Of Lobotomy, Narrative, and Interface

ImageWhen I registered for a dinner discussion with Miriam Posner at Fordham University’s Lincoln Center campus, I did not expect brains would be on the menu. Posner’s talk, an aperitif to her forthcoming book, Depth Perception: Narrative and the Body in American Medical Filmmaking (under contract with University of North Carolina Press), lingered on early twentieth-century lobotomies, as participants raised pointed questions about the process and documentation of Walter Freeman’s many lobotomies (reference The Lobotomy Letters or The Lobotomy Files). Yet, despite the curiosity of these surgeries, lobotomies provided but a frontal lobe to Posner’s expansive presentation. As the title of her talk suggests, “Thinking Through and with Text: Designing Digital Humanities Scholarship for the Screen” was as much about how scholars today re-present scholarship via electronic platforms as it was about how surgeons captured and represented bodies in medical films. With this post, I want to raise two related questions that, in the second half of the conversation, divided participants: What should a user interface do, and what is its relation to a narrative?

Posner discussed a number of existing digital projects that showcase the “affordances and opportunities of digital publishing.” She described the Negro Travelers’ Green Book Map in relation to three main considerations: sources, processing, and presentation. Beginning with the Green Book, a directory of “safe” destinations for African American travelers during the Jim Crow era (source), scholars scanned, geo-located, and built a database of destinations (processing), and mapped and made that data searchable (presentation). While the Green Book Map was a crowd-pleaser, subsequent projects tested the audience’s open-mindedness about interface design. For example, Posner introduced the multimodal journal Vectors. In concept, the audience embraced the proposition (judging by head nodding), but as soon as Posner opened the Vectors editors’ statement, brows furrowed. Here was a page that purported to speak (a statement of intent), but that required the user to pose a question (a keyword search). What did readers have to do to access the entire statement? Whereas some members of the audience rejoiced in the “problem” that the code suggested, others simply wanted to read to the statement. A glance at N. Katherine Hayles’ Narrating Bits exacerbated the divide. One participant asked, “Who uses it?” “What if interfaces aren’t for use, but for something else entirely?” Posner rejoined.

We discussed several other projects that underscored the diverse uses of digital interfaces. Whereas The New York Times’ Snow Fallemploys an immersive interface that absorbs the reader in a multimedia report on an avalanche, Eric Loyer’s Freedom’s Ring (built in Scalar, the new Vectors’ CMS) enables readers to either follow a prescribed narrative or chart their own paths through its nodes. The defamiliarizing interface of Whitney Trettien’s Plant -> Animal -> Book, meanwhile, requires readers to explore content—and the act of reading—associatively.

If one takes seriously the proposition that user interfaces are more than transparent views of content (Johanna Drucker), Posner’s talk underscores the potential of interfaces to function as windows, walls, mazes, and gateways. I want to think about the relation of interfaces to narratives. Like many students of the humanities, I enjoy a good story. The question is whether writers or scholars ought to, given the availability of flexible electronic platforms, enable readers to construct their own narratives by means of different interfaces.

In our conversation with Miriam Posner, several participants argued interfaces are inherently coercive because they require somatic engagement with prescribed routes (e.g., Scalar’s linking and forking paths). However, I fail to see how the narrative of a digital text is any more coercive than that of certain print novels. The frustration that participants expressed about their inability to read the Vectors editors’ statement is not unlike from the frustration readers value in difficult novels such as Gravity’s Rainbow, Finnegan’s Wake, and Pale Fire. We prize the challenges of those novels and how they coerce us into becoming conscious of how we read.

The issue, as I see it, is not that digital texts are inherently more coercive than print counterparts, but rather that they provide an illusion of control. This issue is only a problem if the reader is recast as writer. Electronic interfaces are worth evaluating critically because they enable writers to cast the seedlings of multiple simultaneous narratives. Interfaces that allow readers to chart different paths through content (such as those built with Scalar) may not allow readers to inscribe their own narratives, but they enable readers to discover other narrative germinations. Those discoveries, coerced as they may be, belong to readers in much the same way as does understanding wrested from an oblique print narrative. In this context, perhaps interface will entangle with narrative and the act of reading, its form, akin to the human brain, replete with unseen passageways, unexpected barriers, and unforeseeable possibilities.

