THATCamp Bibliography

Just a brief follow-up to the bibliography idea we kicked off this past weekend:

The point of the project is to start to build some institutional memory around THATCamp as a whole. As sessions are proposed and conversations and discussions evolve, it could benefit us all to have a central repository of documentation about what has been said, discussed and proposed at other Camps. I consistently refer back to the GDoc Collection that was shared after THATCamp Prime last year, and capturing that documentation, centralizing it, organizing it (there are some librarians involved here right?!) and making it accessible seems to be a cause we all could support.

meta meta

How can you help?

1) Choose a previous THATCamp from this list.

2) Pick through the site and pull out any linked GDocs of notes from the sessions (be sure to check the comments on the session proposals).

3) Create a record for the document in the THATCamp Biblio Zotero Group. Do your due diligence as an ad-hoc cataloger and make sure you aren’t making repeat records.

Suggested Controlled Vocab/Fields:

  • Item Type: [Document] for a GDoc. [Forum Post] for a Session Proposal. [Blog Post] for a blog post reflection after the Camp.
  • Title: [Session Name] – THATCamp [Name][Year]
  • Author: If you can see who owns the GDoc, make them the Author of Record. If not, use whomever proposed the panel in which the notes were produced.
  • Abstract: Use your judgement. Pull a paragraph from the session proposal or write 1-2 quick sentences.
  • Publisher: [THATCamp] or [THATCamp Press] if you’re feeling frisky.
  • Date: Date document was created.
  • URL: Include the link to the GDoc.
  • Extra: Add any notes that might give the record context. See an example here.
  • Tags: Use at least the [THATCamp Name] and [Year]. Any other tags you can come up with to contextualize and link it will be most helpful.

4) If you prefer, download the GDocs that you make records for as PDFs and hold onto them. We are going to find a way to make the documents live somewhere since you can’t attach them to the records in a Zotero Group.

5) If you have time, dig a little deeper and see if you can find related blog posts before or after the specific Camp you are cataloging. These only help to contextualize the work done over the weekend in the real life practices of the Campers. Make records for them too!

6) Share your work! Let other THATCampers, DHers, Librarian/catalogers, and students interested in digital humanities know about the THATCampiography. More hands make light work.

The hope is that with a collection like this, Camps of the future can build on the work that has already been done. For example, its been pretty standard that there is typically a session dedicated to sharing resources (for whatever purpose). Wouldn’t it be great if you could go directly to the THATCampiography, click the “Resources” tag and quickly dig through the past 4 years of resources that have been collated by Campers as most beneficial for this type of work?

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Sharing Tools: General and Pedegogy

I didn’t see a place for the shared tools, and I know that even people who didn’t participate in the session want to share some tools . . . so I thought I would post this so that we can share in the comments.


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Intro to FTP / Shell – Richard Pearce-Moses

I demonstrated a way to build a virtual Linux server on your Mac or PC. This virtual space would give people a safe place to learn by playing with the system. If you completely screw up the virtual machine, deleted it and rebuild it.

Links for the following are at

1. Download Ubuntu Linux. You can get 10.04 LTS or 11.10 from Or, wait a couple of weeks, and you can get 12.04 LTS (right now it’s in beta). 10.04 LTS has a more familiar GUI. 11.04 and 11.10 (especially) introduce the Unity interface, which is not universally loved. This file is large and may take thirty to sixty minutes to download.

2. Download and install Oracle VirtualBox software for Macs or PCs with an Intel CPU. You should have at least 2GB of RAM and 10 GB of disk space. In both cases, it’s a standard install. You’ll also want to download the extensions.

3. Create a new, blank VBox.

4. Install Ubuntu. Note: This could easily take an hour or two, depending on how long it takes to apply patches to bring the install up to date, plus the speed of your machine.

Finally, the approach I take is to install the desktop version and make it a server, rather than the other way around. I find it easier to install the server components to a GUI desktop than adding the GUI to a CLI LAMP server. (Just one of my quirks.)

Installing Archon will take you through the steps necessary to convert the desktop install to a LAMP server. Plus, you’ll have Archon installed so you can play with it.

Questions welcome.

If you find this useful, please consider taking ARST 5100 Archives and Technology, a part of Clayton State’s Master of Archival Studies Program. You’ll cover these topics — and more — in greater depth.

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Digital Video, Annotator’s Workbench, Omeka, segmentation and annotations

As someone called me, I’m “the guy in the green shirt” that talked about the online video segmentation tool at Dork Shorts. If anyone is interested in more discussion, demos, etc. about working with video segmentation and annotations, working with Omeka, general talk about video, etc., I would like to give another session in MLC 250 from 9:30 – 10:45. Just drop by for a general discussion if interested.

