CUNY DHI Lightning-Talks

Transcript

1. CUNY DHI 2020 Building a Digital Humanities Community at the City University of New York October 28th, 2020 6:30-8:00 p.m. Our event will begin shortly
5. CUNY DHI Lightning Talk: a committed queer media praxis in 4 fake takes Dr. Alexandra Juhasz Distinguished Professor of Film, Brooklyn College alexandra.juhasz@brooklyn.cuny.edu; alexandrajuhasz.com
6. FAKE NEWS PROJECT TAKE ONE Online primer of digital media literacy 2017 website https://scalar.usc.e du/nehvectors/10 0hardtruths- fakenews/index
7. TAKE 2 Fake News Poetry Workshops 2018-2019 fakenews- poetry.org
8. DH FAKE TAKES 3 and 4 3: Podcast, Summer 2020: https://shows.acast.com/we-need- gentle-truths-for-now 4: Book, University of MN Press, forthcoming: https://www.upress.umn.edu/book-division/books/really-fake
9. Revising The Digital Caribbean Kelly Baker Josephs York College and The Graduate Center kjosephs@york.cuny.edu @kbjosephs
12. (Re)Design considerations • Archiving the current content • Limit to particular types of resources? ◦ Webinars and online presentations? ◦ Post-covid resources? ◦ Digital projects? • Audience • Organization • Maintenance and Expandability Kelly Baker Josephs York College and The Graduate Center kjosephs@york.cuny.edu @kbjosephs
13. CUNY Distance Learning Archive (CDLA) The Graduate Center, CUNY cunyarchive@gmail.com @cunyarchive Current Team: Matthew K. Gold, Nicole Cote, Stefano Morello, Michael Gossett, Zach Muhlbauer, and Travis Bartley
14. CUNY Distance Learning Archive (CDLA) • Developed out of Matt Gold’s “Knowledge Infrastructures” seminar in Spring 2020 • A crowdsourced archive that collects: ◦ communications related to the decisions to move online, ◦ documentation of online learning experiences (e.g., photos, narratives, screenshots), ◦ digital media artifacts that capture the event in real time ◦ personal narratives from students, faculty, and staff from across the CUNY system
15. CDLA Outreach & Collection Practices • Launched during CUNY’s instructional recess in Spring 2020 • Initiated university-wide community outreach ◦ Designed http://cuny.is/cdla for community contribution ◦ Established social media presence via @cunyarchive ◦ Prompted CUNY communications via cunyarchive@gmail.com • Collected corpora of social media artifacts that include: ◦ {n}+ tweets via Python ◦ 250+ Reddit threads via Python / Webrecorder ◦ 150+ Instagram posts via Webrecorder
16. Looking ahead • Narrowing the scope: 2020 at CUNY • Find institutional backing ◦ Merge our collection with an established repository? • Secure funding to migrate data to a secure storage platform • Curatorial and preservation solutions • Metadata standardization • Creating an archive front-end to ensure accessibility • Challenges: ◦ How do we display archived social media posts? ◦ How do we do so ethically? Email: cunyarchive@gmail.com Twitter/Facebook/Instagram: @cunyarchive Commons: http://cuny.is/cdla
17. Digital Collaborations: A Survey Analysis of Digital Humanities Partnerships between Librarians and Other Academics Jessica Wagner Webster (Baruch)
18. Digital Collaborations: A Survey Analysis of Digital Humanities Partnerships between Librarians and Other Academics • Survey conducted to study collaborations between archivists/librarians and other DH scholars (subject faculty, graduate students, alt-academics) on DH projects • Main themes: • Which party initiates collaborations and why? • How do archivists/librarians adjust workflows for DH projects? • How does each party view the success of the collaboration? • What did each party learn about working with their counterpart? • What administrative hurdles exist in these collaborations? Jessica Wagner Webster Jessica.wagnerwebster@baruch.cuny.edu @jwagnerarch
19. CONCLUSIONS • DH scholars initiate collaborative projects much more frequently • Tasks may not break down according to traditional roles of each partner • Information professionals reported more difficulty in collaborative roles with DH scholars than scholars reported with information professionals • Administrative and budgetary support is a massive constraint on the success of these projects, especially for information professionals Jessica Wagner Webster Jessica.wagnerwebster@baruch.cuny.edu @jwagnerarch
20. FURTHER STUDY AND NEW PROJECTS • Performed a new survey of archivists and librarians with archival responsibilities, as well as of library administrators (response rate was small) on the subject of DH projects • Focused on funding, administrative support, and work portfolio • Huge emphasis from respondents on budget and work release time being necessary to complete DH work, which has become an expected part of their purview for many • Administrative verbal support often present but resources may not be provided Jessica Wagner Webster Jessica.wagnerwebster@baruch.cuny.edu @jwagnerarch
21. Critical Networked Interfaces Jonah Brucker-Cohen (Lehman College)
25. Intersectionality’s Travels Leanne Fan (Graduate Center)
26. Has the meaning of intersectionality shifted? 1989 “[Intersectionality is meant] to facilitate the inclusion of marginalized groups for whom it can be said: ‘When they enter, we all enter’” - Kimberlé Crenshaw Law Professor and coined the term 2017 “Intersectionality functions as a kind of caste system, in which people are judged according to how much their particular caste has suffered throughout history.” - Bari Weiss Former New York Times staff editor Textual analysis technique based on Hamilton, William L., Jure Leskovec, and Dan Jurafsky. 2016. "Cultural Shift or Linguistic Drift? Comparing Two Computation Measures of Semantic Change."
