In particular, Ramsay rejects scientistic frameworks for computational work in favor of a dialogic framework: If text analysis is to participate in literary critical endeavor in some manner beyond fact-checking, it must endeavor to assist the critic in the unfolding of interpretive possibility…However far ranging a scientific debate might be, however varied the interpretations being offered, the assumption remains that there is a singular answer (or a singular set of answers) to the question at hand. You do not have to be a DH expert to create—or better yet borrow—a few exciting DH assignments. Suddenly the book, or even the library, needn’t be converted into a new form to become data: the book or library can itself be data. I was in essence proposing a digital capstone to the traditional humanities skills they had picked up elsewhere in the curriculum, and my colleagues were right to worry that branding it an “intro” would confuse students and advisers about the aims and activities of the course. 11. “Technologies of Text” teaches many DH ideas and skills: in our labs we edit wikipedia, encode documents in TEI, learn the basics of computational text analysis, or program chatbots using the Python programming language. There are many good tools out there for performing most common analysis tasks, and one can be thoughtful about all of the issues I have thus far outlined in graphical user interfaces (GUIs) as easily as in a programming language. in their literary-historical work both [Franco] Moretti and [Matthew L.] Jockers present literary data and digital collections as pre-critical, stable, and self-evident. So how do we do this in the humanities? If these students are to continue data-rich humanistic work—and, essentially, train their own students to do the same—they will do so primarily using open access tools—including both GUIs and programming languages—and open access data. Other English staff thought my professor was wild for trying to teach us code, but it was incredibly successful. Learn more at, 36. And indeed, my graduate course has moved in the same direction. Figure 36.3. In many of my courses, one way students start small with DH skills is through closer considerations of digital media for scholarly and popular communication. Which states had the most newspapers at the turn of the century? In the older version of my graduate course, in which I did try to survey all of the DH, I felt students left with only a glancing understanding of any aspect of the field. I am hoping to develop another post about these unessays, and so won’t belabor a discussion of them here, but I do want to highlight the broad range of engagements students choose in the model unessays linked from the assignment, which include theoretical engagements with media, personal TEI encoding projects, video essays, argumentative listicles, altered books, built morse code devices, and even physical “twitter poetry bot” generators.

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