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jalvarez@fsof.uned.es	
  
                              @alvarezuned	
  
This	
  is	
  a	
  working	
  process	
  document.	
  Please	
  use	
  and	
  
quote	
  as	
  tenta=ve	
  and	
  coopera=ve	
  ideas.	
  Tkank	
  you	
  for	
  
your	
  observa=ons	
  
  	
   	
   	
  	
  
       	
   	
   	
  	
  Digital	
  Humani=es	
  (Mind)	
  
	
  
                                          	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  Coopera=ve	
  Enterprise	
  (Body)	
  
                                                                                                                           	
  
                                                     	
  
       	
     	
        	
  Network	
  Society	
  (World)	
  


                     Hilary	
  Putnam:	
  The	
  threefold	
  cord:	
  	
  mind,	
  body,	
  and	
  
                     world	
  (Spanish	
  transla=on	
  J.	
  F.	
  Álvarez:	
  La	
  cuerda	
  de	
  
                     tres	
  cabos).	
  	
  
Network	
  Society	
  as	
  a	
  Threefold	
  
          Environment	
  
CYBERCITIZENS,	
  CULTURE	
  	
  
                  AND	
  PUBLIC	
  GOODS,	
  	
  
•  “Network	
  society	
  is	
  provoking	
  drama=c	
  changes	
  in	
  several	
  
   aspects	
  of	
  our	
  daily	
  life	
  as	
  cultural	
  traits,	
  business	
  and	
  the	
  
   more	
  disparages	
  spheres	
  of	
  privacy	
  and	
  social	
  life.	
  We	
  must	
  
   aZend	
  both	
  to	
  freedom	
  of	
  access	
  and	
  to	
  new	
  service	
  
   genera=on	
  because	
  of	
  the	
  peculiar	
  form	
  public	
  goods	
  are	
  
   rising	
  in	
  the	
  Net.	
  To	
  supersede	
  individual	
  capability	
  
   limita=ons	
  and	
  to	
  diffuse	
  digital	
  and	
  cultural	
  gaps,	
  
   electronic	
  government	
  could	
  be	
  a	
  cultural	
  decisive	
  tool	
  in	
  
   this	
  phase	
  of	
  cibersociety	
  enhancement.	
  Technologies	
  
   enhanced	
  the	
  human	
  capabili=es,	
  as	
  well	
  as	
  with	
  the	
  social	
  
   ac=ons	
  and	
  its	
  framework,	
  including	
  cultural	
  produc=on	
  
   and	
  management.	
  Technologies	
  are	
  also	
  transforming	
  the	
  
   genera=on,	
  reproduc=on	
  and	
  transmission	
  of	
  (social)	
  
   knowledge.”	
  (J.	
  Francisco	
  Álvarez,	
  Arbor,	
  2009)	
  
A	
  recurrent	
  idea	
  
                                     Mano	
  Marks´	
  Blog	
  
Thursday,	
  June	
  2,	
  2011	
  
Working	
  with	
  People	
  
	
  
“The	
  Humani=es	
  are	
  tradi=onally	
  a	
  lonely	
  profession.	
  While	
  in	
  the	
  hard	
  sciences	
  
it's	
   not	
   uncommon	
   to	
   see	
   a	
   long	
   list	
   of	
   names	
   on	
   papers,	
   in	
   Humani=es	
  
professions	
  there's	
  liZle	
  reward	
  for	
  mul=ple	
  people	
  working	
  on	
  a	
  project.	
  Tenure	
  
was	
   based	
   on	
   ar=cles	
   you	
   wrote,	
   sole	
   project	
   work.	
   One	
   of	
   the	
   reasons	
   I	
   love	
  
digital	
   humani=es	
   work	
   is	
   that	
   people	
   are	
   coming	
   together,	
   breaking	
   the	
  
restric=ve	
  bonds	
  of	
  solitary	
  work”	
  
Mano	
  Marks,	
  Geo	
  Developer	
  Advocate	
  at	
  Google	
  
hZp://randommarkers.blogspot.com/2011/06/working-­‐with-­‐people.html	
  
	
  
 
           The	
  social	
  turn	
  in	
  humani=es	
  
     is	
  knocking	
  at	
  the	
  door	
  and	
  it	
  will	
  
                remain	
  here	
  forever!	
  	
  
                               	
  




                @thatcampMadrid	
  	
  	
  
                	
  21-­‐22th	
  november	
  2011	
  

Good	
  News	
  for	
  Humani=es,	
  if	
  ….	
  
 	
  




           hZp://madrid2011.thatcamp.org/category/general/	
  
           	
  
           21th	
  -­‐22th	
  	
  November,	
  2011	
  
Monitoring	
  trends,	
  promo=ng	
  and	
  
  strengthening	
  coopera=ve	
  research	
  
•  Networks	
  and	
  open	
  systems	
  of	
  knowledge	
  
   management.	
  
•  Best	
  tradi=ons	
  of	
  archival	
  and	
  documentary	
  
   prac=ces.	
  
•  Future	
  research	
  model	
  is	
  based	
  on	
  
   coopera=on	
  and	
  build	
  on	
  networks	
  and	
  open	
  
   systems	
  of	
  knowledge	
  management.	
  
•  DIGITAL	
  HUMANITIES	
  MANIFESTO	
  
DIGITAL	
  HUMANITIES	
  MANIFESTO	
  
•  hZp://tcp.hypotheses.org/411	
  
Let´s	
  see	
  an	
  example	
  
                     Granada	
  	
  150	
  years	
  ago	
  
•  Not	
  only	
  new	
  direc=ons	
  in	
  humani=es,	
  not	
  only	
  some	
  paradigma=c	
  
   change.	
  	
  We	
  are	
  living	
  in	
  a	
  more	
  radical	
  change.	
  
•  A	
  new	
  era	
  in	
  humani=es	
  research	
  is	
  coming,	
  but	
  what	
  does	
  it	
  
   mean?	
  
•  New	
  tools,	
  new	
  collec=ons,	
  new	
  data:	
  a	
  huge	
  and	
  enormous	
  set	
  of	
  
   data	
  anybody	
  never	
  thought	
  before	
  are	
  now	
  at	
  our	
  finger=ps.	
  
•  The	
  online	
  accessibility	
  to	
  a	
  large	
  number	
  of	
  documents	
  	
  in	
  real	
  
   =me	
  is	
  drama=cally	
  changing	
  our	
  research	
  experience.	
  	
