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A wide-ranging and original introduction to the Anthropocene (the Age of Humanity) that offers fresh, theoretical insights bridging the sciences and the humanities From noted environmental historian Carolyn Merchant, this book focuses on the original concept of the Anthropocene first proposed by Paul Crutzen and Eugene Stoermer in their foundational 2000 paper. It undertakes a broad investigation into the ways in which science, technology, and the humanities can create a new and compelling awareness of human impacts on the environment. Using history, art, literature, religion, philosophy, ethics, and justice as the focal points, Merchant traces key figures and developments in the humanities throughout the Anthropocene era and explores how these disciplines might influence sustainability in the next century. Wide-ranging and accessible, this book from an eminent scholar in environmental history and philosophy argues for replacing the Age of the Anthropocene with a new Age of Sustainability.
(source: Nielsen Book Data)

• Volume Editors' Introduction Preface Acknowledgments Editorial Board Members About the Editor PART A * INTRODUCTION
• Chapter 1 * Situating Evidence-Based Principles to Guide Practice in Collaborative Approaches to Evaluation (CAE) PART B * FIELD STUDIES
• Chapter 2 * Participatory Evaluation of Cancer Prevention and Care Services: A Case Study From Valle de la Estrella, Costa Rica
• Chapter 3 * Promoting Learning Through a Collaborative Approach to Evaluation: A Retrospective Examination of the Process and Principles
• Chapter 4 * The Saafa Program for Excellence in the Sciences: An Application of the Principles to Guide Collaborative Approaches to Evaluation
• Chapter 5 * Toward a Better Understanding of Evaluation Use and Collaborative Approaches: A Case Study of a School Improvement Program Evaluation
• Chapter 6 * Roles and Functions of the Community Manager Within the Framework of Collaborative Approaches to Evaluation (CAE): Case Analysis of the Galibar Community Development Plan (Spain)
• Chapter 7 * Building Capacity in Program Practitioner Realist Evaluation Through Application of CAE Principles
• Chapter 8 * Comparing the Validity of Two Sets of Evaluation Principles: Adding Value to Both
• Chapter 9 * The View From the Classroom: A Reflection on the Use of the CAE Principles in a Pedagogical Setting PART C * INTEGRATION
• Chapter 10 * CAE Principles: What Have We Learned? Index.
• (source: Nielsen Book Data)

Editor J. Bradley Cousins and colleagues used a multi-phase empirical process to develop and validate a set of principles to guide collaborative approaches to evaluation. This book outlines the principles that the team developed. The case studies that are then used to demonstrate how these principles have been applied draw on programs globally in education, health, and community development. The text is an invaluable supplementary text for program evaluation courses where students' projects are focused on more collaborative and participatory approaches, and it is an essential resource for practicing evaluators, and those who commission program evaluations.
(source: Nielsen Book Data)

• Foreword: The University Seminars at Seventy-Five: An Ongoing Experiment in Continuity with Novelty by Robert E. Pollack Introduction: Engaged Learning by Alice Newton A Note to the Reader by Thomas Vinciguerra
• 1: Thinking Aloud: The Seminar on the Renaissance (#407) by Cynthia M. Pyle and Alan Stewart
• 2: Critiquing the Enlightenment: The Seminar on Eighteenth-Century European Culture (#417) by Elizabeth Powers
• 3: Out of Chaos, Order: The Seminar on Content and Methods of the Social Sciences (#411) by Tony Carnes
• 4: Mirror Images and Parallel Progression: The Seminar on Cinema and Interdisciplinary Interpretation (#539) by William G. Luhr and Cynthia Lucia
• 5: Keeping Alive the Dream: The Seminar on Full Employment, Social Welfare, and Equity (#613) by Gertrude Schaffner Goldberg and Sheila D. Collins, with Helen Lachs Ginsburg
• 6: Exploring a Diverse Tropical Colossus: The Seminar on Brazil (#557) by Sidney M. Greenfield
• 7: "Where Do You Live?": The Seminar on the City (#459A) by Lisa Keller and Robert Beauregard
• 8: Fruit Flies and Tomcod: The Seminar in Population Biology (#521) by Kathleen A. Nolan
• 9: Living Long and Prospering: The Seminar on Aging and Health: Policy, Practice, and Research (#695) by Victoria H. Raveis
• 10: Speaking About the Unspeakable: The Seminar on Death (#507) by Christina Staudt, Joseph W. Dauben and John M. Kiernan
• 11: Thinking and Talking About Talking and Thinking: The Seminar on Language and Cognition (#681) by Robert E. Remez
• 12: Embracing Our Common Humanity: The Seminar on Human Rights (#561) by George Andreopoulos
• 13: Understanding Conflict: The Seminar on the Problem of Peace (#403) by Catherine Tinker
• Appendix 1: Frank Tannenbaum: A Biographical Essay by Joseph Maier and Richard W. Weatherhead
• Appendix 2: Jane Belo: First Lady of the University Seminars by Georgina Marrero Acknowledgments Author Biographies List of the Columbia University Seminars, 1945-2019 Index.
• (source: Nielsen Book Data)

The Columbia University Seminars, founded in 1945, represent a distinctive experiment in academia. Scholars from different disciplines and institutions, as well as practitioners and other experts, meet once a month through the academic year to study and discuss subjects, sometimes beyond their specialties. Through collegial discussion, participants learn from one another. Today, over ninety seminars are ongoing: some have outlived their founders, while others are just beginning. A Community of Scholars is a seventy-fifth anniversary celebration of the founding of The University Seminars. It brings together essays by seminar chairs and other leading participants that exemplify the diversity and vibrancy of these proceedings. Their topics are wide-ranging-the evolution of the labor movement, urban life, the politics and culture of Brazil, the Enlightenment, the prospects for world peace-but in each, a commitment to intellectual provocation and shared learning is on full display. An informative introduction explains how The Seminars came into being and why they continue to matter. The volume also features biographical sketches of Frank Tannenbaum, the Latin America scholar and criminologist who founded The Seminars, and his wife, the anthropologist Jane Belo, a close friend of Margaret Mead. Belo and Tannenbaum endowed The Seminars and allowed them to flourish. A remarkable testament to an unparalleled intellectual forum, A Community of Scholars allows readers to share in the eclectic spirit of The Seminars.
(source: Nielsen Book Data)

• List of Appendices, Figures, Tables About the Authors Volume Editors' Introduction Acknowledgments
• Chapter 1 * Introduction Overall Background to Book Social Inquiry as a Cultural Product This Book
• Chapter 2 * A Conceptual Framework for Inquiry Defining Culture Dimensions of Culture and Cultural Context
• Chapter 3 * Methodology and Descriptive Overview of Selected Studies Description of Studies Sample Characteristics Strategy for Analysis Limitations
• Chapter 4 * The Indigenous Context Overview of Chapter Description of Sample Review and Integration of Selected Studies Critical Discussion and Implications for Practice Chapter Summary Extending Inquiry
• Chapter 5 * The Western/North American Context Overview of Chapter Description of Sample Review and Integration of Selected Studies Discussion and Implications Critical Discussion and Implications for Practice Chapter Summary Extending Inquiry
• Chapter 6 * The International Development Context Overview of the Chapter The International Development Context in Evaluation Description of Sample Review and Integration of Selected Studies Critical Discussion and Implications for Practice Chapter Summary Extending Inquiry
• Chapter 7 * A Discussion of the Conceptual Framework Across Domains of Practice The Epistemological Dimension of Cultural Practice The Ecological Dimension of Cultural Practice The Methodological Dimension of Cultural Practice The Political Dimension of Cultural Practice The Personal Dimension of Cultural Practice The Relational Dimension of Cultural Practice The Institutional Dimension of Cultural Practice The Axiological Dimension of Cultural Practice The Ontological Dimension of Cultural Practice Concluding Remarks
• Chapter 8 * Concluding Thoughts References Appendices Index.
• (source: Nielsen Book Data)

Evaluators have always worked in diverse communities, and the programs they evaluate are designed to address often intractable socio-political and economic issues. Evaluations that explicitly aim to be more responsive to culture and cultural context are, however, a more recent phenomenon. This book utilizes a conceptual framework that foregrounds culture in social inquiry, and then uses that framework to analyze empirical studies across three distinct cultural domains of evaluation practice (Western, Indigenous and international development). The authors provide a comparative analysis of these studies and discuss lessons drawn from them in order to help evaluators extend their current thinking and practice. They conclude with an agenda for future research. .
(source: Nielsen Book Data)

• Contents List of Illustrations Introduction Hector Fernandez L'Hoeste and Juan Carlos Rodriguez
• 1. Tech Disruption as Knowledge Production: Cuba and the Digital Humanities-Cristina Venegas
• 2. The Media Machine: One Laptop per Child in Paraguay-Morgan Ames
• 3. Nation Branding: Neo Liberalism, Identity, and Social Media-Hector Fernandez L'Hoeste
• 4. (In) Visible Cuba(s): Digital Conflict, Virtual Diasporas, and Cyber Mambises-Anastasia Valecce
• 5. Digital Utopias, Latina/o Mediated Realities-Angharad N. Valdivia
• 6. The Politics of Participation: La Bloga, Latino/a Cultural Politics, and the Limits of Digital Participatory Culture-Jennifer Lozano
• 7. Afrolatin@ Digital Humanites or Rethinking Inclusion in the Digital Humanities-Eduard Arriaga
• 8. Modularity, Mimesis and the Informatic Ideal: On Intersectional Struggles for Digital Human(itie)s in Latin America-Anita Say Chan
• 9. Cuban Digital Pedagogies and the Question of the Interface in Yaima Pardo's Offline-Juan Carlos Rodriguez
• 10. Carnival, Hybridity, and Latin American Digital Humor: The Ecuadorian Case of Enchufe.tv-Paul Alonso
• 11. No Blogger, No Cry-Orlando Luis Pardo Lazo
• 12. Electronic Civil Disobedience (ECD): Before 9/11 and After 9/11-Ricardo Dominguez
• 13. On DH in Argentina, an Interview with Gimena del Rio-Hector Fernandez L'Hoeste and Juan Carlos Rodriguez
• 14. On DH in Brazil, an Interview with Ana Ligia Medeiros-Hector Fernandez L'Hoeste and Juan Carlos Rodriguez
• 15. On DH in Mexico, an Interview with Isabel Galina Russell-Hector Fernandez L'Hoeste and Juan Carlos Rodriguez Coda Notes Works Cited Contributors Index.
• (source: Nielsen Book Data)

As digital media and technologies transform the study of the humanities around the world, this volume provides the first hemispheric view of the practice of digital humanities in the Spanish- and Portuguese-speaking Americas. These essays examine how participation and research in new media have helped configure identities and collectivities in the region. Featuring case studies from throughout Latin America, including the United States Latinx community, contributors analyze documentary films, television series, and social media to show how digital technologies create hybrid virtual spaces and facilitate connections across borders. They investigate how Latinx bloggers and online activists navigate governmental restrictions in order to connect with the global online community. These essays also incorporate perspectives of race, gender, and class that challenge the assumption that technology is a democratizing force. Digital Humanities in Latin America illuminates the cultural, political, and social implications of the ways Latinx communities engage with new technologies. In doing so, it connects digital humanities research taking place in Latin America with that of the Anglophone world. A volume in the series Reframing Media, Technology, and Culture in Latin/o America, edited by Hector Fernandez L'Hoeste and Juan Carlos Rodriguez.
(source: Nielsen Book Data)

