tag:blogger.com,1999:blog-307539832024-02-28T11:37:49.460-05:00Guardienne of the TomesAn academic librarian with some old-fashioned sense, some newfangled sense, and all-around appreciation for the art of all things informationish. Also voted Librarian Most Likely to be Asked to Star in 'Roadhouse II: The Academic Reckoning.'warmaidenhttp://www.blogger.com/profile/08391769344411207864noreply@blogger.comBlogger329125tag:blogger.com,1999:blog-30753983.post-49105093680351314792018-10-11T15:34:00.000-04:002018-10-11T15:34:21.183-04:00Access 2018 Conference Day 2 Afternoon Sessions #AccessYMH<b>Integrating Digital Humanities Into the Web of Scholarship with SHARE: An Exploration of Requirements</b><br />
<b>Joanne Paterson</b><br />
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osf.io/pkvtu<br />
Today going to talk about SHARE, ways to use, integrating DH scholarship, emerging themes and initial thoughts. What is SHARE? Schema agnostic approach to aggregate diverse metadata. Community open source initiative. Scholars are doing various things, how can we bring all that together so we can see their body of work and things that are related? ARL initiative started in 2013. Aggregates metadata. Looks at research cycle and various outputs of research. To aggregate metadata, they put out a call to ask someone to help them build this, answered by Center for Open Science. (OSF - looks at research workflow, allows you to collaborate with others and share easily). OSF free and open project support, can work privately or publicly.<br />
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SHARE - harvested datasets from wherever they're open, metadata about scholarly research - scholar's portal, figshare, arXiv, PLOS, DSpace@MIT, etc. 171 sources right now, over 62 million metadata records. Way to populate your own IR, can look at research workflow and assist, linking of repositories, integrating with faculty profiling systems like VIVO.<br />
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Many pieces you can interact with - an API, several endpoints like creative works (can harvest and see what outputs of a person or institution are). SHARE API is compliant with JSON. There is a discovery layer with elastic search tags and Boolean operators for less technical folks. They have advanced search with filters. Output of institution. recently added an Atom feed in SHARE Notify. Linking researcher, funder, and institutional affiliation. SHARE - people think of Open Science framework, but how bring in DH into this disparate web of scholarship? Investigating scholars link to to all the components of their work, how librarians can steward and preserve projects. Mixed methods approach - survey and focus groups. Looked at DH tools and practices, especially focused on thinking about Tadirah. What kinds of assets have you created through your DH project? Diverse - digital audio, data, text, digital images, metadata, online exhibits, more.<br />
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Discussions at workshop. Difficult to peer review DH projects because folks don't know what they look like, or folks aren't experts in the area; lack of recognition or reward for final project; too many projects, not enough programs; no final product. 2nd day of workshop, came up with user personas and dashboard ideas. Schoalr's Story - what can we do to help tell individual scholars' stories some metric or interest. People don't know when folks are using their materials. Held focus groups at various places; emerging themes include creating metadata is time consuming and people don't want to do it, Dublin core is popular, always rights and copyright issues, projects may be ephemeral/orphaned.<br />
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Some initial conclusions: article remains prime as research output, easy for others to talk about metrics and impact etc. And yet think of all the products someone creates when they are involved in a DH project. DH peer review is difficult, came up time and time again, how do you talk about impact if you don't have someone who can peer review. Folks need ot get credit for all parts fo intellectual work. Should creating a db be as important as publication traditionally? Libraries can curate and tell stories of impact. research data management techniques can be used for these projects.<br />
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<b>Navigating through the OER Desert with OASIS</b><br />
<b>Bill Jones and Ben Rawlins</b><br />
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Collaborative vision between OER services SUNY, Library admin, and Library ITS, Way to make a discovery of OER easier for faculty. Single solution to point faculty to to help increase discovery of OER in one place. (Sounds like Merlot out of the CSU?) Started April 2018, launched Sept 2018 with 52 resources and 155,000 records. Discovery: textbooks, courses, etc. Wanted to curate for quality control, didn't want all of the OER out there just the high quality ones with open license.<br />
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OASIS was built on PHP, MySQL, Bootstrap 4, HTML, CSS, Javascript, and Python. Host at SUNY Geneseo, pull content from each site using Python, use Google analytics. Met weekly to prioritize development and discuss progress. Used Github to keep track of milestones. Put it through accessibility testing. Shared with SUNY OER institutional leads prior to launch for feedback. Search interface was built from scratch. 212 institutions link to OASIS. Future pans: detailed item view, save and share collections, expand collection, iOS mobile app.<br />
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oasis.geneseo.edu<br />
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<b>(Why Aren't We) Solving Common Library Problems with Common Systems?</b><br />
<b>May Yan and MJ Suhonos</b><br />
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ERM = problem solving and troubleshooting. Much is technology related, even more is not tech related and is more looking at questions like we've lost access and investigate why no access to something you used to have access to. Looking at systems where metadata should be the same but isn't, looking at licenses. They have to look at acquisitions records - license agreements, title lists, kbart files, emails - distributed. Attempts over the years to gather to make investigations easier. use these records on a daily basis and finding these records to answer questions is always challenging. After figure out analysis project, time to implement solution. records retention schedule is meant mostly for paper records. ER records almost always digital and want them to be handled digitally and master copies to be electronic, don't want to go to a paper system. Needed to solve this problem within the library.<br />
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Define functional requirements: must integrate with current erm workflow, easy to use, restricted to users within system. Metadata, search, accession/preservation/destruction based on file type. AtoM - a common library system, met requirements to handle files, allow metadata arrangement. required some customization. Documentation became a manual. Faceted search, full text indexing, etc. worked well, allowed to focus on relationships and was important in terms of who was involved in a particular license, etc. Because focused on archival arrangement, required change of taxonomies. Reshaped known product to fit problem domain.<br />
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How move from AtoM to next thing? During 2016-17. Define technical requirements for collections systems (document tech needs for managing library collections to provide info to inform strategic decision making) - 5 recommendations - Saas (software as a service) model, Choose best of breed and swap out tech as often as needed, when there is no significant value add from library vendors look outside library tech.<br />
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Strategic goals to drive tech and tech decisions forward. Surveyed current systems and held against goals to check for common areas of problems could potentially address across multiple systems. More problems than expected appeared - identity management, single sign on, index and querying, long term storage, etc. all reappearing in multiple systems. There's a mature ecosystem of services and tools that are built for wordpress that can do all of these things. What we need to do is look at functionality requirements and ask how we can use them in wordpress to build applications. SeO , html best practices, commenting on items, etc all come for free from wordpress. Let's take easy stuff for free and then apply our knowledge to the harder things we would have to customize anyway.<br />
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<b>Developing a Digital Initiatives Center at a University Research Library</b><br />
<b>Shannon Lucky and Craig Harkema</b><br />
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4 aspects of dig initiatives - metadata , digital asset mgt system, curation, and ow would do differently. History at USaskatchewan - early 1990s library has been involved in wide variety of digitization, metadata, etc. Funding was used to develop staff expertise. Then no sustainable funding, so couldn't offer something consistent. 2016 - external review asked why we weren't doing more with data visualization and DH and digital work in general, so now in major transitional state. DI used ot be in archives and special collections focused on digitization and presentation of archives. Now more associated with library IT and moving to campus service model focus as its own entity. Culture shift from the top is required - need senior leadership support. need sustained resources. Need to respond to needs to research community to demonstrate value of DI on campuses.<br />
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Along with use of office space for grad students and coffee, most requested DI services have had to do with metadata - setting up db of some kind, using digital asset management system, TEI, tagging, etc. Went to DHSI and attended TEI class.<br />
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They don't have a metadata librarian expert on staff, especially not one dedicated to digital initiatives. Not that they don't have expertise in the area, learn as we go, collaborative effort. Expected to know this stuff at the library, think of library as place to go for metadata expertise.<br />
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DAMS (digital asset management systems) - long history of web exhibits and creating abs esp in archives. AtoM, contentDM, now Islandora. Adding a preprint is different than adding oral history database with transcription and text analysis, etc.<br />
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Historically focused on digitizing relevant archives or working with donations, But collaborations with researchers is future for digital initiatives on campus. Having those conversations about what work will look like and what it will take and helping folks scope their projects will be very important. More about focusing and working with single researcher or team, changes focus and definition of impact. More than digitization and making web projects. Who will do this work? Library? Grad students? Do people need space? Who has rights and copyrights? Do you need format shifted or is it ready to work on? Goal is flexible stock templates using the DAMS that can serve most, and then add on in terms of immediate need to be impactful. Ideally would love to focus on interaction ad web design, but need for digital preservation and migration and basic hosting is immediate need. <br />
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Digital initiatives space - having a space for people to come to is key, nicer the space is, the more successful you'll be. Never been properly resourced to have equipment used by faculty and students, so moving in that direction. Symbolic of showing space and service is new, and more functional like having office hours for drop-in. Point was always to have equipment open, but logistics couldn't be handled before.<br />
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Continuum of digital archives to DH projects, can more easily support traditional library aspects fo digital scholarship via collection building. Tricky bit is negotiating where service support starts and ends. UVic's services menu helps immensely to define in kind contributions and what it is you will provide researchers.<br />
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DS needs to be flexible while still giving an identity and some sense of what you do. need to facilitate researchers who work with communities off campus. Need to be patient and convince leadership over course of 15 years that this is important. Working hard on collaboration and getting people to form good relationships and partnerships across campus.<br />
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<b>Open Badges for Demonstrating Open Access Compliance: A Pilot Project</b><br />
<b>Christie Hurrell</b><br />
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Experiment with open badges to see if would act as incentive to authors who are depositing articles to comply with open access. requires grantees to make work available in 1 year through open access journal or institutional open repository. Open badge is a relatively robust program esp among students, metadata attached to them - who issued, dat issued, criteria for how received badge, so can display on linkedIn or wordpress. Maybe badges would be an incentive to encourage grant recipients to make work available in institutional repository. Uploading post prints found to be a pain by authors, also a no cost way to achieve objective of policy which is nice when grant funding is scarce. Looked at whether open badges had been successful in incentivizing. Predominant in psych journals, more journals using it, bio journal opened badge to incentivize uploading open data and when compared with peer journals, increase of deposit of open data of 20%. .Data is encouraging. Small pilot study methodology: 1st was survey of folks who had received triagency funding to ask about whether badges would be useful incentive; second was user testing with subset of group 1 to see fi adding badge was feasible. Short web survey started with description of open badge and how it could be used, how familiar they were with triagency policy, if had used repository before, how much time they were willing to spend. List of 225 funded faculty received survey, received 48 responses (22%). Majority indicated moderate awareness, 2/3 had never used repository. Those who knew more abut triagency data were more likely to use repository in the past. Split among perceptions of badges. People did not want to spend much time uploading article to institutional repository.<br />
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For user testing, mocked up IR (easier than test instance of dspace). Given scenario - researcher with triagency funding, have post print, told they could upload that version of the article (help faculty usually don't get). Given series of tasks to log in, upload, describe item, and asked questions when finished. User xp testing results - range in how long it took people - under 5 minutes (filled out only required fields) someone took 17 minutes (read licensing agreement, etc). Averaged 11 minutes. Describing submission is most time consuming because so many metadata fields to fill in manually. Most tasks less than 2 minutes except the description. Heavy sighs, eyeballs, not being able to figure out interface. What seems simple - "select a collection" - you have to choose your faculty at the very beginning and is a very long dropdown list. When upload, don't get an 'upload complete' prompt. No clarity between labels in fields, descriptions of fields, and what we were asking people to type in, long dropdown lists for faculty and departments. At end, asked what stood out for them and whether had noticed field asking about compliance and people were so overwhelmed with different metadata fields that it didn't even register.<br />
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Extra field in IR deposit process is probably not going to be an incentive to get folks to deposit items more frequently into repository. When testing component of user interface, you are really testing whole user interface.<br />
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<b>Closing Remarks</b><br />
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<b>Dave Binkley Memorial Lecture: Settler Libraries and Responsibilities in a Time of Occupation</b><br />
<b>Monique Woroniak</b><br />
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<br />warmaidenhttp://www.blogger.com/profile/08391769344411207864noreply@blogger.com0tag:blogger.com,1999:blog-30753983.post-7601732167913679332018-10-10T16:31:00.000-04:002018-10-10T16:31:19.129-04:00Access Conference 2018 Day 1 Afternoon Sessions #AccessYHM<b>Data Migration to Open Journal System (OJS) Using R</b><br />
<b>You Young Lee</b><br />
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Worked with scholarly communication librarian to move from legacy system to OJS. Migration using R programming language. Wanted to migrate nursing journal Aporia. Internal system didn't support editor peer review, no user friendly interface to upload articles, typical workflow was to receive content and copy and paste metadata using templates and uploading to server. Since OJS is available, time to move on. Approximately 32 issues, didn't want to manually copy and paste. New issue will have updated location.<br />
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Project goal: how to convert metadata in HTML into XML. Project tool and packages: Use Studio instead of R, provides console and editor, debugging tool and workspace management. Easy to manage datasets and scripts all in one place. Rcrawler, data.table, dplyr, XML, stringr. Challenge 1: how download data from the website: crawler parses whole website and extracts all data with a single command line. HTML classes. RCrawler commands. Outputs 3 things<br />
Data variable outputted had 5 different types of element- list of 5 - title, abstract. authors, etc. Convert this list to data frame. Data cleaning. Now data modification - how to populate missing values like volume number, issue number, and year. mutate function in dplyr adds new variables that are functions of existing variables.<br />
How create OJS XML file from data frame? Developed a custom function to transform.<br />
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Learned R for statistics courses for data analysis. Similar to Python or scripting languages.<br />
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<b>GAME ON!!!: Building Interactive Educational Fiction or FAILURE: Games are Hard?</b><br />
<b>Ruby Warren</b><br />
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Interactive fiction because people learn better when they have an avatar to connect with. Python based visual . Attention Relevance Confidence Satisfaction (ARCS) model of motivation, also don't work with game engine initially chosen, so had to change prototypes.<br />
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Pitfall 1: Don't do everything in the wrong order. Need project routine then timeline. Don't unintentionally use waterfall method of software design. Set learning goals before everything else. let learning goals and learning type inform engine choice. Project outline THEN timeline. Keep in touch with reality when doing timeline. She assumed vast majority of time would be construction, underestimated time for tool familiarity, underestimate learning design time<br />
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Pitfall 2: Double time estimates. Then triple them. Budget adequate time for: learning outcome design, engine familiarity, customization scripting, everything being on fire.<br />
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Why: forgot to consider user motivations in using the product; developing appeals takes time; didn't plan for testing during development. Bad from UX design standpoint. First HTML5 and Javascript. Don't forget the user - needs to be browser based, easy to load, doesn't take forever. Plan for apathy, plain for testing/trials. Don't underestimate appeal.<br />
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<b>Archive Your ILS: How to Keep a Copy of Your Old ILS when you Migrate to a New ILS</b><br />
<b>Calvin Mah</b><br />
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Major ILS migration - moved from III Millennium (20 years) and moved to Ex Libris' Alma/Primo. During migration, concerned that Ex Libris wouldn't migrate everything. For majority of the records (bib and patron) fine, but the missing things like order records would not get migrated, required collections staff manually recreate them in new system, needed to do a lot of data cleanup, and order records had a long history of notes and correspondence where staff journal experiences with vendor that wouldn't be in new system. Patron fines - only fine amount would be migrated. In III can see fines and how separated by cause of fine. Ex Libris only migrated total fine amount, other information is lost. Needed current unpaid fines to Alma. Checkin cards for serials were also not to be migrated. Another thing some staff had issue with: they didn't trust the process would have exactly what there was before. They wanted ability to go back to old system and compare. A month of overlap due to licenses, but after that can't legally run Millennium. Solution: print out records? NO, but people were thinking of doing this.<br />
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Biult an archival copy - actual database like a mini ILS. Designed in such a way that it's a web app simple to use, take advantage of data extracts that had to do anyway regularly for Ex Libris migration. One copy to Ex Libris, another copy to load into archive. In archive can do simple bib record searches - get some metadata with Millennium specific data, MARC record, attached item record. Additionally patron records are searchable. Single cup sum was migrated, but added fine details - Millennium didn't have this as exportable so he got a list of all patron barcodes with fines and scripted a fake login to each patron to view library fines and screenscraped all the records and added ot the archived data.<br />
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Challenges: no one wanted to use it, wanted live Millennium system, when old system was gone then realized items weree gone they needed, too late. They wanted it to behave just like Millennium did. Another weird thing was that when you searched for The New Yorker they wanted search to respect second indicator non filing skip (?) and to find "New Yorker." Privacy and security - patron data loaded into here is running on library servers, so only people only normally able to view this data should have this access. Archive is running on something (?) slow, so added sole indexing to speed up searching. Info in archive is relevant but is getting stale, it was a snapshot at migration, eventually need ot move folks from archival to actual--staff reliance.<br />
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learned: handy and lots of use when old system went offline. the loans counter was used a lot to look at fines details. Legacy of archived patron data - load fines in to Alma patron notes and delete from patron archive for security and privacy risk.<br />
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<b>Contract Work Means Work for You Too: How to Make Your Project Sustainable After the Contract is Over</b><br />
<b>Bobbi Fox</b><br />
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What is contract work<br />
preplanning<br />
Defining contact<br />
While contractor is on the job<br />
Getting closure<br />
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Definitions - contract work is scoped out limited work (project) performed by someone for a given amount of hours or time. Contractors - person or group selected to do the work. She is a developer whose decades of experience include being a contractor, team lead with contractors on team, a maintainer/enhancer of contracted-for code. Also, IANAL.<br />
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Need to try to ensure sustainability of project once contact is over. Minimizing frustration - no such ting as a turnkey application. It always takes more time than you expect. Try to minimize ongoing support work. project is more than delivered product - someone has to support it going forward. Need to build a bridge to your IT group.<br />
- PrePlanning: Talk to IT Group: What technologies does IT support? Programming languages, hardware, system configs, etc. Ex - all apps go through load balancer at Harvard which means that app only sees load balancer IP and not user's. Are the operations people willing able to support project? Are there resources for development/upgrades? Who provides end user support? Who "owns" the project going forward?<br />
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Defining the contract: think about minimum viable product. What technologies have already addressed it. technologies (language, hardware, operating system, deployment setup/ system configurations). Accessiblity not just WCAG 2.0, but whether will be accessible to those without latest and greatest smartphone or browser. Version control: pick a system and make the contractor use it during development- GitHub, other options. Also semantic versioning and tag release. Configuration: system should have QA version as well as production version. Configuration. Tests - tests of the way the software should work. Logging - meaningful log messages for errors.<br />
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Documentation - installation/Deployment don't assume IT group knows how to deploy. technical documentation within code but useful (why not how). User oriented documentation. What does end user support group need to know? All should be a part of each delivered version, not just at the end.<br />
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What you should expect from contractor - good knowledge of an WILLINGNESS TO USE the languages the work is to be done in. If using open source or adding to already built application, an understanding that these applications may ALSO get version updates, and coding accordingly. Understanding of customization hooks that already exist. Willingness to expose not-yet-perfect code for review, if appropriate.<br />
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While contractor is on the job:<br />
periodic code reviews<br />
etc.<br />
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Things can go wrong - early termination (quit or fire) - no continuity. equally dire if they're just not doing the job you hired them for. Contract management is not for the conflict averse. Running out of time/money - either way, hopefully have minimum viable product, but finish project or throw up hands and call it a day.<br />
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Getting closure.<br />
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<b>When the Digital Divides Us: Reconciling Emerging and Emerged Technologies in Libraries</b><br />
<b>Monica Rettig, Gillian Byrne, Krista Godfrey, and Rebecca Laroque</b><br />
