DHSI Statement on Ethics and Inclusion

The Digital Humanities Summer Institute is dedicated to offering a safe, respectful, friendly, and collegial environment for the benefit of everyone who attends, and for the advancement of the interests that bring us together. There is no place at DHSI for harassment or intimidation of any kind.

As part of the DHSI community, together we:

  • Create and maintain a community that welcomes and encourages intellectual discussion and debate on issues impacting both our local DHSI community and the broader Digital Humanities community.
  • Affirm that we are an inclusive organization and community that is anti-oppression and recognizes intersectionalities.
  • Commit to ensuring that all events and engagements are free from harassment and/or oppression, including but not limited to restrictions on free expression, discrimination against any person on the basis of race, color, sex, religion, national origin, age, sexual orientation, disability, gender identity or expression, marital status, genetic predisposition or carrier status, military status, and beyond. We do not tolerate harassment of DHSI participants in any form.
  • Commit to ensuring that all documents, presentations, slides, or materials connected to or otherwise disseminated at DHSI conform to these standards of inclusiveness.
  • Recognize that sexual harassment (including, but not limited to, unwelcome sexual advances, requests for sexual favours, or other verbal or physical conduct of a sexual nature) is a specific type of discriminatory harassment and is abuse.
  • Commit to helping each other recognize our own positionality when articulating statements and beliefs, rather than enabling assumptions that we are “all on the same page.” This requires articulation, explanation, asking questions, working respectfully across difference, and showing compassion and understanding.
  • Resolve, collectively and individually, not to use sexually, racially, transphobic, or ableist derogatory or demeaning language or imagery in DHSI events and activities.
  • Agree to carry these commitments beyond the face-to-face or communal spaces, including into online venues.
  • Commit to educate each other on matters of discrimination and oppression, and support anti-oppression education, pedagogy, and research.

We acknowledge and respect the Songhees, Esquimault and W̱SÁNEĆ peoples on whose traditional territories the University of Victoria stands and whose historical relationships with the land continue to this day.

Further resources:

Led by Jacqueline Wernimont and Angel David Nieves, with the DHSI community (2015, 2016).

DHSI@MLA 2018, New York: Digital Humanities Tools and Technologies for Students, Emerging Scholars, Faculty, Librarians, and Administrators

Digital Humanities Tools and Technologies for Students, Emerging Scholars, Faculty, Librarians, and Administrators

Please note that all registrations are handled through the MLA conference site.

Description: Sponsored by the Digital Humanities Summer Institute (DHSI), the Electronic Textual Cultures Lab (ETCL), and the Implementing New Knowledge Environments (INKE) Partnership, this workshop offers participants both theoretical and hands-on considerations of Digital Humanities (DH) tools, software, and engagements, for students, scholars, librarians, and administrators alike. This session will focus on DH postdoctoral fellowships; on-campus digital scholarship; DH tools, software, and methodologies; social media; DH for academic administrators; #alt-ac roles; and open social scholarship. The session is structured around an opening talk, two sessions of breakout groups (some seminar, some hands on, where participants can sample a handful of relevant DH technologies, concepts, and trends), and group discussion as follows. Please see the list of breakout sessions with abstracts and presenter information below.

We are exceptionally pleased to be working with the MLA Office of Scholarly Communication and the Strategic Initiatives group on this workshop.

Read more ...


  • 8.30-8.45: Welcome, Opening Talk and Brief Opening Statements
  • 8.45-10.00: Breakout Session 1
  • 10.00-10.15: Break
  • 10.15-11.15: Breakout Session 2 (a repeat, so attendees can engage two topics)
  • 11.15-End: Wrap-up and Full Group Discussion

Breakout sessions and leaders:

  • Ctrl+Alt+Diss (Elizabeth Grumbach, Arizona State U) : How are scholarly communication practices changing? What implications does the current trend toward social knowledge creation have for more traditional academic pursuits, like the dissertation? How is scholarly output transforming in the digital world, and what does that mean for current and future students and researchers? We will explore these topics within the broader digital humanities realm, as well as consider alternatives to traditional academic practices and trajectories. This workshop is geared toward undergraduate and graduate students, alt-ac practitioners and those curious about the alt-ac track, as well as individuals interested in digital scholarly communication and social knowledge creation in general.
  • DH after the Dissertation: Digital Humanities Postdoctoral Fellowships (Aaron Mauro, Penn State Eerie, Behrend C; Laura Estill, Texas A&M U) : While many of us want digital skills, it seems that the best time to have learned them was always yesterday … or tomorrow. This workshop considers the benefits and challenges of learning digital humanities skills during a postdoctoral fellowship. We will discuss the different kinds of digital humanities postdocs (project-driven; teaching-oriented; research-focused), what you can expect, where to find them, and how to apply. We will talk about how to get the technological skills and support you need to complete your projects, how to manage your time, and how to position yourself on the job market. This session will be of value for doctoral students, faculty considering hiring a DH postdoc, and veteran postdocs and advisors.
  • DH For Department Chairs and Deans (Raymond G. Siemens, U Victoria) : Intended for university administrators who seek an understanding of the Digital Humanities that is both broad and deep, this offering discusses pragmatic DH basics and chief administrative issues related to supporting DH and those who practice it at their institution, and engages in consultation and targeted discussion with others in the group.
  • Digital Humanities Tools and Technologies in the Classroom (Diane Jakacki, Bucknell U) : This offering will give participants an opportunity to “taste test” a handful of relevant DH tools and technologies and how they can transform learning experiences. Tools and technologies may include selections from data visualization, GIS, versioning software, data analytics, and programming, among others. Participants will encounter examples of technologies and learn strategies for incorporating them into assignments.
  • Digital Mapping for the Humanities (Randa El Khatib, U Victoria) : This workshop will address key concepts and practices in GIS-based spatial humanities projects. Common challenges integral to digital mapping will be tackled and a number of solutions will be offered by pointing to helpful resources, platforms, and tips that can help resolve some of these issues (automatically extracting reusable geo-data from large texts, curating accurate geo-data, visualizing complex data in distinguishable ways, etc.). The most optimal gazetteers for different subject-areas will be discussed, as we as the most suitable platforms for different types of projects. In total, the offering is meant to provide sufficient information for participants to create data and launch their own GIS-based project, and to point to useful resources that can support this endeavor in its various stages.
  • On-Campus Spaces and Services for Digital Scholarship (Rebecca Dowson, Simon Fraser U Library) : Libraries have long been spaces for traditional, print-based academic work, including the dissertation. But how are libraries evolving to support or intersect with digital humanities research? How does the development of the research commons reflect the need for alternative approaches to learning and scholarship in the digital age? This workshop will grapple with these topics, as well as explore the research commons at Simon Fraser University (SFU) Library in Burnaby, British Columbia, as an exemplar. The SFU Library’s Research Commons opened in 2014 and supports the research endeavours of the university community, with particular focus on graduate students during all stages of the research lifecycle--ideas, partners, proposal writing, research process, and publication--and provides easy access to both physical and virtual research resources.
  • Open Social Scholarship (Alyssa Arbuckle, U Victoria) : Open social scholarship involves creating and disseminating research and research technologies to a broad audience of specialists and active non-specialists in accessible ways. In this offering we will consider the role of open knowledge dissemination in academia and at large. More specifically, we will focus on the history, evolution, forms, and impact of open social scholarship within the domain of scholarly communication. We will survey pertinent research in Open Access (OA) methods, theory, and implementation, as well as touch on issues related to online journals, repositories, peer review, rights management, advocacy, metrics, and infrastructure.
  • Social Media for Academics (Lee Skallerup Bessette, U Mary Washington) : Social media can appear to be “one more thing” for an already busy academic to have to do, but it can be a powerful tool for networking, research, and dissemination. In this workshop, you will learn about the various approaches to getting started on social media, mainly Twitter, in a way that is both effective and manageable. We will also talk about various steps to take in regards to personal safety and privacy online. 
  • Project Management for Graduate Students and Early Career Scholars (Lynne Siemens, U Victoria): Project management skills are increasingly in demand for graduate students, early career scholars and those in academic adjacent jobs. This offering will cover the basics of project management from project definition to project review upon completion, including risk assessment and mitigation, work effort modeling, software tools and related internet resources and other topics.


