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.

Upcoming Meeting: Can DH Get You A Job? A Presentation and Discussion of DH Job Descriptions

Mark your calendars! The next FGSDH meeting is in only a few days!

Can DH Get You A Job?
A Presentation and Discussion of DH Job Descriptions
February 26th, 12:30pm
Dealy Hall 115

Come discuss Digital Humanities job postings. Bring one you’ve seen recently, or come to hear more about them and what they want. We’ll discuss what skills DH jobs want, how to read the job postings, and how to make them less intimidating and/or mystifying. We’ll also discuss ways to acquire the skills they want, and how to go about doing so at Fordham and in NYC.

As a reminder: never let “not having done the homework” prevent you from coming to a FGSDH meeting! We’re delighted to see you, and more voices in discussion are always valuable.
–Alisa and Patrick

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.

Debates in the Digital Humanities

After a snow day last week, we met for the first time yesterday and discussed two articles from the book Debates in the Digital Humanities.

Debates in DH Book Cover
Debates in the Digital Humanities

The articles were “This Is Why We Fight”: Defining the Values of the Digital Humanities by Lisa Spiro, and Digital Humanities As/Is a Tactical Term by Matthew Kirschenbaum.

The two articles provide quite a contrast: Spiro’s is optimistic and all-embracing, and discusses the usefulness and larger possibilities provided by the process of articulating a values statement for the DH as a field; Kirschenbaum’s article is more pragmatic, and discusses the history of DH and how thinking tactically about the field’s uses, goals, and funding can be not only helpful for getting it implemented, but also for expanding and defining the field.

One criticism the group came up with was that while Spiro’s article does a good job of articulating goals, it is not very ‘digitally’ specific — almost all of her goals and values could be applied to the process of making academia in general, or humanities in general, a friendlier, more inclusive space. And while one attendee pointed out that this may be the goal of DH in the long term (to become the norm for humanities scholarship) in the present, it seems like a little more focus on the digital aspects of DH may be necessary.  Kirschenbaum’s more pragmatic approach seemed to have made our readers slightly more comfortable with his points and his overview of the history of the field provided talking points for discussion about the development of the field.

The variety of viewpoints of our attendees, from those who are relatively new to DH to those who have a more library-centric or more academically-centered focus, made for an excellent discussion. We were only sorry not to see more people there!

We look forward to seeing you at our next meeting:

HTML Resume Workshop
Tuesday February 18th
LL 802 (Lincoln Center) 1:30pm

Learn how to use HTML to make your resume more striking online: in the process you will not only learn how to make your resume look better on sites such as WordPress or other blogging platforms, you will also learn the basics of HTML markup language, which has a wide variety of applications, and is the basis of a number of other markup languages used widely in the digital humanities.

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

Tomorrow (Dec. 4), 12:30-2:00pm, Dealy 115 – Talk & Discussion led by Kristen Mapes on Digital Humanities Class

Please join us tomorrow, Dec. 4, from 12:30-2:00pm in Dealy 115. Kristen Mapes willl speak about taking “Digital Humanities” as a graduate level course at the Pratt Institute.

Topics to be discussed: What topics are covered? How are they addressed? What is the value of taking a DH-specific class rather than simply incorporating DH into pre-existing classes?

This will be an informal conversation about Digital Humanities as a course topic and  the graduate student perspective on learning about DH in a formal way. Come to hear and discuss (and eat cookies) tomorrow at 12:30 in Dealy 115!

See you there!