  Thus,	
  let’s	
  
   see	
  a	
  simple	
  but	
  not	
  trivial	
  example:	
  	
  
     –  Whilst	
  I	
  was	
  preparing	
  this	
  lecture	
  I	
  asked	
  me:	
  What	
  had	
  happened	
  at	
  
        the	
  University	
  of	
  Granada	
  150	
  years	
  ago?	
  What	
  documents	
  could	
  I	
  
        obtain	
  from	
  my	
  desk	
  work?	
  
new	
  
    150	
  years	
  ago	
  at	
  
                                                 capabili=es	
  
    the	
  University	
  of	
  
                                                 	
  
    Granada	
  
                                                 Open	
  access	
  
                                                 	
  
                                                 	
  
                                                 Public	
  	
  goods	
  
Now	
  it´s	
  possible	
  with	
  the	
  	
  
support	
  of	
  Google,	
  UCM	
  and	
  
HathiTrust	
  collec=on	
  
A	
  Survey	
  of	
  Digital	
  Humani=es	
  Centers	
  
         in	
  the	
  United	
  States.	
  2008	
  
«Digital	
   humani,es	
   implies	
   humani,es-­‐based	
  
research,	
   teaching,	
   and	
   intellectual	
   engagement	
  
conducted	
   with	
   digital	
   technologies	
   and	
  
resources.	
   The	
   use	
   of	
   these	
   technologies	
   may	
   be	
  
prosaic	
   (e.g.,	
   using	
   new	
   media	
   to	
   conduct	
  
humani=es	
   research	
   or	
   enhance	
   teaching)	
   or	
  
transforma=ve	
   (e.g.,	
   developing	
   wholly	
   new	
  
products	
   and	
   processes	
   that	
   transform	
   exis=ng	
  
knowledge	
  and	
  create	
  new	
  scholarship)».	
  
                        Diane	
  M.	
  Zorich.	
  November	
  2008	
  
A	
  very	
  useful	
  work	
  	
  but	
  	
  the	
  coopera=on	
  perspec=ve	
  must	
  be	
  reforced	
  
SOME	
  OBSTACLES	
  TO	
  INNOVATION	
  IN	
  
             HUMANITIES	
  
•  COPYRIGHT:	
  A	
  university	
  that	
  goes	
  too	
  far	
  could	
  
   end	
  up	
  facing	
  a	
  copyright-­‐infringement	
  lawsuit.	
  
•  The	
  8.7-­‐million-­‐volume	
  library	
  pools	
  digital	
  copies	
  
   of	
  texts	
  that	
  Google	
  scanned	
  from	
  universi=es.	
  
   John	
  P.	
  Wilkin,	
  its	
  execu=ve	
  director,	
  es=mates	
  
   that	
  HathiTrust	
  may	
  contain	
  2.5	
  million	
  orphan	
  
   works.	
  HathiTrust	
  publishes	
  the	
  full	
  text	
  of	
  works	
  
   in	
  the	
  public	
  domain,	
  but	
  not	
  of	
  those	
  that	
  are	
  
   orphaned.	
  May	
  29,	
  2011	
  
•  Out	
  of	
  Fear,	
  Colleges	
  Lock	
  Books	
  and	
  Images	
  Away	
  From	
  Scholars	
  
•  Marc	
  Parry	
  Chronicle	
  of	
  Higher	
  Educa=on"	
  
What	
  revolu=on?	
  
                      Technological	
  is	
  over	
  	
  
•  “Using	
   informa=on	
   technology	
   to	
   illuminate	
   the	
  
     human	
   record,	
   and	
   bringing	
   an	
   understanding	
   of	
   the	
  
     human	
  record	
  to	
  bear	
  on	
  the	
  development	
  and	
  use	
  of	
  
     informa=on	
   technology”.	
   Susan	
   Schreibman,	
   Ray	
  
     Siemens,	
   and	
   John	
   Unsworth	
   	
   Introduc=on	
   to	
   Digital	
  
     Humani=es	
  p.16	
  
	
  
•  “Today,	
  one	
  hears	
  less	
  and	
  less	
  of	
  it,	
  perhaps	
  because	
  
     (as	
  Ess	
  notes)	
  the	
  revolu=on	
  has	
  succeeded:	
  in	
  almost	
  
     all	
  their	
  poten=al,	
  no	
  longer	
  seem	
  revolu=onary	
  at	
  all”	
  	
  	
  	
  
     p.17	
  
•  	
  	
  
Sociotecnical	
  revolu=on	
  is	
  happening	
  
	
  	
  
•  My	
  thesis	
  is	
  that	
  nowadays	
  other	
  revolu=on	
  is	
  
         happening:	
  the	
  socio	
  technical	
  revolu=on	
  in	
  
         humani=es,	
  facilitated	
  by	
  	
  the	
  presence	
  of	
  	
  ICT.	
  It´s	
  no	
  
         a	
  material	
  or	
  physical	
  tool.	
  Instead,	
  it	
  is	
  at	
  the	
  very	
  
         social	
  structure	
  that	
  is	
  rising	
  as	
  a	
  basic	
  turn	
  in	
  
         humani=es'	
  prac=ces	
  and	
  in	
  e-­‐science	
  in	
  general.	
  
•  Openness,	
  accessibility,	
  how	
  informa=on	
  is	
  used	
  and	
  
         selected:	
  	
  a	
  new	
  curator,	
  not	
  only	
  new	
  sosware	
  for	
  
         seman=c	
  webs,	
  now	
  the	
  SOCIAL	
  WEB	
  and	
  its	
  uses	
  are	
  
         transforming	
  the	
  prac=ce	
  of	
  humani=es.	
  
Welcome	
  to	
  the	
  Shared	
  Digital	
  Future	
  
                                      HathiTrust	
  is	
  a	
  bold	
  idea	
  with	
  big	
  plans	
  
                                                                        	
  
                                                    TOOLS	
  and	
  RESOURCES	
  	
  
                                              	
  for	
  a	
  new	
  era	
  in	
  humani,es	
  
HathiTrust	
  is	
  a	
  partnership	
  of	
  major	
  research	
  ins=tu=ons	
  and	
  libraries	
  working	
  to	
  ensure	
  
that	
  the	
  cultural	
  record	
  is	
  preserved	
  and	
  accessible	
  long	
  into	
  the	
  future.	
  There	
  are	
  more	
  
  than	
  fisy	
  partners	
  in	
  HathiTrust,	
  and	
  membership	
  is	
  open	
  to	
  ins=tu=ons	
  worldwide.	
  
