Anticipated offerings for the coming DHSI include the following. Fees for this year's DHSI are available here.

Shortcuts:

Important Notes:
- A DHSI course runs daily for the duration of a week, so only one course can be taken during a given week.
- Foundations offerings at DHSI are foundational in nature, requiring little by way of prerequisite save that those enrolled should have a basic knowledge of computing tools and methods. Other courses are aimed at those who have completed the relevant foundations course(s) at the DHSI or otherwise have similar foundational experience with digital humanities tools, methods, and approaches; note that some offerings have specific requisite skills and/or expectations and, in such cases, these are outlined in course description.
- If you are unsure of which course would be best suited to your strengths and interests, please contact the DHSI coordinator or the course instructor.
- In order to be eligible for a DHSI scholarship, you must complete the scholarship application and receive your acceptance before registering for a course. (We regret that we are unable to offer tuition reimbursements to participants who register before receiving the results of their scholarship application.)

Week 1 Course Offerings, 1-5 June 2020

  1. [Foundations] Text Encoding Fundamentals and their Application

    Lee Zickel and Emily C Murphy [Please click for course details.]

    For those new to the field, this is an introduction to the theory and practice of encoding electronic texts for the humanities. This workshop is designed for individuals who are contemplating embarking on a text-encoding project, or for those who would like to better understand the philosophy, theory, and practicalities of encoding in XML (Extensible Markup Language) using the Text Encoding Initiative (TEI) Guidelines. No prior experience with XML is assumed, but the course will move quickly through the basics. During the course, we will be making use of the TAPAS Project (http://tapasproject.org/) application in order to provide a hands-on space for the practical application of project planning and technical knowledge acquired throughout the course.

    [Related Materials: earlier syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    This is a hands-on course. Consider this offering in complement with, and / or to be built on by: Advanced TEI Concepts / TEI Customization; Digital Documentation and Imaging for Humanists; Conceptualising and Creating a Digital Documentary Edition; A Collaborative Approach to XSLT; Geographical Information Systems in the Digital Humanities; and more!

  2. [Foundations] Tools and Techniques of the Digital Humannities

    Markus Wust [Please click for course details.]

    Description forthcoming.

    [Related Materials: direct link to this course description; instructor biographies.]

    This course will have lecture, demo, and hands-on components. It is a good foundation for most other tool-oriented DHSI offerings.

  3. [Foundations] Introduction to Computation for Literary Studies

    Randa El Khatib and David Wrisley [Please click for course details.]

    This course demystifies, and offers a survey of, the computational tools and techniques being used for literary criticism. Aimed at novice and DH-curious scholars and practitioners, participants gain familiarity with fundamental concepts and methods so that they can better appreciate the potential of computer-assisted critical techniques. Classes are divided between discussions of key theoretical considerations and practical instruction in a selection of tools. Participants are exposed to macro-analytical techniques like most frequent word analysis, collocation, stylometry, topic modelling, digital mapping, and network analysis, gaining experience with environments like Voyant, R, Carto, Palladio, and Gephi. The course also details best practices relating to the preparation and management of digital corpora. Having completed this course, participants will have a better understanding of how computational methods can be used to produce quantitative data for use in the support of literary criticism. More advanced expertise can subsequently be developed at any one of a number of DHSI offerings dedicated to particular methods.

    [Related Materials: earlier syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    This course combines lecture, seminar, and hands-on activities. Consider this offering in complement with, and / or to be built on by: Out-of-the-Box Text Analysis for the Digital Humanities; Stylometry with R: Computer-Assisted Analysis of Literary Texts; Fundamentals of Programming/Coding for Human(s|ists); Understanding Topic Modeling; Data Mining For Digital Humanists; and more!

  4. [Foundations] Race, Social Justice, and DH: Applied Theories and Methods

    Dorothy Kim and Angel David Nieves [Please click for course details.]

    Over the past five-years we have seen a proliferation of academic job advertisements, publications, and discussions demonstrating ways in which race and social justice can be engaged in digital humanities scholarship. Interest by students and local communities in technological advancements through Web 2.0, social media, and mobile phones are permitting new forms of research and practice. #transformDH, #DHpoco, #femDH, and #BlackLivesMatter have helped to challenge the all-white discourse, often dominated by scholars in the disciplines of English and history, that is too often found in digital humanities. What happens to students in digital humanities methods classes who bring non-traditional bodies into this world? There have been discussions how to insure that syllabi and materials for digital humanities classes are inclusive - specifically, how an introductory DH methods class keeps race, social justice, and inclusivity as cornerstones in their pedagogy. The traditional divides witnessed in the tech world will only be replicated in the world of both undergraduate and graduate DH courses without attention to race, social justice, etc. This week-long class will show how, through an interdisciplinary intersectional and CRT framework, both race and social justice can be central to any DH teaching, pedagogy and practice. The course will pay special attention to queer theory, critical ethnic studies, postcolonial theory, WOC/Black feminism, Indigenous studies, and disability studies as they currently help to reshape digital humanities teaching and methods across our university/college classrooms.

    [Related Materials: earlier syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    This course combines lecture, seminar, and hands-on activities. Consider this offering to build on: Fundamentals of Coding / Programming for Human(s|ists); Web Development / Project Prototyping for Beginners with Ruby on Rails. Consider this offering in complement with and / or to be built on by: Physical Computing and Desktop Fabrication; Digital Humanities with a Global Outlook; Digital Indigeneity; and more.

  5. [Foundations] Intersectional Feminist Digital Humanities: Theoretical, Social, and Material Engagements

    Amanda Phillips [Please click for course details.]

    Although there is a deep history of feminist engagement with technology, projects like FemTechNet argue that such history is often hidden and feminist thinkers are frequently siloed. In order to address this, the seminar will offer a set of background readings to help make visible the history of feminist engagement with technology, as well as facilitate small-scale exploratory collaboration during the seminar. Our reading selections bring a variety of women of color and anti-racist feminist critiques in Media Studies, Human-Computer Interaction, Science and Technology Studies, Game Studies, and related fields into conversation with work in Digital Humanities. Each session is organized by a keyword - a term that is central to feminist theoretical and practical engagements with technology - and will begin with a discussion of that term in light of our readings. Afternoons will be spent in a related hands-on workshop.

    Pushing against instrumentalist assumptions regarding the value and efficacy of certain digital tools, we will be asking participants to think hard about the affordances and constraints of digital technologies.

    [Related Materials: earlier syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    This course combines lecture, seminar, and hands-on activities. Consider this offering to build on: Fundamentals of Coding / Programming for Human(s|ists); Web Development / Project Prototyping for Beginners with Ruby on Rails. Consider this offering in complement with and / or to be built on by: Physical Computing and Desktop Fabrication; Digital Humanities with a Global Outlook; Digital Indigeneity; Queer Digital Humanities; Surveillance and Digital Humanities; and more.

  6. [Foundations] DH For Department Chairs and Deans

    John Unsworth, Harold Short, Ray Siemens, with Constance Crompton, Dene Grigar, and Angel David Nieves [Please click for course details.]

    Intended for university administrators who seek an understanding of the Digital Humanities that is both broad and deep, this offering establishes a cohort that [1] meets as a group for three dedicated sessions before the first day of DHSI (on the Sunday beforehand) and several dedicated session midweek to survey and discuss pragmatic DH basics and chief administrative issues related to supporting DH and those who practice it at their institution, [2] allows those enrolled to audit (as non-participatory observers, able to go from class to class) any and all of the DHSI courses, and [3] individually engages in consultation and targeted discussion with the instructors, who are the first three chairs of the international Alliance of Digital Humanities Organisations (ADHO), speakers and consultants contributing to the course, and others in the group outside of course time during the institute.

    Priority for involvement in the course will be given to first-time attendees among those actively in academic administrative roles and training toward them.

    Please note that this course begins with a meeting on Sunday 2 June 2019, further details TBA.

    This offering is co-sponsored by the Electronic Textual Cultures Lab (ETCL).

    [Related Materials: earlier syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    This is a seminar style / audit-oriented course. Consider this offering in complement with, and / or to be built on by: Scholarscapes, Augmented Dissemination via Digital Methods; Models for DH at Liberal Arts Colleges (& 4 Yr Institutions); Out-of-the-Box Text Analysis for the Digital Humanities; Digital Pedagogy Integration in the Curriculum; Crowdsourcing as a Tool for Research and Public Engagement; Online Collaborative Scholarship: Principles and Practices (A CWRCShop); Professionalizing the Early Career Digital Humanist: Strategies and Skills; and more!

  7. Introduction to Project Planning and Management for DH: Issues and Approaches

    Lynne Siemens [Please click for course details.]