• Preface
• Introduction
• Part 1: Sustaining and Growing
• Part 2: Making
• Part 3: Learning.
• (source: Nielsen Book Data)

As digital media, tools, and techniques continue to impact and advance the humanities, Doing More Digital Humanities provides practical information on how to do digital humanities work. This book offers: A comprehensive, practical guide to the digital humanities. Accessible introductions, which in turn provide the grounding for the more advanced chapters within the book. An overview of core competencies, to help research teams, administrators, and allied groups, make informed decisions about suitable collaborators, skills development, and workflow. Guidance for individuals, collaborative teams, and academic managers who support digital humanities researchers. Contextualized case studies, including examples of projects, tools, centres, labs, and research clusters. Resources for starting digital humanities projects, including links to further readings, training materials and exercises, and resources beyond. Additional augmented content that complements the guidance and case studies in Doing Digital Humanities (Routledge, 2016).
(source: Nielsen Book Data)

• List of Figures-- List of Table-- List of Contributors-- Introduction (Kathryn Brown)-- Part I: Histories and Critical Debates--
• 1 Digital Methods and the Historiography of Art (Paul B. Jaskot)--
• 2 Blind Spot: Information Visualization and Art History (Johanna Drucker)--
• 3 The Digital Transformation of Art History (Harald Klinke)--
• 4 Feminist Digital Art History (Kathryn Brown and Elspeth Mitchell)--
• 5 Slow Digital Art History and KUbism: Or, Situation Awareness and the Promise of Open-World Games (Koenraad Brosens, Bruno Cardoso, and Fred Truyen)-- Part II: Archives, Networks, and Maps--
• 6 Tangled Metaphors: Network Thinking and Network Analysis in the History of Art (Matthew D. Lincoln)--
• 7 Digital Humanities for a Spatial, Global, and Social History of Art (Beatrice Joyeux-Prunel)--
• 8 Mapping Paintings, or How to Breathe Life Into Provenance (Jodi Cranston)--
• 9 Qualitative Approaches to Network Analysis in Art History: Research on Contemporary Artists' Networks (Sanja Sekelj)--
• 10 Mapping Senufo: Mapping as a Method to Transcend Colonial Assumptions (Susan Elizabeth Gagliardi)--
• 11 X-Reception: Re-mediating Trans- Feminist and Queer Performance Art (T.L. Cowan)--
• 12 Digital Methods and the Study of the Art Market (Pamela Fletcher and Anne Helmreich)--
• 13 Noise Management in the Archival Ecosystem: Debating Principles for Classification (Anna Dot and Pablo Santa Olalla)-- Part III: Museums: Real, Virtual, and Augmented--
• 14 Digital Imaging Projects for Asian Art and Visual Culture: Transcultural Mediations and Collaborations (Katherine R. Tsiang)--
• 15 A Field Guide to Digital Surrogates: Evaluating and Contextualizing a Rapidly Changing Resource (Emma Stanford)--
• 16 A Service-Orientation and Open-Source Approach to Developing Virtual Museums (Martin White and Ben Jackson)--
• 17 Art History, Heritage Games, and Virtual Reality (Erik Champion and Anna Foka)--
• 18 Art With a Lifespan: Digital Technologies and the Preservation of BioArt (Christl Baur)--
• 19 The Expanding Role of Digitized Collections: The Medici Archive (Alessio Assonitis)--
• 20 Digital Languages for Art History: Audience Engagement, Virtual and Augmented Reality (Stefania De Vincentis and Luca Nicolo Vascon)-- Part IV: Computational Techniques for Analyzing Artworks--
• 21 Curation, Content, Creation: Computer Approaches to the Fine Arts (Javier de la Rosa and Juan-Luis Suarez)--
• 22 Computerized Analysis of Paintings (James Z. Wang, Baris Kandemir, and Jia Li)--
• 23 Digital 3D Modeling for the History of Art (Amy Jeffs)--
• 24 Metadata, Material Culture, and Global Art History (Robert Wellington)--
• 25 Image Processing and Computer Vision in the Field of Art History (Nuria Rodriguez-Ortega)--
• 26 Pointers and Proxies: Thoughts on the Computational Modeling of the Phenomenal World (Alison Langmead and David Newbury)--
• 27 Approaching Aby Warburg and Digital Art History: Thinking Through Images (Amanda Du Preez)--
• 28 Analyzing Gesture in Digital Art History (Leonardo Impett)--
• 29 Digital Techniques for the Study of Portuguese Azulejos (Glazed Tiles): Between Alice's White Rabbit and the Mad Tea Party (Rosario Salema de Carvalho, Rafaela Xavier, and Ines Leitao)-- Part V: Digital Resources, Publication, and Education--
• 30 The Database of Modern Exhibitions (DoME): European Paintings and Drawings 1905-1915 (Christina Bartosch, Nirmalie Mulloli, Daniel Burckhardt, Marei Doehring, Walid Ahmad, and Raphael Rosenberg)--
• 31 The Art-Historical Catalogue in the Digital Era (Anne Collins Goodyear)--
• 32 Digital Provenance, Open Access, and Data-Driven Art History (Anne Luther)--
• 33 Research, Process, Publication, and Pedagogy: Reconstructing the World's Columbian Exposition of 1893 (Lisa M. Snyder)--
• 34 Social Media in the Art History Classroom (Lauren Jimerson and Allison Leigh)-- Index.
• (source: Nielsen Book Data)

The Routledge Companion to Digital Humanities and Art History offers a broad survey of cutting-edge intersections between digital technologies and the study of art history, museum practices, and cultural heritage. The volume focuses not only on new computational tools that have been developed for the study of artworks and their histories but also debates the disciplinary opportunities and challenges that have emerged in response to the use of digital resources and methodologies. Chapters cover a wide range of technical and conceptual themes that define the current state of the field and outline strategies for future development. This book offers a timely perspective on trans-disciplinary developments that are reshaping art historical research, conservation, and teaching. This book will be of interest to scholars in art history, historical theory, method and historiography, and research methods in education.
(source: Nielsen Book Data)

• Introduction: A tropism toward freedom
• Chapter 1. The scholar as problem
• Chapter 2. Conversion and the question of evidence
• Chapter 3. Virgin vision: scholarship and the birth of the new
• Conclusion: Too much freedom?

A powerful and original argument that the practice of scholarship is grounded in the concept of radical freedom, beginning with the freedoms of inquiry, thought, and expression. Why are scholars and scholarship invariably distrusted and attacked by authoritarian regimes? Geoffrey Galt Harpham argues that at its core, scholarship is informed by an emancipatory agenda based on a permanent openness to the new, an unlimited responsiveness to evidence, and a commitment to conversion. At the same time, however, scholarship involves its own forms of authority. As a worldly practice, it is a struggle for dominance without end as scholars try to disprove the claims of others, establish new versions of the truth, and seek disciples. Scholarship and Freedom threads its general arguments through examinations of the careers of three scholars: W. E. B. Du Bois, who serves as an example of scholarly character formation; South African Bernard Lategan, whose New Testament studies became entangled on both sides of his country's battles over apartheid; and Linda Nochlin, whose essay "Why Have There Been No Great Women Artists?" virtually created the field of feminist art history.
(source: Nielsen Book Data)

• Protocols, methods, and workflows: digital ways of reading
• Can an algorithm be disturbed? machine learning, intrinsic criticism, and the digital humanities
• Digital historicism and the historicity of digital texts
• The cultural significance of k-NN.

Can established humanities methods coexist with computational thinking? It is one of the major questions in humanities research today, as scholars increasingly adopt sophisticated data science for their work. James E. Dobson explores the opportunities and complications faced by humanists in this new era. Though the study and interpretation of texts alongside sophisticated computational tools can serve scholarship, these methods cannot replace existing frameworks. As Dobson shows, ideas of scientific validity cannot easily nor should be adapted for humanities research because digital humanities, unlike science, lack a leading-edge horizon charting the frontiers of inquiry. Instead, the methods of digital humanities require a constant rereading. At the same time, suspicious and critical readings of digital methodologies make it unwise for scholars to defer to computational methods. Humanists must examine the tools--including the assumptions that went into the codes and algorithms--and questions surrounding their own use of digital technology in research. Insightful and forward thinking, Critical Digital Humanities lays out a new path of humanistic inquiry that merges critical theory and computational science.
(source: Nielsen Book Data)

• Protocols, methods, and workflows: digital ways of reading
• Can an algorithm be disturbed? machine learning, intrinsic criticism, and the digital humanities
• Digital historicism and the historicity of digital texts
• The cultural significance of k-NN.

Can established humanities methods coexist with computational thinking? It is one of the major questions in humanities research today, as scholars increasingly adopt sophisticated data science for their work. James E. Dobson explores the opportunities and complications faced by humanists in this new era. Though the study and interpretation of texts alongside sophisticated computational tools can serve scholarship, these methods cannot replace existing frameworks. As Dobson shows, ideas of scientific validity cannot easily nor should be adapted for humanities research because digital humanities, unlike science, lack a leading-edge horizon charting the frontiers of inquiry. Instead, the methods of digital humanities require a constant rereading. At the same time, suspicious and critical readings of digital methodologies make it unwise for scholars to defer to computational methods. Humanists must examine the tools--including the assumptions that went into the codes and algorithms--and questions surrounding their own use of digital technology in research. Insightful and forward thinking, Critical Digital Humanities lays out a new path of humanistic inquiry that merges critical theory and computational science.
(source: Nielsen Book Data)

• Part I. Values. Public scholarship / Robin Chin Roemer ; Digital citizenship : teaching research identity and accountability to undergraduates / Reed Garber-Pearson ; Scholarly communications outreach and education / Maryam Fakouri
• Part II. Practices. Assessment at the University of Washington libraries / Verletta Kern ; Digital storytelling / Perry Yee and Elliott Stevens ; Stewardship / Elizabeth Bedford
• Part III. Environments. Learning technologies / Beth Lytle ; Data services / Jennifer Muilenburg ; Media services / John Vallier and Andrew Weaver ; The urban serving university : gauging an emerging digital scholarship program / Justin Wadland and Marisa Petrich
• Conclusion. The culture of digital scholarship continued / Verletta Kern
• Appendixes. Teaching community accountability worksheet ; Jigsaw activity ; Activity in pairs : using yourself as an information source ; Extra credit assignment : meet with a librarian ; Focus group, interview, or survey questions ; Template : message for subject librarians on digital pedagogy study ; UW libraries research data services unit communications plan, 2014.

