The 2019 schedule is just taking shape nicely! A very few things to confirm, add, etc, still but this is the place to be to find out what is happening when / where ...



Sunday, 2 June 2019 [DHSI Registration + Suggested Outings]

Psst: Some
Suggested
Outings
If you're here a day or two before we begin, or staying a day or two afterwards, here are a few ideas of things you might consider doing ....

Suggested Outing 1, Botanical Beach (self-organised; car needed)
A self-guided visit to the wet, wild west coast tidal shelf (and historically-significant former research site) at Botanical Beach; we recommend departing early (around 8.00 am) to catch low tide for a better view of the wonderful undersea life! Consider bringing a packed lunch to nibble-on while looking at the crashing waves when there, and then have an afternoon drink enjoying the view from the deck of the Port Renfrew Hotel.

Suggested Outing 2, Butchart Gardens (self-organised)
A shorter journey to the resplendently beautiful Butchart Gardens and, if you like, followed by (ahem) a few minutes at the nearby Church and State Winery, in the Saanich Penninsula. About an hour there by public bus from UVic, or 30 minutes by car.

Suggested Outing 3, Saltspring Island (self-organised; a full day, car/bus + ferry combo)
Why not take a day to explore and celebrate the funky, laid back, Canadian gulf island lifestyle on Saltspring Island. Ferry departs regularly from the Schwartz Bay ferry terminal, which is about one hour by bus / 30 minutes by car from UVic. You may decide to stay on forever ....

Suggested Outing 4, Paddling Victoria's Inner Harbour (self-organised)
A shorter time, seeing Victoria's beautiful city centre from the waterways that initially inspired its foundation. A great choice if the day is sunny and warm. Canoes, kayaks, and paddle boards are readily rented from Ocean River Adventures and conveniently launched from right behind the store. Very chill.

And more!
Self-organised High Tea at the Empress Hotel, scooter rentals, visit to the Royal BC Museum, darts at Christies Carriage House, a hangry breakfast at a local diner, whale watching, kayaking, brew pub sampling (at Spinnaker's, Swans, Moon Under Water, and beyond!), paddle-boarding, a tour of used bookstores, and more have also been suggested!

9:00 to 4:00
Early Class Meeting: 4. [Foundations] DH For Department Chairs and Deans (Location TBA)
Further details are available from instructors in mid May to those registered in the class. Registration materials will be available in the classroom.
3:00 to 5:00 DHSI Registration (MacLaurin Building, Room A100)

After registration, many will wander to Cadboro Bay and the pub at Smuggler's Cove OR the other direction to Shelbourne Plaza and Maude Hunter's Pub OR even into the city for a nice meal.

Monday, 3 June 2019

Your hosts for the week are Alyssa Arbuckle, Ray Siemens, and Jannaya Friggstad Jensen.
7:45 to 8:15 Last-minute Registration (MacLaurin Building, Room A100)
8:30 to 10:00
Welcome, Orientation, and Instructor Overview (MacLaurin A144)
  • Welcome to the Territory
  • Welcome to DHSI
  • Welcome from UVic
  • 10:15 to Noon
    Classes in Session
    12:15 to 1:15
    Lunch break / Unconference Coordination Session (MacLaurin A144)
    (Grab a sandwich and come on down!)

    Discussion topics, scheduling, and room assignments from among all DHSI rooms will be handled at this meeting.
    1:30 to 4:00 Classes in Session
    4:10 to 5:00
    Institute Lecture: Jacqueline Wernimont (Dartmouth C): "Sex and Numbers: Pleasure, Reproduction, and Digital Biopower”
    (MacLaurin A144)

    Abstract: Drawing from Numbered Lives (MIT 2018), this talk will consider a long history of sex-number entanglement in Anglo-American Cultures. Drawing on historical and contemporary objects and practices, Wernimont will ask "in what ways do theories of biopower, critical gender and critical race studies, and media studies" suggest that we can understand this set of entanglements and their impacts. NB: While relevant, this talk will not include discussions of sexual trauma or violence. It will include frank discussion of sex acts and various ways of translating sexual behavior into numbers.