    This course will cover the basics of project management from project definition to project review upon completion. Topics such as budget setting and controls, risk management, critical path scheduling, software tools, and related Internet resources will also be discussed. Material will be covered through lectures, discussions, case studies, and presentations. By the end of the course, participants will be able to implement the course concepts and tools in their projects.

    [Related Materials: earlier syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    This course has lecture, seminar, and hands-on components. Consider this offering in complement with, and / or to be built on by most other DHSI courses that focus on the pragmatics of planning elements of research, including Agile Project Management.

  8. Text Mapping as Modelling

    Øyvind Eide [Please click for course details.]

    Modelling the Textual Universe Through Mapping: This course will question one of the most important practices in Digital Humanities, namely, digital mapping of texts. The students will go though an extensive model building experiment using the map exhibition tool Neatline. They will also create reports in the form of textual blogs and compare what can be expressed in each of the two media. By comparing the different student projects in discussion sessions we will look into what kind of maps can be made based on different types of texts, and the degree to which mapping is meaningful for different texts.

    Through the course the students will understand better where the information we put on maps come from. How much is read from the text and how much is added from other sources, including the reader’s previous knowledge? To what degree is the information silently adjusted to fit the map medium? How much of what we express in text and as maps are steered by the medium? Through this course the students will not only learn how to make map exhibitions based on texts but will also explore how modelling in the form of media transformation can be used as a text analysis tool.

    [Related Materials: earlier syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    This course combines lecture and hands-on activities. Consider this offering in complement with: Geographical Information Systems in the Digital Humanities; Digital Storytelling; Visualizing Information: Where Data Meets Design; Creating LAMP Infrastructure for Digital Humanities Projects; and more! -->

  9. Out-of-the-Box Text Analysis for the Digital Humanities

    David Hoover [Please click for course details.]

    This class will focus on using digital tools to enhance and deepen traditional ways of reading and analyzing texts. We will explore ways of answering questions about authorship, textual, chronological, and authorial style, genre, and meaning. The first sessions will introduce some freely-available tools and some widely available general software, and will address the issues of planning a project, and finding/creating and preparing the texts for analysis. We will begin with some prepared groups of texts for guided investigation as a group, so that we can concentrate on general problems, issues, and opportunities. Because my own background is in literature, the emphasis will be on literary texts. In later sessions, participants will be able to use these tools (and perhaps others, depending on their interests) to explore texts of their own choosing, or to examine some already-prepared sets of texts in greater detail and depth. The backgrounds and experiences of the participants will undoubtedly differ; therefore, we will aim for an intensely collegial and collaborative atmosphere, so as to capitalize on these differences.

    Most of the tools and methods work across different languages, though there may be some problems with transliterated and accented languages, and there is a good deal of variation in how effective different techniques are for different languages. Most also require a substantial amount of text–either one long text or at least several texts of 1000 words or more. On the other hand, this class will focus on relatively detailed and intensive analysis, and is not appropriate for those who are interested in working with huge data sets or very large numbers of very long texts. For the purposes and methods of this class, a set of 100 novels should be considered a very large amount of data.

    We will be meeting in a computer lab where all the software used will be available. Much of the work will be done in Minitab (a statistical analysis program) and in tools that operate in Microsoft Excel. Minitab for the Mac unfortunately does not yet perform the main functions we will need, so Mac users will need to run Minitab on the lab computers (unless they have a dual-boot system that includes MS Windows). Potential participants whose own computers are Macs and/or who have specific (groups of) texts or kinds of problems in mind that they would like to work on in the class should definitely contact the instructor before enrolling to discuss any potential difficulties or challenges.

    [Related Materials: earlier syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    This is a hands-on course. Consider this offering to build on, or be built on by: Stylometry with R: Computer-Assisted Analysis of Literary Texts; Extracting Cultural Networks from Thematic Research Collections; or Wrangling Big Data for DH. Consider this offering in complement with Fundamentals of Programming/Coding for Human(s|ists); Text Analysis with Python and the Natural Language ToolKit; Geographical Information Systems in the Digital Humanities; Understanding the Pre-Digital Book; XPath for Processing XML and Managing Projects; and more!

  10. Sound and Digital Humanities

    John Barber [Please click for course details.]

    This course explores opportunities/approaches for sound in Digital Humanities scholarship and pedagogy. Topics include sound utilization, forms, and respect for associated intellectual rights. Course emphasis is practice-based research and/or creative expression, learning by making. No previous experience with sound is required. Participants will learn basic sound recording, editing, and manipulation, and may leverage these and other course resources for ongoing DH sound projects, or experiment freely. Desired outcomes include experimentation and making prototypes for sound-based projects. Participants are encouraged to bring laptops, digital recorders, and headphones. More information at the course webpage: http://www.nouspace.net/john/courses/dhsi-sound.html.

    [Related Materials: earlier syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    This course combines lecture, seminar, and hands-on activities, as well as a self-directed component. Consider this offering to build on: Digitisation Fundamentals and their Application. Consider this offering in complement with and / or to be built on by: Physical Computing and Desktop Fabrication; Digital Documentation and Imaging for Humanists; and more.

  11. Critical Pedagogy and Digital Praxis in the Humanities

    Chris Friend and Chris Gilliard [Please click for course details.]

    This course will focus on building community in collaborative digital learning environments and will interrogate notions of outcomes, best practices, and instructional design. Our work together will be productive, grounded in praxis, and driven by learner experiences.

    Digital Humanities, with its deep reliance on technological tools, is replete with courses about those tools. This course offers an alternative: It is an exploration of pedagogy, challenging teachers to re-think how they approach their classes and interact with their students. We will discuss critical pedagogy and the importance of letting students define, control, and take responsibility for, their learning environment. This course will also serve as a playground, letting participants experiment with critical digital pedagogy in a class-created open-access online course that we co-design, build, deploy, promote, and assess, all within the one-week seminar. Participants will leave with a better understanding of their approaches to teaching and how critical digital pedagogy applies to DH courses.

    [Related Materials: earlier syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    This course combines lecture, seminar, and hands-on activities. Consider this offering in complement with, and / or to be built on by: Digital Pedagogy Integration in the Curriculum; Models for DH at Liberal Arts Colleges (& 4 Yr Institutions); Feminist Digital Humanities: Theoretical, Social, and Material Engagements; Professionalizing the Early Career Digital Humanist: Strategies and Skills; and more!

  12. Digital Humanities for Japanese Culture: Resources and Methods

    Kiyonori Nagasaki, Asanobu Kitamoto, Yuta Hashimoto, Satoru Nakamura, Tatsuki Sekino, and Taizo Yamada [Please click for course details.]

    As DH spreads globally, necessity for comprehensive information of DH for each local culture has been increasing. To address the issue, this course provides core information of digital resources and methods on Japanese culture, which have been addressed since decades ago, with some hands-on training. It will include lectures of characteristics of the culture in DH and methods for non-segmented texts, cursive glyphs, pictures, and so on, such as text analysis, crowd-sourcing tagging and transcription, image analysis, TEI and IIIF for the resources. Participants will not be required expertise on Japanese culture, but interest for a comprehensive knowledge of DH on a certain culture.

    [Related Materials to this course's first DHSI offering: detailed outline; direct link to this course description; instructor biographies.]

    Consider this offering to build on: "[Foundations] Text Encoding Fundamentals and their Application" and "Introduction to IIIF: Sharing, Consuming, and Annotating the World’s Images," and in complement with "Cloud Powering DH Research," "Crowdsourcing as a Tool for Research and Public Engagement," and "Web Annotation as Critical Humanities Practice." This offering is co-sponsored by JADH.

  13. Conceptualising and Creating a Digital Edition

    Jennifer Stertzer and Nick Wasmoen [Please click for course details.]

    This course will explore all aspects of conceptualizing, planning for, and creating a digital edition. It provides a basic introduction to the various types of digital editions, the practice of editing in the digital age, and a survey of the many digital tools available to serve project goals. Approaching a digital edition means taking time to think about how end-users will want to work with a particular edition. Beginning with the research and analytical needs of end-users in mind, editors are better able to develop effective editorial strategies that will result in a dynamic, useful, and usable, digital edition. In this course, participants will engage in hands-on learning and group discussions related to project conceptualization, editorial policies and processes, and the selection and use of digital tools that can serve the needs of researchers and other end-users. Participants will bring a few sample materials they are working with. We will use these in a class project - creating a digital edition over the course of the week using skills learned in each session. Our goal is for participants to return to their home institutions ready and able to build upon, enhance, and transform these initial ideas into robust digital editions.

