Posts Tagged digital humanities

Teaching with Games: A CFP for MLA 2013

Building on several panels at the 2012 MLA Convention that separately considered digital pedagogy (“Building Digital Humanities in the Undergraduate Classroom,” “Digital Pedagogy,” and “New Media, New Pedagogies”) and games (“Digital Narratives and Gaming for Teaching Language and Literature” and “Close Playing: Literary Methods and Video Game Studies“), this electronic roundtable will generate discussions about the use of games in the teaching of literature, languages, and/or writing.

More than simple discussion, however, we will highlight concrete implementations of games in the classroom. Presenters will engage in informal discussion or offer interactive electronic demonstrations, lasting no more than 4 minutes. These presentations will take place at stations with appropriate audiovisual equipment around the meeting room. The remainder of the session’s time will allow the audience to circulate among stations, asking questions of the presenters. Those attending the session will leave with discrete assignments, activities, or ideas that they could build on in designing their own courses.

We welcome abstracts for presentations on any topic linking games and pedagogy, including the following practices:

  • Games for language acquisition
  • Interpretive games (e.g., the Ivanhoe game)
  • Games as platforms for discussions or activities
  • Gamification (as subject, as method); critiques of gamification (as subject, as method)
  • Student- or group-designed games
  • Games played inside/outside the classroom
  • Game modification
  • Social games in the context of a social/classroom space

Types of games may include but are not limited to the following:

  • Video games
  • Board / card games
  • Virtual Worlds / MMORPGs
  • Alternate Reality Games (ARGs)
  • Social games (e.g., Cow Clicker, Farmville, The Nethernet)
  • Spatial Games (e.g., foursquare, Shadow Cities, geocaching)

This roundtable session will feature up to eight presenters. Presenters are welcome from a broad range of institutions with a range of contexts and budget demands. Selection of participants will be based on a cross-spectrum of styles, classrooms, student experience, successes, and failures.

Send 300-word abstracts and bio to brian [dot] croxall [at] emory [dot] edu by 15 March 2012. N.B. All panelists will need to be MLA members (or have their membership waived) by April 7th.

I am organizing this session on behalf of the MLA’s Committee on Information Technology.

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Five Questions and Three Answers about Alt-Ac

What follows is my talk for a session at the 2012 MLA on “#alt-ac: Alternative Paths, Pitfalls, and Jobs in the Digital Humanities.” I’m thrilled to be speaking on the panel with a fantastic collection of alt-ackers that I admire: Julia Flanders, Matt Jockers, Shana Kimball, Bethany Nowviskie, and Lisa Spiro.

Alt ac panel 001

  • Good afternoon, all. My comments today are titled, “Five Questions and Three Answers about Alt-Ac.”
  • I’m tremendously pleased to see this panel and the one that directly follows it happening at this year’s MLA.
  • The need for ongoing conversation about alternative academic careers was brought home to me again recently when I received a rejection notice—a very kind one, I might add—for a tenure-track job that I applied to this fall.
    Alt ac panel 002
  • Nine hundred applicants. You don’t need statistical analysis or to be a digital humanist to figure out those odds.
  • As Amanda Watson put it on Twitter, these sorts of odds make it clear that we must rethink graduate education and not ignore different paths for employment after the PhD. And that’s exactly what alt-ac can be.
    Alt ac panel 003

My Job

  • In my current position as a CLIR post-doctoral fellow at Emory University’s Woodruff Library, I’m lucky to be exploring the alt-ac track.
    Alt ac panel 004
  • My principal responsibility is to develop and manage digital humanities projects in DiSC, Emory’s Digital Scholarship Commons. I also taught an Intro to Digital Humanities this semester.
    Alt ac panel 005
  • In the past year, I worked to get DiSC off the ground, along with three colleagues. All of us are on the alt-ac track together.
  • And this situation brings me to the first of my promised questions:
    Alt ac panel 006
    What’s the relationship between DH and alt-ac jobs?

