayakeyroleinthefutureofHumanitiesteachingandscholarship,veryfewfacultywereactuallyinvolvedinorhadcompletedDigitalHumanitiesprojectsthemselves,andevenmoreproblematically,manydidnotknowenoughtoprofferaninformeddefinitionoftheDigitalHumanities.Formany,theirengagementwithDigitalHumanitiesprojectshasbeenprimarilyintermsofaccessingmaterialsthroughdatabasesratherthancreatingdigitalsurrogatesand/ormanipulatingthosedigitalsurrogatesforsoftwareassisteddata-analysis.Thatis,mostfacultyuseDigitalHumanitiesscholarshiptofacilitatetheirownresearchandteachingbutarenotthemselvesproducersofthosedigitalprojects.Forexample,onefacultymemberdefinedtheDigitalHumanitiesas

AnytraditionalHumanitiesdisciplineinwhicheitherresearchisconductedthroughdigitalmeansORinwhichresearchispublished/presentedviadigitalmediaORinwhichdigitalmethods/toolsareextensivelyusedinpedagogy.Itcanbeassimpleasusingacomputer/internet/browser/searchenginecombinationtofindanimagetoinsertintoapptforaclassonShakespeare.

Yet,accessingdigitalresourcesfallsfarshortofrealizingthepotentialofDigitalHumanitiestrainingandthinking,whichmustincludenotjustaccess,butdisseminationofdigitalsurrogatesthroughscholarlyactivitieslikethecodingofprimarysourceeditionswithcriticalapparatusandcommentaryandthecreationofnewknowledgethroughanalyticalactivitieslikeGISmappingortextvisualization.SomefacultyincorrectlyassumethattheuseofthedigitalortheinternetforHumanitiesworkisthesame

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thingastheDigitalHumanities.Yet,neitheroftheseactivitiesinandofthemselvesarescholarlydisciplineswithacriticalphilosophyandthepotentialfornewknowledgecreation.Rather,theDigitalHumanitiesisaninterdisciplinaryareaofstudythatintegratestheuseoftechnologywithtraditionalHumanisticareasofinquiry.ItisthemostrapidlygrowingfieldwithinthelargerHumanitiesbecauseitsmethodsencouragecollaboration,technicalskill,publicaccountability,andproject-basedlearning.ThesequalitiescombinedwiththevaluesofHumanisticstudydevelopindividualsreadytotransferknowledgegainedintheclassroomintoalargerpublicsphereasteachers,writers,andresearchers.DHisdistinctfromotherformsoftraditionalresearchinthatitmarshalsthevastnewresourcesofthetechnologicaleratoposeandanswerquestionsthatwouldnothavebeenpossiblebefore.Forexample,researchersandstudentsnowhavetheabilitytomanipulateandanalyzemillionsofpagesofelectronictextsthatspandifferenthistoricalerasanddifferentcountriesthroughfreelyavailableonlinesourceslikeProjectGutenbergorGoogleBooks.Inaddition,toproblematicorincompleteunderstandingoftheDigitalHumanities,theinitialgrantsurveyalsorevealedsomefearabouttheroleofthetechnologicalinadomainhistoricallyfreeofthesetools.Asonerespondentsaid,

OneconcernIhaveisthatwewillcometohaveanexpectationthat[all]courseswillincludeDHcontentormethods.Foranumberofreasons,I'mdeeplyskepticalabouttheuseofdigitalmediaandmethodsastheynowexistinthehumanities.Thesetechnologieshave,Iwouldargue,developedalongafundamentallyinhumanetrajectories,andsotheirabilitytospeaktothehumanitiesnormally,inmyopinion,amountstoatruncationornarrowingofwhatishumane.

Thisresponserepresentsonecommonmisperceptionandanothercommonandjustifiableconcern.ThemisconceptionistheassumptionthatconflatestechnologyandtheDigitalHumanities.Thesecondconcern--thatthetoolsareinherentlyinhumane--isalegitimateandwell-documentedworrybutisfundamentallyamisconception,aswell.Tothefirst,itisimportanttoemphasizethattheDigitalHumanitiesasafieldisnotsimplytheuseoftechnologybutisdrivenbothbytheoriesandvaluesofpraxis.Tothesecond,likeanyfield,thesemethodscanbeusedwiselyorharmfully.Infact,thisverypotentialforinstrumentalizingHumanisticresearchhasyieldedaricharrayofscholarlyliteratureinterrogatingthatverytendency4andindeed,anycompletetraininginDigitalHumanitiesscholarshipwouldincludeacomponentthataddressedthispossibleoutcome.Suchvigilanceisvitalforthehealthofthefieldbecausethisrespondent’sopinion,whilenotstronglyrepresentedinthisstudy,isfarfromrare.Anecdotalevidencewouldimplythattheseconcernsarecommon.Infact,theanxietysurroundingtheroleoftechnologyandhowitmaychangetheclassroom,aswellasprofessionalexpectationsfortraining,maybeassociatedwiththebroaderbeliefincertainacademiccirclesthattechnologyharms

4AlanGaley,"NetworksofDeepImpression:ShakespeareandtheHistoryofInformation,"ShakespeareQuarterly61.3(2010):289-312,ProjectMUSE.<https://muse.jhu.edu/>andMatthewFisher,“MakingitCount”Nov.20,2015,PepperdineUniversity,Malibu.

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ratherthanaidstheeducationalprocess.5Aswillbefurtherelaboratedonbelow,itseemsthatthebestapproachtoallaythesefearswillbetofocusontheDigitalHumanitiesasanelectiveoptionandaminor.MyownexperiencesteachingtheIntroductiontoDigitalHumanitiescourseforGeneralEducationstudentsalsosupportsthenotionthatDigitalHumanitiestrainingshouldneverprecedetraditionalformsofHumanitiesanalysisandinterpretation.Despitesomeofthesechallenges,however,otherfacultyhaveshownthemselvestobeinterestedandopen-mindedaboutthefieldasawhole.Forexample,onefacultymemberremarked:

IthinkDHhasthepotentialtobeanenergizingforceatPepperdine.Itwouldencouragemorefacultymemberstocollaboratebetweendisciplines,eventhosethatmanyviewasoutsidethehumanities--likecomputerscience.Ithinkfacultycouldlearnvariousskillstouseintheirclasses,butalsotohopefullyhelpthemdevelopnewscholarlyopportunitiesthathavethepotentialtoreachbroadaudiences.Wewouldcertainlybeofferingmorecutting-edgeopportunitiesforstudentsinasmallliberal-artsenvironment,andIimaginestudentswouldsoonseekoutDHclassesbecauseofthenewapproachesandquestionsitoffers,aswellastheskillsitdevelopsthatstudentscanuseregardlessoftheirmajor.Ideallywewouldhaveamajor,butperhapsitismorerealistictobeginwithaminorandgrowaprogramovertime.ItwouldbewonderfultoseeseveraldepartmentsofferingclassesthatengagewiththeDHtoprovideawell-roundedviewofwhatDHmeans.

Thehopesexpressedinthisresponsearenotunmerited.WhileitisimportanttonotethatfacultywereinitiallyunsureabouthowexactlytodefinetheDigitalHumanities,thisignorancedidnotcorrelatewithwhetherornottheythoughtthattheDigitalHumanitieswouldbeimportanttothefutureofscholarshipandteaching.Anoverwhelmingmajority--79%--ofthefacultysurveyedbelievesthattheDigitalHumanitieswillbeeithermoderatelyimportantorveryimportanttothefutureofscholarshipandteaching.Totheextentthatjoblistingscanbeameansofforecastingthegeneraldirectionoftheprofessionalfield,itmaybeusefultonotethatforty-fivepositionsexplicitlylistingthatDigitalHumanitiesisanecessaryordesiredskillarenowadvertisedontheFall2016MLAJobList.Bycontrastonly14positionslistShakespeareasanexplicitlydesirableareaofexpertise.

5PamMuellerandOppenheimer,Daniel,“ThePenIsMightierThantheKeyboard:AdvantagesofLonghandOverLaptopNotetaking,”PsychologicalScience25:6(2014):1159–1168.