    [Related Materials: earlier syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    This course combines lecture and hands-on activities. Consider this offering to build on: Digitisation Fundamentals and their Application; Understanding the Pre-Digital Book. Consider this offering in complement with and / or to be built on by: Digital Documentation and Imaging for Humanists; Pragmatic Publishing Workflows; XPath for Processing XML and Managing Projects; and more!

  14. Retro Machines & Media

    Dene Grigar and John Durno [Please click for course details.]

    This course provides participants with hands-on experience and information needed for developing a media archaeology lab and/or understanding how to work with legacy software and hardware. Taught by Dene Grigar, Director of the Electronic Literature Lab at Washington State University Vancouver, and John Durno, Head of Library Services at the University of Victoria, the course covers topics such as hardware systems, software and platforms, collection strategies, emulation methods, and lab resources needed for maintaining retro machines and media.

    This offering is co-sponsored by the Electronic Literature Organization.

    [Related Materials to this course's first DHSI offering: direct link to this course description; instructor biographies.]

    This course combines lecture, seminar, and hands-on activities. Consider this offering to build on: Scholarscapes, Augmented Dissemination via Digital Methods. Consider this offering in complement with and / or to be built on by: Advanced Criticism and Authoring of Electronic Literature; Pragmatic Publishing Workflows; Text Mapping as Modelling; and more.

  15. Geographical Information Systems in the Digital Humanities

    Ian Gregory, with Alejandra Zubiria Perez [Please click for course details.]

    The course will be relevant to all humanities researchers who are interested in the geographies that their sources may hold, or whose research questions are geographical in nature. The course offers an introduction to the theory and practice of using Geographical Information Systems (GIS) in the digital humanities. It will cover: converting humanities sources into GIS, georeferencing maps, querying and manipulating data within a GIS, producing high-quality cartographic output, and disseminating GIS material using virtual globes. It will be primarily based on using the ArcGIS software package although we will also introduce other software such as Quantum GIS (QGIS). The use of Google Earth to disseminate the outputs from GIS projects will also be included. The types of sources that we will cover include maps, texts and tabular data. The potential for using images and multimedia material will also be discussed.

    We do not assume any familiarity with GIS although a good level of general competence with computers is helpful. Some advance reading may help. Additionally, if you have your own data that you would like to use in GIS and use then please bring it along as the final sessions of the course will allow you to work with you own data if you so wish.

    [Related Materials: earlier syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    This is a hands-on course. Consider this offering to build on, or be built on by: [Foundations] Digitisation Fundamentals and their Application; [Foundations] Text Encoding Fundamentals and their Application; [Foundations] Fundamentals of Programming/Coding for Human(s|ists); Digital Humanities Databases; Creating Digital Humanities Projects for the Mobile Environment; Data Mining For Digital Humanists; Data, Math, Visualization, and Interpretation of Networks: An Introduction; Text Mapping as Modelling.       Consider this offering in complement with: Out-of-the-Box Text Analysis for the Digital Humanities; Games for Digital Humanists; Stylometry with R: Computer-Assisted Analysis of Literary Texts; and more!

  16. Introduction to IIIF: Sharing, Consuming, and Annotating the World’s Images

    Glen Robson, Josh Hadro, Camille Villa, and Peter Broadwell [Please click for course details.]

    Access to image-based resources is fundamental to research, scholarship and the transmission of cultural knowledge. Digital images are a container for much of the information content in the Web-based delivery of images, books, newspapers, manuscripts, maps, scrolls, single sheet collections, and archival materials. Yet much of the Internet’s image-based resources are locked up in silos, with access restricted to bespoke, locally built applications. A growing community of the world’s leading research libraries and image repositories have embarked on an effort to collaboratively produce an interoperable technology and community framework for image delivery. IIIF (International Image Interoperability Framework) has the following goals: To give scholars an unprecedented level of uniform and rich access to image-based resources hosted around the world, To define a set of common application programming interfaces that support interoperability between image repositories, and To develop, cultivate and document shared technologies, such as image servers and web clients, that provide a world-class user experience in viewing, comparing, manipulating and annotating images.” (http://iiif.io). This course will introduce students to the basic concepts and technologies that make IIIF possible, allowing for guided, hands-on experience in installing servers and clients that support IIIF, and utilizing the advanced functionality that IIIF provides for interactive image-based research, such as annotation.

    [Related Materials: earlier syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    This is a hands-on course. Consider this offering in complement with, and / or to be built on by: Advanced TEI Concepts / TEI Customization; Digital Documentation and Imaging for Humanists; Conceptualising and Creating a Digital Documentary Edition; A Collaborative Approach to XSLT; Geographical Information Systems in the Digital Humanities; and more!

  17. Open Access and Open Social Scholarship

    Alyssa Arbuckle [Please click for course details.]

    This course will survey pertinent research in Open Access (OA) methods, theory, and implementation, and it will look forward to open social scholarship. Overall, we will consider the role of OA knowledge dissemination in academia and at large. We’ll focus on the history, evolution, forms, and impact of OA within the domain of scholarly communication. Specific topics of discussion include advocacy, infrastructure, intellectual property rights, research evaluation metrics, online journals, databases, and peer review methods and limitations in this context. Using OA as a foundation, we will discuss the rising trend and potential impact of open social scholarship, which involves the creation and dissemination of research and technologies to a broad, interdisciplinary audience of specialists and non-specialists. This course will be geared toward students, librarians, scholars, publishers, government representatives, and others who are invested in the open development and sharing of research output.



    [Related Materials: earlier syllabus and supporting materials (large document); a video from the instructor; direct link to this course description; instructor biographies.]

    This is, primarily, a lecture- and discussion-based course. Consider this offering in complement with: DH For Department Chairs and Deans; Feminist Digital Humanities: Theoretical, Social, and Material Engagements; Text Processing – Techniques and Traditions; and more.

  18. Linked Open Data and the Semantic Web

    James Smith [Please click for course details.]

    This course explores how how opening access to data changes the digital humanities project. We will cover the reasons for publishing open data, how we can create open data, and how we can work with open data. We will see how linked open data allows us to share data and incorporate data from other projects. We will learn about data models, data formats, and software tools for working with linked open data. We've designed the course to give you the tools you need to incorporate linked data into your projects, whether you're a software engineer, a project manager, or a subject matter expert.

    [Related Materials: earlier syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    This course combines lecture and hands-on activities. Consider this offering in relation to the following. Predecessors: Making Choices About Your Data; Race, Social Justice, and DH: Applied Theories and Methods (good for evaluating the vocabularies that we find); Feminist Digital Humanities: Theoretical, Social, and Material Engagements (good for evaluating vocabularies that we find); Queer Digital Humanities: Intersections, Interrogations, Iterations (good for evaluating vocabularies that we find); Databases for Digital Humanists; Fundamentals of Programming/Coding for Human(s|ists). Successors: Introduction to Network Analysis in the Digital Humanities; Ethical Data Visualization: Taming Treacherous Data; Web APIs with Python; Information Security for Digital Researchers; Introduction to IIIF: Sharing, Consuming, and Annotating the World's Images. Peers: Open Access and Open Social Scholarship; Endings: How to end (and archive) your digital project; XPath for Processing XML and Managing Projects; Agile Project Management. And more!

  19. Code the X-Files using the XML Family of Languages

    Elisa Beshero-Bondar and David Birnbaum [Please click for course details.]

    This class teaches you how to navigate and process XML using tools designed for the purpose--XSLT, XQuery, and Schematron. We cover these together as members of the same XML family, sharing a common syntax in XPath. New and experienced coders of XML will benefit alike from this course, whether just beginning a project or seeking to update and refresh skills. Our goals are 1) to share strategies for systematically building archives and databases, and 2) to increase participants’ confidence and fluency in extracting information coded in XML in those archives and databases. XPath is the center of the course, but we will show you how it applies in multiple XML processing contexts so that you learn how these work similarly and how these are used, respectively, to validate documents and to transform them for publication and other reuse. We'll apply XPath to check for accuracy of text encoding--to write schema rules to manage your coding (or your project team's coding).

    You'll practice and gain fluency in writing XPath expressions and patterns, including sequence expressions, regular expressions, datatypes, predicates, operators, functions (from the core library and user-defined). We'll write XPath to calculate how frequently you’ve marked a certain phenomenon, or locate which names of people are mentioned together in the same chapter, paragraph, sentence, stanza, or annotation. You'll learn how XPath can help you to build exciting visualizations from XML code (such as to make a chart like a timeline or a network graph). Whether you are an XML beginner or a more experienced coder, you’ll find that strengthened skills in XPath and the XML family will help you with systematic encoding, document processing, and project management.