Relationship Between Alt-Ac and DH (Question 1)

  • As many of you may have seen, Stanley Fish recently had a piece in The New York Times, where he talks about the rise of the digital humanities at the MLA. His observation is a bit behind those (Howard 2009; Pannapacker 2009; Howard 2011; Pannapacker 2011) who made similar statements about the 2009 and 2011 MLA…but we’ll give him a break. He is Stanley Fish, after all.
  • What you might not have seen was the very smart response to Fish from Ted Underwood, who teaches eighteenth- and nineteenth-century literature in the English department of the University of Illinois, Urbana-Champaign.
    Alt ac panel 007
  • Underwood suggests that one of the reasons why DH is not the future of literary studies is because it “is not a movement within literary studies.” It’s equally at home in history departments (the slate of DH activities happening at the AHA right now certainly bear witness to this fact), in art history, in linguistics, in libraries, and many more corners of the campus.
  • Underwood calls digital humanities “extra disciplinary.” We might say the same thing about alt-academics.
  • One of the obvious connections between DH and alt-ac, then, is how extra-disciplinary they both are.

The Future (Questions 2 & 3)

  • Question #2: Is alt-ac the future of DH?
    Alt ac panel 008
  • Well…not entirely. We have the creation of tenure track positions—and occasionally cluster hires—at places such as Maryland, Nebraska, Iowa, Clemson, Northeastern, and more. These positions are clearly not alt-ac.
  • But insofar as scholarship in the Digital Humanities tends to require collaboration on multiple scales, those in these positions will in fact be “alt”—marked by difference. The pursuit of tenure for these scholars won’t be the same as those who have previously been promoted.
  • What’s more, I think alt-ac is the likely track for most positions in the digital humanities—and probably for the university as a whole.
  • In fact, let’s face it: the university is already primarily populated by people who are non-fac. And many of the non-fac are the alt-ac.
  • That being said, alt-ac cannot mean short, terminal contracts; alt-ac cannot be a continued casualization of labor in the university. Instead, we should look to models elsewhere in the university—libraries, administration, research only positions—for helping us structure these career paths, both within and without DH.
  • What’s more, these must be career paths. We need to think about how to create opportunities for advancement.
  • Now let’s turn it around (question #3, by the way): Is DH the future of alt-ac?
    Screen Shot 2012 01 07 at 2 13 50 PM
  • No.
  • There many different ways to get your “alt on” that don’t involve building things (as Stephen Ramsay would have it). You can find alt-ac careers in a library, in a museum, in an archive, in a federal agency, in a think tank, or even—dare I say it—in administration.
  • So it’s not necessarily helpful for us to frame alt-ac as only being a thing that happens in digital humanities.
  • Again, one of the lessons of “alt-ac” as a concept is that there is intellectual labor in getting things done, in accomplishing the very impressive and real work of the university, throughout the whole university.

Bonus Questions

  • And finally, a question (#4) that I’ve heard no one ask aloud: how should the MLA deal with the rise of alt-ac?
    Alt ac panel 009
    After all, sessions like this have little to do (on the surface at least) with the study of the modern languages.
  • #5, and the kicker:
    Alt ac panel 010
    Can the MLA shift its purpose from representing those who teach and research modern languages to those who study or studied the modern languages?
  • This simple shift would be enough to make the whole of what we’re discussing—to say nothing of the panelists—belong unequivocally at this annual Convention. I’m not sure that it’s something that alt-ac needs so much as a way to keep the MLA relevant with what the transformations we’re facing.

Conclusions

  • More than either an object or method of study, the digital is something that is happening to the humanities in the 21st century.
    Alt ac panel 011
  • And alt-ac is something that is happening to universities.
    Alt ac panel 012
    It is not the only thing nor is it necessarily the most important. But it’s happening and in some cases it’s a very good thing.
  • Perhaps in 2017 (or ’18 or ’19) we’ll be reading a piece from Stanley Fish talking about the rise of reconfigured, hybrid professionals at the MLA. And if in 2018 he’s a few years late in noticing the rise of alt-ac, well, so much the luckier for the rest of us who will have been the beneficiaries of the future’s accelerated arrival.
  • Thanks.
    Alt ac panel 013

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Introduction to Digital Humanities

I was thrilled to learn this summer that I would be teaching again in the fall. Both the English department (where I’ve taught previously) and the Library (where I’m a CLIR Postdoctoral Fellow) had supported the idea during the previous year, but this is the first that we’ve been able to make it work out. I was even happier that the English department was willing to support my teaching “Introduction to Digital Humanities” as a junior-level course. Not only do I continue to work on digital scholarship in the classroom as well as during the rest of my fellowship duties, but I got a chance to design a new course.

