Digital Scholarship Introduction
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This document summarizes a faculty retreat presentation on digital scholarship. It discusses how faculty are already digital scholars through their use of tools like iPhones. It encourages mindful use of digital tools and engaging critically with technology. Examples of digital scholarship projects are provided, such as a gallery of primary sources or network visualizations. Upcoming events on topics like photo editing, a talk by Howard Rheingold, and "jazzy presentations" are also listed. Faculty are invited to join ongoing digital scholarship conversations through the digital pedagogy repository, Facebook group, or Twitter account.
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Digital Scholarship Introduction
- 1. Andrea Rehn Whittier College Faculty Retreat August 27, 2014
- 3. We are already digital scholars
- 4. The latest iPhone app: iExplod e ©JOHN PRITCHETT
- 5. Choose digital tools mindfully
- 6. Adeline Koh “At its best, the digital humanities is about engaging more critically with the intersections between technology and how we act, think, and learn.”
- 7. Uses Available Tools Digital Pedagogy Digital Liberal Arts Multidisciplinary Collaborative Public
- 8. Digital Scholarship A gallery of primary sources A digital scholarly edition A mapping project Network/System Visualizations Computer-aided Text Analysis 3-D Modelling Multimodal or Media-rich Publications --adapted from Miriam Posner e x a m p l e s
- 9. My first dendrogra m New Methods & Questions Is this literary study?
- 11. “MOOG”: a game-based social media activity that evolves in response to student learning and student-initiated hacks Collaborative, experiential, self-directed, globally-connected learning Join us! Nov 14-17, 2014
- 12. October 9 Villalobos 4:30 Drinks 5pm Talk “What people know about how to use media matters. The underlying technologies are important because of the way they amplify human cognitive and social capabilities…The digital divide now has to include the divide between those who know how to get and to verify information they need just in time and just in place, those who can cultivate and call on social networks…from those who do not.” --Howard Rheingold
- 13. Coming Events Basic Photo Editing Tuesday, September 16, 4pm Howard Rheingold, Net Smart Thursday, October 9, 5pm High-Tech Happy Hour Tuesday, October 14, 4-6pm Jazzy Presentations Thursday, November 13, 4pm
- 14. Join the conversatio n DigLibArts Digital Pedagogy Repository Http://diglibarts.whittier.edu/?page_id =1060 Whittier DigLibArts Group on Facebook @DigLibArts on Twitter Anne Cong-Huyen, Digital Scholar
Editor's Notes
- There is so much about digital scholarship, and teaching with technology, in the news and in journals recently, that it can feel intimidating. Like those who are in the know have a password to a promised land. And I, who always forget my passwords and user names, can feel locked out.
- But, In its broadest sense, everyone who uses a computer or a smart phone or email for teaching or research is a digital scholar. If you want to figure out how to use technology to deepen or simplify your research, or to increase the reach of your publications, then you’re a digital scholar.
- Many of us feel burdened by these technologies, overwhelmed by email, or chained to our smart phones. If you want to liberate yourself, then you’re a digital scholar. Corporate interests want us to believe that “there’s an app for everything”, that technology will solve all our problems. And there may be—but is an app always a good idea? Such “tech solutionism” often begs—or begets—exactly the kinds of questions that we, as academics, are interested in asking.
- “To a hammer, everything is a nail.” Even more worrisome, to free apps like Facebook and Twitter and Google, EVERYONE is a nail (or a product). This is the problem with “technology solutionism.” The tools we choose—as everyone in this room knows very well—shape the questions we ask. So if I choose to use only Microsoft Word and a desktop computer, I’m choosing one set of questions; if I have a lab full of fancy technology, each one of those machines will (ideally) open different kinds of research for me. But each tool also imposes its own limitations, and social and ecological costs. For example: FB privacy issues, the lack of control over our own (and our students’) data, the coming “internet of things”—these things sound to me like the prologue to the Terminator movies… And that is precisely why I study and teach about digital media. Because it is so powerful, and holds so much potential to, as Google admits do evil or not.
- Adeline Koh says it best. And she teaches at a small liberal arts college!
- Digital Humanities or Digital Liberal Arts? Both have similar values: collaboration, public scholarship, interdisciplinarity. At Whittier, we call our Center “Digital Liberal Arts” so that the name telegraphs the mutlidisciplinary, liberal arts appropriate, undergraduate focused resources we are building. Bill Pannapacker, who coined the term “Digital Liberal Arts” is coming to Whittier in February 2015 as a featured speaker. Many of you will know of him from his frequent—and usually quite polemical—columns in The Chronicle of Higher Ed. His talk will be thought-provoking, I think!
- But a lot of digital scholarship looks much more familiar to us. Much of it is driven by Web 2.0 concepts: participate rather than consume. Share work widely. Make instead of buy. Collaborate (since the skills you need are so varied!)
- This might be horror scenario for some folks in my discipline. This is one step in one method of computer-aided textual analysis, called “corpus linguistics.” Basically, I turned a bunch of beautiful, artful, meaningful, richly human nineteenth century novels into bags of words and ran cluster analysis—a type of statistical analysis—on them. I was immensely proud of these dendrograms—in fact, I tweeted a screenshot of them. I need to learn more statistics to understand what I learned, though. And I need to learn some coding skils to transform these humonguous spreadsheets into visualizations that will be meaningful to others.
- And, yes, Twitter is my favored social media network. By the way, I love teaching with it. Ever try to teach writers the value of concision? Ask them to tweet their essay thesis! 140 characters max!
- This might be horror scenario for some folks in my discipline. This is one step in one method of computer-aided textual analysis, called “corpus linguistics.” Basically, I turned a bunch of beautiful, artful, meaningful, richly human nineteenth century novels into bags of words and ran cluster analysis—a type of statistical analysis—on them. I was immensely proud of these dendrograms—in fact, I tweeted a screenshot of them. I need to learn more statistics to understand what I learned, though. And I need to learn some coding skils to transform these humonguous spreadsheets into visualizations that will be meaningful to others.