    5:00 to 6:00 Opening Reception (University Club)
    DHSIers With Kids, Meet and Greet

    Tuesday, 4 June 2019

    9:00 to Noon Classes in Session
    12:15 to 1:15 Lunch break / Unconference

    "Mystery" Lunches

    1:30 to 4:00 Classes in Session
    4:15 to 5:15 DHSI Conference and Colloquium Lightning Talk Session 1 (MacLaurin A144)
    6:00 to 8:00 DHSI Newcomer's Gathering (Grad House Restaurant, Graduate Student Centre)
    Come down, buy meal and a beverage, and make some new friends!

    Wednesday, 5 June 2019

    9:00 to Noon Classes in Session
    12:15 to 1:15 Lunch break / Unconference

    "Mystery" Lunches

    Presentation: An Introduction to Scholarly Publishing with Manifold (MacLaurin A144) This presentation introduces Manifold Scholarship, a Mellon-funded digital publishing platform developed by the CUNY Graduate Center, The University of Minnesota Press, and Cast Iron Coding. Manifold allows you to create beautiful, dynamic open access projects that can include text, images, video, embedded resources, and social annotation. We will provide an overview of Manifold and demonstrate how faculty, students and staff in the digital humanities can use Manifold to publish open access scholarly works, conduct and participate in peer review, and create custom edited versions of public domain course texts and OER.
    1:30 to 4:00 Classes in Session
    4:15 to 5:15 DHSI Conference and Colloquium Lightning Talk Session 2 (MacLaurin A144)
    6:00 to 7:00 "Half Way There!" [An Informal, Self-Organized Birds of a Feather Get-Together] (Felicitas, Student Union Building)
    Bring your DHSI nametag and enjoy your first tipple on us! [A great opportunity for an interest group meet-up ....]

    Thursday, 6 June 2019



    9:00 to Noon Classes in Session
    12:15 to 1:15 Lunch break / Unconference

    "Mystery" Lunches

    [Instructor lunch meeting]

    1:30 to 4:00 Classes in Session
    4:15 to 5:15 DHSI Conference and Colloquium Lightning Talk Session 3 (MacLaurin A144)

    Friday, 7 June 2019 [DHSI; ADHO Pedagogy SIG Conference Opening]

    9:00 to Noon Classes in Session
    12:15 to 1:15 Lunch Reception / Course E-Exhibits (MacLaurin A100)
    1:30 to 1:50 Remarks, A Week in Review (MacLaurin A144)
    2:00 to 3:00
    Joint Institute Lecture (DHSI and ADHO Pedagogy SIG Conference):
    Matt Gold (CUNY Graduate Center and Association for Computers and the Humanities): “Thinking Through DH: Proposals for Digital Humanities Pedagogy”
    (MacLaurin A144)

    Abstract: How do we teach digital humanities, and how should DH be taught? What, indeed, should we teach when we teach DH? This talk will present a proposal for grounding digital humanities pedagogical practice in the research interests of our students and the epistemological foundations of our methods rather than through an approach grounded more central in data and methods.

    3:30 to 5:00 Joint Reception: DHSI and ADHO Pedagogy SIG Conference (University Club)

    DHSI Conference and Colloquium Poster/Demo Session

    Saturday, 8 June 2019 [Conference, Colloquium, and Workshop Sessions]

    8:00 to 9:00 Conference / Workshop Registration (MacLaurin A100)

    The day's events are included with your DHSI registration. If you're not registered in DHSI, you're very welcome to join us by registering here as a Conference / Colloquium / Workshop participant. We'll have a nametag waiting for you!
    Coffee, Tea, &c? Looking for some morning coffee or tea, or a small nibble? Options and hours of operation for weekend campus catering are available here. Mystic Market usually opens around 10.00.
    9:00 to 4:00 DHSI Conference and Colloquium Sessions
    ADHO Pedagogy SIG Conference Sessions
    Right2Left Workshop Sessions
    9:00 to 4:00 All Day DHSI Workshop Session
    9:00 to 9:10 Welcome Session (MacLaurin A144)
    9:10 to 10:30 Session 1

    DHSI Colloquium and Conference (Room TBA)


