I think blog posts should definitely be associated with that Camp they grew out of, as that will make the most sense for context. But yes, adding them all to the Reflections section will make good sense too. Yay both!

So I’m assuming I should move the blogpost entries over to Reflections? Or, do they get put in each place, the Camp they came out of, and the Reflections?

It’s only seen use in a few, but if we promote the folder, it could be a great resource, not just for reference, but for watching THATCamps all over the world as they happen, in even greater detail than on Twitter.

We discussed in our small group issues of disruption among library staff, and also a struggle to define and claim a mission that has not traditionally existed within libraries, necessarily. There were people from universities whose digital scholarship is located within individual departments, or in ITS departments, or centers for teaching and learning. At UNC Charlotte, we were going for some sort of central “neutral ground” that allows the stage to be set for digital scholarship in all of its varied forms

We thought we’d talk more about “digital scholarship” in contrast (or at least, in comparison) to “digital humanities” and I think that’s still a discussion I’d like to have. There are both political and disciplinary reasons to choose one over another, and each has implications for signaling to other scholars what might (or might not) be possible in terms of collaborations across and within certain fields (for instance, we had an attendee to our session who was attracted by the fact that we said “scholarship” not “humanities,” because “I don’t work in the humanities.”

When Atkins library claimed digital scholarship as turf, we centered ourselves as a place where scholars at UNCC (and, we hope, from elsewhere) can meet and work together with tools we discover, provide, and explore along with them.

www.hybridpedagogy.com/concordance.html

In the session itself we talked about Edmodo, Prezi, and About.Me, but also about the importance of thinking through what these tools do, and why they might be useful (or not) for our teaching practices.

Engrade.com: This is a free program for grading, communicating with students, building quizzes that they can take on their smartphone, attach wikis and flashcards, etc. It is a ten-year-old site, so it is VERY STABLE.

Diigo.com: This is a public bookmarking site. You can bookmark stuff and share it publically. You can also annotate text on websites using Diigo.

Netvibes.com: If you are worried about all the websites you want your students to go to, this is your answer. Set a public dashboard and put all your websites in one place. You can also put “to do” lists up for assignments.

Core Questions: Now that artists don’t have to go to physical galleries or have physical studio visits to promote their work to galleries, will using online spaces instead of these traditional physical modes allow freedom from gender bias?
– Do new digital tools (ie, youtube training videos) allow artists to cross/transgress gender lines/stereotypes/expectations/assumptions more easily?
– How will gender be represented in future digital archives? Also, how might past work be re-thought based on this (re-working of historical language? Building current language?)

Discussion: Gender & the concept of archiving & labeling…
→ What are the choices for the “gender box”? (Is it ONLY male/female?)
→ Is there freedom in an “uncategorized” category? (…but how do we search that?!)
→ Using “tags” to get around this (oh, the possibilities & difficulties of finding the right tags…!)
→ Artist statements: A way to avoid check-box labels?
→ The role/responsibility of the curator in respecting the artist’s (gender) representation
→ Gender of the artist; “gender” of the artwork
→ Categorizing as a way to discover something new – discussion about netflix categories – when labels/tags are helpful…
→ The problem of relying on language to do categorization for things that are not words (ie, visual or sound art). Exploring: Google Image Search; Sound (copyright + google/youtube); Shazam; Spotify

Suggested Article: “My TiVo Thinks I’m Gay”

ACTIVITY:
– Separately, each person draws a picture.
– Together, we all look at each image & try to categorize it: Was it drawn by a male, by a female, or is it uncategorizable in this way?

Game Results:
– We guessed that 3 of the images were drawn by men – It turns out, all 3 of them were drawn by women!
– We guessed that 5 images were drawn by women. It turns out: Three were drawn by men & 2 were drawn by women
– We placed one image in the “uncategorized” category. It was drawn by a man.
(There are 9 of us in the room; the group is approximately ½ male & ½ female.)
So, this means we guessed 2 images right & 7 wrong!

Discussion during the game:
(1) Will anyone try to trick the system & intentionally draw for/against a gendered reading? …
(2) What factors do we use to assess gender? Are any of them relevant/accurate?
(3) This is hard! And it’s awkward, b/c many of the people in this room generally resist this type of categorizing! It’s a great activity because of this – brings up some questions/assumptions & challenges us!

Game #2: A combination of “telephone” & “Pictionary”
Focused on a gender & technology theme
Results: Surprising!

…

Thanks for designing & facilitating a great session, Jennifer!

A poetry project using QR codes. A series of stickers, to be placed in public places.

“I [QR Code] U”
This is the first group of stickers — Currently “in progress”, these stickers link to a series of short videos inspired by QR code technology.
velcrocupcakes.com

“I tried…”
The next batch of stickers will use QR codes to represent absent or unspeakable language…
* “I tried to say ‘I love you’, but all that came out was [QR Code]”
* “I tried to say ‘I’m sorry’, but all that came out was [QR Code]”

The QR code stands for the unspeakable — both the promise of augmented reality (if you scan the code… what wonders might await you…) and an absence in the present moment (in the phrases above, the QR code might be read as… “this”, “nothing”, “blah”).