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Will be kind intent. Libraries are spreading more than shifting - spreading, not *moving*. Evidence for continuing needs of basic things like computers, working wifi, etc and training to help patrons to use it remains strong. The creates disconnects - IT resources required for boutique nature of emerging technologies, care of patron experience vs print management systems.<br />
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@weelibrarian @gillmbyrne @monicarettig and @rlarocque paneling at #AccessYHM<br />
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<b>Core Topics in the Web Content Accessibility Guidelines</b><br />
<b>Mark Weller</b><br />
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WCAG 2.0 (Web COntent Accessibility Guidelines). Guidelines to help developers develop web content hat could be used by people with disabilities. 2.0 was adopted in 2008. Jurisdictions around the world have made these requirements (government of Canada, more). In the US this year WCAG was adopted to rehabilitation act of 1978, and ADA is using it as a standard, used as standard for higher education. EU directive on WCAG 2.0.<br />
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Ellcessor, Ellen. (2010) - ??<br />
Global Public Inclusive Infrastructure<br />
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4 official documents: WCAG 2.0 (31 pages), Understanding WCAG 2.0 (200 pages), techniques for WCAG 2.0 (600 pages), How to Meet WCAG 2.0 (reference guide). Style: tone is formal, vocabulary precise, treatment of topics is comprehensive, organization intricate. The 31 pager isn't technical in nature, by design. Referring to specific technologies would make it outdated quickly. Abstractions themselves are based on a usability framework that has 3 levels - level 1 principle of usability: person must be able to perceive, operate it, understand it, needs to be robust enough . level 2 - 12 guidelines. Level 3 - 61 success criteria organized in 3 levels. Also defines 5 requirements of conformance. Complex topic needing international dialogue.<br />
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moving from abstract into technical layers of building the web content. Reliable techniques: 383 reliable techniques. 150 apply to all technology. 233 technology-specific techniques (HTML, PDF, Flash). Each technique comes with a testing procedure, need to know how to interpret test results. Stable - since 2014, only 8 added. As circumstances change, need to add to collection of reliable techniques. Also detected 75 common problems as well as techniques to test if problems exist or not. Just because passes one test, doesn't mean content passes all tests.<br />
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<b>Practical Linked Data Implementation: Trail of the Caribou</b><br />
<b>Heather Pretty</b><br />
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Data collected by her husband, now held by Trail of the Caribou - all stories are important. Newfoundlanders in WWI. 6400 served, 1304 KIA, 5 monuments to major battles of regiment. 7500 other Newfoundlanders served another militaries. Some of the types of data collected for each soldier - name, regiment number, unit, hometown, trade, etc. Held across multiple spreadsheets, messy. Linked data offers ability to answer complex questions across multiple sources. Tim Berners Lee 4 rules of linked data 2006. URIs into RDF triples. Each object points to a different source.<br />
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Linked data and the semantic web are about teaching computers individual terms using URIs.<br />
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Robert Chavez courses through Library Juice Academy<br />
Learning SPARQL 2nd ed by DuCharme<br />
Mastering Structures data in the semantic web<br />
linked data structured data on the web<br />
Look at bib frame, transition catalog and get subfield $0 into bib record<br />
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How long was learning curve? Yearlong sabbatical.<br />
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<b><br /></b>warmaidenhttp://www.blogger.com/profile/08391769344411207864noreply@blogger.com0tag:blogger.com,1999:blog-30753983.post-4752819212466729772018-10-10T11:59:00.001-04:002018-10-10T11:59:18.882-04:00Access 2018 Conference: Morning Sessions Day 1 #AccessYHM<b>Access 2018 Conference</b><br />
<b>User Experience (UX) at McGill: Case Studies in Applied User Research</b><br />
<b>Ekaterina Grguric</b><br />
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User experience is primary role, also supports website and service design. Serves as consultant within library as well as with others doing user research in context of specific services, also trains on best research practices. UX as concept and methods are not new at McGill, because UX shares a toolkit with assessment, communications, etc. UX as operational and UX as project based. Notion of ongoing service improvement. Doesn't seek REB/IRB for most projects so can quickly set up usability. (REB doesn't inherently make something ethical, remember.)<br />
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Toolbox model of UX - sum of many methods. Can ease, simplify, clarify, build consensus around an approach. Provide a check for assumptions we may or may not be aware of. Bringing UX doesn't have to be expensive. Not listed to before/after a project lifecycle, UX methodologies can be brought in at many stages. Traditional waterfall vs more iterative projects but bringing iterative components into even waterfall can be done and should be considered. UX is a decision making tool - about being intentional in questions we ask to better design services and tools.<br />
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Intentional UX inquiry at different stages with different goals, reflects contexts.<br />
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1. Improving UX of new self check machines (inform documentation). Immediate interaction problems. After configuring what was possible, usability testing helped intentionally identify core issues. Five 1.5 hour session up to 6 participants per session. Each session shifted one thing. Guerrilla testing. Used variant of Jenn Down's laptop hugging technique. Tasks were focused on very simple actions like signing out a book and checking account information. Focused on things they could change: button labels and error messages, signage, physical features of machine. A notable feature of self check was slide show ad space. Variant of 10 second test - asked to look away and ascribe top 3 features remembered. Overall identified a few core issues - changed button text, error messages to be clearer, documentation posted instead of ads, physical interventions, documentation instead of ads. Only so much you can do with out of box product. But can better provide use instructions and supported decisions around other forms of support. Did not delay roll-out of self checks.<br />
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2. Usability informed config of Worldcat discovery and search bar redesign. UX built into project b UX working group. Updated discovery layer to Worldcat Discovery. Hands tied for many UI decisions, but basic configuration decisions could be A/B tested. UX working group of 6 members from various parts of library, used as cross training space. 3 core methodologies: A/B testing using guerrilla usability methods. Also used to make decisions about search bar interaction design. Paper prototyping to speed things up - low cost and useful. Focus groups to get a sense of core user needs we may have missed - effective for UG and graduate students - gut reactions to catalog, duplicate searches from old system in new one. Uncovered known issues and got diverse viewpoints. Semistructured interviews with task based usability component. For faculty more structured interviews (town hall space for feedback), a way of understanding what needed ot be documented. For staff, internal interviews to prioritize. Working group approach was effective as cross training tool. Large team made sub teams possible for quick iterative tests. UX built in from day 1, group approach worked.<br />
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3. Ongoing usability testing series - making space ot test even when testing is not needed. Monthly series of slots dedicated to guerrilla usability tests. Can pivot and accommodate ad-hoc requests easily. Opportunity tot rail between branches regularly makes her more present more accessible and thus UX. Guerrilla testing approach with one note taker and one XX. Each tests asks 3-6 users, 20 minutes, no more than 3-4 tasks. Quick to train and easy to show benefits to show quick data to make decision.<br />
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<b>Access Conference 2018</b><br />
<b>Libraries in the Age of Extended Reality: Virtual Reality (VR), Augmented Reality (AR), Mixed Reality (MR) </b><br />
<b>Ken Fujiuchi and Joseph Riggie</b><br />
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Virtual Reality - computer generated, controlled, immersive (headsets, AV gear, defined space because movement and tracking can be important). Computer degenerated world to exclusion of real world<br />
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Augmented reality - use of real world with data layer overlay. Live, physical view, overlaid sensory information, approachable. Pokemon Go. Not just visual - Microsoft's Soundscape.<br />
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Overlap Mixed Reality - a blend of the two.<br />
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Role of libraries and librarians in this new extended reality. Content curation and evaluation. 3D scanning and 3D capture, quality and authority control, digital curation is necessary. What content is deserving of digital preservation? What is real? Can librarians act as arbiters of genuine content? (EX - Nick Cage as Indiana Jones? Face replacement, how woiuld you know?)<br />
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Cataloging: cataloging for linked data environment, data can be independent of object, new ways to catalog and record metadata. Local historical data and records - we have that but how much of it is lined to external archival and local records?<br />
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User experiences: new user interface possibilities, new ways to interact with materials. new ways to access information. (Load typewriter in a field, experience and feel old fashioned typewriter, creates a good enough experience and it may be the only way to get that environment.) How would we recreate library?<br />
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Digital preservation - preserve interactions and experiences, 3D reproduction, preservation through data. Ex interview Holocaust survivor interview, asked over 200 questions, recorded in 3D, can store HIS experience as holographic image, kids can ask questions and knowledgeable rehashes his responses. We can now record not just content but experience - have conversations based on that person's responses, nuances, and physical expressions.<br />
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Examples<br />
1. 360 recording kit. VR licensing not always licensed for academic libraries - no derivatives, etc. To make it easier to record VR content and make available: ESE - VR recording kit (Ricoh Theta V camera, low profile stand, 3D spatial audio recording, protective case, user guide, release template and legal guides - like avoiding bathroom entrances, law enforcement). Other project is portal through which these can be accessed. Ex - capture of night sky can be used by astronomy class - using Omeka S - working with local library consortium.<br />
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2. Shelvar - use AR and visual identifiers to find misplaced books. Discontinued due to patent dispute, Amazon has locked down patents. Can find missing or mishelved, and instructions on how to replace. We will be locked out because these patents and technologies will be patented by big media. Optical recognition tags. Use sensor based, measurement based - LIDAR. We already know things are in order, we have descriptive data in records. Like a robot comb the shelves at night, find missing items :) More accurate map via plane in 30 minutes than archaeology 50 years. Are libraries ready for this kind of content?<br />
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Old city of Dubrovnik - recreate spaces with existing datasets, public Flickr images, full 3d model without needing expert help - crowdsourced and AI algorithm combs through and creates 3D model.<br />
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Don't want paywalls to happen to reality - license Niagara Falls or Statue of Liberty, to be able to make the experience available. Content required to come back with creative commons license.<br />
What about storage needs? Doesn't have to pull from video - create a reference point, not an exact replica.<br />
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<b>Developing an Open Source Application for Managing EzProxy Configuration File</b><br />
<b>Juan Denzer</b><br />
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Gives access by using a proxy server - web prefix. Wanted to work on configuration file. Over time, can grow because you'll have folks who manage it who don't take things out as needed. Not uncommon for it to get really huge.<br />
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Purpose of config file - flat file, holds stanzas for each resource, contains EZProxy options and setting, manages authentication, includes external files (black/white lists), and comments which are important.<br />
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Overhauling the config file could take weeks of work. Need to develop something to do this. Why the application? Often years of neglect - comment something out, not sure why. Changing of the guard - someone leaves then flat file inherited. Thousands of lines. The time it takes. We have the computer technology and we should use it.<br />
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Parse program to manage config file. Need to break down stanzas, separate config settings and put stanzas in dataset so we can read it. Also important for it to be open source. Decided also to make sure is cross platform. initially wanted to develop in .net because one person knew it better, but student told about cross platforming in Java. Two CS students working on it (Abishek Rauniyar at SUNY Oswego and Marika Bajracharya SUNY Brockport. Run as non SQL database.<br />
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Want ot manage stanzas to search for stanzas, sort it as viewing it, viewing, being able to test stanzas. Also look into managing proxy settings. Commenting system is important - everyone has a different style - initials, date first, no date, etc. Want to recognize comments. .Exporting a managed config file in format you want. Future improvements: import stanzas from OCLC site or listserv, version control, backup file system for config file, Google calendar API config for alerts like expiries of trials.<br />
<br />warmaidenhttp://www.blogger.com/profile/08391769344411207864noreply@blogger.com0tag:blogger.com,1999:blog-30753983.post-6297256404276831762018-10-10T10:06:00.002-04:002018-10-10T10:06:29.387-04:00Access Conference 2018 Opening Keynote: Sheila Laroque #AccessYHMAccess Conference 2018<br />
Opening Keynote<br />
Sheila Laroque<br />
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My War Pony is a Prius: Truth and Reconciliation in Times of Technology<br />
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Sacred rites in Catholicism; many Metis are raised Catholic. Focus on reconciliation (previously confession), a lot of thought and process, not just drive-through sin cleansing. Deeply reflect on what they have done and what they are going to do. Canadian government came to reconciliation through largest class action lawsuit in Canadian history - was not reconciliation freely started. In Catholicism, humans asking divine creator for forgiveness for our failings (which are inbuilt). In Canada, fried as two equal parties coming together again, but they've never been together, and have never been equal in power. Indigenous peoples are not a divine being inclined to forgive. if truth is required for reconciliation, truth is fundamental but may no the possible to get to. The TRC did not come out of nowhere, is a result of largest class action suit in Canadian history. First step to process for reconciliation is to begin the process of becoming citizens and making it possible for indigenous people to be together. Jesse Brown's podcast Canadaland- since 1960 indigenous peoples have been able to vote in Canada, so now seeing first indigenous people with full citizenship rights. Can be a shocking concept. But the peoples have been here and succeeding for a long time, but only now are Canadians being brought to listen.<br />
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Indigenous spirituality is complicated, both valorized and demonized. Some are Catholic. In thinking about processes of reconciling Canada has come to - what do these processes mean for the state, or individuals, or communities as a whole? There have been more than 50 TRCs worldwide for equally horrific crimes. Canadian TRC didn't have weight behind it or power to prosecute for crimes.<br />
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If a rue moment of reconciliation, should see equal ramifications on both sides. Hardest truths: there will never be state sanctioned reconciliation because state benefits from ongoing colonization of these lands. It will never be to abolish the state and give back the land. After the TRC finalized, reminds of Catholic sacrament of confirmation where believers are asked to confirm choice of religion after baptism (in reality, little choice). Needing to be dragged to reconcile through class action suit is like reluctance/refusal to be confirmed and being forced to.<br />
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How do the Metis fit in? They don't. Call to action 29 of 94 from proceedings of TRC - how could this proceed without everyone being included? Entire volume 3 of TRC report is about Metis experience. The Metis not the only people excluded from the TRC process. Truth: we've always been comfortable with leaving certain groups of people out of the design process.<br />
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Volunteered at TRC event in 2012. When Sheila Rogers introduced woman from public library to discuss involvement in reconciliation, was wary and didn't see that library had any place in reconciliation - felt like too much whiteness in the room, didn't come to TRC to listen to white people. Then she started to talk about new hiring and one branch on 20th street (coded language for historically low income and negative connotations thereof). Sheila met Donna Wells later, who became manager when she was hired.<br />
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Importance of being able to see ourselves in education, and seeing education as synonymous with technology. Is it the technology, the individual teacher, or the system that fails our students. when we don't see a role for ourselves sin a system such as education, there isn't a value in them. If the best education system in the world is still excluding people, what is the value? It is harder for libraries to appeal to a wider audience if the audience hasn't had a great experience with education or reading. Having common middle class experiences growing up and into adulthood isn't reflected in library content and collections. Archives house truth in terms of schools, but housing only generational traumas and tragedy will turn many indigenous peoples away. Metis people can be normal and boring. Like many other library audiences, in search of stories that are entertaining while also reflecting back on experiences folks can relate to.<br />
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Seeming contradictions Maskwacis Cree language learning app. In the area, cell service is spotty at best. App in place hard to get cell service? Makes sense - people build dinfraastructur based on current needs and also future anticipated needs. Grezky - goes to where the puck is going to be, not where it is. we should have same sense of building our future needs when building things ike this app. Not everyone in that community lives there, so they can find information about themselves and their community using technology they've grown accustomed to.<br />
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"Digital natives" - the term is meant to reflect people who have grown up with some familiarity with technology. Google it - lot of white people and corporate graphics. Having a term that means having something already within their environment being akin to 'native' is uncomfortable at best. This term is never used to refer to indigenous people, this is where classism appears at intersection of race and technology. if we see digital natives as being mid to upperclass people and we don't see indigenous people as part of our middle class then we are exclusionary. Libraries say they use technology to break down barriers, but here that hasn't been the case. As we find the middle class and universities and libraries and many other institutions indigenizing, we find more and more people occupying spaces that wouldn't have been associated with them before, our paradigms will also need to shift.<br />
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3Ds of how indigenous people are represented (dancing/drumming, drinking, or dead)- change to Ts - tools, technology and traditions - using and creating fascinating tools for themselves and for other cultures. Indigenous people have always been creating tools that have been used by other cultures for centuries, she just hopes that this time they get the credit for it. Right now technology isn't seen as indigenous, and indigenous people are taken to court for not using tech 'correctly.'<br />
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There's often been an emphasis on traditional teachings, often gets lost that there are other things they need to get involved in too. Can always learn new technical skills and tools. 3D and indigenous - until we can instantly think of what people have made in their makerspaces, then we have a long way to go.<br />
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Reconciliation: Where does reconciliation fit in? on 11/15/2015, CBC closed comments section on all stories related to indigenous stories until thought could be put into how comments could be moderated. 3 years later haven't opened comments, can't trust that stories of indigenous people won't be met with hate. If we can't have a comments section, then we can't have reconciliation.<br />
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What she's decided to share have been more personal stories. reconciliation is a personal healing journey not easily taught.<br />
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<br />warmaidenhttp://www.blogger.com/profile/08391769344411207864noreply@blogger.com0tag:blogger.com,1999:blog-30753983.post-77235215621841590292018-06-15T17:17:00.001-04:002018-06-15T17:17:58.356-04:00Discovery, Collaboration, and Dissemination: Lessons Learned and Plans for the Future #DHSI18<b>Discovery, Collaboration, and Dissemination: Lessons Learned and Plans for the Future</b><br />
<b>Digital Humanities Summer Institute</b><br />
<b>William R. Bowen</b><br />
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<a href="https://www.itergateway.org/" target="_blank">Iter: Gateway to Middle Ages and the Renaissance</a>. Just passed 20th anniversary, looking forward to 25th. Iter Bibliography, Community, and Press. Iter's mandate is online, Iter meaning a journey or path in Latin, not-for-profit, advancement of learning in study and teaching of Middle Ages and Renaissance through the development and distribution of online resources. Created 1995, incorporated 1997 as a nonprofit partnership. Academic society partners (CSRS, ISAS, MAA, MOISA, RSA, SCSC); projects (DHSI, ETCL, INKE, IRCPS), research centers (ACMRS, CRRS), faculty of information studies (Toronto), U of Toronto Libraries. Marriage of expertise in subject area with info studies and new technologies.<br />
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Iter planning. Many planning exercises, collaboratories. <i>Inital Steps, Following a Larger Vision: A Feature oriented Pilot Proposal (APril 2009). </i>Distance, something shifted: bringing the communities into the porject so they could engae in the works and be visible and be visible in a way they couldnt when it was an institutional structure. Iter has metadata, services, bibliography. What sits at center of community? full text resources and ways we connect to them, but key is individuals of the community, contribute to professional output in their own projects. Imagine a 10 year plan, what would enable us more fully to see the professional interaction of the community it serves? Increase functionality. What came out was increased partnerships and shift to imagining how individual could interact in more meaningful way instead of being clients, becoming participants.<br />
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Programs: Discovery through bibliography. early statement in 2008 says Iter is creating sophisticated gateway to all relevant sources, bibliographies and databases. Hamstrung by waiting on print publication previously, often 5 year gap between print and bibliography. Notion that had to be comprehensive and timely. 1.43 million records, around 60k records a year produced, not just recent but index entire journals into past. Technical issue is where system of digital pieces don't work together well. Observations related: short term goals: list of 2500 journals working on, expect to have 1.75 million records. Longer term considerations: have been focusing on systematic incorporation of print secondary materials. What if turn to working on primary sources, is that viable? Increase attention to other formats: music recording and others. What is exciting is question of how to deal with born digital materials, huge strategic issues. Challenges: what is eligible for this bibliography? Do you include blogs? How do you assess quality of materials to incorporate? Dealing with traditoinal formats, we have a sense of acknowledged publishers, feel pretty safe we get reputable material. How to achieve that feeling when dealing with open available and outside print constraints? If approach notion of systematized collection of data, how with volume of info out there? Simpler question, maybe: what happens when area you're dealing with changes? New areas being explored, has changed in past 20 years.<br />
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Iter Bibliography: "accessible to academic community". Standard systems: metadata - MARC, LCSH, DCC, and added keywords, OpenURL and Zotero enabled. Delivery SirsiDynix with Endeca for faceted search. Lose something moving to MARC, and challenge to adapt things to what we consider formats. (Interface very much like WorldCat, robust and fairly standard interface.) Questions: not convinced we search this dat well in way systems were developed. Extent the subject classifications and headings are useful. Do we rethink in terms of RDF? What is best way to present this data? Connectivity - most of us go into Google where we find immediacy and consecutively. Search metadata and full text at same time, but would be licensing nightmare. Production models: hired research assistants under faculty and staff. If tackle available digital resources, might need something community based and deal with quantity control. Cost: assumption is that cost needs to be managed in way useful to community.<br />
