ࡱ> FHE !bjbj $*oo```` l[   U!#   [` + 0[ $$ `` n:   Additional ideas: Throw in some tech jargon Ellis flexibility vs. sustainability controlled vocab vs. folksonomies lost the thought Supporting Digital Humanities at UVM: A History of Failure Or, to quote Thomas Alva Edison I have not failed. I've just found 10,000 ways that haven't workedEvery wrong attempt discarded is another step forward. [green/Waterman] The University of Vermont, or UVM is a mid-size public ivy. IT support continues to evolve. In its latest iteration, Enterprise Technical Services (was Computing and Information Technology) includes Administrative computing, Network Services, the on-campus computer store and walk-in help clinic. There are additional IT service groups based in departments and colleges, including the Library. Most serve to keep the infrastructure running. In other words, they work at the level of making sure the network, computers and applications are running. [ACS credo] Academic Computing Services has traditionally been the small group that picks up the thread from there: once your computer is running, what do you want to do with it? Where do you learn about new applications or methods? How can you integrate IT into your teaching and learning? Because of our limited resources, our credo has been we will help you learn how to do it, but we cant do it for you. (Thats partially the reality of sheer survivalthere are only 4 of us, but also because we feel that the best way to understand ITs impact on scholarship is to actually experience it.) [things we do] Recently, in keeping with this mission, ACS was moved from ETS and combined with the Center for Teaching and Learning and Media groups to form the Learning Resources Group under the direction of the Dean of Libraries. Together with the CTL, ACS is responsible for direct support for faculty in educational use of blogs, wikis, podcasts, statistics software, media development, programs like EndNote, Word, PowerPoint, GIS, web development, image collections, R&D, workshops. We are currently undertaking UVMs transition from WebCT to Blackboard. So where do digital humanities projects and research fit at UVM? What is the history of digital humanities at UVM? [Silos] The silos in this quintessential image of the Vermont landscape hints at the culture of UVM. Departments and programs tend to operate independently of one another. This model also extends to digital projects. Projects begun in one do not always connect to resources available in another. [Crumpled silo] Unfortunately that also means that sometimes projects do not survive. [Vision] Since the mid 1990s one dream has been: Build an IT and human support infrastructure for faculty and students to create the digital resources they need to advance their scholarship. Notice the do it yourself nature of his model. In pursuit of this goal we have tried a series of experiments. We have not reached Edisons 10,000, but we have learned many things. [Experiment 1] Research emerging standards and best practices. Text+Context=etext What did we learn? Faculty are rightly concerned with their teaching and research, not always ready, anxious, or able to jump into the latest IT trend. [Experiment 2] Inspire with sample models [DynaWeb] Library Special Collections and Academic Computing, received a grant from Inso Corporation to install 2 DynaWeb servers to house electronic text collections. DynaWeb was an SGML-based document publishing system. [Godey] One of the first collections was a selection of content from Godeys Ladys Book, a 19th century magazine. Godeys is often used as a primary resource for History and Literature classes. The collection provided page images of several complete issues. The scanned images were backed by dirty OCR, i.e. the OCRd text was not accurate enough to display but was accurate enough to provide reasonably good search results. The text was encoded using the Text Encoding Initiatives teilite DTD. [Special Collections Finding Aids] EAD [Marsh] TEI and MEP encoded correspondence. George Perkins Marsh, author of Man and Nature, published in 1864, was one of the first to recognize and describe in detail the significance of human action in transforming the natural world. Customized for encoding correspondence. [Eugenics] In 19 Nancy Gallagher author of received a grant of $10,000, 2 students, over 200 documents related to the work of the Eugenics Survey in early 20th cent. TEI and web narrative Students worked so well that for our second experiment [Experiment 3] Grow student expertise to build a cadre of potential assistants [CS005]: Hall (growing students, except, TEI) include student response? What else did we teach [Experiment 4] Combine forces, pool resources [UVMDC] Realizing that we were not alone in our quest, we brought together several groups across campus that seemed to have similar goals. Along with Library/Special Collections, ACS, these included the Art Dept., Fleming Museum, and faculty in various departments such as Historic Preservation, History, Geography and Geology who were creating image collections. We made several discoveries: our several constituencies really did have differing needs. In fact, though we had been thinking in terms of humanities computing several of the projects were not actually in the humanities. The types of needs fell, roughly, into: - image collections for use among several faculty in conjunction with courses, whether in classroom or for assignments. Challenges: copyright restrictions, need secure Fair Use option - exhibitions which combined images and narratives, for class use, but also for the larger community. Web pages wouldnt work - electronic texts, both for display and for study. [Experiment 5] Research and install tools for image collections [dSpace] History, Geology [ContentDM] Art [Built in-house] Landscape Change Project even some WebCT collections [Experiment 6] Find a more formal approach (i.e get $$) [CDI] Funding for DI coordinator in Library. The funding was initially for a specific project (Senators Jeffords and Leahys papers) but the goal is to create a framework that can be adapted for faculty-based projects. First year: Exist database, equipment, scanning, developing metadata. Second year: metadata collection form, [CDI congressional letters, dairy, McAllister photos] Conclusions/Looking ahead: If we knew what we were doing it wouldnt be called research. - partnership with CDI to develop faculty-based projects - some interest in a methods in digital humanities course (History e   4 j ghi HLN{ \_s}Y[!hZhH*hhMD hZh hhh hZhUohUo hZhhZhB*phhB*ph0,-g h |}xyef=qr  &'`a= >!?!x!!":p"/ =!"#$%666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmH nH sH tH @`@ NormalCJ_HaJmH sH tH DA D Default Paragraph FontRiR  Table Normal4 l4a (k (No List DD Q Balloon TextCJOJQJaJPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭Vsקo>W=n#p̰ZN|ӪV:8z1f؃k;ڇcp7#z8]Y / \{t\}}spķ=ʠoRVL3N(B<|ݥuK>P.EMLhɦM .co;əmr"*0#̡=6Kր0i1;$P0!YݩjbiXJB5IgAФ޲a6{P g֢)҉-Ìq8RmcWyXg/u]6Q_Ê5H Z2PU]Ǽ"GGFbCSOD%,p 6ޚwq̲R_gJSbj9)ed(w:/ak;6jAq11_xzG~F<:ɮ>O&kNa4dht\?J&l O٠NRpwhpse)tp)af] 27n}mk]\S,+a2g^Az )˙>E G鿰L7)'PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!\theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] *,-gh   | } xyef=qr  &'`a=>?x00000000000000000000000000000000000000000000000000000000000000000000000000000!! 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