First Cohort of Faculty Join the Digital Scholarship Fellows Program

This January, Professors Phillip Barnes (Biology), Catherine Benoît (Anthropology), and Sufia Uddin (Religious Studies) became the first Digital Scholarship Fellows in a new program generously funded by the Office of the Dean of Faculty and led by staff members in Information Services.

Building on the success of the Technology Fellows Program (2014-2018), the Digital Scholarship Fellows program supports faculty engaged in digital scholarship projects to scope and design their projects, integrate aspects of the projects into their courses, collaborate with student researchers, acquire new technological skills, and build platforms for sharing their scholarship in innovative ways online. The program works toward the College’s strategic plan objectives to offer new opportunities for student/faculty research and to build a community of practice in digital scholarship.

Catherine Benoît’s project will be a multilingual digital companion to her book, Au coeur des ténèbres de la friendly island: sida, migration et culture à Saint Martin [In the Heart of Darkness of the Friendly Island: Migrations, Culture and AIDS in St. Martin] (2015). Students in Benoît’s Anthropology of the Caribbean course are currently engaged in digitizing a portion of her primary research materials gathered in St. Martin in the 1990s. Across the semester, each student will conduct research on one of the thematic threads of the project—tourism, hurricane Luis (1995), St. Martin as an international tax haven, immigration and undocumented migrants, and the AIDS epidemic—and curate a related collection of images, as well as publish an introductory text for inclusion on the public project website. A project team of faculty, students, and staff from Connecticut College has been accepted to attend the Institute for Liberal Arts Digital Scholarship (ILiADS) in June, hosted at Occidental College, to work on the next iteration of the project. At ILiADS, Benoît hopes to build a crowdsourcing feature that allows site visitors to submit documents and oral histories for inclusion on the website. She will also implement assignments in future courses that will add oral histories, maps, multimedia, and new research to this multi-year project.

St Martin Omeka Screenshot
Students in Benoit’s Anthropology of the Caribbean course (ANT260) are building a collection of digitized photographs in Omeka, a web publishing platform for image collection management.

As part of the program, Sufia Uddin will create a multimodal website about the Sundarbans Mangroves to present the forest and its inhabitants in ways that foster broader awareness of deforestation and its effects on indigenous communities and the environment. Uddin translated the Bengali epic poem that tells the story of Bonbibi (Lady of the Forest), which she will publish online as a component of this project. Digital methods of working with the poem, including textual analysis, digital annotations, the addition of images, maps, and related scholarship, will provide the means by which different ways of knowing this forest will emerge. Uddin plans to work with students this summer to build an interactive map of the mangroves using ArcGIS software.

Through digital scholarship, Phil Barnes hopes to discover other colleagues around the world working on experiments similar to his own and potentially develop collaborations by sharing his data online. He plans to digitize drawings of insect wings created by his students over the years and develop a new workflow to capture more visual data through digital imaging of the wings. This digital process will yield richer information that Barnes and his students can use in future studies, expanding the original intent of the experiment and making data available that other researchers may be able to use.

In summer 2018, students working with the faculty fellows will conduct some or all of their work in the library’s Technology Commons, developing aspects of the individual projects in conversation with each other. Students will have access to advanced software, and library staff will be available for advising on project development.

Stay tuned for blog posts from the DS Fellows, as well as information about a digital scholarship symposium on campus in the fall!

A call for proposals to participate in the 2019 cohort of Digital Scholarship Fellows will go out in fall 2018.

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2018 Digital Scholarship Fellows Program: Call for Proposals

Have you been thinking about creating a digital companion for your book project? Do you have collections of research materials collecting dust or physically degrading in your office, or large datasets you’d like to develop into a digital archive, maps, or visualizations to accompany your written scholarship? Would you like your students to actively engage with Special Collections & Archives materials to create a digital project?

If any of these questions resonate with you, and you would like to involve students in the processes of digitization, analysis, and online publishing, please see the Call for Proposals and consider applying for the Digital Scholarship Fellows Program. As a 2018 Digital Scholarship Fellow, you would have the opportunity to work with Information Services staff members and other faculty fellows to 1) gain new technological skills to support the development and broad dissemination of your research; 2) scaffold research projects that involve digital technologies and collaboration with students and other partners; and 3) present the results of your participation in the program at speaking engagements at both Connecticut College and other institutions engaging in creative digital scholarship.