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Iter Community - aspire to think through interesting issues. facilitation of scholarly communication and info sharing including media. What can we contribute, how can we enable/leverage our communities in with these materials? Community: Iter people and staff, partners, advisors, graduate research assistants (450), contributors, public. 2 initiatives to mention briefly: conference and conference panels which connect to other aspects of programming; and partnership with development awards where people will come with ideas, see to what extent can help them and think through collaborative or matching funding. Challenge is that have to be careful to articulate what can deliver and also manage process--articulate framework or environment they can provide support within.<br />
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IterCommons where people share projects. Collaborating with other organizations (ReKN; Early Modern Digital Review;<br />
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Possibilities for teh Future: Do we need another commons? Differences in communication--social media. Listserv still has robust place. How do we better integrate aspirations behind Iter community with other elements of program, like crowdsourcing or public interactions with materials, adding value to what has been collected?<br />
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Iter Press: broad mandate to publish/co publish and facilitate online distribution of high quality scholarship. Facilitate shift to digital born. Goal is to explore new ways of knowledge creation, tied to how we work together. Book series, journals, databases, etc. Not as clear is priority to push things like using tech in Medieval and Renaissance studies, but also have different strategies to encourag change in thinking this way.<br />
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Business and Production model. Balance practicality with aspirations. Self sustaining through partners and associates (matching funds and in-kind contributions - office space, supervision, faculty time) plus income from subscriptions if needed. Iter needs to find 50%. Turn to subscriptions, international medieval bibliography smaller than theirs where figures are double what Iter charges, Iter can pull down to reasonable costs with help of associate and partners. Heavy reliance on research assistants supervised by staff with graduate degrees in LIS and faculty. Iter press Distribution: 75% USA, 13% Europe, then 7% Canada, and other. Balance of small, medium, and large institutions. Iter Press comments: other models playing with and experiments to share an aspiration to be more flexible and make things more accessible. <i>Journal of Renaissance and Reformation</i> - e-version is now much less expensive than print version. Also made a shift offering online version free to members of communities holding copyright in the journal. Also trying to identify students and faculty who might be interested. Promoting idea of dissemination. Surprising: considerable resistance, slow glacial move from institutions moving from print to digital even though shelf space and online is more flexible. New technologies - played with hybrid of websites to complement digital version, print version will become pale replica of what is available digitally, but might be necessary for RTP which still has a bent toward print. Would like to make it free no matter what.<br />
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Iter is a work in progress even after 20 years. In a fast change environment for teaching and learning. Daunting: how much more could and should be done. Growing possibilities of digital humanities.<br />
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<br />warmaidenhttp://www.blogger.com/profile/08391769344411207864noreply@blogger.com0tag:blogger.com,1999:blog-30753983.post-14171559315444865162018-06-15T13:33:00.001-04:002018-06-15T13:33:34.239-04:00Last Day of #DHSI18It's the last day of the Digital Humanities Summer Institute. This week I've learned a ton about e-lit from Dene Grigar, I've built a <a href="http://colleenharris.cikeys.com/omeka/exhibits" target="_blank">draft of an exhibit in Omeka</a>, and am currently fooling around again with <a href="https://colleenharris.wordpress.com/" target="_blank">my Wordpress site</a> (shh, don't tell Blogger). Last week, I was steeped in making decisions about data. It has been wonderful to flip things and be a student with my colleagues from all over the globe, and I can see how what I have learned will be applicable back home. Right now, though, I'm ready to go home, hug my dog, and go to bed.<br />
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<br />warmaidenhttp://www.blogger.com/profile/08391769344411207864noreply@blogger.com0tag:blogger.com,1999:blog-30753983.post-35434927641716905132018-06-12T15:41:00.000-04:002018-06-12T15:41:20.724-04:00Documenting Born Digital Creative and Scholarly Works for Access and Preservation [Day 2 a.m.]<b>Digital Humanities Summer Institute Workshop #2</b><br />
<b>Documenting Born Digital Creative and Scholarly Works for Access and Preservation</b><br />
<b>Day 2 a.m.</b><br />
<ol>
<li>What can you walk away with in a week?</li>
<li>What resources do you have to complete your vision (funding, skills, people, knowledge)?</li>
<li>Where can you go for further help?</li>
<li>What needs to be done for your project to count towards your academic output (RTP)? How do you document what you've done so it counts</li>
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Barnett's <i><a href="https://smile.amazon.com/Memory-Machines-Evolution-Hypertext-Scholarship/dp/1783083441/ref=sr_1_1?s=books&ie=UTF8&qid=1528820649&sr=1-1&keywords=memory+machines" target="_blank">Memory Machines</a></i>. </div>
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<i><a href="https://smile.amazon.com/Medieval-Popular-Culture-Cambridge-Literate/dp/0521386586/ref=sr_1_1?s=books&ie=UTF8&qid=1528820699&sr=1-1&keywords=medieval+popular+culture" target="_blank">Medieval Popular Culture</a> - </i>first time someone collected what the simple folk do, local catechisms, death records, reviving what was happening at ground level in continental Europe. Collecting current ephemera will be valuable to someone. </div>
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<i>Virtuality and the Art of Exhibition by</i> Dziekan - online and physical exhibitions. Looks at teh notion of liveness. All digital objects are digital, but not all digital are virtual. Liveness/Virtuality has 3 characteristics: participatory, interactive, experiential (PIE). Virtual objects are live objects. Not all digital objects are (see: email). Works like e-lit require you to participate. VR environments much more experiential. How do you put those live objects together, how do we curate them when each has own features, own sense of liveness? We've developed rules for curating ourselves in an environment like the classroom, just now getting there for virtual objects. How do we keep their liveness qualities in effect and obvious?</div>
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Rumsey's book <i>When we are no more</i> is worth reading - collective cultural memory necessary for us to continue as a species. Dictators go into a culture and wipe out libraries, female goddesses marry off to new conqueror gods, have taken control of culture. Argument is larger than one culture moving forward--without Chicano culture in TX, TX is not TX. The capacity of our memory systems is falling dramatically behind our ability to generate information. We don't have the capacity to hold onto all of this. Data is not knowledge. Connects memory to imaginative capacities - our vision is only as broad as ability to think through it. Connected to emotional health. How do we decide what to keep and what to lose - there's no real model to follow but to collect. </div>
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Today: Varela and Thompson's <a href="https://smile.amazon.com/s/ref=nb_sb_noss_1?url=search-alias%3Daps&field-keywords=embodied+mind" target="_blank">The Embodied Mind</a> - p. 59 to be human, indeed to be living, is to be in a context. Selflessness and ego-less-ness concepts. Variable media. <i><a href="https://smile.amazon.com/Rogue-Archives-Digital-Cultural-Memory/dp/0262034662/ref=sr_1_1?s=books&ie=UTF8&qid=1528825468&sr=1-1&keywords=rogue+archives" target="_blank">Rogue Archives</a>. </i>memory has gone rogue - memory institutions where archive is an organ of the institutionalized state. Cultural dominant today is the internet which gives rise to untrained archivists ("rogue memory workers"). Forces change. She's talking about a broader definition of archive than before (deprofessionalization of archives)--not just that they're going to do the work degreed folks do because we don't need the degree, it's that the scale of material is so great, our existing models for intake doesn't suit the flood of information. Constant 24/7 availability and zero barriers to entry for all who can connect on the net, no requirement for payment, content that would generally never be contained in official archives is kept. Rogue archives are repertoire with features more permeable, flexible, malleable than traditional archives. Print culture privileges traditional archive.<br />
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<a href="https://trianglesci.org/" target="_blank">Triangle Scholarly Communication Institute</a> - submit a proposal for a project with a team of people.<br />
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<br />warmaidenhttp://www.blogger.com/profile/08391769344411207864noreply@blogger.com0tag:blogger.com,1999:blog-30753983.post-36110878589719196102018-06-11T19:35:00.000-04:002018-06-11T19:35:03.728-04:00"Indigeneity, Conceptualism, and the Borders of DH" by Jordan Abel<b>"Indigeneity, Conceptualism, and the Borders of DH" by Jordan Abel</b><br />
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National identifications can be an indicator of which community/ies we are accountable to. But do not always account for plurality of indigenous existence. During Vancouver's year of reconciliation event, was one of several poets commissioned to write a poem for the event; work the poets engaged was meant to honor Chief Robert Joseph, who challenged his indigenous identity due to pronunciation. Does that mean he's less Niskaa(Sp?)?<br />
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So many questions about how we define indigeneity. Accountable to intergenerational survivors of residental schools, dispossessed indigenous peoples who cant return to their peoples, urban indigeneity. Colonialism has had and continues to have serious impact, some of that legacy has been discussed, some of that legacy has been silenced.<br />
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<br />warmaidenhttp://www.blogger.com/profile/08391769344411207864noreply@blogger.com0tag:blogger.com,1999:blog-30753983.post-60593738886519689142018-06-11T19:07:00.000-04:002018-06-11T19:11:36.963-04:00Documenting Born Digital Creative and Scholarly Works for Access and Preservation [Day 1 p.m.]<b>Digital Humanities Summer Institute Workshop #2</b><br />
<b>Documenting Born Digital Creative and Scholarly Works for Access and Preservation</b><br />
<b>Afternoon Day 1</b><br />
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Documenting the Experience of Early Digital Literature: Pathfinders<br />
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In 90s, understood physical/material thing and ephemeral thing. Thought that digital is immaterial. Not good thinking. In 2002 W<i>riting Machines</i> notion of digital work not being immaterial. Now we understand digital material has material component, bits rot, etc.<br />
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Reading: Christyann See 3 types of preservation: emulation, migration, collection. She prefers emulation because is more elegant (she's an artist) - last thing a gallery want to do is show wires and plugs, that's the aesthetic of a traditional gallery. Having computers in a gallery space is counterproductive. Emulation makes sense for those who don't want to show the muck to the public, the bits and pieces that make things work. She doesnt like migration. Really hates collection which is not an elegant solution, not enough money, expertise, and constant upgrading is not realistic. As a curator, how do you show this work of art.<br />
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But all three are important. Depends on context, which pushes back against standardization. No matter what you use, documentation. Helps buoy three major types of preservation.<br />
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Other readings argue for collection because of cultural experience that is lost in emulation. Something about being able to see original format to understand variances of language, even. Collection issue allows us to experience that work<br />
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Judy Malloy's Traversal of Uncle Roger - traversal is a performance by artist and or readers on and with the tech the work was made on and intended to be performed with. Documenting collection methodology. Video of Judy working on terminal, no editing or modification. Add image to note the flickering of the screen but didn't change the image. Also did interview of artist to document the making of that work. Made sound files for the blind who might not have access on Vimeo. Then reader traversals of Malloy's work. Now 3 paths of that work. Not every way to read the work, but 3 different paths. There wee handmade artist boxes for the material, so also about the version, production method, box contents notes. Ekphratic descriptions of each of the things alongside the photos. Screenreader compliant. Same with handmade sleeves. Historical background, pictures, publishing information, basic code, related essays. See the emulation and difference between presentation of original and others. All in Scalar. The Pathfinder's methodology is to take all components and put together so scholar can access it. Videos are also on vimeo and Youtube. Also backed up going on Compute Canada<br />
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How is this whole thing preserved? Meta - the documenting of the documentation.<br />
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<i><a href="http://scalar.usc.edu/works/rebooting-electronic-literature/introduction" target="_blank">Rebooting Electronic Literature: Documenting Pre-web Born Digital Media</a></i> by Grigar, Schiller, Rhodes, Whitney, Gwin, & Bowen on <a href="http://elmcip.net/">elmcip.net</a> where it is also documented<br />
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Long term preservation in Samvera.<br />
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Focus is not on the work but the reader's relationship with the work in traversal methodology, documenting the experience, like usability studies. [Almost like an active reader-response theory application] Catalog for the Electronic Literature Lab (building in Scratch, hand coded).<br />
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For RTP: logs what visits, countries, Universities/centers/libraries/schools of people who have accessed. Should we use statcounter, academia.edu, Google, what? Statcounter is free (and she compares to Google analytics and don't cheat as much as Google), and statcounter is stricter.<br />
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CKAN - preservation of datasets<br />
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Pivot to our projects<br />
Tomorrow readings, logins/connection to Scalar and other tools<br />
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ESRM data mapping and terabytes<br />
Island research - Big vision - 3D island overlaid. What are components? What needs ot happen 1st, 2nd, 3rd, 4th, How are these funded and achieved? faculty and student (spreadsheets, images, video, word docs, 3d photos, posters, slides of fish and microplastics); upload straight from island via API (COMP)- we have no policies/procedures documentation prototype<br />
Environmental scan<br />
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WhaleHunt e-Lit project tells story of 3 day whale hunt. interactive timeline. What if in same location<br />
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<br />warmaidenhttp://www.blogger.com/profile/08391769344411207864noreply@blogger.com0tag:blogger.com,1999:blog-30753983.post-34570920580934919332018-06-11T15:05:00.000-04:002018-06-11T15:05:19.969-04:00Documenting Born Digital Creative and Scholarly Works for Access and Preservation [Day 1, a.m.]<b>Digital Humanities Summer Institute Workshop #2</b><br />
<b>Documenting Born Digital Creative and Scholarly Works for Access and Preservation</b><br />
<b>Morning Day 1</b><br />
<b>By Dene Grigar and Nicholas Schiller</b><br />
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<a href="http://dtc-wsuv.org/wp/documenting/syllabus/" target="_blank">Syllabus</a><br />
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In STEAM - virtual game platform, can put your game up and sell it (Apple store for games), game sits ephemeral on site, do not own it physically.<br />
<b>Beyond Eyes Game</b><br />
Tags you would use: third person/God view , game, multimedia, interactive, juvenile, non-violent, indiegames [independent developers], visual novel, visual storytelling, blindness, memory,<br />
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No one path, how do you represent that in documentation? Walkthroughs try to do that. Limited There's no practical limit to describing things (used to be 3, as many as you could fit on a catalog card).<br />
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Translation studies: translators betray the text no matter what they do<br />
kakamoron - a bad, stupid thing (doesn't capture the stupidity and the badness in the English translation. We are translating for a future audience we don't know.<br />
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How many is enough? Reading Appolito's work on variable media startegy. Each work needs to be treated as itself. Follows in "media-Specific analysis" - not just "hypertext" but it's specificity. George Landau as example. Cool that most authors are still alive, need to talk to them, interview them, ask them, go their archives, put it together and give as complete a picture as we can possibly get.<br />
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Fahrenheit 451 - each person was an expert on a book, what book would you choose?<br />
How do we show donors what we're doing?<br />
Making something that will be difficult if someone can't see your work (think VR projects), how do you get across what you've just done--good documentation. Document on your personal website (each project has its own gig site w as much info as possible), then all projects go onto a portfolio site.<br />
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All student projects are archives on site and in server; senior capstones made public on project site (easy for donors to see). See 99constellations.net - the catalog record for the flattened book is great but least useful. Electronic Literature Organization has been working to capture info about all this work. ELMSIT is a catalog for EL--open source (elmsit.net) Drupal-based modular in anture, adding metadata. Does it feed OCLC? Not yet but building a Samvera site where all metadata from ELO's collection into the site for stage 1, stage 2 moves works themselves, stage 3 is to emulate everything they have copyright for. Like RHIZOME but for e-lit.<br />
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How to bring info together for all these works? Worldwide? ELMCIP covers Northern Europe, PO.Ex in portugal, Hermenea in Spain, Arab speaking nations in the union. 12 organizations interested in this work in all. Meta-org called CELL that members of ELO become organizational members, set up taxonomy, naming conventions, enables OMI-pmh (sp?) metadata harvesting. Shooting for global scale interoperability. CELL is meant ot pull together all of these issues and come up with a way we can talk across globe about e-lit, games, Consortium of Electronic Literature (CELL). SO that is survives obsolescence. Access vs accessibility. Doesn't fix accessibility until stage 3.<br />
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How do you decide what to save when it comes to digital material? What about when authors don't want it preserved? If they think it's no longer valid for contemporary tech/audience? Started with things they had access to and cared about. Some things were designed to be ephemeral - like zines scanned and put online without permission.<br />
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Define electronic literature: Literary with interactive multimedia experience. We are the first generation of collectors working on this. Where it goes from here is the next generation's vision. Ekphrastic (ekphratic?) detailed descriptions of a work, and describing it in conjunction with something else (how it's different than a different platform).<br />
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Eastgate systems was early system for e-lit. Has a number of e-lit works copyright they won't release<br />
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<br />warmaidenhttp://www.blogger.com/profile/08391769344411207864noreply@blogger.com0tag:blogger.com,1999:blog-30753983.post-69899086208357019672018-06-10T15:20:00.001-04:002018-06-10T15:20:52.857-04:00Morning Workshop: Regular Expressions (Digital Humanities Summer Institute #DHSI18)<b>DHSI Morning Workshop: Regular Expressions by John Simpson</b><br />
<span style="font-family: inherit;"><i>Description: <span style="background-color: white;">Regular Expressions are a powerful tool for searching text to find patterns of characters. They are often used to extract postal codes, phone numbers, and emails from large sets of documents and when combined with a little bit of scripting they can turn tedious and error prone work done “by hand” into fast, effective, and automatic searching. In this workshop you will learn the basic syntax for regular expressions and deploy them to extract useful information in cases where doing it “by hand” would be tedious.</span></i></span><br />
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Point browser to <a href="https://regex101.com/">https://regex101.com/</a> and to <a href="http://gutenberg.org/ebooks/13">gutenberg.org/ebooks/13</a><br />
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Text version of The Hunting of the Snark.<br />
Most of the workshop should be discussion dialog.<br />
<a href="http://cwrc.ca/rsc-src">cwrc.ca/rsc-src</a><br />
Regex good for matching patterns of characters<br />
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A PDF document in background is a lot of XML, lot fo stuff is not helpful, lots of XML vomit of individual lines, but can use to zoom in on a particular piece of text. Website, find text, tolls for that. But once you get the paragraph, unless there's TEI markup of every word, stuck. Blob of raw text, want to extract data.<br />
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<a href="http://cwrc.ca/rsc-src">cwrc.ca/rsc-src</a> - list of all the libraries and archives in Canada, where they are, when they opened, when they closed, etc. But to get this information. To get all that info, a phone book for libraries and archives. PDF, copyrighted and protected/locked. Pair of grad students doing by hand. Get XML form of PDF, then extract addresses. Hacking between XML and regex, able to extract all addresses.<br />
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Happens in background, unspoken, gets the data that powers the pretty things.<br />
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Get text of a thing (Snark) - get plain text UTF8. Copy and paste into regex101. Use this tool bc abstracts the way the syntax of teh language is. In command line can use, in C, R, Python, etc, can use regex. Today this cuts that away. Also, need to build the regex in those tools, and don't know anyone who writes it in Python to see if it works. In this tool will explain the regex, will search, quickie help guide.<br />
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<b>3 Principles</b><br />
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<ol>
<li>Effective vs efficient - efficient is terse beautiful tight piece of code that only the ultimate guru could read in an instant and it just works. Then our code that spans many lines, gets job done. Just get in and get out. Today: effective. </li>
<li>Know your data. If you don't know your data, won't know if you found what you want or not.</li>
<li>Start greedy and then get conservative. Much easier to ask for too much and then say this is the stuff I don't want and cut out, than to be missing what you need because overly constrained. </li>
<li>Specificity is speed. Balance with #1. If you are scraping data in massive quantities and running complicated regular expressions - something that takes 5 seconds vs .5 seconds can add up over hundreds of thousands of documents. </li>
</ol>
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Hunt snarks. "snark" only has one match, not right. Diff between lower and uppercase snark - you just typed string of characters, it's a regular expression. CTRL+F is same sort - exact char matching. power comes when can put patterns in there when we want S or s. Snark with capital gets 35 matches with 306 steps. Steps: engine is doing character matching. A regx is just a command to tell you to match characters, goes character by character. When it finds a lowercase s, it sees if next letter is n, then will check to see if next is an a - requires more steps.<br />
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The space matters. Look for Snarks, out of 35, 11 have a space after them. Space at beginning, wherever. Demands precision. Secret silent deadly space at the end! Want all cases where snark is at end of line, will miss the ones where line ends with spaces they used to format. SUper picky, cases and spaces matter. Settings->whitespace to show you spaces<br />
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A tab is a text character represented typically as \t sometimes called a token. "\" is read as an escape character and says "next character is not its usual self" so it reads \t as a tab. Sometimes will show up as an ->, dots, or bigger space. We can search them.<br />
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Only one lowercase snark, in "snarking"<br />
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To find all snarks uppercase or lowercase. Depends on environment you deploy in, Python or R. Right side of regex bar is flag - turn on case insensitivity. Where is case in sensitivity not ok? Proper name nouns are also diff nouns, languages where it makes it a different word, name is also adjective (Brown), when the capital carries information. Does title count as part of the text? Acronyms. How many possible capitalization variants for Snark? Our group said 5!=120. (Oops, S can be s or S. It can have an n or N... 2x2x2x2x2. 2^5 = 32. Our answer is for if letters can be out of order.) 32. That's a lot and it's just a 5 letter word. This is why it's important to start greedy because it's easy to forget what others may have done, esp with large volumes of text.<br />