                                                                        	
  

•  hZp://www.hathitrust.org/about	
  
    Currently	
  Digi,zed	
  
    8,771,712	
  total	
  volumes	
  ;	
  4,	
  789,293	
  book	
  =tles,	
  212,672	
  serial	
  =tles	
  
    3,070,099,200	
  pages	
  	
  393	
  terabytes	
  	
  
    2,382,779	
  volumes	
  (~27%	
  of	
  total)	
  in	
  the	
  public	
  domain	
  	
  
    	
  
    View	
  visualiza=ons	
  of	
  HathiTrust:	
  
    hZp://www.hathitrust.org/print/220	
  
    	
  
Good	
  news	
  
            Yale	
  University	
  May	
  11,	
  2011	
  	
  
•  hZp://opac.yale.edu/news/ar=cle.aspx?id=8544	
  
	
  
	
  
New	
  Haven,	
  Conn.—	
  Scholars,	
  ar=sts	
  and	
  other	
  individuals	
  
around	
  the	
  world	
  will	
  enjoy	
  free	
  access	
  to	
  online	
  images	
  of	
  
millions	
  of	
  objects	
  housed	
  in	
  Yale’s	
  museums,	
  archives,	
  and	
  
libraries	
  thanks	
  to	
  a	
  new	
  “Open	
  Access”	
  policy	
  that	
  the	
  
University	
  announced	
  today.	
  Yale	
  is	
  the	
  first	
  Ivy	
  League	
  
university	
  to	
  make	
  its	
  collec=ons	
  accessible	
  in	
  this	
  fashion.	
  
	
  
Jon	
  Butler	
  
Ac=ng	
  University	
  Librarian	
  
Yale	
  University	
  	
  
Network	
  Society:	
  	
  new	
  capabili=es	
  
•  As	
  works	
  in	
  these	
  collec=ons	
  become	
  digi=zed,	
  
   the	
  museums	
  and	
  libraries	
  will	
  make	
  those	
  
   images	
  that	
  are	
  in	
  the	
  public	
  domain	
  freely	
  
   accessible.	
  In	
  a	
  departure	
  from	
  established	
  
   conven=on,	
  no	
  license	
  will	
  be	
  required	
  for	
  the	
  
   transmission	
  of	
  the	
  images	
  and	
  no	
  limita=ons	
  will	
  
   be	
  imposed	
  on	
  their	
  use.	
  The	
  result	
  is	
  that	
  
   scholars,	
  ar=sts,	
  students,	
  and	
  ci=zens	
  the	
  world	
  
   over	
  will	
  be	
  able	
  to	
  use	
  these	
  collec=ons	
  for	
  
   study,	
  publica=on,	
  teaching	
  and	
  inspira=on.	
  
•  (Yale,	
  	
  10	
  May	
  	
  2011)	
  
Globaliza=on	
  and	
  scholarship	
  
                       coopera=on	
  
•  "Sharing	
  our	
  ar=s=c	
  resources	
  more	
  fully	
  across	
  Yale	
  and	
  well	
  beyond	
  its	
  
     campus	
  is	
  a	
  top	
  priority,"	
  asserts	
  Jock	
  Reynolds,	
  the	
  Henry	
  J.	
  Heinz	
  II	
  
     Director	
  of	
  the	
  Yale	
  University	
  Art	
  Gallery.	
  	
  
	
  
•  "Through	
  this	
  new	
  university	
  policy,	
  scholars,	
  ar=sts,	
  teachers,	
  and	
  
     students	
  worldwide	
  will	
  now	
  be	
  able	
  to	
  more	
  fully	
  engage	
  our	
  collec=ons	
  
     for	
  ac=ve	
  learning	
  and	
  use	
  in	
  publica=ons,	
  classrooms,	
  and	
  crea=ve	
  
     projects	
  without	
  incurring	
  any	
  fees	
  whatsoever,	
  elimina=ng	
  what	
  has	
  
     previously	
  been	
  for	
  many	
  a	
  daun=ng	
  financial	
  hurdle."	
  	
  
     	
  
•  "High	
  costs	
  of	
  reproduc=on	
  rights	
  have	
  tradi=onally	
  limited	
  the	
  ability	
  of	
  
     scholars,	
  especially	
  ones	
  early	
  in	
  their	
  careers,	
  to	
  publish	
  richly	
  illustrated	
  
     books	
  and	
  ar=cles	
  in	
  the	
  history	
  of	
  art,	
  architecture,	
  and	
  material	
  and	
  
     visual	
  culture”,	
  according	
  to	
  Mariët	
  Westermann,	
  vice	
  president	
  of	
  the	
  
     Andrew	
  W.	
  Mellon	
  Founda=on.	
  "Yale's	
  new	
  policy	
  provides	
  an	
  important	
  
     model	
  to	
  follow."	
  
UNESCO	
  	
  	
  	
  	
  
1st	
  	
  June	
  	
  
  2011	
  
Execu=ve	
  Summary	
  
 A	
  report	
  prepared	
  for	
  UNESCO’s	
  Division	
  for	
  Freedom	
  of	
  Expression,	
  
                                    Democracy	
  and	
  Peace	
  

•  -­‐-­‐-­‐	
  it	
  is	
  more	
  apparent	
  how	
  freedom	
  can	
  be	
  eroded	
  
   uninten=onally	
  as	
  various	
  actors	
  strategically	
  pursue	
  their	
  
   own	
  diverse	
  array	
  of	
  objec=ves.	
  The	
  	
  findings	
  reinforce	
  the	
  
   significance	
  of	
  concerns	
  over	
  freedom	
  of	
  expression	
  and	
  
   connec=on,	
  while	
  acknowledging	
  countervailing	
  trends	
  and	
  
   the	
  open	
  future	
  of	
  technology,	
  policy	
  and	
  prac=ce.	
  
   Freedom	
  of	
  expression	
  is	
  not	
  an	
  inevitable	
  outcome	
  of	
  
   technological	
  innova=on.	
  It	
  can	
  be	
  diminished	
  or	
  reinforced	
  
   by	
  the	
  design	
  of	
  technologies,	
  policies	
  and	
  prac=ces	
  –	
  
   some=mes	
  far	
  removed	
  from	
  freedom	
  of	
  expression.	
  This	
  
   synthesis	
  points	
  out	
  the	
  need	
  to	
  focus	
  systema=c	
  research	
  
   on	
  this	
  wider	
  ecology	
  shaping	
  the	
  future	
  of	
  expression	
  in	
  
   the	
  digital	
  age.	
  
•  In	
  front	
  of	
  the	
  research	
  in	
  solitude	
  or	
  the	
  archivist	
  in	
  The	
  Name	
  of	
  the	
  
   Rose…	
  

•  The	
  co-­‐building.	
  
The	
  	
  we-­‐genera=on.	
  Further	
  than	
  nerds	
  or	
  techies	
  
                                                          	
  	
  




     	
  
A	
  peculiar	
  experience	
  to	
  reflect	
  on	
  na=ve	
  digital.	
  
“There	
  used	
  to	
  be	
  a	
  =me	
  when	
  we	
  would	
  be	
  called	
  ’nerds‘	
  or	
  ’techies‘.	
  Strange	
  people	
  with	
  a	
  
near-­‐obsessive	
  compulsion	
  to	
  embrace	
  new	
  technology,	
  and	
  who’d	
  rather	
  communicate	
  with	
  
their	
  friends	
  online	
  than	
  offline.	
  People	
  for	
  whom	
  the	
  Internet	
  itself	
  was	
  the	
  ul=mate	
  source	
  of	
  
informa=on	
  for	
  solving	
  any	
  kind	
  of	
  problem	
  whatsoever.	
  
