Hacking the Book

This course considers literary experiment instigated by the Internet and exercised on both analogue and digital platforms. When we think of “hacking,” we frequently think of solitary computer programmers in dark rooms. But hacking also implies a culture of profane disruption that closely mirrors developments in literary experimentation over the last seventy years. In this course, we will explore how new media affects the potential for literary experiment in the form of the printed book and how digital explorations offer new ways of engaging with textuality. We will read literature of and about the Internet as well as older texts that serve as precursors for the literary experiments of today. Authors include John Barth, Jean Baudrillard, Jorge Luis Borges, William Gibson, Kenneth Goldsmith, Seth Grahame-Smith, Shelley Jackson, Tom McCarthy, Vladimir Nabokov, and Mark Sample. In this course, we will act as scholar practitioners, reading, writing, and thinking critically, but also experimenting with forms, media, and technology. We will become textual hackers ourselves, exploring literary experiment in a variety of hands-on forms. Assignments include two papers and four digital or analog “hacks”: a Twine hypertext story, a cut up literature experiment, a Time Mapper spatial project, and a Twitter bot

On Co-Teaching and Digital Humanities

Reflections on the value of co-teaching, particularly in a digital humanities context, pitched at administrators who might be thinking about arguments for or against such a heavy investment of their resources while developing a digital humanities program. The overall argument is that co-teaching allows the teaching of DH to more directly mirror the practice of it. The argument takes up three main points. First, co-teaching allows for more interdisciplinary courses. Second, co-teaching models collaboration for students. And third, co-teaching transfers skills from one instructor to another

Collaborative Writing to Build Digital Humanities Praxis

The paper discusses how using collaborative writing projects can offer a more inviting and inclusive mode for teaching digital humanities methodologies and praxis. Recentering assignments from focusing on technological implementation to focusing on writing projects about that work can help lower the barrier for entry in DH while still introducing important technical stacks to the student. Case study is a coursebook in digital text analysis - walshbr.com/textanalysiscourseboo

In, Out, Across, With: Collaborative Education and Digital Humanities (A Job Talk)

The text of the job talk that I gave for my position as Head of Graduate Programs in the Scholars' Lab at the UVA Library. The talk argued that the position as advocate for graduate students and facilitator of collaborative DH pedagogy required a person to think in terms of prepositions. Such a position requires making connections across the university for students, advocating in and out of their own departments, and encouraging collaboration with many diverse partners at the institution. This paragraph from the talk sums it up well I think: "Today I want to talk to you about how best to champion the people involved in collaborative education in digital research. I especially want to talk about students. And when I mention “students” throughout this talk, I will mostly be speaking in the context of graduate students. But most of what I discuss will be broadly applicable to all newcomers to digital research. My talk is an exhortation to find ways to elevate the voices of people in positions like these to be contributors to professional and institutional conversations from day one and to empower them to define the methods and the outcomes of the digital humanities that we teach. This means taking seriously the messy, fraught, and emotional process of guiding students through digital humanities methods, research, and careers. It means advocating for the legibility of this digital work as a key component of their professional development. And it means enmeshing these voices in the broader network around them, the local context that they draw upon for support and that they can enrich in turn. I believe it is the mission of the Head of Graduate Programs to build up this community and facilitate these networks, to incorporate those who might feel like outsiders to the work that we do. Doing so enriches and enlivens our communities and builds a better and more diverse research and teaching agenda.

Way Down East Tonight

https://digitalcommons.library.umaine.edu/mmb-me/1383/thumbnail.jp

When It\u27s Springtime In Virginia

https://digitalcommons.library.umaine.edu/mmb-vp/2495/thumbnail.jp

The Interpenetration of Narrow Construction and Policy: Mr. Justice Stevens\u27 Circuit Opinions

Considered in isolation, opinions present a severely fragmented view of the Justice\u27s personal approach to decisionmaking. A myriad of factors constricts the expression of individual beliefs on the bench: the quality of the bar which shapes the issues, a collegial court which requires the accommodation of other judgments, the advocatory nature of an opinion, the inability to articulate the reasons for a decision, and the avoidance of personal statements. Within these restrictions, this Comment will examine Justice Stevens\u27 approach to documentary construction and discern his attitudes toward constitutional decisionmaking

Harmony Bay

https://digitalcommons.library.umaine.edu/mmb-vp/3141/thumbnail.jp

There\u27s a dear spot in Ireland : (where I long to be)

https://digitalcommons.library.umaine.edu/mmb-vp/4072/thumbnail.jp

Any Old Time or Any Old Place

https://digitalcommons.library.umaine.edu/mmb-vp/3021/thumbnail.jp