Digital scholarship offers liberal arts colleges opportunities to leverage the close working relationship between students and faculty and develop students’ research and technology skill sets through experiential learning. Digital scholarship tools and methodologies reflect a changing landscape in both teaching and scholarship, including innovations in instructional technology, content management platforms, computational analysis, and open-access publishing. Building upon the successes of the Technology Fellows Program (2014-2018), the Digital Scholarship Fellows Program invests resources in faculty who want to both model these changes and help build a foundation of best practices for the campus. In support of the College’s commitment to enhancing academic distinction, the DSF Program will promote the research objectives outlined in the College’s Strategic Plan.

Participation in the Digital Scholarship Fellows Program provides up to $2000 to be used toward expenses related to a project (e.g. software, hardware, data storage, student labor), funding to present at a digital scholarship conference, and a stipend of $1000.

Proposals of no longer than 1000 words should be submitted to Lyndsay Bratton (lbratton@conncoll.edu) by Sunday, December 3, 2017. All proposals will be reviewed by the Office of the Dean of Faculty, the Vice President of Information Services, the Digital Scholarship Faculty Advisory Board, and the staff who lead the Digital Scholarship Fellows Program. Fellows will be announced by December 15, 2017.

Not sure if your project ideas are a good fit for the Digital Scholarship Fellows Program? Contact Digital Scholarship Librarian Lyndsay Bratton to talk about your ideas and hear more about the program.

New Interdisciplinary Image Content in ARTstor’s Digital Library

Connecticut College Libraries’ subscription to the ARTstor Digital Library provides the campus community with access to over two million downloadable images. Created to meet the image needs of art and art history departments, ARTstor has radically expanded its interdisciplinary content in recent years. Subject guides point users to content in more than 22 disciplines, including anthropology, women’s studies, American studies, Middle Eastern studies and other area studies. The recent addition of collections by Magnum Photos, Panos Pictures, and Condé Nast brings ARTstor’s photographic collection to over 350,000 pictures and extends the database’s coverage to include documentary photography of historical and recent events, such as political demonstrations worldwide and the ongoing refugee crisis.

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Once a database for art historical images, ARTstor now provides image content covering a wide range of topics across multiple disciplines, as well as subject guides and other teaching resources to help you make use of these interdisciplinary collections.

ARTstor’s webinar offerings provide training and ideas for using the Digital Library to teach with images in many disciplines. The platform’s image-group functionality allows you to create and share collections with your students and download PowerPoint presentations with captions included. If you have any questions about using ARTstor, contact Lyndsay Bratton, Connecticut College’s ARTstor administrator.

Debates in the Digital Humanities Reading Group, Fall 2017

 

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Should liberal arts campuses do digital humanities? What is the role of teaching and learning in digital humanities? How are the digital humanities impacting your field? How does DH engage with, improve, and/or perpetuate problems of social justice? Debates in the Digital Humanities addresses these questions and many more. In the reading group, we will read and discuss some essays together and others of your choosing, based on your own interests.

Attend one session or all three! Please let Lyndsay Bratton know if you are interested in attending any of the meetings, so that planned readings can be communicated.

Thursdays 2:30-3:30: September 21, October 26 & November 30
Advanced Technology Lab, Shain Library, Lower Level
Texts Available Online

Active Engagement and Group Work at the Visualization Wall

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The Visualization Wall can instantly and wirelessly display up to five smartphones, tablets, and laptops at once, or one device full-screen. Pictured above: dual display of a MacBook Air and an iPhone.

The Diane Y. Williams ’59 Visualization Wall in the Technology Commons of Shain Library offers new possibilities for group work and classroom engagement. With just a few clicks on one’s own smartphone, tablet, or laptop, the wall wirelessly displays up to five devices at once.