27. What online communities use “intersectional(ity)”? Subreddit Comment/Submission count Category TumblrInAction 4634 Anti-Feminist KotakuInAction 3579 Anti-Feminist AskFeminists 3228 Feminist AskReddit 2858 General Interest MensRights 2273 Anti-Feminist FeMRADebates 2178 Anti-Feminist The_Donald 2026 Anti-Feminist politics 1801 General Interest TwoXChromoso mes 1561 Feminist Feminism 1415 Feminist Categories based on Khan, Abeer. 2019. Text Mining to Understand Gender Issues: Stories from The Red Pill, Men's Rights, and Feminism Movements.
28. What’s going on? Hypothesis based on this data • Feminist and Anti-feminist online communities are in closer conversation with each other • There may be a definition that is agreed upon at any given time, though definition drifts as conversation evolve over time What sociological forces might be driving this dynamism in the discourse surrounding intersectionality? • Inherent flexibility of intersectionality makes possible misunderstanding • In an atomized political context, intersectionality is no longer dominantly used as a political tool for building solidarity across identity groups • Existing individual Reddit users, sympathetic to an antifeminist perspective, seize on cultural articulations of gender and identity to build straw(wo)men
29. COVID and Cages Olivia Ildefonso Ph.D. Candidate in Earth and Environmental Sciences GCDI Digital Fellow
32. The Rhetorical Potential of Student-Written Alt-Text Tim Dalton (Graduate Center / Lehman College / CCNY)
33. The Rhetorical Potential of Student-Written Alt- Text Alt-text is a rhetorical situation. It’s a potential site for critical, real-world engagement across the curriculum. When student make complex multimodal texts they’ve read or written accessible to screenreaders, that composing task can deepen their engagement and expand their sense of audience. In the next three minutes, I’ll explain: 1) how to mechanically insert Alt-Text into Google Docs and Google Slides, and... 2) why accessible design can measure student engagement, potentially aiding in the transfer of literacy, communication, and ethical skills. A panel from Cece Bell’s 2014 graphic novel, El Deafo. Reprinted with permission of Abrams Books, New York, NY in Dalton, T. K. ““ ‘Look Down Your Shirt and Spell Attic’: Disability Encounters in El Deafo.” The Journal of Teaching Disability Studies, Issue 1. Fall 2020.
34. You might be wondering.... If you want to work UDL magic regardless of your discipline, try...: • PowerPoint Live Captions and Transcripts (h/t to Amy Wolfe at Brooklyn College) • Organizing with Headings (University of Minnesota) • Ersatz screen-reading from smartphones (Gizmodo) Do explore this on your own! There’s lots to say but I want to get to...
35. Technological How-To’s … Pedagogical Why-To’s Questions? Email me! Tim Dalton, tdalton@gradcenter.cuny.edu
36. CUNY Arts Karen Shelby (Baruch)
37. CUNY Arts was founded to create opportunities for all students to experience the richness of New York City’s arts and cultural institutions. The University recognizes that exposure to the arts improves students’ critical thinking skills, and broadening their ability to think strategically. For many students, the challenges and wonders of the arts are elusive, expensive, perceived to be unwelcoming, or unknown. Students tend to encounter the arts through required art appreciation or survey art history courses. The CUNY Arts Project aims to integrate the arts into all aspects of university curriculum underscoring the diverse ways in which the arts intersects with academic disciplines across CUNY.
38. Those selected for the CUNY Arts OER Fellowship Program shareed their work with CUNY colleagues, exchanged ideas and approaches, giving and receiving feedback through a designated CUNY Arts OER website housed on Academic Works and accessed through OpenEd@CUNY. With CUNY funding CUNY Arts augmented the Program by creating an OER (Open Educational Resource) component. The OER element oomplements CUNY Arts as it currently exists by adding pedagogical resources that enhance both faculty and students engagement with the CUNY Arts program. CUNY Arts considers New York City cultural institutions as OERs as an opportunity to expand pedagogical choices, develop student information literacy, introduce a wider variety of course materials, and underscore interdisciplinarity, a strength of the CUNY system.
39. MoMA/CUNY Faculty Fellow Program
40. Foundations for Research Computing Patrick Smyth (Graduate Center / Columbia University)
41. The Program ➢ Two-day research computing bootcamps ➢ Intermediate Intensives (TensorFlow, Accelerated Python) ➢ Social Sciences bootcamps ➢ Distinguished Lecture series ➢ Workshops ➢ Python User Group ➢ DEI & Tech Reading Group
42. Accelerated Python ➢ Fast-paced primer for technical students ➢ Instructor from Google Research ➢ 78 attendees (max capacity, 100% show rate)
43. The Community ➢ 38 volunteer instructors ➢ 7 Curriculum Innovation Fellows ➢ 1-3 Digital Pedagogy interns ➢ Faculty Advisory committee ➢ Staff coordinating committee
44. Our Impact ➢ 2100+ researchers trained ➢ Groad range of disciplines, colleges ➢ 55 events
45. Digital Pedagogy in the Midst of a Pandemic Roberta Walker Kilkenny (Hunter College)
49. Digital Humanities Research Institute Kalle Westerling and Lisa Rhody (Graduate Center)
51. Curriculum Revision Project - Summer 2020, using Scrum methodology over six sprints - Seven digital fellows: - Param Ajmera - Filipa Calado - Rafa Davis Portela - Kristen Hackett - Stefano Morello - Di Yoong - Led by Lisa Rhody, Kalle Westerling, and Steve Zweibel - 420 hours total work - 30 000 new/edited lines - Currently available via GitHub, soon via curriculum.dhinstitutes.org Curriculum Website - Parallel project - Built in Django, full-stack development by Kalle Westerling First sneak peek of the website.
52. Follow our work: @dhinstitutes | dhinstitutes.org
53. Thank you presenters for sharing your amazing work! Now let’s have a collegial discussion in the breakout rooms!