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Turn off case insensitivity. Can search for each kind then add it up in your programming language. Pipe used as "or" equivalent used inclusively. Snark|snark up to 59,000 steps. Can search for my string or other string. Can search for all other variants snark|snark|SNARK (53,000 steps, takes awhile). Can also search either/or: square brackets: [Ss]nark (faster, fewer steps). (S|s)nark - 89,000 steps. Gives you full match but also substring in the reader pane. Round parentheses group things (like math - applies to these things, applies first). Square brackets are used for a set - a single object. Treated by engine differently.<br />
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[] denotes set of characters that I will choose one out of to complete whatever come after it, can have multiple instances of this. Can feed specific characters, but can allso pass a range: [a-z]nark or [A-Z]. If [A-z] will run through ALL options capital and not (can't state [a-Z] because out of order in ASCII character alphabet). Can do [A-z0-9] because it reads it A-z and 0-9<br />
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[A-z][A-z]ark will find "ark" with any two leading letters.<br />
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How would you find and capture every <i>entire</i> word ending in "ing" in the poem<br />
[A-z] needs to be infinitized, what about ending in punctuatoin, space, enter?<br />
Token for infinitizing is \w - Help says <span class="_13Ps7 _2EVlr" style="background: rgb(137, 182, 255); border: 0px; color: #263142; font-family: Monaco, Consolas, "Andale Mono", "Lucida Console", "PT Mono", "Courier New", monospace; font-size: 13.6px; font-stretch: inherit; font-variant-east-asian: inherit; font-variant-numeric: inherit; letter-spacing: 1px; line-height: inherit; margin: 0px; overflow-wrap: break-word; padding: 0px; vertical-align: baseline; white-space: pre-wrap; word-break: break-all; word-wrap: break-word;">\w</span><span style="background-color: #fdfdfd; color: #333333; font-family: "Open Sans", "Lucida Sans Unicode", "Lucida Grande", sansSerif; font-size: 13.6px;"> </span><span style="background-color: #fdfdfd; border: 0px; color: #333333; font-family: "Open Sans", "Lucida Sans Unicode", "Lucida Grande", sansSerif; font-size: 13.6px; font-stretch: inherit; font-variant-east-asian: inherit; font-variant-numeric: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">matches any word character (equal to <span class="_3Qv4l" style="background: rgb(243, 219, 144); border: 0px; color: #7b610e; font-family: Monaco, Consolas, "Andale Mono", "Lucida Console", "PT Mono", "Courier New", monospace; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; letter-spacing: 1px; line-height: inherit; margin: 0px; overflow-wrap: break-word; padding: 0px; vertical-align: baseline; white-space: pre-wrap; word-break: break-all; word-wrap: break-word;">[a-zA-Z0-9_]</span>)</span><br />
\wing grabs single letter before ing, doesn't infinitize the capture before "ing".<br />
Could \w\w\w\w\w\w but ick. Nice way to say one or more or zero or more: \w+<br />
<div class="_1-NVk WVzuP" style="background-color: #fdfdfd; border: 0px; color: #333333; display: inline-block; font-family: Monaco, Consolas, "Andale Mono", "Lucida Console", "PT Mono", "Courier New", monospace; font-size: 13.6px; font-stretch: inherit; font-variant-east-asian: inherit; font-variant-numeric: inherit; letter-spacing: 1px; line-height: inherit; margin: 0px; overflow-wrap: break-word; padding: 0px; vertical-align: top; white-space: pre-wrap; word-break: break-all; word-wrap: break-word;">
<span class="_13Ps7" style="background: rgb(137, 182, 255); border: 0px; color: #263142; font-family: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">\w</span><span class="_1L8oL" style="background: rgb(137, 182, 255); border: 0px; color: #263142; font-family: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">+ </span></div>
<span style="background-color: #fdfdfd; color: #333333; font-family: "Open Sans", "Lucida Sans Unicode", "Lucida Grande", sansSerif; font-size: 13.6px; white-space: pre-wrap;">matches any word character (equal to </span><span class="_3Qv4l" style="background: rgb(243, 219, 144); border: 0px; color: #7b610e; font-family: Monaco, Consolas, "Andale Mono", "Lucida Console", "PT Mono", "Courier New", monospace; font-size: 13.6px; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; letter-spacing: 1px; line-height: inherit; margin: 0px; overflow-wrap: break-word; padding: 0px; vertical-align: baseline; white-space: pre-wrap; word-break: break-all; word-wrap: break-word;">[a-zA-Z0-9_]</span><span style="background-color: #fdfdfd; color: #333333; font-family: "Open Sans", "Lucida Sans Unicode", "Lucida Grande", sansSerif; font-size: 13.6px; white-space: pre-wrap;">)</span><br />
Now we can search for character strings, then sets of letters with square brackets with order, saw how to use the or pipe, now we can use some tokens - "all the word characters" [A-z], now the quantifiers. two you'll use a lot - the plus, the asterisk.<br />
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\w+ing -- reading this: is any word character /one or more times /followed by an i followed by an n followed by a g .<br />
[\w-]+ing -- reading this as "the set of all/any word characters or a hyphen" "repeated one or more times" "followed by lowercase i followed by lowercase n followed by lowercase g"<br />
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need to say "this is the end of the word" - can use space at the end, but also period, etc<br />
Word boundary token is \b<br />
\b[\w-]+ing\b<br />
leading /b reduces number of steps to say where word stops<br />
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If only want to find only words that have 6 or less letters total that end in -ing. Terser syntax: all 6 letter words that end in "ing".<br />
\b\w{3}ing\b -- word boundary, any word character for teh three spaces before a lowercase i followed by lower n followed by lower g.<br />
Can also pass arrange - all from 6,7,8 letter words : \b\w{3, 5}ing\b or anything bigger than 3 would be {3, } the space! Can't do { , 5).<br />
\b(\w{5}|\w{3})ing\b leaves out the 4 before (sing-ing, land-ing, etc)<br />
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Aside problems: thing-um-a-jig (don't want) and bathing-machine and lace-making (want)<br />
Most regex you can do, it's the niggling things that require more.<br />
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Advanced territory - how do you deal with the hyphens. Keep lace-making in full (capturing "making") but ditch "thing-um-a-jig"<br />
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Can Export as json, csv, or plain text. Might need to change mass execution time from the default in 10 seconds.<br />
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\b\w+ing\b<br />
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How do we capture all of the -ing words appropriately thing-um-a-jig (don't want) and bathing-machine and lace-making (want). What characteristics do they have that you want to grab onto, what features does it have that would allow us to keep or toss<br />
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Capture all previous to ING as long as continuous string for something like lace-making<br />
Get rid of all after ING as long as continuous string<br />
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To capture lace-making --\b[\w-]+ing\b[^-]<br />
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Word boundary, any character from the set that includes any word character and set includes hyphen, any amount of times one or more, followed by ing, followed by word boundary, followed by a set that does not include hyphen. Immune to adding more hyphens in middle.<br />
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We need a way to say "not" - not these things - carrot does that - "nothing in this set can be here: [^-] (nothing in this set can be a hyphen). Note in syntax [^ is ONE character/thing when seen by the engine. : [^ means "A NEGATING SET"<br />
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Fancier way using negative lookaheads and lookbehinds - we won't do those today.<br />
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Last challenge today is to write a regular expression to capture all and only every word in this poem (not he punctuation)<br />
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Extract the words (what is a word)<br />
WAIT -<br />
Our solution \b[\w-]+ing\b[^-] captures space after words<br />
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Read \b[\w-]*ing(?!-|\w)\b -- word boundary followed by 1 character from this set where this set is any word character or hyphen as repeated ending in ING. then...(?! is a negative lookahead --when I've made all these matches and I look ahead and I dont like it, drop it, dont return the match - it can't be followed by anything but a word boundary) (where -|\w is where any character following a hyphen in same string)<br />
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\b[\w-]*ing(?!|\w)\b - cant have any word characters after the "ing"<br />
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Now - rip out all the words from the text<br />
Starting with \b[\w-]+ing\b[^-]<br />
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Our solution: \b[\w-]+\b[^_|\W]<br />
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Problems: possessives are gone and treats it's as two words, underscores of _was_ in teh text<br />
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Walkthrough solution: (note - had to grab smart quotes from text because we dont have them<br />
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\b(\w+[-’']?)+\b this solution doesnt get rid of underscore of _was_<br />
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? = zero or one of. A quantifier without the parenths<br />
Lookahead -as long as there are no double hyphens, treat it as a word and make a match<br />
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Character we haven't seen today: the dot - . Understood as any character whatsoever (unless seen as \.) Then .+ means any character whatsoever over and over and over which will eat the entire document. SO: .nark<br />
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Regex101 - code generator on right hand side, export on left.<br />
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<br />warmaidenhttp://www.blogger.com/profile/08391769344411207864noreply@blogger.com0tag:blogger.com,1999:blog-30753983.post-28993314841946103512018-06-09T18:00:00.000-04:002018-06-09T18:00:14.716-04:00DHSI Colloquium Day Conference (Digital Humanities Summer Institute) - Afternoon<div>
<b>Building, Analyzing, and Mapping</b></div>
<div>
<ul>
<li><b>Building the ArtTechne Database: New Directions in Digital Art History - Marieke Hendriksen</b></li>
<ul>
<li><a href="http://www.artechne.nl/" target="_blank">ARTECHNE: Technique in the Arts, 1500-1950.</a> What is technique in the arts? Concept of technique (technik)</li>
<li>Google NGrams to track rise of term in relation to another term</li>
<li>Aim - database - digitized searchable historical texts; linked open data to link to images and soundbites and dbs of chemical analysis of artworks; search and visualization tools; integrate orphan databases; serves broad community. Ex) database for pigments and paints on server on Planck Institute in Berlin, dead project, eventually will disappear. </li>
<li>Chhosing a data warehousing approach - Drupal (open, fast, multilingual); chose XML as format, bc W3C recommended and free; data warehousing approach; GettyIDs</li>
<li>ARTECHNE ontology - enter texts, divide into records (chapter, paragraph, or recipe, persons/authors, translators, etc). Most sources now geographically indexed, timeline function is a work in progress. </li>
<li>Wishlist: improved worksflow: improve/automate OCR correction & dat entry process; time line visualization; cleanse existing data; improve text enrichment.</li>
<li>Lessons learned: Data quality & ontology matter most. Set standards and search for pragmatic solutions. Communication/translation is key with your programmer. Ongoing integration of text and images is crucial for Digital Art History</li>
</ul>
</ul>
<ul>
<li><b>The Ineffective Inquisition: The Holy Office's Sphere of Influence in Early Modern New Spain - Kira Homo</b></li>
<ul>
<li>New Spain: Modern day Mexico, California, Florida, some Caribbean islands. Est. 1535 and Inquisition started operating shortly after establishment. Viceroyalty, then within are individual kingdoms, then in each kingdom there were 2 parallel sets of legal apparatus - the secular and an ecclesiastical apparatus. Whether case was heard in which depended on offense as well as court-shopping. Inquisition *theoretically* did not have jurisdiction over indigenous populations because early on in viceroyalty of new Spain, some horrendous massacres under jurisdiction of conquistadors and Inquisition, so much outrage that Spanish officials created separate system for indigenous populations to go through. </li>
<li>Inquisition in New Spain and ecclesiastical - illegal to be anything other than Catholic in Spanish territories at this time, also illegal to be Lutheran/Protestant/Jewish. Inquisition had jurisdiction on cryptoJudiaism (practicing in secret), also Lutherans (Protestants), simony (selling religious office for profit), bigamy, simple fornication (sex when not married), more complicated fornications, blasphemy, different kinds of heretical behaviors, impersonating priests (indigenous religious practitioners incorporating parts of Catholicism). Also saw cases in which needed to decide - purity of genaeology - which court system you would be in. </li>
<li>Ecclesiastical and Inquisition courts in new Spain. Normally ecclesiastical offices (bishops, heads of religious order, inq. officials appointed by Catholic church. But in Spanish empire, king and pope made an agreement that allowed the King to appoint these ecclesiastical officials and courts. Answer both to Rome and to Spanish monarch at the time.) </li>
<li>Inquisition - not solely Spanish or Portuguese phenomenon, was widespread, started before Spanish empire in 12th and 13th century with starting of mendicant Catholic orders, particularly the Dominicans (<i>Righteous Persecution </i>book) - theological justification of Inquisition. Passages in teh Bible about rooting out the trees that bear bad fruit and purifying by fire. Redemption is more important than not harming people under this theological worldview. Viewed entire body of Christian believers are to be held to these standards, which is why neighbors reported on neighbors, encouraged to denounce fellow villagers if not following proper Catholic doctrine. Taken to extremes in early modern. In Medieval was more about social control than it was about executing people, so no spikes in executions until early modern period. </li>
<li>Challenge of early modern sources and making them digital - 16th century document in Spanish, from Inquisition records in Mexico City, digitized 1500 volumes of Inquisition cases. Challenge is you cant OCR that. Hard to read. The first foundational challenge in this period is what is your corpus, what is going to be your dataset? Archivists made Guia General De Los Fondos did item level descriptions of those Inquisition cases. Not much metadata there, but enough to pull. Not the records themselves, it's the archivists' metadata. Then clean because tildas don't translate, date ranges of "circa". aSome records include locations and some don't, also pull individual names. </li>
<li>Word cloud: Blasfemo, Zumarraga (first Bishop of Mexico), limpieza (cleaning, has to do with geneaology as to Spanish or indigenous - which courts you were subject to, and whether you were subject to paying labor tribute, etc.). </li>
<li>Map: where are cases occurring. Core thing about Inquisition and Spanish rule in New Spain - around Mexico City and major urban areas, control was complete and absolute. Theoretically Spain in complete control of all territory, but most people are coming from close to Mexico City. Practical control doesn't extend across entire peninsula effectively. </li>
</ul>
</ul>
<ul>
<li><b>Mapping Sara Sophia Bank's Numismatic Collection - Erica Hayes & Kacie Wills</b></li>
<ul>
<li>More than 30,000 objects presented to British museums. Little analysis between her collection and her brother Joseph Banks (imperialist). Gift of her collection was largest and most varied of printed ephemera, that it was a collection of a woman was wild. Included coins and metals. Mapped her coin collection - includes most rare monetary forms/currency especially African coins. Explore her perspective on imperialism. She kept a detailed list of where were minted and issued. Catalogs at British Museum and Royal Mint. She arranged coins geographically and then by date and then by value. She also kept detailed list of who she bought.exchanged from. Unusual to have all that info in numismatic studies. </li>
<li>Mapped African coins - cowrie shells, rare non European examples of African currency, gifted to Scottish Mungo Park who gave them to her. </li>
<li>GIS and numismatics - usually difficult because location and provenance usually not known</li>
<li>QGIS like free version of ArcGIS. </li>
<li><br /></li>
</ul>
</ul>
<div>
<b>Practices: Digital Scholarship on Campus and in the Classroom</b></div>
</div>
<div>
<ul>
<li><b>Digital Humanities in Latin American Studies: Cybercultures Initiative - Angela Huizar</b></li>
<li><b>Making it Seem Easy: Interdisciplinar Team Defines and Measures DH Interest at SUNY Oswego - Serenity Sutherland, Fiona Coll, Sarah Weisman, Candis Haak, Murat Yasar</b></li>
<li><b>ARL Digital Scholarship Institute - Sarah Melton</b></li>
</ul>
</div>
warmaidenhttp://www.blogger.com/profile/08391769344411207864noreply@blogger.com0tag:blogger.com,1999:blog-30753983.post-1631401130394279072018-06-09T14:44:00.003-04:002018-06-09T14:47:17.325-04:00DHSI Colloquium Day Conference (Digital Humanities Summer Institute) - Morning<b>People Documenting Online Lives</b><br />
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<ul>
<li><b>This is Just to Say I have </b><x><b> the </b><y><b> in Your </b><z><b>: Modernist Memes in an Era of Public Apology by Shawna Ross</b> (Texas A&M)</z></y></x></li>
<ul>
<li>Humanities Commons - the paper is available there. Trigger warning - evocation of people who are known abusers, racists, harassers--not what they've done, but their apologies and what they sound like. William Carlos William "This is Just To Say" was meme-ed on Twitter, blew up in Nov 2017. Proliferation of mashups. Why did this one blow up? Why not his "So Much Depends" which is fewer characters? Why is the shortest story #babyshoes meme mashup with the plums is more popular than #babyshoes alone? Why the surge? Poem's accessibility. Lack of meter and rhyme scheme makes it easy to understand and replicate. Compulsive overeating subject is attractive. Desired consumables - happened between Thanksgiving and Christmas. Wheelbarrow is less seductive than plums. Also people can finally use line breaks in Twitter, which allows for it. 12 line, 3 stanza poem doesn't scan. Replace adjectives and nouns for new poem, which is easily adaptable no matter your purposes. [me: Mad Libs poetry] Created a bot to do first and last stanzas with replaceable nouns and adjectives. 135 character poem, lacks punctuation, Under original 140 character limit. With spaces, just 155 characters so early iterations lose line breaks (with them, 170 characters). What are we laughing at? The form itself or the deformation of the poem? Stretch form without breaking it is the point. Now mere mention of plums is sufficient - deformation and mashup with other songs. (mashup with Lou Vega's song: a little bit of cold plums in my life/ a little bit of icebox by my side @thwphipps). Feminist satire with Alanis Morrissette mashup.</li>
<li>Other famous apologies format was duo press conference and press release. Hilary Clinton, Spitzer's wife as examples of forgiveness. Without wife, go to talk show. Now apologizers go straight to public which is a problem, because we need to see them sweat, guarantees authenticity. The aesthetic interestingness of "This is just to say" is a lack of sincerity. During flourishing of trope, uptick in public apologies and apology tours. Argument: if we recognize a formula and move on, allow status quo to remain. Need to critically examine when we've identified a template. </li>
<li>Back to original poem: not a good apology. No contrition, no message, apology in deferral. Apology genre is too templated and not templatable enough. Without "I'm sorry," is insincere. Poem exposes insincere apologies, armchair apologies, derivative and unoriginal. Ultimately, re-evaluate performativity of apology as a digital genre. </li>
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<li><b>YouTube Yoga and Ritual on Demand: The Virtual Economics of Hindi Soteriology - Dheepa Sundaram</b></li>
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<li>Her research is on anticolonial drama from 1900-1930. A website where you could Skype in for goddess advice; people have been doing online ritual for a long time ("Searching for Salvation" article). What else is online for Hinduism? YouTube videos for all types of yoga. How things are being sold, bought, and marketed in various contexts. [Karma, dharma, darsan, puja - personal worship of a deity, yajna - worship that requires a priest, vedas, tantra</li>
<li>How yoga goes online, then how Hindu ritual goes online. 20th century, the theosophical society's idea of yoga as access to "universal religion." Annie Beset was convinced Hinduism was closest to "universal religion." Vivekananda's belief in yoga as path to India's freedom. Aurobindo - Indian revolutionary, his "integral yoga" was shift away from liberation to a scientific system for health and wellness for acceptance in the west. mid to late 20th century : Iyengar and Modern Postural Yoga. </li>
<li>Movement away from religious but move toward health and wellness, occurs during 60s.</li>
<li>Despiritualized - notion that none fo these religious practices embedded in tradition are necessary; the teacher becomes the repository of all the knowledge. Shift to teacher as source of knowledge, no more the texts like the Bhagavad Gita or Upanishads. </li>
<li>Vivejananda was interested in distilling patanjali into 2 parts: postures and pseudo scientific spiritual system. Iyengar was concerned with alignment of the body leading to mental and spiritual alignment of body. See film Yoga Inc. Trasnformation of teacher/student tradition. teacher can claim knowledge. </li>
<li>Entrepreneurial nature to student/teacher tradition. Issues of authenticity and authority. idea of patenting yoga. </li>
<li>Traditional Knowledge Digital Library (TKDL) will include 1500 videos of yoga asanas to prevent intellectual theft. Indian Prime Minister Modi was concerned about theft of Indian intellectual property - over the money (colonized again!) and economics, not the cultural issue. </li>
<li>Whose yoga is it? Debate between Deepak Chopra and Aseem Shukla on yoga's true originals. Lola Williamson--School sued over use of yoga, court ruled that yoga is fine because doesn't have spiritual path. Ramdev has a company called Patanjali named after famous yoga scholar where you can buy Hindu-ized objects. Praise Moves - Christian yoga response to concerns. </li>
<li>the Vedas are a Brahmanical elite text with no relationship to yoga. Why would he replace with this? A fight over sacred space and definition of what it constitutes to be a Hindu. Modi moved in Vedas - not just saying he's couching yoga in Hindu practice, but a TYPE of Hindu practice, the elite kind. It leaves out certain gods and goddesses that are still part of peoples' practice. Priest: ritual is "half power" when not conducted in person in the sacred space, but doing it is important because indicates right intention. Those priests doing online ritual likely in it for the money.</li>
<li>Ritual online - the business of salvation. Types of online ritual services. The sites are working as a corpus of literature together. Their about Us pages. e-puja is interactive, skype, performed on demand. Virtual puja (view on screen anytime). Apps, priests on demand, virtual temple tours, outreach, information, resources, videos, images. Most of sites focused on elite mainstream gods. Everyone can access, so why do we care? Providing Broadway to elide diversity within the practice. Hindu premised on the idea of 333 million gods for 333 million ways to access the divine. there has never been a blanket corpus of literature out there online where you do not find yourself represented. </li>
<li>Transactional nature of rituals (remove bad luck, evil eye, etc). Vedicizing the space. "One stop divinity portal." Elite tradition, Vedic mantras. So you know it's the "right" Hinduism. Focused on things you can get (health, wealth, prosperity). "We will do it for you"-ness. </li>
<li>Importance of sacred space. Mobility of virtual sites. </li>
<li>Towards Hinduism as a brand: opportunity vs freedom to worship. Access vs accessibility - about us pages dont include inclusive langauge for other castes, women, and others restricted from sacred spaces in India, the language is still the lnagauge of the elite. Vedicization compete through claims of Vedic authenticity, not concerned about who is accessing, but convenience. Possibilities for resistance - Tarapith temple, but need to have your own temple bc never be able to add your goddess to any of these sites. </li>
<li>Ubiquitous during Modi's prime ministry. Economic c omponent. Government is using knowledge corpus being produced by these sites to push their own agenda on the ground, sanitized version of Hinduism.</li>
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<li><b>The Resemblage Project: Creativity and Digital Health Humanities in Canada - Andrea Charise</b></li>
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<li>a) defining health humanities (pedagogy - "toronto's stories of health and illness"), b) digital health humanities meets age studies (defining the resemblage project), c) the resemblage project preliminary workplan and projected outcomes. </li>
<li>What is digital health humanities? instead of big data, use of arts and hum based methods and materials to explore health, illness, disability. Emphasizes highly individualized voices of healthcare users, providers. This is what humanities allows us to access when thinking about health and illness. However as trend of digitization promises to improve health access and patient empowerment, so does it compound the realities of genetic surveillance, digital discrimination, and displacement of human care practices.</li>
<li>Critiquing the digital health humanities 3 theorists: Kirsten Ostherr, Olivia Banner, they share a healthy suspicion that the digitization and move toward big data trends in health does little to undermine ideologies that have underlaid biomedicine for some time and may amplify deep seated biases wrt race, gender, ability, etc. Nehal el-Hadi looks at dissemination of black life and images of black death online as a public health issue and problem. Essay "Death Undone" deep seated inequities in human computer interaction, especially twitter and it's autoplay feature forcing to watch video, cant choose not to, digital consent, health trauma, and perpetuation of those issues. </li>
<li>Critiquing Digital Health Humanities - add health related experiences are increasingly flattened into digital forms even where highlight new health experience communities emerge. That said, DH offers liberatory and optimistic outcomes.</li>