Biology Professor Martha Grossel used the Visualization Wall weekly for her Accelerated Cell Biology class, asking students to work on problems in groups. One member of each group then displayed their work simultaneously for discussion and comparison of all the groups’ results as a class. Theater Professor Sabrina Notarfrancisco takes part in the Instructional Technology team’s DELI program to provide her students in Costume History with iPads each semester and meets regularly at the wall with her class. Whenever relevant to the discussion, students can easily display and compare examples from the visual portfolios that they build on their iPads, encouraging active engagement in discussion.

The furniture in the Technology Commons is all flexible and can be arranged to be most conducive to your class activities.

Interested in how this feature can be used in your own class? Email Lyndsay Bratton to discuss ideas or to schedule class meetings at the wall!

Visualization Wall Update

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Left-to-right: Ray Coti ’16, Virginia Gresham ’17, Joey Mercado ’16, Ammerman Center for Arts and Technology students presented their “Visual Institutional Hierarchy” project during Fall Weekend, sponsored by the Ammerman Center and CCSRE

Fall 2015 was the first full semester since the Diane Y. Williams ’59 Visualization Wall was installed in the Technology Commons of Shain Library. We saw new and innovative uses of the wall by professors and students in a range of departments.

Here are just some of the ways courses made use of the wall this past fall:

  • AHI/THE297—Professor Sabrina Notarfrancisco’s Costume History students met at the wall many times throughout the semester, displaying their individual visual research wirelessly from their DELI iPads.
  • BIO110—Professor Martha Grossel’s Accelerated Cell Biology students met on Mondays for their course and used the wall to simultaneously and wirelessly display the results of group work from their laptops. Up to five laptops or mobile devices can be displayed at the same time.
  • Women’s Rowing teams—Coach Eva Kovach’s team members used the wall to review team practice footage with a telecaster iPad app. The app allowed Kovach to play footage in slow-motion and mark it up, so that students could better see how their form could be improved.
  • AT222a—The Ammerman Center for Arts & Technology’s Visiting Mellon Fellow Caroline Park’s Experimental Music class made use of the visualization wall’s sound system and connected with guest artists via Skype.
  • Architectural Studies—Visiting Professor Emily Morash held an architectural Lego event and information fair at the wall to attract students to the Architectural Studies program. Current students in the program shared their Study Away experiences on the wall during the event.

During Fall Weekend, three students of the Ammerman Center for Arts & Technology also presented the latest iteration of a project they began on the visualization wall last spring semester for Professor Steve Luber’s History of Arts and Technology course. For one of the class’s three-week lab modules, students made use of the wall’s technological capabilities—in this case, its touch-enabled interactive display—and designed projects focused on the theme of social media. One group used Unity software to create the prototype for an interactive visual hierarchy that would make professional relationships and job duties of administrative staff at Connecticut College more transparent. Since then, Ray Coti ’16, Virginia Gresham ’17, and Joey Mercado ’16 received a grant from CCSRE to develop the project further, with a new interface and an updated database. Users can touch and drag the pictures of administrators to see who reports to them and what their responsibilities include. Eventually, the group hopes to add more layers of data, including committee membership and other staff involvement.

If you are interested in taking advantage of the wall’s ability to display multiple devices (computers, laptops, tablets, smart phones, media players, cable TV, etc.) simultaneously, its touch-enabled interactive screen or 4k resolution, please contact Lyndsay Bratton for more information and scheduling.

Digital Storytelling Tools: TimelineJS

Following up on an October Teaching with Technology workshop and a recent post on StoryMapJS, today I will introduce TimelineJS–another product of Northwestern University’s Knight Lab. This tool allows users to plot narrative content along an interactive timeline, with text, images, maps, video, and audio files embedded in a slideshow above. Users can click through the slides chronologically or scroll through the timeline to jump to specific dates/events. Like StoryMapJS, TimelineJS requires no coding skills, but users must work in a Google Spreadsheet template. See the documentation pages for more information about the template’s columns.

Le Monde TimelineJS
“Chronologie : une si longue campagne présidentielle”, Le Monde (February 21, 2012)

Note that the supported media types are all URLs and embed codes. If a user wishes to include an image from their hard drive, they must first publish it to the web somewhere, such as a social media site or photo-sharing platform. There are some potential issues with TimelineJS’s functionality in a Humanities-based project, such as the inability to indicate approximate dates and years. You do not have to enter months and days, but you must determine a year for every entry on your timeline, and the spreadsheet cannot indicate “circa” or approximate ranges on the resulting timeline. If projects are based on personal data, it is important to note that you must publish your Google Spreadsheet to the web in order to create your TimelineJS. The data will likely be visible only to people who know the link, and there are advanced options for privacy control for users with JSON skills.

