The Summer University takes place across 11 whole days. The intensive
programme consists of workshops, public lectures, regular project
presentations, a poster session, and a panel discussion.
The *workshop programme* is composed of the following thematic strands:
– XML-TEI encoding, structuring and rendering
– Compilation, Annotation und Analysis of Written Text Corpora. Introduction to Methods and Tools
– Comparing Corpora
– Digital Editions and Editorial Theory: Historical Texts and Documents
– Searching Linguistic Patterns in Large Text Corpora for Digital Humanities Research
– Lexicometric text analysis using CLARIN-D Webservices and R
– Spoken Language and Multimodal Corpora
– Digital Lexica, Terminological Databases and Encyclopaedias: Contents, Structures and Formats
– Exploring art and technology within contemporary network culture. A close look at net art, digital art curation and its impact on the culture heritage sector
– From Text to Map. Modeling Historical Humanities Data in Mapping
– Project Management
– Data management for the humanities: from data warehousing to legal and ethical implication
– Digital Research Infrastructures in the Humanities: How to Use, Build and Maintain Them
Workshops are normally structured in such a way that participants can either take the two blocks of one workshop or two blocks from different workshops. The number of participants in each workshop is limited to 10. For more information see: http://www.culingtec.uni-leipzig.de/ESU_C_T/node/621
The Summer University is directed at 60 participants from all over Europe and beyond. It wants to bring together (doctoral) students, young scholars and academics from the Arts and Humanities, Library Sciences, Social Sciences, Engineering and Computer Sciences as equal partners to an interdisciplinary exchange of knowledge and experience in a multilingual and multicultural context and thus create the conditions for future project-based cooperations and network-building across the borders of disciplines, countries, languages and cultures.
The Summer University seeks to offer a space for the discussion and acquisition of new knowledge, skills and competences in those computer technologies which play a central role in Humanities Computing and which determine every day more and more the work done in the Humanities and Cultural Sciences, as well as in publishing, libraries, and archives, to name only some of the most important areas. The Summer University aims at integrating these activities into the broader context of the Digital Humanities, which pose questions about the consequences and implications of the application of computational methods and tools to cultural artefacts of all kinds.
In all this the Summer University aims at confronting the so-called Gender Divide , i.e. the under-representation of women in the domain of Information and Communication Technologies (ICT) in Germany and Europe. But, instead of strengthening the hard sciences as such by following the way taken by so many measures which focus on the so-called STEM disciplines and try to convince women of the attractiveness and importance of Computer Science or Engineering, the Summer University relies on the challenges that the Humanities with their complex data and their wealth of women represent for Computer Science and Engineering and
the further development of the latter, on the overcoming of the boarders between the so-called hard and soft sciences and on the integration of Humanities, Computer Science and Engineering.
As the Summer University is dedicated not only to the acquisition of knowledge and skills, but wants also to foster community building and networking across disciplines, languages and cultures, countries and continents, the programme of the Summer School features also communal coffee breaks, communal lunches in the refectory of the university, and a rich cultural programme (thematic guided tours, visits of archives, museums and exhibitions, and communal dinners in different parts of Leipzig).
For all relevant information please consult the Web-Portal of the European Summer School in Digital Humanities “Culture & Technology”: http://www.culingtec.uni-leipzig.de/ESU_C_T/ which will be continually updated and integrated with more information as soon as it becomes available.
For questions about the European Summer University please use email@example.com
With best regards, Elisabeth Burr
Digital humanities (DH) has been heralded as the next big thing in humanities scholarship and universities have been creating initiatives and new positions in this field. Libraries, too, have moved to create a presence in the digital humanities community, setting up centers and hiring librarians to staff them. This course is designed as an introduction for librarians or library school students who have little or no exposure to DH and wish to be better positioned to offer DH support or services in a library setting. Participants will read and discuss DH scholarship, learn about frequently-used software, and think about why and how libraries and librarians engage DH. While I will encourage participants to explore more complex computing approaches (and I will support those who do as best I can), this course does not presuppose computing skills such as programming or use of the command line and will not ask participants to do much more than upload files to websites or install and use simple programs. Participants should have an interest and background in humanities scholarship and humanities librarianship and while the readings will focus on activities in the United States, our discussions can be more geographically wide-ranging.
