DHQ: Digital Humanities Quarterly: 2017

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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>2017 11.3</h1> <h2>Imagining the DH Undergraduate: Special Issue in Undergraduate Education in DH</h2> <div class="cluster"><h3>Editors: Emily Christina Murphy and Shannon R. Smith</h3></div> <div class="cluster"><h3>Front Matter</h3> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/11/3/000334/000334.html">Introduction</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Emily Christina Murphy, Queen's University; Shannon R. Smith, Bader International Study Centre, Herstmonceux Castle, Queen's University</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000334en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000334en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000334en"> This article serves as the introduction to DHQ's Special Issue, "Imagining the DH Undergraduate: Special Issue in Undergraduate Education in DH." Co-editors Emily Christina Murphy and Shannon R. Smith introduce the issue–its signficance, theoretical underpinnings, structure, articles, and case studies. The special issue is organized into four thematic clusters: 1) program models; 2) disciplinarity and DH pedagogy; 3) tool development; and 4) professional concerns. </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&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2017-10-02&rft.volume=011&rft.issue=3&rft.aulast=Murphy&rft.aufirst=Emily Christina&rft.au=Emily Christina%20Murphy&rft.au=Shannon R.%20Smith"> </span></div> </div> <div class="cluster"> <h3>Cluster 1: Program Models</h3> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/11/3/000311/000311.html">“Starting From Scratch”? Workshopping New Directions in Undergraduate Digital Humanities</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Caitlin Christian-Lamb, Davidson College; Anelise Hanson Shrout, California State University Fullerton</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000311en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000311en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000311en"> Recent years have seen widespread interest in digital humanities (DH) and growing interest in undergraduate-centered digital curricula. However, few undergraduate DH programs resemble those at large research institutions, where digital initiatives tend to be housed in graduate programs and rooted in graduate pedagogy or faculty research. Further, no two undergraduate DH programs are alike. This article seeks to move beyond graduate- and faculty-centered models by exploring new possibilities for undergraduate DH initiatives. It describes a workshop held at the ADHO DH2015 conference. This workshop brought together practitioners of digital pedagogy from small liberal arts colleges and from undergraduate centers within larger institutions. This article details the workshop’s exploration of undergraduate DH education, situating those practices in the context of broader trends in digital pedagogy. Finally, this article charts three broad challenges faced by programs which emphasize undergraduate digital curricula and offers suggestions and strategies to address these common issues. </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=Starting%20From%20Scratch%3F%20Workshopping%20New%20Directions%20in%20Undergraduate%20Digital%20Humanities&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2017-10-02&rft.volume=011&rft.issue=3&rft.aulast=Christian-Lamb&rft.aufirst=Caitlin&rft.au=Caitlin%20Christian-Lamb&rft.au=Anelise Hanson%20Shrout"> </span></div> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/11/3/000303/000303.html">Digital Humanities Pedagogy as Essential Liberal Education: A Framework for Curriculum Development</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Brandon T. Locke, Michigan State University</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000303en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000303en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000303en"> Digital humanities projects and methods are becoming increasingly common in undergraduate humanities classrooms. Digital projects and exercises allow students to engage with new technology, collaborate with peers, graduate students, and faculty, and produce tangible scholarship that is publicly visible. The Lab for the Education and Advancement in Digital Research (LEADR), a new student-focused digital humanities initiative at Michigan State University, has introduced digital components into large numbers of of History and Anthropology courses. Through two years of courses, it has proven fruitful to frame these not as “Digital Humanities projects,” but as part of a digital liberal arts curriculum that seeks to teach students not only about the domain-specific content, but also essential skills for information retrieval and analysis, media literacy, and communication in the digital age. This framework places these skills as extensions of longstanding skills, literacies, and knowledges that humanities and social sciences have contributed towards liberal arts education. </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=Digital%20Humanities%20Pedagogy%20as%20Essential%20Liberal%20Education%3A%20A%20Framework%20for%20Curriculum%20Development&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2017-10-02&rft.volume=011&rft.issue=3&rft.aulast=Locke&rft.aufirst=Brandon T.&rft.au=Brandon T.%20Locke"> </span></div> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/11/3/000302/000302.html">The <cite class="italic">MoEML</cite> Pedagogical Partnership Program</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Janelle Jenstad, University of Victoria; Kim McLean-Fiander, University of Victoria; Kathryn R. McPherson, Utah Valley University</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000302en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000302en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000302en"> Since 2014, <cite class="italic">The Map of Early Modern London</cite> (<cite class="italic">MoEML</cite>) has partnered with professors and students around the world in a unique collaboration between a digital humanities (DH) project and humanities classrooms. The model we have developed addresses a sustainability challenge for DH projects, provides professors with a way of meeting administrative demands for engaged learning, and gives students a high-stakes research-based learning opportunity with the potential for an open-access, peer–reviewed publication. The <cite class="italic">MoEML</cite> Pedagogical Partnership Project emerged from a confluence of problems and opportunities. One longstanding problem for DH practitioners is project-based: how do we sustain the projects already begun? Another problem emerges as DH moves out of the “big tent” and sets up camp in humanities classrooms at smaller, non-R1 institutions. Also, for scholars not trained in the technologies that drive many DH projects, crossing the analog-digital divide might be daunting and discourage them from contributing to DH projects. To address these challenges, the <cite class="italic">MoEML</cite> Pedagogical Partnership takes Research-Based Learning (RBL) models and turns them into high-profile publication opportunities, mobilizing ubiquitous social networking and communication technologies to connect the project with the new demographic of student contributors. This essay will highlight how digital projects and digi-curious professors can collaborate to develop innovative pedagogical practices that provide projects with content, enliven professors’ pedagogy, and invite students to acquire scholarly research skills, gain digital literacy, and engage in an interdisciplinary and international collaboration. We argue that DH projects can be used innovatively and effectively in the classroom to promote RBL. At the same time, DH projects–open-access ones in particular–can provide a home both for humanities research and for the fruits of digital pedagogy across a wide range of institutional settings. </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%20MoEML%20Pedagogical%20Partnership%20Program&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2017-10-02&rft.volume=011&rft.issue=3&rft.aulast=Jenstad&rft.aufirst=Janelle&rft.au=Janelle%20Jenstad&rft.au=Kim%20McLean-Fiander&rft.au=Kathryn R.