    ADHO Pedagogy SIG Conference (Room TBA)
      Aaron Tucker (Ryerson U), “Write Here, Right Now: An Open Source eTextbook for the Flipped Classroom” In my paper, I will talk through my experience as co-lead in creating Write Here, Right Now, an open source first year writing eTextbook for the flipped classroom. I will briefly review the history of creation of the eTextbook followed by a demo, statistics on its first year of use, and discussion of future plans. My hope is that by discussing the project in stages, I will be able to give a roadmap to the type of initial thinking that went into the project, the ups and downs of its creation, and frankly discuss what a scholar, instructor and/or library looking to generate eTextbooks, and OER, might want to consider. Our open educational resource was conceived with a flipped classroom model in mind, however it can be integrated into traditional, blended or online settings. The all-in-one multimedia e-textbook enables a flexible approach to course design as its components (linked chapters, readings, storytelling videos, case studies and self-tests) can be swapped to suit each instructor’s preferences. The session will guide attendees through the various features of this innovative resource, developed using Pressbooks, the open source book publishing platform. Critical importance of collaborative process for this project that involved faculty, librarians, instructional designer and our students, will be demonstrated throughout the session. We will also share our reflections on what we've learned from this project so far, and how we envision ourselves, and other faculty at Ryerson and other universities, using this e-textbook in the future.
      Laura Estill (St Francis Xavier U), “One Assignment, Three Ways: Assessing DH Projects in a Literature Course” Once you’ve decided to include a digital humanities project on your course, how do you assess the work that students produce? This paper describes three different situations in which students transcribed and encoded early modern English manuscripts using TEI (Text Encoding Initiative): as a three-hour workshop for graduate students studying Renaissance drama, as final project for an undergraduate independent study focused on encoding, and as a midterm assignment in an undergraduate introduction to the English major course. I argue that the nature of instruction and assessment for digital humanities assignments must stem directly from the desired learning outcomes, which should be tailored for the particular student audience. Should literature students, many of whom have never encountered a pointy bracket before, be graded on the accuracy of their encoding? Drawing on Rockwell and Sinclair (2012) and Battershill and Ross (2017), I consider how to assess student “compentencies” in an assignment that can be objectively correct (or not). Even though student reflections might not be easily mappable on a rubric or metric, I contend they are a valuable way to assess learning that happens even if student effort results in a failed project. I discuss how, in the three versions of this assignment, different assessments were more or less useful. Indeed, sometimes the best way to assess can be to not assess.
      Heather McAlpine (U Fraser Valley), “Digital Meters: Using Text Encoding to Teach Literature in the Undergraduate Classroom” At DHSI in the summer of 2017, I learned how to use TEI. Working through the often-painstaking process of interpretation that it necessitates, I realized it was forcing me think about my texts in entirely new ways. I thought this had exciting potential for teaching literary analysis to my undergraduate students, so I began to research instances, analyses, or other published scholarship on how TEI might be used in the literature classroom, and found surprisingly little. Indeed, text encoding appears to be something many DH-associated educators have been using in the undergraduate literature classroom with great success for years – but with notable exceptions, few are writing or publishing about it. In an attempt to inform myself, I examined the available scholarship on the use of various text encoding practices to teach literary analysis. Additionally, between August of 2018 and January 2019, I interviewed 15 post-secondary educators from Canada, the US, Europe, and the UK who have taught literature with text encoding about their experiences. My ultimate goal in this paper is to address five interlinked questions: what learning outcomes are associated with doing DH in the form of text encoding? To what extent are these imbricated with the typical learning outcomes associated with studying literature? How might text encoding be incorporated into the teaching of literary analysis? What are the advantages of using text encoding with undergraduate students? What are the challenges? And, supposing the benefits outweigh the risks, how might these best be mitigated?
      Tiina H. Airaksinen (U Helsinki), “Digital Humanities in Cultural Studies: Creating a MOOC course for University Students and A-Level Students” This presentation discusses the development process of the Introduction to Cultural Studies –mooc course for the use of University and A-level students. Course is produced by the Department of Cultural Studies at the University of Helsinki (UH). The paper deals with the production phase in general and discusses the specific challenges and issues relating to producing a mooc in the interdisciplinary field of Cultural Studies that we have encountered thus far. Cultural Studies at the UH combines teaching and research on fields: Archaeology, Area and Cultural Studies, Art History, Asian Studies, Ethnology, Folklore, Middle Eastern Studies and Study of Religions. Most of these fields have no on-line or mooc –courses, and thus, project also encourages us to develop and create digital materials for teaching in Cultural Studies, and at the same time we need to evaluate pedagogical challenges related to that. We also take into consideration the question of what Cultural Studies can be within the field of digital humanities. How do the shared research interests, such as space, networks, gender, tradition and area benefit from the possibilities of new technologies that digital humanities can offer. In addition to this, we will delve into the development of suitable learning outcomes, assignments and digital teaching methods we have planned to use for the mooc- course, to ensure that it is learning focused and constructively aligned. The possibilities that this mooc will open up in terms of e-learning and digital teaching in the interdisciplinary field of Cultural Studies are at the heart of the presentation.