<li>project Re*Vision <a href="http://www.projectrevision.ca/" target="_blank">www.projectrevision.ca </a>engaging traditionally marginalized groups in practices of digital storytelling. Faces of Healthcare - digital photojournalism like Humans of New York - diverse healthcare users, providers, researchers, etc. Hashtag #SilenceIsViolence sexual assault survivors in postsecondary context. </li>
<li>"Seminar: Toronto's Stories of Health and Illness" - course was entirely online as were assignments. </li>
<li>Age Studies - critical study of aging, age, and older age, differs from cognate fields like gerontology by emphasizing forms of knowledge not primarily quantitative or clinical. Like DH, one limitation has been its focus and default assumption of white, Western, and female (menopause created interest in womens' aging). Why it needs DH: default settings is misaligned with researchers, student body, etc., others need to see themselves reflected. </li>
<li>Can age studies better reflect or resemble the lived experiences of its learners? DH can benefit from age consciousness. when we discuss older folks' use of tech, we discuss elder vulnerability to online fraud, phishing, dangers of social isolation. Greater age consciousness in DH can enhance. Aesthetic potential of aging is something DH can think more imaginatively about, especially in terms of language of obsolescence and perpetuity - language of dead links, rotting links, bit-rot. Can we bring an age sense?</li>
<li>Digitizing Age Studies at UTSC: becgan with redesign of course "aging and the arts" - editing session around digital ageism. Topics - robot caregiving, VR empathy exercises some of the technological issues part of that class. Some aesthetic and born digital class - Stu Campbell, Jane Komori "Embodied Futures"</li>
<li>The Resemblage Project - remixing stories of aging. Resemblance, assemblage, age. Affordances of digital approach to age studies. Creation of storybank as a catalyst for accessible and spreadable (Jenkins 2013) creative art works that reflect diversity of aging experience. </li>
<li>Workplan and Outcomes </li>
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<li>(Outcomes: development of new undergrad course 'digital health humanities'), student and community capacity building, conference presentations, research ms preparation, grant applications.)</li>
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warmaidenhttp://www.blogger.com/profile/08391769344411207864noreply@blogger.com0tag:blogger.com,1999:blog-30753983.post-28481438080191963442018-06-08T11:24:00.000-04:002018-06-08T11:24:30.705-04:00Digital Humanities Summer Institute #DHSI18 Day 4 [Morning] Making Choices About Your Data<b><span style="font-family: "times" , "times new roman" , serif;">Making Choices About Your Data</span></b><br />
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<b><span style="font-family: "times" , "times new roman" , serif;">Digital Humanities Summer Institute #DHSI18 Day 4 (Morning)</span></b></div>
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<b><span style="font-family: "times" , "times new roman" , serif;">Paige Morgan and Yvonne Lam</span></b><br />
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Housekeeping<br />
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<i><a href="https://www.amazon.com/Shock-Old-Technology-Global-History/dp/0199832617/ref=sr_1_1?ie=UTF8&qid=1528390503&sr=8-1&keywords=shock+of+the+old" target="_blank">The Shock of the Old</a> </i>(D. Edgerton) - People adopt new tech but the old runs alongside for many reasons. (I'd also recommend <a href="https://www.amazon.com/Diffusion-Innovations-5th-Everett-Rogers/dp/0743222091/ref=sr_1_1?s=books&ie=UTF8&qid=1528390557&sr=1-1&keywords=diffusion+of+innovation" target="_blank"><i>The Diffusion of Innovations</i></a> on top of this.)<br />
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Class discussion of D'Ignazio and Klein's "Feminist Data Visualization."<br />
Colonialist legacies of tabular data. Even JSON's tree structure is hierarchical. What should we use?<br />
Jacqueline Wernimont's <i><a href="https://www.amazon.com/Numbered-Lives-Death-Quantum-Origins/dp/0262039044/ref=sr_1_1?s=books&ie=UTF8&qid=1528390837&sr=1-1&keywords=%22numbered+lives%22" target="_blank">Numbered Lives: Life and Death in Quantum Media</a>. </i><br />
Donella Meadows - leverage points. Instead of massive interventions (which can be most temporary and ephemeral), smaller interventions can be most powerful.<br />
Bethany's piece on "The eternal September" of DH - when do you stop explaining yourself to the new but not establish gatekeeping. People have to discover for themselves and discover where they are.<br />
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Visit #Femdh class<br />
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TVMeals - what if we center what is treated as peripheral in DH work<br />
Tacit Knowledge<br />
Values<br />
Material<br />
Embodied<br />
Affective<br />
Labor-intensive<br />
Situated<br />
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Problematizing the citation here, comes out of Black feminist work.<br />
Affective way in which we use tech - "ways in which tech use can orient ourselves as people emotionally towards things. Associating feelings w Google search imagining it as neutral, and if you are challenged you become protective because you are emotionally tied to that tech as holding a certain value in your personal belief system. Acknowledging we are people that exist as humans and emotions tie themselves to the tools we use and it makes us react to their use and denial of use in interesting ways"<br />
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Affective elements can be made invisible by interface. Affective component of working with digital work/tools and learning new things. Obvious forms of incompleteness, frustration, fuck-up-ed-ness, but how do we talk about our feelings about these things (also pleasure and joy)?<br />
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DH has brought in funding but has made for more kinds of precarious positions in academia, so people feel affectively more precarious, has institutional effects that have affect.<br />
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Safiya Noble's <i><a href="https://smile.amazon.com/Algorithms-Oppression-Search-Engines-Reinforce/dp/1479837245/ref=sr_1_1?ie=UTF8&qid=1528394098&sr=8-1&keywords=algorithms+of+oppression" target="_blank">Algorithms of Oppression</a> </i><br />
Mimi Onuoha's <a href="https://idatassist.com/missing-datasets-matter/" target="_blank">"What are missing datasets (and why do they matter)?"</a><br />
<i><a href="https://www.upress.umn.edu/book-division/books/bodies-of-information" target="_blank">Bodies of Information Intersectional Feminism and Digital Humanities</a></i> - Book coming out OA shortly.<br />
Also <i><a href="http://www.disruptingdh.com/" target="_blank">Disrupting Digital Humanities</a></i> by Jesse Stamill (sp?)<br />
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Who gets to occupy spaces? Do your people even have keys? Is it a space for optics or should it be used?<br />
What kinds of DH spaces would you like to see? What kinds of DH participants on your campus? How do you think about your own data differently?<br />
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warmaidenhttp://www.blogger.com/profile/08391769344411207864noreply@blogger.com0tag:blogger.com,1999:blog-30753983.post-34413443023869011602018-06-06T18:15:00.000-04:002018-06-06T18:15:38.237-04:00Digital Humanities Summer Institute #DHSI18 Day 3 [Afternoon] Making Choices About Your Data<b><span style="font-family: "times" , "times new roman" , serif;">Making Choices About Your Data</span></b><br />
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<b><span style="font-family: "times" , "times new roman" , serif;">Digital Humanities Summer Institute #DHSI18 Day 3 (Afternoon)</span></b></div>
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<b><span style="font-family: "times" , "times new roman" , serif;">Paige Morgan and Yvonne Lam</span></b><br />
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Article <a href="http://curatingmenus.org/articles/against-cleaning/" target="_blank">"Against Cleaning"</a><br />
Committing to giving certain answers when you are cleaning data. How do I make this material discoverable and allow it to intersect more clearly with discoveries being made in this field.<br />
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You may feel like you need to tune your data so it gives specific answers. But the more you do is not to get project to spit out answers for people, but give answers that help people rethink. What is the info I wan to surface for people, how do I get my data to surface that?<br />
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[Much more concern for how *others* are going to use data here with the digital humanists that in my experience with social science, where we collect our data to answer our questions, then fin. Kudos to DH folks!]<br />
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Expansion without growth - scalability<br />
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Who is your audience? Who is relying on your workflow or the decisions you made that you can't explain? Take your feelings about your data seriously. If you feel like it won;t fit into a spreadsheet or that you're losing something, you probably are.<br />
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Work time.<br />
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warmaidenhttp://www.blogger.com/profile/08391769344411207864noreply@blogger.com0tag:blogger.com,1999:blog-30753983.post-18535733961741774332018-06-06T14:54:00.000-04:002018-06-06T14:54:17.563-04:00Digital Humanities Summer Institute #DHSI18 Day 3 [Morning] Making Choices About Your Data<div>
<b><span style="font-family: "times" , "times new roman" , serif;">Making Choices About Your Data</span></b><br />
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<b><span style="font-family: "times" , "times new roman" , serif;">Digital Humanities Summer Institute #DHSI18 Day 3 (Morning)</span></b></div>
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<b><span style="font-family: "times" , "times new roman" , serif;">Paige Morgan and Yvonne Lam</span></b></div>
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Standardized rights statements: http://rightsstatements.org/en/</div>
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<li>Controlled vocabularies</li>
<li>Working with Openrefine</li>
<li>Free work time</li>
<li>Lunch</li>
<li>Reading: Against Cleaning</li>
<li>Free work time</li>
<li>Tomorrow: Meeting with FemDH</li>
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Controlled vocabulary: a set of carefully chosen words and phrases used to help structure and define information so that it can be easily returned in a search, or parsed by analysis programs. May be the basis for taxonomies and ontologies; can be hierarchical or restricted in various ways.</div>
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Ex) Pizza vocabulary. </div>
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Crust (deep dish; crispy)</div>
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Sauce (marinara, alfredo, olive oil)</div>
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Cheese (mozzarella, Provolone, parmesan)</div>
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Veggies (mushrooms, green peppers, onions, tomatoes, olives)</div>
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Meat</div>
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We can say every pizza must have a crust, must have one or more sauces, etc.</div>
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Can add another layer and say there are 'veggie pizzas' and 'meat pizzas' and what is within those categories with rules that say veggies cannot contain any ingredients from the meat. Principle is that people can only have what we put into the vocab, and the vocab can only describe what we have. </div>
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Have we left anything out? Yes. Goat cheese, pineapple (need to add a fruit category), bleu cheese, pears. Can update controlled vocabulary but works better if you have your data dictionary and your documentation and thought carefully about whether there is going to be any confusion.</div>
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In the scholarship in your field, does everyone agree on those terms and categories? Describe the choices you made, which ones are controversial, and why you made the choice you did--data dictionary. </div>
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Ways of thinking about controlled vocabs</div>
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<li>they can only have what we put into the controlled vocab; vocab can only describe what we have</li>
<li>Where is the material in your controlled vocab coming from?</li>
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<li>Are there groups of terms in your area? Do people in your field fully agree on those terms?</li>
<li>External vocabs?</li>
<li>Your discipline?</li>
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<li>How much compromise is appropriate?</li>
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Example of a range of vocabularies/taxonomies in action: <a href="http://dbpedia.org/">dbpedia.org</a> - Wikipedia's back end. URLs in Wikipedia but replace wiki with db. (See John Lennon - see the subject list as how a person is parsed. [dbc is part of a particular ontology] - get sense of the different categories this particular vocab uses to describe people). Your vocabulary: you might use base vocabulary so you might add items (give originators credit, but can say you think vocab is incomplete or racist or misogynist, ask what's there, what's not there).</div>
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How much compromise is appropriate? Could use dbpedia's categories to structure info and make consistent with dbpedia, would make it possible for your info to go into Wiki/dbpedia. But may have to decide whether other vocabulary already existing means enough of the same thing, or will there be confusion.</div>
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One place to find people's taxonomies: Linked Open Vocabularies (getting into linked open data) <a href="http://lov.okfn.org/dataset/lov/">http://lov.okfn.org/dataset/lov/</a></div>
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Example: Getty Program vocabulary <a href="http://vocab.getty.edu/ontology">vocab.getty.edu/ontology</a> - </div>
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VIAF - <a href="http://viaf.org/" target="_blank">Virtual International Authority File</a> (from authoritative libraries). If wanted to update to URIs instead of just names, OpenRefine will allow that.</div>
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Are controlled vocabularies and taxonomies a way to retain more complexity in your data?</div>
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Taxonomies vs Ontologies. Used in different contexts and with different tech. Linked open data is more likely to hear about ontologies. Socsci work taxonomies are more common. Distinctions not all that different than between codebook and data dictionary. In context of linked open data vs philosophy, in our context ontology is the rules (if it is a pizza, you must have a crust; if this item has meat on it it cannot be classified as vegetarian; etc.)</div>
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OpenRefine</div>
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Import dataset</div>
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Edit cells -> Common Transforms -> [both trim edge and internal whitespace] (we wont be generating URIs so we're not going to do this for everything right now)</div>
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Edit cells -> Transform</div>
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Use <a href="https://github.com/OpenRefine/OpenRefine/wiki/GREL-Functions" target="_blank">GREL code</a> to find and replace for special characters like</div>
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value.replace(a,'')</div>
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will replace a with nothing (those are two single quotes with nothing between). </div>
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Will show you a preview</div>
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Faceting is just identifying the different options within a particular column and laying them out. </div>
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Facet -> text facet (for text column)</div>
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Notice that items facets have two blanks, one is 'gift' which is not a proper category. To edit, go to cell and edit</div>
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Can multiple facet</div>
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Might need to check outliers</div>
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A facet item then text filter might allow me to grab open text responses - can standardize the leadership institutes, can mine for answers in end qual questions.</div>
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<b>Transforming date to ISO standard:</b></div>
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Edit cells -> transform</div>
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value.toString('yyyy-MM-dd')</div>
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<b>Useful Openrefine resources</b></div>
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Google refine expression language</div>
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Faceting and filtering</div>
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Date functions</div>
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Column editing</div>
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Five steps you can take to save time with OpenRefine (for some datasets)</div>
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<b>Separate Columns</b></div>
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Pulldown Edit Column -> Split into several. Asks what sace you want to use is. Expects a comma, delete that and type in a space.</div>
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warmaidenhttp://www.blogger.com/profile/08391769344411207864noreply@blogger.com0tag:blogger.com,1999:blog-30753983.post-16566606525137242942018-06-05T19:01:00.000-04:002018-06-06T11:25:11.754-04:00Digital Humanities Summer Institute #DHSI18 Day 2 [Afternoon] Making Choices About Your Data<b><span style="font-family: "times" , "times new roman" , serif;">Making Choices About Your Data</span></b><br />
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<b><span style="font-family: "times" , "times new roman" , serif;">Digital Humanities Summer Institute #DHSI18 Day 2 Afternoon</span></b></div>
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<b><span style="font-family: "times" , "times new roman" , serif;">Paige Morgan and Yvonne Lam</span></b></div>
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Find and share datasets at:<br />
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<li>Figshare</li>
<li>Humanities CORE repository</li>
<li>Data is Plural</li>
<li>Twitter (datset #dataset)</li>
<li>GitHub</li>
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Documentation</div>
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Data dictionaries</div>
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<li>a record of what data is and isn't supposed to do, definitions, usage</li>
<li>similar to a codebook, used more by folks working with coding languages that define different functions, how was it done in this experiment. Data dictionaries do the same for humanities</li>
<li>What are your categories meant to cover?</li>
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Workflows</div>
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<li>Set of instructions/rules (doesn't need to be a table, can be a list - what to do for each thing, what not to do)</li>
<li>see smartdraw,com</li>
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For tomorrow: Openrefine.org is free, works on Windows and Linux (use 2.8, not the beta)</div>
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warmaidenhttp://www.blogger.com/profile/08391769344411207864noreply@blogger.com0tag:blogger.com,1999:blog-30753983.post-48369296282690925172018-06-05T14:24:00.001-04:002018-06-06T11:24:54.351-04:00Digital Humanities Summer Institute #DHSI18 Day 2 [Morning] Making Choices About Your Data<b><span style="font-family: "times" , "times new roman" , serif;">Making Choices About Your Data</span></b><br />
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<b><span style="font-family: "times" , "times new roman" , serif;">Digital Humanities Summer Institute #DHSI18 Day 2 Morning</span></b></div>
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<b><span style="font-family: "times" , "times new roman" , serif;">Paige Morgan and Yvonne Lam</span></b></div>
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<span style="font-family: "times" , "times new roman" , serif;">Clean data vs tidy data</span></div>
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<span style="font-family: "times" , "times new roman" , serif;">Cleaner data is grouped in fewest 'boxes' possible, categories. makes data more interoperable and legible to their agencies. Think 'race/ethnicity' - either few checkboxes/labels, or open where folks can write in anything at all (where running analysis would be difficult). Ambiguity and complexity. Ambiguity is - how does having more or less ambiguity in your data/project affect where the work goes? </span></div>
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<span style="font-family: "times" , "times new roman" , serif;">Limited categories is legible and understandable to others. If you are studying something that manifests differently among categories, you'd need the 'messier' more detailed data. </span></div>
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<span style="font-family: "times" , "times new roman" , serif;">machine parsable <----------> non machine parsable</----------></span></div>
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<span style="font-family: "times" , "times new roman" , serif;">less accurate <---------------> more accurate representation of complexity</---------------></span></div>
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<span style="font-family: "times" , "times new roman" , serif;">Book recommendation: <i>Sorting Things Out</i> - death causes and diseases data. Dataset originated for people working on merchant ships. Incentive for doctors to lie about whether died onboard/in port, whether they reported in sick, what they had, etc.</span></div>
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<span style="font-family: "times" , "times new roman" , serif;">Difference between source-based (where people can enter whatever, likely to have more complexity) and method-based (limited, represent source as best we can, but also want to do analysis and answer these RQs, so going to make some decisions). Another example: normalizing spelling (text analysis! If you know words aren't spelled in Modern English and there is one or more misspelling in the language of the time). If you erase that and make sure everyone spells 'clean' the same way vs 'clene' or 'cleen,' you will get the examples. Women/womyn. Are you hiding some nuance of your data that is important hat makes a certain group of people visible or invisible, and how do you handle that? </span><span style="font-family: "times" , "times new roman" , serif;">Example: accents were normalized out of the menu dataset, idea that language is prescriptivized is classist and ableist. </span></div>
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<span style="font-family: "times" , "times new roman" , serif;">machine parsable <----------> non machine parsable</----------></span></div>
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<span style="font-family: "times" , "times new roman" , serif;">less accurate <---------------> more accurate representation of complexity</---------------></span></div>
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<span style="font-family: "times" , "times new roman" , serif;">ex) Thomas Padilla - Comic Book Artists of Color database, chose not to normalize data on race at all, gave people full freedom to include race as preferred to describe it, including no normalizing of the spelling. </span></div>
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Raw data versus cooked (instead of messy vs clean). Reading recommendation: Lisa Goettelmen's edited collection on this, she states there's no such thing as raw data because you're getting someone's interpretation. (In quant fields "cooked" has bad connotation.) Consider: How stable is your research question and tool? As your knowledge of the tool and your RQ changes...you're making decisions along the way that have impact. </div>
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<b>Platform Choice: Things to Bear in Mind</b></div>
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See New Yorker article: Maura Winckle's (sp?) article on the word "tool." Tools and platform choice you may think of as instrumental but it's not neutral. Sometimes you make utilitarian choice, and what are the choices that the tool is making for you, what did toolmaker intend?</div>
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<span style="font-family: "times" , "times new roman" , serif;"><i>Choosing tool or platform</i></span></div>
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<ul>
<li>You might use more than one tool over course of your project</li>
<li>No noe tool likely to fulfill all your needs</li>
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<li><span style="font-family: "times" , "times new roman" , serif;">Some platforms do one unique thing really well</span></li>
</ul>
<li><span style="font-family: "times" , "times new roman" , serif;">What input/format does tool require?</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">Sustainability questions</span></li>
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<li><span style="font-family: "times" , "times new roman" , serif;">Can you download/export your material from this tool once you put it in?</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">Who made the tool? Who are their audiences? What is their revenue stream (how long is it likely to last?)</span></li>
</ul>
<li><span style="font-family: "times" , "times new roman" , serif;">Collaboration questions</span></li>
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<li><span style="font-family: "times" , "times new roman" , serif;">Is it easy to share in-progress material with others (if you need to?)</span></li>
</ul>
<li><span style="font-family: "times" , "times new roman" , serif;">Accessibility questions</span></li>
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<li><span style="font-family: "times" , "times new roman" , serif;">How does this tool work for people using assistive technology?</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">How does this tool work for people who are in locations with low bandwidth/internet access?</span></li>
</ul>
</ul>
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<span style="font-family: "times" , "times new roman" , serif;">Platforms (see slide)</span></div>
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<li>Mapping/GIS platforms</li>