%20McPherson"> </span></div> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/11/3/000330/000330.html">Getting on the Map: A Case Study in Digital Pedagogy and Undergraduate Crowdsourcing</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Shannon Kelley, Fairfield University</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000330en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000330en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000330en"> This case study describes my experience implementing a digital writing assignment in a traditional undergraduate literature classroom at Fairfield University while in a pedagogical partnership with <cite class="italic">The Map of Early Modern London</cite>, an award-winning, peer-reviewed digital humanities mapping project housed at the University of Victoria. I argue that crowdsourcing opportunities can offer a way for faculty at small liberal arts colleges and universities to increase digital literacy among their students. I suggest that such assignments be framed with supporting undergraduate coursework. I then offer a series of preparatory steps and suggestions on how to modify an existing course in ways that meet student learning outcomes pertaining to digital literacy. </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=Getting%20on%20the%20Map%3A%20A%20Case%20Study%20in%20Digital%20Pedagogy%20and%20Undergraduate%20Crowdsourcing&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2017-10-02&rft.volume=011&rft.issue=3&rft.aulast=Kelley&rft.aufirst=Shannon&rft.au=Shannon%20Kelley"> </span></div> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/11/3/000319/000319.html">A Tale of Two Internships: Developing Digital Skills through Engaged Scholarship</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Patricia Hswe, The Andrew W. Mellon Foundation; Tara LaLonde, The Pennsylvania State University; Kate Miffitt, The Pennsylvania State University; James O'Sullivan, University College Cork; Sarah Pickle, The Claremont Colleges Library; Nathan Piekielek, The Pennsylvania State University; Heather Ross, The Pennsylvania State University; Albert Rozo, The Pennsylvania State University</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000319en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000319en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000319en"> This paper offers a case study of two contrasting digital scholarship internships at The Pennsylvania State University. We explore the benefits and drawbacks of the internship model as an approach to developing digital scholarship among undergraduates through detailing the challenges and particularities of these experiences and analyzing mentor reflection and student feedback. We conclude with a number of recommendations on best practices for teaching digital scholarship through an internship model and aim to provide a useful roadmap for institutions looking to follow a similar model for undergraduate education in this field. </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%20Tale%20of%20Two%20Internships%3A%20Developing%20Digital%20Skills%20through%20Engaged%20Scholarship&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2017-10-02&rft.volume=011&rft.issue=3&rft.aulast=Hswe&rft.aufirst=Patricia&rft.au=Patricia%20Hswe&rft.au=Tara%20LaLonde&rft.au=Kate%20Miffitt&rft.au=James%20O'Sullivan&rft.au=Sarah%20Pickle&rft.au=Nathan%20Piekielek&rft.au=Heather%20Ross&rft.au=Albert%20Rozo"> </span></div> </div> <div class="cluster"> <h3>Cluster 2: Disciplinarity and DH Pedagogy</h3> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/11/3/000322/000322.html">Towards a Seamful Design of Networked Knowledge: Practical Pedagogies in Collaborative Teams</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Aaron Mauro, Penn State Behrend; Daniel Powell, University of Victoria; Sarah Potvin, Texas A&M University; Jacob Heil, The Five Colleges of Ohio; Eric Dye, Penn State Behrend; Bridget Jenkins, Penn State Behrend; Dene Grigar, Washington State University</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000322en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000322en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000322en"> Collaboration is an ethically charged relationship that challenges traditional modes of authorship attribution, institutional norms, and expectations of teaching and learning. A careful reflection on the needs and expectations of project participants demands an exposure of the seams and social dynamics inherent in research-driven relationships. In this paper, we ask: How does integrating digital scholarship into undergraduate pedagogy challenge systems of evaluation and credit and affect collaboration in research environments tuned to promotion and tenure? Emerging from our participation in the Scholarly Communication Institute (2015) in the Research Triangle of North Carolina, this article presents the findings of a team tasked with evaluating best practices and better understanding how authorship and contributorship models emerge in heterogeneous teams of students, faculty, staff, #alt-ac roles, librarians, programmers, and community partners.We have used the Taxonomy of Digital Research Activities in the Humanities (TaDiRAH) to describe our contributions to this article. Please find the full reference of activities here: https://github.com/dhtaxonomy/TaDiRAH/blob/master/reference/activities.md This taxonomy was brought to our collective attention at the 2015 Scholarly Communication Institute by the “Modeling contributorship with TaDiRAH” team, comprised of Cassidy Sugimoto, J. Britt Holbrook, Korey Jackson, Zach Coble, April Hathcock, and Micah Vandegrift. </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=Towards%20a%20Seamful%20Design%20of%20Networked%20Knowledge%3A%20Practical%20Pedagogies%20in%20Collaborative%20Teams&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2017-10-02&rft.volume=011&rft.issue=3&rft.aulast=Mauro&rft.aufirst=Aaron&rft.au=Aaron%20Mauro&rft.au=Daniel%20Powell&rft.au=Sarah%20Potvin&rft.au=Jacob%20Heil&rft.au=Eric%20Dye&rft.au=Bridget%20Jenkins&rft.au=Dene%20Grigar"> </span></div> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/11/3/000305/000305.html">Undergraduate Students and Digital Humanities Belonging: Metaphors and Methods for Including Undergraduate Research in DH Communities</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Emily Christina Murphy, Queen's University; Shannon R. Smith, Bader International Study Centre, Herstmonceux Castle, Queen's University</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000305en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000305en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000305en"> How can alternate histories of DH through feminist criticism, participatory art, and design shape undergraduate pedagogy in DH? In this article, we argue for explicitly employing a “scholar-citizen” model as a principle of pedagogical design, making explicit many of the latent assumptions of DH belonging and community. By adhering to these design principles we have been able to question some of the assumptions of pedagogical theories like Research Based Learning and public–facing scholarship, demonstrating these theories’ complex relationships public, semi–public, or private dissemination; classroom and non–classroom spaces; complexity of the assigned task; and the role of assessment. Our experiences as Director and Assistant Director for a combined Summer intensive undergraduate Field School in DH occasion this article. </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=Undergraduate%20Students%20and%20Digital%20Humanities%20Belonging%3A%20Metaphors%20and%20Methods%20for%20Including%20Undergraduate%20Research%20in%20DH%20Communities&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2017-10-02&rft.volume=011&rft.issue=3&rft.aulast=Murphy&rft.aufirst=Emily Christina&rft.au=Emily Christina%20Murphy&rft.au=Shannon R.