DH 101: Introduction to Digital Humanities
Instructor: Dr. Ashley Sanders Garcia (Prof. Garcia)
Office Location: Royce 323
Office Hours: Tuesdays 2:00-4:00pm | Wednesdays 9:00-11:00am
TAs: Dustin O’Hara | Craig Messner
Course Website: https://tinyurl.com/F18-DH101
This course is an introduction to the Digital Humanities, its methods, theories, and applications in humanistic research. It covers a variety of digital tools and approaches to organize, explore, understand, present and tell stories with data. In this course, you will learn how to reverse engineer DH projects to understand how they were built; identify, use, and discuss the advantages and disadvantages of different tools and methodologies; develop strong humanistic research questions that can be answered through digital research methods; conduct original research; and build a collaborative digital project. You will also learn how to organize and clean data, develop charts, create spatial and network visualizations, work with a content management system, and use basic text analysis tools to explore qualitative data. Often the best digital humanities projects are the result of collaboration, so you will learn how to work effectively and efficiently in teams as you build project management skills. Each unit will guide you through the development, analysis, and application of the skills listed under the course learning goals. In each unit, you will also critique examples of research projects that employ the methods and/or tools that you are learning.
This class meets twice a week for interactive lectures and once a week in smaller lab sections; additional group work outside of the allocated class time will be necessary. We will discuss ways to organize in-person meetings, as well as ways to stay on track through virtual simultaneous and asynchronous group work. No prior experience is necessary, and there are no prerequisites.
Course Learning Goals
In this class, you will learn how to:
- organize and manipulate structured data;
- create digital maps;
- create data visualizations;
- create network graphs;
- create websites and use content-management systems;
- undertake sophisticated humanities research;
- speak, think, and write critically about the epistemological biases and affordances of all of these methods and tools;
- imagine other possibilities for humanities scholarship.
All of the readings listed in the Course Schedule are either linked from the Readings & Assignments page on the course website at https://tinyurl.com/F18-DH101-Readings. Readings that are not linked on the Readings & Assignment page can be found in the CCLE site under the week for which they are assigned.
Kate L. Turabian, A Manual for Writers of Research Papers, Theses, and Dissertations, 9th Ed. (University of Chicago Press, 2016).
Please note that no late work will be accepted. (See FAQs link below for explanation.)
|Due Date||Assignment||Link to Assignment Guidelines|
|11:59pm Friday, September 28||Project analysis Google Form|
|11:59pm Tuesday, October 2||On CCLE: Technical Self-Assessment|
|11:59pm Friday, October 5||1 per team: Team roles & communication [Google form]||https://tinyurl.com/TeamRolesComm|
|11:59pm Tuesday, October 9||1 per team: Data set selection [Google Form]||https://tinyurl.com/DataSelection|
|11:59pm Tuesday, October 16||On CCLE: 1 per team: Data Critique||https://tinyurl.com/DataCritique|
|11:59pm Thursday, October 18||On CCLE: 1 per team: Research Questions Assignment||https://tinyurl.com/QuestionsAssignment|
|11:59pm Tuesday, October 23||On CCLE: 1 per team: Bibliography||https://tinyurl.com/DH101-Bib|
|11:59pm Tuesday, October 30||On CCLE: 1 per team: Annotated Bibliography||https://tinyurl.com/DH-AnnotBib|
|11:59pm Tuesday, November 6||On CCLE: 1 per team: Project Charter||https://tinyurl.com/DHcharter|
|11:59pm Friday, November 9||On CCLE: Individual Reflective Essay||https://tinyurl.com/IndReflection1|
|11:59 Tuesday, November 13||On CCLE: 1 per team: First 3 paragraphs of final project||https://tinyurl.com/DH101-3paragraphs|
|11:59pm Tuesday, November 27||On CCLE: 1 per team: Project Snapshot||https://tinyurl.com/ProjectSnapshot|
|11:59pm Friday, December 14||On CCLE: Final Individual Reflective Essay||https://tinyurl.com/Final-IndReflection|
|8:00am Friday, December 14||On CCLE: 1 per team: Final Project Link||https://tinyurl.com/Final-DH101|
|Assignmnt Category||Percentage of Grade|
|Attendance & Participation||10%|
|Individual Reflection Essays||10%|
For additional information, please see the FAQs page
Writing Assistance at the UWC
The Undergraduate Writing Center (Humanities A61, Powell Library 228, Rieber Hall 115) offers UCLA undergraduates one-on-one sessions that address individual writing issues. The Center is staffed by peer learning facilitators (PLFs), undergraduates trained to help at any stage in the writing process and with writing assignments from across the curriculum. Students can walk in but appointments are preferred. For more information please call 310-206-1320 or visit www.wp.ucla.edu and click on “Student Writing Center/Make an Appointment.” Academic Advancement Program (AAP) students can also use AAP Tutorials (1114 Campbell Hall, 310-206-1581).