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<li><span style="font-family: "times" , "times new roman" , serif;">Google My Maps</span></li>
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<li><span style="font-family: "times" , "times new roman" , serif;">Plot points on a map, create descriptions, draw line on amap, basic styling, include images and videos. No import or export, and all done by hand. </span></li>
</ul>
<li><span style="font-family: "times" , "times new roman" , serif;">Google Fusion Tables</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">Palladio</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">Tableau/Tableau Public</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">StoryMap JS</span></li>
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<li><span style="font-family: "times" , "times new roman" , serif;">Knight Foundation's competitor to ArcGIS Storymaps</span></li>
</ul>
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<li><span style="font-family: "times" , "times new roman" , serif;">text</span></li>
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<li><span style="font-family: "times" , "times new roman" , serif;">AntConc</span></li>
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<li><span style="font-family: "times" , "times new roman" , serif;">text mining program widely used in corpus linguistics</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">many tutorials available</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">can extract data to spreadsheets on Windows PCs, pairs well with Tableau to visualize</span></li>
</ul>
<li><span style="font-family: "times" , "times new roman" , serif;">Voyant / Voyant Server</span></li>
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<li><span style="font-family: "times" , "times new roman" , serif;">produces word clouds and visualizations</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">good gateway tool? Less powerful than AntConc</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">Works well with languages other than English</span></li>
</ul>
</ul>
<li><span style="font-family: "times" , "times new roman" , serif;">Relational database</span></li>
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<li><span style="font-family: "times" , "times new roman" , serif;">MySQL - </span></li>
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<li><span style="font-family: "times" , "times new roman" , serif;">command line tool</span></li>
</ul>
<li><span style="font-family: "times" , "times new roman" , serif;">AirTable - </span></li>
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<li><span style="font-family: "times" , "times new roman" , serif;">starting point, good free and good premium versions</span></li>
<li><br /></li>
</ul>
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SCALAR</div>
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<span style="font-family: "times" , "times new roman" , serif;">OMEKA - content management sytem. Preloaded with metadata standards in use. Ooh, ask for Paige's MOU in re: working with Omeka.</span></div>
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<span style="font-family: "times" , "times new roman" , serif;">Jekyll - Wax - generate static sites.</span></div>
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<span style="font-family: "times" , "times new roman" , serif;">Reclaim domain hosting is recommended by a fellow attendee</span></div>
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<span style="font-family: "times" , "times new roman" , serif;">Wordpress is another CMS</span></div>
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<span style="font-family: "times" , "times new roman" , serif;">---------</span></div>
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<span style="font-family: "times" , "times new roman" , serif;">Is your content/data/material:</span></div>
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<ul>
<li><span style="font-family: "times" , "times new roman" , serif;">Text and images that you want to show to folks? Omeka, Scalar, Timeline JS</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">text and images that go on a map? Google MyMaps, StoryMap JS</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">Text that you want to analyze for patterns? AntCOnc, Voyant</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">Stuff that you want to do in various permutations? Google Fusion Tables</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">Information that you want to make interactive/filterable? Tableau, Google Fusion Tables, AirTable</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">Stuff that you want to organize by tagging it? Scalar, Omeka</span></li>
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<span style="font-family: "times" , "times new roman" , serif;">Project Time</span></div>
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warmaidenhttp://www.blogger.com/profile/08391769344411207864noreply@blogger.com0tag:blogger.com,1999:blog-30753983.post-56761195924122270952018-06-04T18:54:00.000-04:002018-06-04T18:54:05.446-04:00Digital Humanities Summer Institute #DHSI18 Day 1 [Afternoon] Making Choices About Your Data<b>Digital Humanities Summer Institute #DHSI18 Day 1 Afternoon</b><br />
<b>Paige Morgan and Yvonne Lam [ #wrangledata ]</b><br />
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Are you in it for the process or the product? Need to be sure you and your tenure committee and chair are on the same page.<br />
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Ex - Old Bailey online is most successful. Over 300 years of records from London's criminal court. Can search all sorts of facets. Project has several controlled vocabularies for offenses, verdicts, sentences, etc. This successful project was funded by UK grantign agencies that grant within high 6 figures into low 7 figures (pounds, not dollars) - that's the kind of money it takes for a source project.<br />
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Depending on wher you get news of DH from, you'll hear about different types and aspects of DH. Twitter: cool projects, I'm looking for this kind of tool, omg this tool is failing, small projects and struggling with DH. Not going to hear that from the elite and official sources - if reading from mainly elite official sources, your first or second step you might think is an NEH grant. This is highly unlikely. Disabuse yourself of the expectation that his is how DH works. Important for those starting out.<br />
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You don't need to apologize for not programming or not wanting to. (Yvonne, professional programmer) MEALS and SciTechStudies - tech is shaping. If you program, you look at problems certain way and certain methods. Feeling those methods are somehow more official and real (Vanhover Busch - the best tech experience is direct brain dump without physicality). Idea that everyone should have to program or your work is less real: no, not inherent or true, nothing about programming that makes it more special than any other tool. Look at your data especially at the beginning to see what tools would be useful.<br />
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[nonrelational - SparQL - queries RDF]<br />
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Even if you can't ask specialist question in specialist language, knowing your data will help you get an answer faster (instead of adding it to the Pile of Shame of things that take too much time to do). What will help you answer questions: what data do you have? What format? Modern format? How long a period does it span? How much data do you have?<br />
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<b>Activity: Create Your Data (Group Work Notes)</b><br />
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Part 1: Have an object that is part of a collection, create data for collection.<br />
Basic metadata: author, category of food, URLs, website host (Food Network) ingredients, cook time, servings, prep time, total time, equipment, images y/n, photo credit, nutrition facts included or not, nutrition facts<br />
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Questions people might ask of the data: number of ingredients, reviews/how good is it, chef name, professional chef or home cook, servings, category of food (breakfast, lunch, dinner, dessert), particular ingredient, calories/nutrition info<br />
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Part 2: 2nd object that expands the scope of the collection of materials and need to revise data model.<br />
Added a physical banana.<br />
Add format to metadata (paper, consumable banana itself). How does it change what collection is about? Catalog a consumable. Recipes and kitchen inventory? CSA shares in a farm? Lots of ways to organize it? Species of banana?<br />
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compare calories of banana to published nutritional value bc of difference in size<br />
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Structure of data: relational tables so can cross references.<br />
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Possible RQs? What is assumed to be in a normal pantry and not? Ingredients. How recipes are constructed - does banana in real life calories match calories reported by recipe? (We might not provide info, but others can add to the data this way for themselves)<br />
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Basic metadata: format,<br />
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Useful to be defamiliarized from data. Think about different choices you make with data that is not yours. Some data is ephemeral (banana won't last). Sometimes things break your expectations and standard workflow does not work.<br />
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<b>Longer Intros: What Data are You Working With? Why?</b><br />
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What is your data/material?<br />
How much do you have now?<br />
What format is it in? (images? PDFs? plain text? Something else?)<br />
Is there more data you are hoping to incorporate?<br />
What sort of questions are you interested in asking?<br />
What is your goal with this data? Process? Product? Success on the job market?<br />
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Challenges:<br />
Feeling behind on the tech, so much to know!<br />
Migration to Samvera<br />
Publication complications with NPS data<br />
Being sensitive to native peoples, Chumash and possible options including Mukurtu<br />
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warmaidenhttp://www.blogger.com/profile/08391769344411207864noreply@blogger.com0tag:blogger.com,1999:blog-30753983.post-12096609881883024452018-06-04T15:05:00.000-04:002018-06-04T15:05:00.119-04:00Digital Humanities Summer Institute #DHSI18 Day 1 [Morning] Making Choices About Your Data<b>Digital Humanities Summer Institute #DHSI18 Day 1 Morning</b><br />
<b>Paige Morgan and Yvonne Lam [ #wrangledata ]</b><br />
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<b>Goals</b><br />
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Spreadsheet of data and metadata you can take to librarian or developer<br />
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<ul>
<li>Clearer idea of what research questions you can ask of your data</li>
<li>Better sense of what tools would be a good fit for your data; or what you would need to do to your data to make it work better with certain tools</li>
<li>Start of specific plans about work that you want to do ON your data</li>
</ul>
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So much depends on what you're going to prioritize because you are not going to learn all the things at once. Encouragement ot think carefully and realistically and generously with selves about setting goals of what we're going to learn. Goals, milestones ,</div>
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<b>FemTechNet MEALS Framework</b></div>
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Idea is to poke a little bit at assumptions we have about technologies work and good ways of using them, what's an acceptable thing to apply technology to (mostly discussing digital tech). Not only is there this idea of how tech gets used and what is it, bit who is technology for? The fem DH class that troubled those assumptions was evocative for the instructors. when you work with a digital technology, idea with little behind it sounds good, but to implement you find it's far more complicated and it takes a lot more work than is planned. Overwork used to be valued-- people in DH are expected to learn stuff, make good choices, keep producing strong powerful outputs that get grants, w/o real understanding of labor and material conditions involved. Pressure to make decisions for other people. </div>
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<ul>
<li>Technology is <b>MATERIAL</b>, though it is often presented as transcendent</li>
<li>Technology involves <b>EMBODIMENT</b>, though it is often presented as disembodied</li>
<li>Tech solicits <b>AFFECT</b>, though is often presented as highly rational</li>
<li>Tech requires <b>LABOR</b>, though it is often presented as labor-saving</li>
<li>Tech is <b>SITUATED</b> in particular contexts, though often presented as universal</li>
<li>Tech promotes particular <b>VALUES</b>, though often presented as value-neutral</li>
<li>Tech assumes <b>MASTERY OF TACIT KNOWLEDGE PRACTICES</b>, although often presented as transparent. </li>
</ul>
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[Get slides later from tinyURL]</div>
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<b>Introductions</b></div>
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<b>Vocabulary for this week</b><br />
Common vocab as we discuss what we're going to do with our data.<br />
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<i>Unstructured vs structured data</i><br />
ex: donald Trump's doctor's letter certifying his good health<br />
ex: American Revolution war-era deserter clothing<br />
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Text mining and text analysis where look for patterns, count words, unstructured or less-structured. Look at how often certain pronouns happen (he, she, etc.) - using programs to look at data, count. Data is minimally structured. All 7 Harry Potter novels: separate files for each novel so can compare volumes. or break down into single chapters to trace whatever to see if it peaks in certain points of the book or breaks down. There is no "better if more structured" - depends on your RQs.<br />
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Structured data is just arranged in specific ways so computers can do more things with it. Structured data can look like a spreadsheet - a good way of thinking and talking about structured data. Decisions on which fields to include (see North American Deserted Soldiers by White at UMiami - see vocabulary used to describe from columns X to G, are structuring clothing). More you structure your data the more it's possible to ask a computer to count or analyze. Spreadsheet is not the only way to create structured data.<br />
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Trump's doctor's letter certifying good health - can pull out any manner of data here. Another way of structuring data. TEL can be used to encode more than just text. TEI is another way of structuring data by putting things into boxes, view, speaker, paragraphs of text. Could box adjectives from letter. Could dataset letters from all president's physicians over time and structure that way (if such exist to build a dataset from).<br />
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<i>Four types of data models</i><br />
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Leery of thinking of materials as data because sounds impersonal and clinical, and data is assumed to be finding commonalities for big data, where humanities projects attempt to show things that are unique much of the time. But data is just *a* representation, not a or The truth. Data models are just ways that if you are going to structure data, it will be more or less structured. See reading<br />
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<ul>
<li><b>tabular</b></li>
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<li>each data item is structured as a line of field values. Fields are the same for all items, a header line can indicate name. But note the database above, if too many holes in database cells, creates errors. Think about as you're looking at spreadsheets and tables, Are most of my cells full or empty--homogenous (easy to it into a table, all cells are full, to some degree library books are a good example of homogenous data - most have a title, author, date, subject--don't have to worry about library books being like soldier uniforms) or heterogeneous (for each item, lot of different type of data that may be very unique; ex - a database of prices in literature and fiction, thinking each would be thing and price in shillings, which worked until discover it's common for day laborers to be paid 6 pence a day plus potatoes or beer or whatever--column is no longer mathematical for the column you thought were goin got be numbers. Also some items would be apples at 6 shillings a pound, others finest almonds from wherever, or syphilis medication--could be useful for others but makes data very heterogeneous). Depending on what you want to do ... What are the RQs? </li>
<li>We don't want to suggest hat good data has all the heterogeneity taken out of it; it will lead to disappearing people and populations. Be clear and up front about what your data does not effectively represent, what it allows us to answer but what its weaknesses are. </li>
<li>Read: <i>Roads to Power</i> - about railroads in early 19th c Britain, she talks about holes in the data, and what she extrapolates form the data that isn't there. </li>
</ul>
<li><b>relational</b></li>
<ul>
<li>Data are structured as tables, each with own set of attributes, records in column can relate to others by referencing key column. (MySQL as example)</li>
</ul>
<li><b>meta-markup</b></li>
<ul>
<li>TEI is best example for DH people, it's a particular flavor of XML. Top level boxes, then views, then speaker, speaking in paragraphs, data might get more complex (see coded Shakespeare, down to spaces between words). Heirarchical, tree-like appearance. Textual data that you want to add more granularity to. Ex - track emotional beats in Dickens or Bronte or whomever</li>
<li>Opinion: lot of humanities data is pretty complex, and some of the most complex data and questions people want to ask sometimes do not lend themselves to tabular or relational data and maybe not to meta markup. </li>
</ul>
<li><b>rdf - Resource Description Framework</b> (graph data) or <b>non-relational data</b></li>
<ul>
<li>More complex data model structure that *can* work with humanities data. Graph structure can take any shape - blobs and arrows between blobs. each fact about a data item is expressed as a triple, connects a subject to an object through precise relationship. Leads to graph-structured data that can take any shape. Movie release data vs television show airing date... issues because of differences. It might not matter depending on questions you want to ask. Do you need separate for release vs airing dates? But you need to represent your dates the same way!! Or if inviting people to write queries to work with your data, those queries might be structured that they catch one type of date and not another.</li>
<li>non-relational database because not everything is directly related to everything else. </li>
<li>Large companies like big data so tools for graph databases are only starting to become common enough that more people are using them. Relational models are much older. </li>
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<li>Tool called Dydra - can take your non-relational data which is structured in triples, load and can pre-bake queries others can run without needing to code. (Ex - run query on term, retrieve DOIs for JSTOR articles holding that term within whatever parameter.) Doesn't require you to be a full stack developer. Some tools require a full developer to get up and running, Dydra is a free tool that doesn't. Also means users don't need to be able to code in order to query your data.</li>
</ul>
</ul>
</ul>
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Many tools available; these 4 cover most of the bases. If your data doesn't fit into one of these models, let's talk about it.<br />
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Social network analysis: Tabular? Ex - Who people are sending letters to? Tracking poems being copied down in commonplace books as network analysis. Tables include which commonplace book this poet was in, where are the books where they appear? What are they dated?<br />
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Vocabulary: <i>tool vs platform</i>. Sometimes used interchageably. But tool is for *doing* things, platform is stability. Platform to host, tool to analyze it? For example, Tableau--allows you to create data visualizations you can publicize so people can interact with your data visualization. You're putting your data into it - is it a platform? Or a tool because people can use to change? Distinction might be helpful when thinking about licensing, who has access, where does it live, how do we get people access? But distinction tends to be loose when working with stuff. Implication of platform: may consist of many tools, may have a hosted component but also a tool component. Think about locally hosted on laptop (tool) vs platform (hosted). Ex: nVivo - lends itself to metamarkup - meant to allow you to generate stats about your content depending on what you're looking for. Is not interested in allowing you to export material TO others. But metamarkup languages in the context of DH are explicitly to allow people to do stuff with stuff. nVivo is a tool you use for analysis, not intended for you to process content in a way that you will share with others so they can ask other questions with it.<br />
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<i>Method oriented structured data</i><br />
You have a very specific question you want to ask.<br />
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ID info in the sources -> Identify precisely the RQs and purpose of the database -> Design database to accommodate only the info needed to answer questions -> Convert info to data -> perform analysis -> generate research outputs.<br />
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If you're trying to track a particular thing, might structure your data based purely on answering one question.<br />
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See image from Institute for Historical Research's free online course "Designing databases for historical research."<br />
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<i>Source oriented structured data</i><br />
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ID info in sources -> design database to include ALL of the information [...]<br />
ex) Trump's doctor's letter we could consider adjectives, body parts, etc. But no one said cover all bases! You might need to cover everything. Digital Yoknapatawpha (Faulkner scholarship)--one text "That Evening Sun" - see what data is tracked, trace what is occurring in this text. To Faulkner scholars this is meaningful.<br />
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Can quickly become not meaningful - lots of affect in what's included, how recorded, etc. What is doable/feasible? We are not interested in encoding everything in Faulkner's stories, but others may be. Need to think through reasons why you want to do something and take into account the labor and materials you have available. Can you land a $4m grant from NEH to build source-oriented database and adequately planned budget so plan is actually feasible? You want to think about usability, think in advance who is your audience, what kinds of questions will they want to ask? Go to conferences, talk about it, pay attention to what folks are interested in. If you try to be comprehensive, you will get stuck in a goal that explodes your project milestones. If you create complicated system, you need to teach people to use it--becomes a question about labor. If you're fortunate enough to get student labor, are you teaching them usable skills, or specialized ting that the value students can use as a credential gets a little weird.<br />
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Think of yourself as customer for your own data - not you now, but you 6 months from now. Be nice to your future self. Help frame your thinking. Think about staging the project - what is the next thing I could do to make the case that I should have an intern or grad student or half of a database. What is the next showable milestone I could reasonably do from what I am now. Do I even have the resources to so this now? What concretely will this do? Small interventions and small starts can be just as effective as massive million dollar events.<br />
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<b>Lunch</b><br />
<br />warmaidenhttp://www.blogger.com/profile/08391769344411207864noreply@blogger.com0tag:blogger.com,1999:blog-30753983.post-21085331651197236682018-06-04T12:49:00.000-04:002018-06-04T12:49:20.179-04:00Digital Humanities Summer Institute #DHSI18 Day 1 Orientation/Welcome<b>Welcome</b><br />
<b>Ray Siemens, Alyssa Arbuckle</b><br />
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Library and faculty of the humanities joined together.<br />
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<b>Territory welcome: Victor Underwood</b><br />
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<b>Welcome to UVic: Jonathan Bengston (University Librarian)</b><br />
Acknowledgment of the peoples on whomse traditional territories the UVic stands - I've seen this at other Canadian uni conferences.<br />
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Library's trusted role in enabling and serving knowledge must engage actively with stakeholders in adopting sustainable methods. Academic libraries are increasingly valued interdisciplinary research collaborators. UVic reoriented about 6 years ago anticipating change in research environment (MIT draft Future fo the Library report of 2017 - libraries a networked set of open digital global platforms). Jounrey UVic is walking that is enriched and informed by strength of dighum faculty and students.<br />
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<b>Margaret Cameron (Assoc Dean Research, Humanities)</b><br />
See 3rd floor library digital commons. Humanities refers to library as "laboratory from parchment to pixels." Researchers not always thinking about existence of their projects in perpetuity. Think about that possibility for your own institutions. When is a digital project "done"? What does that even mean? Culture keepers of the internet in an age of Trump, fake news, porn... there's an internet hat's a world for our students that has no borders, no police force, only the ethics we invest in it. You are here to create and maintain a world otherwise free, lawless, and open, to preserve it.<br />
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<b>One minute Spiel per course</b><br />
Text Encoding Fundamentals and their Application - tell computers what you know about your primary source material.<br />
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Digitization Fundamentals and Application - Can be complete novice. Talk about pixels and how many, why, etc. How to acquire things digitally, what accordances different media have and how we can publish. Easily paired with other fundamental courses. Looking at low level things adn appreciate behind the scenes.<br />