%20Smith"> </span></div> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/11/3/000315/000315.html">A Long-Belated Welcome: Accepting Digital Humanities Methods into Non-DH Classrooms</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Kara Kennedy, University of Canterbury</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000315en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000315en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000315en"> Digital Humanities (DH) methods incorporated into traditional (non-DH) humanities classrooms present a fruitful opportunity to help undergraduate students learn digital literacy skills as well as new ways of studying the humanities. In light of the trend of increasing numbers of women entering higher education and choosing humanities and arts degrees, DH can also help women who potentially face gender biases related to digital technology gain competence and confidence with it through their humanities courses. Having more students introduced to DH as a regular part of study may increase diversity in the DH community when they themselves become teachers and researchers. Barriers exist, from reluctance to change to a rising contingent labor force. Therefore, this article offers a selection of accessible DH methods that can be used to positively shape humanities pedagogy. </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%20Long-Belated%20Welcome%3A%20Accepting%20Digital%20Humanities%20Methods%20into%20Non-DH%20Classrooms&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2017-10-02&rft.volume=011&rft.issue=3&rft.aulast=Kennedy&rft.aufirst=Kara&rft.au=Kara%20Kennedy"> </span></div> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/11/3/000314/000314.html">Teaching Electronic Literature as Digital Humanities: A Proposal</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Alex Saum-Pascual, University of California, Berkeley</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000314en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000314en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000314en"> This essay presents an approach to teaching Digital Humanities through two largely unexplored lenses: electronic literature and foreign languages (Spanish in particular). It offers a practical example of a course taught during the Spring of 2016 at UC Berkeley that combines literary analysis with the teaching of basic programming skills, and DH tools and methods. Concretely, this course is an upper division, undergraduate writing intensive class, where students learn how to write and talk about electronic literature–e.g. hypertext novels, kinetic poetry, automatic generators, social media fictions, etc.–, learning specific terminology and theoretical frameworks, as they gain the skills to build their own digital art pieces in a collaborative workshop setting. By taking this course as a practical example, this essay tackles three important pillars in the humanities. Firstly, the overall concept of literature, and more specifically, the literary; secondly, what we understand by literary studies at the university; and thirdly, and more broadly, what constitutes cultural (beyond technical) literacy in the twenty–first century. This essay’s final claim is that teaching e-it as DH effectively address all three. </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%20Electronic%20Literature%20as%20Digital%20Humanities%3A%20A%20Proposal&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2017-10-02&rft.volume=011&rft.issue=3&rft.aulast=Saum-Pascual&rft.aufirst=Alex&rft.au=Alex%20Saum-Pascual"> </span></div> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/11/3/000312/000312.html">DH for History Students: A Case Study at the Facultad de Filosofía y Letras (National Autonomous University of Mexico) </a><div style="padding-left:1em; margin:0;text-indent:-1em;">Adriana Álvarez Sánchez, National Autonomous University of Mexico; Miriam Peña Pimentel, National Autonomous University of Mexico</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000312en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000312en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000312en"> Digital Humanities (DH) is a field of research in which humanists at the National Autonomous University of Mexico (UNAM) can take part and about which they can collaborate in debates and projects. Introducing DH in the academic programs at an undergraduate level can be a difficult path to traverse. Even so, for the academic year 2016, we managed to include a Specialized Seminar-Workshop on this field of study within the History Course at the Facultad de Filosofía y Letras at the UNAM. This article shows and analyzes the context, the methods and the academic, technical and specialization implications DH has in the History field (and in Humanities in general), and also presents the results of our teaching work, of the research project in teaching to which it is connected, and of some other activities which aim at establishing an academic digital culture in this School’s community. </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=DH%20for%20History%20Students%3A%20A%20Case%20Study%20at%20the%20Facultad%20de%20Filosofía%20y%20Letras%20(National%20Autonomous%20University%20of%20Mexico)&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2017-10-02&rft.volume=011&rft.issue=3&rft.aulast=Álvarez Sánchez&rft.aufirst=Adriana&rft.au=Adriana%20Álvarez Sánchez&rft.au=Miriam%20Peña Pimentel"> </span></div> </div> <div class="cluster"> <h3>Cluster 3: Tool Devolopment</h3> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/11/3/000310/000310.html">Building a Toolkit for Digital Pedagogy</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Alex Christie, Brock University</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000310en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000310en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000310en"> Despite the perceived newness of electronic methods in physical classrooms, electricity–and the distributed labor on which it runs–has long powered the spaces of pedagogy. Routing electronic practices in undergraduate teaching through the digital infrastructures with which they operate, this writing tests circuits of power that migrate between disciplinary and physical learning systems. It does so through a discussion of Pedagogy Toolkit, an open source and community-authored teaching repository built with Jekyll and deployed via GitHub Pages. Contributing to an increase of energy for project-based interventions in digital humanities teaching, Pedagogy Toolkit circulates digitized teaching materials, guides to teaching with digital humanities tools, a curated sample of online syllabuses accompanied by a syllabus templating tool, and an accessible website templating framework. An overview of new methods for digital teaching in the undergraduate classroom leads in turn to a reflexive discussion of the design of digital platforms as pedagogical objects, activating issues of labor, diversity, and knowledge transmission along the way. Ultimately, building a toolkit for digital pedagogy constructs infrastructure as a mode of intellectual inquiry, exposing classroom power as a conduit for ethical connections between students, teachers, and digital development teams. Rerouting logics that partition teaching practice and tool development, this article situates building communities at the heart of humanities learning. </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%20a%20Toolkit%20for%20Digital%20Pedagogy&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2017-10-02&rft.volume=011&rft.issue=3&rft.aulast=Christie&rft.aufirst=Alex&rft.au=Alex%20Christie"> </span></div> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/11/3/000306/000306.html">Building