    Right2Left Workshop (Room TBA)
      Keynote - Nathan P. Gibson (Ludwig Maximilians U, München): "Thinking in ⅃TЯ: Reorienting the Directional Assumptions of Global Digital Scholarship"
    10:30 to 10:40 Break
    10:40 to Noon Session 2

    DHSI Colloquium and Conference (Room TBA)


    ADHO Pedagogy SIG Conference (Room TBA)
      Jane Jackson (Chinese U of Hong Kong), “Interrogating digital spaces for intercultural meaning-making” This presentation reports on a systematic review of a fully online general education course that has been developed to support the second language socialization and intercultural learning of international exchange students while they are in their host country. In the latest offering of Intercultural communication and engagement abroad, twenty-six semester and year-long international exchange students from diverse backgrounds digested theme-based readings and YouTube links designed to enhance their intercultural sensitivity. After carrying out fieldwork tasks, with the help of Blackboard, our eLearning platform, the course participants ‘unpacked’ their findings in forum discussions and a reflective essay. Using their smart phones, in the host environment, they also conducted and videotaped interviews about intercultural-global citizenship and discussed their findings in small-group forums. Throughout the semester, mentoring prompted them to reflect more deeply on their language use and intercultural interactions. With the help of NVivo 11, the hypermedia data that was generated in the course was subjected to open coding to gain deeper insight into the participants’ evolving sense of self, academic and social (non)integration, intercultural attitudes, and global mindset. The analysis drew attention to interesting differences in their developmental trajectories and pointed to the need for more focused pre-departure preparation as well as adjustments in the online course. This session will highlight the many benefits for humanities scholars to employ NVivo to make sense of multimodal data (e.g., forum posts, digital images, reflective essays). In addition to research insights, investigations of this nature can provide much-needed direction for pedagogical interventions.
      Ryan Ikeda (UC Berkeley), “Disrupting Digital Literacy: Situating Electronic Literature Among Public Education Initiatives” Many twentieth century pedagogical models center on an idea that education leads to innovation, that education leads to new forms of knowledge and new industries; however, recent twenty-first century trends in American schools suggest an inversion may be taking place, where the tech industry establishes learning outcomes for American students and students go to school learn only what is necessary to procure a job. This talk approaches this inquiry by exploring the integration of proprietary computers into public classrooms, which begins in the 1980s through programs like Apple’s ACOT. In doing so, I posit the classroom as an increasingly commodifiable space that collapses student learning into product testing. Next, it narrows its critique of education in general to specific set of digital literacy practices observed in American public classrooms. Here, I examine how a colloquial (and analog) definition of digital literacy—as: a mastery of tools—actual elides critical attention of digital technology and the tech industry. At stake is the commodification of public knowledges toward corporate ends. This presentation, then, explores how teaching electronic literature may disrupt the instrumentalization of knowledge affirmed and established by corporate-sponsored learning outcomes, what Stiegler calls “technoscience” and “malaise” (a form of cynicism), by disrupting modes of digital literacy that render students complicit with their commodification. In doing so, the essay proposes a more capacious understanding for ‘digital literacy’ that far supersedes it current, limited tool-based definition to include an understanding of the digital as technics, technical systems, and to locate human learning therein.
