Africana Historiography and Digital Praxis
Davidson College, Rutgers University
The podcast genre has created new and exciting possibilities for introducing audiences to the intellectual and cultural histories of Africa and the African diaspora. Our team will build off of these possibilities, exploring ways to move past the sole element of sound in a podcast. How can immersive technologies change, grow, improve, and influence the user experience? Does it provide greater reach and/or deeper understanding? This project endeavours to build experiences to explore these questions. Our virtual reality specialist will help to explore VR as an option. We would be interested to see who else in the ILiAD community would be available to offer other possible ways to build on the medium for sound and the platform and infrastructure that best supports vast sharing of experiences using immersive technologies.
Tonia Belgari, Liaison, University of Southern California
The Augmented Archives
Imagine walking into a space filled with unknown objects. The walls are covered with photographs. Artifacts are sitting in cases on display. Rare books are under a Lucite cover, and while you yearn to turn the pages of the book to see what follows, it is sadly locked under the case stuck on pages 233-234. If only these objects could come to life and tell their stories! This is the central problem that Archives and Special Collections libraries face in their efforts to engage visitors and students with the objects in their collections. In an increasingly technological world, how do we leverage emerging technologies to connect viewers with the historic objects in our collections? This is the problem we are seeking to address through our ongoing project, Augmented Archives, at Washington College. Our aim is to create a website which both documents the evolution of the Augmented Archives project as well as contains resources (including instructional videos, exhibit guides, lesson plans and assessment tools) for leveraging AR in primary source instruction.
Spencer Roberts, Liaison, Georgia State University
Contextualizing the History of Teaching Women in Science at Bryn Mawr College
Bryn Mawr College
The History of Women in Science (HoWiS) Project uses a variety of 3D technologies to recreate historical spaces where women practiced science. The resultant virtual spaces will serve as navigation to rich pedagogical and interactive content contextualizing the experiences of women learning, teaching, and using scientific knowledge. Gender prejudices still adversely affect women’s success in STEM fields, and a nuanced, public-facing exploration of the longer history of women’s practices can not only help to de-naturalize negative stereotypes, but can also encourage women to pursue scientific knowledge by demonstrating their persistent, sophisticated involvement in science throughout modern history.
R. Benjamin Gorham, Liaison, University of Virginia
Criminal Paths: Digital Cartographies of Spanish Detective Fiction
The goal of this project is to create and refine a set of digital interactive maps based on several Spanish detective novels as well as possible examples from cinema and television. These maps would range from simple navigable internet-based maps for important locations in the texts to heat maps to show the frequency of movement of the main characters. Of special interest are maps overlaid on data sets that can display both critical locations as well as relevant socioeconomic information for the city in question. These types of maps would allow for a visual and geographical exploration of the detective genre’s critique of Spain’s urban environment. In addition, these maps would provide important context that would allow students to connect the actual cities under investigation to the fictional literary and cinematic worlds being narrated.
Rachel Starry, Liaison, Bryn Mawr College
The Digital Dura project aims to produce a detailed 3D reconstruction of the ancient city of Dura Europus that is viewable on 2D format online, or locally in an immersive VR environment, and grounded in a geodatabase suitable for GIS analysis. The resulting digital model of Dura Europus will facilitate an understanding of the built environment and lived space in this complex and multifaceted borderland city. Of particular interest is the role of urban space and movement in the life of the city and the relationship between the urban and religious topographies of the site. This project aims to illuminate these aspects of Durene life through spatial visualization and geospatial analysis.
Scott McAvoy, Liaison, University of California San Diego
Digital Literacy 2.0
St. Mary’s College
Following ILiADS 2017 Saint Mary’s College launched the first Digital Literacy Program pilot for faculty. The initial cohort of 6 faculty members met in Fall 2017 to commit to provide feedback on 8 modules. The content included classroom technology, accessibility, security awareness, and copyright, using a hybrid delivery to facilitate the pilot process. The impetus for the program stems from the College Strategic Plan, and initiative of the CTO to expand digital literacy on campus, through professional development, faculty learning communities, training, and support. Now that we have gathered feedback from our initial pilot, our plan moving forward is to build the intermediate modules of the Digital Literacy Program, while continuing to revise the basic content. We plan to share what we have learned from our first 2 pilots at ILiADS 2018, in order to facilitate conversation about ways to improve content and delivery.
Pamella Lach, Liaison, San Diego State University
Who are the MTurkers?
This project will explore the use of workers on Amazon Mechanical Turk as participants in academic research. We plan to delve into data about the MTurkers, including their experiences using the platform, their reasons for using it, their performance on common tasks, and their familiarity with commonly tasks. We will create a site including interactive visualizations of our results to better understand the landscape of MTurkers.
