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How can the digital humanities facilitate more direct engagement between academic researchers, students, and public audiences? At Our Marathon: The Boston Bombing Digital Archive, where I am currently Co-Director, we decided very early on that active public participation was integral to the success of the project. In addition to public engagement, we also wanted to create a digital archive that included robust metadata (or information about each of our objects) that would aid future researchers who wanted… Building Digital Exhibits in the Classroom with Omeka and Neatline
This post is about my experiences at the Digital Humanities Summer Institute (DHSI) held at the University of Victoria, June 5-10 2013. Last month I attended my first DHSI on UVic’s idyllic campus. In just five days I became proficient in the notoriously difficult ArcGIS; moved my research several, big steps forward; and met some wonderful folks working on amazing projects. The course I was enrolled in, “Geographical Information Systems (GIS) in the Digital… 6 Things to Consider when Building a Dataset from Scratch
One of the major themes of Duke’s 7th annual Feminist Theory Workshop this weekend was the condition of precarity. The initial conversation and configurations of the discussion of precarity revolved around the ethics of a privileged relation of the academic/scholar/researcher to an object of study that exists in precarity. However, it seemed to me, and many others, that the discussion of the ethics of such a position did not sufficiently acknowledge those of us at the… The (Laboring) Elephant in the Room
Last night, at Duke’s Feminist Theory Workshop, Elizabeth Povinelli presented some of her recent work around geontologies. Both in the talk and in the q&a afterwards, there were often turns to her concept of “living otherwise”—that is, living in non-normative ways. The phrase calls up for me early twentieth century writer Vita Sackville-West’s long poem The Land (1927) in which she describes the usefulness or even necessity for “reaching out towards an otherwhere.” Here’s the line with… Towards an Otherwhere
I attended a recent MLA roundtable on Sustainability and Pedagogy that had me thinking (again) about the relationship between the environmental/ecocritical content some of us teach and the ways in which we teach that content. As eco-conscious teachers, it’s often difficult to help students find a place between the paralysis caused by feelings of helplessness about environmental degradation and the glorification of “Nature” as something pure and, therefore, worthy of preservation. My larger research project… “Learning from Nature”
