[Humanist] 22.689 Mapping Digital Humanities discussion; leadership change at SCI

Humanist Discussion Group willard.mccarty at mccarty.org.uk
Sat Apr 11 09:30:23 CEST 2009

                 Humanist Discussion Group, Vol. 22, No. 689.
         Centre for Computing in the Humanities, King's College London
                Submit to: humanist at lists.digitalhumanities.org

  [1]   From:    Joseph Gilbert <jfg9x at virginia.edu>                       (43)
        Subject: leadership transition at the Scholarly Communication

  [2]   From:    jonathan.tarr at duke.edu                                    (75)
        Subject: [HASTAC Announcement] Mapping the Digital Humanities, A
                HASTAC Scholars Discussion Forum now underway

        Date: Fri, 10 Apr 2009 14:01:52 -0400
        From: Joseph Gilbert <jfg9x at virginia.edu>
        Subject: leadership transition at the Scholarly Communication Institute

Dear Colleagues,

Karin Wittenborg, University Librarian, and Diane Parr Walker, Deputy
University Librarian at the University of Virginia Library and
Co-Principal Investigators of the Scholarly Communication Institute
(SCI), announced today that Richard E. Lucier will step down as
director of SCI, and that Abby Smith, currently senior advisor to SCI,
will become director, effective April 10, 2009.  Bethany Nowviskie,
currently SCI program associate, will become associate director.

Richard Lucier founded the Institute in 2003, together with Deanna
Marcum, and under his leadership, SCI has worked to advance scholarly
communication through annual summer Institutes and working with and
advising Institute participants throughout the year.  Lucier has
actively advised SCI participants in the development of EthicShare,
the Architecture Visual Resources Network (recently launched as
SAHARA), and the Online Journal of the Society of Architectural

With initial three-year funding from the Andrew W. Mellon Foundation,
the Scholarly Communication Institute (SCI) began in 2003 with the
overall goal of providing an opportunity for leaders in scholarly
disciplines, academic libraries, advanced technologies, and higher
education administration to study, develop, and implement creative and
innovative strategies to advance scholarly communication in the
context of the ongoing digital revolution.  Extended by the Mellon
Foundation for an additional six years, SCI has most recently focused
on Architectural History (2006); on Visual Studies (2007); and in 2008
on models and strategies for national “centers of excellence” in
humanities scholarship. The upcoming Institute at the University of
Virginia Library in 2009 will explore the use of geospatial
technologies in the humanities. Future sessions in 2010 and 2011 will
further explore the integration of multimedia into emerging areas of

SCI is advised by a Steering Committee, whose members are leaders in
the academic, digital humanities, and research library communities.

More information about SCI is available here:


and a full press release about the leadership transition is available here:


Joseph Gilbert
Head, Scholars' Lab
Digital Research & Scholarship
University of Virginia Library
434.243.2324  |  joegilbert at virginia.edu

        Date: Fri, 10 Apr 2009 18:46:48 -0400
        From: jonathan.tarr at duke.edu
        Subject: [HASTAC Announcement] Mapping the Digital Humanities, A HASTAC Scholars Discussion Forum now underway

An announcement from HASTAC.org
Please join the HASTAC Scholars for a discussion on:
Mapping the Digital Humanities
A HASTAC Scholars Discussion Forum open now at http://www.hastac.org/scholars/

Much has been said of maps, and it seems that--with technologies and software
such as Loopt, the iPhone, ArcGIS, and Google Maps and Earth--people are
becoming increasingly familiar with where, exactly, they are located. Of
course, mapping suggests more than "you are here." It implies not only the
delimiting of how people relate to each other, to space and place, and to
objects, but also the study of how those relationships emerge. What's more,
mapping is no doubt a slippery term. As scholars such as Willard McCarty note,
it is affiliated with an array of other concepts and practices, such as
modeling, diagramming, networking, and representation. With such affiliations
in mind, this HASTAC discussion, facilitated by Jentery Sayers and Matthew W.
Wilson, seeks to aggregate and unpack how "mapping" (broadly understood) is
mobilized in different learning and research spaces, across the disciplines, in
the field of the digital humanities:

* How does mapping inform how scholars identify novel patterns in their own
research and archives?

* What does mapping afford pedagogy and classroom learning, and how does it
foster collaboration and media expansion?

* How do mapping projects by academics alter how they engage their community
partners and publics, and vice versa?

Regardless of experience in or familiarity with the digital humanities, we
invite participation from anyone who is currently involved in a mapping
project. We imagine that contributors could include, but are certainly not
limited to, critical geographers, cartographers, literary historians, artists,
architects and urban planners, community-based researchers, cultural
anthropologists, information scientists, students in digital humanities
courses, public intellectuals, and scholars of new media, design, and

Come join in the discussion at http://www.hastac.org/scholars/forums/04-06-

Jentery Sayers is a PhD candidate in the Department of English at the
University of Washington (UW), and he teaches computer-integrated courses
situated in the digital humanities, new media, and science and technology
studies. In both his research and teaching, he is invested not only in
historicizing technology in particular cultural contexts, but also exploring
how it can be mobilized through creative, critical and collaborative
projects. His dissertation, "Invisible Technologies?: Media Ecology and the
Senses", attends to how technology is culturally embedded in 19th and 20th
century Anglo-American literature, with particular emphasis on sound
technologies and their relation to print. In Spring 2009, he is teaching two
courses:  Mapping the Digital Humanities" (an advanced undergraduate course
at UW-Seattle, in the Comparative History of Ideas program) and "New Media
Production" (an introductory arts technique course at UW-Bothell, in
Interdisciplinary Arts & Sciences). He has been named a HASTAC Scholar, a UW
Huckabay Teaching Fellow, and a UW Science Studies Network Fellow for his
technology-focused cultural research and collaborations in the development
of digital humanities curricula. In 2009-10, he will be a dissertation
fellow in the Society of Scholars at the Simpson Center for the Humanities
at the UW.

Matthew W. Wilson is currently a PhD candidate in the Department of
Geography at the University of Washington, and will be Assistant Professor
of Geography at Ball State University in the next academic year. His
research is situated across political, feminist, and urban geography as well
as science and technoculture studies, interfacing these with the more
specified field of "critical geographic information systems". He is
interested in how geographic information technologies enable particular
neighborhood assessment endeavors, and how these kinds of geocoding
activities mobilize notions of "quality-of-life" and "sustainability". His
dissertation research concentrates at the intersections of several
phenomena, namely the energies with which nonprofit and community
organizations approach neighborhood quality- of-life issues, the increased
role that geographic information technologies have in addressing this kind
of indicator work, as well as the increased geocoding of city spaces more
generally. In his fifth year as an instructor with the University of
Washington GIS Certificate program, he lectures on principles of cartography
and cartographic critique. He also serves as the editorial assistant for
Social & Cultural Geography. He has been named a HASTAC Scholar and a
Huckabay Teaching Fellow, for his collaborative role in developing
interdisciplinary pedagogies for the digital humanities.


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