    [Related Materials: earlier related course syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    This is a hands-on course. Consider this offering in complement with, and / or to be built on by: Text Encoding Fundamentals and their Application, Out-of-the-Box Text Analysis for the Digital Humanities, Text Processing - Techniques & Traditions, XML Applications for Historical and Literary Research; and more!       No advanced knowledge of XML processing is necessary but those with interests in document processing who have taken Digital Documentation and Imaging for Humanists; Advanced TEI Concepts / TEI Customization; A Collaborative Approach to XSLT; or Geographical Information Systems in the Digital Humanities will certainly benefit.

  20. Introduction to Humanities Data Analysis & Visualization in R (HDA)

    Ryan Cordell and Greg Palermo [Please click for course details.]

    This course introduces humanities researchers to the R programming language, with a focus on the analysis and visualization of tabular data (e.g. census records, bibliographic catalogs, etc.) using the Tidyverse suite of R packages. Before the course week, students will be asked to read a few touchstone essays wrestling with the peculiar qualities of humanistic data and the transformations of computational analysis. These essays will undergird our work during the week, helping us tie our practical work with R to broader questions about the nature of evidence in the humanities. The bulk of HDA will be devoted to demystifying the basic syntax of R (along with the operations of RStudio) and learning to import data (primarily as data frames); explore data through common but essential transformations; and visualize data using scatterplots, histograms, and related graphs. Given time and student interest, we may also dip our toes into the basics of text analysis, mapping, topic modeling, classification, or vector space analysis as implemented in R: or we might learn to build Twitter bots! This course presumes no prior knowledge of R and datasets will be provided for students, but I will also be in touch with students about using their own data, particularly in the final few days of class. I imagine this course as a condensed version of this graduate seminar I teach at Northeastern. 

    [Related Materials to this course's first DHSI offering: direct link to this course description; instructor biographies.]

    This is a hands-on course. Consider this offering in complement with many courses engaging similar material at DHSI.

  21. Information Security for Digital Researchers

    Jonathan Martin [Please click for course details.]

    The purpose of this course is to improve our digital security, and our understanding of the digital security challenges in our lives as researchers. We’ll begin by exploring common security problems through an examination of some particular case studies of catastrophic breaches and failures. Then, we’ll talk about how to avoid them in our own lives and work. This means ensuring best practices for our information security. This involves keeping our software up-to-date, using encryption to secure our machines and their communications (including, but not limited to, SSH, mail, messaging (e.g., Signal, OTR), DNS, and web browsing), using good credential management (password managers, two-factor auth), properly deploying a firewall, and verifying the integrity of software packages by checking hashes. We’ll also discuss ways to control and define our online presence.

    Related to this is a matter of increasing importance in our current political and social climate: future-proofing your research data. We’ll start with the basics: mitigating malware threats, avoiding catastrophic data loss, and creating verifiable, multi-sited archives of our work. This will start with leveraging tools like Git or BitTorrent Sync (and hopefully ipfs) to mitigate the risks of simple deletion, and move to a discussion of encrypted backups. Building on this, we’ll look at ways to ensure our data’s survival in the event that a funding agency/academic institution/government attempts to seize, permanently delete, or censor it. Part of this discussion will focus on deploying infrastructure alternatives to institutional IT systems, using resources like the Internet Archive to capture our sites and data, and choosing a hosting provider that will defend your data and privacy.

    Ultimately, by the end of the course, you should have a much stronger sense of the things you can do in your day to day lives to ensure that your data is secure and long-lived.

    [Related Materials: earlier syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    This is a hands-on course. Consider this offering in complement with, and / or to be built on by: Fundamentals of Programming/Coding for Human(s|ists), Open Access and Open Social Scholarship, Ethical Collaboration in the Digital Humanities, Creating LAMP Infrastructure for Digital Humanities Projects, and more!

  22. Engaging Play/Playing to Engage: Teaching and Learning through Creating Games in the College Humanities Classroom

    Jeff Lawler and Sean Smith [Please click for course details.]



    The focus of our course is to learn how games are structured, how they function and how they can become an integral part of a humanities classroom. Participants in this course will work to create a curriculum for their own humanities classrooms that introduces game analysis and theory, especially game development as a method of engaging students in humanities subjects. We will discuss games broadly, including table top games, board games, video games and how we can use games as sources and game development as part of a replacement for traditional research projects while maintaining disciplinary specific humanities research methods. The course will also provide instruction in the creation of a playable prototype game combining the theoretical aspects of game studies and the traditional research of humanities scholars.

    [Related Materials to this course's first DHSI offering: direct link to this course description; instructor biographies.]

    This course combines lecture, seminar, and hands-on activities. Consider this offering a compliment to Games for Digital Humanities and build on Digital Games as Tools for Scholarly Research, Communication and Pedagogy. Here we take a disciplinary specific approach to video games and offer practical ways of implementing them in lower division survey courses and upper division research seminars. Participants will leave class with a model assignment, prototype Twine game, and practical advice for implementing the project in upper or lower division history curriculum.

  23. Videopoem as Pedagogy

    Vincent A. Cellucci and Zack Godshall [Please click for course details.]

    Please look for this course in future!

    This team-taught digital humanities course—developed and offered by professors as well as an indie poet and film director of acclaim—explores the interstices of poetry and film techniques centered around imagery grounded in a videopoem project as practical, skill-based pedagogy accomplishing John Bean’s principle of “active learning” and operating at the highest level of Bloom’s Taxonomy: creation. This course provides fine arts experiential learning on location for independent observation, documenting (writing, photography, poetry, filmmaking) to refine our critical abilities as contemporary content creators, specifically as image-makers. In addition, it will provide a thoughtful analysis of pedagogy around creative, collaborative learning and teaching practices (i.e., feedback, examining the creative rubric, etc.), given this course was designed to accomplish Communication across the Curriculum objectives as well as lofty 21st-century learning objectives, such as synergizing the textual and visual to represent, critique, and design experience and practice integrating visual and textual modes of communication to refine our creative and critical lenses. Our pockets, hard drives, and web pages exceed our comprehension or management of imagery and text. This course will remove the screen between creativity and pedagogy and allow access to visual and textual approaches that can be applied in many number of disciplines or collaborative projects involving the digital humanities. To eliminate editing software platform discrepancies in experience and expense, this course harnesses the DIY, indie spirit and will only require laptop, freeware editing, and a smartphone as recording hardware. This course includes informal writing and visual prompts that will be included in online videosketchbooks. They may take the form of response, research, verse, or assemblages, but are required to contain curated text and imagery.

    [Related Materials to this course's first DHSI offering: direct link to this course description; instructor biographies.]

    Consider this offering to build on: Sounds and Digital Humanities, Introduction to Electronic Literature in DH: Research and Practice, Processing Humanities Multimedia, and Critical Pedagogy and Digital Praxis in the Humanities. Consider this offering in complement with and / or to be built on by: Digital Publishing in the Humanities, Digital Storytelling, Symposium on Indigenous New Media: Indigenisation, Introduction to #GraphPoem. Digital Tools for Poetry Computational Analysis, Graph Theory Apps in Poetry, and more.

  24. eTextBook Publishing and Open Educational Resources on the Web and Mobile Devices

    Olin Bjork, Stephanie Boulogne and Inba Kehoe [Please click for course details.]

    This course is for those who want to author or compile an eTextbook that is multimodal, interactive, and usable on mobile phones and tablets as well as laptops and desktops. Course topics will include writing for students and general audiences, obtaining and reusing content from Open Educational Resources (OER), integrating and synchronizing multimedia assets, designing usable and accessible interfaces, licensing and copyrighting materials, choosing the right formats and distribution channels, and marketing and promoting your eTextbook. We will also explore pedagogical uses of eTextbooks, such as annotation, assessment, and how you might conduct a class project in which students create their own eTextbook(s). Class days will be divided into presentation/discussion and workshop sessions. The class will collaboratively develop an eTextbook wherein each chapter or section represents the interests and expertise of an individual class member and can potentially serve as a foundation for a separate eTextbook.

    [Related Materials to this course's first DHSI offering: direct link to this course description; instructor biographies.]

    This course combines presentation, discussion, and hands-on workshops. Consider this offering in complement with, and / or to be built on by: Conceptualising and Creating a Digital Edition; Digital Publishing in the Humanities; Open Access and Open Social Scholarship; and more!

  25. eTextBook Publishing and Open Educational Resources on the Web and Mobile Devices

    Olin Bjork, Stephanie Boulogne and Inba Kehoe [Please click for course details.]