Jessica Blickley, Liaison, Occidental College
Becoming Queer/ Becoming Digital
Occidental College and University of Delaware
This project develops the Scalar publication Finding a Tribe: the Grit and Glamour of Queer LA Subculture into a multi-campus, student-oriented project and digital public humanities site.
David Kim, Liaison, University of Delaware
Historias de Cacao/Cacao Stories: A Real Food Stories Project
St. Mary’s College and Adelphi University
The stories we tell about our food are some of the most important, pervasive, and oldest, as demonstrated by the countless mythical origin stories for culturally sacred foods, of which chocolate is one. These stories are increasingly becoming part of how foods like chocolate are marketed. Yet more often than not, these stories are being told about the people at origin, rather than by those people; their voices are rarely heard, even if their images may appear on a wrapper. Histórias de Cacao/Cacao Stories (HC/CS), a Real Food Stories project focused on cacao and chocolate in Nicaragua, aims to change this by collecting stories from people in Nicaragua involved in various aspects of the chocolate and cacao industry. HC/CS will be an emerging digital archive of rich multimedia focused on first person stories that viewers can put together to create a mosaic of Nicaraguan Cacao, helping those outside of Nicaragua—undergraduates interested in Nicaragua, cacao/chocolate, politics, sustainability, or video production as well as cacao/chocolate industry stakeholders and the general chocolate loving public— connect more directly with this fine chocolate origin. In addition to creating the site for HC/CS, we hope to create a flexible code that can be replicated into other Real Food Stories focused on other countries and/or other foods.
Megan Kudzia, Liaison, Michigan State University
History of Equity and Diversity at Occidental College
This website compiles the work of students in independent research and classes to critically examine the college’s history regarding diversity, multiculturalism, and equity, in relation to student experiences. This initiative was launched with Professor Donna Maeda in the Spring 2014 course “Culture and Community,” in the Critical Theory and Social Justice Department of Occidental College. In exploring themes of Equity and Diversity, the work is showcased in the exhibits, collections, and items. This summer, we are updating the design and adding the research project “Oxy United For Black Liberation” that documents student activism in Fall 2015.
Dale Ann Stieber
Helena de Lemos
Craig Dietrich, Liaison, Occidental College
John Derricke’s Image of Irelande: A Digital Edition
Case Western Reserve University and York College/CUNY
The purpose of the project is to preserve a rare 16th-century text, John Derricke’s Image of Irelande, with a Discoverie of the Woodkarne (1581), of which only one complete edition exists. While this notion of preservation would include keeping this full Image intact, it primarily relies on preservation through textual availability and enhancement. That is, this digital edition will preserve the text by making it more easily readable, navigable, freely accessible to readers, both students and scholars alike. The Image is a deeply layered text, which includes three parts (two poems and one prose) and extensive marginalia and paratexts as well as 12 illustrations considered to be the first early modern first-hand account of Irish customs and culture. The edition will be of use to scholars and students who do not have access to the (paywalled) Early English Books Online (EEBO) version; are not familiar with black letter; or who may be seeking to further their analyses of the text with the aid of a cleanly transcribed copy.
Rebecca Parker, Liaison, Loyola University Chicago
Mapping African American Presence in the Upper Midwest
Edgewood College and Indiana University
The broad objective of the project is to recover and represent the persistent presence of black individuals and culture in the Upper Midwestern United States. This work proceeds from a concern about the persistence of white-centered narratives of American-ness, particularly in reference to an imagined “heartland.” Most work on the history of black experience still focuses on the traditional North/South divide of the eastern seaboard of the U.S. and continues to reiterate a slavery-centered story of black American experience. This project follows others who are moving away from that framework by seeking out new geographic and academic loci of inquiry. There are archives of qualitative information relating to largely untold dimensions of black experience in North America that remain to be investigated, and that will help us to disrupt and reshape white-centered historiographic habits. This is where this project’s digital work is shaped through critical DH frameworks and methods of critical inquiry.
