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Class 9 Notes
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last edited
by Alan Liu 9 years, 4 months ago
Preliminary Class Business
- Final Project Prospectus assignment: (example)
- Abstract
- Narrative
- "Environmental scan"
- [Technology]
- Work plan & schedule
- Consider staged or modular work plans, starting with what you or a small group of you could do.
- Budget
- Method of project evaluation
- [Dissemination and continuance]
- Proposal presentations in our final class:
- Aim for 8 minute "lightning" presentations, followed by 8 minutes of discussion with class (total of about 16 minutes for each proposal)
- To facilitate presenting, prepare a page in the Project Prospectuses folder on the Student Work site for the course that includes an abstract and link to your presentation (or you can use the page to hold your presentation in toto). (We'll eventually create a proper listing of class project ideas like the one for last year's course)
- Upload or link in advance to any necessary presentation files (e.g., Powerpoints), so that Alan can preload them before class to speed things up.
- You can also use your own computer to present, so long as you have an adapter for the VGA cable.
- Let Alan know if you have special hardware or software needs for the presentation (e.g., sound).
Readings for This Class
- Focal Readings
- The Deformance Thesis
- Lisa Samuels and Jerome J. McGann, "Deformance and Interpretation" (1999)
- Stephen Ramsay, "Algorithmic Criticism" (2004) (See also his "Toward an Algorithmic Criticism" [2003])
- Mark Sample, "Notes Towards a Deformed Humanities" (2012)
- Rosa Menkman, The Glitch Moment(um) [PDF] (2001) (read pp. 7-32: "Introduction," "Glitch Manifesto," "A Technological Approach to Noise," and "The Perception of Glitch")
- Penn State Studio|Lab, Playing the Archive project (browse the "archive" and its resources)
- Douglas B. Kell and Stephen G. Oliver, "Here is the Evidence, Now What is the Hypothesis? - The Complementary Roles of Inductive and Hypothesis-driven Science in the Post-genomic Era" [PDF] (2003)
- The Transform Thesis (also see some of the readings for Class 2)
Visual Epigraph
José Manuel Ballester, image series
1. Intro to Class
- Focal Question for class 1 What kind of "human" subject do the digital humanities speak from, to, for?
- Focal Question for today's class How do the digital humanities contribute to the humanities vision of interpretive and sociocultural "difference"?
The Deformance Thesis:
➝ * Make it new * Deconstruction (differénce) * Oulipo
The Transform Thesis:
➝ * Cultural studies/criticism * Social justice criticism
2. The "Deform" Thesis
- Lisa Samuels and Jerome J. McGann, "Deformance and Interpretation" (1999)
- Stephen Ramsay, "Algorithmic Criticism" (2004) (See also his "Toward an Algorithmic Criticism" [2003])
- Mark Sample, "Notes Towards a Deformed Humanities" (2012)
- Rosa Menkman, The Glitch Moment(um) [PDF] (2001) (read pp. 7-32: "Introduction," "Glitch Manifesto," "A Technological Approach to Noise," and "The Perception of Glitch")
- Penn State Studio|Lab, Playing the Archive project (browse the "archive" and its resources)
- Douglas B. Kell and Stephen G. Oliver, "Here is the Evidence, Now What is the Hypothesis? - The Complementary Roles of Inductive and Hypothesis-driven Science in the Post-genomic Era" [PDF]
- Resources that may help in our discussion:
- Undergraduate DH projects from Alan's "Literature+" courses
- Alan's diagrams comparing modes of literary "analysis": 1 | 2
3. The "Transform" Thesis
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Class 9 Notes
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