At the heart of digital scholarship are universal questions, lessons, and principles relating both to the mission of higher education and the shared values that make an academic library culture. But while global in aspirations, digital scholarship starts with local culture drawn from the community. Editors Chin Roemer and Kern invite you into their institutional workspace, the University of Washington, gathering voices from a range of positions that speak to the facets of digital scholarship. This mosaic of perspectives reveals the challenges, questions, and personalities that sit at the nexus of academic libraries and digital scholarship culture. Reflecting on UW's approach, you'll gain insights for your own institution on topics such as ways to create awareness of digital services through training; supporting students as creators of content; blending existing analog collections with ongoing digital initiatives using a media lab; creating a campus-wide, discipline agnostic, data repository service; how a popular digital storytelling workshop spawned digital scholarship across campus; digital scholarship consultations, viewed from an instructional technologist's approach; the place of digital scholarship in the fabric of a revitalized urban community; four strategies for teaching research skills within an online-only bachelor's degree program; and assessment findings from focus groups, surveys, digital pedagogy projects, and Omeka case studies. By thoroughly exploring a single institution, this unique volume elucidates the many ways in which digital scholarship can express the values, priorities, opportunities, and challenges of the community's intellectual and technical environment.
(source: Nielsen Book Data)

• Cover; Half-title; Series Information; Title page; Dedication; Copyright information; Table of contents; Illustrations; Acknowledgements; Introduction;
• Chapter 1. All the Digital Humanists Are White, All the Nerds Are Men, but Some of Us Are Brave;
• Chapter 2. Beyond the Margins; Introduction; The Lessons of Theory; Toward an Intersectional Digital Humanities; Conclusion;
• Chapter 3. You Build the Roads, We Are the Intersections; Choosing Leaders; Intelligence and Personality Traits; Deconstruction;
• Chapter 4. Digital Humanities, Intersectionality, and the Ethics of Harm

• Digital Humanities and Ethics of HarmDigital Data, IRB, Academic Research, and Intersectionality; Case
• 1: Portland State University and the Portland Public Schools; Case
• 2: Facebook, Cambridge Analytica, Mercers, and the Weaponization of Intersectionality;
• Chapter 5. Walking Alone Online; Background; The Importance of Gamergate; Zoe Quinn and Depression Quest; Being Online; The Day I Asked Questions; The Trolls; Why Do They Do It?; Trolling Celebrities on Social Media; The Violence Affecting Us; Amanda Gailey; Dorothy Kim; Conclusions;
• Chapter 6. Ready Player Two; Introduction

• Definitions and PrivilegeGamergate; "MikeeUSA": Feminism, Bigotry, and Freedom of Speech in the Hacker Community; Rise of the "Brogrammer"; Conclusion: Change Is Happening;
• Chapter 7. Gender, Feminism, Textual Scholarship, and Digital Humanities;
• Chapter 8. Faulty, Clumsy, Negligible?; Women Letter-Writing Under Men's Criticism; Early Modern Concepts of Women's Education; A Digital Annotated Corpus of Women's Correspondence; Gender-Specific Language Use: Some Analysis Examples;
• Chapter 9. Intersectionality in Digital Archives; Situating the Author; Introduction

• At the Intersection: The Digital Archive as a Model of an ArchivesMarginalized Voices in the Archives and the Digital Turn; Intersectionality as a Digital Humanities Approach for Archival Silences; Case Study: Processing and Digitizing the Barbados Synagogue Restoration Project Records; Intersectional Identities in BSRP; Intersectionality of the Synagogue Historic District: Communities Inhabiting the Place; Analysis; Mapping Out Intersecting Lives; Beyond Documents: "Unearthing" Intersecting Stories; Intentionality: Overcoming Archival Silences in Marginalized Populations

• "Reading" the BSRP Digital ArchiveDiscussion and Recommendations; Map Out Intersecting Lives in Advance; Go beyond Documents; Seek Community; Be Intentional When Pursuing Intersectionality; "Read" the Digital as One Part of the Story; Conclusion;
• Chapter 10. Accessioning Digital Content and the Unwitting Move toward Intersectionality in the Archive; Introduction; A Note on Terminology; Intersectionality and the Archive; Identity; Power; Marginalization; The Community Archive; Case Studies; Accessions and the Digital; Intersectionality; Conclusions;
• Chapter 11. All along the Watchtower

This volume examines the influence ofintersectionality on the methods, politics, and ethics of digital humanities practice.

• Introduction to The Oxford handbook of methods for public scholarship / Patricia Leavy
• The 21st century academic landscape : from a disciplinary to a transdisciplinary model / Patricia Leavy
• Public scholarship, public intellectuals and the role of higher education in a time of crisis / Henry Giroux
• Composing an undivided life as an activist/scholar : methods for practicing engaged social movement scholarship / Adria D. Goodson
• Ethical issues working with vulnerable populations / Isabel Araiza
• Ethical challenges community-based researchers and community-based organizations face : can we still work together? / Margaret Boyd
• The impossible task of community art practice : a methodological micro-guide for seven young Chicagoans / Jorge Lucero and William Estrada
• For the sake of humanity : research on cross-cultural collaborative arts for public health / Wendy L. Sternberg
• (Un)settling imagined lands : a par/des(i) approach to de/colonizing methodologies / Kakali Bhattacharya
• Disaster research : past, present, and future / Mark R. Landahl, DeeDee Bennett, and Brenda D. Phillips
• Interviews : using conversations in public scholarship / Svend Brinkmann
• Public ethnography / Tony E. Adams and Robin M. Boylorn
• Oral history, the public record, and the story / Valerie J. Janesick
• Literature and creative writing as public scholarship / Sandra Faulkner and Sheila Squillante
• Health theatre : embodying research / Susan Cox and George Belliveau
• Narrative film as public scholarship / Yen Yen Woo
• Visual art campaigns / Raisa Foster
• Cellphilms in public scholarship / Katie MacEntee, Casey Burkholder, and Joshua Schwab-Cartas
• Online, asynchronous data collection in qualitative research / Tracy Spencer, Linnea Rademaker, Peter Williams, and Cynthia Loubier
• #spacesforknowledgeproduction / Daniel T. Barney, Lorrie Blair, and Juan Carlos Castro
• Data collection via email / Adrienne Trier-Bieniek
• Audience and voice (and sometimes reflexivity) / Yvonna Lincoln, Vassa Grichko, and Glenn Allen Phillips
• Creative nonfiction in qualitative inquiry / Jessica Smartt Gullion and Jessica Spears Williams
• Writing collaboratively / JeffriAnne Wilder
• Academic blogs / Jimmie Manning
• Academics writing for a broader public audience / Phillip Vannini and Sarah Abbott
• Generating publicity and engaging with the media to promote academic research / Mark David Ryan
• Grant writing as a creative process : methods from brainstorming to project-building, mangement and completion / Ellen Gorsevski, Kate Magsamen-Conrad, and Lisa Hanasono
• Growing the revolutionary intellectual, creating the counterpublic sphere / Peter McLaren and Lilia D. Monzó
• A brief statement on the future of public scholarship and the research methods landscape / Patricia Leavy.

The Oxford Handbook of Methods for Public Scholarship presents the first comprehensive overview of research methods and practices for engaging in public scholarship. Public scholarship, which has been on the rise over the past 25 years, produces knowledge that is available outside of the academy, is useful to relevant stakeholders, and addresses publicly identified needs. By involving stakeholders in the entire process, and making the findings accessible, public scholars contribute to a crucial democratization of research. The Oxford Handbook of Methods for Public Scholarship features a wealth of highly respected interdisciplinary contributors, as well as emerging scholars, and chapters include robust examples from real world research in varied fields and cultures. The volume features ample discussion of working with non-academic stakeholders, coverage of traditional and emergent methods including those that draw from the arts, the internet, social media, and digital technologies, and coverage of key issues such as writing, publicity, and funding.
(source: Nielsen Book Data)

• I. Reassembling the Republic of Letters. Introduction / Howard Hotson and Thomas Wallnig
• What Was the Republic of Letters? / Dirk van Miert, Howard Hotson, and Thomas Wallnig
• How Do We Model the Republic of Letters? / Christoph Kudella ; with contributions from Neil Jefferies
• II. Standards: Dimensions of Data. Letters / Elizabethanne Boran [and others]
• Place / Arno Bosse
• Time / Miranda Lewis [and four others]
• People / Howard Hotson [and four others]
• Topics / Howard Hotson and Eero Hyvönen
• Events / Neil Jefferies with Gertjan Filarski and Thomas Stäcker
• Letter Model / Neil Jefferies [and six others]
• III. Systems, Methods, and Tools. Assembling metadata / Dirk van Miert and Elizabethanne Boran [with contributions from others]
• Reconciling Metadata / Eero Hyvönen [and six others]
• Transcribing and Editing Text / Charles van den Heuvel [and six others]
• Modelling Texts and Topics / Charles van den Heuvel
• Exchanging Metadata / Arno Bosse [and four others]
• IV. Scholarship in a Digital Environment. Beyond Visualization / Paolo Ciuccarelli and Tommaso Elli
• Geographies of the Republic of Letters / Ian Gregory [and eight others]
• Chronologies of the Republic of Letters / Howard Hotson [and nine others]
• Prosopographies of the Republic of Letters / Howard Hotson [and four others]
• Networking the Republic of Letters / Ruth Ahnert and Sebastian E. Ahnert [with contributions from others]
• Text-mining the Republic of Letters / Charles van den Heuvel [and twelve others]
• Virtual Research Environments for the Digital Republic of Letters / Meliha Handzic and Charles van den Heuvel
• V. Epilogue. Synopsis and Prospects / Howard Hotson

"Between 1500 and 1800, the rapid evolution of postal communication allowed ordinary men and women to scatter letters across Europe like never before. This exchange helped knit together what contemporaries called the 'respublica litteraria', a knowledge-based civil society, crucial to that era's intellectual breakthroughs, formative of many modern values and institutions, and a potential cornerstone of a transnational level of European identity. Ironically, the exchange of letters which created this community also dispersed the documentation required to study it, posing enormous difficulties for historians of the subject ever since. To reassemble that scattered material and chart the history of that imagined community, we need a revolution in digital communications. Between 2014 and 2018, an EU networking grant assembled an interdisciplinary community of over 200 experts from 33 different countries and many different fields for four years of structured discussion. The aim was to envisage transnational digital infrastructure for facilitating the radically multilateral collaboration needed to reassemble this scattered documentation and to support a new generation of scholarly work and public dissemination. The framework emerging from those discussions - potentially applicable also to other forms of intellectual, cultural and economic exchange in other periods and regions - is documented in this book."--Back cover

• I. Reassembling the Republic of Letters. Introduction / Howard Hotson and Thomas Wallnig
• What Was the Republic of Letters? / Dirk van Miert, Howard Hotson, and Thomas Wallnig
• How Do We Model the Republic of Letters? / Christoph Kudella ; with contributions from Neil Jefferies
• II. Standards: Dimensions of Data. Letters / Elizabethanne Boran [and others]
• Place / Arno Bosse
• Time / Miranda Lewis [and four others]
• People / Howard Hotson [and four others]
• Topics / Howard Hotson and Eero Hyvönen
• Events / Neil Jefferies with Gertjan Filarski and Thomas Stäcker
• Letter Model / Neil Jefferies [and six others]
• III. Systems, Methods, and Tools. Assembling metadata / Dirk van Miert and Elizabethanne Boran [with contributions from others]
• Reconciling Metadata / Eero Hyvönen [and six others]
• Transcribing and Editing Text / Charles van den Heuvel [and six others]
• Modelling Texts and Topics / Charles van den Heuvel
• Exchanging Metadata / Arno Bosse [and four others]
• IV. Scholarship in a Digital Environment. Beyond Visualization / Paolo Ciuccarelli and Tommaso Elli
• Geographies of the Republic of Letters / Ian Gregory [and eight others]
• Chronologies of the Republic of Letters / Howard Hotson [and nine others]
• Prosopographies of the Republic of Letters / Howard Hotson [and four others]
• Networking the Republic of Letters / Ruth Ahnert and Sebastian E. Ahnert [with contributions from others]
• Text-mining the Republic of Letters / Charles van den Heuvel [and twelve others]
• Virtual Research Environments for the Digital Republic of Letters / Meliha Handzic and Charles van den Heuvel
• V. Epilogue. Synopsis and Prospects / Howard Hotson