However,	
  society	
  is	
  now	
  slowly	
  coming	
  to	
  terms	
  with	
  the	
  fact	
  that	
  a	
  whole	
  genera=on	
  is	
  
growing	
  up	
  that	
  has	
  only	
  ever	
  known	
  the	
  ’digital	
  age‘,	
  and	
  has	
  therefore	
  en=rely	
  accepted	
  the	
  
digital	
  way	
  of	
  doing	
  things.	
  We	
  call	
  ourselves	
  the	
  Digital	
  Na=ve	
  genera=on.”	
  	
  
we:	
  DIGITAL_NATIVES	
  by	
  Jonathan	
  Imme	
  	
  2008	
  
	
  
Coopera=ve	
  enterprise	
  	
  	
  	
  	
  Stephen	
  Downes	
  
	
  
Art	
  	
  	
  	
  	
  	
  MindKiss	
  	
  	
  	
  	
  	
  	
  and	
  	
  	
  	
  	
  we-­‐genera=on	
  
HYBRID	
  DAYS	
  	
  
hybrid	
  |ˈhīˌbrid|	
  
	
  
a	
  thing	
  made	
  by	
  combining	
  two	
  different	
  elements;	
  a	
  mixture:	
  the	
  final	
  text	
  is	
  a	
  
hybrid	
  of	
  the	
  stage	
  play	
  and	
  the	
  film.	
  
•	
  Biology	
  the	
  offspring	
  of	
  two	
  plants	
  or	
  animals	
  of	
  different	
  species	
  or	
  varie=es,	
  
such	
  as	
  a	
  mule	
  (a	
  hybrid	
  of	
  a	
  donkey	
  and	
  a	
  horse)	
  or	
  a	
  hybrid	
  of	
  wheat	
  and	
  rye.	
  
	
  
This	
  open	
  event	
  is	
  about	
  Hybrid	
  Environments	
  where	
  science,	
  
society	
  and	
  technology	
  enhancing	
  human	
  capabili=es	
  
because	
  the	
  digital	
  is	
  mel=ng	
  	
  with	
  the	
  physical	
  world	
  as	
  a	
  
new	
  layer	
  that	
  increases	
  the	
  physical	
  world	
  possibili=es.	
  The	
  
digital	
  is	
  not	
  isolated	
  from	
  the	
  physical	
  environment.	
  	
  
•  Koppi,	
  Bogle	
  y	
  LaviJ	
  (2003)	
  conclude	
  their	
  
   work	
  by	
  no=ng	
  the	
  importance	
  of	
  rewarding	
  
   the	
  produc=on	
  work	
  of	
  teachers.	
  In	
  their	
  
   opinion,	
  to	
  develop	
  a	
  formal	
  reward	
  system	
  
   that	
  includes	
  the	
  produc=on	
  and	
  use	
  of	
  open-­‐
   content	
  could	
  be	
  the	
  biggest	
  poli=cal	
  issue	
  to	
  
   develop	
  a	
  large	
  scale	
  open	
  educa=on	
  
   movement	
  in	
  the	
  field	
  of	
  the	
  learning	
  process.	
  
•  Quoted	
  by:	
  “Impacto	
  del	
  Open	
  Course	
  Ware	
  (OCW)	
  en	
  los	
  docentes	
  
   universitarios”	
  (Universidad	
  de	
  Valencia,	
  2010)	
  p.	
  42	
  
Further	
  e-­‐learning	
  
   Further	
  Learning	
  management	
  systems	
  (LMS)	
  
•  MOOC	
  (Massive	
  open	
  online	
  course)	
  v.g.	
  is	
  a	
  new	
  trend	
  
   in	
  learning	
  that	
  could	
  transform	
  the	
  process	
  of	
  
   transmission	
  of	
  knowledge	
  but	
  also	
  the	
  building	
  of	
  new	
  
   knowledge.	
  	
  The	
  coopera=ve	
  enterprise	
  or,	
  at	
  least,	
  a	
  
   collec=ve	
  enterprise	
  is	
  in	
  the	
  nucleus	
  of	
  this	
  kind	
  of	
  
   ac=vi=es.	
  
•  How	
  informa=on	
  is	
  used	
  and	
  selected?	
  This	
  is	
  the	
  role	
  
   of	
  new	
  curators.	
  The	
  humanist	
  researchers	
  could	
  be	
  
   who	
  play	
  this	
  new	
  role.	
  	
  We	
  need	
  not	
  only	
  some	
  
   disrup=ve	
  sosware	
  to	
  build	
  well	
  seman=c	
  webs.	
  It	
  is	
  a	
  
   priority	
  to	
  aZend	
  to	
  the	
  SOCIAL	
  WEB	
  and	
  the	
  way	
  the	
  
   very	
  prac=ce	
  of	
  humani=es	
  has	
  been	
  transformed.	
  
•    Two	
  issues	
  are	
  nuclear	
  in	
  this	
  new	
  line:	
  openness	
  and	
  accessibility	
  	
  
•    “In	
  addi=on	
  to	
  char=ng	
  areas	
  in	
  which	
  past	
  advances	
  have	
  been	
  made,	
  and	
  in	
  
     which	
  innova=on	
  is	
  currently	
  taking	
  place,	
  this	
  volume	
  reveals	
  that	
  digital	
  
     humani=es	
  is	
  addressing	
  many	
  of	
  the	
  most	
  basic	
  research	
  paradigms	
  and	
  methods	
  
     in	
  the	
  disciplines,	
  to	
  focus	
  our	
  aZen=on	
  on	
  important	
  ques=ons	
  to	
  be	
  asked	
  and	
  
     answered,	
  in	
  addi=on	
  to	
  important	
  new	
  ways	
  of	
  asking	
  and	
  answering	
  that	
  are	
  
     enabled	
  by	
  our	
  interac=on	
  with	
  the	
  computer.”	
  p.	
  19	
  
•    “The	
  process	
  that	
  one	
  goes	
  through	
  in	
  order	
  to	
  develop,	
  apply,	
  and	
  compute	
  these	
  
     knowledge	
  representa=ons	
  is	
  unlike	
  anything	
  that	
  humani=es	
  scholars,	
  outside	
  of	
  
     philosophy,	
  have	
  ever	
  been	
  required	
  to	
  do.	
  This	
  method,	
  or	
  perhaps	
  we	
  should	
  call	
  
     it	
  a	
  heuris=c,	
  discovers	
  a	
  new	
  horizon	
  for	
  humani=es	
  scholarship,	
  a	
  paradigm	
  as	
  
     powerful	
  as	
  any	
  that	
  has	
  arisen	
  in	
  any	
  humani=es	
  discipline	
  in	
  the	
  past	
  –	
  and,	
  
     indeed,	
  maybe	
  more	
  powerful,	
  because	
  the	
  rigor	
  it	
  requires	
  will	
  bring	
  to	
  our	
  
     aZen=on	
  undocumented	
  features	
  of	
  our	
  own	
  idea=on.	
  Coupled	
  with	
  enormous	
  
     storage	
  capacity	
  and	
  computa=onal	
  power,	
  this	
  heuris=c	
  presents	
  us	
  with	
  paZerns	
  
     and	
  connec=ons	
  in	
  the	
  human	
  record	
  that	
  we	
  would	
  never	
  otherwise	
  have	
  found	
  
     or	
  examined.”	
  p.	
  19	
  
•  “All	
  of	
  this	
  means	
  that	
  it	
  is	
  now	
  possible	
  to	
  store	
  and	
  to	
  manipulate	
  large	
  
   quan==es	
  of	
  data	
  stored	
  in	
  many	
  places	
  and	
  accessible	
  from	
  remote	
  sites,	
  
   today	
  typically	
  at	
  the	
  researcher’s	
  desk.	
  
