The Learning Gardens at the Chinese University of Hong Kong

During my sabbatical, Patrick Lo, Dickson Chiu, and I were fortunate to interview Louise Jones, the University Librarian of the Chinese University of Hong Kong (CUHK) for an upcoming book project.  The Chinese University of Hong Kong Library is one of the leading research libraries in East Asia, and has a significant Special Collections ranging from Shang dynasty oracle bones to modern Chinese literary archives.  With ongoing digitization initiatives, the Library makes available over 5 million digital images/objects and making content openly accessible to the local and global research community.

While CUHK Library comprises seven libraries, I had the most fun with the tour of the Learning Garden, which is an inspirational space that has won awards.  The Learning Garden is combined effort of librarians, architects, and the university community.   As far back as 2014, when the Learning Garden first opened, it introduced 3D Printing and 3D Scanning services with the idea of bringing design concepts to life.  In inspiring students to explore new interests in design and helping them to bring their creations and design concepts to life, the library provides two desktop level of 3D printers, including the Structure Sensor and Next Engine 3D scanners.

Clearly, with the trend in academic libraries is the shifting relationship between space and collections, physical collections increasingly across academia are being moved to storage or lesser used facilities, freeing up of space for collaborative learning and study spaces.   With specific spaces opened for 24 hours a day during term time, how does the Learning Garden provides flexible seating and facilities to support teaching and learning activities.  In addition to face-to-face teaching, collaborative learning through discussion among peers to generate ideas is increasingly important; in addition, with the needs of group projects for coursework, a 24-hour library space is necessary for the needs of students, particularly those who live on campus.   On average, the Learning Garden has up to 300 patrons just after the library closes at 10.00pm.

How does the Learning Garden differ from the Research Commons in the University Library though?  Both the Learning Garden and Research Commons are open spaces for students, undergraduate graduate students.  While the same number of group study rooms are also available for bookings at Research Commons on the first floor of the University Library complex, the services arranged by the Research Commons librarian are specifically focused for graduate and postgraduate students as well as researchers; such services include research consultation services, research café events, thesis writing skills, authoring workshop, and citation management.  However, the services for Postgraduates are not restricted to the Research Commons area; for example, the Research Cafe (presentations by Ph.D. candidates) are held in a small open space on the ground floor of the library. Activities conducted in open spaces aim to cultivate a learning ambiance and scholarly exchange and dialogue between students and scholars.

What's interesting about the Learning Garden is the emphasis of short-term flexibility with such things as movable furniture and temporary wall partitions.  The Learning Garden is an open plan design, uniquely with no temporary wall partitions; thus, its events are conducted in an entirely open setting. As its name conveys as a "garden," patrons can find their own favourite spot for individual study, for chatting, for relaxation in the refreshment zone, having group discussions or joining a talk in the Open Forum. Except for the bubble group study room, all of these activities co-exist in the Learning Garden in a harmonious, collaborative manner. The Learning Path is designed as two 50 meters long desks and S-shape curve creates natural bays for groups to study together or individual. For flexibility, the designer architect selected more light-weighted and robust furniture for students to freely move and group various tables together to fit their purpose of learning.  Smart whiteboards are movable as well.

The library is an important selling point for the university, and the Learning Garden has fast become the major attraction to University guests, students and visiting scholars.  As a building, it has won several awards.  The large whiteboard are full of students’ comments, drawing, traces of idea exchange and even poems, the students have indeed made the place their home and welcoming in their own way.  Here's the past UL Colin Storey's recap of how it all started in 2012.  

Data Analysis Using Gephi, a Digital Humanities Case Study

Chinese Canadian Stories – Uncommon Histories from a Common Past was a collaborative project that I was a part of during an earlier part of my career as a librarian, and one I'm re-visiting again in the context of digital humanities.   Interestingly, when we began, we had no idea of the term DH.  I was more involved in the community engagement aspect of the project (which is also an important ingredient in DH projects).  Between 2006-2008, a team of student researchers at UBC working with Prof. Peter Ward and Prof. Henry Yu who spent two years painstakingly recording the data for every one of the over 97,000 Chinese in the Chinese Head Tax Register.  For each of the Chinese who entered Canada, the data included names, age, height, villages and counties of origin and through a digital database, the project enabled us a powerful research tool for understanding who these migrants were, where they left, and where they were going in Canada.  The irony is that the practice of restricting immigration actually left researchers a rich data collection of those early Canadian migrants.

While the project collaborated with the local Chinese Canadian community to preserve their culture and history through outreach and actively collecting materials for its web portal, an unintended yet innovative result was the emergence of digital tools and techniques normally used in the sciences enabled us to examine the records of the migrants. Through the project, the researchers published a few peer-reviewed research papers documenting their use of Gephi, a visualization network analysis tool, which plotted locations in Saskatchewan based on longitude, latitude, and a tool called Ego Network, which it allows us to select any node in the network and filter the network to only see its connections.