"Between 1500 and 1800, the rapid evolution of postal communication allowed ordinary men and women to scatter letters across Europe like never before. This exchange helped knit together what contemporaries called the 'respublica litteraria', a knowledge-based civil society, crucial to that era's intellectual breakthroughs, formative of many modern values and institutions, and a potential cornerstone of a transnational level of European identity. Ironically, the exchange of letters which created this community also dispersed the documentation required to study it, posing enormous difficulties for historians of the subject ever since. To reassemble that scattered material and chart the history of that imagined community, we need a revolution in digital communications. Between 2014 and 2018, an EU networking grant assembled an interdisciplinary community of over 200 experts from 33 different countries and many different fields for four years of structured discussion. The aim was to envisage transnational digital infrastructure for facilitating the radically multilateral collaboration needed to reassemble this scattered documentation and to support a new generation of scholarly work and public dissemination. The framework emerging from those discussions - potentially applicable also to other forms of intellectual, cultural and economic exchange in other periods and regions - is documented in this book."--Back cover

• Frontmatter
• Acknowledgements
• Contents
• Introduction: Themes in Ancient Scholarship / Adams, Sean A.
• Scholastic Research in the Archive? Hellenistic Historians and Ancient Archival Records / Coqueugniot, Gaëlle
• Circulation of Lexica in the Hellenistic and Early Imperial Period / Hatzimichali, Myrto
• 'Bookish Places' in Imperial Rome: Bookshops and the Urban Landscape of Learning / Nicholls, Matthew
• Towards a Typology of the Ancient Latin Legal Book / Ammirati, Serena
• New Readings in the Text of Herodian / Roussou, Stephanie
• What does a Linguistic Expert Know? The Conflict between Analogy and Atticism / Dickey, Eleanor
• Suetonius the Bibliographer / Marshall, R.M.A.
• Translating Texts: Contrasting Roman and Jewish Depictions of Literary Translations / Adams, Sean A.
• Rabbis as Intellectuals in the Context of Graeco-Roman and Byzantine Christian Scholasticism / Hezser, Catherine
• Bibliography
• Subject Index
• Author Index
• Works Cited

The purpose of this volume is to investigate scholastic culture in the Hellenistic and Roman eras, with a particular focus on ancient book and material culture as well as scholarship beyond Greek authors and the Greek language. Accordingly, one of the major contributions of this work is the inclusion of multiple perspectives and its contributors engage not only with elements of Greek scholastic culture, but also bring Greek ideas into conversation with developing Latin scholarship (see chapters by Dickey, Nicholls, Marshall) and the perspective of a minority culture (i.e., Jewish authors) (see chapters by Hezser, Adams). This multicultural perspective is an important next step in the discussion of ancient scholarship and this volume provides a starting point for future inquiries.
(source: Nielsen Book Data)

• Frontmatter
• Contents
• Preface
• Part one: Theory
• 1. Introduction to part one
• 2. Niklas Luhmann's systems theory
• 3. Key concepts in systems theory
• 4. Comparing theories for higher education research
• 5. The use of theory in this study
• Part two: Admissions
• 6. Introduction to part two
• 7. The humanities and higher education policymaking, 1955-1975
• 8. Stagnation in humanities education, 1975-1987
• 9. The second expansionist period, 1987-2000
• 10. Conclusions to part two
• Part three: Curricula
• 11. Introduction to part three
• 12. History
• 13. English studies
• 14. General literature studies
• 15. Philosophy
• 16. Conclusions to part three
• Part four: Careers
• 17. Introduction to part four
• 18. The period 1960-1975: Humanities education as teacher education
• 19. The period 1975-1985: The transformation
• 20. The period 1985-2000: Humanities education and "boundaryless" careers
• 21. Conclusions to part four
• Part five: Conclusions
• 22. Conclusions to the study
• Afterword, 2000-2018
• Appendices
• References

This first comprehensive study of Norwegian humanities education employs systems theory to analyze its transformation from a form of teacher training to its modern status as research-oriented generalist education. Using historical documents and statistical analyses, Vidar Grotta shows that the expansion of the post-war research system in Norway led to an increase in admissions to humanities education in the 1960s and an ensuing research drift in humanities curricula. Interacting with certain political dynamics and the knowledge economy that has emerged since the 1970s, this research drift resulted in a shift in humanists' career patterns and a transformation of the societal functions of the humanities.

• Intro; Table of Contents; Preface; Introduction; Seongyuldang nongso; The Perfect Moment; Spring Beach; Circumspection; Wishful Thinking; Mirage; On a Snowy Night; Idler; The Dung Beetle and the Cintamani; Beginning and End; Silverfish; Concentration; Countenance; A Deeper Resonance; A Charmed Life; A Diversion in the Vast Universe; Judgment; Blacksmithing and Clogs; Master; May; Bosom Friend; An Immaculate Heart; A Stream in Early Spring; Torment; The Company of a Good Friend; Woe Is Me; Bitter Sorrow; Men of Antiquity; Animated Goldfish; Someday; Middleman; A Bowl of Cold Water

• Spring Rain and Autumn FrostGlory; Gentleman; In the Shade of a Banana Tree; Timepiece; Exquisite Colours; A Mouthwatering Sight; Sunset; A Solitary Game; Divine Immortal (); Perspective; Good Reader; Mind's Eye; Autumn Sunlight; Feat; Those Unfortunate Ones; Appreciation; True Friend; Lost in a Painting; Consequences; A World at Peace; Composition; Great Accomplishment; Foolishness and Pride; Eccentricity and Stupidity; A Cherished Soul; Hypocrite; Artlessness; Autumn Night; Spider; The Contents of a Heart; Yesterday, Today, and Tomorrow; Embellishing and Covering Up; Irrational Thoughts

• Floodlike Vital Energy ()Imokgusimseo; Autumn Meal; Forewarning; Mother; Moon Dust; The Meaning of Life; Rock; My Book of Han Coverlet and Analects Screen; Pestle; Red Light; Danballyeong Pass; An Imaginary Budget; Passion; Writing; Old Dross; Dreams; Studying and Writing; Study in the Dead of Winter; Delirium; The Mirror of My Mind; Conduct; Illness and Desire; Time (I); Kleshas; What Truly Matters; Doing without Books; A Miraculous Elixir; A Gentleman's Process; A Fragrant Fantasy; Greed and Shame; Life; The Four Things beyond Me; Ease of Mind; Nursing a Broken Heart

• Dedicated PerspectivesEpiphany; The Steadfastness of the Old Masters; Pluck and Wits; A Moment of Unity; The Ultimate Truth; Foolishness; Impediment; Gifts; Ruse; Prudence and Preciseness; Writing as a Reflection of the Times; The Humble; Shallowness and Inflexibility; The Felicity of Peace; Poverty; People Past and Present; Types of Laughter; Wily Tricks; Sunflower; Fatal Foolishness; True Feelings; How to Make a Crane Dance; A Worthwhile Pursuit; Behind Closed Eyes; Ambience; What Not to Do (I); Kasaya Fish; A Subtle Distinction; Leisure; Fortunate Ones; Chatter and Quiet; Caution

• Hidden VirtueHeed; The Shape of Rain; Confusion; Child Education; A Fruitless Blossom; Qualities of a Gentleman; Integrity and Magnanimity; True Nobility; Time (II); Greed; Discernment; Sword; Deception; A Good Man; A Life Devoid of Feelings; Correspondence; Order; Generosity; Rumours and Renown; Sowing Mishap; Proper Conduct and the Art of War; False Name; Good Deeds; Autumn Sky; Baseless Slander; Discipline and Tolerance; Loyalty and Generosity; Beyond My Reach; Pigeon; Poise; Presentation; Words and Practice; Teachers and Friends; Compassion; What Not to Do (II); If We Did Not Read

This volume brings together excerpts from Seongyuldang nongso [ : The Inexorable Glee of Master Seongyuldang] and Imokgusimseo [ : First-hand Observations] by the 18th-century scholar Yi Deok-mu. Seongyuldang nongso is a collection of Yi's observations about life. In Imokgusimseo, Yi writes about what he heard, saw, said, and felt in the day-to-day. Of the voluminous original work, this book gathers pieces likely to resonate with the modern reader. Yi's musings showcase an imperturbable perspective, a capacious intellect and learning informed by voracious reading, and an aura of unparalleled integrity. The thoughtful discourse presented here is sure to offer considerable comfort and joy to readers of an age sadly dominated by a dog-eat-dog mentality. Yi's writings are in the same vein as the qingyan ( ) genre, which was in vogue at the turn of the Ming-Qing dynasties, and as such offer a rare window into the psyche of 18th-century Korean intellectuals.
(source: Nielsen Book Data)

• 1. Introduction Agiatis Benardou, Erik Champion, Costis Dallas and Lorna Hughes
• 2. The Role of 3D Models in Virtual Heritage InfrastructuresErik Champion
• 3. Internet Archaeology and Digital Scholarly CommunicationJulian D. Richards
• 4. Crowds for Clouds: Recent Trends in Humanities Research InfrastructuresTobias Blanke, Conny Kristel and Laurent Romary
• 5. The Ethnography of Infrastructures: Digital Humanities and Cultural AnthropologyGertraud Koch
• 6. Building Personal Research Collections in Art HistoryChristina Kamposiori, Claire Warwick and Simon Mahony
• 7. Making sure the data fit the researchers. Data Identification and Investigation in European Holocaust Research Infrastructure (EHRI) Veerle Vanden Daelen
• 8. Mubil: A Library-based Immersive Virtual Environment for Situated Historical LearningAlexandra Angeletaki and Marcello Carrozzino
• 9. Digital Heritage Tools in Ireland - a Review Sharon Webb and Aileen O'Carroll
• 10. From Europeana Cloud to Europeana Research: Tools, Users and Methods Agiatis Benardou and Alastair Dunning
• 11. Digital humanities research needs from cultural heritage looking forward to 2025? Seamus Ross.
• (source: Nielsen Book Data)

What are the leading tools and archives in digital cultural heritage? How can they be integrated into research infrastructures to better serve their intended audiences? In this book, authors from a wide range of countries, representing some of the best research projects in digital humanities related to cultural heritage, discuss their latest findings, both in terms of new tools and archives, and how they are used (or not used) by both specialists and by the general public.
(source: Nielsen Book Data)

• Introduction: A long history. From the index to hypertext 1) Classifications and the role of documentation
• 2) Statistical reason and quantitative methods in social sciences
• 3) The measure of science and the influence of scientometry
• 4) Linguistic, automatic treatment and text mining
• 5) Cartographic methods and representations.
• (source: Nielsen Book Data)

Where do the digital humanities really come from? Are they really news? What are the theoretical and technical influences that participate in this scientific field that arouses interest and questions? This book tries to show and explain the main theories and methods that have allowed their current constitution. The aim of the book is to propose a new way to understand the history of digital humanities in a broader perspective than the classic history with the project of Robert Busa. The short digital humanities perspective neglects lots of actors and disciplines. The book tries to show the importance of other fields than humanities computing like scientometry, infometry, econometry, mathematical linguistics, geography and documentation.
(source: Nielsen Book Data)

