About This Course

What can digital technologies do to our words? What can they do for our words, as activism? In this course, we will use computers to create, share, and analyze different kinds of digital texts in order to discover together—through, reading, writing, and entry-level programming—how our use of these technologies changes our relationship to language and politics. Desires to think, experiment, and collaborate are required; programming experience is not.

Introduction and Course Rationale

Since the 1940s, humanists have been studying the advantages and constraints of using computing technologies for communication. Roberto Busa, one of the first people to undertake this kind of work, writes, “humanities computing is precisely the automation of every possible analysis of human expression (therefore, it is exquisitely a ‘humanistic’ activity), in the widest sense of the word, from music to the theater, from design and painting to phonetics, but whose nucleus remains the discourse of written texts.”[1] In this course, we will use computers to create, share, and analyze different kinds of digital texts in order to discover how these technologies alter our understanding of language and literature.

Scholars have dubbed this new field of inquiry the Digital Humanities (DH), and it comprises a growing and changing set of theories of and practices for teaching, learning, and performing humanities work with digital tools and resources. Conversely, DH also encompasses analysis of the use of technologies to do humanist work—that is, the work of understanding what it means to be human. This course will provide an introduction to many aspects of DH work. We will investigate what computers enable us to do differently, and sometimes better, with text when we read, write, analyze, visualize, play, edit, create, experiment with, archive, annotate, publish, perform, and share our machine-readable work. For example, we will discover what new kinds of questions we can answer when a computer turns pages of novels or poetry into data. We will experience how we write differently when we create and publish our own texts and podcasts online according to best practices for digital publishing and archiving. We will also consider the digital and literary properties of new kinds of texts and stories that computing has given rise to, such as video games and interactive fiction. And, on the flip side, we will think about what traditional modes of humanist inquiry teach us about our use of technologies—both digital and analog.

But that’s not all, and it’s also not enough. This course is organized as a survey of different methodological approaches to the Digital Humanities as a way to analyze texts. What will make these methods especially meaningful (and not just a group of methods) is that we will interrogate how they can be used to promote equality and social justice. Digital technologies, when paired with humanist enquiry, can help citizens organize, work together, produce works of cultural critique, reach new audiences, and effect social change. They have the potential to disrupt traditional modes of knowledge acquisition and distribution that favor privileged majorities. At the same time, digital technologies also offer platforms for those in power to control media outlets that reach large audiences.

In the course title, I emphasize the “humanist in the computer” in order to critique technological determinism, or, the idea that technologies shape the social. Rather, we will insist that people craft hardware, software, and virtual networks—with varying degrees of success—and it is human employment of digital tools that makes things happen with computing. In each class, and for each topic, we will study examples of digital activism that accord with the DH methodology we are studying. Search the preliminary course schedule for “digital activism” for examples.

Are you ready to collaborate? We will lean on one another in order to answer questions, solve problems, and make things happen. This is one of the things I love most about DH as a field and as a practice. This discipline turns the image of the solitary genius typing alone into a networked lab or workshop—sometimes even an intellectual party. With every new tool or program, we will learn how to use it together and share these skills with our classmates. We will also generate a lot of error messages together, fail to make things work properly, and help each other troubleshoot. Each topic we cover will feature an invited guest speaker to model the practice of gathering knowledge from our wider community of experts. Similarly, our coursework will ask you to gather and share knowledge with your classmates. While some of our assignments will be completed individually for a grade, others will be collaborative. It follows that participation online and in the classroom constitutes a significant percentage of your final course grade.

Required Texts: All readings will be provided electronically on our course website or Canvas.

Required Skills: No programming knowledge/experience required. Willingness to experiment, laugh, learn how to troubleshoot, and work together to solve problems is mandatory.

Learning Objectives:

  • Understand, employ, and analyze basic concepts, methodologies, and tools of the Digital Humanities
  • To explore and evaluate a diverse corpus of DH projects that address social justice issues
  • Participate in, with guidance, and reflect critically on public DH scholarship related to social justice

Assignments/Grading

Practicums: 25%
Midterm Essay: 20%
Final Project: 25%
Participation – in class: 15%
Participation – on-line: 15%
Total: 100%

Major Assignments

  1. Blogs: There will be a blog post due each Wednesday night by midnight to discuss in class on Thursday (unless the schedule says otherwise). Each person in our class will join HASTAC (hastac.org, Humanities, Arts, Sciences, and Technology Alliance and Collaboratory) as part of our class group that I administer. HASTAC is a community of over 14,000 individuals and institutions dedicated to advancing digital scholarship and learning. Our blog posts will respond to the texts, projects, or videos assigned to prepare for each class, and we will often comment on each other’s blog posts during class and outside of class. Each blog post will have an optional prompt to help you get started writing. Posts should be at least 300 words long, include at least one link, and include one embedded image, video, or sound byte.
  2. Practicums: There will be a Practicum due each Tuesday by class-time (unless the schedule says otherwise). I borrowed this idea from Alan Liu’s assignments in his course “Hacking Literary Interpretation.” They are “hands-on, small-scale exercises that ask students to learn at a beginner’s level about the concepts, methods, and tools of the digital humanities” and each practicum needs to be “turned in” by writing about it on your blog. (Daily blog posts and practicums are separate assignments, though they both “report” in the medium of the blog.)
  3. Midterm Essay (length: 4-5 pages in Word, but published on your blog): You will pick one of the examples of digital activist web projects anywhere on our syllabus (or you can suggest another project), and you will write a 4-5 page critical review this project.
  4. Final Project and Presentation: You will design and complete a final project that is in some way collaborative and that addresses the theme of social justice in DH. For example, you can take one of the modules or skills learned in our practicums and turn that into a larger project, or you can propose a different project.
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