– A basic knowledge of what digital humanities is and how it effects scholarship in the humanities disciplines.
– Exposure to core tools and approaches used by digital humanists.
– An understanding of how libraries and librarians have been involved with digital humanities.
– Critical engagement with the role of librarians and libraries in digital humanities.
This class has a follow-up, Introduction to Text Encoding
John Russell is the Associate Director of the Center for Humanities and Information at Pennsylvania State University. He has been actively involved in digital humanities projects, primarily related to text encoding, and has taught courses and workshops on digital humanities methods, including “Introduction to Digital Humanities for Librarians.”
Read an interview with John Russell about this class:
You can register in this course through the first week of instruction (as long as it is not full). The “Register” button on the website goes to our credit card payment gateway, which may be used with personal or institutional credit cards. (Be sure to use the appropriate billing address). If your institution wants us to send a billing statement or wants to pay using a purchase order, please contact us by email to make arrangements: firstname.lastname@example.org
This course will introduce students to text encoding according to the Text Encoding Initiative (TEI) Guidelines. Why should you care about text encoding or the TEI Guidelines? The creation of digital scholarly texts is a core part of the digital humanities and many digital humanities grants and publications require encoding texts in accordance with the TEI Guidelines. Students in this course will learn about the use-cases for text encoding and get a basic introduction to the principles of scholarly editing before moving on to learning some XML basics and creating a small-scale TEI project using the XML editor oXygen. We will not cover (beyond the very basics) processing TEI, and students interested in learning about XSLT and/or XQuery should turn to the LJA courses offered on those subjects. Participants should have some experience with digital humanities, as this course is intended as a follow up to the Introduction to Digital Humanities for Librarians course.
A basic understanding of digital scholarly editing as an academic activity.
Knowledge of standard TEI elements for encoding poetry and prose.
Some engagement with more complex encoding practices, such as working with manuscripts.
An understanding of how librarians have participated in text encoding.
Deeper engagement with digital humanities practices.
John Russell is the Associate Director of the Center for Humanities and Information at Pennsylvania State University. He has been actively involved in digital humanities projects, primarily related to text encoding, and has taught courses and workshops on digital humanities methods, including “Introduction to Digital Humanities for Librarians.” Interview with John Russell
This is an online class that is taught asynchronously, meaning that participants do the work on their own time as their schedules allow. The class does not meet together at any particular times, although the instructor may set up optional synchronous chat sessions. Instruction includes readings and assignments in one-week segments. Class participation is in an online forum environment.
Spatial Data Analyst & Curator
University Libraries / U-Spatial
University of Minnesota
The University of Minnesota Libraries and U-Spatial (https://uspatial.umn.edu/) seek a knowledgeable and proactive Spatial Data Analyst & Curator to advance the Libraries’ efforts in the areas of geospatial projects, geospatial data curation and management, and digital spatial humanities. Residing in the John R. Borchert Map Library, the Spatial Data Analyst & Curator works under the management and direction of the University Libraries, which holds institutional responsibility for supporting the products and processes of scholarship through the collection, provisioning, and preservation of information resources in all formats and media. As such, the work of the Spatial Data Analyst & Curator uses a life-cycle data management approach to serve the specific needs of the spatial data creator/user community while ensuring that processes and methods employed are strongly aligned with enterprise strategies and systems.
Last year, Australia’s Chief Scientist Alan Finkel suggested that we in Australia should become “human custodians”. This would mean being leaders in technological development, ethics, and human rights.
A recent report from the Australian Council of Learned Academies (ACOLA) brought together experts from scientific and technical fields as well as the humanities, arts and social sciences to examine key issues arising from artificial intelligence.