      Christopher Church, Katherine Hepworth (U Nevada, Reno), “We’re STEAMed! A call for balancing technical instruction and disciplinary content in the digital humanities” The utility of digital projects in the humanities classroom is widely recognized, though many instructors experience frustration in implementing them. In part, this frustration results from the increased siloing of academic knowledge and the erosion of general education, particularly with respect to the split between technologically intensive fields and the humanities writ broadly. The widespread assumption that students are digital natives for whom technology comes second-nature has been shown to be perniciously false by many within the academe and without, from sociologist Eszter Hargittai to the ECDL organization. The STEAM model, which has achieved widespread popularity in STEM and design undergraduate education, offers a solution to this problem. STEAM refers to an instructional approach that integrates science, technology, engineering, and math (abbreviated to STEM) education with art and/or design (adding the 'A' in STEAM). This approach generally emphasizes thematic (rather than discipline-based) learning and project-based instruction, so that students gain cross-disciplinary literacy in skills that are highly applicable to re¬al-world scenarios. Students benefit from digital project-based instruction precisely because it simultaneously teaches critical thinking alongside the digital literacy skills so essential to our modern world, but effective implementation requires an array of pedagogical skills, academic specialties, resources, and preparation. Conveying the lessons learned from teaching undergraduate digital humanities courses in the service of a STEAM curriculum at the University of Nevada, Reno, this presentation discusses the opportunities and avoidable pitfalls of employing a STEAM pedagogy rooted in digital media from start to finish.
      Chelsea Milbourne (Cal Poly, San Luis Obispo), “Finding the Right Fit between Technology and Class Content: Reflections on Including Web Development in a Digital Storytelling Course” As part of a recent undergraduate digital storytelling class, students learned the basics of web development languages HTML and CSS. This instruction was included to enable students to better understand and analyze the workings of web-based digital stories and to provide additional resources for students when they created their own digital content. With access to myriad programming tutorials online, students were able to successfully implement and troubleshoot their coding for class projects. However, the inclusion of HTML and CSS had unanticipated consequences for the class content. Class readings and discussions encouraged students to think beyond the multimedia capabilities of digital storytelling and to also focus on issues of data, hyperlinking, interactivity, and personalization; and yet the HTML and CSS instruction undercut this emphasis, directing student attention—and ultimately student work—back to the interplay between video, audio, images, and text. This presentation offers a critical reflection of this course, examining how technology choices speak back to, and at times overwhelm, class content and how I plan to address this issue in future digital storytelling classes.