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Making choices about Data - Getting started working with data. Materials can be read as machine readable data. What shape is it in, what can you ask of it, what tools you can work with, how can you make it better, do more things with it. The choices you make impacts how much work it'll be.<br />
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DH for Department Chairs and Deans - Space allows discussion of administrative support related to DH. They'll survey and audit what's going on in other classes to get a greater sense in way in which DH has specific needs and challenges in terms of supporting those engage din those practices.<br />
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Intro to Javascript and Data Visualization -<br />
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I**ntro to Computation for Literary Criticism - Gateway course at DH - covers essential branches of DH (network analysis, mapping, etc.)<br />
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Out of the Box Text Analysis for the DH - Use standard tools you can use w/o learning to program. Tools let you program if you want to but let you get down and dirty into workings of text in microscopic way. Not big data--computer assisted close reading.<br />
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Sounds and DH - Conceptual framework posits at the heart of the humanities are stories about human endeavors - so artifacts like art, architecture, music, are all stories attempting to answer questions like who am I, where am I going, etc. Investigates through theory, practice, listening.<br />
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DH Pedagogy: Integration in the Curriculum - Take your research and publication or teaching, how do you build from an assignment into a course integration of scaffolded assignments into a course<br />
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Text Processing: techniques and Traditions - other practical workshop on many approaches to text with computers from search and replace, xml, text to dbs, practical publication, with reference to history of computing, OR interrogation of cultural history of text and computing.<br />
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3D modelling for the DH & Social Sciences - 1) explore recent development that 3D content creation is more accessible and less expensive than before, 2) how 3d modelling fits into larger narrative of humanities scholarship (why, what is it), 3) how of 3D modelling (reconstruct the Heritage building in BC)<br />
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Conceptualizing and creating a Digital Edition - how put text online, funding, etc. Best way to move forward<br />
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Visualizing INfo: Where Data Meets Design - experiential subjective interpretive approach to data, learn to think in images and practice what happens when design becomes to essential to RQs themselves. Open source tools, get hands dirty with hand drawn visualizations, physical 3d data sculptures, create data stories<br />
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Intro to Electronic Literature in DH: Research and practice - introduce field of e-literature (history, theories, practices, forms), critical resources and tools, archiving, preservation, bibliography, developing course materials,<br />
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Race, Social Justice, and DH: Applied theories and methods - things that should be at the center of DH<br />
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XML Applications for historical and literary research - XML is a markup language that describes text and data, and can be used in many ways.<br />
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Processing Humanities Multimedia - use and processing and manipulation of multimedia objects.<br />
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Digital Games as Tools for Scholarly Research - bringing gmes and Dh methods together. Games are underutilized, and habits of hum scholarship and methods are based on habit. Think through games as a method for communicating humanities research, doing it, and teaching it.<br />
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Web APIs with Python - when data and services and other services are available, is API. Can talk to these services, make Twitterbots, collecting historical newspaper data, foundational work starting command line.<br />
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Ethical Data Visualization: Taming Treacherous Data - ethics of data and visualization, Treacherous data can lead to bad visualizations, innocent data can be nefarious, pick apart neutrality of data visualization. Critically looking at visualization for sensemaking. Looking at the design elements and interfaces you use, the interactive exchanges you engage users of your visualizations with as things we can critically study and mitigate harm.<br />
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Digital Publishing in the Humanities - Is this DH project digital publishing? Different ways we disseminate our data and scholarship, platforms, workflow, structure, OA, Open source.<br />
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Linked Open Data and the Open Web - Silo not great. If we think about data in perpetuity, we want data to be useful once we're no longer here. Must have context for what you see. How to infuse data with context, semantics and meaning so someone else can come to it and understand what you were trying to get across.<br />
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Introduction to IIIF: Sharing, Consuming, Annotating the World's Images - International Image Interoperability framework. Consuming and annotating images - foundational for images on the web. Have a project to take home afterwards.<br />
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Feminist Digital Humanities : Theoretical, Social and Material Engagements - Rethinking what is in the periphery and what is in the center of DH - materiality, affect, body, situatedness, permeating language, processing. Political computing, data politicization. See #femDH for discussion<br />
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The Front End: modern Javascript and CSS - evolution in web development in last 5-6 years. Move to thinking from sites to web applications like react, redux, webpack. Making complex websites.<br />
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Institute lectures<br />
Opening Institute Panel<br />
DHSI Colloquium and Conference<br />
Uncnference sessions - lunch n learns<br />
Tuesday Newcomer Beer-B-Que<br />
Weds halfway there BoF Gathering<br />
Thurs movie night<br />
Mystery lunches<br />
Undergrad Dh group<br />
DLFxDHSI unconference on DH, diglibs, and social justice<br />
Symposium for Indigenous New Media<br />
Workshops, exhibits, etc<br />
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<b><br /></b>warmaidenhttp://www.blogger.com/profile/08391769344411207864noreply@blogger.com0tag:blogger.com,1999:blog-30753983.post-71776050228215624972018-04-23T13:00:00.003-04:002018-04-23T13:00:37.238-04:00IRPE Colloquium: Predicting Graduation for First Time Full-time Freshmen at CSUCI<b>IRPE Colloquium: <o:p></o:p></b><b>Predicting Graduation for First Time Full-time Freshmen at CSUCI</b><br />
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<b>Kristin Jordan (SOC, IRPE) & Jared Barton (ECON)</b></div>
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<b style="mso-bidi-font-weight: normal;">4/23/18<o:p></o:p></b></div>
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Where to find info<o:p></o:p></div>
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See <a href="http://tinyurl.com/ydxxjsjk" target="_blank">this IRPE research brief</a><o:p></o:p></div>
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Characteristics at admission predict graduation: HS GPA, SAT scores, high school curriculum, race/ethnicity, income, parent education. Looking at underrepresented (URM) student achievement gap, income gap (Pell grant or not), first generation college student or not. </div>
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Use info at admissions to explain past graduation rates and also to forecast and understand future graduation rates. Goals: examine which characteristics predict student success, and to decompose achievement gaps into what we can explain and what is left unexplained in understanding those gaps.</div>
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Achievement gap characteristics overstated because students appear in more than one category. Achievement gap characteristics are correlated with other known (positive) predictors of graduation. </div>
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Our students: their SAT and ACT-converted-to-SAT, are negatively correlated with URM status, but scores are positive predictor of performance and graduation. (2016 rolled out a new algorithm for the SAT, so need to account for that.) If have high enough GPA (over 3.0), don't need to submit SAT scores - this would create fewer high GPA students, so ordered by GPA to correct for it, turns out higher GPA take SAT and report it. </div>
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Logistic regression for graduation rates in 4, 5, 6 years for full time first time freshmen as a function of gap characteristics, preparedness measures, and math/English proficiency, plus control variables. Looked at 8 models - for the first, looked at gap characteristics on their own. Model 2, looked at all together, models 3-5, add in preparedness measures. Models 6-8 account for control variables (undeclared major is correlated with less success; sex, veteran status, county of origin, etc.). </div>
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4 year URM Achievement gaps URM v non = 7.5% less likely to graduate. (Only 22% currently graduating, so non-URM closer to 30% graduation rate). When use URM and Pell-eligible receiving, controlling for gap over lap controls for about 33%, down to 5%. Models 3, 4, and 5, controlling for SAT/ACT score and high school GPA; if compare to math not prepared.</div>
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Math alone has larger marginal effect than both Math and English - halves the gap to under 3%.</div>
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Pell eligible, URM, or first gen also positively correlated with being female, who are already more likely to graduate than dudes. Gap is artificially small because picks up women, then gap increases again. Our gap is 50% smaller than what we're actually reporting to Chancellor's office. </div>
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Pell gap -9.33% (includes transfers - Pell gap for transfers is actually +1 - more likely to graduate than non-Pell eligible). Gap is almost halved once account for preparedness measures. It's the money gap doing most of the work though we spend most of our time on the URM gap. <b>We don't have a first gen gap, we have a Pell gap: it's the low income, not the gen causing the gap.</b> </div>
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Me: Chancellor's office dictates the equation we use?</div>
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Barton: Yes. Wish it were not.</div>
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6 year gap (fewer data by definition, data drops between 33%, so standard error increases because sample size fell). URM achievemnt gaps fall when start controlling - little gap for URM students once account for preparedness (but not much gap in 6 year to begin with). For Pell, continues to be a sizable effect. First gen gaps (non first gen students catch up in years 5 and 6 in a way that first gen don't). </div>
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Raw graduation rates through Spring 2017. Take coefficients from model, apply to all of the data including cohorts that can't have graduated yet. Forecasting: moving forward, flatlines at 25%. Keep doing what you've been doing, keep getting what you've gotten. Take gap variables and reduce size in calculation (20% smaller than previous year - coefficient on URM, Pell eligible receiving, and first gen), graduation rate rises. Bad news is goal is 40%. For 6 year story is better, we only have 4.5 percentage points to go - almost there. 4 year gap is a whole std deviation to close, way different than the much smaller 6 year gap.</div>
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Even with a magic bullet educational intervention...can't close the gap entirely and the 4 year gap is particularly difficult.</div>
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SO what are the factors we are not accounting for?</div>
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Ivona: Pell folks most likely to work a lot. Maybe easing that burden through online classes. Also based on old remediation model. Research says it's better to let people to swim in the pool than do the baby steps. Barton feels that is wrong. It's an imperfect test, the new model. </div>
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Ivona: works elsewhere but totally different sample and preparedness. Apples to oranges. </div>
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Barton: More comparable is CA community colleges.</div>
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Gap characteristics correlated positively w each other, negatively with positive predictors of graduation. Pell gap is largest and most consistent. First gen gap is smallest and least persistent. </div>
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CI will get to roughly half of the 2025 graduation rate goals for FTFT if closes 100% of the unexplained URM, Pell, and first-gen gaps. In the 6 year, the URM gap is 1.6%, but never hits 0. In 4 year, closer to 3.5%. <b>We should optimize organization for and focus on the 6 year goal - achievable and reasonable, especially since we should admit we admit students underprepared for college. We need to claim that, not to do so is stupid. </b></div>
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Next analysis will be of transfer students. Transfer data is harder. Only one way to come in as FTFT, but way more interesting ways to come in as a transfer. All these interventions on campus: find them, find participants involved and some not, and look for treatment effect. Now design treatment and controls: here are the people we will intervene with. <b>We need to actually assess intervention programs' success in closing the gaps.</b> Further study to explain gaps (do you work, how many hours do you plan to work this week, get to food insecurity indirectly).</div>
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Grad rate same/persistent over time despite underpreparedness increasing - either we are doing more yeoman's work in teaching more and more underprepared students, or we are taking a fixed cut of the pie each year (declining population - same marginal effect, we're growing but overall decline). These data don't look at that. </div>
warmaidenhttp://www.blogger.com/profile/08391769344411207864noreply@blogger.com0tag:blogger.com,1999:blog-30753983.post-61384709907017991612018-04-19T14:22:00.000-04:002018-04-19T14:22:32.574-04:00Citation Metrics and Altmetrics: A Brief Overview (Computers in Libraries 2018)<b><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Citation Metrics and Altmetrics: A Brief Overview</span></b><br />
<b><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Elaine Lasda, Associate Librarian, University at Albany</span></b><br />
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Proprietory resources: Clairvariate anlytics, Scopus, Plumx (bought by elsevier used by Scopus). When Web of Science isn't enough or available. Free resources (see resource guide online at conference site).<br />
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Citation/Bibliometric tools. Dimensions.ai is an open source citation database like scopus, very similar. Copernio one stop document retrieval browser add-on.<br />
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Clarivate Analytics - vanit yassessment, but can help id hot otpics and bleeding edge of research. Tough to search for specific journal or researcher.<br />
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Journalmetrics.com<br />
Scopus' CiteScore - Journal metric a ratio like the journal impact factor but includes other than scholarly peer reviewed: includes editorials, conference proceedings, review articles. Percentile rank, citation counts, SNP SJR (SNP supposed to correct for disciplinary differences in impact factor, but only thing that corrects for it really is percentile ranking to compare apples to apples).<br />
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Google Scholar Citations Profile - Import the publications, citation count in Google Scholar (# citations in past 10 years, and h-index - 3 means 3 papers cited at least 3 times). Publish or Perish downloadable tool, you can impose citation data and ask for what you want and search journal titles. Then computes metrics like h-index and variations. h-index corrects for one hit wonders who get cited for one article then stops, rewards sustained career of cited research. Some folks need ot factor in coauthors, break in sustained career, so variations on h-index correct for career anomalies. See Harzing Publish or Perish book.<br />
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Scholarometer browser add pulls from Google data.<br />
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Were you cited in a book? There is a book citation index in Web of Science, evolving, looks at highly cited books in general.<br />
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If you want every citation to one's work. ORCID ID is what we want to see people do, and is free, but not everyone is using it.<br />
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A metric is not n=all. 98.6 for human temp is not 98.610398514305607 - we use an approximation. There's a degree of precision that's very difficult to achieve.<br />
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Mary Ellen Bates! WorldCat Identities, publication timelines, where held.<br />
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Impact of citation counts. WoS: browser bookmarklet in Firefox or Chrome - altmetric? Mendely, Twitter, blogs, news - nonscholarly where it has been picked up, goes by DOI.<br />
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Altmetric researcher level - Impact Story Profiles - badging model<br />
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Reputation Approaches - word of mouth, luminaries/notable editors, professional associations, published surveys<br />
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Holistic Impact Assessment is a mix of indicators. Bibliometrics, altmetrics, and reputation gives you the narrative you need for your institution.<br />
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OPEN ACCESS to article boosts attention and citation to article.<br />
Usage metrics - where the future is, but hey tend to be institution specific. UC did a usage impact factor in UC system but not necessarily replicable and are hard to aggregate. But Google analytics modifications are changing.<br />
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Measuring Research & Maximizing Impact Using Altmetrics<br />
Richard P. Hulser<br />
National History Museum, Los Angeles County (previously<br />
<br />warmaidenhttp://www.blogger.com/profile/08391769344411207864noreply@blogger.com0tag:blogger.com,1999:blog-30753983.post-89972268606993253372018-04-19T12:49:00.000-04:002018-04-19T12:51:01.731-04:00"Ruthless Prioritization" at Computers in Libraries #CILDC<b>Ruthless Prioritization (Track D, Management Tips and Practices)</b><br />
<b>Rebecca Jones</b><br />
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Whats's in it for them (WIIFT)? WIIFM (What's in it for me)? See <b><a href="https://shift.newco.co/the-manifesto-of-ruthless-prioritization-ea9f61c1285" target="_blank">Manifesto of Ruthless Prioritization</a></b><br />
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<span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: white; color: #14171a; letter-spacing: 0.27px; white-space: pre-wrap;">Manifesto of Ruthless Prioritization: Prioritization "means falling in love with the organization's mission" and </span></span><span style="background-color: white; color: #14171a; font-family: "times" , "times new roman" , serif; white-space: pre-wrap;">"Ruthless prioritization means having the discipline to solve the big, really hard problem rather than being seduced by all the small, easier problems."</span><br />
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<span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: white; color: #14171a; letter-spacing: 0.27px; white-space: pre-wrap;">Mission: Libraries were created to help people to solve a problem, make a decision, or learn something new.</span></span><br />
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Leaders are not supposed to encourage people. They are supposed to build encouraging environments for their people to work in. (paraphrase of Rebecca Jones)<br />
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Return on investment: what value for customers i being created? How much time will this take? Estimate a return on investment in terms of your missions for each project.<br />
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Constraints and dependencies. Whats needs to happen first to allow project to progress? What's going to hinder the schedule? What competencies and capacity do we have and do we have them? Apply 3 constraints: dependencies, timeline, and team composition<br />
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Put puzzle together: sequence projects based on ROI & Constraints<br />
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How many priorities can you have at once? Can remember 3, realistically 5 so involve others.<br />
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Things you must do - important to do for value of organization, value for customer and stakeholder<br />
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Dont prioritize what's on your schedule but schedule your priorities. (Covey) Schedule "biobreak" to stop and think about your priorities to make sure they're reflected in your timecards/schedule of people youre involved with.<br />
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Whats's in it for them (WIIFT)? WIIFM (What's in it for me)?warmaidenhttp://www.blogger.com/profile/08391769344411207864noreply@blogger.com0tag:blogger.com,1999:blog-30753983.post-46318491017435995192018-03-08T18:59:00.001-05:002018-03-09T16:18:51.490-05:00AAHHE Workshop: Culturally Relevant Assessment Tools Workshop<b>13th Annual </b><b>American Association of Hispanics in Higher Education (</b><b>AAHHE) National Conference, Irvine, CA</b><br />
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President's remarks: Loui Olivas<br />
Gift of books on policy, and one of assessment<br />
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<b>Culturally Relevant Assessment Tools: Implications for Policy - Richard J. Tannenbaum (moderator)</b><br />
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Higher ed enrollment reflects range of student diversity (race, ethnicity, socioeconomic status, sexual identity and orientation, language and culture. education and development of students ant be agnostic to this diversity.<br />
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Assessment is an opportunity o g4t accurate and timely evidence of what student know and can do (selection use, formative, interim, summative). But also app to engaged and motivate students. Culturally relevant assessment provides students with accessible pathways. Differentiated instructional practices, we need differentiated assessment practices.<br />
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Equitable (Fair) Assessment<br />
Goal is to maximize opportunity to for students to demonstrate their standing on constructs test is intended to measure. If not done with equity. privileges and validates certain kinds of learning.<br />
Standards and Guidelines for Equitable Assessment<br />
- test developers responsible for developing tests minimizing construct-irrelevant characteristics<br />
- reduce threats to validity arising aging from language and related cultural differences<br />
ETS standards, AERA, APA, NCME<br />
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Advances in Assessment Technology that may support cultural relevance:<br />
Cultural relevance = opportunity<br />
- Access to assessment (convenience, engagement, motivation) - tablets, cell phones, game like measures<br />
- Context (Meaningfulness, authenticity) - scenarios, simulations, speech-dialogic systems<br />
- Flexible evidence and its valuation (multiple acceptable forms) - portfolios, holistic rubrics, verifiable accomplishments, process data (cognitive processing looked at via keystroke data), automated scoring engines<br />
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Is Assessment THE Answer? No. It won't correct social, economic, etc, inequities in society. But better practices and evidence can inform decisions and actions to address some of these inequities.<br />
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Questions to Consider:<br />
What are the most pressing issues facing Latinx students at your institution or program? Are these issues unique to Latinx students? What role does assessment play to address thee issues? What remains to be accomplished in terms of policies and assessments?<br />
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<b>Re-Imagining Assessment: From Critique ot the Possibility of Reform - Laura I. Rendon</b><br />
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Critique of the assessment movement. Culturally responsive assessment has noble goal: to be mindful of student populations, use language appropriate for all students (Montenegro & Jankowski, 2017). In NIE report:<br />
a) in order to improve student success, need to look at first year experience<br />
b) assessment and feedback<br />
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Problems with the assessment movement: Equity is largely ignored; culturally-responsive assessment definitions vary. What do we mean by culture, and how is definition evolving as it goes beyond concerns of students of color to more intersectional definitions. What is meant by responsive?<br />
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Who really benefits? What is the public getting? Standardized testing regimes cost states 1.7B/year (Brown Center on Education Policy, 2012). Sociopolitical aspects are largely ignored--is it a distraction from the real problems of the US educational system because it focuses only on outputs and not inputs (underfunded schools, underprepared schools/teachers, etc). Money to output and not input.<br />
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Societal inequalities yield unequal student outcomes.<br />
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An entrenched, deficit-based framework about students of color underlies much of education practice and policy. entrenched racist narrative needs to be overturned. Prejudicial narratives linking race to human intelligence and educational achievement. Resurgence of the book <i>The Bell Curve</i> - race is a helpful indicator of certain capabilities including intelligence. Resurgence of sociobiology - <i>making the unequal Metropolis: School Desegregation and its Limits </i>(2016) acknowledges racism in US schools. But critics posed sociobiology as a counter in prestigious <i>American Historical Review. </i><br />
