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href="/dhq/index/title.html"> Title</a></li><li><a href="/dhq/index/author.html"> Author</a></li></ul></div><img src="/dhq/common/images/lbarrev.png" style="margin-left : 7px;" alt=""/><div id="leftsideID"><b>ISSN 1938-4122</b><br/></div><div class="leftsidecontent"><h3>Announcements</h3><ul><li><a href="/dhq/news/news.html#peer_reviews">Call for Reviewers</a></li><li><a href="/dhq/submissions/index.html#logistics">Call for Submissions</a></li></ul></div><div class="leftsidecontent"><script type="text/javascript">addthis_pub = 'dhq';</script><a href="http://www.addthis.com/bookmark.php" onmouseover="return addthis_open(this, '', '[URL]', '[TITLE]')" onmouseout="addthis_close()" onclick="return addthis_sendto()"><img src="http://s9.addthis.com/button1-addthis.gif" width="125" height="16" alt="button1-addthis.gif"/></a><script type="text/javascript" src="http://s7.addthis.com/js/152/addthis_widget.js"></script></div></div><div id="mainContent"><div id="printSiteTitle">DHQ: Digital Humanities Quarterly</div><div id="toc"> <h1>2009 3.2</h1> <h2>Special Cluster: Done</h2> <div class="cluster"><h3>Editor: Matthew G. Kirschenbaum</h3></div> <div class="cluster"><div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/3/2/000037/000037.html">Done: Finishing Projects in the Digital Humanities</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Matthew G. Kirschenbaum, University of Maryland</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000037en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000037en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000037en"> How do we know when we're done? This cluster of articles explores completion and incompletion in the digital humanities from a variety of perspectives. </span></span><span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rfr_id=info%3Asid%2Fzotero.org%3A2&rft.genre=article&rft.atitle=Done%3A%20Finishing%20Projects%20in%20the%20Digital%20Humanities&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2009-06-18&rft.volume=003&rft.issue=2&rft.aulast=Kirschenbaum&rft.aufirst=Matthew G.&rft.au=Matthew G.%20Kirschenbaum"> </span></div></div> <div class="cluster"><div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/3/2/000038/000038.html">Large-Scale Humanities Computing Projects: Snakes Eating Tails, or Every End is a New Beginning? </a><div style="padding-left:1em; margin:0;text-indent:-1em;">William A. Kretzschmar, Jr., University of Georgia</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000038en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000038en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000038en"> The word “finish” can mean two things that have quite different implications for large-scale humanities computing projects: “to bring to completion; to make or perform completely; to complete” and also “to perfect finally or in detail; to put the final and completing touches to (a thing).” The word “finish” is just not part of the deal for the Linguistic Atlas Project in either sense. However, granting agencies must ask “what do you want money for this time?” and, from this viewpoint, the Atlas Project consists of a series of particular tasks or experiments, each one of which is capable of being “finished” in both senses of the word. This paper discusses the reality of funding, deadlines, and deliverables, as they relate to the sequence of tasks that make up the larger Atlas Project. There are no once-and-done, permanent solutions. The largest humanities computing projects require continuing care and maintenance, and the best way forward is to create some sort of stable institutional setting for large projects that will provide continuity and baseline resources for the work. </span></span><span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rfr_id=info%3Asid%2Fzotero.org%3A2&rft.genre=article&rft.atitle=Large-Scale%20Humanities%20Computing%20Projects%3A%20Snakes%20Eating%20Tails,%20or%20Every%20End%20is%20a%20New%20Beginning%3F&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2009-06-18&rft.volume=003&rft.issue=2&rft.aulast=Kretzschmar, Jr.&rft.aufirst=William A.&rft.au=William A.%20Kretzschmar, Jr."> </span></div></div> <div class="cluster"><div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/3/2/000039/000039.html">It’s For Sale, So It Must Be Finished: Digital Projects in the Scholarly Publishing World</a><div style="padding-left:1em; margin:0;text-indent:-1em;">David Sewell, University of Virginia Press</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000039en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000039en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000039en"> Since the early 1990s, theorizing in the digital humanities has often celebrated open-endedness and incompletion as inherent qualities of digital work. But a scholarly publisher undertaking preparation and sale of digital objects cannot altogether dispense with traditional notions of deadlines and completion if those publications are to enter the dual marketplaces of peer review and institutional purchase. The Electronic Imprint of the University of Virginia Press was funded in 2001 with the goal of bringing born-digital scholarly projects under the aegis of the same review and marketing system that applies to books. In this article I describe how we defined the criteria for “done-ness” in creating two very different projects, a born-digital edition of Herman Melville’s <cite class="italic">Typee</cite> manuscript