a Student-Centered (Digital) Learning Community With Undergraduates</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Danica Savonick, The Graduate Center, CUNY; Lisa Tagliaferri, The Graduate Center, CUNY</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000306en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000306en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000306en"> This article argues that digital humanities projects can promote social change, collaboration, equity, and creativity through a focus on pedagogy in the undergraduate classroom. We analyze a pedagogical project that overtly set out to challenge structures of power and privilege in the undergraduate classroom through the use of an open-source online learning community. The Futures Initiative Commons in a Box site was developed and modified by the university faculty, graduate, and undergraduate students that make up the community of users. This learning community invites undergraduate and graduate students to become active knowledge-producers who contribute to their own teaching and learning. As such, the site works to increase students’ agency and reconfigure hierarchical relationships of power and knowledge. </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%20a%20Student-Centered%20(Digital)%20Learning%20Community%20With%20Undergraduates&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2017-10-02&rft.volume=011&rft.issue=3&rft.aulast=Savonick&rft.aufirst=Danica&rft.au=Danica%20Savonick&rft.au=Lisa%20Tagliaferri"> </span></div> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/11/3/000320/000320.html">Collaborative Knowledge Creation and Student-Led Assignment Design: Wikipedia in the University Literature Class</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Laura Estill, Texas A&M University</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000320en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000320en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000320en"> This case study outlines how writing for Wikipedia can benefit students in an undergraduate literature class by having them undertake scholarly research, read unmediated texts, and write for a real-life audience. In keeping with the collaborative spirit of Wikipedia, the rubrics provided here were primarily created by the class as a whole. Estill demonstrates how this assignment encouraged students to question received notions of literary canon and to engage critically with Wikipedia itself. Perhaps paradoxically, writing for Wikipedia gave students ownership of their writing and research. Ultimately, this assignment facilitated students to become experts on understudied topics and helped them learn about how to do literary research. </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=Collaborative%20Knowledge%20Creation%20and%20Student-Led%20Assignment%20Design%3A%20Wikipedia%20in%20the%20University%20Literature%20Class&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2017-10-02&rft.volume=011&rft.issue=3&rft.aulast=Estill&rft.aufirst=Laura&rft.au=Laura%20Estill"> </span></div> </div> <div class="cluster"> <h3>Cluster 4: Professional Concerns</h3> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/11/3/000304/000304.html">The New Itinerancy: Digital Pedagogy and the Adjunct Instructor in the Modern Academy</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Andrew Bretz, Wilfrid Laurier University</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000304en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000304en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000304en"> In the Fall of 2015, I was hired as contract academic staff at Wilfrid Laurier University’s Department of English and Film Studies to teach the foundation course EN245 “The English Literary Tradition (Beginnings to 1660)” for the first time as a course with a heavy DH component. My paper is a case study investigating the challenges of creating and delivering a partially online course in a university environment where the majority of teaching is done by sessional instructors whose labour is systemically marginalized by administration. Sessional instructors (or “educational entrepreneurs”) have even more limited resources (in terms of time, access to technical support, and access to administration) than tenure track faculty; however, open-access educational tools aren’t serving merely to level the playing field, but reshape it altogether as technical support and access to administrative support cease to matter in the delivery of an educational product. Today, many of the tools that are sufficient for the creation of a successful online or partially online course, whether generalist - iTunesU, Zotero, YouTube - or specialist - Google NGram, the University of Victoria`s Map of Early Modern London, Internet Shakespeare Editions - are freely available to instructors. Such freely available tools problematize the relationship between the instructor and the university insofar as universities tend to use proprietary systems (e.g. Desire2Learn) for everything, including data management, presentation, communication, and gradebook integration with the registrar’s office. Universities, in insisting on using these universal proprietary systems for every aspect of course delivery, exacerbate the disenfranchisement of sessional instructors, as access to the support required to become experts in these tools is limited and taken on at the instructor’s cost. A sessional instructor can create an entire course using freely available online tools, at minimal cost and reaching a tremendously large and diverse audience, yet cannot then market that course to any university that has a similar course as an educational product. At the present moment, the sessional instructor and the course are both subject to the curriculum of an individual university and department, despite the fact that courses with a heavy DH component tend towards portability, interoperability, and modularity that renders such boundaries largely incoherent. Though there are attempts to provide funding for courses that will bridge interuniversity boundaries such as the $4.5 million put forward by the Ontario Ministry of Training, Colleges and Universities as a part of the eCampus Ontario initiative, such funding models largely exclude the sessional instructor, who cannot apply for funding as an “educational entrepreneur.” My paper will tell the story of how I tried to navigate a university system that tried to keep me from using free tools, while at the same time promoting my course as a part of the eCampus Ontario initiative. </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%20New%20Itinerancy%3A%20Digital%20Pedagogy%20and%20the%20Adjunct%20Instructor%20in%20the%20Modern%20Academy&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2017-10-02&rft.volume=011&rft.issue=3&rft.aulast=Bretz&rft.aufirst=Andrew&rft.au=Andrew%20Bretz"> </span></div> </div> <h2>Articles</h2> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/11/3/000316/000316.html">An Ontology for Gendered Content Representation of Cultural Heritage Artefacts</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Ioanna Kyvernitou, National University of Ireland, Galway (NUIG); Antonis Bikakis, University College London (UCL)</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000316en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000316en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000316en"> The need for organising and digitally processing the vast amount of Cultural Heritage (CH) information has recently led to the development of formal knowledge representation models (ontologies) for the CH domain. Existing models, however, do not capture gender-related concepts. This article presents an effort to fill this gap by developing a new ontology for the representation of gendered concepts in CH resources. The new ontology, named “GenderedCHContents” resulted from combined research in women’s studies, gender theory, and computer science. Its primary aim