The Future of the Humanities and the (Semi)Public Intellectual

Conversations about the future of humanities tend to follow a predictable recipe: begin with a spoonful of anxiety (see also: fear, despair); add a smattering of nostalgia (for a bygone era when distinguished faculty members landed their first jobs); bring to boil under a fire of realism (kindled by junior faculty); and garnish with pride (enjoyed by all).

Peter Brooks’ seminar at Fordham University’s Lincoln Center campus was one of the more unpredictable conversations I have attended on the future of the humanities, aided in no small part by Brooks’ superb book, Humanities in Public Life, and an eclectic cadre of graduate students, faculty, deans, administration, and interlocutors from business, law, and the sciences. While the contours of conversation adhered to the aforementioned recipe, we cooked up two ostensibly different dishes: The humanities are an island, in the parlance of one participant, to be preserved; and the humanities are a perch, from which its advocates infiltrate and affect other modes of discourse. I intend to use this post to explore how such goals are not mutually exclusive by placing the future of the humanities in dialogue with the (semi)public intellectual.

No, I’m not going to talk about Nicholas Kristof’s article about why academics are “irrelevant,” Corey Robin’s and Laura Tanenbaum’s rebuttals, or Joshua Rothman’s alternative assessment. You’ve read those pieces already, and if you haven’t, you’ve heard enough about them. Rather, I want to think about how the Brooks’ island/perch divide relates to a particularly generative panel on public intellectualism at the 2014 MLA Convention.

The panel The Semipublic Intellectual? Academia, Criticism, and the Internet Age exemplified MLA’s vibrant DH presence. Attracting a capacity audience, with onlookers spilling into the hallway, this roundtable assembled a diverse panel to discuss the lived experience of scholarship and digital publication. For several panelists in particular, public engagement provides both a reprieve from and complement to their humanities “day jobs.”

As an Assistant Professor of Film and Media Studies at Whitman College, Anne Helen Petersen entered the public fray to compensate for the solitude of studying for comps. Her blog, Celebrity Gossip, Academic Style, applies historical and theoretical understandings to celebrity culture. Blog posts range from musings on celebrity scandal (with the touchstones of Miley Cirus and Chris Brown) to Beyoncé’s unsettling feminism. Petersen argued that one way that humanities scholars can intervene in the outside world—and to promote humanistic values—is to demonstrate that they have “smart things to say about things we encounter each and every day.”

Hua Hsu, an Assistant Professor of English at Vassar College, admits that he couldn’t have finished graduate school without writing for public outlets. Contributing to ESPN, Slate, and The Atlantic enables Hsu to embrace new vocabularies and humors, to pursue different research questions, and to make money. For example, Hsu reflects on the sorry state of the NFL as a Grantland staff member, reviews Sianne Ngai as a Slate contributor, and puts The Simpsons in conversation with Ai Weiwei as an Atlantic author. In posts, he brings his humanities work into the public sphere (e.g. Ngai), whereas in other pieces, the two cross-pollinate (Simpsons and Ai Weiwei). Hsu seems to relish the creative tensions between journalists and academics. In his talk, he explained that online writing better connected him with editors and readers than his academic scholarship.

Despite the salubrious effects of public engagement on his academic writing, Hsu admitted that he kept his public work separate, even “secret,” from his institution. Salamishah Tillet, an Associate Professor of English at the University of Pennsylvania, has also written publicly, in private. Tillet has written about domestic violence and George Zimmerman for The Nation and black feminism (and Tyler Perry) for The Root, and she’s even visited MSNBC’s Melissa Harris-Perry to discuss race relations and abortion politics. Although she’s more comfortable occupying the role of public intellectual today, as a graduate student, Tillet didn’t tell her advisors about her activist writings for fear that she wouldn’t be regarded as a “serious scholar.” If, as Tillet observes, the mandate of a scholar is to act as a cultural worker, institutions ought to embrace semi-public intellectualism because it enables scholars to occupy multiple communities simultaneously and to make humanist arguments to wider audiences.