  • Alyssa Arbuckle is the Assistant Director, Research Partnerships & Development, in the Electronic Textual Cultures Lab (ETCL) at the University of Victoria. In this role, she works with the Implementing New Knowledge Environments (INKE) Partnership and assists with the coordination of the Digital Humanities Summer Institute (DHSI). She is also an interdisciplinary PhD student at the University of Victoria, studying open social scholarship and its implementation (planned completion 2019), and holds a BA Honours in English from the University of British Columbia and an MA in English from the University of Victoria. Please see for more information.
  • Randa El Khatib is pursuing her doctoral degree in the English Department at the University of Victoria. She is the Special Projects Coordinator at the Electronic Textual Cultures Lab, where she oversees the Open Knowledge Practicum and other projects. Working on plays and epic poetry of the English Renaissance, Randa’s research focuses on how space is represented in fictional and allegorical settings. She is the project manager of the TopoText team that develops digital mapping tools for humanities research at the American University of Beirut. As of July 2017, Randa holds the ADHO Communications Fellow position.
  • Rebecca Dowson is the Digital Scholarship Librarian at Simon Fraser University Library's Research Commons. Rebecca supports researchers at all levels who are engaged with digital humanities through project consultations, digital skill development workshops, and coordinating the Library's resources in digitization and project hosting. She is also responsible for administering SFU's Open Access Fund and supporting researchers with scholarly communication. Her research interests include the intersection of libraries and digital humanities, with a particular interest in digital cultural heritage projects, digital skill building, and new forms of scholarly publishing. Rebecca joined SFU Library in 2009 as the English and History Liaison Librarian. She joined the Research Commons team in 2015.
  • Laura Estill an Associate Professor of English at Texas A&M University, where she specializes in early modern drama, book history and manuscript culture, and digital humanities. She is editor of the World Shakespeare Bibliography (www.worldshakesbib.org). Her monograph, Dramatic Extracts in Seventeenth-Century English Manuscripts: Watching, Reading, Changing Plays, appeared in 2015. With Diane Jakacki and Michael Ullyot, she coedited Early Modern Studies after the Digital Turn (2016).
  • Eizabeth Grumbach is the Project Manager for the Institute for Humanities Research's (IHR) Nexus Lab at Arizona State University. Her current interests lie in project management for the humanities and social sciences, ethical and responsible digital research practices, and disrupting academic myths. She has been on the #altac track since 2012.
  • Diane Jakacki is the Digital Scholarship Coordinator and Faculty Teaching Associate in Comparative Humanities at Bucknell University, exploring and instituting ways in which Digital Humanities tools and methodologies can be leveraged in a small liberal arts environment. Previously, she was the Marion L. Brittain Postdoctoral Fellow at the Georgia Institute of Technology. Jakacki holds a PhD from the University of Waterloo. Please see for more information.
  • Aaron Mauro is Assistant Professor of Digital Humanities and English at Penn State Erie, The Behrend College. He is the director of the Penn State Digital Humanities Lab and teaches on topics relating to digital culture, computational text analysis, and scholarly communication. His articles on U.S. literature and culture have appeared in Modern Fiction Studies, Mosaic, and Symploke among others. He has also published on issues relating to digital humanities in both Digital Studies and Digital Humanities Quarterly. Please see for more information.
  • Lynne Siemens is Associate Professor in the School of Public Administration at the University of Victoria. Her research is varied and crosses disciplinary lines with a focus on knowledge transfer and mobilization at individual, organizational, and community levels. Lynne also explores academic entrepreneurship, teams, and collaborations. She has taught project management workshops around the world.
  • Raymond G. Siemens is Distinguished Professor in the Faculty of Humanities at the University of Victoria, in English and Computer Science, where he previously served as Canada Research Chair in Humanities Computing. He is founding editor of the electronic scholarly journal Early Modern Literary Studies, and has edited, among others, Blackwell's Companion to Digital Humanities (with Schreibman and Unsworth), Blackwell's Companion to Digital Literary Studies (with Schreibman), A Social Edition of the Devonshire MS (with Armstrong, Crompton, et al.), and Literary Studies in the Digital Age (with Price). He directs the Implementing New Knowledge Environments (INKE) Partnership, the Digital Humanities Summer Institute (DHSI), and the Electronic Textual Cultures Lab (ETCL) at the University of Victoria. Siemens has served as Vice President of the Canadian Federation of the Humanities and Social Sciences for Research Dissemination, Chair of the international Alliance of Digital Humanities Organisations’ Steering Committee, and Chair of the MLA Committee on Information Technology as well as co­chair of the MLA Committee on Scholarly Editions. Please see his webpage for more information.
  • Lee Skallerup Bessette, U Mary Washington (aka @readywriting on Twitter) is an Instructional Technology Specialist at the Division of Teaching and Learning Technologies at the University of Mary Washington. Her career trajectory has largely been reshaped through her work on Twitter and her blog, College Ready Writing on Insider Higher Ed. Please see for more information.