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Entrenched deficit-based story about underserved students and communities. Counter story: Math teacher Jaime Escalante (film: <i>Stand and Deliver</i>): low-income students of color can be assisted to succeed in STEM.<br />
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How do Latinx students manage to succeed despite difficult life adversities? (Latinx student who earned STEM degree.) See her book <i>The Latino Student's Guide to STEM Careers. </i>Counter storytelling as methodological approach (Solorzano & Yosso 2002; Delgado, 1989). Informed by critical race theory.<br />
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Testimonios (<i>Telling to Live</i>) (Latina Feminist Group 2001) - Documentation and explication of life experiences. Tara Yosso (2005) theory. What helped Latinx students to succeed in STEM? High Impact STEM practices: experiential hands-n learning; US Based and internships, teaching assistantships and summer programs, research with faculty member, faculty advising, financial support, participating in Latinx centered organizations and activities. Also: validating experiences--collective web of support - encouragement, inspiration, academic advice, exposure to STEM. What also helped and is not covered in tests: Latinx own ways of knowing, ways of giving back "spiritual nobility" where degree not just paper but to give back, to be role models, to understand they have a role to help larger society. Social justice consciousness, recognize inequities in society.<br />
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Testimonios: social justice consciousness.<br />
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Assets: family, responsibility, resistance, navigational ability, ganas/perseverance, academic.<br />
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Latinx Cultural Pedagogies: Family work ethic (witnessed family strength in action, sense of responsibility and importance of family and hard work); Family Carino - fit loved and cared for. Moral and Practical guidance.<br />
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Counterstory explains how Latinx succeeded; keys to Latinx success in STEM. Latinx cultural pedagogics, validating web of supports, STEM HIPs, financial support, early exposure, participating in latino centered orgs and activities. Reimagine and rethink assessment. Is what you are asking us to with learning outcomes assessments living to promise? What has been the impact of LOA? Where is the data? Are students, teachers, and schools benefiting?<br />
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Mapping decolonization : move from soft reform to hard reform to [? - get notes from presenter]<br />
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What questions can we ask Latinx students to ascertain how they would like to be assessed?<br />
What does it mean to be educated and how do we capture that? Not covered by current assessment or tests.<br />
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<b>Assessing the Performance of Equity at the Policy, Institutional, Departmental, and Individual Levels - Estela Mara Bensimon</b><br />
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How well do they perform equity: racial equity specifically. She holds that assessment done in the way she will speak about as form of inquiry done by institutional practitioners can be agent of change for Latinx and Black students. Tools for institutional assessment: data, language, policy, etc.<br />
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Equity: equity means proportional representation of historically marginalized groups (2 dimensions: accountability, or how you measure equity in outcomes-- cue.usc.edu @center4urbaned<br />
Measuring equity from accountability perspective: access, equity in outcomes, opportunity for success; other is critical perspective--our structures produce racism because we institutional racism in ways we define excellence). Logics of assessment are based on the belief that merit is objective and neutral. We have to understand that everything we take for granted in our institutions are racialized. Fund same things htat reproduce inequity.<br />
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A belief we have equality but some have advantages, some disadvantages. Critical perspective dent blame student but recognizes and understands how inequalities have been produced by poorly funded schools, housing policies, etc. System is broken ladder - micro aggressions, implicit bias, disproportionate remediation, belief that Latinx are not smart.<br />
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Equity disaggregates data is just first step. Interpret that data requires critical analysis from critical theory. Need to set goals for equity - equity redistributed resources.<br />
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Equity-minded competence:<br />
- awareness of racial identity (vs claiming not to see race)<br />
- uses disaggregated data to identify racialized patterns of outcomes (vs not seeing value in disaggregated data)<br />
- reflects on racial consequences of taken-for-granted practices (vs unable to notice racialized consequences or rationalizes them as being something else)<br />
- exercises agency to produce racial equity<br />
- views the classroom asa a racialized space and actively self-monitors interactions with students of color<br />
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Assessment of racial equity in policy: USC Rossier Assessing Policy from an Equity Perspective<br />
Indicators 1 and 4 needed to be rewritten by governor's office: disaggregated data.<br />
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Core principles for transforming remediation within an comprehensive Student Success Strategy: a Joint Statement; the Transfer Playbook<br />
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For community colleges: Is race visible in the document? How is it visible? Does the depiction of problem and solutions reflect understanding. <i>Transfer Playbook</i>: race was invisible, transfer students written about as diversity supply for 4 year colleges; structural and procedural fixes.<br />
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Assessment of fluency in the language of racial equity: how fluent is your department? Do they identify groups specifically, or do they resort to euphemistic language that covers up race? ("Under-represented minority" instead of name chosen by specific groups that they fought for.)<br />
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Racial beliefs have been developed as a result of theories of student success in higher education, based on idea that success is very much attributed to the effort they exert in studies, motivation, commitment. These are not the only things that cause student success. As a consequence of these theories that play out in the everyday, faculty members form deficit perspectives of students (students lack educational background, students don't realize how much work students need to put in, etc.--externalizing instead of asking what practices are causing this).<br />
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Inquiry activities: protocol to analyze syllabus from racial equity perspective (Syllabus Review Guide for Equity Minded Practice). Syllabi are procedural now, not helping student be a good student.<br />
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Progress mapping: faculty bring grade book to meeting. Code grade book by race/ethnicity. Look at coding of how students perform on tests. Faculty members - racialized patterns in terms of absence and performance,<br />
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Assessment of radicalization in instructional practices. Classroom observations: teachers observe each other and document using protocol. Noticing whiteness in engagement, contextualizing and quantifying Latinx and White engagement, reflecting on racialization in engagement, white entitlement and rule-breaking.<br />
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Assessment of Core Institutional Processes<br />
Counselor findings: in person orientation observation<br />
Analysis of transfer information document (not welcoming, font too small, dry tone, no note of HSI) - used this assessment to change it.<br />
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Assessment of institutional agent competence.<br />
Ricardo [?] Salazar - who do we use our networks for?<br />
Institutional agent: self-assessment<br />
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<b>Reframing the Assessment Discourse - Cristobal Rodriguez @Profe_Rodriguez</b><br />
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Deficit thinking across the education system (Richard Valencia, 2010). Victim blaming, oppression, pseudoscience, temporal change, educability, heterodoxy.<br />
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George I. Sanchez Legacy - referred to as Father of Chicano Psychology and Father of Bilingual Education for research and advocacy for spanish speaking children (UCB doctorate 1934). Director of Division of Information and Statistics for NM State Department for Public Education--Latinx Policy Advocacy. Sanchez' earliest publications on IQ testing - engages equity concepts and funding. Professor at UT Austin. Even when you change policy, wasn't implemented. Appointed ot positions of influence, but not enough. 1951 initiated American Council of Spanish Speaking People (ACSSP).<br />
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Framing assessment: highlight case of NM and reform policy experts. Blaming children for not reading at 3rd grade, blaming parents, or teachers. But what about the system? Pseudoscience of reading proficiency and prison populations (policy hype). Holding children back pushes them out of the education stream (pushed out vs drop out) - diverse populations, especially males, held back more frequently.<br />
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Mapping Dona Ana County 3rd grade reading proficiency scores. Reading proficiencies tied to economic differences. Policy would significantly hold back certain schools than others because fo population. Consider accessibility to early childhood ed, quality of teachers (degreed in 3 tiered licensure system, college access numbers, for a whole pipeline picture)--if we shifted conversation to look at access to those things, does educational opportunity play significant role? Statistically, yes.<br />
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Martinez vs New Mexico (school finance case) - measuring Achievement Reflective of Inequities<br />
- NM argued achievement gaps are just reflective of the cultures of NM; student outcomes not indicative of failing school system but correlated to poverty and language skill deficits, factors over which schools have no control.<br />
- Argument: If state's constitution of sufficient education and accountability concepts, then state has responsibility to respond to those inequities. Majority population is Raza, largest indigenous populations, state constitution declares it a bilingual state.<br />
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Sanchez book <i>Forgotten People</i> (1940) - "The hopes and aspirations of a people cannot be put on a graph."<br />
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Realities: high stakes testing, college readiness (Ap courses, etc), testing drives curriculum. From Higher ed perspective: college entrance exams for admissions, placement in Math and English and to award scholarships. Developmental education over enrollment of Black, Latinx, and Native American Students. Ranking to Guide Practices (US News & World Report). At what cost, and how does that reflect the legacy and mission of our institutions? High school GPA is still a much better indicator of college success and developmental education considerations.<br />
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- Equity-based assessments<br />
- Pipeline access-based assessments (what would this look like?)<br />
- Mission driven-based assessments (CAEP accreditation of education programs - how reflective of mission? How do you evaluate/assess that?)<br />
- Culturally-grounded assessments<br />
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Policy Leverages for Equity based assessments<br />
- federal/state policy:<br />
- state equity plans (K-12 based right now);<br />
- funding initiatives for teacher equity (upward bound type program for community and educational leadership), HEA Title V HSI Funding for educator preparation or Title III for HBCU; Pell grant increases in distribution amounts and qualifying amounts for educator preparation. Latinx teachers have highest turnover rate (NM or everywhere?) - why and how do we change it?<br />
- Accreditation standards (Council for the accreditation of educator preparation)<br />
- Institutional mission and philosophy<br />
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<b>Tomas Morales, CSU San Bernardino </b><br />
2nd largest HSI in CA, 60% Latino<br />
80% 1st gen<br />
Born Puerto Rico, came to US as kindergartener.<br />
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Was Provost at Cal Poly Promona, president of College of Staten Island. Came back because CSUSB is an anchor institution. Lowest baccalaureate attainment rate of any metro area of over 1 million people (flips with Detroit); over 50% of people in San Bernardino county are Latino.<br />
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Affinity groups make a difference, Latinx on the faculty make a difference. He has seen the evolution of assessment in higher ed. Changes significant over last decade.<br />
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Assessment of "not college material" driven by racism and informed by low college entrance exam scores--tracking is alive and well. CA is 6th largest economy in the world--UC and CSUs used to be free...when it was all white. Direct correlation in CA between A though G completion rate and socioeconomic status of schools kids attended. San Bernardino Unified School District - 17% to 30% in last 5 years. 85% community college students find themselves in remedial courses.<br />
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One of the major transitions over last decade or two was going from instructional centered assessment to a more learner centered assessment--far from perfect. 7 regional accrediting body and virtually every disciplinary accrediting body, they focus today on learning outcomes. What are students learning, where is evidence, how do you know they're learning? Don't factor in all of the soft skills, don't measure leadership, HIPs, participation, etc. Plays negative role for HSIs HBCUs and institutions serving those of lower income. We need more college graduates, especially critical in CA - 1.1 milling college grads by 2030. Lumina Foundation and others have written about need for this county and others to increase baccalaureate degrees. Road travels through HSIs, HBCUs, tribal colleges, MSIs.<br />
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Another reason he returned to CSU's system was to institute policies and practices to benefit students. Wanted to develop HIPs, increase number of students studying abroad, undergrad research activity. Increase of latino student moving into PhD programs, etc. Direct relationship between opportunity to do research with faculty and competitiveness in grad applications that mitigates some barriers like standardized exams.<br />
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Increasing accountability, increasing expectations of employers, shrinking budgets, need for cost effectiveness and efficiency all driving assessment (plus multibillion dollar industry). But now key driving force in this country is the accreditation landscape. Accreditation is primarily peer-driven which is good news. (Around the world, not the case--elsewhere in the world not peer-reviewed accreditation but accreditation conducted solely by the government.) Assessment of institutions is very different from assessment of learning outcomes.<br />
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Two policies to talk about relative to placement and remediation in higher education. Students with perfect GPAs blow exams and find themselves in lowest remedial math. Executive order 1110 and 1100 gaining traction throughout CA. Warning about what can be inferred from certain forms of testing: most ar expediting narrow results about certain types of student performance; standardized tests don't accurately future success or performance, but whether you really learned the stuff you learned in school. there have to be other ways of measuring whether students will be successful in higher ed. recognize barriers remediation creates in pipeline.<br />
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CSU EO 1100: CSU's GenEd systemwide GE policy can better address transferability, time to degree completion, and better address ways to create career pathways for community colleges. (43% of population of CA CCs are Latinx - need to crate pathways to CSU's and graduate in 2 years with the BA). Reminded him of the pathways program that was implemented in CUNY system - common to lose 30% of credits for transfers, even transferring to another senior college would lose significant number of credits. EO 1100 is about aligning GE requirements across the system (not as far as pathways in CUNY, allows CSU system much freedom in implementation).<br />
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CSU EO1110: deals with preparation for quant and written reasoning courses: provide multiple measures and determine course placement for first year students. Measuring a student's readiness to do college level work. Restructuring of summer bridge experiences. CSUSB was the first campus to implement a residential summer bridge program for all who tested into needing remediation. President acquired full philanthropic funding for it. Now offering summer courses for college credit during the summer.<br />
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These are policy questions that are critical. Another exciting initiative: CSUSB and UCR and both county offices, K12 superintendents, and CCs, awarded one of 5 Innovation awards to work with all 56 school districts and 11 CCs to increase A-G completion rates and college readiness in math, and increase baccalaureate degree attainment rates. Need to be impactful with K12 and CC partners.<br />
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Q & A Session<br />
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Q: I sit on undocumented student support & advocacy committee. Challenge: finding assessment for undocumented students (syllabi language, teaching training for faculty and staff, ways in which undocumented students bring to table but very real mental health and system housing and food struggles)... Any comments around that need right now on our campuses for undocumented students in terms of assessing admin policy, departments and outcomes?<br />
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Tomas: CSU early on created a Dreamers Center (now called Undocumented Student Success Center - changed by students). Manifestations of poverty, segregation, poor performing HSs impacts undocumented and documented students in same way. With undocumented students, a tortuous position of the unknown, administration rounding up undocumented individuals in places like churches and schools and markets and other places where they know undocumented individuals frequent. Parents of citizens/split families are not leaving the house - not going to shop, church, hiding in own homes. These are the kinds of services we have to try to develop. Legal services from pro bono services form law firms, affinity groups work with them. Group of faculty led by Juan Delgado spending a lot of time on these issues and working with these students and burning RTP candle at both ends. Need to protect these faculty, especially this tends to be faculty of color spending this time with students.<br />
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Rendon: Even green card holders are terrified, tight now nothing is guaranteed as it was previously. Hug tissue at hand, feel helpless because not in charge of government policy. but we can help them feel that we have their back, that we care, are there for them. Communicating that and offering it as an authentic message is important.<br />
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Rodriguez: stories from his wife at elementary school level--protected status revoked, how do we factor the voices into the conversation, or factor it into political organizing? The fear is very real.<br />
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Q: [Teranishi-Martinez] Part of President's Task Force on Inclusive Excellence. Trying to take all of the languages in our documents and look from an equity lens. Even some of our statements and missions need to be taken apart. Strategies or resources or suggestions for how to do this for equity minded competence?<br />
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Bensimon: Need admin who understands and get it to offer power behind the transformation. At Cal Lutheran, changed hiring system in one year because Provost trained 15 faculty as equity agents to go out. The term Inclusive Excellence is problematic -- "inclusiveness" tends to be defined as inclusiveness into white culture, and you need to talk about racial equity before 'inclusiveness.' Literature on embedded agents as change agents, the proposition is that they can be effective in bringing about change depending on social status and access to resources (tenured positions have a certain power base to mobilize).<br />
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Rendon: My take is working with an asset based framework. To what extent is deficit based narrative embedded in institution? Talk to students about what is helping them succeed. We need to push that conversation further, because if we look back to the 70s, these are not new issues.<br />
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Bensimon: President has power to change faculty evaluation system. Equity minded competencies.<br />
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Rodriguez: University had white faculty get to know and engage with Maori students, and another conversation of equity, retention increased. faculty just needed to be asked to get to know their students.<br />
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Q: Gloria Rodriguez(?) [UC Davis] - Struck by how scary it is to see people I respect say they feel helpless and feel fear, but share these powerful strategies. Where *do* we have power? Most of us in the room have gone to college. So where do we have power in terms of the changes people are pushing for?<br />
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Bensimon: I don't feel I don't have power, I feel I'm very powerful, I have power of a research center, position at a research university. I think we all do have power and have to be strategic and have social status and have allies. By being here, everyone has agency.<br />
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Rendon: I am very taken by the students in FL who organized used social media, who are more than any legislator have influenced the gun policy in America. Goes to show the kind of power that we can have. So often I think we don't speak up because we've been taught to stay in our place. To take on power structures is intimidating, maybe we need to align with our students and make a statement. How we can organize to push these agendas further along.<br />
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Bensimon: Isn't that a racism being demonstrated? Black Lives Matter, Undocumented students, but FL students white and being listened to. CNN didn't convene a town hall for them.<br />
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Morales: Academic bully culture and academic incivility culture is alive and well. It's real for junior faculty and even for tenured faculty through the promotional process. It's real for presidents and provosts who have the courage to move forward. Some president impacted by state legislators or leadership of system or own faculty who see themselves being disempowered. its a real challenge as you try to impact change. Change is difficult in higher education.<br />
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Bensimon: Difficult but possible.<br />
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Rodriguez: Consciousness: I shifted my space to policy advocacy but my most powerful experience was being involved in my daughter's school. Not role to be leader but support leadership and how to enhance. Strategic planning and recognizing voices, mobilizing and organizing. Regardless of role, how are we involved at that level, when we're talking about a real political shift? Shift in demographics of who is running for office: POC, women.<br />
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Q: UCB - as a scholar practitioner, I see a whole landscape of administrators that aren't faculty without the PhD not being mobilized and not a lot of opportunities for this training to be advocates as well. Working on my own doctorate, seeing same thing I experienced in 90s--they can't afford to apply to grad school.<br />
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Bensimon: Left Out document can be used in part to leverage why we need the change. The UC system, none of them came out well. Need to organize an academy for what you brought up.<br />
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Tomas: Innovation requires faculty buy-in. faculty have to be willing to consider alternative approaches to status quo If leaders of faculty are resistant and get letters from AAUP etc., impacts the low income, first generation students disproportionately. (Campaign for College Opportunities website for report.) Was reading a commentary about math placement by Ed Sauce (sp?) algebra-based readiness for math and resistance to alternative ways to assess college readiness for those students especially not pursuing STEM majors. This has been a major obstacle for low income students across the country. It has become a social justice issue.<br />
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Rendon: While we are frustrated with slow process of change, there is little faculty to be engaged with more than they already do. We need to learn how to mobilize more people (faculty, staff, student) in another area: social movements. It's not part of the discussion that takes lace in colleges and universities. We're hit with so many things: gun violence, undocumented students, arming teachers, faculty are overburdened and so are students. And yet we need to be a part of these marches and protests and we can't just sit back and watch this happen. It calls for us to act and to think in a very different way. FL student leader of movement is a Latina president of the gay-straight alliance. We won't solve it today, but we have an active role that should be more than writing, and it should be rewarded in the RTP process.<br />
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<br />warmaidenhttp://www.blogger.com/profile/08391769344411207864noreply@blogger.com0