and a conversion of the letterpress <cite class="italic">Papers of George Washington</cite> into a digital edition. Our experience suggests that it is possible to categorize different genres of digital creations based on the extent to which intrinsic criteria for “done-ness” can be applied to them, and that decisions about completeness are always subject to extrinsic factors as well, such as budgetary constraints and the pressures created by competition and the evolution of standards. </span></span><span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rfr_id=info%3Asid%2Fzotero.org%3A2&rft.genre=article&rft.atitle=It%E2%80%99s%20For%20Sale,%20So%20It%20Must%20Be%20Finished%3A%20Digital%20Projects%20in%20the%20Scholarly%20Publishing%20World&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2009-06-18&rft.volume=003&rft.issue=2&rft.aulast=Sewell&rft.aufirst=David&rft.au=David%20Sewell"> </span></div></div> <div class="cluster"><div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/3/2/000040/000040.html">Published Yet Never Done: The Tension Between Projection and Completion in Digital Humanities Research</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Susan Brown, University of Guelph; Patricia Clements, University of Alberta; Isobel Grundy, University of Alberta; Stan Ruecker, University of Alberta; Jeffery Antoniuk, University of Alberta; Sharon Balazs, University of Alberta</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000040en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000040en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000040en"> The case of the Orlando Project offers a useful interrogation of concepts like completion and finality, as they emerge in the arena of electronic publication. The idea of “doneness” circulates discursively within a complex and evolving scholarly ecology where new modes of digital publication are changing our conceptions of textuality, at the same time that models of publication, funding, and archiving are rapidly changing. Within this ecology, it is instrumental and indeed valuable to consider particular tasks and stages done, even as the capacities of digital media push against a sense of finality. However, careful interrogation of aims and ends is required to think through the relation of a digital project to completion, whether modular, provisional, or of the project as a whole. </span></span><span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rfr_id=info%3Asid%2Fzotero.org%3A2&rft.genre=article&rft.atitle=Published%20Yet%20Never%20Done%3A%20The%20Tension%20Between%20Projection%20and%20Completion%20in%20Digital%20Humanities%20Research&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2009-06-18&rft.volume=003&rft.issue=2&rft.aulast=Brown&rft.aufirst=Susan&rft.au=Susan%20Brown&rft.au=Patricia%20Clements&rft.au=Isobel%20Grundy&rft.au=Stan%20Ruecker&rft.au=Jeffery%20Antoniuk&rft.au=Sharon%20Balazs"> </span></div></div> <h2>Special Cluster: Data Mining</h2> <div class="cluster"><h3>Editor: Mark Olsen</h3></div> <div class="cluster"><div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/3/2/000041/000041.html">Words, Patterns and Documents: Experiments in Machine Learning and Text Analysis</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Shlomo Argamon, Linguistic Cognition Lab, Dept. of Computer Science, Illinois Institute of Technology; Mark Olsen, ARTFL Project, University of Chicago</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000041en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000041en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000041en"> This introduces the set of papers reflecting initial collaborative work between the ARTFL Project at the University of Chicago and the Linguistic Cognition Laboratory at the Illinois Institute of Technology on the intersection of machine learning, text mining and text analysis. </span></span><span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rfr_id=info%3Asid%2Fzotero.org%3A2&rft.genre=article&rft.atitle=Words,%20Patterns%20and%20Documents%3A%20Experiments%20in%20Machine%20Learning%20and%20Text%20Analysis&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2009-06-18&rft.volume=003&rft.issue=2&rft.aulast=Argamon&rft.aufirst=Shlomo&rft.au=Shlomo%20Argamon&rft.au=Mark%20Olsen"> </span></div></div> <div class="cluster"><div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/3/2/000042/000042.html">Vive la Différence! Text Mining Gender Difference in French Literature </a><div style="padding-left:1em; margin:0;text-indent:-1em;">Shlomo Argamon, Linguistic Cognition Lab, Dept. of Computer Science, Illinois Institute of Technology; Jean-Baptiste Goulain, Linguistic Cognition Lab, Dept. of Computer Science, Illinois Institute of Technology; Russell Horton, Digital Library Development Center, University of Chicago; Mark Olsen, ARTFL Project, University of Chicago</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000042en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000042en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000042en"> In this study, a corpus of 300 male-authored and 300 female-authored French literary and historical texts is classified for author gender using the Support Vector Machine (SVM) implementation SVMLight, achieving up to 90% classification accuracy. The sets of words that were most useful in distinguishing male and female writing are extracted from the support vectors. The results reinforce previous findings from statistical analyses of the