DH Lab 7 – Creating Data

As I have repeated many times to my classmates in Digital Humanities: the data doesn’t speak for itself. Part of understanding that comes from an insight provided by the Philosopher Karl Popper, who reminded a group of physics students that the first step in observation is choosing what to observe in the first place.

This is exactly what we were asked to do for our lab this week – choose what to observe and thus, create data. Every student evaluated the same data source, The Seventh Day Adventist Yearbook, but we each chose different information to make into our own datasets.

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DH Lab 5: The Implications of Interface

Googling ‘desktop’ shows a mix of technology and traditional desks. This search makes it seem that the tech definition of ‘desktop’ has gained more use than the original use of the word. . . but as pointed out in Data Feminism, even Google relies on socially inaccurate assumptions.

From my understanding, an interface is a medium of meaning-making. The UCLA Center for Digital Humanities defines any interface as, “an in-between space, a space of communication and exchange, a place where two worlds, entities, systems meet”. They go on to explain how terminology like ‘windows’ and ‘desktop’ imply real-world, tangible places to be looked through or worked on, parallel to their uses in technology. But as this article points out, an interface might not be as straightforward as looking through a window:

“As with all conventions, these [interfaces] hide assumptions within their format and structure and make it hard to defamiliarize the ways our thinking is constrained by the interfaces we use”

Drucker 2013, UCLA Center for Digital Humanities
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DH Assignment 2: Brainstorming a Data Review

The final project for my Digital Humanities course asks students to create a data review exploring a research question of interest. Part of the source data must come from the Longitudinal Religious Congregations and Membership File, but other data sources can be drawn on for support as well. The problem for me, as it often is, is narrowing my research interests. At first, the plan was to evaluate what scholars and digital humanists even mean by ‘data’ and what counts as ‘data’, but this seemed to close to my comfort zone — more humanities than digital — and I wanted to challenge myself a bit. In the long-run, I have decided that I will tie in some commentary on data, but more to provide some ethos for myself than to be the main example of my data review.

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DH Lab 4: Data doesn’t speak for itself

This semester I am taking a Digital Humanities course designed and taught by Dr. Jeri Wieringa. Part of this class includes writing blog posts about various topics discussed in class. I have already crafted a few posts (one on accessibility in DH and another assessing and critiquing a DH project) and there will be several more to follow.

Last class, we read and discussed Hadley Wickham‘s “Tidy Data” as a way to re-evaluate the options for organizing and presenting data. For homework, we were tasked with tidying a table from the PEW Research Center on the frequency of prayer. Below is the original table:

A table designed and presented by The PEW Research Center that demonstrates an ‘untidy’ organization of data.

According to Wickham’s argument, a table should be made of columns and rows. The columns should consist of a single variable while the rows should be filled with a single observation of what is described. The rest of the table is filled with values that represent the recorded data. Based on Hadley Wickham’s criteria, this Pew research presentation is a bit untidy. What is being described is the percentage of various religious traditions that pray. The frequency of prayer is divided into categories (‘At least daily’, ‘weekly’, ‘monthly’, ‘seldom/never’ ‘don’t know’). These categories represent various observations and as such, should exist in rows, not columns. The column headers should represent the variables being measured.

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DH Assignment 1: Less digital, more humanities, please: The Viral Text’s Project

The Viral Text’s Project is a digital humanities project that aims to help scholars understand the themes and decisions that helped newspaper content ‘go viral’ before going viral was the hip thing to do. The project created an algorithm that ‘reads’ newspapers and traces its reprinting in other areas. By following the reprints they visualize how certain newspaper trends went ‘viral’. 

Most newspapers at the time did not have intellectual property rights, so editors and publishers of papers in smaller cities would literally cut and paste the newspaper sections from larger newspapers into their local papers. This created a sort of modge-podge of ‘viral’ material that publishers thought their readers might be interested in.

Below is a presentation I gave for a Digital Humanities course which asked students to constructively critique and assess a digital humanities website. The Viral Texts Project was the focus of my presentation.

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DH Lab 3: Assessing Accessibility in the Digital Humanities

It is easy to forget the things we take for granted. That’s sort of why we take them for granted in the first place. When tasks don’t require much planning or strain, our brains don’t seem to work as hard, and so those little things slip through the cracks as our synapses prune and make more room for other ‘more relevant’ information. But what seems to be easiest to forget is that we still get a say in what counts as relevant. Ask any tutor the best way to study material and they’ll tell you to involve multiple senses, to try different techniques; basically to make your brain do new kinds of work. Reading the textbook isn’t enough. You have to quiz yourself, make flashcards, study while you exercise, pace yourself . . . there is a lot of thought that goes into making those tidbits of information memorable, of making them more relevant.

Original caption: “Disabled veteran, ca. 1943” from the US National Archives

One area where this effort to make overlooked information relevant is accessibility. Too frequently we design buildings, create technological devices, or program software, to enhance the quality of life for able-bodied individuals. There is such focus on traditional, idealized progress that other individuals get left behind. In the clamber to make life easy, we sometimes make tasks more difficult for those with cognitive, motor, visual, or auditory disabilities.

