The GLAM Wiki project is an effort to get more libraries, archives, and museums contributing to Wikipedia. I’d argue that it’s also appropriate for digital humanists! In this session, we’d learn about GLAM Wiki; and the process of becoming Wikipedia editors, for those who have never done it, and then get people signed up to start sharing information about digital humanities projects in one of the most effective ways possible, using the power of the crowd.
To make the day as useful as possible, I propose that we start off with a brief overview session, based largely on the materials collected by Lisa Spiro at journalofdigitalhumanities.org/1-1/getting-started-in-digital-humanities-by-lisa-spiro/ (Lisa, if you’re planning to attend, you can lead!). At the same time, we can define library-centric terms like metadata, curation, and interoperability, so that folks from the humanities community can follow what we’re saying.
When the James B. Hunt Jr. Library at North Carolina State University was planned, NCSU Libraries made the strategic decision to build immersive visualization spaces throughout the building, including four large, public, architecturally-integrated video walls. These visualization displays allow the Hunt Library to be a storytelling building: a building that provides a narrative window for the teaching, research, and learning activities on campus.
Video walls and immersive digital environments are creating new opportunities for digital humanities research and pedagogy. In this session, you can learn a little bit about our walls, but more importantly, we’ll brainstorm about potential DH applications for this kind of technology and discuss the challenges around implementing projects and services.
Who else does DH or DH-like activities on campus? From the isolated faculty in a corner, to pockets of activity in specific schools, academic departments, or other campus units, all the way to a full fledged “DH Center” elsewhere on campus: how do you map out that activity, and start developing connections and partnerships? What works, what does not? Have you encountered administrative barriers? Institutional sub-cultures that need to be bridged? Let’s talk about our experiences, good or bad, and discuss our developing plans in that area.
Like Melinda, I’m a bit of a newbie to DH&Lib, but from the opposite direction. Having done software development within and around DH for a couple of years, I’d like to work with library collections, but am finding it hard to wrap my head around the different systems libraries use to house digitized material.
For example, the DPLA provides API access to discover library collections, but once you navigate to interesting materials, you find yourself at an institution’s web presence — a DAMS or CMS. If you’re trying to use the material you find there in a software package–say, in order to load metadata and facsimiles into a crowdsourced transcription tool–you may be able to guess what kind of system you’re dealing with based on the URL, but then what?
I’d like to propose a session showing off different library CMS and DAM systems and how they can be used as the kinds of platforms Tim Sherratt discusses. I’m no expert–I can show off Omeka’s API, but that’s it–but I’d be happy to lead the discussion if we have enough interest from other participants.
The session today on Omeka raised questions we have been wrestling with on support and scaling for tools in the digital humanities. What has been working and what has not? How do you decide on what tools, versions, plugins, etc. support and when to upgrade? Do you make exception for certain sets of users or use cases? DH tools are often experimental, so what is reasonable to support and push and how far can we stretch it? How has it been when you have had to say no?
At KU I have seen an increase in the number of faculty in humanities that have come to the Libraries to for guidance and support for teaching digital humanities in the classroom. These faculty instructors may not have the skills or experience to integrate DH into their courses, yet they recognize that their students will be well-served by introducing them to the topic. This semester alone librarians have been working with faculty on various classroom DH activities: an introductory session on digital humanities, an introductory level digital humanities assignment, and a collaborative group project to build a curated digital collection over the course of the semester. In addition we get regular inquiries for project or assignment ideas, and we have hosted workshops and brainstorming sessions with faculty to develop class projects.
I would be interested in a session to discuss and share these kind of efforts. How can librarians help support DH in the classroom: what are effective assignments? How can we be involved in the classroom in a way that is scalable and effective? Can we use digital humanities in the classroom as a way to increase engagement with special collections, archival material, and other library resources? What do we ourselves need to know about DH in order to provide this kind of support.
Let’s meet up, demo our projects, and share secrets. Ultimately we are interested in providing baseline workflows and best practices for geospatial discovery layers for our core digital library collections that can be adapted and customized for digital research projects. I’d like to know how other libraries are handling mapping with Neatline or other open-source tools.
For more context, see a recent Digital Humanities Questions & Answers session: digitalhumanities.org/answers/topic/are-any-libraries-using-neatline.
Also, for those of you interested in issues like these, you should consider joining to the GeoHumanities ADHO special interest group: adho.org/announcements/2013/announcing-geohumanities-special-interest-group.