• Preface vii Acknowledgements xi Introduction / Mary Caton Lingold, Darren Mueller, and Whitney Trettien
• 1 I. Theories and Genealogies
• 1. Ethnodigital Sonics and the Historical Imagination / Richard Cullen Rath
• 29
• 2. Performing Zora: Critical Ethnography, Digital Sound, and Not Forgetting / Myron M. Beasley
• 47
• 3. Rhetorical Folkness: Reanimating Walter J. Ong in the Pursuit of Digital Humanity / Jonathan W. Stone
• 64 II. Digital Communities
• 4. The Pleasure (Is) Principle: Sounding Out! and the Digitizing of Community / Aaron Trammell, Jennifer Lynn Stover, and Liana Silva
• 83
• 5. Becoming OutKasted: Archiving Contemporary Black Southernness in a Digtal Age / Regina N. Bradley
• 120
• 6. Reprogramming Sounds of Learning: Pedagogical Experiments with Critical Making and Community-Based Ethnography / W. F. Umi Hsu
• 130 III. Disciplinary Translations
• 7. Word. Spoken. Articulating the Voice for High-Performance Sound Technologies for Access and Scholarship (HiPSTAS) / Tanya E. Clement
• 155
• 8. "A Foreign Sound to Your Ear": Digital Image Sonification for Historical Interpretation / Michael J. Kramer
• 178
• 9. Augmenting Musical Arguments: Interdisciplinary Publishing Platforms and Augmented Notes / Joanna Swafford
• 215 IV. Points Forward
• 10. Digital Approaches to Historical Acoustemologies: Replication and Reenactment / Rebecca Dowd Geoffroy-Schwinden
• 231
• 11. Sound Practices for Digital Humanities / Steph Ceraso
• 250 Afterword. Demands of Duration: The Futures of Digital Sound Scholarship / Jonathan Sterne, with Mary Caton Lingold, Darren Mueller, and Whitney Trettien
• 267 Contributors
• 285 Index 291.
• (source: Nielsen Book Data)

The digital turn has created new opportunities for scholars across disciplines to use sound in their scholarship. This volume's contributors provide a blueprint for making sound central to research, teaching, and dissemination. They show how digital sound studies has the potential to transform silent, text-centric cultures of communication in the humanities into rich, multisensory experiences that are more inclusive of diverse knowledges and abilities. Drawing on multiple disciplines-including rhetoric and composition, performance studies, anthropology, history, and information science-the contributors to Digital Sound Studies bring digital humanities and sound studies into productive conversation while probing the assumptions behind the use of digital tools and technologies in academic life. In so doing, they explore how sonic experience might transform our scholarly networks, writing processes, research methodologies, pedagogies, and knowledges of the archive. As they demonstrate, incorporating sound into scholarship is thus not only feasible but urgently necessary. Contributors. Myron M. Beasley, Regina N. Bradley, Steph Ceraso, Tanya Clement, Rebecca Dowd Geoffroy-Schwinden, W. F. Umi Hsu, Michael J. Kramer, Mary Caton Lingold, Darren Mueller, Richard Cullen Rath, Liana M. Silva, Jonathan Sterne, Jennifer Stoever, Jonathan W. Stone, Joanna Swafford, Aaron Trammell, Whitney Trettien.
(source: Nielsen Book Data)

• Preface vii Acknowledgements xi Introduction / Mary Caton Lingold, Darren Mueller, and Whitney Trettien
• 1 I. Theories and Genealogies
• 1. Ethnodigital Sonics and the Historical Imagination / Richard Cullen Rath
• 29
• 2. Performing Zora: Critical Ethnography, Digital Sound, and Not Forgetting / Myron M. Beasley
• 47
• 3. Rhetorical Folkness: Reanimating Walter J. Ong in the Pursuit of Digital Humanity / Jonathan W. Stone
• 64 II. Digital Communities
• 4. The Pleasure (Is) Principle: Sounding Out! and the Digitizing of Community / Aaron Trammell, Jennifer Lynn Stover, and Liana Silva
• 83
• 5. Becoming OutKasted: Archiving Contemporary Black Southernness in a Digtal Age / Regina N. Bradley
• 120
• 6. Reprogramming Sounds of Learning: Pedagogical Experiments with Critical Making and Community-Based Ethnography / W. F. Umi Hsu
• 130 III. Disciplinary Translations
• 7. Word. Spoken. Articulating the Voice for High-Performance Sound Technologies for Access and Scholarship (HiPSTAS) / Tanya E. Clement
• 155
• 8. "A Foreign Sound to Your Ear": Digital Image Sonification for Historical Interpretation / Michael J. Kramer
• 178
• 9. Augmenting Musical Arguments: Interdisciplinary Publishing Platforms and Augmented Notes / Joanna Swafford
• 215 IV. Points Forward
• 10. Digital Approaches to Historical Acoustemologies: Replication and Reenactment / Rebecca Dowd Geoffroy-Schwinden
• 231
• 11. Sound Practices for Digital Humanities / Steph Ceraso
• 250 Afterword. Demands of Duration: The Futures of Digital Sound Scholarship / Jonathan Sterne, with Mary Caton Lingold, Darren Mueller, and Whitney Trettien
• 267 Contributors
• 285 Index 291.
• (source: Nielsen Book Data)

The digital turn has created new opportunities for scholars across disciplines to use sound in their scholarship. This volume's contributors provide a blueprint for making sound central to research, teaching, and dissemination. They show how digital sound studies has the potential to transform silent, text-centric cultures of communication in the humanities into rich, multisensory experiences that are more inclusive of diverse knowledges and abilities. Drawing on multiple disciplines-including rhetoric and composition, performance studies, anthropology, history, and information science-the contributors to Digital Sound Studies bring digital humanities and sound studies into productive conversation while probing the assumptions behind the use of digital tools and technologies in academic life. In so doing, they explore how sonic experience might transform our scholarly networks, writing processes, research methodologies, pedagogies, and knowledges of the archive. As they demonstrate, incorporating sound into scholarship is thus not only feasible but urgently necessary. Contributors. Myron M. Beasley, Regina N. Bradley, Steph Ceraso, Tanya Clement, Rebecca Dowd Geoffroy-Schwinden, W. F. Umi Hsu, Michael J. Kramer, Mary Caton Lingold, Darren Mueller, Richard Cullen Rath, Liana M. Silva, Jonathan Sterne, Jennifer Stoever, Jonathan W. Stone, Joanna Swafford, Aaron Trammell, Whitney Trettien .
(source: Nielsen Book Data)

How have the media, government, technology, and history deceived us? Have fake and real become indistinguishable? Were we ever unburdened of disinformation, or is deception bound to the human experience? Are we being manipulated right now, or worse yet, are we deceiving ourselves? These are the provocative questions within The Encyclopedia of Misinformation, a compendium of deception and delusion throughout history. In a frolicking series of vignettes, author Rex Sorgatz saunters through propaganda and subterfuge in eclectic contexts, including science and religion, comedy and law, sports and video games. Slingshotting through conspiracy theories, internet and popular culture, and perplexing psychological phenomena, this compendium illuminates deliriously diverse subjects: Artificial Intelligence, Auto-Tune, Chilean Sea Bass, Claques, Clickbait, Cognitive Dissonance, Cryptids, Dark Matter, False Flag Operations, Gaslighting, Gerrymandering, Kayfabe, Laugh Tracks, Milli Vanilli, Phantom Time Hypothesis, Photoshopping, Potemkin Villages, Rachel Dolezal, Strategery, Truthiness, and the Uncanny Valley. Encyclopedic in scope, but with an incisive voice tuned to these bedeviling times, this is the modern reference book to engage a world rife with artifice and deception.
(source: Nielsen Book Data)

• Intro; Table of Contents; Preface; Introduction; "They Have Become Turks (Seindt Türkhen Worden)"; An Oasis of Horror in a Desert of Boredom; Another World is Not Possible; "Everything is out of whack"; Gender, Revolution, Marriage, and Politics; Taking the Stage; Guilt Trips; The World Turned Upside-Down; Distorting Natural Boundaries

Following the metaphor of "the world upside-down, " this essay collection highlights the importance of the humanities in addressing, along with the sciences, pressing challenges in today's rapidly changing world. Crossing across a variety of disciplines, historical periods, and regions in the world, this volume represents a useful tool for humanities scholars and students exploring the key role of our disciplines in public debates about pressing issues, such as the refugee crisis, climate change denialism, environmental justice, racism, and the current worldwide crisis of democracy. It provides practical examples of how societies throughout the world have historically coped with unexpected and distressing changes in government, core values, axiomatic systems, assumptions, beliefs, ideology, or cultural constructions. The feeling of topsy-turvy consternation as a result of sudden, harrowing change, as is shown here, is not new; rather, it has simply evolved throughout time and space.
(source: Nielsen Book Data)

• Introduction. The transmogrification
• 1. Do ideas even matter?
• 2. How pessimists, partisans, and plutocrats are changing the marketplace of ideas
• 3. The standard indictment against the academy
• 4. The disciplines : why economics thrives while political science survives
• 5. This is not your father's think tank
• 6. The booming private market for public ideas
• 7. The promise and perils of intellectual brands
• 8. Is the ideas industry working?
• 9. Tweeting ideas : or, the requisite chapter on social media
• Conclusion. The Dark Knight theory of the ideas industry.

The concept of the "public intellectual" has a rich and colorful history. It began in the early twentieth century, when the new mass media catapulted intellectuals who were able to write for the general public to semi-stardom. The first wave included figures like Walter Lippmann-who coined the term "stereotype" and is widely considered the founder of media studies-and by the 1950s, public intellectuals as a species had become a powerful and influential force in the American cultural landscape. By the 1970s, the standard definition of the public intellectual had solidified: a person (often university-affiliated, but not always) able to discuss and dispute any serious issue, typically in venues like The New York Review of Books, and occasionally influence politics. The traditional definition of the public intellectual remains with us, but as Daniel W. Drezner shows in The Ideas Industry, it has been gradually supplanted by a new model in recent years: the "thought leader." In contrast to public intellectuals, thought leaders gain fame as purveyors of a single big idea. Also, instead of battling it out with intellectual combatants in the pages of The Partisan Review, The Public Interest, and their descendants, they often work through institutions that are closed to the public and which release information selectively. Thought leaders and their associated ideas tend to become brands-hedgehogs to the public intellectual fox. They have also proven to be quite successful, as evidenced by TED, Aspen Ideas, the Clinton Global Initiative, and the like. Furthermore, they often align with one side of a politically polarized debate and enjoy the support of ideologically friendly private funders. Drezner identifies increasing inequality as a prime mover of this shift, contending that our present-day class of plutocrats not only wants to go back to school, it wants to force "schools"-in the form of intellectuals with elite affiliations-to come to them. And they have the money to make this happen. Drezner, however, does not see the phenomenon as necessarily negative. While there are certainly some downsides to the contemporary ideas industry, he argues that it is very good at broadcasting intellectual content widely and reaching large audiences of people hungry for new thinking. Both fair-minded and trenchant, The Ideas Industry will reshape our understanding of contemporary public intellectual life in America and the West.
(source: Nielsen Book Data)

• The commonwealth of learning
• Monastery and school
• The medieval monastic paradox
• Learning in the early middle ages
• The patronage of medieval learning
• The learned turn of the high middle ages
• University and academy
• The translation movements of Islamic learning
• The medieval universities of Oxford and Paris
• Humanist revival
• Learned academies and societies
• Early modern Oxford and Cambridge
• Locke and property
• A theory of property
• An act for the encouragement of learning