Innovations in Digital Humanities Pedagogy: Local, National, and International Training (2017)

A mini-conference and member meeting sponsored by the International Digital Humanities Training Network / ADHO Training Group
8 August 2017 @ Digital Humanities 2017, Montreal CA

Only recently have the digital humanities begun to take firm root in the humanities curriculum, with institutions around the world now committing significant resources toward developing DH and integrating it in standalone courses, graduate degrees and undergraduate majors and minors within and across departments. With this commitment comes the realization that such formal implementation of DH and its siblings (e.g. digital social sciences, digital media, etc.) at a degree-granting level requires articulation of core requirements and competencies, identification and hiring of faculty who are capable of teaching DH in a variety of learning environments (coding, systems, application of methods), evaluating a broad spectrum of student work, and beyond. It also changes the foundational principles of the work of those in our network, as training increasingly involves learning how to teach competencies at the same time as we ourselves develop and maintain them in light of fast-paced advances.

The International Digital Humanities Training Network is comprised of organizers of Digital Humanities training institutes and schools worldwide, formalised as the ADHO Training Group. Our gatherings include a member meeting of the International Digital Humanities Training Network / ADHO Training Group as well as mini-conferences devoted to specific topics that are important to our mission.

Click here to see the program ...

  • 9.00-9.05: Welcome, Remarks
  • 9.05-9.35: Panel 1 (Chair: Ray Siemens)
    • Chris Alen Sula, S. E. Hackney, and Phillip Cunningham. A Survey of DH Programs
      • The number of digital humanities programs has grown steadily in the past decade. But what kinds of programs, in what areas, and what are their features? For the past two years, we’ve been collecting information on DH programs, primarily in North America but also Europe and Australia. We’ve focused on formal DH programs (degrees, certificates, minors) rather than individual DH courses across the curriculum (Terras 2006, Spiro 2011) for several reasons, which we note below. To date, we’ve collected data on 41 programs and compared them to data on 93 programs compiled by the Digital Research Infrastructure for the Arts and Humanities (DARIAH) and the European Association for Digital Humanities (EADH). The results show similarities and differences between the structures, locations (e.g., departments, disciplines), and areas of these programs and give a broad sense of DH education across several parts of the globe. We look forward to engaging participants in the mini-conference on ways they might use and maintain this data, as well as reflecting on the public-facing image of digital humanities presented by these programs. A draft of our visualization is available at http://bit.ly/DHprograms.
    • Jieh Hsiang, Chao-Lin Liu and Jyi-Shane Liu. An Educational Infrastructure for Digital Humanities in Taiwan
      • This paper outlines the principle behind an education infrastructure for DH education of university students in Taiwan. The courses are designed in an incrementally engaging manner that try to interact between humanities and information technology. The three main facets considered are subject matters in the humanities, technological depth, and the phasing-in of humanities research. We have invited scholars in four universities to each design a course based on this principle. Each course approaches DH from a different angle. They also represent different stages of developing DH for humanities research. They are, respectively, Computational Thinking, which equips students with an analytical capability of problem solving and procedural thinking; Data Curation and Analysis, which enables students to process large amount of data and analyze them; DH in Buddhist Studies, which allows students to learn the intricacy of dealing with ancient Chinese texts and conducting DH research in Buddhist studies; and DH in Taiwanese History, which lets students learn how to use DH for research in Taiwanese history and also emphasizes on story-telling ability. Each course is required to produce 6 to 8 self-contained modules in MOOCs. Starting from summer, we will conduct workshops to encourage teachers from other universities to select modules they find useful to develop their own DH courses. We also encourage other universities to contribute additional modules they have developed under this framework to the same platform to be used by others so that a positive feedback loop can be established. The experiment mentioned above also serves as a pilot for a national program on DH education in the planning. The goal is to enable at least 20 universities to develop their own DH courses in different disciplines within four years.
    • Brandon Locke. Critical Digital Liberal Education: A Framework for a Broad DH Curriculum
      • In August of 2014, the History and Anthropology Departments at Michigan State University launched the LEADR, a lab space intended to engage students in the use of emerging digital technologies in the humanities and social sciences. In the three academic years since, LEADR has worked with faculty on 101 courses with over 2,800 students, the vast majority of whom were not humanities or social science majors. LEADR employs a four-part framework for integrating digital work into broader, longstanding liberal arts learning objectives. This presentation and discussion will focus on methods for developing learning objectives and activities that integrate digital humanities into the broader curriculum.