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ThissimultaneoussenseofbothurgencyandconfusionisunderstandablegiventherelativelyrecentestablishmentofDigitalHumanitieswithinresearchuniversities.Injustoveradecade,thefieldhasseentheestablishmentofitsfirstinternationalprofessionalorganization,theAllianceofDigitalHumanitiesOrganizations(2005),thepublicationofafirststandardtextbookofreadings,Blackwell'sCompaniontoDigitalHumanities(2005),anditsfirstpeer-reviewedjournal,DigitalHumanitiesQuarterly(2007).Infact,SeaverCollegemaybeevenbettersituatedtotakeadvantageofthegrowthintheDigitalHumanitiesthanmostotherliberalartscolleges.Asasmallliberalartscollege,Seaverhasmanyadvantagesthatresearchinstitutionsdonotnecessarilyhaveandonesthatwillenablea“well-rounded”approachtoDigitalHumanitiesinstruction.Namely,thepresenceofaComputerScienceprogramthatisattunedtothevaluesoftheliberalartsandiswillingtoengagewithHumanitiesprogramsisofspecialvalue.Giventhisopennesstointerdisciplinarycooperation,HumanitiesstudentswillbeabletoworkwithComputerSciencestudentswithoutawatereddowncurriculum.Infact,ahealthyComputerScienceprogrameagertocollaboratewithHumanitiesprogramsisoneofthewaysthatbothdisciplineswillbeabletostayhealthyandresponsivetothechangingprofessionalandacademicneedsofthestudents.InternalorganizationalstructuresandattitudesarealsoonthewholesupportiveoftheinterdisciplinarycooperationthatwouldbeneededfortheDigitalHumanitiestoflourishatSeaver.Historically,Pepperdinehassupportedanumberofdifferenteffortsfortheuseofdigitaltoolsforteaching--forexample,theworkperformedbytheTechLearnteamandtheSummerFacProfDevtrainingseries.Religionprofessor,RonaldCoxhasledacourse,"Money,Power,andtheHolyLand,"inwhichReflectanceTransformationImagingwasusedtodigitizeandstudyacollectionof1200coinsfromtheHolyLand.Inthisrespect,Pepperdinefacultyandstaffmayfallintotherealmofthosewho,asrecently

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describedbyAdelineKoh,arealreadydigitalhumanistsbutjustdon’tknowityet.6Specifically,PepperdinefacultyseemtohaveastrongpropensityforthesubfieldofDigitalHumanitiesknownasDigitalPedagogy.Thisdigitalfoundationamongmanyfacultymembersisaverypositiveresource,becauseitshowsageneralinclinationtowardsbothexperimentationandregularinnovationintheclassroom.AsthestewardsoftheprintandelectroniccollectionslibrarystaffarealsosomeofthemostinformedmembersoftheSeaverbodyabouttheconversion,maintenance,anddescriptionsthatgointodigitalcollections.Andaswillbedescribedinalatersectionofthisreport,Seaverfacultyhaveinfactcollaboratedwithlibrarystaffinwaysthatwillfacilitatethesegoals.Thesepartnershipsareveryvaluableinthatintheshorterterm,eightfacultymembersor24%ofthefacultymemberssurveyedbelievethattheywillbeteachingacoursewheretheDigitalHumanitieswillplayasignificantroleinthelessonsorassignmentsoverthenexttwoyears.

ScopeoftheGrantThemainworkaccomplishedduringthegrantperiod,inadditiontotheworkshops/lecturesmentionedabovewasthatintheFallof2015,JenniferSmith,taughtanupperlevelEnglishcourseontheDigitalHumanities.Thiscoursehadanenrollmentof19students,oneofwhich,SherryXinningGuowasalsohiredasthetechnicalsupportforthecourse.ThecoursewastaughtwithsubstantialsupportfromMelissaNykanen(SpecialCollections),KevinMiller(DigitalLibrary),andJasonEggleston(IT).

6http://www.hybridpedagogy.com/journal/introducing-digital-humanities-work-undergraduates-overview/

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TheStudentLearningOutcomesforthiscourseincludedtheabilityto·RecountthebasicdevelopmentofthefieldofDigitalHumanities;·Analyzeandsorttextusingavarietyofmodes(visual,frequency,proximity,etc.);·Converttextfromanalogtodigitalform;·Extractdigitaltextforanalysis;·Handlearchivalmaterialswithcare;and·Collaboratewithpeersinthecreationofawebsite.

ThislibrarypartnershipwasespeciallytimelygivenPepperdine’sinterestinpromotingSpecialCollections.WhilePepperdine’scollectionoforiginalprimarysourcedocumentshasbeenusedinanincreasingnumberofclassessince2009,theIntroductiontoDigitalHumanitiescourseallowedstudentstodelveintothesesourcesinmoremeaningfulways.StudentsgainedanappreciationforthetangiblematerialswhilealsodevelopingtechnologicalskillsforanalyzingandpresentingthesedocumentswhileworkingwithprimarysourcematerialsauthoredbyGeorgePepperdine,includingaseriesoftravelletters,atraveldiary,andspeeches.Studentsengagedinend-to-endeducation:anarchivestoaudiencephilosophythatadvocatesdirectengagementwithprimarysourcesonthefrontendofthelearningprocessandprofessionallydevelopedworkonthebackend.Bytheendoftheclass,studentsshowedgrowthinthreediscernibleareas:primarysourceediting,theanalyticalapplicationsforsoftware,andanawarenessoftheethicalimplicationsbehinddigitalsurrogates,metadata,andopensourcematerials.Studentsdevelopedakeenawarenessofthemediationinvolvedintheeditingofprimarysourcestexts.Afterhavingtotranscribeachallengingsetofhandwrittendiaryentries,forexample,onestudent,arguedthat

Thereisalotofresponsibilityintranscribingtexttothedigitalformespeciallywhenitcomestocollaboratingwithdifferentapplicationsandpeople...Thereareresponsibilitiesthatrestheavilyonatranscriber’sshoulders,likeencodingthetextandmakingnoteofambiguityanddisagreementintranslationssothatfuturereaderswillalsoseethedifficultiesofthetext.Thisisveryimportantbecausewhileanaccidentalvariationmaynotchangetheunderstandingofthetext,completelyrephrasingwordsandsentencesmayalterhowthereaderinterpretsthetext.(StudentA)

Associatedactivitiesthatrequiredstudentstoengagedirectlywithprimarysourcesrevealedhowfarthegapisbetweenstudents’day-to-dayworkandprimarysourcesandindeed,whythedigitalmightbetheexcuseforgreaterengagementwiththeanalog.Forexample,moststudentsintheclassstruggledtoreadcursivewithanyleveloffluency.ManyforeignstudentshadneverbeentaughtEnglishcursiveatall,whilemostAmericanstudentshadnotbeenrequiredtousecursivesinceelementaryschool.Moststudentsalsoimmediatelyrecognizedtheanalyticalpotentialforcombiningsoftwareusingtextualanalysissoftware:

iwasabletoseepatternsandsimilaritiesbetweentextsiwouldhaveneverbeenabletopreviouslyseewithoutitsuse.Further,thesetoolscreateamustfastermediumforanalyzingtextsthatbyjustdoingittheoldfashionedwaybyhand,whichisnearlyimpossiblewithlongtexts.Byusingthewordsmithsoftwareiwasabletoeasilysee

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patternsthatwerepreviouslyhiddentobynakedeye,butilluminatedusingtechnology.(sic)

Giventhedailyinteractionthatstudentshavewithsoftwareandatleastasurfacelevelrecognitionofhowbigdatahaschangedtheirordinaryexistencethroughpredictivealgorithms,thisareawastheleastdifficulttoteach.Arguablythemostimportantlearningthatstudentsaccomplishedintheclass,however,waspersuadingstudentstoconsiderthewaysinwhichethicsplaysaroleinbasicHumanitiesfunctionslikeediting,access,andcollaborationandhowsuchdigitalsurrogatesmayinadvertentlyleadtobias.Onestudentconcludedthat

It’simportantthatwedon’toveranalyzetext,andnotletourbiasesaffectwhatweputintothedatabasesthatwillcontinuetogrowinthisfield.Thisistheethicsportionofthefield,aswearetrustedtoperformourworkwiththeutmosttrustofourpeers,astheyrelyonouraccuracyoftranscriptionwhentheydotheirresearchfromanonlinedatabase,ratherthanfirsthandwiththedocument.(sic)

GiventhefactthatnoneofthestudentshadanytrainingintheimportanceofmetastructuresforHumanitiesscholarshipbeforeenteringtheclass,suchanincreasedawarenessisimpressive.Indeed,thestudents’finalprojects,curatedwebsitescompletedincollaborationwithateamofstudentsandfocusedonthewritingsofGeorgePepperdinewereveryimpressive.SeeAppendixBforthefullassignmentsheetassociatedwiththiswork.

ReadingGeorge:http://digitalhumanities.wix.com/readinggeorgeAtaGlance:ThePassportofGeorgePepperdine:http://sjiang6.wix.com/curatedwebsiteGeorgePepperdine:MovingandMovement:http://rjgaumer.wix.com/pepperdineg2GeorgePepperdine:AWorldlyPerspectivehttp://ejboettn.wix.com/eng380final

ThequalityofthesefinalprojectsistestimonyenoughtothevalueofwhatDigitalHumanitiesworkcanproduce.TheyareverystrongexamplesofanalyticandsyntheticHumanitieswork.Wewould,however,hesitate,tooffersuchacourseinthesameGeneralEducationformatbecausewhilethestudentsexhibitedunusuallystronganalyticandsyntheticskills,theirinterpretiveskillsremainedlackluster.Skepticismaboutthewaysinwhichlanguageorartifactsintheculturalenvironmentcouldsignifybeyondtheirimmediateobjectiveremainedprevalentuntiltheendofclass.SuchacoursewithinabroaderHumanities,curriculum,however,wouldbeextremelyvaluable.

