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Ein Beitrag zum #dayofDH2020</a></h1> <div class="meta"> <span class="counter "><a href="#comments" title="Zu den Kommentaren">0</a></span> <span>Veröffentlicht von <a href="https://web.archive.org/web/20210419101311/https://dhd-blog.org/?author=6">Andrea Rapp</a> am <time datetime="2020-04-29">29. April 2020</time></span> </div> </header> <p>German Version below.</p> <p>This is the second time that we are devoting this lecture to the topic of job perspectives and career opportunities in the Digital Humanities. We feel that this is timely because despite the fact that the number of DH courses of higher education, professorships and departments has risen steeply and despite the fact that digitality and research data are very topical in the research community as well as in society at large, many pupils, teachers and students are finding it difficult to identify prospective jobs and potential employers in this domain. What is more, the Digital Humanities are not associated with any of the core subjects taught in schools. In order to help narrow the gap between the university and the vocational sphere, this lecture which is aimed at students of ‘Digital Philology’ and ‘Literary and Linguistic Computing’, but is also open for the rest of the university, seeks to provide an overview of the Digital Humanities and what they have to offer. In order to widen the perspective, we are also inviting colleagues from different areas – libraries, archives, publishing houses, companies and research institutions etc. – to contribute their perspective on job opportunities in the field.</p> <p>The topic of the lecture is <strong><em>digitality as future</em></strong> and aims to show career paths in the Digital Humanities. Digitality is a central topic in politics and society; the Corona crisis has highlighted this topic even more and likely helped speed up many developments.</p> <p>Digitality has led to an unprecedented connectedness of information and democratization of knowledge. News are globally available in real-time, groups are organising via social media in pursuit of joint aims, to fight for rights and to generate knowledge. The world is growing more closely together through knowledge about one another and of one another, but we are also seeing an increase of phenomena such as hate speech and open calls for violence. We are currently seeing the impact of the rise of the digital all too well: digital infrastructures are keeping large parts of our everyday work and communication needs afloat, supply us with life-saving and sustaining information and statistical models on the disease that threatens us all, but are also used to spread misinformation, shifts in the political climate and defamation. The possibilities arising from the generation and networking of knowledge sources come with great chances, but also with great responsibilities as well as the need for a comprehensive critical digital education and the development of keen analytical skills. Increasingly, information about the individual is captured digitally through different instances and leads to a faster, more efficient access to information in areas such as science and education, politics, leisure and health. But the digital storage, interconnection and processing of data requires additional skills beyond domain-specific and technological skills. Rights must be respected and safeguarded both in terms of the commercial and the personal need for the protection of the rights of a society and its members; analysis and interpretation of data must be carried out thoroughly, critically and competently. Dealing with digital data requires active critical engagement with questions of privacy, data ownership and the plausibility and relevance of big data analyses. The great promise of <em>big data</em> and <em>data analytics</em> must be accompanied by a critical interpretation and reflection and a resulting careful engagement with digital data and technologies in the spirit of a responsible society.</p> <p>These developments require skills and knowledge of digital data stores and their different forms of organisation that are up to now not anchored systematically in our education system, yet they are impacting many different social and vocational domains. The digital humanities especially have a great responsibility here. While it has always been the responsibility of the humanities to research and reflect new cultural and technological developments and the social changes, structures and artefacts arising from them, this is not any different for the digital humanities. Graduates of the new DH courses of studies of the past 10 to 15 years have mastered the principles of the investigation and interpretation of texts, images, media and communication processes from a humanities perspective, but do likewise have at their disposal the competences necessary for the analysis and interpretation of texts and discourses as data. Their philological and technological competences make them ideal mediators and communicators between society and technology who are highly functional in very diverse domains of life and work. The result are highly relevant career skills and opportunities for graduates with digital skills and competences on the border between society and technology, between products of human communication and the affordances of digitality.