is to draw attention to the presence of women within CH artefacts. The proposed ontology extends the Europeana Data Model (EDM) with twenty-two new classes, sixteen object properties and seven datatype properties. The article presents a demonstration of the “GenderedCHContents” ontology’s use in five different representation tasks, which describe five resources related to Pandora’s myth. Lastly, the study stresses the benefits of reasoning support (i.e. enabling computers to infer further information from a set of asserted facts) in revealing different gender ideals and inferred relationships between metaphorical concepts, along with the benefits of the Semantic Web in making information about gendered contents more easily retrievable to the users. </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=An%20Ontology%20for%20Gendered%20Content%20Representation%20of%20Cultural%20Heritage%20Artefacts&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2017-08-28&rft.volume=011&rft.issue=3&rft.aulast=Kyvernitou&rft.aufirst=Ioanna&rft.au=Ioanna%20Kyvernitou&rft.au=Antonis%20Bikakis"> </span></div> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/11/3/000318/000318.html">All and Each: A Socio-Technical Review of the Europeana Project</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Rhiannon Stephanie Bettivia, University of Illinois, Urbana-Champaign; Elizabeth Stainforth, University of Leeds</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000318en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000318en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000318en"> Digital technologies offer opportunities for engagement with cultural heritage resources through the development of online platforms and databases. However, questions have been raised about whether this type of engagement is structurally open or bounded by pre-existing institutional frameworks. Michel Foucault’s later work on “governmentality” speaks to this concern and identifies in modes of government the mutually reinforcing relation of all and each, “to develop those elements constitutive of individuals’ lives in such a way that their development also fosters that of the strength of the state” . This article takes Foucault’s insight as a point of departure for thinking about how digital technologies are mediating and structuring the relationships between individuals and organizations, using the European Commission-funded Europeana project as a case study. Europeana is the embodiment of all and each as a technique of government: it functions by fostering the contributions of individuals and national audiences in a way that celebrates their diversity, while also engaging in a project to systematically standardize and unify. Examination of the technical elements of Europeana reveals the political imperatives implicit in its technical operations, and how the parameters for audience participation are subsequently defined. In this article, we examine the audiences explicitly and implicitly delimited by Europeana, and then analyze them in relation to the project’s development of the European Data Model (EDM) for the interchange of metadata about cultural heritage objects. The article concludes that a lack of explicit definitions about audiences, what Europeana is, and how its various parts work in concert constitute a definitional void. This void is a technique of government in that it absorbs difference and is deliberately vague. It involves power relations that are hard to center and render visible, and it is thus difficult to detect which actors are occupying a space of privilege. We suggest some tentative strategies for addressing this problem by attending to the sites of awkward engagement and difference that are currently masked in the technical framing of Europeana. </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=All%20and%20Each%3A%20A%20Socio-Technical%20Review%20of%20the%20Europeana%20Project&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2017-08-28&rft.volume=011&rft.issue=3&rft.aulast=Bettivia&rft.aufirst=Rhiannon Stephanie&rft.au=Rhiannon Stephanie%20Bettivia&rft.au=Elizabeth%20Stainforth"> </span></div> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/11/3/000321/000321.html">Recovering the London Stage Information Bank: Lessons from an Early Humanities Computing Project</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Mattie Burkert, Utah State University</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000321en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000321en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000321en"> This paper traces the little-known history of the <cite class="italic">London Stage Information Bank</cite>, a digital initiative that ran from 1970 to 1978 under the direction of Professor Ben R. Schneider, Jr. at Lawrence University. With support from the National Endowment for the Humanities, the American Council of Learned Societies, and the Mellon Foundation, Schneider’s team produced a database from the multi-volume reference work <cite class="italic">The London Stage 1660-1800</cite> (Southern Illinois University Press, 1960-68). Today, however, most of the project’s outputs are lost or damaged, and its history has been largely forgotten in both theater studies and eighteenth-century studies. This essay traces the history of the Information Bank and my efforts to recover its damaged data and code, offering the project as an object lesson in questions of access, preservation, and institutional memory that digital humanities practitioners continue to confront in 2017. I argue that the project faded into obscurity, not only because of technological obsolescence, but also because the development team was unable to promote the kinds of research questions and behaviors that would enable their tool's widespread adoption and survival. The indifference of literary and theater scholars to the <cite class="italic">Information Bank</cite> throughout the late 1970s and early 1980s demonstrates how vital it is that digital and computational humanities work articulate its meaningfulness within existing intellectual and disciplinary traditions. While digital scholars build new avenues for inquiry that expand and transform humanities research, the survival of these approaches depends on their relationship to current humanities questions, methods, commitments, and epistemologies. </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=Recovering%20the%20London%20Stage%20Information%20Bank%3A%20Lessons%20from%20an%20Early%20Humanities%20Computing%20Project&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2017-08-28&rft.volume=011&rft.issue=3&rft.aulast=Burkert&rft.aufirst=Mattie&rft.au=Mattie%20Burkert"> </span></div> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/11/3/000323/000323.html">A Pedagogy for Computer-Assisted Literary Analysis: Introducing <cite class="italic">GALGO</cite> (Golden Age Literature Glossary Online) </a><div style="padding-left:1em; margin:0;text-indent:-1em;">Nuria Alonso García, Providence College; Alison Caplan, Providence College; Brad Mering, Mervideo</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000323en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000323en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000323en"> This paper describes a digital teaching application that approaches the study of language and literary works from a social semiotic perspective and represents an innovative pedagogical model for world language and literature classes. The Golden Age Literature Glossary Online, known by the acronym <cite class="italic">GALGO</cite>, consists of an online glossary of select keywords, from canonical texts of Golden Age Spanish literature, whose multiple connotations illuminate important linguistic and social concepts of the 16th and 17th centuries. <cite class="italic">GALGO</cite> incorporates British cultural historian Raymond Williams’ methodology in his <cite class="italic">Keywords: A Vocabulary of Culture and Society</cite>: namely, identifying problem-laden