Each panelist models a both/and approach to straddling the island/perch divide. Certainly, I don’t mean to suggest that semi-public contortions are easy. As evident from the closeted writings of Hsu, Tillet, and Petersen, departments still may not know how to evaluate such engagement. Moreover, writing for a wider public entails subjecting oneself to wider scrutiny, placing texts at greater risk of being read out of context.

Natalia Cecire, a Postdoctoral Fellow of English at Yale University, explained how she began blogging as a means of controlling her online identity (in Cecire’s words, “I have an incredibly Google-able name”). However, when she wrote a skeptical post about statistics wunderkind Nate Silver, she found her online identity—as well as her sex and race—assaulted by young economists who rejected the very notion that the humanities could make knowledge claims. In the words of Cecire, “The audience you’re writing for isn’t necessarily the audience you get.”

Public intellectualism can hurt, but if scholars are serious about charting a path forward for the humanities, these panelists model the courage and entrepreneurship necessary to preserve the island and to expand its terrain.

Can DH Get You A Job? Reading DH Job Postings

Have you encountered job descriptions with requirements like these?
Experience with a technical area of digital humanities such as data visualization, text mining, digital pedagogy, spatial humanities, data curation, network analysis, and scholarly communication

What does a Digital Humanities Coordinator at CUNY do, anyway?

Don’t assume that just because you aren’t a computer scientist, you can’t be eligible for these jobs!

Can Digital Humanities Get You A Job?
A Presentation and Discussion of DH Job Descriptions
Thursday, February 20, 12:30pm. Dealy 203

Bring a job description to the meeting.  We’ll discuss how to read these documents, what the skills involve mean and are, and how to go about gaining some of these skills while a student at Fordham University.

PS: As always, never let “not having done the homework” prevent you from coming to a meeting — can’t find a job description?  We know you’re all busy.  We’ll have extras to discuss!  Please show up anyway: we’ll be delighted to see you and to have another perspective in the discussion.

POSTPONED: HTML Resume Workshop

The HTML Resume Workshop has been postponed: it will not happen tomorrow, Tuesday, February 18th.

Watch this space for updates on when it will take place.  We will be asking for RSVPs for this event so that we can reserve the most appropriate room, and have enough food for everyone at this upcoming lunch-time meeting.

We thank you all for your patience as we deal with snow-day- and Presidents’ Day-related scheduling.

DH @ MLA: Material Times

mla2014-logoLet’s get this out of the way: The 2014 MLA Convention was a somber and sobering affair. Admittedly, it was my first MLA, and I may need more time to thaw to its formalities. Perhaps its location, post-polar vortex Chicago, also cast chills through convention halls. One thing is certain: The theme of “Vulnerable Times” did not assuage job seekers or those preparing to weather the academic job market. Across the Sheraton lobby and Twittersphere, MLA Executive Director Rosemary Feal’s declaration that “the academic job market has never been as dire” drowned out Marianne Hirsch’s presidential address.

Yet, in contrast to the somber diagnosis for the humanities writ large, Digital Humanities panels were (quite literally) hot—prolific and packed to capacity. Of the dozen or so DH or DH-related panels I attended, about half were at capacity, with onlookers spilling into the hallways. Given the buzz about DH, convention planners could have anticipated interest and granted more capacious rooms, but even those panels situated in the most cavernous spaces, such as “Digital Humanities from the Ground Up,” ran out of seats.

Rather than summarize panels that incubated such feverish attention—a task that would ask great patience from my readers—I will select a handful of talks that highlight something of a theme across Digital Humanities panels: materiality.

Many presenters considered the materiality of ephemeral objects. In his talk on the vulnerability of born-digital literature, John Zuern, Associate Professor of English at the University of Hawai’i at Mānoa, argued that scholars must embrace curatorial practices when studying such texts. A medium-sensitive version of surface reading could attend not only to meaning but function—how born-digital texts work—to ensure future readability. On the topic of surface reading, Professor of Comparative Literature at Penn State Eric Hayot challenged traditional categories. “Close reading is not always close,” claimed Hayot. “Distant reading is not so distant.” By conceptualizing literature as information, scholars can disrupt categories and understand rhetorical devices as data that requires abstraction. Using her Between Page and Screen project, Amaranth Borsuk, Senior Lecturer in the School of Interdisciplinary Arts and Sciences at the University of Washington Bothel, discussed how texts could be abstracted via augmented reality: As the function of texts change, so, too, do our roles as readers.

