Author Archives: chajela@uoregon.edu

Digital Pedagogy Designer, Austin College

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Austin College is accepting applications for a digital pedagogy designer responsible for providing support for a broad range of faculty-driven digital pedagogy projects in the humanities, social sciences, and natural sciences. These projects include those selected and awarded funding from a Mellon Foundation grant, Collaborative Pedagogies in the Digital Age. The designer consults with faculty members to identify, analyze and suggest opportunities for applying technologies to meet learning goals. The designer facilitates conversations, provides support, and works in partnership with faculty and students, serving as a resource for those exploring innovative uses of technologies to enhance teaching and learning. The designer provides workshops and individual instruction in associated technologies for faculty, students and staff members. The designer assists in developing means of assessing learning outcomes and creating new materials (especially digital networked tools) in support of digital pedagogy projects. Salary is negotiable, commensurate with credentials and experience.

The deadline to apply for this position is July 10, 2014 and full details are available here

Internet Subjects: #Uberwar and the “Sharing” Economy

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Thursday, June 19th, 2014 7 p.m. at the New Museum
Livestream at Rhizome.org
#internetsubjects

This event is free, with RSVP

Internet Subjects is a new series of flash panel conversations. Each takes a topic chosen just a week in advance in order to discuss emerging internet subjects and subjectivities in an engaging public forum.

This first event will focus on the social and political ramifications of the so-called “sharing” economy. There is a protest by taxi drivers happening today in cities around Europe against Uber—an #Uberwar in the wake of last week’s $18.2 billion valuation. Airbnb, recently involved in a drawn-out dispute with New York’s Attorney General, was the subject of an unauthorized ‘AirBnB Pavillion’ at the 14th Venice Architecture Biennale last weekend. In a relatively short period of time, such services generate new infrastructures outside of traditional social processes, thereby expanding markets, and the market logic itself, into previously untapped spaces. But they also challenge existing notions of labor organization, risk and domestic/private space. Is “sharing” the most accurate term for this economic process?

Join panelists Denise Cheng (MIT Center for Civic Media), Rob Horning (The New Inquiry), writer Kate Losse, and Melissa S. Fisher (Social & Cultural Analysis, NYU) as they discuss the “sharing” economy, its implications and its horizons.

Internet Subjects is presented by Rhizome, and organized by Rhizome editor/curator Michael Connor, Kate Crawford (Principal Researcher at Microsoft Research and Senior Fellow at NYU’s Information Law Institute), and Nathan Jurgenson (contributing editor to The New Inquiry, chair of Theorizing the Web, researcher at Snapchat).

See full details here

“Reading Modernism with Machines” CFP

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From data mining and visualization to mapping and topic modeling and beyond, digitally enhanced studies of literature and culture offer a series of computational methodologies for use in literary and cultural criticism. Using these approaches, scholars can ask new questions of literature and culture, while also intervening in existing debates. And with the publication of a variety of anthologies, handbooks, and treatises addressing the Digital Humanities in general, we now have the opportunity to focus attention on specific periods and movements in literary and cultural history. Reading Modernism with Machines aims to bring together the most rigorous and exciting modernist criticism to have been conducted using computers.

Each submission should offer a case study of modernist literary and cultural analysis conducted using a computational approach. While methodologies should be outlined, the majority of each submission should be reserved for humanistic discussions, which should be based on, or supplemented by, any electronic analyses. Submissions will be judged based on 1) the innovation and sophistication of the digital tools used in the analysis, 2) the essay’s broader impact on modernist studies, and 3) the degree to which computational analysis and literary/cultural interpretation merge cohesively.

Initial proposals of ~500 words are due by September 31st, 2014 (where appropriate, sample graphics, tables, tools, or datasets may also be submitted with proposal.)

