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).



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.
    • 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.
  • 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.



DHSI@Congress 2017, Ryerson U, Toronto

Register now! [Please note: Courses that are full will not appear as options for registration.]

Are you curious about how the Digital Humanities can support your research, teaching, and dissemination? Join us for the fourth annual DHSI@Congress workshop series on May 27th and 28th at the Congress of the Humanities and Social Sciences at the Ryerson University. Built on the community model of the Digital Humanities Summer Institute, the DHSI@Congress sessions are facilitated by established scholars and emerging leaders in the field. We invite interested Congress attendees to register for any and all workshops that engage their interest below.

Thanks to the generosity of our sponsors and hosts, all spots in the workshops are made available via a tuition scholarship, requiring only the payment of a non-refundable $25 administrative fee for each session. DHSI@Congress has been developed by the DHSI in partnership with the Canadian Society for Digital Humanities/ Société canadienne des humanités numériques (CSDH/SCHN), the Ryerson Centre for Digital Humanities, and the Federation for the Humanities and Social Sciences (CFHSS). The 2017 workshops will be delivered in English, with plans for French-language sessions in the coming years.

The DHSI@Congress workshops are only open to registered Congress attendees. Please have your Congress confirmation number on hand in order to register.

Register for DHSI@Congress here (for administrative reasons, each workshop requires a separate registration).

For more information, feel free to contact the DHSI@Congress organizer, Constance Crompton, at constance.crompton@ubc.ca or follow us @DHInsitute on Twitter.

DHSI@Congress 2017 Schedule

Rooms TBA

(Please click here for a campus map.)

Click here for workshop descriptions ...