•  This	
  newfound	
  capacity	
  is	
  opening	
  up	
  what	
  I	
  osen	
  refer	
  to	
  as	
  e-­‐research,	
  a	
  
   new	
  brand	
  of	
  research.	
  Whether	
  it	
  is	
  manipula=ng	
  and	
  managing	
  material	
  
   in	
  electronic	
  journals	
  or	
  in	
  large	
  data	
  bases	
  such	
  as	
  StatsCan	
  or	
  in	
  archives	
  
   or	
  in	
  text	
  materials,	
  there	
  is	
  today	
  the	
  opportunity	
  to	
  ask	
  ques=ons	
  that	
  
   were	
  not	
  previously	
  possible	
  to	
  answer.	
  Indeed,	
  the	
  ques=ons	
  possible	
  to	
  
   address	
  today	
  are	
  so	
  far	
  removed	
  from	
  earlier	
  possibili=es	
  that	
  it	
  wasn’t	
  
   even	
  possible	
  to	
  conceive	
  of	
  completely	
  new	
  ques=ons”.	
  	
  
•  “=tle	
  “Mind	
  Technologies”	
  as	
  it	
  conveys	
  a	
  message	
  that	
  researchers	
  are	
  
   now	
  challenged	
  to	
  do	
  things	
  that	
  they	
  never	
  imagined	
  before,	
  while	
  
   humani=es	
  compu=ng	
  does	
  not	
  fully	
  capture	
  the	
  spirit	
  of	
  the	
  new	
  
   fron=ers	
  that	
  are	
  now	
  opening	
  up.”	
  David	
  Stangway	
  	
  p.	
  x	
  
•  	
  	
  
•  	
  	
  
 
Alterna=ve	
  Wor(l)ds:	
  The	
  Humani=es	
  in	
  2010,	
  Report	
  of	
  the	
  
Working	
  Group	
  on	
  the	
  Future	
  of	
  the	
  Humani=es	
  (SSHRC,	
  2001)	
  	
  	
  	
  
(	
  YES	
  BUT	
  …	
  	
  THE	
  OLD	
  IDEAS	
  SE	
  RESISTEN	
  A	
  	
  MORIR)	
  
	
   (Technologies)	
  	
  present	
  an	
  exci=ng	
  opportunity	
  for	
  scholars,	
  teachers	
  and	
  students	
  
• 
       to	
  become	
  informed	
  partners	
  and	
  innovators.	
  In	
  par=cular,	
  new	
  technologies	
  
       provide	
  access	
  to	
  non-­‐linear,	
  visual	
  methods	
  of	
  conveying	
  informa=on.	
  Judicious	
  
       use	
  of	
  these	
  methods	
  can	
  enhance	
  the	
  integra=on	
  (…)	
  leading	
  to	
  collabora=on	
  
       between	
  several	
  disciplines	
  and	
  technical	
  fields	
  and	
  bringing	
  together	
  academics,	
  
       ar=sts,	
  mul=media	
  experts,	
  informa=on	
  technology	
  specialists,	
  librarians	
  and	
  
       students.	
  
	
  
•     “The	
  humani=es	
  must	
  con=nue	
  to	
  seek	
  larger	
  structures	
  of	
  sense	
  in	
  order	
  to	
  
      create	
  cohesiveness	
  and	
  the	
  types	
  of	
  ‘intellectual	
  filters’	
  that	
  are	
  necessary	
  to	
  sort	
  
      out	
  knowledge	
  from	
  [mere]	
  informa=on:	
  this	
  part	
  of	
  its	
  mission	
  remains	
  the	
  same..	
  
      Guided	
  by	
  a	
  larger	
  plan,	
  they	
  (technologies)	
  can	
  however	
  work	
  to	
  create	
  sense.”	
  
—	
  Conference	
  Delegate	
  
•  Another	
  concern	
  is	
  that	
  while	
  the	
  new	
  technologies	
  can	
  provide	
  a	
  very	
  wide	
  
      audience	
  with	
  access	
  to	
  a	
  vast	
  variety	
  and	
  quan=ty	
  of	
  sources,	
  data	
  and	
  
      documents,	
  this	
  “universal	
  ready	
  access”	
  also	
  raises	
  ques=ons	
  about	
  the	
  
      authen=city	
  and	
  accuracy	
  of	
  texts	
  and	
  data.	
  The	
  linguis=c	
  and	
  textual	
  skills	
  of	
  the	
  
      humanist	
  will	
  con=nue	
  to	
  play	
  as	
  essen=al	
  a	
  role	
  in	
  the	
  age	
  of	
  electronic	
  texts	
  as	
  
      they	
  did	
  in	
  the	
  eras	
  of	
  hand	
  copied	
  manuscripts	
  and	
  moveable	
  lead	
  type.	
  
Bibliography	
  
•          Borgman,	
  C.	
  L.	
  (2007).	
  Scholarship	
  in	
  the	
  digital	
  age	
  :	
  informa=on,	
  infrastructure,	
  
           and	
  the	
  Internet.	
  Cambridge,	
  Mass.,	
  MIT	
  Press.	
  
	
  	
  
•          Crane,	
  G.,	
  A.	
  Babeu,	
  and	
  D.	
  Bamman.	
  2007.	
  eScience	
  and	
  the	
  Humani=es.	
  
            	
  Interna=onal	
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  on	
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  Libraries	
  	
  7:117-­‐122 	
  	
  
	
  
	
  
•          Echeverría,	
  J.	
  (1999).	
  Los	
  señores	
  del	
  aire:	
  Telépolis	
  y	
  el	
  tercer	
  entorno.	
  Barcelona,	
  
           Des=no.	
  
            	
  	
  
•          Echeverría,	
  J.	
  (2003).	
  La	
  revolución	
  tecnocienŒfica.	
  Madrid,	
  Fondo	
  de	
  Cultura	
  
           Económica	
  de	
  España.	
  