In Gephi, to have a high betweenness centrality score would mean that you are integral in connecting elements within the network. In the Saskatchewan network produced by Gephi, three major destinations emerge: Saskatoon, Regina, and Moose Jaw. Swift Current, while a major destination, does not have as many links to highly-connected places as Saskatoon, Regina, and Moose Jaw (which predictably are very connected to each other). Some of the major families in this network also start to emerge: there was a strong Ma clan association that had through chain migration spread across Saskatchewan.  Combined with oral histories and analog research, this method of DH inquiry is a supremely powerful way to enhance discover and to visually tell the story of our findings. 

The Ma family appears to be much more important in the Regina network than in the Moose Jaw network. In order to produce these networks using Gephi, the researchers combed through all the immigrants that listed Saskatchewan as their destination but had to deduce the Romanized form of their surnames. There are quite a few Romanizations that have multiple possible Chinese surnames associated with Ma.  For instance, in anayzing the Regina network, it becomes clear that the Luo and Liu who are from Yuemingcun in Sen Ning are probably the same family--either Luo or Liu, not both.   My colleagues at Asian Library, including the now retired Eleanor Yuen, have pioneered the way for future research by mapping the villages and towns recorded in the Register of Chinese Immigration to Canada from 1885 to 1949 in their original Chinese character names. 

The project was furthered with the great help at the Spatial History Project, Center for Spatial and Textual Analysis [CESTA] at Stanford University.

Using the variables of family name, village origin, and destination in Saskatchewan, Stanford researcher Stephanie Chan used Gephi to produce network patterns for four Chinese family lineages that visualize the weighted correspondence of family name and village origin in creating family chains and connection between destinations. Of course, this preliminary visualization is limited to only describing the Ma family in Saskatchewan.   There's still much data to be analyzed.   The work has just begun. 

Historical Chinese Language Materials in British Columbia (HCLMBC) was a collaboration between UBC and SFU to digitize historical records and images related to Chinese settlement and life in British Columbia.

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Sources for more reading:

Yu, Henry, and Stephanie Chan. " The Cantonese Pacific: Migration Networks and Mobility Across Space and Time." Trans-Pacific Mobilities: The Chinese and Canada (2017): 25. [Link]

Hermansen, S. and H. Yu. “The Irony of Discrimination: Mapping Historical Migration Using Chinese Head Tax Data.” In Historical GIS Research in Canada, J. Bonnel and M. Fortin (Eds.), University of Calgary Press, 2014. [Link]

 Murphy, Nathan. "Review of a Digital History Tool: Gephi–Networking through History."

Calma, Angelito, and Martin Davies. 2017. Geographies of influence: A citation network analysis of higher education 1972–2014. Scientometrics 110 (3): 1579-99. [Link]

More Networks in the Humanities or Did books have DNA? [Link]
Stanford Gephi Workshop materials. [Link]

DH Projects in East Asian Studies

The ‘Digital Humanities’ is still a young and highly contested area.  Furthermore, as Tom Mullaney has argued, within Digital Humanities is an “Asia deficit”which is no small part the outcome of more entrenched divides within the platforms and digital tools that form the foundation of DH itself.   This divide between East and West runs very deep, and is not primarily a question of scholarly interest or orientation.  I was pleasantly impressed at the progress made in DH learning more about these projects.

A couple of projects that I had come across recently came from a presentation by Michael Hunter of Yale University.  He introduced the The Life of the Buddha (LOTB) project which addresses this challenge by presenting and analyzing for the first time monumental Tibetan murals depicting the Buddha’s life, their related literature, and their architectural and historical settings. LOTB also offers scholarly and learning communities the first tool to research and engage image, text, architecture, and history as an integrated and meaning-rich whole. The project’s impact for the humanities and the study of Buddhism are thus twofold: the largest study to date on visual and textual Buddha narratives in Tibet, and a new digital tool for synthetic teaching and research of Buddhist images and texts in context.  These murals date from the first decades of the 17th century and are among only a handful of fully preserved narrative paintings in Central Tibet. They are also among the few murals in Tibet explicitly linked to an extant collection of narrative, poetic, ritual, and technical painting literature about the Buddha. Practically nothing has been written about the Jonang murals, and no complete visual documentation has ever been attempted.

The Ten Thousand Rooms Project (廣廈千萬間項目) is a project led by Michael Hunter, and is a collaborative workspace (but not a database) for pre-modern textual studies.  Building on the Mirador Viewer developed by Stanford University, the platform allows users to upload images of manuscript, print, inscriptional, and other sources and then organize projects around their transcription, translation, and/or annotation. Both as a workspace for crowd-sourcing core textual research and as a publishing venue for scholarly contributions that are less well suited to conventional book formats, the Ten Thousand Rooms Project is really one of the early DH projects at Yale that establishes an international online community committed to making the East Asian textual heritage more accessible to a wider audience. All users are free to view projects on the site, and registered users can create their own projects and also to others as well. 

In all, the future of DH in Asian Studies is coming along now, certainly at a pace that suggest much is happening, either at conferences, digital podcasts, and the network of scholars and practitioners coming together in a vibrant community of practice in an area of scholarship that's long overlooked.