Digital Humanities: Implications for Librarians, Libraries, and Librarianship in Journal of College & Undergraduate Libraries #DH

Although it's been out for almost a year now, I'm excited to have read the DH-themed issue in College & Undergraduate Libraries.  Volume 24's Digital Humanities: Implications for Librarians, Libraries, and Librarianship is a special issue that reflects some of the current challenges that occupy librarians who are engaging the academic community in the digital humanities.  Some of the authors are familiar names and that's not surprising as many are at the top of their fields in DH.

In College & Undergraduate Libraries, this special issue has thirty articles on various topics that have been organized around six main themes: theoretical and critical issues, transforming traditional collections, models of collaboration, planning and project management, the ACRL Framework for Information Literacy for Higher Education, and embedded librarian instruction.   I enjoyed all of these pieces and it is a reflection of the work that is emerging at the intersection of academic libraries and digital scholarship in the humanities and social sciences.   It's good timing as Megan Meredity-Lobay and my DH-themed issue in Digital Library Perspectives is coming out soon, too.  Stay tuned for more on that.  In the meantime, take a look at the following articles!

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• The digital humanities: Implications for librarians, libraries, and librarianship by Christopher Millson-Martula & Kevin Gun
• Developing collaborative best practices for digital humanities data collection: A case study by Rachel Di Cresce &Julia King
• Evaluating the landscape of digital humanities librarianship by Molly Dahl Poremski
• Claiming expertise from betwixt and between: Digital humanities librarians, emotional labor, and genre theory by Alexis Logsdon, Amy Mars & Heather Tompkins
• The Rosarium Project: A case of merging traditional reference librarian skills with digital humanities technology by Julia R. Tryon
• Subject librarian as coauthor: A case study with recommendations by Kelsey Corlett-Rivera
• Experiencing medieval manuscripts using touch technology by Kristen Gallant & Juan Denzer
• Creating digital knowledge: Library as open access digital publisher by D. Russell Bailey
• Developing collaborative best practices for digital humanities data collection: A case study by Rachel Di Cresce & Julia King
• Digital humanities and the emerging framework for digital curation by Arjun Sabharwal
• Against the grain: Reading for the challenges of collaborative digital humanities pedagogy by Francesca Giannetti
• They think all of this is new: Leveraging librarians' project management skills for the digital humanities by Brett D. Currier, Rafia Mirza & Jeff Downing
• “A community of common descent”: Planning the documentation of diaspora through the Electronic Irish Research Experience by Julie Biando Edwards & Donna E. McCrea
• Project management for digital projects with collaborators beyond the library by Theresa Burress & Chelcie Juliet Rowell
• Community-Enhanced Repository for Engaged Scholarship: A case study on supporting digital humanities research by Sarah J. Sweeney, Julia Flanders & Abbie Levesque
• Building an ethical digital humanities community: Librarian, faculty, and student collaboration by Roopika Risam, Justin Snow & Susan Edwards
• So what are you going to do with that?: The promises and pitfalls of massive data sets by Sigrid Anderson Cordell &Melissa Gomis
• Digitizing more for less: Digital preservation at The College of New Jersey by Amanda Cowell
• Spatial information literacy for digital humanities: The case study of leveraging geospatial information for African American history education by Ningning Nicole Kong, Cornelius Bynum, Chrystal Johnson, Jennifer Sdunzik & Xiaoyue Qin
• Visualizing oral histories: A lab model using multimedia DH to incorporate ACRL framework standards into liberal arts education by Krista White
• Conversation as a model to build the relationship among libraries, digital humanities, and campus leadership by Kent Gerber
• From service to synergy: Embedding librarians in a digital humanities project by Janet Hauck
• Shifting expectations: Revisiting core concepts of academic librarianship in undergraduate classes with a digital humanities focus by Melanie Griffin & Tomaro I. Taylor
• Teaching TEI to undergraduates: A case study in a digital humanities curriculum by Mackenzie Brooks
• Faculty–library collaborations in digital history: A case study of the travel journal of Cornelius B. Gold by Ann Marie Davis, Jessica McCullough, Ben Panciera & Rebecca Parmer
• A subject librarian's pedagogical path in the digital humanities by Marissa Mourer
• Beyond the one-shot: Intensive workshops as a platform for engaging the library in digital humanities by Susan Powell & Nicole Kong
• The Digital Humanities Summer Scholarship: A model for library-led undergraduate digital scholarship by Sarah Morris
• Practitioners as professors: Experiential learning in the distance digital liberal arts classroom by Deborah Tritt & Carey Heatherly
• GIS and the humanities: Presenting a path to digital scholarship with the Story Map app by Amelia Kallaher & Alyson Gamble
• Reading in the digital age: A case study in faculty and librarian collaboration by Graham Stephen Hukill, Judith M. Arnold & Julie Thompson Klein
• Process and collaboration: Assessing digital humanities work through an embedded lens by Hillary A. H. Richardson & Nickoal Eichmann-Kalwara