    Right2Left Workshop (Room TBA)
      - Edward “Eddie" Surman (Claremont Graduate U), "Qualitative Digital Text Analysis and #Right2Left Languages: A Demonstration of Atlas.ti using the Hebrew Bible”
    Noon to 1:10 Lunch (We recommend Mystic Market on weekends!)
    1:10 to 2:30 Session 3

    DHSI Colloquium and Conference (Room TBA)


    ADHO Pedagogy SIG Conference (Room TBA)
      Laura Estill (St Francis Xavier U), "Teaching Digital Shakespeare” Students studying Shakespeare are lucky that there is an exceptional amount of scholarly material on the web that can help students undertake real research—but how can they find, assess, and effectively use these resources? In this presentation, I will discuss one of my favourite midterm assignments, where students produce a write-up and presentation about an online site that is useful for Shakespeare studies. Some of the sites that students explore include Shakespeare and the Players, DEEP: The Database of Early English Playbooks, and The Lost Plays Database. This assignment has been effective in both graduate and undergraduate classes, but for different reasons. Furthermore, the structure of this assignment can be easily applied to other, non-Shakespearean contexts. This midterm assignment provides students with the scaffolding to write interesting final papers that incorporate original research. Because this assignment involves a presentation component, it exposes the whole class to a range of resources. I touch on some of the most memorable moments that have come from this assignment: when I learned about Ophelia and the “New Woman” aesthetic; when a student presented on a digital resource, just to have the site entirely updated and changed the next week; when an undergraduate got hooked on textual studies. “Digital Shakespeare Presentations” empower students to effectively choose their own approach to Shakespeare: each student becomes an expert, and the whole class reaps the rewards.
      Felix Bayode Oke, Stella N. Kpolugbo (Anchor U Lagos), “The Multimodal Technique as a Pedagogical Tool in Pelu Awofeso’s White Lagos: A Definitive and Visual Guide to the Eyo Festival” The text, White Lagos: A Definitive and Visual Guide to the Eyo Festival, focuses on the popular Lagos Eyo Festival (aka Adamo Orisha Play). The author, Pelu Awofeso, explores the rich culture of this festival from a historical perspective using the multimodal technique. We are of the opinion that the multimodal technique is not thoroughly explored in pedagogy as an effective teaching method at the secondary and tertiary levels in our part of the world. Our goal, thus, in this paper is to analyse the multimodal technique used by Awofeso in projecting the essence of the Lagos Eyo Festival and to show how effective his use of this technique would be in Lagos pedagogy. Our conclusion, therefore, is that the multimodal technique as used by Awofeso in this work would go a long way in teaching popular Lagos culture through showcasing of the Eyo Festival inside the classroom. This, in turn, would help in cultural presentation entrenched in narratives.
      Shu Wan (U Iowa), “A digital “historical gaze” of Chinese students in Iowa, 1911-1930” This essay examines the potential of using the methods of digital humanities in immigration history studies. Exemplified in the trajectory of Chinese students in Iowan colleges in the early twentieth century, this essay seeks to harness the following DH methods to challenge the current understanding of the history of Chinese students in the United States: first of all, based on massive data gathered from college yearbooks, campus and local newspapers, archival materials of student organizations and Chinese students’ own publications from 1911 to 1930, the first part of this essay creates a database of the Chinese students’ information, including their origins, majors, year of admission and graduation, affiliations to student organizations and other social networking data; based on the data, the subsequent section of this essay rebuilds and analyze the Chinese students’ social networks and transnational routes, and the following part will visualize them in a reader-friendly manner. As seen in the analysis of the data and its visualization, the Chinese students in Iowa maintained strong connections with their home society and culturally assimilated to mainstream society in Iowa through evangelical missionary organizations. The Chinese students identified themselves not only as Chinese overseas students but also “citizens of heaven.” The conclusion refreshes the current academic debate on the Chinese students’ national identification as “patriots” or “traitors.” This “counter-intuitive” conclusion is drawn from a digital “historical gaze,” which indicates the usage digital humanities in exploration of immigration and local history.
      Francesca Giannetti (Rutgers U, New Brunswick), “'So near while apart': Correspondence Editions as Critical Library Pedagogy and Digital Humanities Methodology” This study describes two library-led text encoding projects involving correspondence collections. The first, a documentary edition of personal papers held by Peter Still, a former slave, was conceived as an independent research project involving the participation of two undergraduate research assistants; the second, based upon letters to and from the Rutgers College War Service Bureau (1917-1919), has been designed as a two-week text encoding unit in a proposed undergraduate course on data and culture. These two projects, both featuring the letter as their object of study, are compared and contrasted as models of data and process, affording reflections on the overlapping concerns of the library instruction and digital humanities communities of practice. I propose viewing text encoding projects, particularly those that focus on lesser known creators or on life documents such as letters, as a means of accessing both critical library pedagogy and digital humanities methodology. By developing such projects, librarians address a number of collection and instruction related objectives of the library, while offering a valuable introduction to a set of methods that are of increasing importance to undergraduate education. Furthermore, these projects may be conducted at smaller scales, by reusing and adapting methods and software shared by the digital humanities community, thereby limiting reliance on institutional partners for technology and infrastructure support, which may not be forthcoming in under-resourced institutional contexts.


    Right2Left Workshop (Room TBA)
    Najla Jarkas (American U Beirut) and David Joseph Wrisley (NYU Abu Dhabi), "RTL Software Localization and Digital Humanities: the Case Study of Translating Voyant Tools into Arabic”
    2:30 to 2:40 Break
    2:40 to 4:00 Session 4

    DHSI Colloquium and Conference (Room TBA)