    This course is for those who want to author or compile an eTextbook that is multimodal, interactive, and usable on mobile phones and tablets as well as laptops and desktops. Course topics will include writing for students and general audiences, obtaining and reusing content from Open Educational Resources (OER), integrating and synchronizing multimedia assets, designing usable and accessible interfaces, licensing and copyrighting materials, choosing the right formats and distribution channels, and marketing and promoting your eTextbook. We will also explore pedagogical uses of eTextbooks, such as annotation, assessment, and how you might conduct a class project in which students create their own eTextbook(s). Class days will be divided into presentation/discussion and workshop sessions. The class will collaboratively develop an eTextbook wherein each chapter or section represents the interests and expertise of an individual class member and can potentially serve as a foundation for a separate eTextbook.

    [Related Materials to this course's first DHSI offering: direct link to this course description; instructor biographies.]

    This course combines presentation, discussion, and hands-on workshops. Consider this offering in complement with, and / or to be built on by: [TBA]

  26. "Extreme DHSI" Consultancy

    Belaid Moa [Please click for course details.]

    This offering is a small-group consultancy with a Compute Canada expert, with registration via application process. If you are working on Compute Canada research infrastructure, please apply via an email to the institute's email address (below) outlining your project and the stage at which it is at, the Compute Canada infrastructure you are using (including your home institution and department), what you would hope to accomplish during the consultancy, and the week of DHSI that would suit you best for this offering (it is offered both weeks).

    [Related Materials: direct link to this course description; instructor biographies.]

    This is a hands-on, consultancy offering. Consider this offering in complement with most other DHSI courses, at an advanced level.

Week 2 Course Offerings, 8-12 June 2020

  1. [Foundations] Digitisation Fundamentals and their Application

    Robin Davies and Tara McGinn [Please click for course details.]

    For those new to the digitization field, this offering conveys skills necessary to bring real-world objects -- text, image, sound, video -- into a digital space, and then employ digital tools to further explore and strengthen those objects. Participants are encouraged to incorporate their own interests and materials into the workshops and lab activities of the course, and will build a personalized online document to house their newly digitized media. Assuming only basic computing competency, a hands-on format will quickly introduce participants to digitization project planning and management, data storage requirements, archival standards, and best practices in digitization and distribution.

    [Related Materials: earlier syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    This is a hands-on course. Consider this offering in complement with, and / or to be built on by: Conceptualising & Creating a Digital Documentary Edition; Understanding the Pre-Digital Book; Online Collaborative Scholarship: Principles and Practices (A CWRCShop); Sounds of :: in Digital Humanities; Digital Documentation and Imaging for Humanists; Open Source OCR Tools for Early Modern Printed Documents; and more!

  2. [Foundations] Music Encoding Fundamentals and their Applications

    Timothy Duguid and Raffaele Viglianti [Please click for course details.]

    For those new to the field, this is an introduction to the theory and practice of encoding electronic musical scores. This course is designed for those who are interested in a music-encoding project, or for those who would like to better understand the philosophy, theory, and practicalities of encoding notated music in XML (Extensible Markup Language) using the Music Encoding Initiative (MEI) Guidelines. Moreover, it will consider ways of incorporating sound and TEI files with encoded notation. Participants should have a basic knowledge of how to read music, but no prior experience with XML is assumed.

    [Related Materials: earlier syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    This is a hands-on course. Consider this offering in complement with, and / or to be built on by: Advanced TEI Concepts / TEI Customization; Digital Documentation and Imaging for Humanists; Conceptualising and Creating a Digital Documentary Edition; A Collaborative Approach to XSLT; Geographical Information Systems in the Digital Humanities; and more!

  3. [Foundations] Fundamentals of Programming/Coding for Human(s|ists)

    John Simpson and Jessica Otis [Please click for course details.]

    This course is intended for humanities-based researchers with no programming background whatsoever who would like to understand how programs work behind the scenes by writing some simple but useful programs of their own. Over the week the emphasis will be on understanding how computer programmers think so that participants will be able to at least participate in high-level conceptual discussions in the future with more confidence. These general concepts will be reinforced and illustrated with hands-on development of simple programs that can be used to help with text-based research and analysis right away. The language used for most of the course will be Python because of its gentle syntax and powerful extensions. Using the command-line interface and regular expressions will also be emphasized. We will also spend some time taking glimpses at what is happening in the other DHSI courses to understand how reading and writing programming code goes well beyond what we touch on in this class.

    This offering is co-sponsored by Compute Canada.

    [Related Materials: earlier syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    This is a hands-on course. Consider this offering in complement with, and / or to be built on by: Out-of-the-Box Text Analysis for the Digital Humanities; Geographical Information Systems in the Digital Humanities; Physical Computing and Desktop Fabrication; Data Mining for Digital Humanists; Understanding Topic Modelling; Stylometry with R: Computer-Assisted Analysis of Literary Texts; RDF and Linked Open Data; 3D Modelling for DH and Social Sciences; DH Databases; Creating LAMP Infrastructure for Digital Humanities Projects; XPath for Processing XML and Managing Projects; and more!

  4. [Foundations] Making Choices About Your Data

    Paige Morgan and Yvonne Lam [Please click for course details.]

    “I have some stuff that I want to do a DH project with. How do I get started?” Answering this question (and getting started doing DH) involves several related questions about data: What data/materials do you work with? What format are your data/materials in? What does the format of your data allow you to do? How can you transform your data to do different things with it? What are the stakes of the choices that you make? This course guides participants through answering these questions in relation to their own research areas, datasets, and materials. You will start by introducing us and your classmates to your data -- and will proceed to create versions of your data/material designed to help you have conversations about your project goals with librarians, technologists, and/or colleagues.

    This workshop provides an introduction to different types and formats of data (structured, unstructured, etc.), to the work associated with data (building and using vocabularies, working with data models, normalization, cleaning); and best practices for documenting and sharing that work. We will look at a selection of existing projects to see how they use data, and what choices they have made. We will identify potential tools (candidates include AntConc, Omeka, Scalar, Google Fusion Tables, and Tableau) for new scholars to use while developing their projects, and provide them with a rubric for evaluating additional tools. Often people coming into DH believe that they need to learn to code -- but coding is just one of many possible tools. We will guide participants through a structured exploration of how coding might allow them to pursue their research question(s) (or might not!), and help them evaluate what sort of coding skills they might want to learn at some point in the future. We will also explore ways to integrate thinking in terms of computational methods and techniques, such as approaching research via systemic or algorithmic thinking. Our goal is to provide participants with the basic skills that they need to understand what kind of data they have (or could obtain), what tools are likely to be a good fit for that data, and what skills they might plan to learn in the future.

    Note: We recommend that you bring a sample of your own material/data to work with during this week (i.e., between 10 and 30 objects); though we do have a couple of datasets that you can use if you prefer (more info here!). We also welcome pairs/small groups who would like to work on the same dataset during the week.

    [Related Materials: earlier syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    This is a hands-on course. Consider this offering in complement with most other DHSI courses.

  5. [Foundations] Introduction to Javascript and Data Visualization

    Harvey Quamen and Jon Bath [Please click for course details.]

    For those new to programming, this course will provide an introduction to creating web-based data visualizations using the D3.js (d3js.org) Javascript library. We will begin by learning Javascript, the browser-based scripting language. We will then use this knowledge to begin working in D3 in order to create interactive graphics, and finally to integrate to data sources to create interactive visualizations. No previous programming experience is required.

    [Related Materials: earlier syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    This course combines lecture, discussion, and hands-on activities. Consider this offering in complement with: Fundamentals of Programming/Coding for Human(s|ists); Visualizing Information: Where Data Meets Design; Introduction to Computation for Literary Criticism; Digital Humanities Databases; and more.

  6. Digital Storytelling

    John Barber [Please click for course details.]

    Digital storytelling explores the combination/collision/collusion of storytelling techne with features and affordances of digital media to prompt rewarding Digital Humanities scholarship, teaching, and creative practices. Topics include storytelling as a fundamental human activity, combining storytelling techniques and computational technologies, and organizing and managing digital storytelling projects. A range of approaches to digital storytelling will be considered—oral/aural history, linking multiple lexia (hypertext), multimedia, and transmedia—each with an eye toward providing compelling narrative experiences. No previous experience with digital storytelling or associated platforms is necessary. Participants will learn basic approaches and tool utilization, and may leverage these and other course resources for ongoing DH projects, or experiment freely. Learn more at the course webpage: http://www.nouspace.net/john/courses/dhsi-storytelling.html

    This offering is co-sponsored by the Electronic Literature Organization.

    [Related Materials: earlier syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    This course combines lecture, seminar, and hands-on activities, as well as a self-directed component. Consider this offering in complement with, and / or to be built on by: Introduction to Electronic Literature in DH: Research and Practice; Advanced Criticism and Authoring of Electronic Literature; Games for Digital Humanists; Sound and Digital Humanities; Introduction to Computation for Literary Criticism; and more!