DevelopmentsOneofthechallengesthatweidentifiedintheoriginalgrantwasthatthepaceofinterestinDigitalHumanitiesbyinstitutionshasnotyetbeenmatchedbythepaceofindividualdepartmentsinterestedintheDigitalHumanities.Thatis,theriseoftheDigitalHumanitiesoncampuseshasthusfarbeendominatedbythecreationofcentersorlabsthatprovidefortraining,stipends,orresearchsupportratherthancoursedevelopment.Accordingtothe2012–13HumanitiesDepartmentalSurveyproducedbytheAcademyofArtsandSciences,“Amonghumanitiesdepartments,24%hadacenterorlabdedicatedtodigitalhumanitiesresearchoncampus,[butonly]15%ofdepartmentsofferedatleastone

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seminarorcoursethatfocusedondigitalmethodsforresearchorteachingduringtheacademicyear.”7ThisextracurricularapproachtotheDigitalHumanitieshasitsproblemsbecauseitmeansthatfacultyresearchhasthepotentialtogrowfartherfromwhatistaughtintheclassroomratherthancontributingtoclassroomdiscourse.Sincetheendofthegrantperiod,interestintheDigitalHumanitieshascontinuedtogrowandinparticular,ithasgrowninawaythatwilldirectlyaddressthatcurriculargap.InteresthasmanifestedinacooperativeeffortamongfourdifferentdivisionsandthelibrarytosystematicallyprovideinstructionintheDigitalHumanities.AsystematiccurricularpresencefortheDigitalHumanitiesinliberalartscollegesiscurrentlynon-existent,whichmeansthatPepperdine’sgrowthinthisareawouldbeanexampleofinnovativeandforward-thinkingcurriculardevelopment.Thisinstructionismanifestinthreedifferentways:1)aDigitalHumanitiesMinor,2)anEnglishmajorDigitalHumanitiescourserequirement,and3)DigitalHumanitiescoursesofferedinavarietyofdisciplines.ThisapproachisdrivendirectlybyfacultyresponsestothesurveygivenatthebeginningofthegrantperiodaboutwhatkindofDigitalHumanitiespresenceshouldexistatPepperdine,inwhichfacultyequallysupportedthepresenceofDigitalHumanitiescoursesforstudentsaswellasfundingforadditionalfacultytrainingandresearch.

Sincetheendofthegrantperiod,theEnglishProgramwroteintotheir5-yearreportarecommendationforaDigitalHumanitiesrequirementforallmajorsandhassubmittedapetitiontotheSeaverAcademicCounciltoformalizethatdesire.ThemostsignificantadvanceinDigitalHumanities,however,isthatfacultyintheHumanitiesandTeacherEducationDivision(HISTandENG),NaturalScienceDivision(COSC),FineArts(ARTH),andReligionandPhilosophy(REL)havecollaboratedtosubmitanewDigital

7http://www.humanitiesindicators.org/binaries/pdf/HDS2_final.pdf


HumanitiesminortotheSeaverAcademicCouncilforinclusionintheFall2017catalog.Asrecommendedbythegrantsurvey,themajorityofcoursesofferedaspartoftheminorwillbeavailableonanelectivebasiswithonlytwocourses,onefromEnglish(ENG225)andonefromComputerScience(CS101orCS105),whicharerequiredcourses.TheNaturalScienceDivisionunanimouslyagreedtosupporttheproposal.TheHumanitiesandTeacherEducationDivisionoverwhelminglysupportedtheproposal.(Therewasonevoteagainstit.)Thesearethetwodivisionsthathavecoursesthatarerequiredelementsoftheminor.FacultyinFineArtsandReligion/Philosophywerealsoconsultedandbothdivisionsagreedthatintermsofstaffing,thebestapproachwouldbetoapproveDHeligiblecoursesonacase-by-casebasis.Whiletherearenoplansforamajor,facultyanticipatedquestionsbydevelopingasetofProgramLearningOutcomes,toserveasasetofguidelinesforfacultywhendecidingwhetherornottheirclassshouldcounttowardstheminor.Giventheapparentissuesinlackofunderstandingdocumentedearlier,thissetofguidelinesisofvitalimportance.

(a) ProgramLearningOutcomes8AstudentwhograduateswithaminorinDigitalHumanitiesshouldbeableto:

1. bringtogetherthetraditionaltoolsofhumanisticthinking(interpretationandcritique,

historicalperspective,comparativeculturalandsocialanalysis,contextualization,archivalresearch)withthetoolsofcomputationalthinking(informationdesign,statisticalanalysis,geographicinformationsystems,databasecreation,andcomputergraphics)toformulate,analyze,andinterpretahumanities-basedresearchproblem;

2. understandandproducehumanities-baseddatafrommulti-modalandmultimediasourcesthroughsystematicdataprocessinganddata-mining;

3. evaluateanddesigndigitalprojectsandtoolscriticallyforcommunication,projectdevelopment,andlong-termpreservationofdigitaldatainwaysthatdemonstrateanunderstandingoftheappropriateusesandlimitationsoftoolsandprojectsonbothpracticalandethicallevels,includingsensitivitytoissuesofsustainability,intellectualproperty,openaccess/proprietaryknowledge,andprivateandpublicdissemination;

4. workcollaborativelyandthinkacrossdisciplines,media,andmethodologiesonmulti-authoredresearchprojects,projectproposals,reports,andpresentationsaimedatbothacademicandnonacademiccommunities.

Thusfar,atotalof21studentssurveyedare“definitely”interestedintakingonaminorinDigitalHumanitiesandanadditional47studentsare“probably”interestedintakingonaminorinDigitalHumanities.9

8ThesearemodifiedoutcomesfromBurdick,Anneetal.,AShortGuidetoDigitalHumanities,MITPress,2012.https://mitpress.mit.edu/sites/default/files/titles/content/9780262018470_Open_Access_Edition.pdf.9AdditionalinformationabouttheminorisavailablebycontactingJenniferSmith,[email protected].


ReflectionsandRecommendationsEvenifthisminorisapproved,therearestillanumberofissuesthatmustbeaddressedinthefuture.

Rank,Tenure,Promotion

Oneofthebiggesthurdlestothelong-termsuccessofDigitalHumanitiesresearchatPepperdineisthecurrentlackofdocumentationoncampustoassistintheevaluationofdigitalscholarshipforthepurposesofrank,tenureandpromotion.SeveralfacultymemberssurveyedexplicitlysaidthatDigitalHumanitiesprojectsshouldbeevaluatedaccordingtothesamefactorsasanyotherscholarship:“Contributionandimpactshouldbethekeyfactors—notmedium.Externalreviewofsomesort,suchaspeerreview,shouldbeconsideredwhereavailable.”Yet,soasnottocompletelyyieldinternalRTPdecisionstooutsidebodies,itisalsoimportantthatfacultymembersoncampusareinformedofthescholarshipthattypicallygoesintodigitalprojectsandwhichorganizationscanbedependedonforreliablepeerreviewofdigitalprojects.Inparticular,theRTPCommitteeshouldbefullyinformedoftheprofessionalguidelinesandstandardspublishedbyleadingprofessionalorganizations,liketheModernLanguageAssociation,10theAmericanHistoricalAssociation,11andtheCollegeArtAssociationandtheSocietyofArchitecturalHistorians.12Theyshouldalsobeinformedaboutwhichorganizationsprovidereliablepeerreviewitself,suchastheMedievalElectronicScholarlyAlliance(MESA),13theNetworkedInfrastructureforNineteenth-CenturyElectronicScholarship(NINES),14and18thConnect,15ascholarlyorganizationdevotedto18thcenturyscholarshipinEnglish.Inordertoaddressthisparticularissue,werecommendthedevelopmentofanadhoccommitteeondigitalissueswhichcoulddevelopasimilarsetofguidelinesforinternaluse.Thiscommitteecouldalsodraftastatementonotherrelatedissuessuchasopenaccessscholarship,discussedbelow.

