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DHQ: Digital Humanities Quarterly: 2019
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alt="button1-addthis.gif"/></a><script type="text/javascript" src="http://s7.addthis.com/js/152/addthis_widget.js"><!-- Javascript functions --></script></div></div><div id="mainContent"><div id="printSiteTitle">DHQ: Digital Humanities Quarterly</div><div id="toc"> <h1>2019 13.2</h1> <h2>Invisible Work in Digital Humanities</h2> <div class="cluster"><h3>Editors: Tarez Samra Graban, Paul Marty, Allen Romano, and Micah Vandegrift</h3></div> <div class="cluster"><h3>Articles</h3> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/13/2/000416/000416.html">Introduction: Questioning Collaboration, Labor, and Visibility in Digital Humanities Research</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Tarez Samra Graban, Florida State University; Paul Marty, Florida State University; Allen Romano, Florida State University; Micah Vandegrift, NC State University</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000416en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000416en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000416en"> An introduction to the Special Issue on “Invisible Work in Digital Humanities” where the authors address a 2016 symposium on the issue, interrogate critical factors which effect the invisibility of work, and offer a potential framework to move forward. </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=Introduction%3A%20Questioning%20Collaboration,%20Labor,%20and%20Visibility%20in%20Digital%20Humanities%20Research&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2019-08-01&rft.volume=013&rft.issue=2&rft.aulast=Graban&rft.aufirst=Tarez Samra&rft.au=Tarez Samra%20Graban&rft.au=Paul%20Marty&rft.au=Allen%20Romano&rft.au=Micah%20Vandegrift"> </span></div> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/13/2/000418/000418.html">Manifesto: A Life on the Hyphen: Balancing Identities as Librarians, Scholars, and Digital Practitioners</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Hélène Huet, University of Florida; Suzan Alteri, University of Florida; Laurie N. Taylor, University of Florida</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000418en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000418en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000418en"> The work of digital humanists and librarians is often invisible to the larger communities in which they work, particularly in academia. This opinion essay by three librarian-scholar-digital practitioners explores invisible work and life on the hyphen — between the academy and the library and between the human and the digital. In this essay, we illustrate how librarian-scholar-digital practitioners can feel overworked and underappreciated, working in and with multiple fields and communities who have different and sometimes competing methodologies. Through two examples, we look at how living on the hyphen takes its toll for librarian-scholar-digital practitioners. We end our essay by detailing steps faculty and administration can take to help us solve the problem and realize the promise of digital humanities. </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=Manifesto%3A%20A%20Life%20on%20the%20Hyphen%3A%20Balancing%20Identities%20as%20Librarians,%20Scholars,%20and%20Digital%20Practitioners&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2019-08-01&rft.volume=013&rft.issue=2&rft.aulast=Huet&rft.aufirst=Hélène&rft.au=Hélène%20Huet&rft.au=Suzan%20Alteri&rft.au=Laurie N.%20Taylor"> </span></div> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/13/2/000420/000420.html">Raising Visibility in the Digital Humanities Landscape: Academic Engagement and the Question of the Library’s Role</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Kathleen Kasten-Mutkus, Stony Brook University; Laura Costello, Rutgers University; Darren Chase, SUNY Oneonta</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000420en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000420en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000420en"> Academic libraries have an important role to play in supporting digital humanities projects in their communities. Librarians at Stony Brook University Libraries host Open Mic events for digital humanities researchers, teachers, and students on campus. Inspired by a desire to better serve digital humanists with existing projects, this event was initially organized to increase the visibility of scholars and students with nascent projects and connect these digital humanists to library supported resources and to one another. For the Libraries, the Open Mic was an opportunity to understand the scope and practices of the digital humanities community at Stony Brook, and to identify ways to make meaningful interventions. An open mic is a uniquely suitable event format in that it embodies a dynamic, permissive, multidisciplinary presentation space that is as much for exercising new and ongoing research (and technologies) as it is for making discoveries and connections. The success of these events can be measured in the establishment of the University Libraries as a nexus for digital humanities work, consultations, instruction, workshops, and community on a campus without a designated digital humanities center. The digital humanities Open Mic event at Stony Brook University locates the digital humanities within the library’s repertoire, while signaling that the library is — in a number of essential ways — open. </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=Raising%20Visibility%20in%20the%20Digital%20Humanities%20Landscape%3A%20Academic%20Engagement%20and%20the%20Question%20of%20the%20Library%E2%80%99s%20Role&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2019-08-01&rft.volume=013&rft.issue=2&rft.aulast=Kasten-Mutkus&rft.aufirst=Kathleen&rft.au=Kathleen%20Kasten-Mutkus&rft.au=Laura%20Costello&rft.au=Darren%20Chase"> </span></div> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/13/2/000421/000421.html">The Invisible Work of the Digital Humanities Lab: Preparing Graduate Students for Emergent Intellectual and Professional Work</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Dawn Opel, Michigan State University; Michael Simeone, Arizona State University</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000421en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000421en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000421en"> This article illuminates the ways that digital humanities labs might foster experiences for graduate students that fulfill what Alexander Reid (2002) postulates as the “central task” of the digital humanities graduate education. We argue that while the digital humanities lab as an institutional economic model does not necessarily promote a focus on graduate student professionalization, it uniquely has the capacity to push back against competing discourses of neoliberal vocationalism, funding and labor precarity on one hand, and technological utopianism and tool fetishization on the other, to train students agile, contextual, and rhetorical mindsets with which to enter technologically-mediated workplaces and lives. To begin, we review the discussion of digital humanities labs in the literature: digital humanities institutional models, how these models are practiced, lab funding, and the resultant position of labs as sites of training for graduate students. From there, we offer a teaching case from the Lab’s fall 2015 “Stories from Data” workshop in order to render visible a set of principles to guide professionalization of graduate students in the digital humanities lab. We conclude with reflections on how these principles might alter current discussions of the success or failure of the Mellon Foundation and NEH ODH digital humanities funding initiatives in the United States. </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=The%20Invisible%20Work%20of%20the%20Digital%20Humanities%20Lab%3A%20Preparing%20Graduate%20Students%20for%20Emergent%20Intellectual%20and%20Professional%20Work&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2019-08-01&rft.volume=013&rft.issue=2&rft.aulast=Opel&rft.aufirst=Dawn&rft.au=Dawn%20Opel&rft.au=Michael%20Simeone"> </span></div> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/13/2/000419/000419.html">Building Pedagogy into Project Development: Making Data Construction Visible in Digital Projects</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Courtney Rivard, University of North Carolina, Chapel Hill; Taylor Arnold, University of Richmond; Lauren Tilton, University of Richmond</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000419en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000419en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000419en"> This essay responds to two questions at the heart of the Invisible Labor in the Digital Humanities 2016 symposium at Florida State University: (1) what is at stake in making unseen work visible, and (2) how can DH projects equally distribute and value the labor involved in their construction? For us, the answer to these questions lies in privileging the pedagogical affordances of data construction by crafting a workflow that included undergraduates as intellectual partners, and using DH methods to visualize and make public this collaborative labor. By drawing on our work with Photogrammar, which visualizes federal New Deal documentary projects including photography and life histories, we highlight three strategies for making labor visible in the digital humanities. First, we discuss how this project served as a tool for teaching undergraduate students key methods in DH by giving them experience with conducting original research with credit on the public site. In this way, we explain how pedagogy can become a part of project development. Second, we argue that DH visualization techniques can make the labor behind DH projects visible. We focus on how Photogrammar uses a timeline and network analysis alongside the traditional “About” page to make visible all participants in the project. Third, we turn to an open discussion of the challenges faced in the politics of attribution when working with university, governmental and private historical organizations, including domain names and the use of organizational logos. </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=Building%20Pedagogy%20into%20Project%20Development%3A%20Making%20Data%20Construction%20Visible%20in%20Digital%20Projects&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2019-08-01&rft.volume=013&rft.issue=2&rft.aulast=Rivard&rft.aufirst=Courtney&rft.au=Courtney%20Rivard&rft.au=Taylor%20Arnold&rft.au=Lauren%20Tilton"> </span></div> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/13/2/000417/000417.html">Interlude: Gaining Access, Gaming Access: Balancing Internal and External Support For Interactive Digital Projects </a><div style="padding-left:1em; margin:0;text-indent:-1em;">Matthew Kelly, University of Texas, Tyler</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000417en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000417en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000417en"> This short essay describes the difficulties and impromptu workarounds that emerged when using the video game “Minecraft” as the central teaching tool in several professional writing