It’s always struck me as dishonest that my syllabi don’t have “Acknowledgments” sections like books or some journal articles. These courses tend to have obvious lines of evolution. I had some clear inspirations as I was working, including courses by Meagan Timney, Jeff McClurken, John TheibaultMichelle Dalmau, and many more. Both Ryan Cordell and Paul Fyfe were designing similar syllabi at the same time as me, and I corresponded with each of them individually about his ideas and mine. Others wanting to go about designing a digital humanities class need to be aware of the two tremendous resources that are Lisa Spiro‘s “Digital Humanities Education” Zotero group and the CUNY Digital Humanities Initiative’s collection of syllabi. Lisa’s presentation at Digital Humanities 2011 was especially useful for me to hear as a preliminary to most of this work. In beginning to design one of the assignments, I realized that I needed to know more about textual studies than I already did, and I asked for assistance in a previous post and at DH Answers, where several friends weighed in. Finally, Erin Sells shared with me her assignment for mapping novels.

There appear to be as many ways to teach DH as there are definitions of the subject. Along with reading some of those definitions—print and blogged—I’ve decided to organize the class around a few different projects. We’ll begin with geospatial work, building an interactive map of Mrs. Dalloway. The next big project is a cross-campus collaboration between my class and four others that are reading House of Leaves this semester: Paul Benzon (Temple U), Mark Sample (George Mason U), Erin Templeton (Converse College), and Zach Whalestoe Whalen (U of Mary Washington). Our students will be reading the book at the same time; we will have some joint Skype sessions between the classrooms; and we’ll be attempting to build something as convoluted as the House itself, which Mark has already blogged about. My initial inspiration for asking for people to participate in this project was just to see if it could be done. And then Mark’s post on sharing in the digital humanities solidified the idea. What this project will investigate is the degree to which digital networks can change our experience of reading a print text, albeit one that resists being comprehensible by a single reader.

The last assignment for the semester will tackle Carol Ann Duffy’s poetry. We’re fortunate to have her papers in our Library. In these papers is a letter about her 1999 volume, The World’s Wife. She is writing to her publisher to explain why she taking the volume from one press to another. In explaining her reasons, she mentions her belief that the volume is very different from the previous ones that she’s written. We’ll spend the last month of the semester testing this assertion—first with close reading and then with text analysis. For a final project, the students and I will write a joint paper about our findings, an assignment inspired by Gideon Burton’s recent ebook project.

As the number of links here should make quite plain, the creation of the syllabus was very much a joint effort. That’s just setting the stage for what I anticipate will very much be a collaborative experience with my students. It’s going to be a semester-long experiment, which is the best thing I can imagine doing at the moment.

The syllabus itself is available after the jump, and you’re welcome to watch the course website for developments.

Read the rest of this entry »

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Mechanical Resolution: Benjamin, Google Art Project, and the Digital Humanities

One of the first things that I saw this morning was a tweet from Andrew Hazlett pointing to a Washington Post article by Philip Kennicott about the new Google Art Project. Art Project takes a “street view” approach to 17 art museums, allowing you to walk through some of their galleries and see the works as they are hung on the galleries’ walls. For those who are interested in how art is presented to and consumed by the public, this proves to be an invaluable resource (and shows how far we’ve come since the 2001, when Shelley Staples’s digital version of the 1913 Armory Show came online).