Like all Knight Lab creations, TimelineJS is geared toward people working in the media; however, its narrative and multimedia format would be a great alternative presentation tool for many student projects in which PowerPoint may have been utilized in the past. Timelines can also be embedded into websites to add a new dimension to a web-based project. See the example from a Tumblr site below.

Tumblr site
Akira Toriyama’s World

Digital Storytelling Tools: StoryMapJS

I recently led a Teaching with Technology workshop to introduce faculty to free, online digital storytelling tools that can enhance presentations with maps, timelines, and and narrative data content. You can download my PowerPoint presentation via Slideshare, which includes information about data visualization, images from the University of Victoria’s Digital Humanities Summer Institute that I attended this June, information about several tools for digital storytelling projects, and links to example projects. We focused on three tools–StoryMapJS, TimelineJS, and OdysseyJS–which I will introduce here in a series of three blog posts.

StoryMapJS is a product of Northwestern University’s Knight Lab–a joint initiative of the School of Engineering and Applied Science and the School of Journalism, Media, and Integrated Marketing Communications. The Knight Lab designs open-source tools with journalists and news organizations in mind, but all of their products have enormous potential value for professors and students working in many disciplines.

KPBS Public Broadcasting StoryMapJS Projects
Explore Christo And Jeanne-Claude’s Works Of Art

Many mapping tools exist, but most lack the ability to incorporate narrative elements in a visual and complementary way. StoryMapJS does just that, and to aesthetically pleasing ends! Users can plot points on a map and link those locations with a narrative trajectory, incorporating images, text, and video to tell the story. In just ten minutes, I worked with a fellow classmate in my DHSI course to create the beginnings of a StoryMap based on her dissertation research. Check out some great finished examples here. The platform is easy to use, with no coding knowledge required! Later I will show you OdysseyJS, which takes beginners to the next level and introduces some coding elements.

A slightly more advanced option for StoryMapJS is Gigapixel, which affords the ability to use high-resolution images and historical maps in place of the standard map. Just for fun, here’s a Gigapixel example charting Arya’s Journey on Game of Thrones, using a “historical” map of Westeros.

Games of Thrones: Arya's Journey StoryMap
Game of Thrones: Arya’s Journey StoryMap

Karen Gonzalez Rice envisions making StoryMaps to introduce her students in Art History to the different units of her courses, mapping a trajectory of the course over time and space, with representative images of corresponding artistic styles. Reference Librarian Ashley Hanson would like to use StoryMapJS to present the history of yoga and the ways it spread from its origin throughout the world. Any student projects that have narrative and geographical components could make use of StoryMapJS as an alternative to PowerPoint presentations.

Join us for Wednesdays at the Wall

Ammerman Center for Arts & Technology students present their lab projects for AT201: History of Arts & Tech, April 2015
Ammerman Center for Arts & Technology students present their lab project for AT201: History of Arts & Tech, April 2015

Announcing a new short series of workshops from the Digital Scholarship and Curriculum Center in Shain Library! These informal workshops will introduce attendees to the Diane Y. Williams ’59 Visualization Wall in the Technology Commons of Shain. Participants will have the opportunity to see how professors from Computer Science, Gender and Women’s Studies, Arts & Tech, and German Studies have already made use of the interactive, high-resolution display in their courses. You are invited to bring your laptop and/or mobile devices to experiment with the various ways of connecting to the wall. There are also two computers connected to the system (a Windows 8 Touch and a Windows/Linux dual-boot, with a MacPro to come!), as well as a Kinect, a Brio (allowing for wireless display of multiple mobile devices simultaneously), a media player, and more. Digital Media Specialist Mike Dreimiller and I look forward to answering your questions, brainstorming ways you can use the visualization wall in your classes and research, and testing out websites, software, or other potential uses of the system that you might be excited to see on the wall.