    ADHO Pedagogy SIG Conference (Room TBA)
      Youngmin Kim (Dongguk U), “Teaching Digital Humanities and World Literature in Class” When one encounters cultural translation, blocked/imprisoned meanings in the contact zone or border zone appear as the untranslatable language. One needs the unblocking/displacing technique to reach the authorial “unintended” intention of the original language so that the untranslatable can eventually reveal its potential visibility and representability in the minds of the readers. World literature is such interstices of untranslatable original languages. What is at stake is the methodology of cultural representation and translation by way of the digital humanities which has to create the “proper distancing” based upon the balance between close reading and distant viewing. Benjaminia metaphor of “Fragments of a vessel which are to be glued together must match one another in the smallest details, although they need not be like one another” (78) is still persuasive, when digital humanist and literary critics attempt to build the vessel of the world literature via the methodology of the digital humanities. It is intriguing to teach the converging aspects of DH and world literature in class.
      Alice Fleerackers, Juan Pablo Alperin, Esteban Morales, Remi Kalir (Simon Fraser U, U Colorado Denver), “Online annotations in the classroom: How, why, and what do students learn from annotating course material?” Seminar courses are predicated on the notion that students learn by critically reading a text and engaging in discussions. These discussions typically take place inside a classroom, while critical reading is done in isolation, without guidance or support, leaving instructors disconnected from their students’ progress and students disconnected from one another. Online annotations—shared comments in the margins—have emerged as a practice that has the potential to bring numerous educational benefits. By bringing the critical discussions onto the texts themselves, this practice enables students to interact with each other as they read, sparking questions, debates, and commentary even before entering the classroom. However, little is known about how students learn from online annotations, what motivates them to do so, or how annotations affect students’ experiences of the texts they read and of the classrooms they are a part of. In this talk, we will present findings from a new study spanning six classrooms that experimented with online annotations between January and April 2019. We will share a textual and computational analysis of the annotations themselves, identifying and comparing the number, frequency, length, and other characteristics of each student’s contributions. We will complement this data with the results of a survey on how and why students annotate, and whether this practice benefits their engagement and understanding of course material. Finally, we will share insights from one-on-one interviews with the instructors themselves, highlighting the pedagogical practices they used to encourage constructive annotations and their observations of students’ learning and motivation throughout the course. The findings illuminate what this relatively new practice, made possible by an evolving educational technology, can do to change students’ relationship with course-related texts, as well as with each other.
      Andie Silva (York C and Graduate Center, CUNY), “Keeping it Local: Undergraduate DH as Feminist Practice” Digital scholarship can be alienating to undergraduates, as databases and digital repositories typically cater to experienced, rather than novice researchers. Although digital humanities projects aim to expand access to information, the majority of students are not aware of their existence. This paper discusses small-scale and small-budget digital humanities work as feminist practice. I use as an example a series of assignments in an “Introduction to DH” course designed to introduce students to open-access digital resources and teach them to identify, evaluate, and use them productively. The Digital Studies minor at York College seeks to empower students with critical and practical skills they can transfer to professional job markets and academic applications. In the required introductory course for the minor, we consider the ways new technologies can disrupt canonic and hegemonic readings but sometimes reinforce exclusionary and colonialist practices. Students spend time visiting and reviewing digital projects on marginalized or minoritized topics, such as sounds and orality, local histories, and gender statistics for conferences and student evaluations. The course focuses exclusively on open-access tools and sites that include collaboration, documentation, and that transparently assign credit to contributors. Students engage with a variety of subfields in DH such as mapping, digital archiving, databases, and topic modeling and asked to look beyond the traditional (often gate-keeping) resources to which they are introduced in first-year courses. At the end of term, students design their own digital project documenting a facet of New York that is meaningful to them. By placing them in the role of digital critic and eventually developer, these projects encourage students to define, analyze, and eventually join digital discourse communities as confident producers of knowledge.


    Right2Left Workshop (Room TBA)
      - Joanna Byszuk (Institute of Polish Language, Polish Academy of Sciences, Warsaw/Computational Stylistics Group) and Alexey Khismatulin (Institute of Oriental Manuscripts, Russian Academy of Sciences, Saint Petersburg), "Attribution of Authorship for Medieval Persian Quasidas with Stylometry”
      - Ilan Benattar (New York U), "#Right2Left Biblical Translations in Jewish Textual History: Case Studies in Judeo-Arabic and Judeo-Spanish"

    Sunday, 9 June 2019 [Workshop Sessions]

    8:00 to 5:00 DHSI Registration (MacLaurin Building, Room A100)

    The day's events are included with your DHSI registration. If you're not registered in DHSI, you're very welcome to join us by registering here as a Conference / Colloquium / Workshop participant. We'll have a nametag waiting for you!
    Coffee, Tea, &c? Looking for some morning coffee or tea, or a small nibble? Options and hours of operation for weekend campus catering are available here. Mystic Market usually opens around 10.00.
    9:00 to 4:00 All Day Workshop Sessions
    9:00 to Noon AM Workshop Sessions
    Noon to 1:00 Lunch (We recommend Mystic Market on weekends!)
    1:00 to 4:00 PM Workshop Sessions
    After the day, many will wander to Cadboro Bay and the pub at Smuggler's Cove OR the other direction to Shelbourne Plaza and Maude Hunter's Pub OR even into the city for a bite to eat.