words or “keywords,” charting their distinct usages across texts, and reflecting critically on clusters of associated words. <cite class="italic">GALGO</cite> seeks to instantiate language as social semiotic by linking the semantic configurations of a literary work simultaneously to the cultural environment, the linguistic system, and the social system. Applying the conceptual design of M.A.K. Halliday’s social semiotic model, <cite class="italic">GALGO</cite>’s interpretive apparatus provides the field of discourse or context of situation for the text in which a specific keyword appears. The field of discourse presents clusters, word groupings of semiotic affinity that describe the social action that is taking place in the text. <cite class="italic">GALGO</cite> also performs an interpretation of the tenor of discourse, highlighting sociological variables connected to class status, gender role and racial category that refine a keyword’s meaning from the perspective of interpersonal relationships. Finally, <cite class="italic">GALGO</cite> adds commentary on discursive structures, such as patterns of grammar, syntactic nuances, and figurative language, that surround the keyword in the text. <cite class="italic">GALGO</cite>’s strength resides in the synchronic connectivity that the system facilitates when identifying the constellation of meanings for any given keyword. From a technical perspective, the system has the ability to efficiently identify the absolute position of all uses of a keyword across multiple texts, so that large texts can be managed and search times minimized for both users and system administrators. <cite class="italic">GALGO</cite> is constructed in such a way that users can not only access existing analysis within the database, but also can assume, when instructed to do so, the role of the system administrator and contribute their own annotations. A team of faculty and student administrators are currently building the database with research previously collected in Spanish Golden Age literature seminars. Providence College students have utilized the social semiotic methodology underlying <cite class="italic">GALGO</cite> for several years now with successful outcomes both in terms of their growth as language majors and critical thinkers. </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%20Pedagogy%20for%20Computer-Assisted%20Literary%20Analysis%3A%20Introducing%20GALGO%20(Golden%20Age%20Literature%20Glossary%20Online)&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2017-08-28&rft.volume=011&rft.issue=3&rft.aulast=García&rft.aufirst=Nuria Alonso&rft.au=Nuria Alonso%20García&rft.au=Alison%20Caplan&rft.au=Brad%20Mering"> </span></div> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/11/3/000324/000324.html">From Disclaimer to Critique: Race and the Digital Image Archivist</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Kate Holterhoff, Georgia Institute of Technology</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000324en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000324en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000324en"> While the massive and difficult task of finding, documenting, and centralizing collections is certainly of great concern to image archivists, and has been the motivating factor for beginning numerous digital humanities projects, strategies and best practices for archiving challenging or offensive visual objects (images that are non-canonical, violent, and ambiguous) remains under-theorized. Using the Pitt Rivers Museum, the Jim Crow Museum of Racist Memorabilia, <cite class="italic">Harpweek</cite>, the Center for Holocaust and Genocide Studies, and <cite class="italic">Visual Haggard: The Illustration Archive</cite> as case studies, I address the question of how digital image archivists ought to approach the task of curating objects with the potential to cause trauma. I bring together several critical strands–most importantly visual culture, race theory, and archival science–to question how the structure of a digital archive database might best achieve the goals of educating the public, supporting social justice, and enabling the researches of humanities scholars. </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=From%20Disclaimer%20to%20Critique%3A%20Race%20and%20the%20Digital%20Image%20Archivist&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2017-08-28&rft.volume=011&rft.issue=3&rft.aulast=Holterhoff&rft.aufirst=Kate&rft.au=Kate%20Holterhoff"> </span></div> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/11/3/000332/000332.html">Media Visualization of Book Cover Images: Exploring Differences among Bestsellers in Different Countries</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Wooseob Jeong, Emporia State University</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000332en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000332en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000332en"> Interest in the role of book cover images in readers’ reading experience and book marketing has been long-standing. This study attempts to compare book covers from different countries with a media visualization tool called ImagePlot. The top 100 bestselling books from 13 Amazon.com’s international sites were identified and their cover images were downloaded. Using ImagePlot, median values of brightness, hue and saturation for each image in the data set were extracted and analyzed. Along with one-way ANOVA tests and the resulting graphs from SPSS, ImagePlot outputs show differences in these graphical properties of bestsellers’ cover images in different countries. From the outputs, with all the book cover images displayed on a single canvas (screen), hidden patterns emerged and findings were clearly confirmed. This study makes a contribution by providing connection between research interests in book cover images and media visualization techniques for further research. </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=Media%20Visualization%20of%20Book%20Cover%20Images%3A%20Exploring%20Differences%20among%20Bestsellers%20in%20Different%20Countries&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2017-08-28&rft.volume=011&rft.issue=3&rft.aulast=Jeong&rft.aufirst=Wooseob&rft.au=Wooseob%20Jeong"> </span></div> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/11/3/000333/000333.html">Old Content and Modern Tools – Searching Named Entities in a Finnish OCRed Historical Newspaper Collection 1771–1910</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Kimmo Kettunen, National Library of Finland, Mikkeli, Finland; Eetu Mäkelä, University of Helsinki, Helsinki Centre for Digital Humanities; Teemu Ruokolainen, National Library of Finland, Mikkeli, Finland; Juha Kuokkala, University of Helsinki, Department of Modern Languages, Helsinki, Finland; Laura Löfberg, Department of Linguistics and English Language, Lancaster University, UK</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000333en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000333en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000333en"> Named Entity Recognition (NER), search, classification and tagging of names and name-like informational elements in texts, has become a standard information extraction procedure for textual data. NER has been applied to many types of texts and different types of entities: newspapers, fiction, historical records, persons, locations, chemical compounds, protein families, animals etc. In general, the performance of a NER system is genre- and domain-dependent and also used entity categories vary . The most general set of named entities is usually some version of a tripartite categorization of locations, persons, and organizations. In this paper we report trials and evaluation of NER with data from a digitized Finnish historical newspaper collection (Digi). Experiments, results, and discussion of this research serve development of the web collection of historical Finnish newspapers. Digi collection contains 1,960,921 pages of newspaper material