</p> <p>The lecture provides an overview of topics, methods and research projects in the digital humanities, especially digital philology, and strives to shed light on the relationship between those competencies and existing as well we newly evolving professional areas in diverse domains such as university, school, industry, libraries and other cultural institutions.</p> <p>The initial plan for this lecture was to invite experts from different vocational contexts in the digital humanities to report from their practical experience and to engage in conversations with our students. However, as it will not be prudent or, indeed, possible to invite guests in this semester, we would like to give colleagues a voice in the form of short interviews (written, as podcasts or videos). As a welcome side-effect this would enable us to build up a “library of DH jobs perspectives”. To this end, we still welcome contributions from colleagues to engage in such an interview. If you would like to contribute, please feel free to contact us.</p> <p>Best wishes,</p> <p>Sabine Bartsch <sabine.bartsch[at]tu-darmstadt.de> @SabineBartsch</p> <p>Andrea Rapp <andrea.rapp[at]tu-darmstadt.de> @RappAndrea</p> <p>#stayhome #staysafe #staywell</p> <p><a href="https://web.archive.org/web/20210419101311/https://www.linglit.tu-darmstadt.de/studiumlinglit/studiengaenge/index.en.jsp">Information on our DH Programmes</a> </p> <p>=======</p> <p>Bereits zum zweiten Mal wird diese Vorlesung zu Berufsperspektiven und Karrierewegen in den Digital Humanities von uns organisiert. Obwohl die Zahl von DH-Studiengängen, –Professuren und –Instituten deutlich angestiegen ist und obwohl z.B. die Themenkomplexe Digitalität (hochaktuell auch in der Corona-Krise!) und Forschungsdaten sowohl in der Wissenschaftscommunity als auch in der Gesellschaft präsent sind, fällt es vielen Schüler*innen, Lehrer*innen und Studierenden schwer, konkrete Berufsfelder und Arbeitgeber*innen damit zu verbinden. Zudem werden die Digital Humanities nicht mit einem der klassischen Schulfächer verbunden. Daher will die Vorlesung, die in den Studiengängen Digital Philology sowie Literary and Linguistic Computing zum grundständigen Angebot gehört, aber auch offen für alle Studierenden der TU Darmstadt ist, zum einen einen Überblick darüber geben, was die Digital Humanities ausmacht, zum anderen Kolleg*innen aus unterschiedlichen Bereichen – Bibliotheken, Archive, Verlage, Firmen, Forschungsinstitute usw. – mit ihren Berufserfahrungen zu Wort kommen lassen.</p> <p>Thema der Vorlesung ist also die Digitalität als Zukunft, sie will Karrierewege in den Digital Humanities (DH) aufzeigen. Digitalität ist ein zentrales Zukunftsthema in Politik und Gesellschaft, die Corona-Krise hat die Digitalität in Bildung, Gesellschaft und Wirtschaft zu einem zentralen Gegenwartsthema gemacht und wird manche Entwicklungen vermutlich noch beschleunigt.</p> <p>Digitalität hat zu einer beispiellosen informationellen Vernetzung und einer Demokratisierung des Wissens geführt. Nachrichten sind in Echtzeit global verfügbar, Gruppen organisieren sich national und international über die sozialen Medien, um gemeinsame Ziele zu verfolgen, sich für Rechte einzusetzen und Wissen zu generieren. Die Welt wächst einerseits durch das Wissen übereinander und voneinander enger zusammen, andererseits nehmen Phänomene wie <em>hate speech</em> und Aufrufe zu bzw. Ausübung von Gewalt zu. Aktuell sehen wir diese Auswirkungen überdeutlich: Die digitale Infrastruktur, die Arbeits- und Kommunikationsmöglichkeiten halten große Teile unseres alltäglichen Lebens lebendig, versorgen uns mit lebensnotwendigen Daten und Modellrechnungen zur Krankheit, dienen aber auch der Desinformation, Stimmungsmache und Diffamierung. Die aus der Digitalität erwachsenden Möglichkeiten der Generierung und Vernetzung von Wissensquellen gehen also mit großen Chancen, aber auch mit großer Verantwortung sowie der Notwendigkeit einer umfassenden kritischen digitalen Bildung und der Ausbildung entsprechender analytischer Fähigkeiten einher.