  7. Stylometry with R: Computer-Assisted Analysis of Literary Texts

    Maciej Eder and Joanna Byszuk [Please click for course details.]

    This is an intermediate-to-advanced course in stylometry: the analysis of countable linguistic features of (literary) texts. While stylometry has been usually associated with authorship attribution, recent research shows that the same methods can be used in a much broader context of literary study. The statistics of such text features as word, word n-gram or letter n-gram frequencies, apart from being a highly precise tool for identifying authorship, can in fact present patterns of similarity and difference between various works by the same author; between works by different authors, between authors differing in terms of chronology or gender or genre or narrative styles; between translations of the same author or group of authors; between dialogic voices in novels. This in turn provides a new opening in literary studies; and the results of stylometry can be compared and confronted with the findings of traditional stylistics and interpretation. The participants will be able to learn some of the more useful stylometric tools and methods, from simple wordlist-making to multivariate analyses of word and phrase frequencies to complex graphs and networks.

    The instructors will present their own suite of packages written for the R statistical programming environment, which has proven itself to be a very efficient tool; the packages are a way to avoid R’s usually steep learning curve, so no expert knowledge is required. The texts used for the workshops can be provided by the instructors; if necessary, the participants’ individual corpora will be expanded as needed and as available (online or elsewhere). The texts will be literary, multilingual, and include both originals and translations.

    [Related Materials: earlier syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    This course combines lecture and hands-on activities. Consider this offering to build on: Fundamentals of Coding / Programming for Human(s|ists); Web Development / Project Prototyping for Beginners with Ruby on Rails; Out-of-the-Box Text Analysis for the Digital Humanities. Consider this offering in complement with and / or to be built on by: Geographical Information Systems in the Digital Humanities; Understanding Topic Modelling; Data Mining for Digital Humanists; and more!

  8. Processing Humanities Multimedia

    Garth Evans and Josh Romphf [Please click for course details.]

    From YouTube, to image repositories, to podcasts, to scraping media from web services like eBay, Reddit, and 4Chan the wealth of information available to humanities scholars that falls outside the realm of “traditional sources” is staggering and will continue to increase for the foreseeable future. Traditional scholarly approaches will still have their place among these new media objects but will frequently need to be used in conjunction with methods for handling large volumes of new media. But what are these methods and when/how are they used? This course answers these questions by starting from a basic introduction to media types and their potential research value and then leading the hands-on process for building a pipeline for processing each, from collecting the material through to processing it and finally storing it. Exact sources of the media to be used are still being considered but still images, sound files, and video will all feature prominently. No previous experience working with media files of any type is required but would certainly be an asset.

    This offering is co-sponsored by Compute Canada.

    [Related Materials: earlier syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    This is a hands-on course. Consider this offering in complement with: [Foundations] Fundamentals of Programming/Coding for Human(s|ists); [Foundations] Web Development / Project Prototyping for Beginners with Ruby on Rails; Creating LAMP Infrastructure for Digital Humanities Projects; RDF and Linked Open Data; and more!

  9. Digital Games as Tools for Scholarly Research, Communication and Pedagogy

    Jon Saklofske [Please click for course details.]

    Digital games are often studied as texts, as objects of research. However, given that games can function as simulations, models, arguments and creative collaboratories, game-based inquiry can be used as a potential method of humanities research, communication and pedagogy. This course will explore the ways that simple game environments can be used as research, reporting and teaching tools that involve broad communities of players and publics in creative problem solving, open social scholarship, scholarly communication, and engaged and immersive learning. Participants will be introduced to the affordances and constraints of multiple game types, including transmedia gaming, alternate reality games, vast narrative games and serious games. We will explore existing examples, discuss realistic planning, development and outcome logistics, and critically engage with the theoretical and practical implications of game-based scholarly engagement as participants work towards the development of their own prototypes (which may or may not be exclusively digital).

    [Related Materials: earlier syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    This course combines lecture, seminar, and hands-on activities. Consider this offering in complement with, and / or to be built on by: Digital Storytelling; Critical Pedagogy and Digital Praxis in the Humanities; Digital Humanities Pedagogy: Integration in the Curriculum; Models for DH at Liberal Arts Colleges (& 4 Yr Institutions); Feminist Digital Humanities: Theoretical, Social, and Material Engagements; Introduction to Electronic Literature in DH: Research and Practice; Advanced Criticism and Authoring of Electronic Literature; Games for Digital Humanists; Digital Public Humanities; and more.

  10. Queer Digital Humanities

    Jamie Howe and Bonnie Ruberg [Please click for course details.]

    Queerness and the digital humanities share a common ethos: a desire to make meaning in new ways. Indeed, the intersection of DH and queerness is a site of rich potential that can inspire (and challenge) us to think differently about DH, its methods, its purpose, and its politics. This is true whether we are building a DH project or writing DH critique.

    This course draws from readings, discussions, interactive exercises, visits by guest speakers, and short, collaborative hands-on making projects to explore a variety of questions about queerness and DH. What does DH bring to queer studies? What does queer studies bring to DH? How might a queer DH project serve social justice? How can we develop DH projects that are queer in their design? What might it mean to queer DH itself? How can we understand DH as already queer? This course values self-reflection, intersectional perspectives, and cultural critique. It addresses the challenges and frictions facing those who do queer DH work. What are the obstacles for queer DH within larger structures of academia and funding? Is there a tension between the push for skill-building within DH and queer studies’ critiques of neoliberalism? When do the norms of DH themselves run counter to the values of queerness?

    Our readings will address topics that fall under the wide umbrella of the “digital humanities,” including (but not limited to) data visualization, classification systems, programming languages, video games, mapping and geography, online archives, and tangible computing. We will also engage with queer communities at and around the University of Victoria by visiting the Trans Archive. As instructors, we bring to this course an understanding that LGBT/queer people, identities, and histories are multiple and complex. We strive to foster thinking about queerness and DH that engages meaningfully with intersecting issues of race, class, disability, nationality, religion, and indigenous rights.

    [Related Materials: earlier syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    Consider this offering in complement with, and / or to be built on by: Feminist Digital Humanities: Theoretical, Social, and Material Engagements; Race, Social Justice, and DH: Applied Theories and Methods; Critical Pedagogy and Digital Praxis in the Humanities; and more!

  11. Parsing and Writing XML with Python

    Luis Meneses [Please click for course details.]

    XML has become a widely adopted format for data interchange -mainly due its simplicity and adaptability for general use. Nowadays it is a common practice to parse and transform XML with XSLTs. However, other programming languages present alternatives to this task that with a different workflow over XSLTs. In this workshop, we will outline the essential building blocks for parsing and writing XML using Python and Open Source Libraries such as Beautiful Soup and lxml. The scope of this workshop is not limited to only XML. We will also present examples involving the parsing of documents in other forms of SGML derived-markup -such as TEI and HTML. Because of the nature of this workshop, experience with programming is necessary. This workshop is based on Python, so prior experience will definitely be an asset. Participants are also encouraged to bring their own projects to the workshop to use in place of the provided data sets.

    [Related Materials to this course's first DHSI offering: direct link to this course description; instructor biographies.]

    This is a hands-on course. Consider this offering in complement with, and / or to be built on by: Text Encoding Fundamentals and their Application; Text Analysis with Python and the Natural Language ToolKit; and more!

  12. Surveillance and the Critical Digital Humanities

    Christina Boyles and Andrew Boyles Peterson [Please click for course details.]

    This course uses an anti-colonial framework to analyze the ethics surrounding physical and digital surveillance methods, including the use of algorithms, biometrics, social media, and physical data. We will examine the ways in which communities experience surveillance differently, based on factors such as race, ethnicity, gender, sexuality, and socioeconomic status. To do so, we will read the work of leading scholars like Simone Browne and Safiya Noble, conduct self-assessments to determine our own participation in surveillance culture, discuss new surveillance technologies and how they relate to previous surveillance methodologies, and develop language/policy to encourage the ethical and equitable treatment of all members of our community.

    [Related Materials: earlier syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    This course has both seminar and hands-on components. Consider this offering to build on Critical Pedagogy and Digital Praxis, Feminist Digital Humanities, Digital Humanities Pedagogy: Integration into the Curriculum, Palpability and Wearable Computing, and/or Games for Digital Humanists; and more!

  13. Agile Project Management

    James Smith [Please click for course details.]