A similar vision drives Stanford University’s Institute for Human-Centered Artificial Intelligence. The institute brings together researchers from the humanities, education, law, medicine, business and STEM to study and develop “human-centred” AI technologies.
Meanwhile, across the Atlantic, the Future of Humanity Institute at the University of Oxford similarly investigates “big-picture questions” to ensure “a long and flourishing future for humanity”.
The IT sector is also wrestling with the ethical issues raised by rapid technological advancement. Microsoft’s Brad Smith and Harry Shum wrote in their 2018 book The Future Computed that one of their “most important conclusions” was that the humanities and social sciences have a crucial role to play in confronting the challenges raised by AI
Without training in ethics, human rights and social justice, the people who develop the technologies that will shape our future could make poor decisions.
The ACM/IEEE Joint Conference on Digital Libraries in 2018 (JCDL 2018L: https://2018.jcdl.org/) will be held in conjunction with UNT Open Access
Symposium 2018 (https://openaccess.unt.edu/symposium/2018) on June 3 – 6, 2018
in Fort Worth, Texas, the rustic and artistic threshold into the American
West. JCDL welcomes interesting submissions ranging across theories, systems,
services, and applications. We invite those managing, operating, developing,
curating, evaluating, or utilizing digital libraries broadly defined, covering
academic or public institutions, including archives, museums, and social
networks. We seek involvement of those in iSchools, as well as working in
computer or information or social sciences and technologies. Multiple tracks
and sessions will ensure tailoring to researchers, practitioners, and diverse
communities including data science/analytics, data curation/stewardship, information retrieval, human-computer interaction, hypertext (and Web/network science), multimedia, publishing, preservation, digital humanities, machine learning/AI, heritage/culture, health/medicine, policy, law, and privacy/ intellectual property.
General Instructions on submissions of full papers, short papers, posters and
demonstrations, doctoral consortium, tutorials, workshops, and panels can be
found at https://2018.jcdl.org/general_instructions. Below are the submission
• Jan. 15, 2018 – Tutorial and workshop proposal submissions
• Jan. 15, 2018 – Full paper and short paper submissions
• Jan. 29, 2018 – Panel, poster and demonstration submissions
• Feb. 1, 2018 – Notification of acceptance for tutorials and workshops
• Mar. 8, 2018 – Notification of acceptance for full papers, short papers,
panels, posters, and demonstrations
• Mar. 25, 2018 – Doctoral Consortium abstract submissions
• Apr. 5, 2018 – Notification of acceptance for Doctoral Consortium
• Apr. 15, 2018 – Final camera-ready deadline for full papers, short papers,
panels, posters, and demonstrations
Sessoms, D. (2008). DIGITAL STORYTELLING: Training Pre-service Teachers to Use Digital Storytelling Across the Curriculum. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 958-960). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). http://www.editlib.org/p/27300/
Yuksel, P., Robin, B. & McNeil, S. (2011). Educational Uses of Digital Storytelling all around the World. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 1264-1271). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). http://www.editlib.org/p/36461/
Ohler, J. (2008). Digital storytelling in the classroom : new media pathways to literacy, learning, and creativity /. Corwin Press.
Rudnicki, A., Cozart, A., Ganesh, A., Markello, C., Marsh, S., McNeil, S., Mullins, H., Odle Smith, D. & Robin, B. (2006). The Buzz Continues…The Diffusion of Digital Storytelling across disciplines and colleges at the University of Houston. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 717-723). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). http://www.editlib.org/p/22130/
Digital Storytelling and Communication Studies | Mass Communication:
Tharp, K., & Hills, L. (2004). Digital Storytelling: Culture, Media and Community. In: Marshall, S., Taylor, W., & Yu, X. H. (Eds). Using Community Informatics to Transform Regions. Idea Group Inc (IGI).
the type of data: wikipedia. the dangers of learning from wikipedia. how individuals can organize mitigate some of these dangers. wikidata, algorithms.