This project is currently in progress, and will be presented this summer at the 2012 Electronic Literature Organization Conference Media Arts Exhibit. (el.eliterature.org/)

A session at THATCamp SE, 10 March 2012, University of Georgia

southeast2012.thatcamp.org/03/08/rebooting-graduate-training/

Participants

David Lee Miller, University of South Carolina, English and CDH
Franky Abbott, Emory University, DiSC
Paul Fyfe, Florida State University, English and HoTT
Richard Urban, Florida State University, SLIS
Robin Wharton, Georgia Institute of Technology, Writing and Communication Program
Stewart Varner, Emory University, DiSC
Donna Lanclos, U North Carolina Charlotte, Libraries
Moya Bailey, Emory University, DiSC
Roger Whitson, Emory University, DiSC

*

This document created by session participants and

licensed Creative Commons, Attribution

Rebooting Graduate Education THATCamp SE 2012

Introduction

Core Competencies

What Are Students Being Prepared For?

Institutional Issues

Short Term Solutions

Programs

Articles

Nontraditional/Multimedia Dissertations/PhDs

Resources

Introduction

How can we integrate #altac into graduate education? What is #altac training?

David Lee Miller: in process of starting certificates, went to research methods course with this plan: read the Horizons report and start talking about changes in the disciplines. Lots of interest from the grad students (almost a sense of panic) in pursuing this.

Richard Urban: MLIS transitions were similar in prepping librarians for digital work. Their approaches to core competencies could be useful for digital humanities programs as a model.
Core Competencies

Donna’s Q: Are there accepted core competencies? Are there accepted best practices? How do we train students to deal with problems we cannot yet anticipate? (As in CS programs that do not get hung up on specific programming languages?) How do we allow for institutional growth along with the development of these fields?

PF: What would Cathy Davidson’s ideas of playful, self-structured pedagogies look like at the graduate levels?

Franky Abbott: because DH is a totally different academic practice, has different ideas about production and labor. Involves talking about process, product, and what makes things successful or not. Very different kinds of research questions. Need to look in detail at the arc of a project rather than core competencies. Project management is better observed that taught.

D. Miller: shouldn’t insist that these become part of the curriculum, but will always rely on some autodidaticism. What we teach is always an occasion for students learning to teach themselves. Modeling for students the confidence they’ll need to engage things we have not mastered. Curriculum should be to give them skills with the goal of promoting this confidence.

Robin Wharton: analogy of competencies relative to field (e.g. Latin for medievalists). Perhaps there are core competencies but should be multiple ways for students to fulfill those competencies. Provide opportunities within the curriculum for this.

Moya: how much does graduate training prepare students to talk across the disciplines? Especially as so much of DH depends on those conversations?

Franky: does DH training come from within a department or from elsewhere in the university?

R. Wharton: is the final artifact of graduate training adequate evidence of being a scholar in this field? (Relates to D. Damrosch’s argument about the “masterpiece” dissertation at MLA12.)
What Are Students Being Prepared For?

Q: what are students really being prepared for in the traditional sense anymore, especially considering the job market as it is?

Franky: Need to fulfill the promise of this training in the ultimate product for the degree. (Not being able to put it into a PDF.) This also differs from traditional dissertation in the single-author model.

David: formulate the question about the diss from its institutional afterlife, the places where it will be stored and shared. Not books, but repositories and work in the life of the institution.

Donna: if new standards are going into T&P documents (a la Mark Sample), then we ought to allow graduate students to exercise the same flexibilities. Also, should be models ought there from non-humanities fields. What are the structures that help us define the effects of our fields? Where can they come together? Probably a library or a center.

Robin: post-docs offer another model for flexing post-graduate training into new forms, allow credential disciplinists to start crossing those lines.

Franky: likes the idea of separating what DH does from what disciplines do, allows for more fruitful exposure and interactions among methodologies.
Institutional Issues

R. Urban: this versus that model of graduate training is overdone: solitary versus group work. Instead, ought to conceptualize how this work extends the familiar forms of mentoring and support, embeddedness in the new structures of the institution.

Donna: too easy to be provincial about graduate training when, internationally, all sorts of different models.

R. Wharton: careful not to romanticize the laboratory and STEM models. The sciences have specific problems that it would be dangerous to import into the humanities. Need to stay conscious of them.

Moya: sciences can use articles for their dissertations. What about different shapes of scholarly production and their aggregates? (Relates to Dan Cohen’s promotion of “right sizing” scholarship. Can we do that for graduate work?) Clearly this relates to the prevailing publishing model in these disciplines. But as that changes …

The question: what is there to lose by changing? Pace Olsen article in the Chronicle.

Issues of what is “useful” work. See “Fear of Being Useful” in Inside Higher Ed. Adopting this model in some ways impugns your advisors who have been doing “useless” stuff all their careers. But there’s a groundswell of attention to the public humanities, humanities advocacy, etc.

Lots of institutional obstacles to even assembling committees. Example: has to be staffed by TT faculty with PhDs.