Documentation and Plagiarism
Plagiarism is the use of another’s ideas or words as if they were your own. Any ideas, information, or language that comes from other people needs to be documented using MLA citation guidelines. We will discuss how to do this in class, but if you ever have a question about when or how to document your sources and you can’t determine what’s proper on your own, please consult Purdue University’s Online Writing Lab (http://owl.english.purdue.edu/owl/resource/747/01/) or ask your teaching assistant. The university requires that all instances of plagiarism be reported to the Dean of Students for disciplinary action. Any instance of plagiarism can be cause for failure of the course. In addition, plagiarism can result in academic probation, suspension, or expulsion from UCLA.
Counseling and Psychological Services (CAPS)
We all face times when life is particularly challenging, and we need someone to talk to or additional support to cope with stress, grief, and other issues that crop up. Counseling and Psychological Services (CAPS) is here to support your mental health needs as you pursue your academic goals. Follow this link to learn more about their services: https://www.counseling.ucla.edu/about-us/caps
Center for Accessible Education
Students needing academic accommodations based on a disability should contact the Center for Accessible Education (CAE) at (310) 825-1501 or in person at Murphy Hall A255. When possible, students should contact the CAE within the first two weeks of the term as reasonable notice is needed to coordinate accommodations. For more information visit www.cae.ucla.edu.
Title IX Information
Title IX prohibits gender discrimination, including sexual harassment, domestic and dating violence, sexual assault, and stalking. If you have experienced sexual harassment or sexual violence, you can receive confidential support and advocacy at the CARE Advocacy Office for Sexual and Gender-Based Violence, 1st Floor Wooden Center West, CAREadvocate@caps.ucla.edu, (310) 206-2465. In addition, Counseling and Psychological Services (CAPS) provides confidential counseling to all students and can be reached 24/7 at (310) 825-0768. You can also report sexual violence or sexual harassment directly to the University’s Title IX Coordinator, 2241 Murphy Hall, email@example.com, (310) 206-3417. Reports to law enforcement can be made to UCPD at (310) 825-1491. Faculty and TAs are required under the UC Policy on Sexual Violence and Sexual Harassment to inform the Title IX Coordinator should they become aware that you or any other student has experienced sexual violence or sexual harassment.
Please know that all of my classes are responsive to student needs, which means that some of the readings listed below may change. For the most up-to-date reading and assignment schedule see https://tinyurl.com/F18-DH101-Readings.
|Date||Reading 1||Reading 2||Reading 3||Links for Class||Assignments Due|
|Thursday 9/27||Getting to Know You|
|Friday 9/28||Robots Reading Vogue, The Garden of Earthly Delights, Six Degrees of Francis Bacon, The Green Book Map|
Project Analysis Form
|Google Form: Project Analysis Form|
|Tuesday 10/2||Burdick et al. "One: From Humanities to Digital Humanities." In Digital_Humanities (Cambridge, MA: MIT Press, 2012). If the link does not automatically download a PDF of the book, you can find chapter 1 on the CCLE site.||Images from Cartographies of Time||Submit on CCLE: Technical Self-Assessment|
|Thursday 10/4||Michel-Rolph Trouillot, Silencing the Past: Power and the Production of History (2015), chapter 1.||Thomas Padilla, "Engaging Absence", blog (26 February 2018).|
|Friday 10/5||List of Data Sets||Google Form: Team Roles & Communication Worksheet|
|Tuesday 10/9||Kate L. Turabian, A Manual for Writers of Research Papers, Theses, and Dissertations, 9th. Ed. (Chicago: University of Chicago Press), chapters 1-2.||Scott Weingart, "Question- and Data-Driven History,"blog (Accessed: 20 August 2018). Scroll down to this section and read through the intro, 1.) "I have data. Now what?" and 2.)"Computationally Tractable Questions."||Matthew L. Jockers, “Metadata,” in Macroanalysis: Digital Methods & Literary History (University of Illinois Press, 2013), chapter 5.||Google Form: Submit data set choice|
|Thursday 10/11||National Information Standards Organization, "Understanding Metadata"(Bethesda, MD: NISO Press, 2017). Click the link (which will open a PDF) & read pages 1 through 18.||Bernard Marr, “What is Data Democratization? A Super Simple Explanation and the Key Pros and Cons,” Forbes.com (24 July 2017).||Joseph Yannielli, "The Long Goodbye." Digital Histories @ Yale (Last modified 15 December 2015).|