IBM Watson is using wikipedia by algorythms making sense, AI system
youtube videos debunked of conspiracy theories by using wikipedia.
semantic relatedness, Word2Vec
how does algorithms work: large body of unstructured text. picks specific words
lots of AI learns about the world from wikipedia. the neutral point of view policy. WIkipedia asks editors present as proportionally as possible. Wikipedia biases: 1. gender bias (only 20-30 % are women).
conceptnet. debias along different demographic dimensions.
citations analysis gives also an idea about biases. localness of sources cited in spatial articles. structural biases.
geolocation on Twitter by County. predicting the people living in urban areas. FB wants to push more local news.
danger (biases) #3. wikipedia search results vs wkipedia knowledge panel.
collective action against tech: Reddit, boycott for FB and Instagram.
data labor: what the primary resources this companies have. posts, images, reviews etc.
boycott, data strike (data not being available for algorithms in the future). GDPR in EU – all historical data is like the CA Consumer Privacy Act. One can do data strike without data boycott. general vs homogeneous (group with shared identity) boycott.
the wikipedia SPAM policy is obstructing new editors and that hit communities such as women.
how to access at different levels. methods and methodological concerns. ethical concerns, legal concerns,
tweetdeck for advanced Twitter searches. quoting, likes is relevant, but not enough, sometimes screenshot
social listening platforms: crimson hexagon, parsely, sysomos – not yet academic platforms, tools to setup queries and visualization, but difficult to algorythm, the data samples etc. open sources tools (Urbana, Social Media microscope: SMILE (social media intelligence and learning environment) to collect data from twitter, reddit and within the platform they can query Twitter. create trend analysis, sentiment analysis, Voxgov (subscription service: analyzing political social media)
graduate level and faculty research: accessing SM large scale data web scraping & APIs Twitter APIs. Jason script, Python etc. Gnip Firehose API ($) ; Web SCraper Chrome plugin (easy tool, Pyhon and R created); Twint (Twitter scraper)
Facepager (open source) if not Python or R coder. structure and download the data sets.
TAGS archiving google sheets, uses twitter API. anything older 7 days not avaialble, so harvest every week.
social feed manager (GWUniversity) – Justin Litman with Stanford. Install on server but allows much more.
legal concerns: copyright (public info, but not beyond copyrighted). fair use argument is strong, but cannot publish the data. can analyize under fair use. contracts supercede copyright (terms of service/use) licensed data through library.
methods: sampling concerns tufekci, 2014 questions for sm. SM data is a good set for SM, but other fields? not according to her. hashtag studies: self selection bias. twitter as a model organism: over-represnted data in academic studies.
methodological concerns: scope of access – lack of historical data. mechanics of platform and contenxt: retweets are not necessarily endorsements.
ethical concerns. public info – IRB no informed consent. the right to be forgotten. anonymized data is often still traceable.
table discussion: digital humanities, journalism interested, but too narrow. tools are still difficult to find an operate. context of the visuals. how to spread around variety of majors and classes. controversial events more likely to be deleted.
takedowns, lies and corrosion: what is a librarian to do: trolls, takedown,
development kit circulation. familiarity with the Oculus Rift resulted in lesser reservation. Downturn also.
An experience station. clean up free apps.
question: spherical video, video 360.
safety issues: policies? instructional perspective: curating,WI people: user testing. touch controllers more intuitive then xbox controller. Retail Oculus Rift
app Scatchfab. 3modelviewer. obj or sdl file. Medium, Tiltbrush.
College of Liberal Arts at the U has their VR, 3D print set up.
Penn State (Paul, librarian, kiniseology, anatomy programs), Information Science and Technology. immersive experiences lab for video 360.
CALIPHA part of it is xrlibraries. libraries equal education. content provider LifeLiqe STEM library of AR and VR objects. https://www.lifeliqe.com/