IntellectualPropertyRightsandOpenAccess

ThemoreextensivelyPepperdineUniversityfacultycontinuetoresearch,publish,andseektoservethelargerpublic,themoreissuesofopenaccesswillarise.Openaccessscholarshiphasadirectimpacton

10CommitteeonInformationTechnology.“GuidelinesforEvaluatingWorkinDigitalHumanitiesandDigitalMedia,”ModernLanguageAssociation,February2012.https://www.mla.org/About-Us/Governance/Committees/Committee-Listings/Professional-Issues/Committee-on-Information-Technology/Guidelines-for-Evaluating-Work-in-Digital-Humanities-and-Digital-Media11AdHocCommitteeontheEvaluationofDigitalScholarshipbyHistorians,“GuidelinesfortheProfessionalEvaluationofDigitalScholarshipbyHistorians,”AmericanHistoricalAssociation,June2015.https://www.historians.org/teaching-and-learning/digital-history-resources/evaluation-of-digital-scholarship-in-history/guidelines-for-the-professional-evaluation-of-digital-scholarship-by-historians12TaskForcetoDevelopGuidelinesforEvaluatingDigitalArtandArchitecturalHistoryforPromotionandTenure,“GuidelinesfortheEvaluationofDigitalScholarshipinArtandArchitecturalHistory,”CollegeArtAssociationandtheSocietyofArchitecturalHistorians,January2016.http://www.collegeart.org/pdf/evaluating-digital-scholarship-in-art-and-architectural-history.pdf13http://www.mesa-medieval.org/14http://www.nines.org/15http://www.18thconnect.org/


theuniversity’sabilitytoreachandservetheneedsnotjustofPepperdinestudentsbutalsotheworldatlarge.16NeitherPepperdineUniversityorSeaverCollege,however,currentlyhaveanofficialpositiononopenaccess.Thisneutrality,furthermore,isunusualforaninstitutionofPepperdine’ssize.Manyinstitutions,includingUCLA,havetakenastrongstandonsupportforopenaccess--allofwhichcanbeaccessedthroughtheRegistryofOpenAccessRepositoryMandatesandPolicies(ROARMAP).17Manyuniversitieschannelfundsforthiskindofresearchsponsorshipthroughtheiruniversitylibraries,18buteachinstitutionsetsitsownpolicies.Otherinstitutions,however,haveobjectedintowhathasturnedinpracticeintoaPay-to-Publishmodelforpublication.19Thisneutralityalsoposesanumberofdifferentissuesrangingfromimpactfactorstoservice.Scholarlyoutputisincreasinglyvalidatedbasedonexternalcitationmetrics.Manyjournalsgiveauthorstheoptiontopayanopenaccessfeeinsteadofhavingtheirjournalarticlesremainbehindapaywall.Thisstatusisvaluableinthatitimprovestherateoffurthercitationandsupportsaccesstoscholarshipbyallmembersofthepublicasopposedtojustthosewhoareaffiliatedwithinstitutionswealthyenoughtopurchasesubscriptionstojournalsanddatabases.Moreimportantly,however,openaccesshasethicalimplicationsthatSeavershouldnotonlybeawareofbutalsoactivelyseektosupportsincetheyareconsonantwiththemissionofthecollegeanduniversity.BecausethevastmajorityofDHprojectsareopen-accessintheformofpubliclyavailablewebsites,DHprojectsalsohaveanimportantcharacteristicthatdifferentiatesthemfromotherscholarlywork.Theyareconcerneddeeplywithcommunicatingthecontentandvalueofscholarlyresearchtothewiderpublic.Inaddition,thisopenaccessmodelfurthersthefundamentalbeliefthatallpeopleshouldhaveaccesstoknowledge.Knowledgeisnotjustforthosewhohavethemoneytopayforexpensivemembershipstoproprietarydatabasesandsourcesofinformationbutrather,“thedigital…isasocialchange…Orthedigitalfacilitatespoliticalchange…Or,again,thedigitalmarksaculturalchange...thedigitalisaneconomicchange”.20WebelievethattheseeffortstoservethedisadvantagedarefundamentaltoalifeofChristianpurposeandservicebecauseknowledgeisthefoundationforfreewill,awillthatallowseachofustochooseChristjustashehaschosenus.Seaver’scurrentneutralitymaymeanthattheinstitutionisinadvertentlydisincentivizingfacultyfromsupportingopenaccesstotheirresearchbecausetherearenointernalfundingmechanismsorprotocol 16ThereisanInfoGuideonopenaccesscreatedbyourScholarlyResourceslibrarian,JeremyWhitt:http://infoguides.pepperdine.edu/openaccess.17http://roarmap.eprints.org/18Forexample,seetheSpringer’sstatementonopenaccess:http://www.springer.com/gp/open-access/open-access-funding/open-access-funding/208819Forexample,seeMediumAevum’spolicystatementonopenaccess:http://mediumaevum.modhist.ox.ac.uk/sites/default/files/policy_statement_on_open_access.pdf.20AlanLiu,“ThesesontheEpistemologyoftheDigital:AdviceFortheCambridgeCentreforDigitalKnowledge,”14August2014,http://liu.english.ucsb.edu/theses-on-the-epistemology-of-the-digital-page/


tosupportthisaccess.Asmentionedabove,werecommendthatthisissueofopenaccessbeaddressedthroughanadhoccommitteeondigitalissueswhichcoulddevelopapolicystatementforinternaluse.

Facilities

WhileSeaverCollegeiscurrentlyinpossessionoftheminimuminfrastructureneededforDigitalHumanitiesteachingandscholarship,theseresourceswillbecometaxediftheminorweretogrowatarapidspace.ThisissueisprimarilyrootedinthefactthattheHumanitiesandTeacherEducationDivisiondoesnothaveadedicatedcomputerlab.(ThereisasmallcomputerlabusedforWritingCompositionclasses,butthisspaceisfullyoccupied.)Inthepast,DigitalHumanitiessessionshaveusedborrowedspacefromthelibrarywithstudentsalsodownloadingsoftwareontheirpersonalmachinestosupplementinstruction.Giventheverypublicandloudspaceavailableinthelibrary,thefactthattherewerenotenoughcomputersforallofthestudents,andthatthecomputerswerenotnetworked,thisisnotanideallong-termsolution.Somefacultymay,forexample,wanttopurchaseproprietarysoftwareforuseintheDigitalHumanitiesclass,butinstallingsuchsoftwareonpersonalstudentcomputersisnotafiscallypracticalmeasure.ITestimatesthatalabof21networkedcomputerswouldbefeasibleforabout$26,250.Thecollege,however,wouldalsohavetoagreetodesignatethespaceforsuchalab.WerecommendthatsuchalabbeconsideredaspartofanyfuturemajorequipmentpurchasesorasaparticularprojectthatDevelopmentmayasktobesupported.

FacultyResearch

FacultyresearchintheDigitalHumanitiesisgrowing,someofitasadirectresultofthegrantfundingandsomeinparalleltoit.Asaresultofthisworkshopandthesoftwarepurchasedbythegrantmonies,ConstanceFulmer(English/Dean’sOffice)begantouseWordSmithToolsinherownresearch.(SeeAppendixCforthehandoutdevelopedtofacilitatetheworkshop.)ShehasalsohiredErinTingasaresearchassistant;ErinisastudentwhohadtakentheIntroductiontoDigitalHumanitiescoursewithJenniferSmithinFall2015.OnJuly15,2016,Dr.FulmerpresentedapaperattheAthenaeumClubinPallMallLondonaspartofaconferenceon"ReflectionsontheTheoryandPracticeofdigitizingNineteenthCenturyNewspapersandMagazines."Herpaperwasentitled“EdithSimcoxandtheAcademy:ADigitalProject.”MaireMullins(English)completedadigitaleditionoftheselectedlettersofHannahWhitmanHydewithavarietyofstudentresearchassistants.21AndJacquelineDillion(English)becameaco-editorforanewvarioriumeditionofThomasHardy’sTheMayorofCasterbridgeforCambridgeUniversityPressforpublicationin2018.SheisworkingwithastudentresearchassistantandutilizingtheprogramJuxtatocomparedifferentversionsofthetext.

Lookingforward,48%ofthefacultysurveyedindicatedthattheybelievedthereshouldbefundingforDigitalHumanitiestrainingandanother36%indicatedthattheybelievedthereshouldbefundingforDigitalHumanitiesresearch.ThismeansthatatleastadozenfacultymembersareinterestedinengagingintheDigitalHumanitiesasteachersandatleasteightareinterestedinengagingintheDigitalHumanitiesasresearchers(orboth).AddressingthedemandforDigitalHumanitiestrainingismorestraightforwardthanaddressingthefundingforDigitalHumanitiesresearch.Apublicawareness