As I tweeted (part one and two), the line that I find most interesting in the coverage from the Post is this assertion from Julian Raby, the director of the Freer Gallery of Art in Washington: “Far from eliminating the necessity of seeing artworks in person, Art Project deepens our desire to go in search of the real thing.” This passage naturally reminded me of the claims that Walter Benjamin makes in his 1936 essay, “The Work of Art in the Age of Mechanical Reproduction.” In the essay, Benjamin considers the effect that photography, phonography, lithography, and more have on the “aura” or authenticity of an art work. In essence, a reproduction frees us from the need to go somewhere to see a particular piece of art, engaged in a pilgrimage of sorts; we no longer have to go to the Louvre to see the Mona Lisa: “…technical reproduction can put the copy of the original into situations which would be out of reach for the original itself. Above all, it enables the original to meet the beholder halfway, be it in the form of a photograph or a phonograph record. The cathedral leaves its locale to be received in the studio of a lover of art; the choral production, performed in an auditorium or in the open air, resounds in the drawing room.” (As an aside, my public library in Nebraska, where I lived from ages 8-11, allowed you to check out framed reproductions. My brother’s and my favorite was the Mona Lisa. Ironically, we had seen the original when we lived in Europe. But I don’t think we had quite understood at the ages of 5 and 6 that it was something that mattered. Accordingly, we enjoyed our reproduction much more than the original.)

But Benjamin writes, “Even the most perfect reproduction of a work of art is lacking in one element: its presence in time and space, its unique existence at the place where it happens to be.” So while we no longer need to go to art, the reproduction’s lack of place reinscribes the aura of the original. The result?

By making many reproductions it substitutes a plurality of copies for a unique existence. And in permitting the reproduction to meet the beholder or listener in his own particular situation, it reactivates the object reproduced. These two processes lead to a tremendous shattering of tradition which is the obverse of the contemporary crisis and renewal of mankind.

So while it’s true that I no longer need to go to the MoMA to see Van Gogh’s The Starry Night, seeing it in Google Art Project may very well strengthen my desire to see the original, which is what Raby and the other museum directors must be counting on. And of course, all that Art Project appears to show at the moment are works that are no longer in copyright. So if you want to see a Warhol or a LeWitt, you’ve still got to go to the MoMA itself.

While acknowledging the complicated co-dependent relationships of original and reproduction, Benjamin is clear that reproductions are better than originals in at least one concrete way:

…process reproduction is more independent of the original than manual reproduction. For example, in photography, process reproduction can bring out those aspects of the original that are unattainable to the naked eye yet accessible to the lens, which is adjustable and chooses its angle at will. And photographic reproduction, with the aid of certain processes, such as enlargement or slow motion, can capture images which escape natural vision.

Mechanical reproductions, then, surpass the original by showing you more than your own eye could see, even if you were with the original. And it was precisely this issue of how much one can see in Art Project that our art history librarian, Kim Collins, asked me this morning when I showed her Art Project. After all, we pay a hefty subscription to ARTstor every year to get high quality images. So in the interest of seeing how much I could see, I pulled up The Starry Night (a work that I’ve never seen in person) in both ARTstor and Art Project. Using each platform, I zoomed in as far as I could on the church in the lower middle of the painting. And here is what I saw.

ARTstor (clicking on picture links to a larger version)

ARTstor

Google Art Project (clicking on picture links to a larger version)

The Starry Night  Vincent van Gogh  MoMA The Museum of Modern Art  Art Project powered by Google

That’s quite a difference in resolution and depth. Art Project is using what the Washington Post article calls a “‘gigapixel’ process, which stitches together multiple high-resolution images.” To get a sense of exactly how much more you see in Art Project, here, is the ARTstor image highlighted with the area that I’ve zoomed in on with Art Project:

Starry night artstor

Of course, the museums are the ones that provide the images to both ARTstor and Art Project, so there’s every chance in the world that the former’s images will be updated sometime in the future.

As I finish writing this, Art Project is a trending topic on Twitter. Although Google tends to have this effect on things, it’s apparent that people are interested in this project–or at least in talking about it. Towards the end of his essay, Benjamin writes, “The mass is a matrix from which all traditional behavior toward works of art issues today in a new form. Quantity has been transmuted into quality. The greatly increased mass of participants has produced a change in the mode of participation.” By throwing a tremendous quantity of pixels at Art Project, Google has produced something of quality that will shift how the masses see art.

And perhaps a key lesson to take from Art Project (if we can extract a lesson on launch day), is that it’s a clear demonstration of the opportunities that the digital humanities have to reach a larger audience, provided we can show them something new or something more in a (visual) language they understand.

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