Kristina Golubiewski-Davis, Liaison, University of California, Santa Cruz
Native American Histories Project: Online Curriculum for Secondary-School Social Studies
Columbus, the First Thanksgiving, Westward Expansion: these are the intermittent places in secondary-school social studies classes where Native Americans typically appear in history textbooks. Despite decades of scholarly criticism of school textbooks and nominal changes after the Civil Rights Movement, most teachers and students continue to relate to textbooks as indisputable authorities of historical truth (Wineburg, 2009; Bain, 2003; Kliebard, 2004; Apple & Christian-Smith, 1991). Moreover, few states require teacher candidates to take classes in Native American History, so that teachers often feel they lack the expertise to question or supplement the textbooks’ accounts of Native American peoples (National Caucus of Native American Legislators, 2008). Even when teachers recognize the omissions and outright fallacies of the textbook narratives, they struggle to find the time and resources to develop their own lessons that would accurately counter the textbooks’ misleading accounts of Native peoples. This project responds to this dilemma through the creation of a set of open educational resources that provide secondary-school social studies teachers with inquiry-based lesson plans and supporting materials to empower them to teach Native American histories and counter the misinformation and omissions in our school textbooks. These materials will be hosted on a searchable website that may one day operate as a hub for additional teacher- and student-created resources. The project lessons and other curricular materials adhere to common principles of practice in the field of social studies education, for example, by including explicit learning goals aligned with national social studies standards, essential questions to guide meaningful inquiry, assessment ideas, and lesson activities that engage diverse learners (Wiggins & McTighe, 1999, 2009).
Austin Mason, Liaison, Carleton College
Next Generation Digital Humanities: How to Support Undergraduate Researchers
This project is a comprehensive model for supporting undergraduates in the field of digital humanities research both during their college careers and afterwards. The goal of this project is to develop a series of applications that institutions can implement to best develop and foster their undergraduate researchers. The model includes a year-long seminar design for an introduction to digital humanities course, methodology for faculty mentorship, and ways in which
institutions can provide their students with agency and independent research opportunities, like supporting UNRH or ILiADS. Taylor Mills has spent the past year developing a seminar model and Miranda Donnellan and Taylor Mills both have invested time, research, and skills into the creation and sustaining of UNRH. Additionally, Miranda has developed strategies for undergraduates to specifically market and apply their experiences as graduates entering the workforce or graduate school. At this stage, Taylor and Miranda are seeking feedback and hoping to promote a dialogue between their perspectives as voices for the undergraduate, and the perspectives of faculty and staff.
Taylor Elyse Mills
Aneesah Ettress, Liaison, Occidental College
Undergraduate Digital Skalarship: Visualizing and Archiving the Spanish-language Ska Music Scene of Southern California
Over the course of two semesters, students used a combination of interviews, network visualization and geospatial mapping to explore the development of the Spanish-language ska scene in Southern California. In the first course students conducted in-class interviews with five local ska musicians and producers, digitalized hundreds of ska poster collected from social media sources (Myspace, Facebook) which they began to visualize using mapping and network visualization platforms (Cytoscape, ArcGIS). In the second class, we transcribed and analyzed interviews from the previous class, created oral histories based on those interviews, and used these ethnographic materials in relation to mapping and network visualization to explore career trajectories of individual musicians in relation to the larger music scene.
Michael Paul Jimenez
Andrew LaFave, Liaison, Occidental College
St. Martin: The (non)Circulation of People, Capital, and Hurricanes in the Age of AIDS
The goal of the project is to develop a website that will be the digital companion to Professor Benoit’s book Au cœur des ténèbres de la friendly island: sida, migration et culture à Saint-Martin (In the Heart of Darkness of the Friendly Island: Migrations, Culture and AIDS in St. Martin), published in 2015. The book is currently being translated for a forthcoming English-language edition. In the Heart of Darkness… offers a description of the care pathways taken by migrants, a majority of them undocumented, living with HIV/AIDS in St. Martin (1994-2013). Framed within the geopolitical dynamics of the Caribbean region and its role in the circulation of capital and cheap labor, In the Heart of Darkness… is the first ethnography on the French side of St. Martin. The island is a tax haven for investors, a friendly island for the tourists, but the for the migrants, to quote Joseph Conrad, it is the “heart of darkness.”
Gabriel Ortiz, Liaison, Claremont College
Using Virtual Reality to Induce a Modular Understanding of Chinese Characters
Learning to produce Chinese characters, also known as kanji in Japanese, is one of the most daunting challenges facing students of Chinese and Japanese, and it is a perennial issue for language educators. The proposed project seeks to use virtual reality to help beginning learners of Chinese think about the modularity of Chinese characters, and thereby increase character retention as well as diminish the anxiety associated with learning characters stroke by stroke. There are exercises with pen and paper to help students identify frequently occurring components of characters, but in a virtual environment students can play with the most common modules much like building blocks. It is hoped that the visual and tactile experience of creating a variety of characters out of just a few blocks will stimulate students’ attentiveness to the modularity of all the characters they encounter in elementary Chinese.
Caroline E. Arnall
Swee Fong Lee
Giovanni Zimotti, Liaison, University of Iowa