Providing a sweeping millennium-plus history of the learned book in the West, John Willinsky puts current debates over intellectual property into context, asking what it is about learning that helped to create the concept even as it gave the products of knowledge a different legal and economic standing than other sorts of property. Willinsky begins with Saint Jerome in the fifth century, then traces the evolution of reading, writing, and editing practices in monasteries, schools, universities, and among independent scholars through the medieval period and into the Renaissance. He delves into the influx of Islamic learning and the rediscovery of classical texts, the dissolution of the monasteries, and the founding of the Bodleian Library before finally arriving at John Locke, whose influential lobbying helped bring about the first copyright law, the Statute of Anne of 1710. Willinsky's bravura tour through this history shows that learning gave rise to our idea of intellectual property while remaining distinct from, if not wholly uncompromised by, the commercial economy that this concept inspired, making it clear that today's push for marketable intellectual property threatens the very nature of the quest for learning on which it rests.
(source: Nielsen Book Data)

• List of figures List of Tables Notes on Contributors Preface and Acknowledgements
• Part 1 Knowledge Production in the Humanities
• 1. Disciplinary Knowledge Production and Interdisciplinarity, David Budtz Pedersen, Frederik Stjernfelt and Claus Emmeche
• 2. Research Styles and Extra-Academic Engagement of Humanities Researchers, Lasse Johansson and Jonas Gronvad
• 3. Research Styles in the Human Sciences, Svend Ostergaard and Peter Lau Torst Nielsen
• 4. Criticizing Erroneous Abstractions: the Case of Culturalism, Frederik Stjernfelt
• Part 2 Advances in Interdisciplinary Humanities
• 5. The Borderology of Interdisciplinarity : a Case of Love and Friendship, Claus Emmeche
• 6. Bubbles Studies: The Brass Tacks, Vincent Fella Hendricks
• 7. The Humanities Meet the Neurosciences, Magnus Biilmann and Simo Koppe
• 8. Open Human Science: Transdisciplinary and Transmedial Research, Kristian Moltke Martiny and David Budtz Pedersen
• Part 3 An Argument for Classical Humanities
• 9. The Culture Debate between Terror Threats, Free Speech and Humanism, Esther Oluffa Pedersen
• 10. From a National to an International Agenda, Uffe Ostergaard
• 11. A Republican Theory of the Humanities, David Budtz Pedersen Index.
• (source: Nielsen Book Data)

Knowledge production in academia today is burgeoning and increasingly interdisciplinary in nature. Research within the humanities is no exception: it is distributed across a variety of methodic styles of research and increasingly involves interactions with fields outside the narrow confines of the university. As a result, the notion of liberal arts and humanities within Western universities is undergoing profound transformations. In Mapping Frontier Research in the Humanities, the contributors explore this transformative process. What are the implications, both for the modes of research and for the organisation of the humanities and higher education? The volume explores the intra- and extra-academic engagement of humanities researchers, their styles of research, and exemplifies their interdisciplinary character. The humanities are shaping debates about culture and identity, but how? Has neuroscience changed the humanities? What do they tell us about 'hypes' and economic 'bubbles'? What is their international agenda? Drawing on a number of case studies from the humanities, the perceived divide between classical and 'post-academic' modes of research can be captured by a republican theory of the humanities. Avoiding simple mechanical metrics, the contributors suggest a heuristic appreciation of different types of impact and styles of research. From this perspective, a more composite picture of research on human culture, language and history emerges. It goes beyond "rational agents", and situates humanities research in more complex landscapes of collective identities, networks, and constraints that open for new forms of intellectual leadership in the 21st century.
(source: Nielsen Book Data)

• Introduction i. Who is this book for? ii. What are the digital humanities? iii. Key concepts iv. How to use this book v. The Web Companion vi. Developing your own digital pedagogy vii. Conclusion 1, Overcoming Resistance i. Conquering the fear of failure ii. Your own resistance iii. Your colleagues' resistance iv. Your students' resistance v. The best cure is prevention: establishing good habits vi. Conclusion vii. Further reading
• 2. Finding, Evaluating and Creating Digital Resources i. Why use digital texts (and other assets)? ii. Finding and evaluating digital resources iii. Creating digital resources for your students iv. Creating digital resources with your students v. A short guide to citation and copyright vi. Conclusion vii. Further reading
• 3. Ensuring Accessibility i. Universal Design ii. Facilitating lectures iii. Promoting universal interactivity iv. Providing accessible resources v. Privacy, safety, and account management vi. Adapting policies for individual students and student bodies vii. Conclusion viii. Further reading
• 4. Designing Syllabi i. Course websites ii. A note on domains and web hosting iii. Online syllabi iv. Other digital resources for course websites v. Should you teach an introduction to DH course? vi. An alternative approach: Choosing your amount of DH vii. Anatomy of a syllabus I: Course information and learning objectives viii. Anatomy of a syllabus II: Course policies ix. Conclusion x. Further reading
• 5. Designing Classroom Activities i. Activities as exploration ii. Activity design: Balancing integration and flexibility iii. Ten-minute exercises iv. Half-hour exercises v. Whole-class exercises vi. Weeklong exercises vii. Writing effective prompts viii. Conclusion ix. Further reading
• 6. Managing Classroom Activities i. Working with existing or free resources ii. Many ways to secure equipment iii. Troubleshooting iv. In case of total failure v. Conclusion vi. Further reading
• 7. Creating Digital Assignments i. General principles for creating digital assignments ii. Common types of digital assignments iii. Writing effective assignment sheets iv. Conclusion v. Further reading
• 8. Evaluating Student Work i. The importance of explicit assessment criteria ii. Anatomy of a rubric iii. Competencies: A language for indicating success iv. Involving students in evaluation processes v. Thinking beyond the rubric vi. Coping with failure during assessment periods vii. Conclusion viii. Further reading
• 9. Teaching Graduate Students i. The role of technology in twenty-first-century graduate education ii. Graduate students versus undergraduate students iii. Incorporating DH into graduate course work iv. External opportunities v. Professionalization and the job market vi. A note on alt-ac careers vii. Conclusion viii. Further reading
• 10. Finding Internal Support Communities i. A note on the variety of support systems ii. Faculty and staff in humanities, social sciences and STEM iii. Libraries and special collections iv. IT services v. Financial and material resources vi. The ethics of collaboration vii. Conclusion viii. Further reading
• 11. Finding External Support Communities i. Social media ii. Twitter for the uninitiated iii. Academic organizations iv. Events: Conferences, unconferences, workshops, and institutes v. Academic publications vi. External grant funding vii. Conclusion viii. Further reading
• 12. Connecting to Your Research i. Counting more than once ii. Incorporating digital methods in your research iii. Producing research on digital pedagogy iv. Broadening the scope of your research v. Collaborating with students vi. Conclusion vii. Further reading Conclusion Index.
• (source: Nielsen Book Data)

Rooted in the day-to-day experience of teaching and written for those without specialist technical knowledge, this book is the first practical guide to using digital tools and resources in the humanities classroom. Using Digital Humanities in the Classroom covers such topics as: * Overcoming resistance to technology - your own, your colleagues' and your students' * Finding, evaluating and using digital resources * Designing syllabi and planning classroom activities and assignments * Solving problems when technology goes wrong * Using digital tools for collaborative projects, course work and theses * Enhancing your teaching by finding support communities and connecting to your research Taking a step-by-step approach to incorporating digital humanities tools into your teaching, the book is also supported by a companion website, including tutorials, sample classroom activity prompts and assignments, and a bibliographic essay for each book chapter.
(source: Nielsen Book Data)

• Preface, Raymond Siemens
• Introduction, Constance Crompton, Richard J. Lane and Raymond Siemens
• Notes on Contributors
• Foundations
• 1. Thinking-Through the History of Computer-Assisted Text Analysis, Geoffrey Rockwell and Stefan Sinclair
• 2. Global Outlooks in Digital Humanities: Multilingual Practices and Minimal Computing, Alex Gil and Elika Ortega
• 3. Problems with White Feminism: Intersectionality and Digital Humanities, Jacqueline Wernimont and Elizabeth Losh
• 4. Towards Best Practices in Collaborative Online Knowledge Production, Susan Brown
• 5. Understanding the Pre-Digital Book, Helene Cazes and J. Matthew Huculak
• Core Concepts and Skills
• 6. Critical Computing in the Humanities, Phillip R. Polefrone, John Simpson, and Dennis Yi Tenen
• 7. Text Encoding, Julia Flanders, Syd Bauman, and Sarah Connell
• 8. Computational Stylistics and Text Analysis, Jan Rybicki, Maciej Eder, and David Hoover
• 9. Databases, Harvey Quamen and Jon Bath
• 10. Digitalization Fundamentals, Robin Davies and Michael Nixon
• 11. Geographical Information Systems as a Tool for Exploring the Spatial Humanities, Ian Gregory and Patricia Murrieta-Flores
• 12. Electronic Literature and Digital Humanities: Opportunities for Practice, Scholarship, and Teaching, Dene Grigar
• 12a. Electronic Literature: What Is It?, N. Katherine Hayles
• 12.b Electronic Literature: Where Is It?, Dene Grigar
• Creation, Remediation, and Curation
• 13. Foundations for Digital Editing, with Focus on the Documentary Tradition, Jennifer Stertzer
• 14. XSLT: Transforming our XML Data, Julia Flanders, Syd Bauman, and Sarah Connell
• 15. Working with the Semantic Web, James Smith
• 16. Drupal and Other Content Management Systems, Quinn Dombrowski
• 17. Augmented Reality, Markus Wust
• 18. Fabrication and Research-Creation in the Arts and Humanities, Nicole Clouston and Jentery Sayers
• 19. From Theory to Experience to Making to Breaking: Iterative Game Design for Digital Humanists, Matt Bouchard and Andy Keenan
• Administration, Dissemination, and Teaching
• 20. Project Management and the Digital Humanist, Lynne Siemens
• 21. Doing DH in the Classroom: Transforming the Humanities Curriculum through Digital Engagement, Diane Jakacki and Katherine Faull
• 22. Digital Liberal Arts and Project-Based Pedagogies, Aaron Mauro
• 23. Dissemination as Cultivation: Scholarly Communications in a Digital Age, James O'Sullivan, Christopher P. Long, and Mark Mattson.
• (source: Nielsen Book Data)

Digital Humanities is rapidly evolving as a significant approach to/method of teaching, learning and research across the humanities. This is a first-stop book for people interested in getting to grips with digital humanities whether as a student or a professor. The book offers a practical guide to the area as well as offering reflection on the main objectives and processes, including: Accessible introductions of the basics of Digital Humanities through to more complex ideas A wide range of topics from feminist Digital Humanities, digital journal publishing, gaming, text encoding, project management and pedagogy Contextualised case studies Resources for starting Digital Humanities such as links, training materials and exercises Doing Digital Humanities looks at the practicalities of how digital research and creation can enhance both learning and research and offers an approachable way into this complex, yet essential topic.
(source: Nielsen Book Data)