21Mullins,Maire.”TheSelectedLettersofHannahWhitmanHyde.”ScholarlyEditing:TheAnnualoftheAssociationofDocumentaryEditing.37(2016).http://scholarlyediting.org/2016/editions/mullinswhitmanheyde.html


campaignandmarketingisprimarilywhatisneededtoaddressthedesirefortraining.Whiletherearecurrentlymechanismsoncampusthatwouldtheoreticallysupporttraining,forexample,byapplyingforDivisionfundstotravelforaDHtrainingworkshopattheDigitalHumanitiesSummerInstituteattheUniversityofVictoriaorapplyingforaDean’sResearchGranttoattendtheDigitalHumanitiesOxfordSummerSchool,facultymaynotrealizethattheseareavailableoptions.FewfacultymayalsobeengagingintheveryactiveDigitalHumanitiescommunitiesatUSCorUCLA.OurownlibraryalsohasagrowingwealthofresourcesontheDigitalHumanities.SeeAppendixDforaselectedlistofmaterialscurrentlyavailable.AddressingfundingforDigitalHumanitiesresearchisalittlemorecomplicatedbecausefundingintheDigitalHumanitiesforresearchmaynotlooklikeotherformsoffunding.DigitalHumanitiesresearchfundingisnotnecessarilyabouttraveltoarchives(althoughitdoesnotprecludesuchwork);DHresearchfundingisarguablymoreaboutfundingsustainableserverspaceandmanagingavarietyofpersonnelwhocanworkinthecollaborativewaysdiscussedabove.Asmentionedearlier,ITsupportisverystrongintheareaofDigitalPedagogy,especiallywiththesupportoftheTechLearnteam.Asimilar,thoughperhapsnotquiteasextensive,supportsystemwouldbeanidealparallelforresearchinterests.SustainabledigitalprojectstypicallyhaveuniversitysponsorshipandtechnicalexpertswhocangobeyondsupportandtowardspartnershipinDHresearch.Currently,thereisnooneonstaffwhoseresponsibilitiesexplicitlyfallwithinthisdomain,althoughtheexpertiseisavailable.JasonEggleston,forexample,hasboththetechnicalexpertiseandthetrainingintheHumanitiesthatwouldbenecessaryforthiskindofpartnership.ThenecessityforanincreasedroleforITisdemonstrablebypriorexperience:intheclassroomenvironmentdiscussedearlierwhichmimickedaresearchprojectonthewritingsofGeorgePepperdine,studentslearnedhowtocodeprimarysourcedocumentsinTEI,asubsetofXMLtags.Buttherewasnothingavailablethatcouldrenderthatcodeinaformatforonlinepresentation.Thewebsiteslinkedaboveincludetheprimarysourcetextinadownloadableformataswellasinafixedformat,butthepresentationdidnotactuallytakeadvantageofthestudents’codingwork.ToreiterateanearlierpointaboutwhatitmeanstodoDigitalHumanitiesscholarship--itmeansmorethansimplyaccess.Itmustalsoenableanalysisandmanipulation.Asis,facultywillnecessarilyhavetogotootherinstitutionsandgroupstodevelopdigitalprojects.Whileonoccasionthismaybeadesirableapproach,itcertainlywouldnotbeinallinstances.

ConclusionAswehopeisevidentinthisreport,thelongtermgoaltoestablishaDigitalHumanitiescommunityoncampusthatwasinvestedinengaginginandsupportingresearchandteachinginthisareaiswellunderway.Whiletherearecertainlyareasforcontinuedgrowth,wehaveconfidencethatwiththecontinuedsupportoftheuniversitycommunityatlargetheseareaswillseetheattentionthattheydeserve.


Appendix


AppendixA.DigitalHumanitiesFacultyandStaffSurveyThepurposeofthesurveyistogatherinformationonthecurrentstatusofDigitalHumanitiesteachingandresearchatPepperdineUniversity.*Required

InformedConsentforParticipationinResearchActivities*PleasecheckEVERYBOXtoindicateconsent.Failuretocheckanyboxmeansthatyourresponseswillnotbecounted.Thankyou!

○ 1.IhavebeenaskedtoparticipateinaresearchstudyconductedbyJ.A.T.Smith,PhDandMelissaNykanen,MLS.Thepurposeofthisresearchistoexaminefacultymembers’experienceswithDigitalHumanities(DH)researchandteaching.

○ 2.IunderstandthatIwillbeparticipatinginanexercisethatwillincludeabriefsurveyonmyexperienceswithDHandhowthisfieldmayaffectmyteaching,research,andservice.IunderstandthatifIagreetoparticipateinthisstudy,ImaybeaskedtoprovideadditionalinformationaboutmyworkintheDHtotheresearchersinthefuture.

○ 3.IunderstandthatthepossiblebenefitstosocietyfromthisresearchareagreaterunderstandingofthevariouswaysthatDHmayaugmentmyworkasateacherandscholar.ApersonalbenefitisthatImayincreasemyawarenessofopportunitiesforadditionaltrainingandfundinginDHaswellasbeconnectedtoalargerDHcommunityonPepperdine’scampus.

○ 4.Iunderstandthattherearenoforeseeablerisksordiscomfortsassociatedwithmyparticipationinthisresearch.Completingtheexercise,however,maybeassociatedwithprofessionalorself-reflectionthatmayraisepersonalquestionsaboutthedirectionofmycareerandthepurposeofmyteaching,research,andservice.IfIwouldliketodiscussthesequestionswithsomeone,IcancontacteitherJenniferSmithat310-506-6265orMelissaNykanenat310-506-4434.

○ 5.IunderstandthatmyparticipationisvoluntaryandthatImayrefusetoparticipateand/orwithdrawmyconsentanddiscontinueparticipationintheprojectoractivityatanytimewithoutpenaltyorlossofbenefitstowhichIamotherwiseentitled.

○ 6.IunderstandthatImaycontactthefollowingimpartialthirdparty,notassociatedwiththeresearchstudy,toaddresscomplaintsaboutthestudy:Dr.SusanHelm,InstitutionalReviewBoardChair,NaturalScienceDivision,PepperdineUniversity,Malibu,CA90263.

○ 7.IunderstandthatImaychoosenottoparticipateinthisresearch.○ 8.IunderstandthattheinvestigatorsandtheUniversitywilltakeallreasonable

measurestoprotecttheconfidentialityofmyrecordsandmyidentitywillnotberevealedinanypublicationthatmayresultfromthisproject.Theconfidentialityofmyrecordswillbemaintainedinaccordancewithapplicablestateandfederallaws.


○ 9.IunderstandthattheinvestigatorsarewillingtoansweranyinquiriesImayhaveconcerningtheresearchhereindescribed.Followingisthecontactinformationforeachinvestigator:JenniferSmith,PepperdineUniversity,HumanitiesandTeacherEducation,Malibu,CA90263(phone:310-506-6265)andMelissaNykanen,PepperdineUniversity,SpecialCollections,Malibu,CA90263(phone:310-506-4434).

○ 10.Iwillbeinformedofanysignificantnewfindingsdevelopedduringthecourseofmyparticipationinthisresearch,whichmayhaveabearingonmywillingnesstocontinueinthestudy.

○ 11.Ihavereadandunderstandthematerialcontainedinthisinformedconsentform.Iherebyconsenttoparticipateintheresearchdescribedabove.

Survey1. DivisionorDepartment2. FieldofStudye.g.Rhetoric,History,Art,etc.3. HowlonghaveyouworkedforPepperdineUniversity?

○ Lessthan1year○ 1-5years○ 6-15years○ 15-25years○ Greaterthan25years

4. HowlonghaveyouworkedinHigherEducation?○ Lessthan1year○ 1-5years○ 6-15years○ 15-25years○ Morethan25years

5. Whatisyour"definition"ofDigitalHumanities?6. HowimportantdoyouthinkDigitalHumanitiesaretothefutureofscholarshipandteaching?

○ ExtremelyImportant○ ModeratelyImportant○ Neutral○ ModeratelyUnimportant○ ExtremelyUnimportant

7. AreyounowteachingorhaveyoueverbeenengagedinanyDigitalHumanitiesResearchprojects?

○ Yes


○ No○ Notsure

8. Ifyes,pleasebriefly(1-2sentences)describetheprojectbelowandprovidealinkifavailable.9. DoyouhaveanyDHpublications(articlesorbooks)?Ifso,pleasegiveafullcitationbelow.10.HowlikelyareyoutoengageinaDigitalHumanitiesResearchProjectoverthenext2years?

○ Verylikely○ Likely○ Neutral○ Unlikely○ VeryUnlikely

11.HaveyoueverattendedanyofthefollowingDHconferencesorworkshops?○ DigitalHumanitiesSummerInstitute○ HumanitiesIntensiveLearningandTeaching○ AnnualConferenceoftheAllianceofDigitalHumanitiesOrganizations○ EuropeanSummerSchoolinDigitalHumanities○ DigitalPedagogyInstitute○ ElectronicLiteratureOrganizationConference○ UCLADigitalHumanitiesWorkingGroup○ USCDigitalHumanitiesEvents○ ThatCamp○ Other:

12.AreyounowteachingorhaveyouevertaughtacoursethatincludedoneormorelessonsthatyouwouldconstrueasDigitalHumanitiesoriented?

○ Yes○ No○ Notsure

13.Ifyes,pleasebriefly(1-2sentences)describethelesson(s).14.WhatarebarrierstoYOUROWNinvolvementintheDigitalHumanities?

○ Nobarriers○ Lackoffundingtoattendworkshops○ Steeplearningcurve○ Nocollaboratorsoncampus○ InsufficientITsupport○ Don'tknowenoughaboutfield○ Insufficienttime○ Skepticismaboutvalue○ Otherpriorities○ Other:


15.HaveyoueverrequiredyourstudentstocompleteaDigitalHumanitiesassignment?