seminars. More specifically, the author discusses a key moment in the semester where students needed to move between university and non-university technology infrastructures in order to create multiplayer gamespaces that were accessible to their peers. In narrating this experience, the author will demonstrate how a discourse of “access” can be used to examine the oft-invisible policies, procedures, and restrictions that shape the way we compose, circulate and make visible digitally-native work. Furthermore, the author will discuss how a critical emphasis on “access” can help teachers and students better mediate the relationship between internal or university-supplied technological infrastructures and external platforms when creating interactive digital projects. The underlying motivation of this essay is not to lambaste universities for lack of institutional support nor is it to champion commercial organizations as saviors for helping teachers successfully use digital platforms in the classroom. Instead, the goal of this brief essay is to spur discussions surrounding the following questions: how might we use issues regarding access to better examine and navigate the hard-to-define boundaries that separate university-sanction technology use from non-university sanctioned technology use? How might calling students' attention to access refine the larger learning objectives for Digital Humanities or DH-related courses? </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=Interlude%3A%20Gaining%20Access,%20Gaming%20Access%3A%20Balancing%20Internal%20and%20External%20Support%20For%20Interactive%20Digital%20Projects&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2019-08-01&rft.volume=013&rft.issue=2&rft.aulast=Kelly&rft.aufirst=Matthew&rft.au=Matthew%20Kelly"> </span></div> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/13/2/000425/000425.html">The In/Visible, In/Audible Labor of Digitizing the Public Domain</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Amelia Chesley, Northwestern State University of Louisiana</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000425en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000425en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000425en"> In this article I call for more recognition of and scholarly engagement with public, volunteer digital humanities projects, using the example of LibriVox.org to consider what public, sustainable, digital humanities work can look like beyond the contexts of institutional sponsorship. Thousands of volunteers are using LibriVox to collaboratively produce free audiobook versions of texts in the US public domain. The work of finding, selecting, and preparing texts to be digitized and published in audio form is complex and slow, and not all of this labor is ultimately visible, valued, or rewarded. Drawing on an ethnographic study of 12 years of archived discourse and documentation, I interrogate digital traces of the processes by which several LibriVox versions of <cite class="italic">Anne of Green Gables</cite> have come into being, watching for ways in which policies and infrastructure have been influenced by variously visible and invisible forms of work. Making visible the intricate, unique, archived experiences of the crowdsourcing community of LibriVox volunteers and their tools adds to still-emerging discussions about how to value extra-institutional, public, distributed digital humanities 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=The%20In%2FVisible,%20In%2FAudible%20Labor%20of%20Digitizing%20the%20Public%20Domain&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2019-08-01&rft.volume=013&rft.issue=2&rft.aulast=Chesley&rft.aufirst=Amelia&rft.au=Amelia%20Chesley"> </span></div> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/13/2/000422/000422.html">Affective Absence: Risks in the Institutionalization of the FemTechNet Archive</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Dr. Jeanie Austin, San Francisco Public Library</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000422en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000422en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000422en"> FemTechNet is a relatively small and loosely affiliated feminist, anti-racist collective which focuses on overlaps between and implications of feminism and technology. It exists as a support and collaboration structure that challenges traditional hierarchies through distributed power and collective creation. In an examination of hidden labor and archival silences, this research addresses how ideological underpinnings shaped the process of envisioning an institutional archive of FemTechNet records, how principles held by FemTechNet reverberated through the archival process, and how FemTechNet members conceptualized the imagined institutionally-held archive. The research reveals that the collective navigated institutional requirements and resources, the risks inherent in the tensions between the personal and the collective, and affective presence as part of the creation of the records that form the archive. </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=Affective%20Absence%3A%20Risks%20in%20the%20Institutionalization%20of%20the%20FemTechNet%20Archive&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2019-08-01&rft.volume=013&rft.issue=2&rft.aulast=Austin&rft.aufirst=Dr. Jeanie&rft.au=Dr. Jeanie%20Austin"> </span></div> </div> <h2><a href="/dhq/vol/13/2/bios.html">Author Biographies</a></h2></div><div id="footer"><div style="float:left; max-width:70%;"> URL: http://www.digitalhumanities.org/dhq/vol/13/2/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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