• Editors' Preface XV List of Figures and Tables XIX Notes on Contributors XXIV Anthony Grafton: A Short Biography to 2015 XXXVII Ann Blair and Nicholas Popper Anthony Grafton: A Bibliography to 2015 LI C. Philipp E. Nothaft Volume 1
• Part 1 Scaliger and Casaubon
• 1 Confidentiality and Publicity in Early Modern Epistolography: Scaliger and Casaubon 3 Dirk van Miert
• 2 Religion and Politics in the Composition and Reception of Baronius's Annales Ecclesiastici: A New Letter from Paolo Sarpi to Isaac Casaubon 21 Nicholas Hardy
• 3 Chronology and Hebraism in the World of Joseph Scaliger: The Case of Arnaud de Pontac (Arnaldus Pontacus) 39 Joanna Weinberg
• 4 Joseph Scaliger in England 55 Mordechai Feingold
• 5 What Does an Oriental Scholar Look Like? Some Portraits of Joseph Scaliger and Other Sixteenth-century Oriental Scholars: A Selection 73 Kasper van Ommen
• 6 Joseph Scaliger's Treatise De apocryphis Bibliorum (ca. 1591) 91 Henk Jan de Jonge
• Part 2 Knowledge Communities
• 7 Streetwalking and the Sources of Citizen Culture 107 James S. Amelang
• 8 Baudouin Ronsse as Writer of Medical Letters 123 Nancy Siraisi
• 9 Performing Humanism: The Andreini Family and the Republic of Letters in Counter-Reformation Italy 140 Sarah Gwyneth Ross
• 10 A Spanner and His Works: Books, Letters, and Scholarly Communication Networks in Early Modern Europe 157 Daniel Stolzenberg
• 11 Managing Cardinals' Households for Dummies 173 Laurie Nussdorfer
• 12 Francis Bacon and the Late Renaissance Politics of Learning 195 Richard Serjeantson
• Part 3 Scholarship and Religion
• 13 Pomponio Leto's Life of Muhammad 215 Margaret Meserve
• 14 Erasmus, Luther, and the Margins of Biblical Misunderstanding 232 Arnoud Visser
• 15 When Manuscripts Meet: Editing the Bible in Greek during and after the Council of Trent 251 Scott Mandelbrote
• 16 Theology and the Conditions of Knowledge in the Seventeenth Century: The Case of Discernment of Spirits 268 Stuart Clark
• 17 John Selden in Germany: Religion and Natural Law from Boecler to Buddeus (1665-1695) 286 Martin Mulsow
• 18 "Crouch for Employment": Unleashing the Animal Kingdom in the Popish Plot 309 Bruce Janacek
• 19 Lutheran Islamophiles in Eighteenth-century Germany 327 Alastair Hamilton
• 20 The Sacrificing King: Ancients, Moderns, and the Politics of Religion 344 Jonathan Sheehan
• Part 4 Cultures of Collecting
• 21 Privatbibliotheken antiker Christen 367 Roland Kany
• 22 An Imagined Library in the Italian Renaissance: The Presence of Greek in Angelo Decembrio's De politia literaria 393 Christopher S. Celenza
• 23 A New World of Books: Hernando Colon and the Biblioteca Colombina 404 William H. Sherman
• 24 The Rediscovered Third Volume of Conrad Gessner's "Historia plantarum" 415 Urs B. Leu
• 25 Suchen und Finden vor Google: Zur Metadatenproduktion im
• 16. Jahrhundert 423 Helmut Zedelmaier
• 26 The Vatican Library Alphabets, Luca Orfei, and Graphic Media in Sistine Rome 441 Paul Nelles
• 27 On the Production and Dissemination of a Hebrew Best Seller: Pinhas Hurwitz and His Mystical-scientific Encyclopedia, Sefer Ha-Brit 469 David Ruderman
• 28 For the Birds: Collecting, Art, and Natural History in Saxony 481 Thomas DaCosta Kaufmann Volume 2
• Part 5 Learned Practices
• 29 Visualisierungen mittels Tabellen 507 Paul Michel
• 30 Paduan Extracurricular Rhetoric, 1488-1491 542 Anja-Silvia Goeing
• 31 Cardano's Malicious Horoscope and Gaurico's Morbid Horoscope of Regiomontanus 561 N.M. Swerdlow
• 32 Lingua Adamica and Speculative Philology: Philo to Reuchlin 572 Wilhelm Schmidt-Biggemann
• 33 Petrarch and Babylon: Censoring and Uncensoring the Rime, 1559-1651 581 Peter Stallybrass
• 34 Campanella and the Disciplines from Obscurity to Concealment 602 Kristine Louise Haugen
• 35 Spirits in the Laboratory: Some Helmontian Collaborators of Robert Boyle 621 William R. Newman
• 36 Cutting and Pasting: Interpreting the Victorian Scrapbook Practices of Sabato Morais 641 Arthur Kiron
• Part 6 Approaches to Antiquity
• 37 King Arthur's Merry Adventure in the Vale of Viterbo 661 Ingrid D. Rowland
• 38 Ancient Texts and Holy Bodies: Humanist Hermeneutics and the Language of Relics 675 Hester Schadee
• 39 Europe's First Democrat? Cyriac of Ancona and Book 6 of Polybius 692 James Hankins
• 40 The Early History of Man and the Uses of Diodorus in Renaissance Scholarship: From Annius of Viterbo to Johannes Boemus 711 C. Philipp E. Nothaft
• 41 Imagining Marcus Aurelius in the Renaissance: Forgery, Fiction, and History in the Creation of the Imperial Ideal 729 Thomas Dandelet
• 42 Marcus Aurelius and the Republic of Letters in Seventeenth-century Antwerp 744 Jill Kraye
• 43 Stoics, Neoplatonists, Atheists, Politicians: Sources and Uses of Early Modern Jesuit Natural Theology 761 Brian W. Ogilvie
• 44 Henry Savile Reads His Euclid 780 Robert Goulding
• 45 Natur und Zeit: Antike Motive im Umfeld von Rousseaus Emile 798 Jurgen Oelkers
• 46 The Whig Interpretation of Homer: F.A. Wolf's Prolegomena ad Homerum in England 821 Diane Greco Josefowicz
• Part 7 Uses of Historiography
• 47 Quae vires verbo quod est "classicum" aliis locis aliisque temporibus subiectae sint quantumque sint eius sensus temporum diuturnitate mutati 845 Salvatore Settis
• 48 History and Antiquity at French Pilgrim Shrines: Three Pyrenean Examples 854 Virginia Reinburg
• 49 Inventing the Middle Ages: An Early Modern Forger Hiding in Plain Sight 871 Paula Findlen
• 50 Goethe and the End of Antiquarianism 897 Peter N. Miller
• 51 Georg Ebers, Sympathetic Egyptologist 917 Suzanne Marchand
• 52 The Rise and Fall of Quellenforschung 933 Glenn W. Most
• 53 Authenticity, Autopsia, and Theodor Mommsen's Corpus Inscriptionum Latinarum 955 Lorraine Daston
• 54 Time Offline and On 974 Daniel Rosenberg Epilogue
• 55 "Studied for Action" Revisited 999 Lisa Jardine
• 56 The Grafton Method, or the Science of Tradition 1018 Jacob Soll Index 1033.
• (source: Nielsen Book Data)

In this tribute to Anthony Grafton, a preeminent historian of early modern European intellectual and textual culture and of classical scholarship, fifty-eight contributors present new research across the many areas in which Grafton has been active. The articles span topics from late antiquity to the 20th century, from Europe to North American, and a full spectrum of fields of learning, including art history, the history of science, classics, Jewish and oriental studies, church history and theology, English and German literature, political, social, and book history. Major themes include the communities and dynamics of the Republic of Letters, the reception of classical texts, libraries and book culture, the tools, genres and methods of learning. Contributors are: James S. Amelang, Ann Blair, Christopher S. Celenza, Stuart Clark, Thomas Dandelet, Lorraine Daston, Mordechai Feingold, Paula Findlen, Anja-Silvia Goeing, Robert Goulding, Alastair Hamilton, James Hankins, Nicholas Hardy, Kristine Louise Haugen, Bruce Janacek, Lisa Jardine, Henk Jan de Jonge, Diane Greco Josefowicz, Roland Kany, Thomas DaCosta Kaufmann, Arthur Kiron, Jill Kraye, Urs B. Leu, Scott Mandelbrote, Suzanne Marchand, Margaret Meserve, Paul Michel, Peter N. Miller, Glenn W. Most, Martin Mulsow, Paul Nelles, William R. Newman, C. Philipp E. Nothaft, Laurie Nussdorfer, Jurgen Oelkers, Brian W. Ogilvie, Nicholas Popper, Virginia Reinburg, Daniel Rosenberg, Sarah Gwyneth Ross, Ingrid D. Rowland, David Ruderman, Hester Schadee, Wilhelm Schmidt-Biggemann, Richard Serjeantson, Salvatore Settis, Jonathan Sheehan, William H. Sherman, Nancy Siraisi, Jacob Soll, Peter Stallybrass, Daniel Stolzenberg, N.M. Swerdlow, Dirk van Miert, Kasper van Ommen, Arnoud Visser, Joanna Weinberg and Helmut Zedelmaier.
(source: Nielsen Book Data)

• Introduction: Correcting method
• The measured words : how computers analyze texts
• From the concordance to ubiquitous analytics
• The swallow flies swiftly through : an analysis of Humanist (first interlude)
• There's a toy in my essay : problems with the rhetoric of text analysis
• Now analyze that! : comparing the discourse on race (second interlude)
• False positives : opportunities and dangers in big text analysis
• Name games : analyzing game studies (third interlude)
• A model theory : thinking-through hermeneutical things
• The artifice of dialogue : thinking-through scepticism in Hume's dialogues (fourth interlude)
• Agile hermeneutics and the conversation of the humanities.

An introduction to text analysis using computer-assisted interpretive practices, accompanied by example essays that illustrate the use of these computational tools. The image of the scholar as a solitary thinker dates back at least to Descartes' Discourse on Method. But scholarly practices in the humanities are changing as older forms of communal inquiry are combined with modern research methods enabled by the Internet, accessible computing, data availability, and new media. Hermeneutica introduces text analysis using computer-assisted interpretive practices. It offers theoretical chapters about text analysis, presents a set of analytical tools (called Voyant) that instantiate the theory, and provides example essays that illustrate the use of these tools. Voyant allows users to integrate interpretation into texts by creating hermeneutica-small embeddable "toys" that can be woven into essays published online or into such online writing environments as blogs or wikis. The book's companion website, Hermeneuti.ca, offers the example essays with both text and embedded interactive panels. The panels show results and allow readers to experiment with the toys themselves. The use of these analytical tools results in a hybrid essay: an interpretive work embedded with hermeneutical toys that can be explored for technique. The hermeneutica draw on and develop such common interactive analytics as word clouds and complex data journalism interactives. Embedded in scholarly texts, they create a more engaging argument. Moving between tool and text becomes another thread in a dynamic dialogue.
(source: Nielsen Book Data)

• Introduction: correcting method
• The measured words : how computers analyze texts
• From the concordance to ubiquitous analytics
• First interlude: the swallow flies swiftly through : an analysis of Humanist
• There's a toy in my essay : problems with the rhetoric of text analysis
• Second interlude: now analyze that! : comparing the discourse on race
• False positives : opportunities and dangers in big text analysis
• Third interlude: name games : analyzing game studies
• A model theory : thinking-through hermeneutical things
• Final interlude: the artifice of dialogue : thinking-through scepticism in Hume's dialogues
• Conclusion: agile hermeneutics and the conversation of the humanities.