○ Yes○ No○ Notsure

16.Ifyes,pleasegiveabriefdescriptionoftheassignment(1-2sentences).17.HowlikelyareyoutoteachacoursewhereDigitalHumanitiesplaysasignificantroleinthelessonsorassignmentsoverthenext2years?

○ Verylikely○ Likely○ Neutral○ Unlikely○ VeryUnlikely

18.ArethereDigitalHumanitiesresources(books,software,etc.)thatyouthinkthecollegeshouldinvestin?19.WhatkindofDigitalHumanitiespresencedoyouthinkthereshouldbeatPepperdine?

○ DHrequiredcoursesformajors○ DHrequiredcoursesfornon-majors○ DHelectivecourses○ DHminor○ DHmajor○ DHCenter○ DHProgram(acomprehensiveapproachincludingsponsoredlectures,workshops,and

courses)○ DHfundingforfacultytraining○ DHfundingforfacultyresearch○ Other:

20.WhatkindofDigitalHumanitiesworkshopswouldyouliketoseeofferedatPepperdine?

○ GIS○ TextMiningorTextAnalysis○ TextEncoding(TEI)○ TextVisualisation○ NetworkAnalysis○ DigitalPublication/DigitalEditions○ FundingOptions○ Other:


21.ArethereanyDigitalHumanitiesscholarsthatyouwouldlikeustobringtocampus?22.WhatkindofbarriersdoyouseetoagreaterDigitalHumanitiespresenceATPEPPERDINEinthefuture?

○ Lackoffunding○ Insufficientfacultyinterest○ Insufficientfacultytraining○ Lackofinstitutionalsupport○ Lackofcentralizedspace○ LackofITinfrastructure○ Insufficientstudentinterest○ Insufficientstaffinterest○ LackofRTPprotocolorprecedence○ Other:

23.Ifyouhaveservedonahiringcommitteeinthepastfiveyears,haveDigitalHumanitiesskillsfactoredintotheselectionofcandidates?

○ StrongImpact○ ModerateImpact○ Neutral○ WeakImpact○ NoImpact○ Ihavenotservedonahiringcommittee.

24.HowdoyouthinkDigitalHumanitiesProjectsshouldbeevaluatedforthepurposeofRTP?25.Additionalcommentsorquestions


AppendixB.CuratedWebsite(G.Pepperdine).AssignmentSheet.Sp15

StudentLearningObjectives

ThisassignmentisacuratedwebsitefocusedonthewritingsofGeorgePepperdine.Itwillchallengeyoutocombinealloftheskillsyouhaveacquiredthroughoutthepastsemesterintoonedigitalenvironment.ItwillalsoencourageyoutoengageinsomeofthefundamentalpracticesoftheDigitalHumanities:collaboration,project-basedlearning,andpublicscholarship.Finally,itwillchallengeyoutothinkabouthowtocommunicatetheirownskillsetstoalargerpublicthroughpresentationandframing.ProgramLearningObjectives

SLO#1 Studentswilldemonstratecriticalthinkingskillsthroughrigorousanalysisofliterarytextsindiversehistoricalandculturalcontexts

SLO#2 Studentswilldemonstrateabasicunderstandingoftheconceptandpracticeofliteraryresearch

SLO#3 Studentswilldemonstrateeffectivewritingand/ororalpresentationthroughliteraryanalysis

SLO#4 Studentswilldemonstratethewaymeaningisexpressedthroughtheformalelementsoflanguageandgenre

RequirementsandGrading

InyourGeorgePepperdineWorkingGroups,pleasecreateacuratedwebsiteforthedocumentarysourcesthatyoueditedfromtheGeorgePepperdineDigitalCollection.Youmayusethedigitalplatformofyourchoice(GoogleSites,Wix,WordPress,etc.).Thewebsitemustincludethefollowing:

1.Atitleandtaglinewhichemphasizesthenarrativeofthewebsite.Forexample,“GeorgePepperdine,ManofLetters”or“GeorgePepperdine,WorldTraveler”or“TheEducationofGeorgePepperdine.”(Failuretoincludesuchatitleandtaglineresultsinapenaltyonly.)

2.Ashortpersonalbiographyandphotoforeachcontributor.Personalbiostypicallyincludewhereyouarefrom,whatyourcourseofstudyis,andwhatyourplansareaftergraduation.Youmayalsoincludeanysignificantemploymentorextracurricularactivities.Pleasewriteinprofessionalandgrammaticalprose.(5pts.)

3.Abstractsofapproximately150-200wordsforeachofthe7-9documentsweexamined(journal,speeches,travelletters).Goodabstractswillsummarizethecontentsofthedocumentwhile


emphasizingitsrelativeimportancetotherestofthecollection.PleaseensurethattheAbstractsareclearlylabeledorvisuallydistinctfromthebodyofyourpaper.(5pts.each,with2pergroupmember=10pts./person)

4.Correctedtranscriptionsofallofthe7-9documentsyoueditedforthisclass(journal,speeches,travelletters)formattedinaconsistentmannerinternallyaswellasacrossallfiveassignments.(Failuretoincludethecorrectedtranscriptionsresultsinapenaltyonly.)

5.Contributionsbyeachmemberofthegroupinoneofthefollowingareas.Forgroupswithonlyfourmembers,studentsmaychoosefromanyofthefourcategoriesaslongasWebmasterisrepresented.(20pts.)

a.Webmaster—responsibleforuploadingandformattingallofthecontributionsandmakingsureauthorshiponeachoftheareasofthewebsiteisclearlylabeled(forthepurposeofgrading).

b.Biographer/Bibliographer—responsibleforwriting1-2paragraph(i.e.750-100words)biographyofGeorgePepperdineandprovidingcitationsand/orlinkstoaminimumof10-15printandelectronicsources.IsuggestthatyouuseZoterotofacilitatethiswork.

c.Paleographer—responsibleforwriting1-2paragraphs(i.e.750-100words)analyzingPepperdine’shandwritingandeditorialstyle.Thediscussionmustincludeselectexamplesofletterformspresentedascroppedimages.No,youdonotneedanexampleofeveryletterthatPepperdineuses—onlytheonesthatmattertoyourdiscussion.

d.Textanalyzer—responsibleforrunningtextanalysisonGeorgePepperdine’swritingsthroughWordSmithandcomingupwithsomebasicdatathatdescribePepperdine’smaininterestsalongwith1-2paragraphsofcommentary(i.e.750-100words).

e.DigitalToolsIntegrator—responsibleforapplyingadigitaltoolwithinthecontextofthewebsitethatwillfacilitatethestudyofPepperdine’sdocuments.Thisaugmentedtoolmaytakemanyforms.Afewsuggestions--aGoogleMapwhichshowsPepperdine’stravelroutewhileonpilgrimagetoJerusalem,aninteractivetimelineofhistravels,oracollectionofimagesfromthetimeandplacesthatPepperdinetraveled.Thisoptionmustalsobeaccompaniedby1-2paragraphsofcommentary(i.e.750-100words).Anystudenttakingonthisrolemustgethisorherprojectapproved.

6.Websiteorganizationthatshowsastrongsenseofnarrative,hierarchy,andinterpretation.Grouporganizationwhichdemonstratescollaborationandcommunicationacrosstheprojectworkingperiod.Thatis,makesuretheintentofthewebsiteisclearlyarticulatedineveryareaandmakesurethatworkisevenlyandfairlydistributed.(15pts.)


AppendixC.WordSmithPre-WritingWorksheetJ.A.T.Smith

[email protected]

GettingStartedwithTextAnalysisThefollowingworksheethasbeenpreparedasastep-by-stepseriesofquestionsthataresearchermightwanttoaskaboutgeneralpatternsinatext.Itisnot,howeverauser-guideforWordSmith.Youcanfindoneofthosehere:http://www.lexically.net/wordsmith/step_by_step_English6/index.html?introduction.htmInstead,itfocusesondevelopingadata-drivenresearchmodelfortexts.We’llbeusingapreparedtextualcorpus(Shakespeare)whichyoucanfindhere:http://lexically.net/wordsmith/support/shakespeare.html1)TheWordListtoolletsyouseealistofallthewordsorword-clustersinatext,setoutinalphabeticalorfrequencyorder.2)Theconcordancer,Concord,givesyouachancetoseeanywordorphraseincontext--sothatyoucanseethewholesentencethatitappearsin.Functionallyspeaking,thismeansthatyoucanfindallofthequotationsthathavetheinstanceofthewordthatyou’reinterestedinseeing.3)WithKeyWordsyoucanfindthekeywordsinatextbutthistoolismorecomplexbecauseitrequiresthatyoucomparemultipletextsagainsteachother.