from 1771–1910 in both Finnish and Swedish. We use only material of Finnish documents in our evaluation. The OCRed newspaper collection has lots of OCR errors; its estimated word level correctness is about 70–75 % . Our principal NE tagger is a rule-based tagger of Finnish, FiNER, provided by the FIN-CLARIN consortium. We also show results of limited category semantic tagging with tools of the Semantic Computing Research Group (SeCo) of the Aalto University. Three other tools are also evaluated briefly. This paper reports the first large scale results of NER in a historical Finnish OCRed newspaper collection. Results of this research supplement NER results of other languages with similar noisy data. As the results are also achieved with a small and morphologically rich language, they illuminate the relatively well-researched area of Named Entity Recognition from a new perspective. </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=Old%20Content%20and%20Modern%20Tools%20–%20Searching%20Named%20Entities%20in%20a%20Finnish%20OCRed%20Historical%20Newspaper%20Collection%201771–1910&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2017-09-26&rft.volume=011&rft.issue=3&rft.aulast=Kettunen&rft.aufirst=Kimmo&rft.au=Kimmo%20Kettunen&rft.au=Eetu%20Mäkelä&rft.au=Teemu%20Ruokolainen&rft.au=Juha%20Kuokkala&rft.au=Laura%20Löfberg"> </span></div> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/11/3/000331/000331.html">Playing with Identities: Queering Digital Narratology and the Exploration of Gender and Sexual Identities</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Calvin Fung, Monash University</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000331en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000331en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000331en"> This study builds upon previous research that discusses gender and sexual identities and digital narratives by introducing a queer narratological approach to character creation mechanics. First, Lisa Nakamura’s identity tourism and narratological constructs are applied to formalize the concept of the exploration in digital narratives. Second, exploration of gender and sexual identities is demonstrated through a queer narratological analysis of two digital narratives, <cite class="italic">Always Sometimes Monsters</cite> (2014) and <cite class="italic">Hustle Cat</cite> (2016). Third, the development of character creation mechanics in <cite class="italic">The Sims</cite> (2000-2016) series is examined to reflect the advancement toward progressive game designs. Concerns regarding a sexuality blind approach and the downplaying of homophobia are addressed, and Helene Cixous’s poststructuralist “other bisexuality” as a transgressive product of the fluidity of identities in digital narratives is emphasized. This study elaborates the often-disregarded workings of queer narratology and theory in digital narratives or game designs. </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=Playing%20with%20Identities%3A%20Queering%20Digital%20Narratology%20and%20the%20Exploration%20of%20Gender%20and%20Sexual%20Identities&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2017-09-26&rft.volume=011&rft.issue=3&rft.aulast=Fung&rft.aufirst=Calvin&rft.au=Calvin%20Fung"> </span></div> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/11/3/000335/000335.html">The Digital Classicist: building a Digital Humanities Community</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Simon Mahony, University College London</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000335en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000335en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000335en"> There has been much discussion about digital humanities (DH) both as a discipline and as a community of practice. This paper is based on my talk given to open the Leipzig eHumanities Seminar series and is presented here with many thanks to the organisers for their kind and generous invitation. Thanks also to the DHQ reviewers whose valuable comments have helped me to strengthen this paper. Whatever the balance of opinion, the emergence of digital scholarship in the humanities has undoubtedly had considerable impact on many disciplines; one such discipline is Classics and the study of the ancient world more generally. This article uses the Digital Classicist (DC) as an example of a DH community in a case study which traces its development and growth to examine what might be learned. As a community the DC joins together practitioners interested in the application of innovative digital methods and technology to the study of the ancient world (in its widest sense). How has this come about and perhaps more importantly, how has it been sustained and indeed provided the inspiration for other affiliated communities? What do we understand by a community and the association of individual practitioners separated by distance? It is important that members feel that they are stakeholders, that they have a sense of ownership and derive value from participation and contribution. It is argued here that a community could be seen as a symbolic and intellectual construct, one of perception rather than physicality to facilitate the exchange of ideas and so effect growth and strengthen the discipline. </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%20Digital%20Classicist%3A%20building%20a%20Digital%20Humanities%20Community&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2017-10-02&rft.volume=011&rft.issue=3&rft.aulast=Mahony&rft.aufirst=Simon&rft.au=Simon%20Mahony"> </span></div> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/11/3/000325/000325.html">Digital Oulipo: Programming Potential Literature</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Natalie Berkman, Princeton University</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000325en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000325en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000325en"> The formally constrained work of the Oulipo (l’Ouvroir de Littérature Potentielle, loosely translated as Workshop of Potential Literature) lends itself particularly well to digital studies, which was quickly recognized by the members of the group. To facilitate its goal of avoiding chance in its literary production, the group was naturally drawn to the determinism of computers, where true chance is simply impossible. In its early years, therefore, the group used algorithmic procedures as a starting point for various texts and also attempted to program these texts on actual computers, creating some of the first electronic literature and embarking on proto-digital humanities work as early as the 1960s and 1970s, later abandoning these efforts and relegating all subsequent activity to a subsidiary group. To understand the Oulipo's forays into computer science and more importantly, why they abandoned them, I designed and carried out one of the inaugural projects of the Princeton Center for Digital Humanities. The goal was twofold: first, through exploratory programming, I intended to create interactive, digital annexes to accompany my doctoral dissertation; more importantly, I hoped that by attempting to reproduce the Oulipo's own algorithmic efforts, I would gain similar insights into the nature of “Potential Literature” and be able to understand why the group abandoned such efforts after the 1970s. This article describes the content, development, and results of my project. For each of my three Python-based annexes, I offer a historical survey of the Oulipian text or procedure discussed within and the Oulipo’s own proto-digital humanities experiments; then, I will talk about my own experiences as a coder-researcher, what learning Python has brought to my project, and how my exploratory programming offered me a new kind of critical reflection. Establishing these annexes forced me to learn to code, a type of work that does not only produce digital texts, but also helped me to reflect on the notion of chance in a more nuanced way. Finally, coding