Final submissions of ~6,000 – 8,000 words are due by January 31st, 2015

All submissions should be sent to James O’Sullivan (jco12@psu.edu) and Shawna Ross (smross3@asu.edu)

See the original post here

Web Developer, Young Harris College in Georgia

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Young Harris College invites applications for a full-time Web Developer to begin immediately.  The successful candidate will have a bachelors degree and a minimum of three years experience in web development.  A description of the position requirements and expectations follows:

Under the direction of the Director of Communications and Marketing, the Web Developer will be responsible for a range of duties that support the goals of the Office of Communications and Marketing and the Office of Advancement at YHC through a variety of web tools and initiatives. The Web Developer will consult with all marketing staff to plan, develop, implement and oversee College web initiatives in a manner consistent with YHC design and branding guidelines, policies, procedures, quality standards and needs. The Web Developer will work as part of a team to develop innovative web strategies that advance the Colleges digital presence on desktops, tablets and mobile devices. In addition, this position will regularly troubleshoot any web issues, identify web needs and develop creative solutions. The Web Developer will be expected to stay current with emerging web technologies and recommend design and development techniques that will enhance the online promotion of YHC. The Web Developer must be a results-driven individual with business acumen and have the ability to communicate effectively with technical and/or non-technical executives and staff. Since technology plays a key role in the overall operation of the College, this position will require work beyond normal business hours and include being on call for situations that require immediate attention.

Applications are accepted until the position is filled. See full details here

Assistant Professor of Communication in Digital Media, University of Louisiana at Monroe

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The Communication Program at the University of Louisiana at Monroe seeks a colleague to teach courses in its Digital Media Production concentration. The Communication Program is part of the School of Humanities, which is in turn part of the College of Arts, Education, and Sciences. The normal teaching load will be 12 credit hours per semester.

This is a tenure-track position. Requirements include a terminal degree or near completion of a terminal degree in a relevant field. The Digital Media Production concentration teaches convergent media skills in video production, web media design, motion graphics, mobile media design and digital cinema, with an emphasis on journalism, public relations and communication advocacy applications.

Candidates who can also supervise students in co-curricular student media productions and contribute to our Communication Major core in visual literacy, writing for professional communicators or communication ethics preferred.

The Communication Program at ULM also offers an inter-disciplinary Master of Arts in Communication. We seek a colleague who will be able to teach graduate level courses in digital media, serve on graduate advisory committees and mentor graduate students as major professor. Full membership in the ULM Graduate Faculty requires completion of a terminal degree.

Applications are accepted until the position is filled.  See full details here

Report from the field: DSC Graduate Affiliates Program

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by Ryan Eanes (Media Studies), a recent NMCC Graduate

I first became aware of the Knight Library’s Digital Scholarship Center as a student in Dr. Mondloch’s “Digital Humanities” course this past winter term. My classmates and I attended a lunch lecture presented by Dr. Terry Fisher from the Berkman Center for Internet & Society that included a brief tour of the DSC and an overview of the kinds of work being done there. When the opportunity came up to participate as a DSC Graduate Affiliate, I wasn’t sure what exactly to expect, given that it is a new program.

Four of us ended up participating; three of us were from the School of Journalism & Communication, while the fourth was from the Department of Psychology. Our meetings every week or two became an opportunity to consult with each other on our various research efforts, collaborate on projects, and to have a bit of “sandbox time” where we explored a variety of topics including secure web browsing, copyright, and networks.

While the Graduate Affiliate program is still in its infancy and there is some question as to whether it will continue or what form it will take in the future, I believe that participation presented a unique opportunity to come together with like-minded grad students who wanted to learn from each other. I would definitely encourage any grad student from anywhere in the university who is curious about digital research methods and approaches to academe to apply, should the program be repeated in future terms.

2015 SAH Award for Film and Video

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SAH Award for Film and Video ArchitectureThe Society of Architectural Historians is accepting applications for the 2015 SAH Award for Film and Video. Established in 2013, the SAH Award for Film and Video recognizes the most distinguished work of film or video on the history of the built environment.

The topic of the film or video must be any aspect of the built environment including the history of buildings, interiors, monuments, landscapes, cultural landscapes, urbanism, designers, engineers, clients, preservation, conservation, citizen engagement, or other topics related to the history of the built environment. The most important criterion is the work’s contribution to the understanding of the built environment, defined either as deepening that understanding or as bringing that understanding to new audiences. A second criterion is a high standard of research and analysis, whether the production was for a scholarly audience, a general audience, or both. A third criterion is excellence in design and production.