    • Brian Croxall, Jessica Otis and Hannah Rasmussen. “I’m So Jealous You Get to Teach a Class”: DH Instruction in the US Library, a Preliminary Report
      • Increasingly, libraries find themselves drawn into the digital humanities—as collaborators on projects, as hosts for centers, as repositories for the materials that constitute projects, and as sites of digital humanities pedagogy. Drawing on several case studies, we describe three trends that we have identified in how DH is taught in libraries: the importance of local context; the informal communities of pedagogy and patterns of information transfer among libraries; and the (non)centrality of DH centers.
  • Brief Break
  • 9.45-10.15: Panel 2 (Chair: Kristen Mapes)
    • Deena Engel. Bringing Computer Science Pedagogy to Digital Humanities Education
      • Formerly seen as a specialization in math education, computer science education and education in technology are now growing fields at all levels, from elementary education through undergraduate and graduate education. Digital Humanities education requires us to consider the needs of undergraduate and graduate students in the humanities fields as well as offering undergraduate computer science majors and graduate students in computer science and related fields opportunities to participate and engage in Digital Humanities education and research. For the humanities students, we can learn from current research in computer science pedagogy that seeks an inclusive approach to reach all students, including “non-majors” and to engage students who might not otherwise feel comfortable in the STEM world. Project-based learning (PBL), the “flipped classroom” and other approaches that are widely and successfully used and studied under Computer Science pedagogy can be an effective starting point for developing course materials and syllabi in Digital Humanities classes in order to best support these students in their academic and research goals in the humanities.
    • Sharon Webb, Tim Hitchcock and James Baker. The Sussex Humanities Lab and Extending DH into the Classroom
      • In 2015 the Sussex Humanities Lab (SHL), a programme of ‘research dedicated to developing and expanding research into how digital technologies are shaping our culture and society’, began the process of embedding digital skills and computational skills across the various schools and departments at the University of Sussex (UK). The authors of this paper, who are members of the Lab as well as members of the History Department, were tasked with extending DH into the classroom by integrating digital and computational research skills into core (that is, compulsory) components of the BA history degree programme. Work on this began in Spring/Summer 2015 and was delivered for the first time as part of two core Year 1 modules that ran in the 2015/16 academic year: The Early Modern World and The Making of the Modern World. This paper will consider three specific areas of this work: the local, national, and disciplinary contexts that guided our extension of DH into the classroom; the challenge of integrating digital and computational research skills into the undergraduate history programme at the University of Sussex; a reflection on how the work has progressed in relation to student feedback, our observations over the last two academic years, and our plans for future work.
    • Jennifer Grayburn and Matt Shoemaker. Digital Humanities as Critical Making
      • Critical Making is the act of creating something to explore critically abstract or otherwise challenging concepts. While critical making was originally applied to the fabrication of physical objects, we argue that the generation of digital artifacts through digital humanities methodologies similarly reinforces the active, project-based methodologies of physical creation. In particular, experimentation and ‘tinkering,’ both characteristics of critical making, are essential aspects of DH workflows and collaboration. With this pedagogical framework in mind, we discuss how we embrace critical making as the foundational structure of the Digital Scholars Program at Temple University.
    • Laura Estill. The Ethics of Working on Digital Humanities Projects as a Class
      • Having students work on digital humanities projects in the classroom can benefit the students and the project. This lightning-talk considers issues of time management, credit, teamwork, and instructor workload.
  • 10.15-10.45: Panel 3 (Chair: Diane Jakacki)
    • Angela Laflen and Moira Fitzgibbons. KAPOW! Engaging Students as DH Practitioners in the Graphic Narrative Database
      • This lightning talk will describe the pedagogical opportunities opened up by the Graphic Narrative Database, a collaborative, interdisciplinary digital humanities project we have developed at our institution. In its finished form the database will provide a searchable, open-source repository of information on graphic narratives for use by teachers, scholars, students, librarians, and other users. Drawing from our experiences incorporating the project into our courses, we will discuss how it enables students to contribute to a real-world resource, to broaden their understanding of work in the humanities, and to explore changing definitions of literacy in the twenty-first century. We will also address how the project dovetails with our respective scholarly interests (including gender studies, medieval studies, and visual rhetoric), and with our work as faculty members in a relatively small, teaching-centric institution. See here for more details.