            	
  	
  
•          Zorich,	
  D.	
  (2008).	
  "A	
  survey	
  of	
  digital	
  humani=es	
  centers	
  in	
  the	
  United	
  States."	
  vii,	
  
           78	
  p.	
  
            	
  	
  

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Granada0611 digital humanities

  • 1. jalvarez@fsof.uned.es   @alvarezuned   This  is  a  working  process  document.  Please  use  and   quote  as  tenta=ve  and  coopera=ve  ideas.  Tkank  you  for   your  observa=ons  
  • 2.                  Digital  Humani=es  (Mind)                                                    Coopera=ve  Enterprise  (Body)            Network  Society  (World)   Hilary  Putnam:  The  threefold  cord:    mind,  body,  and   world  (Spanish  transla=on  J.  F.  Álvarez:  La  cuerda  de   tres  cabos).    
  • 3. Network  Society  as  a  Threefold   Environment  
  • 4. CYBERCITIZENS,  CULTURE     AND  PUBLIC  GOODS,     •  “Network  society  is  provoking  drama=c  changes  in  several   aspects  of  our  daily  life  as  cultural  traits,  business  and  the   more  disparages  spheres  of  privacy  and  social  life.  We  must   aZend  both  to  freedom  of  access  and  to  new  service   genera=on  because  of  the  peculiar  form  public  goods  are   rising  in  the  Net.  To  supersede  individual  capability   limita=ons  and  to  diffuse  digital  and  cultural  gaps,   electronic  government  could  be  a  cultural  decisive  tool  in   this  phase  of  cibersociety  enhancement.  Technologies   enhanced  the  human  capabili=es,  as  well  as  with  the  social   ac=ons  and  its  framework,  including  cultural  produc=on   and  management.  Technologies  are  also  transforming  the   genera=on,  reproduc=on  and  transmission  of  (social)   knowledge.”  (J.  Francisco  Álvarez,  Arbor,  2009)  
  • 5. A  recurrent  idea   Mano  Marks´  Blog   Thursday,  June  2,  2011   Working  with  People     “The  Humani=es  are  tradi=onally  a  lonely  profession.  While  in  the  hard  sciences   it's   not   uncommon   to   see   a   long   list   of   names   on   papers,   in   Humani=es   professions  there's  liZle  reward  for  mul=ple  people  working  on  a  project.  Tenure   was   based   on   ar=cles   you   wrote,   sole   project   work.   One   of   the   reasons   I   love   digital   humani=es   work   is   that   people   are   coming   together,   breaking   the   restric=ve  bonds  of  solitary  work”   Mano  Marks,  Geo  Developer  Advocate  at  Google   hZp://randommarkers.blogspot.com/2011/06/working-­‐with-­‐people.html    
  • 6.   The  social  turn  in  humani=es   is  knocking  at  the  door  and  it  will   remain  here  forever!       @thatcampMadrid        21-­‐22th  november  2011   Good  News  for  Humani=es,  if  ….  
  • 7.     hZp://madrid2011.thatcamp.org/category/general/     21th  -­‐22th    November,  2011  
  • 8. Monitoring  trends,  promo=ng  and   strengthening  coopera=ve  research   •  Networks  and  open  systems  of  knowledge   management.   •  Best  tradi=ons  of  archival  and  documentary   prac=ces.   •  Future  research  model  is  based  on   coopera=on  and  build  on  networks  and  open   systems  of  knowledge  management.   •  DIGITAL  HUMANITIES  MANIFESTO  
  • 9. DIGITAL  HUMANITIES  MANIFESTO   •  hZp://tcp.hypotheses.org/411  
  • 10. Let´s  see  an  example   Granada    150  years  ago   •  Not  only  new  direc=ons  in  humani=es,  not  only  some  paradigma=c   change.    We  are  living  in  a  more  radical  change.   •  A  new  era  in  humani=es  research  is  coming,  but  what  does  it   mean?   •  New  tools,  new  collec=ons,  new  data:  a  huge  and  enormous  set  of   data  anybody  never  thought  before  are  now  at  our  finger=ps.   •  The  online  accessibility  to  a  large  number  of  documents    in  real   =me  is  drama=cally  changing  our  research  experience.    Thus,  let’s   see  a  simple  but  not  trivial  example:     –  Whilst  I  was  preparing  this  lecture  I  asked  me:  What  had  happened  at   the  University  of  Granada  150  years  ago?  What  documents  could  I   obtain  from  my  desk  work?  
  • 11. new   150  years  ago  at   capabili=es   the  University  of     Granada   Open  access       Public    goods   Now  it´s  possible  with  the     support  of  Google,  UCM  and   HathiTrust  collec=on  
  • 12. A  Survey  of  Digital  Humani=es  Centers   in  the  United  States.  2008   «Digital   humani,es   implies   humani,es-­‐based   research,   teaching,   and   intellectual   engagement   conducted   with   digital   technologies   and   resources.   The   use   of   these   technologies   may   be   prosaic   (e.g.,   using   new   media   to   conduct   humani=es   research   or   enhance   teaching)   or   transforma=ve   (e.g.,   developing   wholly   new   products   and   processes   that   transform   exis=ng   knowledge  and  create  new  scholarship)».   Diane  M.  Zorich.  November  2008   A  very  useful  work    but    the  coopera=on  perspec=ve  must  be  reforced  
  • 13. SOME  OBSTACLES  TO  INNOVATION  IN   HUMANITIES   •  COPYRIGHT:  A  university  that  goes  too  far  could   end  up  facing  a  copyright-­‐infringement  lawsuit.   •  The  8.7-­‐million-­‐volume  library  pools  digital  copies   of  texts  that  Google  scanned  from  universi=es.   John  P.  Wilkin,  its  execu=ve  director,  es=mates   that  HathiTrust  may  contain  2.5  million  orphan   works.  HathiTrust  publishes  the  full  text  of  works   in  the  public  domain,  but  not  of  those  that  are   orphaned.  May  29,  2011   •  Out  of  Fear,  Colleges  Lock  Books  and  Images  Away  From  Scholars   •  Marc  Parry  Chronicle  of  Higher  Educa=on"  
  • 14. What  revolu=on?   Technological  is  over     •  “Using   informa=on   technology   to   illuminate   the   human   record,   and   bringing   an   understanding   of   the   human  record  to  bear  on  the  development  and  use  of   informa=on   technology”.   Susan   Schreibman,   Ray   Siemens,   and   John   Unsworth     Introduc=on   to   Digital   Humani=es  p.16     •  “Today,  one  hears  less  and  less  of  it,  perhaps  because   (as  Ess  notes)  the  revolu=on  has  succeeded:  in  almost   all  their  poten=al,  no  longer  seem  revolu=onary  at  all”         p.17   •     