same corpus, and exhibit remarkable cross-linguistic parallels with the results garnered from SVM models trained in gender classification on selections from the British National Corpus. It is found that female authors use personal pronouns and negative polarity items at a much higher rate than their male counterparts, and male authors demonstrate a strong preference for determiners and numerical quantifiers. Among the words that characterize male or female writing consistently over the time period spanned by the corpus, a number of cohesive semantic groups are identified. Male authors, for example, use religious terminology rooted in the church, while female authors use secular language to discuss spirituality. Such differences would take an enormous human effort to discover by a close reading of such a large corpus, but once identified through text mining, they frame intriguing questions which scholars may address using traditional critical analysis methods. </span></span><span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rfr_id=info%3Asid%2Fzotero.org%3A2&rft.genre=article&rft.atitle=Vive%20la%20Différence!%20Text%20Mining%20Gender%20Difference%20in%20French%20Literature&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2009-06-18&rft.volume=003&rft.issue=2&rft.aulast=Argamon&rft.aufirst=Shlomo&rft.au=Shlomo%20Argamon&rft.au=Jean-Baptiste%20Goulain&rft.au=Russell%20Horton&rft.au=Mark%20Olsen"> </span></div></div> <div class="cluster"><div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/3/2/000043/000043.html">Gender, Race, and Nationality in Black Drama, 1950-2006: Mining Differences in Language Use in Authors and their Characters</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Shlomo Argamon, Linguistic Cognition Lab, Dept. of Computer Science, Illinois Institute of Technology, Chicago; Charles Cooney, ARTFL Project, University of Chicago; Russell Horton, Digital Library Development Center, University of Chicago; Mark Olsen, ARTFL Project, University of Chicago; Sterling Stein, Linguistic Cognition Lab, Dept. of Computer Science, Illinois Institute of Technology, Chicago; Robert Voyer, Powerset</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000043en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000043en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000043en"> Machine learning and text mining offer new models for text analysis in the humanities by searching for meaningful patterns across many hundreds or thousands of documents. In this study, we apply comparative text mining to a large database of 20th century Black Drama in an effort to examine linguistic distinctiveness of gender, race, and nationality. We first run tests on the plays of American versus non-American playwrights using a variety of learning techniques to classify these works, identifying those which are incorrectly classified and the features which distinguish the plays. We achieve a significant degree of performance in this cross-classification task and find features that may provide interpretative insights. Turning our attention to the question of gendered writing, we classify plays by male and female authors as well as the male and female characters depicted in these works. We again achieve significant results which provide a variety of feature lists clearly distinguishing the lexical choices made by male and female playwrights. While classification tasks such as these are successful and may be illuminating, they also raise several critical issues. The most successful classifications for author and character genders were accomplished by normalizing the data in various ways. Doing so creates a kind of distance from the text as originally composed, which may limit the interpretive utility of classification tools. By framing the classification tasks as binary oppositions (male/female, etc), the possibility arises of stereotypical or “lowest common denominator” results which may gloss over important critical elements, and may also reflect the experimental design. Text mining opens new avenues of textual and literary research by looking for patterns in large collections of documents, but should be employed with close attention to its methodological and critical limitations. </span></span><span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rfr_id=info%3Asid%2Fzotero.org%3A2&rft.genre=article&rft.atitle=Gender,%20Race,%20and%20Nationality%20in%20Black%20Drama,%201950-2006%3A%20Mining%20Differences%20in%20Language%20Use%20in%20Authors%20and%20their%20Characters&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2009-06-18&rft.volume=003&rft.issue=2&rft.aulast=Argamon&rft.aufirst=Shlomo&rft.au=Shlomo%20Argamon&rft.au=Charles%20Cooney&rft.au=Russell%20Horton&rft.au=Mark%20Olsen&rft.au=Sterling%20Stein&rft.au=Robert%20Voyer"> </span></div></div> <div class="cluster"><div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/3/2/000044/000044.html">Mining Eighteenth Century Ontologies: Machine Learning and Knowledge Classification in the <cite class="italic">Encyclopédie</cite> </a><div style="padding-left:1em; margin:0;text-indent:-1em;">Russell Horton, Digital Library Development Center, University of Chicago; Robert Morrissey, University of Chicago; Mark Olsen, ARTFL Project, University of Chicago; Glenn Roe, ARTFL Project, University of Chicago; Robert Voyer, Powerset</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000044en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000044en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000044en"> The <cite class="italic">Encyclopédie</cite> of Denis Diderot and Jean le Rond d'Alembert was one of the most important and revolutionary intellectual products of the French Enlightenment. Mobilizing many of the great – and the not-so-great – philosophes of the 18th century, the <cite class="italic">Encyclopédie</cite> was a massive reference work for the arts and sciences, which sought to organize and transmit the totality of human knowledge while at the same time serving as a vehicle for critical thinking. In its digital form, it is a highly structured corpus; some 55,000 of its 77,000 articles were labeled with classes of knowledge by the editors making it a perfect sandbox for experiments with supervised learning algorithms. In this study, we train a Naive Bayesian classifier on the labeled articles and use this model to determine class membership for the remaining articles. This model is then used to make binary comparisons between labeled texts from different classes in an effort to extract the most important features in terms of class distinction. Re-applying the model onto the original classified articles leads us to question our previous assumptions about the consistency and coherency of the ontology developed by the Encyclopedists. Finally, by applying this model to another corpus from 18th century France, the <cite class="italic">Journal de Trévoux, or Mémoires pour l'Histoire des Sciences & des Beaux-Arts</cite>, new light is shed on the domain of Literature as it was understood and defined by 18th century writers. </span></span><span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rfr_id=info%3Asid%2Fzotero.org%3A2&rft.genre=article&rft.atitle=Mining%20Eighteenth%20Century%20Ontologies%3A%20Machine%20Learning%20and%20Knowledge%20Classification%20in%20the%20Encyclopédie&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2009-06-18&rft.volume=003&rft.issue=2&rft.aulast=Horton&rft.aufirst=Russell&rft.au=Russell%20Horton&rft.au=Robert%20Morrissey&rft.au=Mark%20Olsen&rft.au=Glenn%20Roe&rft.au=Robert%20Voyer"> </span></div></div> <div class="cluster"><div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/3/2/000045/000045.html">Text Minding: “A Response to Gender, Race, and Nationality in Black Drama, 1850-2000: Mining Differences in Language Use in Authors and their Characters” </a><div style="padding-left:1em; margin:0;text-indent:-1em;">Sean Ross Meehan, Washington College, Chesterton, MD</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000045en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000045en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000045en"> A response to the Data Mining cluster, exploring the role of machine learning in textual study. </span></span><span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rfr_id=info%3Asid%2Fzotero.org%3A2&rft.genre=article&rft.atitle=Text%20Minding%3A%20A%20Response%20to%20Gender,%20Race,%20and%20Nationality%20in%20Black%20Drama,%201850-2000%3A%20Mining%20Differences%20in%20Language%20Use%20in%20Authors%20and%20their%20Characters&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2009-06-18&rft.volume=003&rft.issue=2&rft.aulast=Meehan&rft.aufirst=Sean Ross&rft.au=Sean Ross%20Meehan"> </span></div></div> <h2>Articles</h2> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/3/2/000046/000046.html">Communitizing Electronic Literature</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Scott Rettberg, The University of Bergen Dept. of Literary, Linguistic, and Aesthetic Studies</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000046en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000046en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000046en"> Electronic literature is an important evolving field of artistic practice and literary study. It is a sector of digital humanities focused specifically on born-digital literary artifacts, rather than on using the computer and the network to redistribute, analyze, or recontextualize artifacts of print culture. Works of electronic literature appeal to configurative reading practices. The field of electronic literature is based on a gift economy and developing a network-based literary culture built on the collaborative practices of a globally distributed community of artists, writers, and scholars. This article situates the development of the field of electronic literature within academe, some of the institutional challenges currently confronting the field, and its potential for further development. </span></span><span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rfr_id=info%3Asid%2Fzotero.org%3A2&rft.genre=article&rft.atitle=Communitizing%20Electronic%20Literature&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2009-06-18&rft.volume=003&rft.issue=2&rft.aulast=Rettberg&rft.aufirst=Scott&rft.au=Scott%20Rettberg"> </span></div> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/3/2/000047/000047.html">Teaching and Learning from the U.S. South in Global Contexts: A Case Study of <cite class="italic">Southern Spaces</cite> and Southcomb</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Sarah Toton, Emory University; Stacey Martin, Emory University</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000047en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000047en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000047en"> This paper examines the internet journal <cite class="italic">Southern Spaces</cite>, launched in February 2004 and the online learning community SouthComb, started in 2006. We examine the development of these online tools, exploring pedagogical implications as well as the tools and avenues they bring to the field of Southern Studies, American Studies and scholarly communication online. We also explore the potential uses for these resources as well as their efforts to elucidate a broader understanding of the U.S. South in regional, national and global contexts. </span></span><span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rfr_id=info%3Asid%2Fzotero.org%3A2&rft.genre=article&rft.atitle=Teaching%20and%20Learning%20from%20the%20U.S.