Open Access, APC's, and the Pop-Up Restaurant

Recently, a Canadian economics professor ventured into the dark world of predatory publishing and got punished by his university and is now banned and suspended without pay. What's an academic to do when all he's doing is exposing the "deceptive scholarship" of fellow academics (that happens to be from his own university) seeking to advance their careers whose articles have been published for a fee in suspicious and fraudulent journals?

Predatory journals claim to be refereed but in reality, they publish articles in exchange for the payment of fees by authors.  Even Jeffrey Beall, the librarian who first coined the term and highlighted the negative aspects of predatory journals with his now eponymous Beall's List taken down due to pressure from his own university.

To be clear, scholarly publishing is a high stakes business, with tenure and promotion, skyrocketing journal subscriptions, and shrinking college budgets solidly inter-woven. The solution (and problem) proposed by librarians and academics (and publishing companies albeit begrudgingly) is to "open" up research outputs distributed online for free of cost or other barriers now popularly known as open access in order to counter the inequitable and unsustainable practice of charging institutions for ever-increasing subscription prices on scholarship that should be for the public good.   Open access is important; but we must face the problems of its outgrowth.

The unintended consequence is that that other than self-archiving them in institutional repositories, open access journals often require article processing charges paid by authors or research sponsors -- the "Gold OA path".  This has a prevalent byproduct: the predatory publisher that takes advantage of the desperate researcher whose job prospects depend on how many articles get accepted and published in journals.  As more journals have jumped on board to go open access, even wealthy publishers have gotten into the game by offering open access.  By clinging their hopes in this broken scholarly ecosystem, the situation reminds me of the "pop-up" dinner phenomenon.  This happened at the turn of the century when dining out became so exorbitantly expensive that consumers wanted to find an alternative, more sustainable ecology of gourmet.    

Pop-up restaurants have been popular since the 2000's and such diners typically make use of social media to communicate to its audiences.   No doubt the hospitality business is lucrative as such pop-up restaurants has become effective methods for young professionals to gain exposure, seeking investors, and experimenting with new culinary concepts.  It has gotten so successful that Restaurant Day takes place worldwide with even traditional restaurants participating.  The problem is that there is high turnover, with the most successful pop-up operations burning brightly, then quietly and quickly disappearing to make room for something new.   Does this sound familiar?   

This is not to say that the pop-up is a failure, nor is it a perfect analogy of scholarly publishing, but there is a similarity with how much disruption is happening in a traditional business with a mad scramble by entrepreneurs (and both traditional and predatory publishers are certainly that) to take advantage of those hungry to eat and get published.   Though some academics ignore OA altogether as tenure requires publication in a "global brand" of an exclusive journal or press and go where the money is, those who choose to publish in OA tend to do so out of altruism or academic disciplines who aren't tied to a prestigious publication.    To be sure the big luxury brands will not disappear anytime soon, and there will always be those who prefer to the Michelin-star experience over the home-cooked potluck.  

So let's return to the economist Derek Pyne's current ethical dilemma of his research: reveal the complicity of institutions and be punished or stay silent and conform to the dubious cycle.  Of course, he chose the former, and though we don't know the full context of the case, what we do know now is that one researcher's findings has provoked enough impact for it to be designated as dangerous.

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.