DHSI@Congress Workshop Descriptions

  • Introduction the Digital Humanities, Emily C. Murphy (Queens U)
    This workshop will introduce participants to the variety of scholarly activity taking place within what is called the 'Digital Humanities' (DH). We will look at the state of the debate around defining 'Digital Humanities', a still evolving area of scholarly praxis, discussing and exploring issues around: collaboration models in DH; web-enabled public or social scholarship; large-scale curation and analysis ('big data,' distant reading); the significance of modeling or making (programming, coding, hacking, fabricating); and the role of cultural criticism (issues around gender, sexuality, race and economics) in DH.
  • Introducing Virtual and Augmented Reality, Reg Beatty (Ryerson U)
    VR immersive experiences are affecting approaches to education, journalism, documentaries, and arts and entertainment. Google Cardboard has created a successful entry-level VR experience by marrying a deliberately crude and inexpensive headset with sophisticated smartphone technology. We will explore this with participants’ own devices (Android or IOS) and look at how Cardboard works and how developers build for it using tools like Unity and Vizor. We will also shoot still photographs and video using a 360° spherical camera and integrate it into Cardboard. Finally, we’ll examine the phenomenon of AR, where device and world start to merge, and create some examples for our smartphones using Aurasma.
  • CWRCshop, Susan Brown and the CWRC team (U Guelph, U Alberta)
    The Canadian Writing Research Collaboratory / Le Collaboratoire scientifique des écrits du Canada (CWRC, pronounced “quirk”; www.cwrc.ca) is an online infrastructure project designed to facilitate the study of writing in and about Canada. In this workshop we will introduce CWRC’s beta research environment and support prospective users in beginning to work within CWRC. CWRC provides an online repository in which users can create collections containing bibliographical records, page and other images, audio records, video records, and born-digital texts. It can be used to create focused collections of related research materials in a range of forms, biocritical scholarship such as that of the Orlando Project, timelines, critical editions, and side-by-side editions of texts and page images. It integrates tools including the ability to perform OCR (Optical Character Recognition) on page images to extract the text, and the ability to create or edit digital texts within the Collaboratory using CWRC-Writer (an in-browser text editor), image annotation, and structural markup. It supports the use of workflows and user permissions for managing collections. In order to ensure interoperability, CWRC also leverages linked data to create relationships between entities such as people, places, texts and organizations across all collections.
    This workshop will appeal to scholars, students, and writers who work in the fields of literature, particularly Canadian literature, Canadian Studies, Library Science, and/or Digital Humanities. It is suitable for those with little to no encoding experience and will include a short introduction to the principles of interoperability, preservability, and collaboration that inform CWRC. Participants in the workshop will learn how to create collections, add items to those collections with appropriate metadata, and begin to correct and encode ingested page images; time permitting, there will be a taste of some other CWRC functionality.
  • Introduction to 3D Printing for Humanities, Aaron Tucker and Namir Ahmed (Ryerson U)
    3D printing is challenging us to consider how we might integrate physical objects into our research and classroom environments and, by doing so, open new doorways to think about how knowledge can be visualized and produced. While the bulk of this hands-on workshop is centred around a beginner’s tutorial on Tinkercad and then printing a 3D model, we will also showcase some contemporary examples of 3D printing in the Humanities, with a step-by-step focus on Aaron Tucker’s collaborative project Loss Sets that will demonstrate the use of this technology from both the software and hardware perspectives
  • The Power of the Command Line, an Introduction, John Simpson (U Alberta)
    Few things are more intimidating to modern computer users than the command line. However, if you are really interested in unlocking the research power of a computer then getting comfortable on the command line is a necessity. In this short—hands-on—workshop you will learn the basics of controlling your computer from the command line so that you can navigate your system and create and manipulate files. You will also be introduced to powerful techniques such as regular expressions and scripting which can replace what could well be hours of work on a Graphic User Interface. This gentle introduction to the command line is the first step towards fulfilling your research computing destiny. Take it.
  • Digital Humanities Pedagogy, Diane Jakacki (Bucknell U)
    Intended for teaching faculty, instructors, librarians, and graduate students, this high-impact three-hour workshop provides an overview of how to apply DH tools to support larger pedagogical objectives, set goals, and manage expectations. In the workshop we will focus on two such applications: collaborative online writing systems and textual and spatial visualization. The workshop will involve discussion and analysis of multimodal project assessment, and single and scaffolded assignment development. Participants are asked to bring their own computers, together with one sample assignment (for a course already taught or to be taught), which will be used as the basis for our discussion and analysis. By the workshop's conclusion, participants should leave with a revised course assignment to meet their own expectations of digital pedagogy in the humanities.
  • Introduction to Compute Canada, OwnCloud & Globus, John Simpson (U Alberta)
    Tired of running out of space with Dropbox? Worried about storing your data on US servers? Compute Canada’s OwnCloud installation offers researchers and each of their collaborators 50GB of Dropbox-like storage that is held in Canada that can be accessed via the web, integrated desktop software, phone or tablet. It also makes sharing files a snap and it’s free. If you are not using this service then you should be. Interested in easy access to a minimum of 1.5TB of storage, 500GB of which is backed up to tape? Would you like to be able to start a massive file transfer and not worry about file integrity or connection loss? Have need for full encryption during data transfers? Want to be able to access all your files, whenever you want, regardless of what system they are on? Globus is a file transfer tool with a simple to use web interface that will put these powers in your hands. If you need to move data with any sort of volume or regularity then Globus provides a convenient package of tools to make sure that it just works: and it’s free.
  • Introduction to Databases for Humanists, Harvey Quamen (U of Alberta)
    Databases are the driving engine behind a large number of classic and cutting-edge digital humanities project. Databases and their query languages provide powerful and sophisticated ways to explore humanities data to reveal patterns that might otherwise go unnoticed. This workshop will introduce databases and offer tools to think through how and why participants might like to use them in their research and teaching. The workshop will address the inner workings of databases with hands-on examples for those who want learn more about concepts like data normalization, relational table design, Structured Query Language (SQL), and effective long-term data management.
  • Centering Digital Humanities: Collaboration and Community at Ryerson, Lorraine Janzen Kooistra (Ryerson U)
    At Congress 2017 Ryerson’s Centre for Digital Humanities (CDH) is formally launching its new location in the Library, where it shares space and facilities with Special Collections and Archives. If “A university is just a group of buildings gathered around a library,” what does it mean to centre digital humanities scholarship and learning within this core institutional structure? In this talk, Lorraine Janzen Kooistra reflects on building and sustaining a Centre for Digital Humanities as a collaborative community of scholars, librarians, and students engaged in using computational tools to preserve, analyze, and create accessible digital objects for local users within the academy and the public sphere.



Already Thinking Ahead to 2018?

We’re really excited by everyone’s enthusiasm, already, for DHSI 2018 – and are pleased to note that anticipated course offerings for June 2018 include the below! Also, in 2018, we’re delighted to welcome our friends from the Digital Library Federation and in Indigenous New Media for events taking place between and among the two weeks of DHSI courses, our institute lecturers Bethany Nowviskie, Jordan Abel, and Bill Bowen … with more news coming soon!

If you’d like to offer a brief (half- or full-day) workshop on either of the two Sundays in and around DHSI (3 & 10 June) please be in touch with us at institut@uvic.ca.

DHSI 2018, anticipated course offerings ...