    • Janelle Jenstad, Kim McLean-Fiander, Martin Holmes and Kristin Abbott Bennett. Using Customized oXygen Project Packages to Teach Text-Encoding
      • An introduction to text encoding with XML can often be an intimidating experience for a novice encoder. In addition to the concepts that must be at least partially understood before any work can be done (elements, attributes, comments, well-formedness, schemas and validation), there are the additional incomprehensible complexities presented by a modern XML editor program. Frustration arises out of the fact that, while encoding itself may not be all that difficult, creating a worthwhile rendering of your encoded document so that you can see what you have done typically requires yet another level of technological complexity (XSLT, HTML, CSS, and possibly JavaScript). Our presentation will show some examples of how we have addressed these issues using customized Oxygen project packages which configure the Oxygen interface to provided automatic templates, validation, Author-mode editing, and transformed views of their documents, so that students can focus primarily on their nascent encoding skills and identify errors and omissions more easily.
    • Sayan Bhattacharyya. Teaching computational thinking to humanities students: Top-down versus bottom-up content
      • I argue that, when teaching computational thinking to humanities students, it is useful for the educator to combine top-down and bottom-up approaches. The presentation will draw from my experience creating and teaching a course titled ‘Computation and Interpretation in the Humanities’ at the University of Pennsylvania. Students in the humanities typically acquire good skills in close reading of cultural texts and tend to be proficient in contextually informed interpretation that makes connections between different cultural texts. However, computational thinking demands a different and complementary set of skills: working with large volumes of cultural text at scales that do not permit close reading, and building up structured, actionable procedures expressed as programming-language constructs that work on cultural texts to compute determinate analytical results. I contend that, to help humanities students develop these skills, it is useful to teach computational principles in the context of the kinds of research questions that students in the humanities are already familiar with, rather than to try to teach programming to them in the exact same way that it is taught to science and engineering students or even social science students. Computational thinking lends itself all too easily to being approached in a bottom-up way: traditionally, in this approach, the student masters various techniques and tools and learns to use them as needed, when needed. However, the “humanities questions” towards whose ends the student will eventually employ these tools are part of an ongoing conversation about ideas, and I will argue that digital humanities pedagogy is more effective when this is taken into account. I will distribute selected, annotated examples (drawn from the teaching material I have developed, and am using, for my course). I will be posting this material in May 2017 at the URL http://www-personal.umich.edu/~bhattach/dhp-dh2017 .
    • Kristen Mapes. Teaching Introduction to Digital Humanities Courses Beyond the Canon
      • The Intro to Digital Humanities course is challenging for a multitude of reasons, and the lack of disciplinary context common to these classes can lend itself to a showcase of tools rather than a substantive dive into the opportunity that DH provides. Inspired by Annie Swafford’s model of centering an Intro DH course around a topic, I reshaped my own Intro DH course in Fall 2016 around the Harlem Renaissance of the 1920s and 1930s. By introducing students to digital humanities through explorations of topics and projects relating to historically underrepresented groups, we make it natural for DH to take on non-canonical topics. This talk is meant to spark conversation on two topics: 1) addressing the challenge of teaching Intro DH outside of any one disciplinary context; and, 2) incorporating non-canonical topics into the core of Intro DH courses. The Intro DH course can be a point of entry not just for the digital but for a more diverse, inclusive curriculum. If we can foreground the work done in areas other than the canon in our survey courses, then we can show our values to all students entering into the field and, hopefully, foster a more inclusive field writ large while also righting some of the past wrongs done to those not in positions of power. Further details at http://www.kristenmapes.com/dhpedagogyconf2017/.
  • Brief Break
  • 11.00-11.30: Panel 4 (Chair: Laura Estill)
    • Natalia Andrievskikh. DH Pedagogy, Digital Rhetoric, and Multimodal Composition: Critical Intersections.