    Agile project management is about negotiating the completion of a project from beginning to end while remaining flexible. Being patient and delaying decisions until you have to make them, gathering as much information as you can in the mean time, and then taking action with the information you have, always keeping alternatives in mind in case your first plan of action doesn’t pan out. Just as a fighter shifts from foot to foot to be ready to counter a punch, the agile project manager constantly considers shifts to accommodate any changes in the project’s environment. But it’s about more than just negotiating within the rules. It’s about changing the rules of the game to better ensure a successful project.

    [Related Materials to this course's first DHSI offering: direct link to this course description; instructor biographies.]

    This course combines lecture, discussion, and hands-on activities. Consider this offering in complement with: Making Choices About Your Data; Developing a Digital Project (With Omeka); Conceptualising and Creating a Digital Edition; and more.

  14. Ethical Data Visualization: Taming Treacherous Data

    Chris Church and Katherine Hepworth [Please click for course details.]

    This course teaches participants how to use ethical visualization principles and practices to visualize treacherous, or culturally problematic, data. Such data includes racist historical documents, ideologically laden materials, culturally controversial texts, politically charged topics, gendered works, etc. Aimed at people who work with culturally sensitive datasets, and those who are interested in critical reflection on visualization practice, the course will combine hands-on activities and discussion. Participants will create data visualizations using R and instructor-provided stock code, and then interrogate their visualizations, identifying the extent and severity of the ethical pitfalls they inevitably contain. By the end of the week, participants will have produced several visualizations and prepared a position statement on ethical visualization appropriate for their own cultural and disciplinary contexts. No previous knowledge in coding, R, or visualizations is required. Participants are welcome to bring their own treacherous data, or they may use sample projects provided by the instructors. If you are unsure as to whether your data will work in this class, please feel welcome to contact the instructors in advance.



    [Related Materials: earlier syllabus and supporting materials (large document); a video from the instructors; direct link to this course description; instructor biographies.] This is a hands-on course. Though not required, this course would be an ideal follow-up to “Visualizing Information: Where Data Meets Design” as well as the “Introduction to Javascript and Data Visualization.” Consider this offering in complement with, and / or to be built on by: Advanced TEI Concepts / TEI Customization; Digital Documentation and Imaging for Humanists; Conceptualising and Creating a Digital Documentary Edition; A Collaborative Approach to XSLT; Geographical Information Systems in the Digital Humanities; and more!

  15. Accessibility & Digital Environments

    Erin E. Templeton and George H. Williams [Please click for course details.]

    It might sound obvious to say that not everyone accesses information in the same way, but in practice, we often assume otherwise. People with disabilities of many different kinds--sensory, physical, and cognitive--represent a significant percentage of users for many digital projects. Digital humanists can ensure that they are designing for a wide range of users by taking accessibility into account from the beginning of a project, and existing projects can be adjusted and modified to improve their accessibility.

    This course will take a two-fold approach to issues of accessibility and the digital humanities: students will read and discuss key works from disability studies in order to consider various applications for DH; these readings will form a critical framework for students’ hands-on work with tools that enable them to evaluate and create accessible digital resources. Students are encouraged but not required to bring their own projects or project ideas in order to evaluate them for accessibility and to make (or anticipate) changes as appropriate. Knowledge of and experience with web design is not required, but curiosity and a willingness to learn are a necessity.

    [Related Materials: earlier syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    This course combines lecture, seminar, and hands-on activities. Consider this offering in complement with, and / or to be built on by: Scholarscapes, Augmented Dissemination via Digital Methods; DH for Department Chairs and Deans; Out-of-the-Box Text Analysis for the Digital Humanities; Digital Pedagogy Integration in the Curriculum; Crowdsourcing as a Tool for Research and Public Engagement; Online Collaborative Scholarship: Principles and Practices (A CWRCShop); Professionalizing the Early Career Digital Humanist: Strategies and Skills; Feminist Digital Humanities: Theoretical, Social, and Material Engagements; and more!

  16. Text Analysis with Python and the Natural Language ToolKit

    Aaron Mauro [Please click for course details.]

    This course will introduce you to many techniques available to process, analyze, and visualize textual data with Python. You will be introduced to the theory and method of a discipline within computer science called Natural Language Processing (NLP). We will discover why Python is an excellent language for text analysis and why Python 3 has some advantages over its predecessor, Python 2.7, for these tasks. We will use many of Python's built in functions for handling text, but we will spend the majority of our time working with the Natural Language ToolKit (NLTK). The NLTK is a large library of tools and resources that will allow us to conduct part-of-speech tagging, sentiment analysis, entity recognition, and text classification. Experience with Python is not strictly required for participation in the class, but a general understanding of programming methods and terms will be an asset. Generally speaking, this class will help you think about humanities problems through computation. More specifically, you will understand the kinds of questions we can answer with NLP techniques and methods.

    [Related Materials: earlier syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    This is a hands-on course with some lecture components. Consider this offering to be built on by and/or in complement with Fundamentals of Programming/Coding for Human(s|ists), Wrangling Big Data for DH, Out-of-the-Box Text Analysis for the Digital Humanities, Text Processing - Techniques & Traditions, Visualizing Information: Where Data Meets Design, Web APIs with Python, and more!

  17. Modelling. Virtual. Realities. A Practical Introduction to Virtual (and Augmented) Reality

    Zoe Schubert and Jan G. Wieners [Please click for course details.]

    Current technical developments offer many people the opportunity to have first Virtual Reality experiences. A wide selection of devices, specifically made for this purpose, have become more affordable. Also mobile devices of the last generations make VR available when used in conjunction with Google Cardboards and recent developments like Google Daydream View or Samsung Gear VR. State of the art JavaScript libraries like Three.js and frameworks like BabylonJS, Mozilla’s A-Frame, or Facebook’s React VR allow highly accessible web- and browser-based VR implementations for mobile phones, brought to life through affordable physical environments like Google Cardboard.

    This course provides a practical introduction into the implementation of virtual reality environments by using classic web standards and state of the art WebVR frameworks. After a practical introduction to the basic functionalities, the possible contents for presentation in VR will be examined theoretically. Not only virtual worlds but also existing 3D models can be explored and experienced anew by and in VR. In addition, the transfer of other media content into this environment is suitable, which currently implies few specifications for presentation. The partly (still) experimental use allows finding new ways of interaction and presentation. In this course, we want to try out new ways of representation and give the participants the opportunity to use WebVR for their work.

    Having completed this course, participants will have a better understanding of the possibilities (and restrictions) web-based virtual reality provides and be able to implement their own web-based VR environments by using current standards in web development (HTML, CSS, JavaScript) and state of the art WebVR frameworks.

    This offering is co-sponsored by the Department for Digital Humanities, University of Cologne.

    [Related Materials to this course's first DHSI offering: direct link to this course description; instructor biographies.]

    This is a hands-on course. Consider this offering to build on: Fundamentals of Coding / Programming for Human(s|ists); Web Development / Project Prototyping for Beginners with Ruby on Rails. Consider this offering in complement with and / or to be built on by: 3D Modelling for the Digital Humanities and Social Sciences, Text Mapping as Modelling, Physical Computing and Desktop Fabrication; Understanding Topic Modelling; Data, Math, Visualization, and Interpretation of Networks; and more.

  18. Digital Humanities Pedagogy: Integration in the Curriculum

    Diane Jakacki and Katherine Faull [Please click for course details.]

    This is a praxis course for teaching faculty and instructors who come to DHSI with a specific digital humanities course proposal. The emphasis is on workshopping these courses, identifying learning objectives, building assignments, creating rubrics and forms of assessment. As part of this workshopping we will survey existing humanities courses that incorporate a significant digital humanities component in their design, including but not limited to research-based and experiential learning, public digital humanities, cultural/media studies, interdisciplinary and team-taught courses, and the distinctions between introductory, advanced undergraduate and graduate course expectations. Where possible, consulting visits (both in person and virtually) from instructors who have taught courses such as these will be included. Participants leave DHSI with a fully-formed and teachable syllabus.

    [Related Materials: earlier syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    This course combines lecture, seminar, and hands-on activities. Consider this offering to build on: Scholarscapes, Augmented Dissemination via Digital Methods; Models for DH at Liberal Arts Colleges; DH for Department Chairs and Deans. Consider this offering in complement with and / or to be built on by: Professionalizing the Early Career Digital Humanist: Strategies and Skills; and more.

  19. Web APIs with Python

    Patrick Smyth, Stephen Zweibel, Jonathan Reeve, Mary Catherine Kinniburgh [Please click for course details.]