Register for one of the workshops below:

Wednesday, April 22–2:30-3:30pm

Wednesday, April 29–4:00-5:00pm

Wednesday, May 6–3:00-4:00pm

We hope to see you there!

Digital Literacy: Talking Teaching Recap (Part 2)

Following up on yesterday’s post, here are three more exciting topics of discussion raised at the Talking Teaching event this Tuesday, April 7, co-sponsored by the Technology Fellows Program and Information Services.

Perkins Library Reference Interaction, 1970s, Duke University Archives
Perkins Library Reference Interaction, 1970s, Duke University Archives, Flickr

Digital Technology and Collaboration/Communication Skills: How are we using technology to replace certain interpersonal interactions, and at what cost? A common assumption is that working with digital technology means working alone. Some professors observe that students interact with each other less when they can complete a group assignment online, which may decrease accountability for some group members.

Recommendations:

  • Require group work and face-to-face interaction when using digital technologies—Joe Schroeder’s students worked extremely well together on a collaborative Google Doc while sitting together in person, which begs the question: would they have communicated as well together if they had not been sitting in the same physical space?
  • Require students to meet with relevant people on campus (Information Services, Writing Center, etc.) to ensure that students are aware of the resources available to them.
  • Have students grade each others’ contributions to group work—Joyce Bennett requires students to keep an individual work log throughout a group project, in addition to grading their classmates at the end.
  • The new collaboration rooms on the first three floors of Shain Library and the white boards available in the lower level are very popular among students working in groups.

    Shain Collaboration Room, March 2015
    Shain Collaboration Room, March 2015

Digital Accessibility and Inequality: Not only does immediate access to digital technologies shape a student’s ability to complete assignments and learn new technological skills in college, but inequalities in access to technology before arriving at Connecticut College contribute to variations in digital fluency among the student body. Sometimes students are simply unaware of what is available to them through various campus resources, including the library. Kathy Gehring pointed out that even the use of electronic resources dropped significantly during the Shain renovation when the library was not physically accessible.

Recommendations:

  • If you are planning to use an app that relies on smartphone or tablet technology, consider that not all students have access to these mobile devices. Web-based avenues of communication (i.e. Moodle forums, email, social media, Google Drive) may be necessary to ensure that all students are able to participate in the conversation. Luis Gonzalez’s recent post about the Digital Divide sheds light on this issue.
  • Many courses since 2006 have been supported by the Instructional Technology team’s Digitally-Enhanced Learning Initiative (DELI). Participation in the program ensures that all students in a proposed course will have access to the same digital device.
  • Again, requiring that students meet with librarians and instructional technologists, whether in a class session or outside of class, will broaden awareness of the library’s technological resources and assistance, including many workstations with a wide range of software, the Advanced Technology Lab’s digitization equipment, electronic scholarly resources, iPad Minis that can be checked out at the circulation desk, one-on-one training, and more.

Digital Editing Tools and Methods: How can we leverage digital technologies in the editing process for written student assignments? Some professors noted that students have ignored marginal notes in Word documents in the past and resubmitted their work without accepting all the editing suggestions. Is this a case of students not knowing how to use the review features in Word? Many students have expressed that they prefer handwritten comments, and faculty often prefer this tried-and-true method, as well. But do some digital editing tools serve to enhance the learning process for students?

Recommendations:

  • Karen Gonzalez Rice has garnered universally positive feedback from students regarding her recorded audio responses to assignments. Using screencapture video recordings might be a great option for evaluations of students’ visual or written works, if digital files were submitted for the assignment. Jing is a free, easy-to-use tool for creating screencapture videos of up to five minutes (encouraging concise feedback!).
  • Joyce Bennett loved using Blackboard at another institution to receive, edit, and return her students’ assignments without any exchange of paper, all within the course website. Moodle offers this option too! Contact your Instructional Technology liaison for assistance, if you would like to experiment with this capability.
  • If you make marginal edits and comments in Google Docs or Microsoft Word, use the suggested edit function, which does not replace the students’ original content. You might also require students to reply to your comments to ensure that they address each one.

Thank you to all who attended Talking Teaching this past Tuesday!