I want to post some links to reinforce what Randall Cream showed us about using Voyant for text analysis on our Day of DH.
Here’s the link to Voyant itself.
And here’s one to an explanation for how to do simple text analysis with it.
Here’s a sample corpus of texts to play around with. It’s Pres. Obama’s State of the Union address from this year, with a few responses to it (journalistic and political). What can you discover about the semantic content of this discourse with the suite of tools? (Don’t forget to use the English “stop words” list under Cirrus [click on the gear] to filter out the “ifs”, “ands” and “buts”, etc.)
A couple of links for those interested in . . .
How emergent literary forms are developing in new media
- Stephanie Strickland’s essay on electronic poetry: “Born Digital”
- The Electronic Literature Collection
- Electronic Literature at 2013 MLA
How the digital environment is affecting literary studies:
Commentary will be added shortly, but for now I am providing the links of some ready-made tools and resources that I presented and that can be easily harnessed for classroom use.
Introduction to Manuscript Studies, part of the First World War Poetry Digital Archive, based at the University of Oxford: Wilfred Owen’s ‘Dulce et Decorum Est’
Subjectivity in Encoding, from the Indianna University TEI Workshop
Kate Singer,Close Reading: TEI for Teaching Poetic Vocabularies Journal of Interactive Technology & Pedagogy.
Reading Experience Database(Open University)
About the Project: Most of my work in DH has been in the classroom, and my presentation today focused on how I see my pedagogical projects fitting into a multi-faceted understanding of the Digital Humanities, which Randall Cream has articulated for us in English:
- Technology as an object of critical study
- Technology as a method of pursuing traditional humanities work
- Technology as a tool for creative and critical production
The particular class I started to discuss before we ran out of time combined critical, literary, and cinematic texts about the “virtual” (life/reality) with field work in the online virtual environment Second Life. Dr. Larysa Nadolny and I had won an Information Services “Technology Beyond Borders” grant to construct and conduct classes on a Second Life WCU “island.” You can find the Prezi about that project here. My students (in ENG 400: Research Seminar–“Welcome to the Matrix”) and I used the island for some of our class meetings, and they conducted their own field work exploring Second Life.
If you are interested in online virtual environments for education, you can visit Second Life for free, but you’ve got to download their client. More information on that here. You might also want to check out the Virtual Worlds Education Roundtable or the website for the Virtual Worlds Best Practices in Education Conference which begins tomorrow, April 9th (Larysa is presenting this year).
The student comments from Joe C., Mike B., and Jessica R. that I included in today’s Prezi demonstrate the “reflexive awareness” that we worked our way towards as a group. The students compared their own experiences of Second Life with the literary and critical representations of virtual reality. They also traveled around and interviewed the denizens of SL, and they toured and reflected on sites such as “Foul Whisperings, Strange Matters,” an island devoted to Shakespeare’ Macbeth, and Frideswide, a representation of the WWI Western Front, complete with virtual encounters with poetry of Wilfred Owens, Siegfried Sassoon, and others.
As far as “making” technology goes, the only thing the students got to create at SL was their avatar. But the sociological/ethnographic studies and literary texts they had read about avatars helped them to “understand and critique the epistemologies, worldviews, and structuring assumptions built into [such] digital platforms, technologies, visualizations” (Short Guide to DH) as SL, and that study made them rather self-conscious about the identities and images they fashioned for themselves. When I teach another version of this course, given enough time I would like to work with the students on some “construction project” of our collective choice.
In other classes, such as ENG 400: Research Seminar in Digital Literature, I have had students collaborate on wikis or “translate” a print literary text of their choice into new media (following the rationale that Eleanor articulated for us today–any edition or instantiation of a text is an interpretation). Like my colleagues, I do think it is most important that students become users of digital technologies to discover and present.
About the presenter: Robert Fletcher teaches courses in the English department, including seminars on electronic literature and the virtual in literature and culture. His essay comparing the role of the reader-player in computer adventure games and electronic literature appeared in Playing the Past: History and Nostalgia in Video Games (2008), and his analysis of the tension between a hacker ethic and a hawker entrepreneurialism in Cory Doctorow’s science fiction and blogging appeared in Science Fiction Studies (37.1, March 2010). Currently, he is developing competencies as a digital humanist and writing on the topic of queer politics in the science fiction of Chris Moriarty.
Tara and Janneken have collaborated for the past two years in Janneken’s HIS 480: Digital History course.
About the project: Collaboration among library and teaching faculty is essential to strengthening the value of library services and growing the digital humanities. This project utilized materials from WCU’s Special Collections to create dynamic, student-designed websites. The websites accomplish many goals: students showcase rare pieces from Special Collections while providing worldwide digital access; students gain archival and digitization experience and skills to create a website using free and open source technology; and students, instructor, and librarian collaborate and communicate in a variety of face-to-face and digital platforms. By harnessing existing skills and developing new ones, students learn how aspects of digital history fit together, from research to scanning, to crafting metadata and coding hypertext. Students also gain important skills vital to their future in the history field by interacting closely with physical materials in Special Collections; this component may provide the only opportunity for these students to work in an archival setting during their college career. Projects like ours will have results that lead to strong critical and creative thinkers who have the skills necessary to collaborate and communicate well in the workforce and provide students with a memorable product worthy of sharing in portfolios and resumes.
The end results are:
Janneken Smucker, assistant professor of history, specializes in digital history, public history, and American material culture. She has published widely on the subject of Amish quilts, most recently authoring Amish Quilts: Crafting an American Icon (Johns Hopkins University Press, 2013). Prior to joining WCU, she worked as a content specialist for a web and interactive firm specializing in projects for museums and cultural institutions.
Tara Wink is the Special Collections Librarian at West Chester University. As the Special Collections Librarian she is responsible for maintaining and growing WCU’s Special Collections and archives both physically and digitally. She has been at WCU for 3 years. She received her MSLS from the University of North Carolina Chapel Hill and BA in History and German from Gettysburg College.
The Day of DH 2014 at WCU: A Panel Exploring the Question “Just What Do Digital Humanists Really Do?”
Tuesday, April 8, 2014, 3:15-4:15 pm
LOCATION: Main Hall 202
“Using Google Maps and Batchgeo to demonstrate language variation”
- Mahmoud Amer, WCU Dept. of Languages and Cultures
“How to Do Things with Things that Do Things with Words: Voyant Tools for Textual Analysis and Visualization”
- Randall Cream, WCU Dept. of English
“Marrying old and new technologies while developing a strong library-teaching faculty collaboration”
- Janneken Smucker, WCU Dept. of History, and Tara Wink, WCU Library, Special Collections
“Going digital: some ready-made tools for getting started”
- Eleanor Shevlin, WCU Dept. of English
- Robert Fletcher, WCU Dept. of English