TextAnalysisWorksheetPreparation1)Whattextdoyouwanttoexplore?____________________________________________________________________________2)Whatconceptdoyouwanttoexplore?____________________________________________________________________________3)Whatterm(s)doyouwanttoexploretotesttheconceptabove?____________________________________________________________________________

WordListMetadataAftercreatingaWordListforyourfile(s),answerthefollowingquestionsusingtheStatisticstab.4)Howmanywordsortokensareinyourtext?__________________________________________5)Howmanyuniquespellingsortypesareinyourtextasawhole?__________________________6)Whatistheaverage(mean)wordlength?____________________________________________Choosetwocharactersthatyouwouldlikecompare.7)Character#1:Howmanywordsortokensdoesthecharacterspeak?______________________8)Character#2:Howmanywordsortokensdoesthecharacterspeak?______________________9)Character#1:Howmanyuniquespellingsortypesareinyourtextasawhole?______________


10)Character#2:Howmanyuniquespellingsortypesareinyourtextasawhole?______________11)Character#1:Whatistheaverage(mean)wordlength?_________________________________12)Character#2:Whatistheaverage(mean)wordlength?_________________________________Nowlet’sexplorethetermsthatyouchoseabovebylookingattheFrequencyTab.13)Ignoringfunctionwords(the,to,it,he,she,for,etc.),whatarethe5mostfrequentwordsareinthetext?

i.__________________ii.__________________iii.__________________iv.__________________v.__________________

14)Ignoringfunctionwords(the,to,it,he,she,for,etc.),whatarethe5mostfrequentwordsspokenbycharacter#1_____________________?

i.__________________ii.__________________iii.__________________iv.__________________v.__________________

15)Ignoringfunctionwords(the,to,it,he,she,for,etc.),whatarethe5mostfrequentwordsspokenbycharacter#2_____________________?

i.__________________ii.__________________iii.__________________iv.__________________v.__________________

16)Whatistheabsolutenumber,i.e.frequency?

Text: Character#1:

Character#2:

Term#1

Term#2

Term#3

17)Whatistheabsoluterankforeachoftheterms?


Text: Character#1:

Character#2:

Term#1

Term#2

Term#3

Ifallofyourtermsaresemanticallyheavy(i.e.nouns,verbs,adjectives),itmayhelptorefineourdatabycreatingasecondWordListthatexcludesfunctionwords(i.e.prepositions,pronouns,conjunctions).You’lldothisbyaddingaStopListtoanewWordList.WiththeStopListinplace,let’sseehowthenewdatacompares.18)Howmanywordsortokensareinyourtext?__________________________________________19)Howmanyuniquespellingsortypesareinyourtextasawhole?__________________________20)Whatistheaverage(mean)wordlength?____________________________________________WiththeStopListinplace,comparethesametwocharactersagain.21)Character#1:Howmanywordsortokensdoesthecharacterspeak?______________________22)Character#2:Howmanywordsortokensdoesthecharacterspeak?______________________23)Character#1:Howmanyuniquespellingsortypesareinyourtextasawhole?______________24)Character#2:Howmanyuniquespellingsortypesareinyourtextasawhole?______________25)Character#1:Whatistheaverage(mean)wordlength?_________________________________26)Character#2:Whatistheaverage(mean)wordlength?_________________________________27)Whatistherankforeachofthetermsyouareexploring?

Text: Character#1:

Character#2:

Term#1

Term#2

Term#3


Nowlet’sdosomemathsowecancompareourresults.28)Character#1____________________________Frequencyofterm#1÷totalnumberofwordsw/SL=__________Frequencyofterm#2÷totalnumberofwordsw/SL=__________Frequencyofterm#3÷totalnumberofwordsw/SL=__________29)Character#2____________________________Frequencyofterm#1÷totalnumberofwordsw/SL=__________Frequencyofterm#2÷totalnumberofwordsw/SL=__________Frequencyofterm#3÷totalnumberofwordsw/SL=__________Foreachoftheresultsdrawnabove,trytocomeupwithoneconclusionthatisbasedonthedataandanalysis.30)Canyoumakeanyconclusionsabouttherelativeprominenceofyoursearchtermsinthespeechofyourtwofocus-charactersversusthetermsinthetextasawhole?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________31)Canyoumakeanyconclusionsabouttherelativeprominenceofyoursearchtermsasyoucompareyourtwocharacters?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________32)Canyoumakeanyconclusionsabouttherelativesophisticationofthevocabularyofeachofyourspeakersa. Basedonwordlength?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________b. Basedontotalspeech?


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________c. Basedondiversityofvocabulary?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________AdvancedAnalysis(BeforeandAfter).Sometimes,amajoreventoccursinyourtextandyouwanttocomparethepatternoflanguageusebothbeforeandafterthisevent.Repeatallofthepriorstepsbutfirstseparateyourtextfilessothattheyreflectthechronologicaldivisionthatyouhavemade.

ConcordanceMetadataWordListwasgoodforlookingatindividualwordsbutlet’sseenowwhattheassociationsarebetweenmultiplewordsaswellashowtheybehavewithincontext.Unlessdoingananalysisoffunctionwords,don’tforgettousetheWordListwiththeStopListinplace!First,let’stakealookatcollocates(co-location)orwordsthatarefoundincloseproximitytoyoursearchterms.33)Text:Usingthecollocatestab,aretheresignificantwordassociationstotheleftorrightofsearcha.term#1?________________________________________________________________b.term#2?________________________________________________________________c.term#3?________________________________________________________________34)Character#1:Usingthecollocatestab,aretheresignificantwordassociationstotheleftorrightofsearcha.term#1?________________________________________________________________b.term#2?________________________________________________________________c.term#3?________________________________________________________________35)Character#2:Usingthecollocatestab,aretheresignificantwordassociationstotheleftorrightofsearcha.term#1?________________________________________________________________b.term#2?________________________________________________________________


c.term#3?________________________________________________________________Next,let’slookatthePlottoolwhichshowsthedistributionofuseofatermacrosstheentiretext.36)Text:UsingthePlottab,doyoursearchtermsclusterinoneareaofthetext?a.term#1?________________________________________________________________b.term#2?________________________________________________________________c.term#3?________________________________________________________________37)Character#1:UsingthePlottab,doyoursearchtermsclusterinoneareaofthetext?a. term#1?________________________________________________________________b. term#2?________________________________________________________________c. term#3?________________________________________________________________38)Character#2:UsingthePlottab,doyoursearchtermsclusterinoneareaofthetext?a.term#1?________________________________________________________________b.term#2?________________________________________________________________c.term#3?________________________________________________________________Finally,let’slookatthepatternsproducedforwordsincloseproximitytoyoursearchterm.Arethereparticularpatternsofspeechthatappearrepeatedly?39)Text:UsingthePatternstab,doyoursearchtermsproduceparticularpatternsinthetext?a.term#1?________________________________________________________________b.term#2?________________________________________________________________c.term#3?________________________________________________________________40)Character#1:UsingthePatternstab,doyoursearchtermsproduceparticularpatternsinthetext?a.term#1?________________________________________________________________b.term#2?________________________________________________________________c.term#3?________________________________________________________________41)Character#2:UsingthePatternstab,doyoursearchtermsproduceparticularpatternsinthetext?a.term#1?________________________________________________________________b.term#2?________________________________________________________________c.term#3?________________________________________________________________Foreachoftheresultsdrawnabove,trytocomeupwithoneconclusionthatisbasedonthedataandanalysis.42)Doesthedistributionofyourtermssuggestthatyouranalysismightbenefitfrombeingreprocessedbycontrastingoneportionofthetextagainstanotherportion?


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________43)Aretheresignificantdifferencesinthepatternsofwordassociationthatyouseeinonecharacterversusanother?Onecharacterversusthetextasawhole?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________44)Aretheretermsthatyoudidnotsystematicallyevaluatethatyouthinkyoushouldnowbasedonthepatternsyoufoundinthetext?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Nowlet’sgathersometextualevidencesothatwecanputourinterpretationsbackincontext.45)Ifthisispractical,createalistofquotationsinaseparatedocumentforeachofyourterms.Otherwise,createaselectedlistofquotationsforeachofyourterms.Aftercompilingyourlist,you’llbeabletoconnectyourtextualevidencewiththediscussionthatyou’vecomeupwithaboveinamoretraditionalliteraryinterpretation.


AppendixD.DigitalHumanitiesResourcesinthePepperdineUniversityLibraries

BooksApollon,Daniel,ClaireBelisle,andPhilippeRégnier.DigitalCriticalEditions.Urbana:UniversityofIllinois

Press,2014.Printandinternetresource.Berry,DavidM.UnderstandingDigitalHumanities.Houndmills,Basingstoke,Hampshire:Palgrave

Macmillan,2012.Print.Blanke,Tobias.DigitalAssetEcosystems:RethinkingCrowdsandCloud.Kidlington:ChandosPublishing,

2014.Internetresource.Bode,Katherine,andPaulL.Arthur.AdvancingDigitalHumanities:Research,Methods,Theories.