%20South%20in%20Global%20Contexts%3A%20A%20Case%20Study%20of%20Southern%20Spaces%20and%20Southcomb&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2009-06-18&rft.volume=003&rft.issue=2&rft.aulast=Toton&rft.aufirst=Sarah&rft.au=Sarah%20Toton&rft.au=Stacey%20Martin"> </span></div> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/3/2/000049/000049.html">Designing Choreographies for the “New Economy of Attention” </a><div style="padding-left:1em; margin:0;text-indent:-1em;">Eric Gordon, Emerson College; David Bogen, Rhode Island School of Design</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000049en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000049en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000049en"> The nature of the academic lecture has changed with the introduction of wi-fi and cellular technologies. Interacting with personal screens during a lecture or other live event has become commonplace and, as a result, the economy of attention that defines these situations has changed. Is it possible to pay attention when sending a text message or surfing the web? For that matter, does distraction always detract from the learning that takes place in these environments? In this article, we ask questions concerning the texture and shape of this emerging economy of attention. We do not take a position on the efficiency of new technologies for delivering educational content or their efficacy of competing for users’ time and attention. Instead, we argue that the emerging social media provide new methods for choreographing attention in line with the performative conventions of any given situation. Rather than banning laptops and phones from the lecture hall and the classroom, we aim to ask what precisely they have on offer for these settings understood as performative sites, as well as for a culture that equates individual attentional behavior with intellectual and moral aptitude. </span></span><span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rfr_id=info%3Asid%2Fzotero.org%3A2&rft.genre=article&rft.atitle=Designing%20Choreographies%20for%20the%20New%20Economy%20of%20Attention&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2009-06-18&rft.volume=003&rft.issue=2&rft.aulast=Gordon&rft.aufirst=Eric&rft.au=Eric%20Gordon&rft.au=David%20Bogen"> </span></div> <h2>Reviews</h2> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/3/2/000048/000048.html">A Review of Matthew Kirschenbaum, <cite class="italic">Mechanisms: New Media and the Forensic Imagination</cite> Cambridge, MA and London, UK: MIT University Press, 2008</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Johanna Drucker, University of California, Los Angeles</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000048en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000048en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000048en"> This is a review of Matthew Kirschenbaum's <cite class="italic">Mechanisms: New Media and the Forensic Imagination</cite> (Cambridge, MA and London, UK: MIT University Press, 2008). </span></span><span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rfr_id=info%3Asid%2Fzotero.org%3A2&rft.genre=article&rft.atitle=A%20Review%20of%20Matthew%20Kirschenbaum,%20Mechanisms%3A%20New%20Media%20and%20the%20Forensic%20Imagination%20Cambridge,%20MA%20and%20London,%20UK%3A%20MIT%20University%20Press,%202008&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2009-06-18&rft.volume=003&rft.issue=2&rft.aulast=Drucker&rft.aufirst=Johanna&rft.au=Johanna%20Drucker"> </span></div> <h2><a href="/dhq/vol/3/2/bios.html">Author Biographies</a></h2></div><div id="footer"><div style="float:left; max-width:70%;"> URL: http://www.digitalhumanities.org/dhq/vol/3/2/index.html<br/> Comments: <a href="mailto:dhqinfo@digitalhumanities.org" class="footer">dhqinfo@digitalhumanities.org</a><br/> Published by: <a href="http://www.digitalhumanities.org" class="footer">The Alliance of Digital Humanities Organizations</a> and <a href="http://www.ach.org" class="footer">The Association for Computers and the Humanities</a><br/>Affiliated with: <a href="https://academic.oup.com/dsh">Digital Scholarship in the Humanities</a><br/> DHQ has been made possible in part by the <a href="https://www.neh.gov/">National Endowment for the Humanities</a>.<br/>Copyright © 2005 - <script type="text/javascript"> var currentDate = new Date(); document.write(currentDate.getFullYear());</script><br/><a rel="license" href="http://creativecommons.org/licenses/by-nd/4.0/"><img alt="Creative Commons License" style="border-width:0" src="https://i.creativecommons.org/l/by-nd/4.0/80x15.png"/></a><br/>Unless otherwise noted, the DHQ web site and all DHQ published content are published under a <a rel="license" href="http://creativecommons.org/licenses/by-nd/4.0/">Creative Commons Attribution-NoDerivatives 4.0 International License</a>. 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