Final Project: Data, Visualization, Interpretation

1 Leave a comment on paragraph 1 0 During our last class together, students spoke of their grant proposals, extensions of their data projects, and the digital archives or editions they planned to build. My final project, however, takes a more established route—a twenty-page paper—even as it explores how digital humanities methodologies like quantitative research and visualization afford literary scholars new opportunities to re-envision what I call the procedural arc of their work and new opportunities to critique these methodologies.

2 Leave a comment on paragraph 2 0 Making this argument set me on a different course than the one I expected after my own presentation. In fact, after Lisa’s suggestion to read W. J. T. Mitchell’s Iconology, I fully expected to discuss the ideological interplay of text and image and how, possibly, it might relate to contemporary digital humanities work in literary studies (my paper examines my own data project and some of Tanya Clement’s scholarship). Instead, I found myself, eventually, turning back to the discussions we had in the opening weeks, namely those that attempted to define the digital humanities. Yes, the digital humanities do involve new tools and new ways of doing humanistic scholarship. And yet they also take these tools and new modes of scholarship as areas of inquiry. How could I describe these developments and impulses and make sense of the changes that the digital humanities have brought to the field of literary studies? For those interested, I’ve posted my paper as a PDF in our group’s files area. Looking forward to next semester.

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  • Welcome to Digital Praxis 2016-2017

    Encouraging students think about the impact advancements in digital technology have on the future of scholarship from the moment they enter the Graduate Center, the Digital Praxis Seminar is a year-long sequence of two three-credit courses that familiarize students with a variety of digital tools and methods through lectures offered by high-profile scholars and technologists, hands-on workshops, and collaborative projects. Students enrolled in the two-course sequence will complete their first year at the GC having been introduced to a broad range of ways to critically evaluate and incorporate digital technologies in their academic research and teaching. In addition, they will have explored a particular area of digital scholarship and/or pedagogy of interest to them, produced a digital project in collaboration with fellow students, and established a digital portfolio that can be used to display their work. The two connected three-credit courses will be offered during the Fall and Spring semesters as MALS classes for master’s students and Interdisciplinary Studies courses for doctoral students.

    The syllabus for the course can be found at cuny.is/dps17.

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