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Dork Shorts archive

Hi all — if you did a lightning talk at Dork Shorts, please put a link to your project in the comments.

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Interinstitutional Collaboration

I want to talk about what can constitute interinstitutional collaboration and how it can work.

What are the possibilities for interinstitutional collaboration? What kinds of gaps can it be used to fill and what new possibilities does it invite?

What do the different scopes/foci of this collaboration look like?

What are some models of interstitutional collaboration that work well/don’t work well?

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Graded By The Street: Experiential Learning

Experiential learning submerges a class in applied activities that dissolve the boundary between the academy and whatever’s beyond it. Whether as focused simulations, individual ethnographic projects, or semester-long endeavors that involve an whole class, experiential learning forces us to consider how our discipline does its best work in the world.

I can offer one detailed example. This semester I am teaching ENGL 3120: Electronic Writing and Publishing, but we’ve rebranded it Occupy Class. My students work collaboratively every work to compose and publish stories to, our online investigation of the Occupy movement in its local, national, and international manifestations. We spent the first three weeks of the semester studying journalistic methods and online platforms — just long enough to make decisions about what and how we wanted to publish. We currently publish 6-10 articles weekly to the site.

Critical questions: How can digital tools and practices help us design experiences that are just as (or more) pedagogically useful as “reading texts”? What similar classroom activities have you used or observed that can give the group a rounder understanding of experiential learning? What problems or anxieties does the concept of experiential learning present to your discipline or your own teaching? How or why must we throw traditional ideas of assessment out the window when we move towards experience?

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Demonstrating the value of DH/DL/DA projects in a tl;dr world

How do we better demonstrate the connection between institutions that support the efforts of digital humanities/digital libraries/digital archives (DH/DL/DA) projects, and the value of creating, contextualizing and preserving cultural and historic materials that become the source of easily-accessible digital content that these people use daily (e.g. Wikipedia, flickr, Pinterest) or form the backbone of TV and film documentaries, and popular TV genealogy shows like Faces of America and Who Do You Think You Are?

This was prompted by a news article published by a writer for Atlanta’s city’s arts and entertainment news weekly a few months ago, available here. It was shocking because the author was so ill-informed, and dead-set against funding an institution providing a service that would most likely benefit him in his line of work (as well as his personal interests).

Of course, advocacy and promotion are not new topics. What I am looking for are some guidelines with fresh ideas. Or just the ideas. I would love to hear about what others have to say.

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Less Yack, More Fun.

(Am I allowed to propose more than once?)

Two ideas I had real quick while mainlining THATCampery prior to leaving:

1) One of the things I’ve really begun to value about digital humanities is how I see its potential and overlap in and across contemporary culture. How about a DH CultureJam session – thinking about, sharing and nerding out over cool ways that DH is happening outside of the academy, in the popular culture, journalism, music, art? We don’t have to get all Matrixy here (leave that for THATCamp Theory), but it’d be fun to think outside the echo chamber and indulge and engage our interests as socio-cultural participants.

A few places to start:

SXSW, Gizmodo, BrainPickings, Bjork, Rhizome, Tumblr/Pinterest, #dhmusic

2) Don’t know if this has even been done either; what if we picked up on a conversation that happened at a previous THATCamp and continued it in a session here? Or, what if we traced a theme through multiple Camps, harvested (copy/paste) their GDocs, and began to create a THATCamp historiography/bibliography? Could we DO something in a session that would be of value to the larger community?

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The Technology of Human Interaction

Technology is great.

My first real job out of college was at the Miami Herald in 1999, where I was the new Digital Pre-Press Paginator for the Classifieds. I watched an entire department of veteran cut-and-pasters, who had served the publisher for decades, get replaced by two 20-somethings and their computers.

Technology makes things easier, faster, and–over time–cheaper. Most of all, technology means we don’t have to interact with other humans. Over time, I have watched scanners replace toll-booth operators, self-service stations replace cashiers, and websites replace bookstores. Increasingly, we have online video recordings replacing teachers and teaching.

The rise in online education has me–and many others–questioning the values and practices of education on campus. I’d like to think that meeting in a physical space has value. But unless we begin to think of human interaction as a technology in itself that aids learning, I can see why publicly funded institutions would want to go the way of Khan.

In this session, I propose that we formulate a technology of human interaction. What does this technology consist of? What are its advantages and specs? How does it impact learning and growth? Along these lines, I’m also thinking of the technology of human resources. Why are our institutions investing so much money in technology rather than in humans? Why aren’t humans as effective as machines?

Technology is great. So let’s make human interaction an irresistible technology.

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