Others sought to materialize code. Given that comments in code are textually indeterminate, at the “threshold of performance and script,” Rachael Sullivan, a Doctoral Candidate in the University of Wisconsin-Milwaukee English Ph.D. program, argued that scholars ought to approach the materiality of writing on several registers: the writing medium, practice, and body. Columbia University Professor of English and Comparative Literature Sharon Marcus discussed her experience with her students using TEI to mark up marginalia on Melville’s Benito Cereno. While her class struggled with markup, they developed a shared vocabulary (for markup) and new ways of interfacing with the text.

Many panelists discussed how material projects enabled them to integrate DH into classrooms. In a special session on “Critical Making,” Dene Grigar, Associate Professor and Director of The Creative Media & Digital Culture Program at Washington State University Vancouver, introduced critical making as “research through design,” or projects on which students and faculty could collaborate outside fixed university structures. Critical making projects ranged from rebuilding automobiles to mapping historical sites. Jentery Sayers, an Assistant Professor of English and Director of the Maker Lab in the Humanities at the University of Victori, discussed Kits of Cultural History, which seeks to reconstruct historical experiments in technology and science to promote materialist approaches to technology and cultural criticism in the humanities. Kim Knight, Assistant Professor of Emerging Media and Communication at University of Texas at Dallas, introduced her project, Fashioning Circuits, through which students used sewing machines and circuitry to create wearable tech. Rather than promoting DIY spirit, students mastered what Knight called a DWO, or Doing It With Others philosophy.

Sociability was a common thread of DH projects. In A Beautiful Social Collaborative, Assistant Professor of Communication Studies at Saint Joseph’s University Aimée Knight sought to cultivate tech literacy by sending her students into Philadelphia to help small businesses build social networking presences. Matt Gold, Associate Professor of English and Digital Humanities at City Tech and the CUNY Graduate Center, and Emily Sherwood, a Doctoral Candidate in the Ph.D. program, discussed Just Publics @ 365, which paired CUNY’s Commons in a Box with community engagement in East Harlem. Northeastern University graduate students Benjamin Doyle and Kristi Girdharry presented Around DH in 80s Days, through which graduate students at Northeastern University are collecting DH projects from across the globe.

In a convention organized around vulnerability (thematically but in some ways empirically), the Digital Humanities were material, social, and hopeful. For my next blog post, I will return to the issue of sociability at MLA: The role of academics as (semi)public intellectuals.

Presentation on "Digital Humanities" Graduate Course at Pratt) – 12/4/13

Last week, I presented to the Fordham Graduate Student Digital Humanities Group on the course I have been taking during the Fall 2013 semester at the Pratt Institute. While the class is taught in a Library Science Masters program, the professor (Chris Sula) and the bulk of readings and discussion are not library-specific. Below is a link to my presentation, which includes hyperlinks to several of the resources used in the class:Image of first slide of PresentationMy part of the discussion was to show how a graduate level course specifically on Digital Humanities can be structured. The benefit to the way this class was laid out (as well as the assignments required) has been the focus on learning about how this emerging field works socially, theoretically, and practically. This means that we did not focus on learning specific tools, although we were briefly introduced to and encouraged to play with several. Instead, we focused on what Digital Humanities research looks like; how is DH being adopted within/across the humanities; how to start, manage, and preserve projects; and, how to integrate thinking about the user into a project’s development.

After laying out this model, the group discussed whether such a course would be possible or appropriate to initiate at Fordham. Our discussion brought up a variety of concerns and ideas of how DH fits into the Fordham graduate experience – with respect to both research and teaching. There was enthusiasm for creating a Research Methods course for humanists (ex: for English and History students) to teach and discuss both traditional and DH methods of research. The thirst for integrating DH methods and traditional research was a promising result of this meeting.

Thanks to everyone who attended. We look forward to hosting some great events in Spring 2014!

Photo of Kristen Mapes– Kristen Mapes

Meet Fordham's new Campus DH Scholars!