  • 15. Sociotecnical  revolu=on  is  happening       •  My  thesis  is  that  nowadays  other  revolu=on  is   happening:  the  socio  technical  revolu=on  in   humani=es,  facilitated  by    the  presence  of    ICT.  It´s  no   a  material  or  physical  tool.  Instead,  it  is  at  the  very   social  structure  that  is  rising  as  a  basic  turn  in   humani=es'  prac=ces  and  in  e-­‐science  in  general.   •  Openness,  accessibility,  how  informa=on  is  used  and   selected:    a  new  curator,  not  only  new  sosware  for   seman=c  webs,  now  the  SOCIAL  WEB  and  its  uses  are   transforming  the  prac=ce  of  humani=es.  
  • 16. Welcome  to  the  Shared  Digital  Future   HathiTrust  is  a  bold  idea  with  big  plans     TOOLS  and  RESOURCES      for  a  new  era  in  humani,es   HathiTrust  is  a  partnership  of  major  research  ins=tu=ons  and  libraries  working  to  ensure   that  the  cultural  record  is  preserved  and  accessible  long  into  the  future.  There  are  more   than  fisy  partners  in  HathiTrust,  and  membership  is  open  to  ins=tu=ons  worldwide.     •  hZp://www.hathitrust.org/about   Currently  Digi,zed   8,771,712  total  volumes  ;  4,  789,293  book  =tles,  212,672  serial  =tles   3,070,099,200  pages    393  terabytes     2,382,779  volumes  (~27%  of  total)  in  the  public  domain       View  visualiza=ons  of  HathiTrust:   hZp://www.hathitrust.org/print/220    
  • 17. Good  news   Yale  University  May  11,  2011     •  hZp://opac.yale.edu/news/ar=cle.aspx?id=8544       New  Haven,  Conn.—  Scholars,  ar=sts  and  other  individuals   around  the  world  will  enjoy  free  access  to  online  images  of   millions  of  objects  housed  in  Yale’s  museums,  archives,  and   libraries  thanks  to  a  new  “Open  Access”  policy  that  the   University  announced  today.  Yale  is  the  first  Ivy  League   university  to  make  its  collec=ons  accessible  in  this  fashion.     Jon  Butler   Ac=ng  University  Librarian   Yale  University    
  • 18. Network  Society:    new  capabili=es   •  As  works  in  these  collec=ons  become  digi=zed,   the  museums  and  libraries  will  make  those   images  that  are  in  the  public  domain  freely   accessible.  In  a  departure  from  established   conven=on,  no  license  will  be  required  for  the   transmission  of  the  images  and  no  limita=ons  will   be  imposed  on  their  use.  The  result  is  that   scholars,  ar=sts,  students,  and  ci=zens  the  world   over  will  be  able  to  use  these  collec=ons  for   study,  publica=on,  teaching  and  inspira=on.   •  (Yale,    10  May    2011)  
  • 19. Globaliza=on  and  scholarship   coopera=on   •  "Sharing  our  ar=s=c  resources  more  fully  across  Yale  and  well  beyond  its   campus  is  a  top  priority,"  asserts  Jock  Reynolds,  the  Henry  J.  Heinz  II   Director  of  the  Yale  University  Art  Gallery.       •  "Through  this  new  university  policy,  scholars,  ar=sts,  teachers,  and   students  worldwide  will  now  be  able  to  more  fully  engage  our  collec=ons   for  ac=ve  learning  and  use  in  publica=ons,  classrooms,  and  crea=ve   projects  without  incurring  any  fees  whatsoever,  elimina=ng  what  has   previously  been  for  many  a  daun=ng  financial  hurdle."       •  "High  costs  of  reproduc=on  rights  have  tradi=onally  limited  the  ability  of   scholars,  especially  ones  early  in  their  careers,  to  publish  richly  illustrated   books  and  ar=cles  in  the  history  of  art,  architecture,  and  material  and   visual  culture”,  according  to  Mariët  Westermann,  vice  president  of  the   Andrew  W.  Mellon  Founda=on.  "Yale's  new  policy  provides  an  important   model  to  follow."  
  • 20. UNESCO           1st    June     2011  
  • 21. Execu=ve  Summary   A  report  prepared  for  UNESCO’s  Division  for  Freedom  of  Expression,   Democracy  and  Peace   •  -­‐-­‐-­‐  it  is  more  apparent  how  freedom  can  be  eroded   uninten=onally  as  various  actors  strategically  pursue  their   own  diverse  array  of  objec=ves.  The    findings  reinforce  the   significance  of  concerns  over  freedom  of  expression  and   connec=on,  while  acknowledging  countervailing  trends  and   the  open  future  of  technology,  policy  and  prac=ce.   Freedom  of  expression  is  not  an  inevitable  outcome  of   technological  innova=on.  It  can  be  diminished  or  reinforced   by  the  design  of  technologies,  policies  and  prac=ces  –   some=mes  far  removed  from  freedom  of  expression.  This   synthesis  points  out  the  need  to  focus  systema=c  research   on  this  wider  ecology  shaping  the  future  of  expression  in   the  digital  age.  
  • 22. •  In  front  of  the  research  in  solitude  or  the  archivist  in  The  Name  of  the   Rose…   •  The  co-­‐building.  
  • 23. The    we-­‐genera=on.  Further  than  nerds  or  techies         A  peculiar  experience  to  reflect  on  na=ve  digital.   “There  used  to  be  a  =me  when  we  would  be  called  ’nerds‘  or  ’techies‘.  Strange  people  with  a   near-­‐obsessive  compulsion  to  embrace  new  technology,  and  who’d  rather  communicate  with   their  friends  online  than  offline.  People  for  whom  the  Internet  itself  was  the  ul=mate  source  of   informa=on  for  solving  any  kind  of  problem  whatsoever.   However,  society  is  now  slowly  coming  to  terms  with  the  fact  that  a  whole  genera=on  is   growing  up  that  has  only  ever  known  the  ’digital  age‘,  and  has  therefore  en=rely  accepted  the   digital  way  of  doing  things.  We  call  ourselves  the  Digital  Na=ve  genera=on.”     we:  DIGITAL_NATIVES  by  Jonathan  Imme    2008     Coopera=ve  enterprise          Stephen  Downes     Art            MindKiss              and          we-­‐genera=on  
  • 24. HYBRID  DAYS     hybrid  |ˈhīˌbrid|     a  thing  made  by  combining  two  different  elements;  a  mixture:  the  final  text  is  a   hybrid  of  the  stage  play  and  the  film.   •  Biology  the  offspring  of  two  plants  or  animals  of  different  species  or  varie=es,   such  as  a  mule  (a  hybrid  of  a  donkey  and  a  horse)  or  a  hybrid  of  wheat  and  rye.     This  open  event  is  about  Hybrid  Environments  where  science,   society  and  technology  enhancing  human  capabili=es   because  the  digital  is  mel=ng    with  the  physical  world  as  a   new  layer  that  increases  the  physical  world  possibili=es.  The   digital  is  not  isolated  from  the  physical  environment.    