4-8 June

  • [Foundations] Text Encoding Fundamentals and their Application. Constance Crompton, Lee Zickel and Emily Murphy
  • [Foundations] Digitisation Fundamentals and their Application. Robin Davies, with Calleigh Lim
  • [Foundations] An Introduction to Data for Digital Humanities Projects. Paige Morgan and Yvonne Lam
  • [Foundations] DH For Department Chairs and Deans. John Unsworth, Harold Short, Ray Siemens, and others
  • [Foundations] Introduction to Javascript and Data Visualization. Harvey Quamen and Jon Bath
  • [Foundations] Introduction to Computation for Literary Criticism. James O'Sullivan, with Randa El Khatib
  • Out-of-the-Box Text Analysis for the Digital Humanities. David Hoover
  • CloudPowering DH Research. Chris Geroux and Brent Gawryluik
  • Sounds and Digital Humanities. John Barber
  • Digital Humanities Pedagogy: Integration in the Curriculum. Diane Jakacki
  • Text Processing - Techniques & Traditions. John Maxwell
  • 3D Modelling for the Digital Humanities and Social Sciences. John Bonnett
  • Feminist Digital Humanities: Theoretical, Social, and Material Engagements. Elizabeth Losh and Anne Cong-Huyen
  • Conceptualising and Creating a Digital Edition. Jennifer Stertzer and Cathy Hajo
  • Visualizing Information: Where Data Meets Design. Aimee Knight
  • Introduction to Electronic Literature in DH: Research and Practice . Dene Grigar, M.D. Coverly, and Davin Heckman
  • Race, Social Justice, and DH: Applied Theories and Methods. Dorothy Kim and Angel David Nieves
  • XML Applications for Historical and Literary Research. Jonathan Martin and Scott Paul McGinnis
  • Processing Humanities Multimedia. Compute Canada Experts and DH Researchers, TBA
  • Digital Games as Interactive Tools for Scholarly Research, Communication and Pedagogy. Jon Saklofske
  • Web APIs with Python. Jojo Karlin, Patrick Smyth, Stephen Zweibel, Jonathan Reeve
  • Ethical Data Visualization: Taming Treacherous Data. Chris Church and Katherine Hepworth
  • Digital Publishing in the Humanities. Sarah Melton and Anandi Salinas
  • Linked Open Data and the Semantic Web. James Smith
  • Introduction to IIIF: Sharing, Consuming, and Annotating the World’s Images. Jeffrey C. Witt, Drew Winget, Jack Reed, Sheila Rabun, and Benjamin Albritton
  • The Frontend: Modern JavaScript & CSS Development. Andrew Pilsch

11-15 June

  • [Foundations] Understanding The Predigital Book: Technology and Texts. Matt Huculak, Helene Cazes, Lisa Surridge, Mary Elizabeth Leighton, Robbyn Lanning, Justin Harrison, Iain Higgins, and others
  • [Foundations] Developing a Digital Project (With Omeka). Markus Wust and Brian Norberg
  • [Foundations] Models for DH at Liberal Arts Colleges (& 4 Yr Institutions). Janet Simons and Angel Nieves
  • [Foundations] Fundamentals of Programming/Coding for Human(s|ists). John Simpson and Alicia Cappello
  • [Foundations] Music Encoding Fundamentals and their Applications. Timothy Duguid and Raffaele Viglianti
  • Wrangling Big Data for DH. Pawel Pomorski and Félix-Antoine Fortin
  • Stylometry with R: Computer-Assisted Analysis of Literary Texts. Jan Rybicki (and Maciej Eder)
  • Digital Storytelling. John Barber
  • Text Mapping as Modelling. Øyvind Eide
  • Geographical Information Systems in the Digital Humanities. Ian Gregory, with Cathryn Brandon
  • Open Access and Open Social Scholarship . Alyssa Arbuckle
  • Dynamic Ontologies for the Humanities. Jana Millar-Usiskin, Christine Walde, and Caroline Winter
  • Intersections of DH and LGBTTIQ+ Studies. Jason Boyd
  • Extracting Cultural Networks from Thematic Research Collections. Raf Alvarado
  • Building Your Academic Digital Identity. Lee Skallerup Bessette
  • Using Fedora Commons / Islandora. Craig Squires and Michael Brundin
  • Documenting Born Digital Creative and Scholarly Works for Access and Preservation. Dene Grigar, with Ryan House
  • Games for Digital Humanists. Matt Bouchard and Andy Keenan
  • Accessibility & Digital Environments. Erin E. Templeton and George H. Williams
  • This time, really learn XPath: Task-oriented XPath Training for Document Archeology and Project Management. Elisa Beshero-Bondar and David Birnbaum
  • Archives for Digital Humanists. Lara Wilson, Jane Morrison, and Heather Dean
  • Surveillance and the Digital Humanities. Christina Boyles
  • Text Analysis with Python and the Natural Language ToolKit. Aaron Mauro
  • Digital Hygiene? Information Security for Digital Researchers. Jonathan Martin
  • Critical Digital Pedagogy and Praxis. Chris Friend and Robin DeRosa
  • Drupal for Digital Humanities Projects. Erica Cavanaugh and Alix Shield

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