    This course is aimed at humanities scholars interested in tapping into the data streams and functionality offered by platforms and content providers such as Twitter, Google, and the New York Times. Introduction to APIs will open with the basics of Python, a scripting language widely used in industry and the academy because of its human readability. We will proceed to the fundamentals of working with Application Programming Interfaces (APIs), the most common way to programatically access web-based services and data. Lessons will cover the fundamentals of programming, the workflow of building a small script/app, accessing data from a variety of sources, and reading technical documentation. The course will be useful for those interested in understanding programming concepts, developing applications, and working with data. Participants will use DH Box, a cloud-based digital humanities laboratory, for their development environment.

    [Related Materials: earlier syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    This is a hands-on course. Consider this offering in complement with Fundamentals of Programming, CloudPowering DH Research, Practical Software Development for Nontraditional Digital Humanities Developers, or Introduction to Data for Digital Humanities Projects; and more!

  20. Digital Fictions, Electronic Literature, Literary Gaming

    Davin Heckman and Astrid Ensslin [Please click for course details.]

    What happens if the novel turns into a video game? What if poems start writing themselves? What if you become a character in networked literary performance?  In this course, we will explore creative literary practices in digital culture with an eye on poetics, narrative, and play in a world of ubiquitous fiction, fakery, and manipulation. Our emphasis is on an assemblage of experimental practices known as electronic literature. We will emphasize reading, critical reflection, and creation as key aspects of teaching and studying digital forms. Participants will also work with key resources in the field, like the Electronic Literature Directory, the ELO Repository, and other research databases. Our goal is to provide participants with practical exercises for practice-based learning and teaching, to seek creative responses to critical questions, and to become active contributors to international research in the field.

    Topics include text generation, interactive fiction, hypertext, literary games, kinetic poetry, immersion, authorship, networked writing, platforms, research, pedagogy, preservation, archiving, and curation.

    This offering is co-sponsored by the Electronic Literature Organization.

    [Related Materials: earlier syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    This course combines lecture, seminar, and hands-on activities. Consider this offering to build on: Electronic Literature; Scholarscapes, Augmented Dissemination via Digital Methods. Consider this offering in complement with and / or to be built on by: Videopoem as Pedagogy; Advanced Criticism and Authoring of Electronic Literature; Pragmatic Publishing Workflows; Text Mapping as Modelling; and more.

  21. Drupal for Digital Humanities Projects

    Erica Cavanaugh and Alix Shield [Please click for course details.]

    The open source content management system Drupal allows users to build complex and highly customized websites and web-based applications without having to write any custom code. Drupal powers a wide range of digital humanities sites, including professional organizations, journals, databases, and individual scholarly projects. This course is intended for anyone who wants to play a hands-on role in developing digital humanities websites, or web interfaces for digital humanities data. The course will cover Drupal installation and configuration, developing and implementing a data model for your content, using Drupal's UI to query your data and develop search and browsing interfaces, importing and exporting data, and how to maintain a Drupal site. Advanced topics will be addressed as needed by individual projects. Class sessions will include time for participants to work on their own project(s) with guidance and feedback from the instructor, or experiment with the example sites provided.

    No programming experience is necessary, but previous use of other content management systems (such as WordPress or Omeka) is recommended. Participants are asked to bring their own computers, and a project idea, along with a few pieces of content (texts, images, etc.) to use when developing the site. Contact us in advance if you're having trouble thinking of a project idea.

    [Related Materials: earlier syllabus and supporting materials (large document); direct link to this course description; instructor biographies.]

    This course combines lecture and hands-on activities. Consider this offering to build on: [Foundations] Digitisation Fundamentals and their Application; Scholarscapes, Augmented Dissemination via Digital Methods; Online Collaborative Scholarship: Principles and Practices; Digital Humanities Databases; and more!

  22. The Post-Digital Book: Teaching Print Culture with Digital Technologies

    Andie Silva [Please click for course details.]

    This course will help faculty, staff, and instructional technologists conceptualize, design, and explore platforms for courses teaching book history and editorial practices. The course will provide readings on the history of the book and the book after the digital turn, and together we will discuss ways to immerse students in archival, editorial, and analytical practices regardless of their access to material books in special collections. Throughout the week, we will explore digital tools and platforms and consider how to best adapt them for the study of book history. We will collaborate on designing and scaffolding assignments, consider methods for assessment, and collectively build a repository of resources, links, and prompts. At the end of the week, participants will leave with a fully designed course unit and a better understanding of how to incorporate digital tools within their book history lessons and courses.

    [Related Materials: direct link to this course description; instructor biographies.]

    This course combines lecture, seminar, and hands-on activities. Consider this offering in complement with, and/or to be built on by: Digital Pedagogy Integration in the Curriculum; Understanding The Predigital Book: Technologies of Inscription; Digital Games as Tools for Scholarly Research; Feminist Digital Humanities: Theoretical, Social, and Material Engagements; Critical Pedagogy and Digital Praxis in the Humanities.

  23. Anti-Colonial DH Pedagogy

    Ashley Caranto Morford, Arun Jacob, Kush Patel [Please click for course details.]

    What is our ethical imperative as teachers and scholars in the digital and public humanities? How might we identify and address the colonial histories, legacies, and discursive practices pervading the contemporary technoscape and our departmental curricula? How might we hone our individual and collective capacities to sustain communities of care and transform oppressive structures of knowledge-making in the neoliberal academy?

    Through engaging with and reflecting on these critical questions, this weeklong course invites scholars, creative practitioners, and off-campus community members to develop collective strategies for refusing the damaging colonialities of teaching, learning, and research practices. As co-participants, we will foreground an ethic of care and community building in identifying tactics that we can share and act upon to challenge and transform colonial ideologies and systems embedded within the increasingly interdisciplinary practices of digital humanities. Building upon Paulo Freire’s writings on the pedagogy of the oppressed and aligning with Global South, Indigenous, Black, and women of colour feminist, queer, and crip justice work, we will imagine and continue the ongoing process of bringing into being the anti-colonial possibilities of classroom teaching for a bolder and more affirming environment for digital humanists inside and outside the academy.

    [Related Materials: direct link to this course description; instructor biographies.]

    This course has both seminar and hands-on components. Consider this offering to build on these other DHSI offerings: Race, Social Justice, and DH; Intersectional Feminist Digital Humanities; Queer Digital Humanities; Surveillance and the Critical Digital Humanities Pedagogy; and more!

  24. LOD Ontologies for the Humanities

    Susan Brown, Kim Martin, and members of the LINCS team [Please click for course details.]

    Description forthcoming.

    This offering is co-sponsored by LINCS.

    [Related Materials: direct link to this course description; instructor biographies.]

    This course combines lecture, seminar, and hands-on formats. Consider this offering in relation to the following. Predecessors: Making Choices About Your Data; Race, Social Justice, and DH: Applied Theories and Methods (good for evaluating the vocabularies that we find); Feminist Digital Humanities: Theoretical, Social, and Material Engagements (good for evaluating vocabularies that we find); Queer Digital Humanities: Intersections, Interrogations, Iterations (good for evaluating vocabularies that we find); Databases for Digital Humanists; Fundamentals of Programming/Coding for Human(s|ists). Successors: Introduction to Network Analysis in the Digital Humanities; Ethical Data Visualization: Taming Treacherous Data; Web APIs with Python; Information Security for Digital Researchers; Introduction to IIIF: Sharing, Consuming, and Annotating the World's Images. Peers: Open Access and Open Social Scholarship; Endings: How to end (and archive) your digital project; XPath for Processing XML and Managing Projects; Agile Project Management. And more!

  25. "Extreme DHSI" Consultancy

    Belaid Moa [Please click for course details.]

    This offering is a small-group consultancy with a Compute Canada expert, with registration via application process. If you are working on Compute Canada research infrastructure, please apply via an email to the institute's email address (below) outlining your project and the stage at which it is at, the Compute Canada infrastructure you are using (including your home institution and department), what you would hope to accomplish during the consultancy, and the week of DHSI that would suit you best for this offering (it is offered both weeks).

    [Related Materials: direct link to this course description; instructor biographies.]

    This is a hands-on, consultancy offering. Consider this offering in complement with most other DHSI courses, at an advanced level.

Short Workshops, 7 June 2020

Free, with registration in DHSI or in allied activities at DHSI.

TBA, at the moment ....

    Conference Events, 6 and 7 June 2020

    Below are a list of conference events taking place on the weekend between the two DHSI weeks. Please see their full descriptions, and calls for participation, soon via links in the website homepage Announcements area. These events are free, with registration in DHSI or in other allied activities at DHSI.

    • DHSI Conference and Colloquium (6 June, also with lightning talks throughout both weeks, and a poster/demo session at the reception on Friday 5 June)
    • ADHO Pedagogy SIG Conference (6 June, with opening speaker on Friday 5 June)
    • Project Management in the Humanities (6 June)
    • #Right2Left Conference (7 June)

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