"Collaborators’ Bill of Rights"

Curatorial note from Digital Pedagogy in the Humanities: Teamwork and collaboration are key components of any project, particularly digital ones. However, clear models for recognizing team-member contributions to digital projects are not present within the humanities, what with its historical emphasis on the single author. As a result, the participants in the “Off the Tracks—Laying New Lines for Digital Humanities Scholars” workshop developed the “Collaborators’ Bill of Rights” with the fundamental principle that “all kinds of work on a project are equally deserving of credit” (par. 1). Anyone starting a digital project with other individuals will want to refer to this document to guide discussions about the different ways to recognize effort within the project. It could also serve as a foundational document for the development of project charters (see “Toward a Project Charter” and “The Iterative Design of a Project Charter for Interdisciplinary Research” as well as the Center for Digital Humanities’ “Student Collaborators’ Bill of Rights,” which is an artifact included in the keywords “Labor” and “Collaboration”)

Sites of salvage : science history between the wars

During the 1920s and 1930s, science history achieved widespread cultural success, featuring prominently in universities, museums and international expositions throughout Britain, America and much of the rest of the world. Maintaining that the broad advance of interwar science history cannot be sufficiently understood without reference to its broader cultural context, it is the main contention of this thesis that both the extent and diversity of interest in science history can be more productively examined in light of a common cultural memory -- the memory of war. In the wake of the Great War science history stood as a site of salvage, allowing for both continuity with the past by proclaiming the cultural and historical universality of science and the possibility of a better future in its accepted positivity. Although like other aspects of the past science could be implicated in the failure of the pre-war order and in wartime atrocities, its history could still stand as a positive seat of cultural memory from which a post-war future might be built -- a lieu de memoire sympathetic to both reflection and reconciliation. In this the post-Great War rise of science history was essentially a post-Great War phenomenon. In the aftermath of war, science history emerged offering hope to a fractured and uncertain world.</p

Sites of salvage : science history between the wars

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Sites of salvage : science history between the wars

During the 1920s and 1930s, science history achieved widespread cultural success, featuring prominently in universities, museums and international expositions throughout Britain, America and much of the rest of the world. Maintaining that the broad advance of interwar science history cannot be sufficiently understood without reference to its broader cultural context, it is the main contention of this thesis that both the extent and diversity of interest in science history can be more productively examined in light of a common cultural memory -- the memory of war. In the wake of the Great War science history stood as a site of salvage, allowing for both continuity with the past by proclaiming the cultural and historical universality of science and the possibility of a better future in its accepted positivity. Although like other aspects of the past science could be implicated in the failure of the pre-war order and in wartime atrocities, its history could still stand as a positive seat of cultural memory from which a post-war future might be built -- a lieu de memoire sympathetic to both reflection and reconciliation. In this the post-Great War rise of science history was essentially a post-Great War phenomenon. In the aftermath of war, science history emerged offering hope to a fractured and uncertain world

WORKSHOP — From Google Drive to Wikispaces: Technology to Support Collaboration

Explore some of the most commonly-used online collaboration tools, from Google Drive to Wikispaces, their possibilities and their limits. What tools have you used to share and develop information with collaborators at a distance? Bring your examples/questions

Invisible College: THATCamp as Scholarly Society

How are THATCamp gatherings informing collaborative work between scholars and others interested in the digital humanities? THATCamp (The Humanities and Technology Camp) is an open, low-cost, collaboratively planned gathering for humanists, technologists, and others interested in working together on timely projects. THATCamp is an initiative of the Roy Rosenzweig Center for History and New Media (CHNM) at George Mason University. Tom Scheinfeldt, Managing Director of CHNM, offers his take on the 40-plus THATCamps that have taken place around the world and discusses the forthcoming Proceedings of THATCamp—featuring output from these meetings—which will be built using a publishing tool developed in the same collaborative spirit

Hacking the Academy: New Approaches to Scholarship and Teaching from Digital Humanities

Can an algorithm edit a journal? Can a library exist without books? Can students build and manage their own learning management platforms? Can a conference be held without a program? Can Twitter replace a scholarly society? As recently as the mid-2000s, questions like these would have been unthinkable. But today serious scholars are asking whether the institutions of the academy as they have existed for decades, even centuries, aren’t becoming obsolete. Every aspect of scholarly infrastructure is being questioned, and even more importantly, being hacked. Sympathetic scholars of traditionally disparate disciplines are canceling their association memberships and building their own networks on Facebook and Twitter. Journals are being compiled automatically from self-published blog posts. Newly minted Ph.D.s are forgoing the tenure track for alternative academic careers that blur the lines between research, teaching, and service. Graduate students are looking beyond the categories of the traditional CV and building expansive professional identities and popular followings through social media. Educational technologists are “punking” established technology vendors by rolling out their own open source infrastructure. Hacking the Academy will both explore and contribute to ongoing efforts to rebuild scholarly infrastructure for a new millennium

Tools for Data-Driven Scholarship: Past, Present, Future

On October 22-24, 2008, nearly fifty scholars, librarians, museum professionals, computer scientists, software developers, and funders attended a workshop at Turf Valley Resort in Ellicott City, Maryland, to discuss the past, present, and future of tools that can assist scholarship in an age of massive digital resources. The workshop, co-funded by the National Science Foundation, the National Endowment for the Humanities, and the Institute of Museum and Library Services, brought these people together because of their active engagement with the production and use of these digital tools and their deep knowledge of associated issues such as scholarly communication and sustainability. (Please see Appendix A for a list of attendees.) The discussion was pragmatic rather than ideological; the goal was to understand from experience and example how such tools could be created, disseminated, and built upon in a more effective way than has been the norm. In 2005, the NSF sponsored a Summit on Digital Tools for the Humanities in conjunction with the University of Virginia’s Institute for Advanced Technology in the Humanities. This new meeting was explicitly conceived as an opportunity to build on that earlier effort and advance progress toward some of the challenges raised