  • 25. •  Koppi,  Bogle  y  LaviJ  (2003)  conclude  their   work  by  no=ng  the  importance  of  rewarding   the  produc=on  work  of  teachers.  In  their   opinion,  to  develop  a  formal  reward  system   that  includes  the  produc=on  and  use  of  open-­‐ content  could  be  the  biggest  poli=cal  issue  to   develop  a  large  scale  open  educa=on   movement  in  the  field  of  the  learning  process.   •  Quoted  by:  “Impacto  del  Open  Course  Ware  (OCW)  en  los  docentes   universitarios”  (Universidad  de  Valencia,  2010)  p.  42  
  • 26. Further  e-­‐learning   Further  Learning  management  systems  (LMS)   •  MOOC  (Massive  open  online  course)  v.g.  is  a  new  trend   in  learning  that  could  transform  the  process  of   transmission  of  knowledge  but  also  the  building  of  new   knowledge.    The  coopera=ve  enterprise  or,  at  least,  a   collec=ve  enterprise  is  in  the  nucleus  of  this  kind  of   ac=vi=es.   •  How  informa=on  is  used  and  selected?  This  is  the  role   of  new  curators.  The  humanist  researchers  could  be   who  play  this  new  role.    We  need  not  only  some   disrup=ve  sosware  to  build  well  seman=c  webs.  It  is  a   priority  to  aZend  to  the  SOCIAL  WEB  and  the  way  the   very  prac=ce  of  humani=es  has  been  transformed.  
  • 27. •  Two  issues  are  nuclear  in  this  new  line:  openness  and  accessibility     •  “In  addi=on  to  char=ng  areas  in  which  past  advances  have  been  made,  and  in   which  innova=on  is  currently  taking  place,  this  volume  reveals  that  digital   humani=es  is  addressing  many  of  the  most  basic  research  paradigms  and  methods   in  the  disciplines,  to  focus  our  aZen=on  on  important  ques=ons  to  be  asked  and   answered,  in  addi=on  to  important  new  ways  of  asking  and  answering  that  are   enabled  by  our  interac=on  with  the  computer.”  p.  19   •  “The  process  that  one  goes  through  in  order  to  develop,  apply,  and  compute  these   knowledge  representa=ons  is  unlike  anything  that  humani=es  scholars,  outside  of   philosophy,  have  ever  been  required  to  do.  This  method,  or  perhaps  we  should  call   it  a  heuris=c,  discovers  a  new  horizon  for  humani=es  scholarship,  a  paradigm  as   powerful  as  any  that  has  arisen  in  any  humani=es  discipline  in  the  past  –  and,   indeed,  maybe  more  powerful,  because  the  rigor  it  requires  will  bring  to  our   aZen=on  undocumented  features  of  our  own  idea=on.  Coupled  with  enormous   storage  capacity  and  computa=onal  power,  this  heuris=c  presents  us  with  paZerns   and  connec=ons  in  the  human  record  that  we  would  never  otherwise  have  found   or  examined.”  p.  19  
  • 28. •  “All  of  this  means  that  it  is  now  possible  to  store  and  to  manipulate  large   quan==es  of  data  stored  in  many  places  and  accessible  from  remote  sites,   today  typically  at  the  researcher’s  desk.   •  This  newfound  capacity  is  opening  up  what  I  osen  refer  to  as  e-­‐research,  a   new  brand  of  research.  Whether  it  is  manipula=ng  and  managing  material   in  electronic  journals  or  in  large  data  bases  such  as  StatsCan  or  in  archives   or  in  text  materials,  there  is  today  the  opportunity  to  ask  ques=ons  that   were  not  previously  possible  to  answer.  Indeed,  the  ques=ons  possible  to   address  today  are  so  far  removed  from  earlier  possibili=es  that  it  wasn’t   even  possible  to  conceive  of  completely  new  ques=ons”.     •  “=tle  “Mind  Technologies”  as  it  conveys  a  message  that  researchers  are   now  challenged  to  do  things  that  they  never  imagined  before,  while   humani=es  compu=ng  does  not  fully  capture  the  spirit  of  the  new   fron=ers  that  are  now  opening  up.”  David  Stangway    p.  x   •      •     
  • 29.   Alterna=ve  Wor(l)ds:  The  Humani=es  in  2010,  Report  of  the   Working  Group  on  the  Future  of  the  Humani=es  (SSHRC,  2001)         (  YES  BUT  …    THE  OLD  IDEAS  SE  RESISTEN  A    MORIR)     (Technologies)    present  an  exci=ng  opportunity  for  scholars,  teachers  and  students   •  to  become  informed  partners  and  innovators.  In  par=cular,  new  technologies   provide  access  to  non-­‐linear,  visual  methods  of  conveying  informa=on.  Judicious   use  of  these  methods  can  enhance  the  integra=on  (…)  leading  to  collabora=on   between  several  disciplines  and  technical  fields  and  bringing  together  academics,   ar=sts,  mul=media  experts,  informa=on  technology  specialists,  librarians  and   students.     •  “The  humani=es  must  con=nue  to  seek  larger  structures  of  sense  in  order  to   create  cohesiveness  and  the  types  of  ‘intellectual  filters’  that  are  necessary  to  sort   out  knowledge  from  [mere]  informa=on:  this  part  of  its  mission  remains  the  same..   Guided  by  a  larger  plan,  they  (technologies)  can  however  work  to  create  sense.”   —  Conference  Delegate   •  Another  concern  is  that  while  the  new  technologies  can  provide  a  very  wide   audience  with  access  to  a  vast  variety  and  quan=ty  of  sources,  data  and   documents,  this  “universal  ready  access”  also  raises  ques=ons  about  the   authen=city  and  accuracy  of  texts  and  data.  The  linguis=c  and  textual  skills  of  the   humanist  will  con=nue  to  play  as  essen=al  a  role  in  the  age  of  electronic  texts  as   they  did  in  the  eras  of  hand  copied  manuscripts  and  moveable  lead  type.  
  • 30. Bibliography   •  Borgman,  C.  L.  (2007).  Scholarship  in  the  digital  age  :  informa=on,  infrastructure,   and  the  Internet.  Cambridge,  Mass.,  MIT  Press.       •  Crane,  G.,  A.  Babeu,  and  D.  Bamman.  2007.  eScience  and  the  Humani=es.    Interna=onal  Journal  on  Digital  Libraries    7:117-­‐122         •  Echeverría,  J.  (1999).  Los  señores  del  aire:  Telépolis  y  el  tercer  entorno.  Barcelona,   Des=no.       •  Echeverría,  J.  (2003).  La  revolución  tecnocienŒfica.  Madrid,  Fondo  de  Cultura   Económica  de  España.       •  Zorich,  D.  (2008).  "A  survey  of  digital  humani=es  centers  in  the  United  States."  vii,   78  p.