Congratulations to Jacquelyne and Christopher – we look forward to working with you and seeing your development in the Digital Humanities this year!

Jacquelyne Thoni Howard

Photo of Jacquelyne HowardJacquelyne is currently earning credits at Fordham University, towards a Ph.D. in Modern History. Jacquelyne’s research interests include social and gender aspects of the North American Frontier, specifically pertaining to the Colonial Gulf South. She also works as an instructional technologist in higher education, administrating the development and implementation of online and hybrid courses in a learning management system. She holds a Masters of Arts in History from University of San Diego and a Bachelor of Arts in History from Loyola University New Orleans.

Christopher Rose

chris_roseChristopher is a Ph.D. student in the History Department at Fordham University, where he studies the aristocracy of the Latin East in the
twelfth and thirteenth centuries. He is interested in the potential of digital media to foster interdisciplinary scholarship and digital tools to organize historical data in previously unconsidered ways.

First Fall Meeting of the Fordham Graduate Student Digital Humanities Group

The first meeting of the Fordham Graduate Student Digital Humanities Group was this past Wednesday, September 25.  We were delighted to have a strong turnout, including Alan Cafferkey, the director of faculty tech services and Jane Suda, one of Fordham’s reference librarians, in addition to graduate students of all levels, from first-year M.A. students to post-docs.  After introductions in which each individual outlined their DH projects and skills, we had a productive conversation about the transformative nature of digital humanities scholarship and its potential to lead to new and exciting forms of research and new ways for scholars to access both primary and secondary materials.

We were able to set a schedule of events for the fall semester that will spark discussion of the digital humanities at Fordham and also provide graduate students with the opportunity to learn technical skills otherwise unavailable at Fordham.

Our Fall Events:
October 16: Book Discussion: Digital_Humanities. Peter Lunefeld, Anne Burdick, et. al.  Open-access edition available here, 12:30-2:00 pm, Dealy 115

October 30: Intro to TEI workshop for Medievalists and others, 2:30-4:00pm, location TBA (sponsored by Fordham Digital Humanities Working Group)

November 12: Joint talk with the English department: Brian Croxall, DH librarian at Emory University, will lead a discussion of pedagogy, 5:30-7:00pm, Dealy 115

November 13: Kimon Keramidas, “Using Prezi for Visual Presentation and Dynamic Electronic Posters,” 2:30-4:30pm, Keating 318

December 4: Kristen Mapes will give a presentation on the Digital Humanities class she is currently taking at Pratt’s library school.

May 2-3, 2014: THATCamp here at Fordham!

Potential Spring Events:
A digital tools workshop on how to use various programs together for increased productivity
A workshop on Search Engine Optimization
A statistics workshop
A discussion of the Programming Historian website

Our next meeting will be at 12:30 on October 16.
We will discuss Digital Humanities, by Peter Lunefeld, Anne Burdick, Johanna Drucker, Todd Presner and Jeffrey Schnapp.  The book may be purchased in hard-copy or as an e-book.  The e-book is available from the Fordham Library, and NYPL also has an electronic copy and physical copies.

Meet Fordham's new HASTAC Scholars!

Congratulations to Alisa and Will – we look forward to working with you and seeing your development in the Digital Humanities this year!

The HASTAC program is a program of the Fordham Digital Humanities Working Group. Funding for the 2013-2014 year was provided through the generous support of the Dean of Fordham College at Rose Hill. For further information about the HASTAC program, see the HASTAC At Fordham page.

Alisa Beer

Photo of Alisa Beer

Alisa is a second year Ph.D. student in the History department at Fordham University, where she studies medieval manuscript culture and medieval pilgrimage.  She holds an M.L.S. from the School of Library and Information Science of Indiana University Bloomington, and is particularly interested in information visualization, pedagogy, and the use of social media for scholarship.  She is also concerned about the long-term survival of DH projects and the condition of their metadata.

Will Fenton

Photo of Will Fenton

Will is a Ph.D. Candidate in English at Fordham University, where he specializes in nineteenth century American literature and the Digital Humanities. In addition to writing and blogging about technology, Will is the recipient of a Fordham Innovative Pedagogy Initiative Grant.