      • The presenter will share pedagogical materials for a senior-level post-study abroad research seminar in which students create multimodal projects using digital research and publication tools. The curriculum​ is informed by the current discussions in composition studies as well as by digital humanities pedagogy, taking a​ process-oriented approach with assignments scaffolded throughout the semester to facilitate gradual acquisition of critical and technological skills. Most projects take a cross-cultural comparative approach to explore topics related to students’ study abroad sites. Examples of student research include such diverse topics as the Italian government’s Fertility Day campaign; public attitudes to homosexuality in Spain and the US; different countries’ media responses to the Scottish secession movement; representations of natural environments in tourist art in Florence; changes in Korean corporate culture with advancement of women’s rights, and many others. As they work on their semester-long Capstone projects, students perform rhetorical analysis of media sources (both visual and verbal), develop digital literacy skills, and compose a multimodal publication to relay the results of their research to the broader public. The presentation will focus on the challenges of teaching students to approach digital tools critically, questioning the belief in the neutrality of digital venues and practices​, while learning to use the affordances of digital media to enhance research.​ ​The presenter will ​also address the issue of producing public-facing work in the classroom and the enhanced awareness of the audience in production of digital publications. You can see some examples of student work here.
    • Trudi Abel and Victoria Szabo. From the Rare Book Room to the Internet: Building Digital Projects in the Humanities Classroom
      • The presenters discuss how the Archives Alive and Digital Humanities initiatives at Duke University have led to the development of new courses where faculty and graduate students integrate rare and special collections material into their undergraduate teaching. The proposed presentation will focus on the challenges and rewards of creating new courses and pedagogy that bring analog archival sources and digital tools into the digital humanities classroom. We will show samples of class work that was created in a variety of humanities courses using such tools as Audacity, WordPress, Timeline JS and Omeka.
    • Amanda Rust. CERES: Curation in the Classroom, Curation of the Classroom
      • This brief talk proposes a framework for Digital Humanities pedagogy and outlines the repeatable system we've developed to support this framework. In the Digital Scholarship Group (DSG) at Northeastern University Libraries we find that the curatorial classroom is an entryway into the intellectual foundations of digital scholarship. In the curatorial classroom, both instruction and the technological infrastructure are based around, and introduce students to, the concepts of digital preservation and sustainable design for scholarship. CERES (Community-Enhanced Repository for Engaged Scholarship), built by Northeastern University Libraries, is the repository-based infrastructure used in this process. CERES, by foregrounding curation in the repository (providing both constraints and affordances over “regular” websites), prompts critical thinking and critical making. As students find or create digital objects with scholarly value, catalog and store them to high preservation standards, and then publish and contextualize those objects through a public website they are led through many of the foundational questions and activities of digital scholarship. CERES also provides a practical foundation for a project’s sustainability -- curating the classroom itself. By separating the digital assets and their metadata from their presentation in the WordPress layer, CERES ensures a base level of sustainable preservation for each student’s work. This talk will end with sharing examples of CERES websites, our pedagogical materials developed so far, and questions and requests for input on our future research directions. http://dsg.neu.edu/ceres/
    • Amanda Licastro. Teaching Empathy Through Virtual Reality
      • In Philip K. Dick’s Do Androids Dream of Electric Sheep the U.N. secretary proclaims, “[m]ankind needs more empathy” (75). As is often the case, science fiction foreshadows our future: longitudinal studies show decreasing rates of empathy in college students over the last three decades. In our current political climate, empathy is essential, but students are desensitized to depictions of human suffering through the constant barrage of images, television, films, video games, and viral content online. Educators are uniquely qualified to address this decline: extensive research suggests that empathy can be taught, specifically by reading fiction and watching films. Furthermore, preliminary trials indicate that Virtual Reality (VR) effectively evokes feelings of empathy in viewers as well. This presentation will demonstrate how a combination of literature and VR content can be used to combat desensitization and evoke empathy across the disciplines. The research is supported with a case study of students in a series of linked courses at a small liberal arts college in Baltimore, MD. Students were exposed to both Literature and VR content intended to increase their feelings of empathy for people who represent the “Other” in various ways, such as gender, race, ethnicity, sexuality, and social class. In order to assess the impact of the VR content, pre and post-test surveys (with IRB approval) were administered in several courses across the curriculum. Preliminary results will be shared, and participants in this panel will be invited to experience the VR content and view the student work.
    • Emily McGinn. DH-Inflected Classes and Capacity Building (virtual presentation, available via this link)
      • I will be discussing my work in creating DH driven courses and assignments whose goals are to bring DH directly to students, particularly undergraduates; to build capacity at the faculty level to instruct as well as to pursue their own digital research projects; and to build a larger DH community on campus that invites a broader range of disciplines and participants.
  • 11.30-12.00: Member Meeting (Open to all participants registered for the event)
  • 1.30-: Coordinating DH Training in Canada (Susan Brown and Ray Siemens, Co-Chairs)