    Monday, 10 June 2019

    Your hosts for the week are Ray Siemens and Jannaya Friggstad Jensen.
    7:45 to 8:15 DHSI Last-minute Registration (MacLaurin A100)
    8:30 to 10:00 Welcome, Orientation, and Instructor Overview (MacLaurin A144)
    10:15 to Noon Classes in Session
    12:15 to 1:15 Lunch break / Unconference Coordination Session (MacLaurin A144)
    (Grab a sandwich and come on down!)

    "Mystery" Lunches
    1:30 to 4:00 Classes in Session
    4:10 to 5:00
    Institute Lecture: Angel David Nieves (San Diego State U): "3D Mapping and Forensic Traces of Testimony: Documenting Apartheid-Era Crimes Through the Digital Humanities"
    (MacLaurin A144)

    Abstract: In 1989 the killing of a queer, 14-year-old youth in Winnie Mandela's house named Stompie Seipei (an event that few in South Africa are willing to recall, let alone discuss, in any detail) -- is perhaps one of the most glaring examples where the queer and activist community was suppressed or erased from anti-apartheid/liberation histories. Digital humanities may actually help both reconstruct and recover a history that is still very early in the telling, despite what is commonly believed about the liberation struggle and the contributions of queer activists in the dismantling of apartheid. Perhaps it could explain why a youth such as Seipei was killed -- or at the very least, provide a more complex and messy narrative that permits one to know more how the history of queer anti-apartheid activists was suppressed. This talk outlines a methodology for "messy thinking and writing" in the digital humanities that -- through a queer and feminist intersectional framework -- permits a more complex layering of oral histories and 3D historical reconstructions.

    5:00 to 6:00 Reception (University Club)

    Tuesday, 11 June 2019

    9:00 to Noon Classes in Session
    12:15 to 1:15 Lunch break / Unconference

    "Mystery" Lunches

    1:30 to 4:00 Classes in Session
    4:15 to 5:15 DHSI Conference and Colloquium Lightning Talk Session 4 (MacLaurin A144)
    6:00 to 8:00 DHSI Newcomer's Gathering (Grad House Restaurant, Graduate Student Centre)
    Come down, buy meal and a beverage, and make some new friends!

    Wednesday, 12 June 2019

    9:00 to Noon Classes in Session
    12:15 to 1:15 Lunch break / Unconference

    "Mystery" Lunches
    1:30 to 4:00 Classes in Session
    4:15 to 5:15 DHSI Conference and Colloquium Lightning Talk Session 5 (MacLaurin A144)
    6:00 to 7:00 "Half Way There (yet again)!" [An Informal, Self-Organized Birds of a Feather Get-Together] (Felicitas, Student Union Building)
    Bring your DHSI nametag and enjoy your first tipple on us! [A great opportunity for an interest group meet-up ....]

    Thursday, 13 June 2019

    9:00 to Noon Classes in Session
    12:15 to 1:15 Lunch break / Unconference

    "Mystery" Lunches

    [Instructor lunch meeting]
    1:30 to 4:00 Classes in Session
    4:10 to 5:00
    Institute Lecture: Karina van Dalen-Oskam (Huygens Institute and U Amsterdam; Alliance of Digital Humanities Organizations): “The Riddle of Literary Quality: Some Answers”
    (MacLaurin A144)

    Abstract: What is literature, and can you measure it? That is the key question of the project The Riddle of Literary Quality. “The Riddle” is a research project of the Huygens Institute for the History of the Netherlands (Amsterdam) in collaboration with the Fryske Akademy (Leeuwarden) and the Institute for Logic, Language and Computation (University of Amsterdam). The Riddle combines computational analysis of writing style with the results of a large online survey of readers, completed by almost 14,000 participants. In my talk, I will go into some of the main results of the project.

    Friday, 14 June 2019

    9:00 to Noon Classes in Session
    12:15 to 1:15 Lunch Reception / Course E-Exhibits (MacLaurin A100)
    1:30 to 2:00 Closing, DHSI in Review (MacLaurin A144)

    Contact info:
    institut@uvic.ca P: 250-472-5401 F: 250-472-5681