R. Urban: the impulse to do traditional things extends all through the early career of faculty. The dream of doing different stuff keeps getting deferred. Get tenure, then go crazy. But by that point, you’re well programmed and skilled in doing the same.

Franky: promotes the Praxis model for student work in hands-on stuff, theoretical discussions,
Short Term Solutions

Donna: so what do we do for our graduate students in the meantime?

Robin: sub-specialize in Rhet/Comp. Really useful.

Franky: work at a library or DH center. Build some skills.

Donna: we need to model the kinds of possibilities for our own graduate students, to make visible the variety of endpoints for them, to meet a range of people that might have nothing to do with your intellectual comfort zone.

Perhaps getting to students before they go to grad school. Undergraduate mentoring, advise at least a gap year, going to other jobs, go to a big city, travel. Come back to grad school as a capable professional and a knowledge worker, not just a student.
Programs

Emory

Digital Scholarship Certificate Program

UVA

Praxis Program

USC

Center for Digital Humanities

Indiana

Institute for Digital Arts and Humanities

Articles

Bethanie Nowviskie

Alt-Academy
“It all starts on day one”

Cathy Davidson

“Invisible Gorillas are Everywhere.”
How Digital Humanists Can Lead Us to National Digital Literacy
“Digital Literacy: An Agenda for the 21st Century.”

Lisa Spiro

Knowing and Doing: Understanding the Digital Humanities Curriculum

Roger Whitson

A Plea to Graduate Advisors and Programs

Paul Jay and Gerard Graff

Fear of Being Useful

MLA

Profession 2011 (Requires MLA Membership)

Nontraditional/Multimedia Dissertations/PhDs

Gardner Writes

The problem(s) of the multimedia dissertation

Corydon Ireland

Scholarship Beyond Words

Alex Reid

What Does an English Department Mean? And How Long Should it Take?

Matt Bloch

Exploring non-traditional dissertation forms

Scott Jaschik

Dissing the Dissertation

alternativephd

What is a dissertation, anyway?

Resources

Special Interest Group on Digital Libraries

Developing Curriculum for Digital Libraries and Digital Curriculum

Microsoft

Digital Literacy Curriculum

Zotero

Library, Useful Links

U.S. Dept. of Commerce

digitalliteracy.gov

CUNY

DH Syllabi

EPOCH

Proposed Curriculum for Digital Heritage Studies

University of Virginia

MA Curriculum in Digital Humanities
Final Report for Digital Humanities Curriculum Seminar

Loyola

MA in Digital Humanities

UCLA

Curriculum Development in Digital Humanities and Archival Studies

Indiana

Decoding Digital Humanities Bloomington

ACLS

iSchools & The Digital Humanities

southeast2012.thatcamp.org/03/08/who-owns-this-stuff/#comments

digitalhumanities.org/answers/topic/faircite-who-should-we-cite-in-collaborative-dh-projects

And the link to the final version of the Collaborators’ Bill of Rights:

tclement.ischool.utexas.edu/blog/Final_Report_Off_The_Tracks.pdf

docs.google.com/document/d/11nZlQHvdb-mRnjJR7bBq0_qNa-1xAneQV41yDvIksmA/edit

One word: THATapedia.

Adam Crymble, who is leading this phase of the work, has recently called for comments and suggestions on this DH Answers thread:
FairCite: Who should we cite in collaborative DH Projects?

It would be FANTASTIC if you could share whatever you come up with from THATCamp Southeast!

Your statement, “If we say that humanists need to learn to code, should we also ask that coders learn Humanities, or should we admit we come to this profession with a preformatted division of labor?” is quite provocative. (I shall reserve being — respectfully — provoked until the gathering. As a teaser, though, I’ll suggest that a technologists have a general set of skills that can be applied to an extraordinarily wide range of problems. DH are the architects, and IT are the builder/contractors.)

I’d be up for a separate LODLAM session, too, but didn’t want to flood the blog with ideas. 🙂

In the context of digital humanities, I think it would be helpful to orient a conversation about LODLAM as “more than cataloging.” How can we use LOD to do more than find, identify, select, and obtain (all still important)? What are the tasks needed to support humanities scholarship?

What an excellent idea for a session. Someone asked me yesterday if I identified as a librarian, and I said that I didn’t think so. Of course, it then becomes difficult to communicate to people outside of the library community what I do.

Personally I’m a fan of Robert Stebbin’s Serious Leisure work, which has studied “amateurs” in various settings. What I like are his nuanced lifecycle of engagement. So the question many not only be who, but at what stage of engagement. See more and a list of papers at: www.seriousleisure.net/

thatcampgames.org/2012/01/05/session-proposal-badges-done-right/

Dear Paul,

It seems like such a easy thing, right? But we are all locked in our little boxes. We don’t want to leave our offices/homes to meet face to face, and we don’t want to spend another three hours on line in a G+ hangout, but we all need some humanity.

Interesting topic!

AWB seems more powerful than they’d need at the moment, but adding a plus for a session on video in Omeka.