* Please note, there may be several virtual presentations which will be linked to this program as they are made available.

Propose a 'Community' Course for DHSI 2019 (by 1 April 2018)

Thanks, everyone, for such amazing course suggestions and proposals!

Excited as we are about the DHSI’s coming meeting and planning already for 2018, we’re also beginning to think (at least a little bit) about our gatherings beyond that! As part of that, we are now receiving proposals for courses to be offered in 2019. Those who have been to DHSI will know that we have a number of core offerings that we repeat annually (and sometimes even more often than that) and a number of community-proposed offerings that rotate from year to year (with some repeated courses from among that group). Here, we’re hoping for proposals for new community offerings -- and especially so from members of the DHSI community.

If you’re interested in proposing a community offering for DHSI 2019, we’d welcome hearing from you (by 1 April 2018)!

Read more ...

We’re very happy to consider any and all proposals members of our community might wish to bring forward. Suggestions made by DHSIers in the past have indicated that there’s particular interest in a number of areas complementing current curriculum, areas of DH convergence with traditional academic disciplines and societal concerns (social justice, race, class, and access to name a few), social media, new media in digital literary / historical / language studies, professional issues, crowdsourcing, serious gaming, computer-assisted language learning, humanities data statistics and visualisation, non-textual data (esp. audio and video), electronic publishing, musicology, augmented reality and immersive environments, app development, visual culture, art history, design, and new approaches to scholarly editing, among others. Especially, we’re interested in proposals for offerings that are highly interactive pedagogically, employing hardware that participants can readily access (i.e. their own laptop computers, with standard or easily acquired peripherals) and software that is readily available (for download onto those laptops). One quick hint, too: many of those who submit proposals try out some of their ideas at the previous year's DHSI unconference, colloquium, and workshop sessions.

We’re not asking for too much in advance: a proposal should be no more than one page + CV, and should take the shape of the below:

  1. Proposed title
  2. One paragraph description, including the intended audience (something similar to what's found on http://dhsi.org/courses.php)
  3. a brief statement of its association with other DHSI offerings (like the last paragraph of existing course descriptions, which read something like: "Consider this offering to build on, or be built on by ..." and/or "Consider this offering in complement with ..."
  4. ... and, if you're interested in leading it, also a
    1. Summative day-by-day overview, given the 5-day DHSI format (in a half-page)
    2. Instructor’s CV

And, for better or worse, our pockets aren’t deep: for those offering to teach our community courses, we can’t promise much more than glory (plus your travel, local lodging, and a free meal or two ;) ... but can generously extend something that all DHSIers value: the opportunity to engage with an excellent community, one that every year gets broader, deeper, and much richer in its Digital Humanities engagement!

Please be in touch with your proposals for DHSI 2019 before 1 April 2018, sending them to Ray Siemens at siemens@uvic.ca.

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