</p> <p>Zunehmend wird Information über das Individuum durch unterschiedliche Instanzen digital erfasst und führt zu einem schnelleren, effizienteren Zugang zu Information in Bereichen wie Wissenschaft und Bildung, Politik, Freizeit und Gesundheit. Jedoch verlangt die digitale Speicherung, Vernetzung und Verarbeitung von Daten neben fachlichen und technologischen Kompetenzen auch Fähigkeiten im Umgang mit diesen Daten. Rechte Dritter müssen respektiert und geschützt werden, sowohl im Sinne des kommerziellen als auch des individuellen Rechtsbedürfnisses der Gesellschaft und ihrer Mitglieder, Auswertung und Interpretation der Daten müssen sorgfältig, kritisch und kompetent erfolgen. Der Umgang mit digitalen Daten erfordert in Gesellschaft und Wissenschaft eine Auseinandersetzung mit Fragen der Privatheit, der Datenhoheit und der Aussagekraft von Auswertungen großer Mengen digitaler Daten. Das große Versprechen von <em>big data</em> und <em>data analytics</em> muss begleitet werden von einer kritischen Interpretation und Reflexion und einem daraus resultierenden sorgsamen Umgang mit digitalen Daten und Technologien im Sinne einer verantwortlich handelnden Gesellschaft.</p> <p>Diese Entwicklungen verlangen uns Fertigkeiten und Kenntnisse digitaler Wissensspeicher und ihrer Organisationsformen ab, die bislang noch wenig systematisch in unserem Bildungssystem verankert sind und die Auswirkungen auf viele gesellschaftliche und berufliche Felder haben. Gerade den Digital Humanities kommt hier eine besondere Verantwortung zu. War es seit jeher Aufgabe der Geisteswissenschaften, neue kulturelle und auch technologische Entwicklungen und die hieraus resultierenden gesellschaftlichen Veränderungen, Strukturen und Artefakte zu erforschen und zu begleiten, so setzt sich dies in den digitalen Geisteswissenschaften fort. Absolvent*innen der in den vergangenen 10 bis 15 Jahren entstandenen Digital-Humanities-Studiengänge beherrschen einerseits die Prinzipien der Interpretation und Erforschung von Texten, Bildern, Medien und Kommunikationsprozessen aus geisteswissenschaftlicher Perspektive, verfügen aber auch über Kompetenzen in der Analyse und Auswertung von Texten und Diskursen als Daten. Ihre philologischen und technologischen Kompetenzen machen sie in vielen beruflichen, wissenschaftlichen und gesellschaftlichen Kontexten zu Mittlerinstanzen und Kommunikatoren zwischen Gesellschaft und Technologie, die in unterschiedlichen Lebens- und Arbeitsbereichen fungieren können. Hieraus resultieren hochrelevante neue Karrierechancen für Absolvent*innen mit Kenntnissen im Bereich der Digitalität und an der Schnittstelle zwischen Gesellschaft und Technologie, zwischen Produkten menschlicher Kommunikation und den Erfordernissen der Digitalität.</p> <p>Die Vorlesung vermittelt einen Überblick über Gegenstände, Methoden und Forschungsprojekte der digitalen Geisteswissenschaften, besonders der digitalen Philologien, und setzt diese in Beziehung zu sich entwickelnden Berufsfeldern in unterschiedlichen Bereichen, wie zum Beispiel Universität, Schule, Industrie, Bibliotheken und anderen Kulturinstitutionen.</p> <p>Ursprünglich war geplant, Expert*innen aus beruflichen Kontexten digitaler Geisteswissenschaftler*innen mit Beispielen aus ihrer Praxis in unsere Vorlesung einzuladen und mit ihnen ins Gespräch zu kommen. Da wir in diesem Semester aufgrund der aktuellen Situation jedoch keine Gäste einladen können, wollen wir mit möglichst vielen Kolleg*innen kurze Interviews in unterschiedlichen Formaten (schriftlich, als Podcast oder Video) führen. Ein Nebeneffekt wäre, dass wir auf diese Weise eine ‚Bibliothek von DH-Berufsfeldern‘ aufbauen können. Wir und unsere Studierenden würden uns freuen, wenn Kolleg*innen zu einem solchen Interview bereit wären – kontaktieren Sie uns gerne!</p> <p>Bleiben Sie alle gesund. Mit herzlichen Grüßen</p> <p>Sabine Bartsch <sabine.bartsch[at]tu-darmstadt.de> @SabineBartsch</p> <p>Andrea Rapp <andrea.rapp[at]tu-darmstadt.de> @RappAndrea</p> <p><a href="https://web.archive.org/web/20210419101311/https://www.linglit.tu-darmstadt.de/studiumlinglit/studiengaenge/index.de.jsp">Informationen zu unseren Studiengängen</a></p> <div class="social-share"> <div class="addthis_toolbox addthis_default_style addthis_32x32_style"> <a class="addthis_button_preferred_1"></a> <a class="addthis_button_preferred_2"></a> <a class="addthis_button_preferred_3"></a> <a class="addthis_button_preferred_4"></a> <a class="addthis_button_compact"></a> <a class="addthis_counter addthis_bubble_style"></a> </div> <script type="text/javascript" src="https://web.archive.org/web/20210419101311js_/http://s7.addthis.com/js/250/addthis_widget.js#pubid=xa-502bae7409ca736f"></script> </div>  <div class="holder"> <i class="fa fa-folder"></i> <a 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