has allowed me to better understand the Oulipian mentality concerning this sort of digital experimentation. </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=Digital%20Oulipo%3A%20Programming%20Potential%20Literature&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2017-10-03&rft.volume=011&rft.issue=3&rft.aulast=Berkman&rft.aufirst=Natalie&rft.au=Natalie%20Berkman"> </span></div> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/11/3/000336/000336.html">Interdisciplinary Collaboration and Brokerage in the Digital  Humanities</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Anela Chan, Independent Scholar; Richard Chenhall, University of Melbourne; Tamara Kohn, University of Melbourne; Carolyn Stevens, Monash University</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000336en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000336en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000336en"> Interdisciplinary collaboration brings the benefit of multiple perspectives to a research project, yet it also provides opportunities for reflection on each discipline’s knowledge base. This article presents a case study in interdisciplinary collaboration between two disparate fields, web development and anthropology. We explore the challenges of translating between domains with differing values, aims and methodologies, as well as issues that arose for us during the development of a web application designed to provide a digital output of an ethnographic project. We consider our experience using the Agile style of software development, which emphasises rapid prototyping, iteration and even failure. In the long run, we find negative experiences in web development can be more valuable than the positive ones. The concept of ‘knowledge brokerage’ is a useful term to describe the collaboration between the academics – who were forced to conceptualise their data in new ways – and the developer – who negotiated these transitions between abstract information and binary data, and between academia and a public-facing web application. </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=Interdisciplinary%20Collaboration%20and%20Brokerage%20in%20the%20Digital %20Humanities&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2017-11-01&rft.volume=011&rft.issue=3&rft.aulast=Chan&rft.aufirst=Anela&rft.au=Anela%20Chan&rft.au=Richard%20Chenhall&rft.au=Tamara%20Kohn&rft.au=Carolyn%20Stevens"> </span></div> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/11/3/000337/000337.html">Metaphors in Digital Hermeneutics: Zooming through Literary, Didactic and Historical Representations of Imaginary and Existing Cities</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Florentina Armaselu, University of Luxembourg; Charles van den Heuvel, Huygens ING, The Hague, Netherlands; University of Amsterdam</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000337en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000337en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000337en"> The paper proposes to bridge two areas of inquiry, digital hermeneutics and metaphor within a digital environment, by the analysis of a less studied phenomenon, i.e. how interpretation is supported and shaped by metaphors embedded in an interface. The study is articulated around three use cases for literary, didactic and historical representations of imaginary and existing cities based on a model (z-text) and interface (Z-editor) for zoomable texts. We will try to demonstrate that the zooming and contextualization features of the tool allow creating layers of meaning that can assist interpretation and critical readings of literature and history. </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=Metaphors%20in%20Digital%20Hermeneutics%3A%20Zooming%20through%20Literary,%20Didactic%20and%20Historical%20Representations%20of%20Imaginary%20and%20Existing%20Cities&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2017-11-01&rft.volume=011&rft.issue=3&rft.aulast=Armaselu&rft.aufirst=Florentina&rft.au=Florentina%20Armaselu&rft.au=Charles van den%20Heuvel"> </span></div> <h2>Issues in Digital Humanities</h2> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/11/3/000329/000329.html">Methods of quality, quality of methods. What does Roberto Busa have to communicate to digital humanists in the 21st century? From hermeneutics to performativity.</a><div style="padding-left:1em; margin:0;text-indent:-1em;">Marinella Testori, King's College London</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000329en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000329en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000329en"> Despite being also known as the “Father of Digital Humanities” owing to his pioneering contribution to the application of informatics to the whole ensemble of texts by the medieval philosopher and theologian Thomas Aquinas (1225-1274), the Jesuit Italian priest Roberto Busa (1913-2011) has still not been fully appreciated with regard to his development of a “hermeneutic informatics” . Indeed this may represent a key concept to clarify what makes a difference between the common usage of computers in order to speed up procedures, and high-quality practices enhancing the role of informatics in shaping human interaction with machines. In other terms, Busa’s interpretation of informatics may impact not only on the way in which digital resources and tools are developed, but also on the epistemological reflection about Digital Humanities. In this paper, by drawing from many of his texts, I will outline how this innovative “hermeneutics” is explained by Busa in terms of language dynamisms potentially leading to the development of what Johanna Drucker has described as a “humanistic-informed theory of the making of technology” . </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=Methods%20of%20quality,%20quality%20of%20methods.%20What%20does%20Roberto%20Busa%20have%20to%20communicate%20to%20digital%20humanists%20in%20the%2021st%20century%3F%20From%20hermeneutics%20to%20performativity.&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2017-08-28&rft.volume=011&rft.issue=3&rft.aulast=Testori&rft.aufirst=Marinella&rft.au=Marinella%20Testori"> </span></div> <h2>Reviews</h2> <div class="articleInfo" style="margin:0 0 1em 0;"><span class="monospace">[en] </span><a href="/dhq/vol/11/3/000356/000356.html">Reappearing Acts: A Review of Lori Emerson’s <cite class="italic">Reading Writing Interfaces: From the Digital to the Bookbound</cite></a><div style="padding-left:1em; margin:0;text-indent:-1em;">Jim McGrath, Brown University</div><span class="viewAbstract">Abstract <span class="viewAbstract monospace" style="display:inline" id="abstractExpanderabstract000356en"><a title="View Abstract" class="expandCollapse monospace" href="javascript:expandAbstract('abstract000356en')">[en]</a></span><span style="display:none" class="abstract" id="abstract000356en"> A review of Lori Emerson's <cite class="italic">Reading Writing Interfaces: From The Digital To The Bookbound</cite> (2014). The reviewer highlights Emerson's demands that we uncover and demystify the “invisible” interfaces governing our digital tools and platforms, situates Emerson's work with the larger field of digital humanities, and talks at length about the movie <cite class="italic">Big</cite>. </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=Reappearing%20Acts%3A%20A%20Review%20of%20Lori%20Emerson%E2%80%99s%20Reading%20Writing%20Interfaces%3A%20From%20the%20Digital%20to%20the%20Bookbound&rft.jtitle=Digital%20Humanities%20Quarterly&rft.stitle=DHQ&rft.issn=1938-4122&rft.date=2018-01-31&rft.volume=011&rft.issue=3&rft.aulast=McGrath&rft.aufirst=Jim&rft.au=Jim%20McGrath"> </span></div> <h2><a href="/dhq/vol/11/3/bios.html">Author Biographies</a></h2></div><div id="footer"><div style="float:left; max-width:70%;"> URL: http://www.digitalhumanities.org/dhq/vol/11/3/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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DHQ: Digital Humanities Quarterly: 2017