Houndmills,Basingstoke,Hampshire:PalgraveMacmillan,2014.Print.Bodenhamer,DavidJ,JohnCorrigan,andTrevorM.Harris.TheSpatialHumanities:GISandtheFutureof

HumanitiesScholarship.Bloomington:IndianaUniversityPress,2010.Internetresource.Burdick,Anne,JohannaDrucker,andPeterLunenfeld.Digital_humanities.Cambridge,MA:MITPress,

2012.Printandinternetresource.Carson,Christie,andPeterKirwan.ShakespeareandtheDigitalWorld:RedefiningScholarshipand

Practice.Cambridge,NewYork:CambridgeUniversityPress,2014.Print.Carter,Bryan.DigitalHumanities:CurrentPerspective,Practices,andResearch.Bingley,U.K.:Emerald,

2013.Internetresource.Chiarcos,Christian,SebastianNordhoff,andSebastianHellmann.LinkedDatainLinguistics:

RepresentingandConnectingLanguageDataandLanguageMetadata.Heidelberg,NewYork:Springer,2012.Internetresource.

Clivaz,Claire,AndrewF.Gregory,DavidHamidovič,andSaraSchulthess.DigitalHumanitiesinBiblical,

EarlyJewishandEarlyChristianStudies.Leiden:Brill,2013.Internetresource.


Cohen,DanielJ,andTomScheinfeldt.HackingtheAcademy:NewApproachestoScholarshipandTeachingfromDigitalHumanities.AnnArbor:UniversityofMichiganPress,2013.Internetresource.

Dávidházi,Péter.NewPublicationCulturesintheHumanities:ExploringtheParadigmShift.Amsterdam:

AmsterdamUniversityPress,2014.Internetresource.Deegan,Marilyn,WillardMcCarty,andHaroldShort.CollaborativeResearchintheDigitalHumanities:A

VolumeinHonourofHaroldShort,ontheOccasionofHis65thBirthdayandHisRetirement,September2010.Farnham,England:Ashgate,2012.Internetresource.

Earhart,AmyE.TracesoftheOld,UsesoftheNew:TheEmergenceofDigitalLiteraryStudies.AnnArbor:

UniversityofMichiganPress,2015.Internetresource.Emerson,Lori.ReadingWritingInterfaces:FromtheDigitaltotheBookbound.Minneapolis:Universityof

MinnesotaPress,2014.Internetresource.Giaretta,David.AdvancedDigitalPreservation.Berlin:Springer,2011.Internetresource.Gold,MatthewK.DebatesintheDigitalHumanities.Minneapolis:UniversityOfMinnesotaPress,2012.

Printandinternetresource.Harpold,Terry.Ex-foliations:ReadingMachinesandtheUpgradePath.Minneapolis:Universityof

MinnesotaPress,2009.Internetresource.Hayles,Katherine.HowWeThink:DigitalMediaandContemporaryTechnogenesis.Chicago:The

UniversityofChicagoPress,2012.Internetresource.Hirsch,BrettD.DigitalHumanitiesPedagogy:Practices,PrinciplesandPolitics.Cambridge:OpenBook

Publishers,2012.Internetresource.Jockers,MatthewL.Macroanalysis:DigitalMethodsandLiteraryHistory.Urbana:UniversityofIllinois

Press,2013.Printandinternetresource.Kinder,Marsha,andTaraMcPherson.TransmediaFrictions:TheDigital,theArts,andtheHumanities.

Berkeley:UniversityofCaliforniaPress,2014.Internetresource.Klein,JulieT.InterdiscipliningDigitalHumanities:BoundaryWorkinanEmergingField.AnnArbor:

UniversityofMichiganPress,2015.Printandinternetresource.Langdon,Melissa.TheWorkofArtinaDigitalAge:Art,TechnologyandGlobalisation.NewYork:

Springer,2014.Internetresource.


Liu,Alan.TheLawsofCool:KnowledgeWorkandtheCultureofInformation.Chicago:Universityof

ChicagoPress,2004.Internetresource.McCarty,Willard.HumanitiesComputing.Basingstoke,England:PalgraveMacmillan,2005.Print.McCullough,Malcolm.AbstractingCraft:ThePracticedDigitalHand.Cambridge,Mass:MITPress,1996.

Print.McGann,JeromeJ.ANewRepublicofLetters:MemoryandScholarshipintheAgeofDigital

Reproduction.Cambridge:HarvardUniversityPress,2014.Printandinternetresource.McGrath,Laura.CollaborativeApproachestotheDigitalinEnglishStudies.Logan,Utah:UtahState

UniversityPress,2011.Internetresource.Nichols,StephenG.FromParchmenttoCyberspace:MedievalLiteratureintheDigitalAge.NewYork:

PeterLang,2016.Internetresource.O'Brien,Heather,andPaulCairns.WhyEngagementMatters:Cross-disciplinaryPerspectivesand

InnovationsonUserEngagementwithDigitalMedia.Cham:Springer,2016.Internetresource.O'Gorman,Marcel.E-crit:DigitalMedia,CriticalTheoryandtheHumanities.Toronto:Universityof

TorontoPress,2006.Print.Panofsky,Ruth,andKathleenKellett.CulturalMappingandtheDigitalSphere:PlaceandSpace.

Edmonton:TheUniversityofAlbertaPress,2015.Internetresource.Pierazzo,Elena.DigitalScholarlyEditing:Theories,ModelsandMethods.Burlington,VT:Ashgate,2015.

Print.Presner,ToddS,DavidShepard,andYohKawano.Hypercities:ThickMappingintheDigitalHumanities.

Cambridge:HarvardUniversityPress,2014.Print.Ramsay,Stephen.ReadingMachines:TowardanAlgorithmicCriticism.Urbana:UniversityofIllinois

Press,2011.Internetresource.Ridge,Mia.CrowdsourcingOurCulturalHeritage.Farnham,England:Ashgate,2014.Printandinternet

resource.Ridolfo,Jim.DigitalSamaritans:RhetoricalDeliveryandEngagementintheDigitalHumanities.Ann

Arbor:UniversityofMichiganPress,2015.Internetresource.


Ronchi,AlfredoM.Eculture:CulturalContentintheDigitalAge.Berlin,Heidelberg:SpringerBerlinHeidelberg,2008.Internetresource.

Rosenzweig,Roy.ClioWired:TheFutureofthePastintheDigitalAge.NewYork:ColumbiaUniversity

Press,2011.Internetresource.Sabharwal,Arjun.DigitalCurationintheDigitalHumanities:PreservingandPromotingArchivaland

SpecialCollections.Waltham,MA:ChandosPublishing,2015.Printandinternetresource.Sacco,KathleenL,ScottS.Richmond,SaraParme,andKerrieF.Wilkes.SupportingDigitalHumanitiesfor

KnowledgeAcquisitioninModernLibraries.Hershey,PA:InformationScienceReference,2015.Print.

Schreibman,Susan,RaymondG.Siemens,andJohnUnsworth.ACompaniontoDigitalHumanities.

Malden,MA:BlackwellPub,2004.Internetresource.Saper,CraigJ,GregoryL.Ulmer,andVictorJ.Vitanza.Electracy:GregoryL.Ulmer'sTextshop

Experiments.Aurora,CO:TheDaviesGroup,2015.Internetresource.Schreibman,Susan,RaymondG.Siemens,andJohnUnsworth.ACompaniontoDigitalHumanities.

Malden,MA:BlackwellPub,2004.Internetresource.Siemens,RaymondG,andSusanSchreibman.ACompaniontoDigitalLiteraryStudies.Malden,MA:

BlackwellPub,2007.Printandinternetresource.Svensson,Patrik.BigDigitalHumanities:ImaginingaMeetingPlacefortheHumanitiesandtheDigital.

AnnArbor:UniversityofMichiganPress,2016.Internetresource.Terras,MelissaM,JulianneNyhan,andEdwardVanhoutte.DefiningDigitalHumanities:AReader.

Farnham,England:Ashgate,2013.Internetresource.VanDenBoomen,Marianne.DigitalMaterial:TracingNewMediainEverydayLifeandTechnology.

Amsterdam:AmsterdamUniversityPress,2009.Internetresource.White,JohnW,andHeatherGilbert.LayingtheFoundation:DigitalHumanitiesinAcademicLibraries.

WestLafayette,IN:PurdueUniversityPress,2016.Internetresource.

PeriodicalsDigitalHumanitiesQuarterly,publishedbytheAllianceofDigitalHumanitiesOrganizations.


DigitalScholarshipintheHumanities(formerlyLiteraryandLinguisticComputing,publishedbyOxfordUniversityPress.

JournalofHumanitiesandArtsComputing,publishedbyEdinburghUniversityPress.LanguageResourcesandEvaluation,publishedbySpringer.