|Friday 10/12||Trevor Munoz, “Refining the Problem: More Work with NYPL’s Open Data, Part Two”(2013).||Additional Resource: The UCLA Library has created a step-by-step tutorial and research workbook. You can access it here. Just make a copy of it and share it with your team members to help you structure your research process!||Breve|
|Tuesday 10/16||Lisa Otty and Tara Thomson, "Data Visualization and the Humanities," in Research Methods for Creating and Curating Data in the Digital Humanities (Edinburgh University Press, 2016), chapter 6.||Nathan Yau, Data Points: Visualization That Means Something (Indianapolis: John Wiley & Sons, Inc., 2013), chapter 1. (Must be signed into UCLA Library account to view ebook.)||Example: Shepherds – An Over-Represented Insurgent Target Group (in Tunisia).||Submit on CCLE: Data Critique|
|Thursday 10/18||Look through Data + Design: A Simple Introduction to Preparing and Visualizing Information. Skim "Getting Data Ready" & "Visualizing Data"||Optional: Lisa Charolotte Rost, "An Alternative to Pink and Blue" Datawrapper (10 July 2018).||Submit on CCLE: Research Questions Assignment|
|Friday 10/19||Research-a-thon!||YRL Library 1st Floor Research Commons Classroom||Research Guide|
|Tuesday 10/23||How might a humanist respond to this representation of the data lifecycle?||Submit on CCLE: Bibliography: 15-18 sources|
|Tuesday 10/30||David Turnbull, Maps Are Territories: Science Is an Atlas: A Portfolio of Exhibits. University of Chicago Press ed. Chicago: University of Chicago Press, 1993. Read Exhibits 1-6 and 10.||Submit on CCLE: Annotated Bib|
|Thursday 11/1||Kate Turabian, “Engaging Sources,” Manual for Writers, chapter 4.||Nathan Yau, Data Points: Visualization That Means Something, chapters 4-5.||How did they build that?|
|Friday 11/2||[In class: Project Work]|
|Tuesday 11/6||Scott Weingart, "Demystifying Networks, Parts I & II," Journal of Digital Humanities 1:1 (Winter 2011).||Optional: Michael Sommer, “Texture of empire: Personal networks and the modus operandi of Roman hegemony,” in Sinews of Empire, edited by H. F. Teigen & E. H. Seland (Oxford: Oxbow Books, 2017): 85-93.||Project: Ryan Cordell and David Smith, Viral Texts: Mapping Networks of Reprinting in 19th-Century Newspapers and Magazines (2017), http://viraltexts.org||Submit on CCLE: Project Charter|
|Thursday 11/8||Mia Ridge, “Network Visualizations and the ‘So what?’ Problem,” Open Objects, blog. (11 June 2016).||Kate Turabian, chapters 5-6.||Optional: Argument section from Wendy Laura Belcher, Writing Your Journal Article in 12 Weeks (Sage Publications, 2009), |
|Friday 11/9||Palladio||Submit on CCLE: Individual reflective essay 1|
|Tuesday 11/13||Dawn Archer, “Data Mining and Word Frequency Analysis,” in Research Methods for Reading Digital Data in the Digital Humanities (Edinburgh: Edinburgh University Press, 2016), 72-92.||Tim Hitchock and William J. Turkel, "The Old Bailey Proceedings, 1674-1913: Text Mining for Evidence of Court Behavior," Law and History Review 34, no. 4 (November 2016), 929-955.||Submit on CCLE: First 3 paragraphs of final project|
|Thursday 11/15||Benjamin Schmidt, "Comparing Corpuses by Word Use," Sapping Attention, blog. (6 October 2011).||Eva Portelance, "Prizewinners vesus Bestsellers," txtLAB, blog. (18 May 2015).|
|Tuesday 11/20||Paul Ford, "What is Code?", Bloomberg, June 11, 2015||In-Class: Accessible Web Design Workshop with Travis Lee & Sal Santa Ana|
|Thursday 11/22||NO CLASS|
|Friday 11/23||NO CLASS|
|Tuesday 11/27||Sue Jenkins, Design Aesthetics for Web Design, chapters 1-3. Login with your LA Public Library account or sign up for a free 30-day trial and cancel.||In Class Guest Speaker: Maja Manojlovic, VR & AR||Submit on CCLE: Project snapshot: Progress report and wireframes|
|Thursday 11/29||Stéfan Sinclair and Geoffrey Rockwell, "Now Analyze That! Comparing the Discourse on Race," Hermeneutica: Computer-Assisted Interpretation in the Humanities (MIT, 2016), chapter 6.||Kate Turabian, chapters 9-11.|
|Friday 11/30||[In class: Exam 1 Skills Review]|
|Tuesday 12/4||[In Class Exam 1: Skills]|
|Thursday 12/6||[In Class: Project Work]|
|Friday 12/7||[In Class: Final Exam Review]|
|Monday 1210||Submit on CCLE: Final Individual Reflection Essay|
|Friday 12/14||Submit on CCLE:
Link to your final project.
|Friday 12/14||Final Exam |