Horizon Report 2017 - Will Be Missed. Rest in Peace NMC

Happy holidays and New Year to you all.   While I look forward to 2018, I'm sad that the New Media Consortium, after so many years of great work, has ended. Best known for producing its “Horizon Reports” on the future of technology at K-12 schools, universities, and museums, I remember every year about this time anxiously anticipating the release of the latest technology trends that the report releases.  Unfortunately, alas, the NMC has abruptly shut down this month after officials discovered the organization was out of money. It's an embarrassing end to an illustrious organization. How "because of apparent errors and omissions by its former Controller and Chief Financial Officer, the organization finds itself insolvent" is beyond me.  I'm too surprised to be even angry at this point, though I think we should be upset at this development. Not even time for us to say good-bye, or a proper sendoff.

Started in 1994, the NMC has served hundreds of college and university organizations, organizing conferences and events, and published reports in its goal of encouraging exploration and use of new media and technologies for learning and creative expression, particularly in 2002 when it began publishing its must-read Horizon Reports.  With that said, I hope these technology trends for academic libraries will not be the last time that we'll see the report coming out with findings.

1. Big Data Time-to-Adoption Horizon: One Year or Less

2. Digital Scholarship Technologies Time-to-Adoption Horizon: One Year or Less

3. Library Services Platforms Time-to-Adoption Horizon: Two to Three Years

4. Online Identity Time-to-Adoption Horizon: Two to Three Years

5. Artificial Intelligence Time-to-Adoption Horizon: Four to Five Years

6. The Internet of Things Time-to-Adoption Horizon: Four to Five Years

Though it's filed Chapter 7 bankruptcy, it's still too early to say that the NMC is completely gone since the NMC’s assets may still be sold as part of the bankruptcy process and another entity (maybe another nonprofit?) may yet go forward with the annual summer conference. Who know's, it's still too early to say. Maybe that will be our goal moving into 2018 - to wish the NMC back into existence.

An academic press reimagining the scholarly publication process

I've been following the work of Tom Mullaney, historian at Stanford University for a while now. Stanford University Press, with the help of the Andrew W. Mellon Foundation, is exploring new publishing channels for digital scholarship. From development, to peer review, to marketing, Stanford's digital publishing initiative supports its scholars in conveying their ideas using emerging media and digital tools.  By advancing this new publishing process the purpose is to establish the same level of academic credibility on digital projects as print books typically receive, this hopefully supports the efforts of scholars in the humanities and social sciences that have for so long have worked so hard on digital scholarship that was outside the traditional road to tenure and promotion without reaping the rewards.  This recognition is an important development in the academic and scholarly publishing world.

Mullaney’s project, The Chinese Deathscape, integrates interactive maps with accompanying scholarly analysis, examining the spatial relocation of graves in China over time.  His work, scheduled to be published in spring 2018, is one of six digital-only projects Stanford University plans to release in 2018 and 2019.  The press, in a partnership with Stanford University Libraries, has also been exploring how to copyright the interactive works and ensure that they are archived and accessible in the face of a constantly changing publishing landscape.  This is an exciting development in the field of digital scholarship, and the humanities.  As the initiative proposes:

The nascent fields of digital humanities and computational social sciences have ballooned in recent years. Emergent technologies and scholars’ increasing fluency with these technologies are providing academics with new ways to visualize, analyze, and interpret data. Yet, there are no formal channels for publication or consistent peer review standards for digital projects. Our initiative, funded by the Andrew W. Mellon Foundation, allows us to advance a publishing process that helps authors develop their concept (in both content and form) and reach their market effectively to confer the same level of academic credibility on digital projects as print books receive.

At my institution, I'm following similar developments with the collaboration between the UBC Press and the University of Washington Press developing a digital publishing platform in Indigenous studies thanks to a three-year grant by the Andrew W. Mellon Foundation.  Together, UBC Press and the University of Washington Press will develop a digital platform for Indigenous multimedia books. Based on Scalar, an authoring and publishing platform, it will offer a suite of tools for linking data and analyses to digital content from around the world and for interacting in culturally sensitive ways with heritage materials.  It's even hired a Digital Publishing Coordinator and Digital Developmental Editor to build the infrastructure.  It's exciting times ahead at UBC and Stanford.