The deadline to apply for the 2015 SAH Award for Film and Video is Friday, August 1, 2014. To learn more about the award, eligibility requirements, and to apply, visit sah.org/film-award

The Digital Literature Project | A Crowdsourced Digital Generative Novel CFP

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Generative Literature Project is calling for the participation of 10-12 Creative Writing faculty from campuses across the United States to participate in the creation of a transmedia generative digital novel.

This project will take place during Fall Semester 2014, and will involve students and faculty in writing a minimum of one class assignment, one faculty character sketch, and a collaborative analysis of the main character’s motive and alibi. (See Sample Lesson Timeline for more information).

Students and faculty may also wish to create artifacts via social media and blogging, and participate in project “Tweet-Ups” and Google Hangouts as the project progresses.  All project writing will be completed by November 1, 2014.

Authors will retain rights to their piece, but must agree to publish it under a Creative Commons Attribution 3.0 Share-Alike license as part of the project narrative.  We will also require a Memorandum of Understanding between our project and the participating faculty member that provides a clear understanding of the relationship between Hybrid Pedagogy and the faculty member so that there are no surprises down the line.

We anticipate a robust response to this call, so if you are interested in participating, please let us know as soon as possible.  Deadline for Application: June 15, 2014

Please see the following slide presentation for an introduction to the project: http://goo.gl/PhQUNf

Application Form: http://goo.gl/vzyuiU

Book Review: “Hacking the Academy”

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Hacking the Academy: New Approaches to Scholarship and Teaching from Digital Humanities
Daniel J. Cohen, Tom Scheinfeldt, eds.

Ann Arbor, MI: University of Michigan Press, 2013. 168pp. ISBN: 9780472071982

In Hacking the Academy, Dan Cohen and Tom Scheinfeldt bring together in print-form a selection of the essays and conversations originally published in the online version of the “book crowd sourced in one week” at hackingtheacademy.org, which launched in September 2011. The book is divided into three thematic sections, “Hacking Scholarship,” “Hacking Teaching,” and “Hacking Institutions,” with an additional concluding chapter titled “Cautions.” Since the authors were given just one week to submit their entries, most of the submissions are rather short, few exceeding three or four pages. Although this lends a fragmentary quality to the work as a whole, the benefit is that it becomes very accessible as an introduction to larger debates, themes and questions related to digital scholarship and the academy. From this emerges a book that aims not just to raise questions and complain about the current state of affairs, but to offer some concrete solutions from the perspective of scholars “already deeply involved in the digital realm.” But the decision to publish a book stems from the desire to expand the audience to those scholars not so deeply involved in the digital realm. In that sense, the submissions strive to do more than encourage the already-sympathetic to take action, but also seek to convince “scholars of a more conservative bent” that the academy’s original goals of learning, scholarship, and service can be further promoted through digital media and technology. Some of ways the authors try to convince them of this are explored below.

See the full review by HASTAC scholar Maryam Patton (an Undergraduate Research Assistant at Princeton University) here

IEEE BigData Oct. 2014: Workshop CFP

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The 2nd IEEE Workshop on “Big Humanities Data” will be held in conjunction with the 2014 IEEE International Conference on Big Data (IEEE BigData 2014), which takes place between 27-30 October 2014 in Washington DC, USA, and which provides a leading international forum for disseminating the latest research in the growing field of “big data”.

This workshop will address applications of “big data” in the humanities, arts, culture, and social science, the challenges and possibilities that such increased scale brings for scholarship in these areas.

The use of computational methods in the humanities is growing rapidly, with the increasing quantities of born-digital primary sources (such as archives of emails and social media) and the large-scale digitisation programmes applied to libraries and archives. This has resulted in a range of experiments with new methodologies and new applications. At the same time, humanities and culture research is itself challenged by interpretative issues raised by applying such data-driven methods for answering humanities research questions.

Moreover, the questions and concerns raised by the humanities themselves have consequences for the interpretation in general of “big data” and the uses to which it is put, and the challenges of producing quality – meaning, knowledge and value – from quantity. The workshop will thus also address complementary research that uses the humanities and its methods to provide a critical appraisal of “big data” in other areas, both inside and outside academia.

Important dates:

Aug 30, 2014: Due date for full workshop papers submission
Sept 20, 2014: Notification of paper acceptance to authors
Oct 5, 2014: Camera-ready of accepted papers
October 27-30, 2014: Workshop [exact date TBD]

More information is available here