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Has technology killed art?

Last summer I had the opportunity to see Vincent Van Gogh: His Life in Art exhibit at the Houston Museum of Fine Arts. I was beyond excited to gawk at, “more than 50 masterworks by one of the most iconic artists in the history of Western art” as the museum website put it, and indulged the assumption that I would share the experience with other novice art lovers like myself. The website warned that tickets were no longer being sold ahead online but onsite on a first-come-first-served basis due to the popularity of the exhibit. In my mind though, this high demand simply reinforced the weight of the opportunity I had at hand. I would get to see several of Van Gogh’s most famous works (without having to purchase a flight to Amsterdam), maybe take some time to sketch or take photographs and be in an environment of appreciation for the arts and humanities (something I had been desperately craving after interning on a construction site for a month and a half).

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A very Derry comparison

After reading Aaron Hughes’ chapter on Comparison in Method Today for a graduate seminar, my cohort and I tried to sort out the criteria of ‘good’ and ‘bad’ comparisons in scholarship (and by good or bad we meant more or less useful for our specific purposes). While we disagreed with Hughes’ claim that fluency in a language is a necessity in formulating accurate comparisons, we supported his point on theoretical sophistication, which we understood to mean an acknowledgment of the ‘Z-factor’. This factor, introduced by J. Z. Smith, is described as a way of comparing two things by means of a third term or boundary (i.e. we can compare “x” to “y” only in terms of “z”). Part of what makes this useful to scholarship is the self-reflexivity that acknowledging your ‘z’ brings. This argument breaks apart the implied universalism of the term that seemingly connects the ‘x’ and ‘y’ being compared. For example, if we compare apples to avocados without acknowledging that we consider an avocado to be a fruit (our specific z-factor for this instance) we end up with an implied assumption that the apple and avocado are inherently fruits, without further explanation needed. This sort of logic — the kind that avoids signifying the terms we use — might seem unimportant in comparing fruit, but can have large implications when it comes to identity politics, for example.

The Derry Girls (Left to Right): Orla, Clare, Erin, James, Michelle. James is Michelle’s cousin from England who attends the all-girl catholic school to avoid possible conflict at the boy’s school.

This class discussion made me think of an episode of Derry Girls I watched this weekend. The Netflix original series follows a group of Irish teenagers during the Northern Ireland conflict (also known as The Troubles) and this particular episode attempts to reconcile the Z-factor between the two conflicting identity groups at war. The show focuses on the Derry Girls as they grow up in a Catholic all-girls school at a time when the Catholic/Protestant disagreement was charged religiously, but especially politically. In one of the episodes, the girls (and James, who’s considered one of the girls but is male) go to a “Friends Across the Barricade” camp, where they plan to build bridges—not literal bridges but metaphorical, as the main character explains to her mother before departure—with a group of young Protestant men from London. 

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Can there be one answer to an ethical dilemma?


Imagine this: You’re the driver of a trolley filled with people. Up ahead you see five people chained to the tracks, unable to move. If you pull a lever, you can change the direction of the trolley towards a different track, but in doing so you’ll kill a bystander who does not have time to step out of the trolley’s way. What do you do: kill one person or five?

When you phrase the question that way, it seems obvious that five saved lives are better than one. But the Devil’s in the details, as they say, and the phrasing of a question says a lot more than the ‘correctness’ of an answer.

No wonder medical school’s infamously ask aspiring physicians questions like these. Saving lives can be quite literal in many medical situations, and (fortunately or unfortunately — depending on who you ask) the residing physician assumes responsibility for the outcome of a patient’s recovery. So much so, that many even compare physicians to ‘gatekeepers’ who decide a patient’s fate as if it’s a binary choice as simple as opening or closing a door. It is easy to see why a relationship between medicine and ethics has to exist, but harder, it seems, to define that relationship.

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The Body as a system of classification

As anyone in the Department of Religious Studies at The University of Alabama will tell you — making the familiar strange and the strange familiar is one of the best ways to kickstart critical thinking. To give meaning to an example that seems otherwise meaningless sheds light on the ways that words seem to grant authority to social agents. So let’s give it a whirl:

Consider an example that should be very familiar: your body. That sack of flesh and blood that magically works together to make you, you. As Bill Bryson more elegantly puts it, “We pass our existence within this warm wobble of flesh and yet take it almost entirely for granted” (4).  I stumbled on Bryson’s book The Body while browsings the shelves at Barnes and Noble  — though I certainly had no need to lengthen my reading list. More often than not, my book-buying to book-reading ratio favors the first, but miraculously I actually made time to open this new read. As I made my way through Bryson’s synopsis of the human body and its history of discovery, I often stopped to highlight — not the fun facts I could spew at parties, but the sentences that acknowledged the contingency of our knowledge. Though it seems we have got our bodily functions sorted out, it turns out that the body is not so easily described, defined, or categorized.  

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