Speaking the Languages of Digital Scholarship: Translating Data for the Yellow Nineties Personography

This post is part of an ongoing Digital Scholarship Ontario series which highlights the scholarship and teaching experiences of Ontario’s digital scholars.

by Alison Hedley

At DH@Guelph 2016, the topic of translation (specifically and broadly construed) became a recurring theme in panels, conversations, and in the TEI workshop on which I assisted for Dr. Jason Boyd. I’ve often thought that a fundamental challenge of undertaking humanities work with digital tools is one of language and translation. Lexical barriers can make knowledge and critical use of digital tools pretty daunting. Specific tools and types of data analysis have their own lexicons. Then there’s the lexicon of the media theorists, social critics, and computer scientists who have influenced humanities thinking about computers and their relationship to human cultures. And then there’s the practical and theoretical language of computing that shapes the everyday discourse of digital humanities scholars—words like flatten and nest; parse, granulate, and render; encode, make, and model. The language of specific humanities research fields adds another lexical layer to DH discourse—historical periods, textual genres, and critical paradigms.

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Mapping CanLit and Austin Clarke

This post is part of an ongoing Digital Scholarship Ontario series which highlights the scholarship and teaching experiences of Ontario’s digital scholars.

by Paul Barrett

My current research is driven by the perplexing problem of trying to understand Austin Clarke’s marginalization in Canadian Literature. Clarke is one of our earliest, most prolific, and one of our most awarded authors. He has written 11 novels, many short stories, poetry collections, and his archives at McMaster (where I work) are extensive. Despite all this, however, there is very little scholarship on Clarke — even after winning major awards for The Origin of Waves and The Polished Hoe, Clarke’s writing still have not received much scholarly attention. My current research uses digital humanities research to explain this absence in Canadian literary scholarship and to offer new methods of interpreting Clarke’s work.

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Looking Back – Digital Pedagogy Institute 2015: Improving the Student Experience

by Paulina Rousseau

On August 19th – 21st 2015, the University of Toronto Scarborough (UTSC) Library, in collaboration with Brock University and Ryerson University, hosted the second iteration of the Digital Pedagogy Institute: Improving the Student Experience, at UTSC’s Instructional Center. (The third iteration of the conference was recently hosted by the University of Guelph in May, 2016.)

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Digital Pedagogy Institute 2016

by David Hutchison

The University of Toronto Scarborough Library, Brock University, Ryerson University, and the University of Guelph are pleased to announce the third iteration of the Digital Pedagogy Institute: May 13th, 2016. This year’s one-day symposium will immediately follow the DH@Guelph Summer Workshops at the University of Guelph campus.

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“[T]he gooey layer in the middle”: A Graduate Student Perspective on Building Inter- and Intra-Institutional DH Alliances

This post is part of an ongoing Digital Scholarship Ontario series which highlights the scholarship and teaching experiences of Ontario’s digital scholars.

By Emily C. Murphy

When I started my doctoral work at Queen’s University, I knew that I had chosen a university that had not yet built a robust DH infrastructure. DH projects existed, but, with a few notable exceptions outside of my department, they were mostly individual projects that were not able to hire teams of research assistants. I had been involved in some way—whether as a research assistant, an independent researcher, or simply as a student at DH training institutes—in DH work since my undergraduate studies. So I thought, I can make an impact here; I can find people who are already interested and build a community. Read more…