An introduction to text analysis using computer-assisted interpretive practices, accompanied by example essays that illustrate the use of these computational tools. The image of the scholar as a solitary thinker dates back at least to Descartes' Discourse on Method. But scholarly practices in the humanities are changing as older forms of communal inquiry are combined with modern research methods enabled by the Internet, accessible computing, data availability, and new media. Hermeneutica introduces text analysis using computer-assisted interpretive practices. It offers theoretical chapters about text analysis, presents a set of analytical tools (called Voyant) that instantiate the theory, and provides example essays that illustrate the use of these tools. Voyant allows users to integrate interpretation into texts by creating hermeneutica-small embeddable "toys" that can be woven into essays published online or into such online writing environments as blogs or wikis. The book's companion website, Hermeneuti.ca, offers the example essays with both text and embedded interactive panels. The panels show results and allow readers to experiment with the toys themselves. The use of these analytical tools results in a hybrid essay: an interpretive work embedded with hermeneutical toys that can be explored for technique. The hermeneutica draw on and develop such common interactive analytics as word clouds and complex data journalism interactives. Embedded in scholarly texts, they create a more engaging argument. Moving between tool and text becomes another thread in a dynamic dialogue.
(source: Nielsen Book Data)

• From New York to Utah / Jean Cheney
• Creating Venture / Jean Cheney
• Literature : improvisation / Jeff Metcalf
• Art history : from sight to insight / Hikmet Sidney Loe
• Critical writing : with heart and mind / Jean Cheney
• Philosophy : thinking for life / Bridget M. Newell
• American history : preparing voices for democracy / Jackson Newell
• Challenges / Jeff Metcalf
• Going public : Venture students speak / Jean Cheney
• Reverberations : Venture's impact / Jean Cheney.

How a free program in the humanities is helping low income students achieve their educational aspirations. At a time when STEM education is being touted as the key to America's future, along comes a national program that says "not so fast." Hope, Heart, and the Humanities tells the story of how Venture, a free, interdisciplinary college humanities course based on the national model, has helped open doors to improve the lives of people with low incomes who face barriers to attending college. For over a decade, this course has given hundreds of challenged adults, some of them immigrants or refugees, the knowledge, confidence, and power to rechart their lives. As one graduate put it, "Venture has rocked my world." If the humanities are irrelevant, how can this program have such impact? Readers will go inside Venture classrooms to see what occurs when adults enter serious discussions about literature, critical writing, art history, American history, and philosophy. Inside those classrooms, readers can witness the diversity of the humanities through five distinctive approaches to teaching students. Apparent also are the difficulties nontraditional students, who range in age from 18 to 60, often encounter in a college classroom and the adjustments they and their teachers make. What readers may remember most are the stories and words from people whose views of the world broaden and whose directions in life changed. Written by five Venture professors with long experience in the classroom, Hope, Heart and the Humanities affirms the power and possibility that can come from studying the humanities.

The concept of the "public intellectual" has a rich and colorful history. It began in the early twentieth century, when the new mass media catapulted intellectuals who were able to write for the general public to semi-stardom. The first wave included figures like Walter Lippmann-who coined the term "stereotype" and is widely considered the founder of media studies-and by the 1950s, public intellectuals as a species had become a powerful and influential force in the American cultural landscape. By the 1970s, the standard definition of the public intellectual had solidified: a person (often university-affiliated, but not always) able to discuss and dispute any serious issue, typically in venues like The New York Review of Books, and occasionally influence politics. The traditional definition of the public intellectual remains with us, but as Daniel W. Drezner shows in The Ideas Industry, it has been gradually supplanted by a new model in recent years: the "thought leader." In contrast to public intellectuals, thought leaders gain fame as purveyors of a single big idea. Also, instead of battling it out with intellectual combatants in the pages of The Partisan Review, The Public Interest, and their descendants, they often work through institutions that are closed to the public and which release information selectively. Thought leaders and their associated ideas tend to become brands-hedgehogs to the public intellectual fox. They have also proven to be quite successful, as evidenced by TED, Aspen Ideas, the Clinton Global Initiative, and the like. Furthermore, they often align with one side of a politically polarized debate and enjoy the support of ideologically friendly private funders. Drezner identifies increasing inequality as a prime mover of this shift, contending that our present-day class of plutocrats not only wants to go back to school, it wants to force "schools"-in the form of intellectuals with elite affiliations-to come to them. And they have the money to make this happen. Drezner, however, does not see the phenomenon as necessarily negative. While there are certainly some downsides to the contemporary ideas industry, he argues that it is very good at broadcasting intellectual content widely and reaching large audiences of people hungry for new thinking. Both fair-minded and trenchant, The Ideas Industry will reshape our understanding of contemporary public intellectual life in America and the West.
(source: Nielsen Book Data)

• SECTION ONE: GETTING STARTED What is evaluation? The ethics of evaluations SECTION TWO: UNDERTAKING AN EVALUATION Theories of change Process evaluation Impact evaluation Economic evaluation Evaluation methods
• SECTION 3: THE PRACTICE OF EVALUATION Planning an evaluation Conducting an evaluation
• SECTION 4: USING EVALUATION FINDINGS Systematic reviews Knowledge mobilisation: getting evidence into policy and practice
• SECTION 5: EVALUATION PARADIGMS Evaluation paradigms and the limits of evidence based policy Conclusion.
• (source: Nielsen Book Data)

Both practical and theoretical in approach, this book is the perfect companion for student researchers and policy makers alike. It provides actionable advice for planning and implementing evaluations, while also instilling an ability to assess the evaluations of others and consider the ways in which evaluation evidence could influence policy and practice. Drawing upon a wide range of examples from policy areas like education, criminal justice, and health and social care, this book showcases how evaluation is an interdisciplinary research practice with a spectrum of applications. Each chapter contains philosophical underpinnings and applied knowledge as well as examples from published evaluations. Specific topics include how to: Choose an approach to evaluation Plan, design, and conduct evaluations Approach evaluations using theories of change Differentiate between process, impact, and economic evaluations Understand the role of quantitative and qualitative methods in data collection Use systematic reviews and other tools to assess and disseminate evaluation findings From getting started in the field to turning evidence into policy, this book will guide you through every step of the evaluation process.
(source: Nielsen Book Data)

• Introduction / Gordon Hutner and Feisal G. Mohamed
• From the Land Grant Tradition to the Current Crisis in the Humanities / Roger L. Geiger
• Old Wine in New Bottles, Or New Wine in Old Bottles? : The Humanities and Liberal Education in Today's Universities / Sheldon Rothblatt
• We Are All Nontraditional Learners Now : Community Colleges, Long-life Learning, and Problem-Solving Humanities / Kathleen Woodward
• Humanities and Inclusion : A Twenty-First-Century Land-Grant University Tradition / Yolanda Moses
• Sticking up for Liberal Arts and Humanities Education : Governance, Leadership, and Fiscal Crisis / Daniel Lee Kleinman
• Speaking the Languages of the Humanities / Charlotte Melin
• Graduate Training for a Digital and Public Humanities / Bethany Nowviskie
• Can the Humanities Save Medicine, and Vice Versa? / John McGowan
• The Need for Critical University Studies / Jeffrey J. Williams
• What Are the Humanities For? : Rebuilding the Public University / Christopher Newfield
• Afterword / Gordon Hutner and Feisal G. Mohamed.

Many in higher education fear that the humanities are facing a crisis. But even if the rhetoric about ""crisis"" is overblown, humanities departments do face increasing pressure from administrators, politicians, parents, and students. In A New Deal for the Humanities, Gordon Hutner and Feisal G. Mohamed bring together twelve prominent scholars who address the history, the present state, and the future direction of the humanities. These scholars keep the focus on public higher education, for it is in our state schools that the liberal arts are taught to the greatest numbers and where their neglect would be most damaging for the nation. The contributors offer spirited and thought-provoking debates on a diverse range of topics. For instance, they deplore the push by administrations to narrow learning into quantifiable outcomes as well as the demands of state governments for more practical, usable training. Indeed, for those who suggest that a college education should be practical - that it should lean toward the sciences and engineering, where the high-paying jobs are - this book points out that while a few nations produce as many technicians as the United States does, America is still renowned worldwide for its innovation and creativity, skills taught most effectively in the humanities. Most importantly, the essays in this collection examine ways to make the humanities even more effective, such as offering a broader array of options than the traditional major/minor scheme, options that combine a student's professional and intellectual interests, like the new medical humanities programs. A democracy can only be as energetic as the minds of its citizens, and the questions fundamental to the humanities are also fundamental to a thoughtful life. A New Deal for the Humanities takes an intrepid step in making the humanities - and our citizens - even stronger in the future.
(source: Nielsen Book Data)

How philosophers and theorists can find new models for the creation, publication, and dissemination of knowledge, challenging the received ideas of originality, authorship, and the book. In Pirate Philosophy, Gary Hall considers whether the fight against the neoliberal corporatization of higher education in fact requires scholars to transform their own lives and labor. Is there a way for philosophers and theorists to act not just for or with the antiausterity and student protestors-"graduates without a future"-but in terms of their political struggles? Drawing on such phenomena as peer-to-peer file sharing and anticopyright/pro-piracy movements, Hall explores how those in academia can move beyond finding new ways of thinking about the world to find instead new ways of being theorists and philosophers in the world. Hall describes the politics of online sharing, the battles against the current intellectual property regime, and the actions of Anonymous, LulzSec, Aaron Swartz, and others, and he explains Creative Commons and the open access, open source, and free software movements. But in the heart of the book he considers how, when it comes to scholarly ways of creating, performing, and sharing knowledge, philosophers and theorists can challenge not just the neoliberal model of the entrepreneurial academic but also the traditional humanist model with its received ideas of proprietorial authorship, the book, originality, fixity, and the finished object. In other words, can scholars and students today become something like pirate philosophers?
(source: Nielsen Book Data)

• The commons and community: how we remain modern
• The humanities: there are no digital humanities
• The human: #MySubjectivation
• The posthuman: what are the digital posthumanities?
• Copyright and piracy: pirate radical philosophy
• The future of the book: the unbound book.

In Pirate Philosophy, Gary Hall considers whether the fight against the neoliberal corporatization of higher education in fact requires scholars to transform their own lives and labor. Is there a way for philosophers and theorists to act not just for or with the antiausterity and student protestors -- "graduates without a future" -- but in terms of their political struggles? Drawing on such phenomena as peer-to-peer file sharing and anticopyright/pro-piracy movements, Hall explores how those in academia can move beyond finding new ways of thinking about the world to find instead new ways of being theorists and philosophers in the world. Hall describes the politics of online sharing, the battles against the current intellectual property regime, and the actions of Anonymous, LulzSec, Aaron Swartz, and others, and he explains Creative Commons and the open access, open source, and free software movements. But in the heart of the book he considers how, when it comes to scholarly ways of creating, performing, and sharing knowledge, philosophers and theorists can challenge not just the neoliberal model of the entrepreneurial academic but also the traditional humanist model with its received ideas of proprietorial authorship, the book, originality, fixity, and the finished object. In other words, can scholars and students today become something like pirate philosophers?
(source: Nielsen Book Data)

• Calls of Crisis and Decline in U.S. Literacy and Learning : Understanding Popular Notions of Intellectualism
• Intellectualism and the "Diffusion of Useful Knowledge" : The Nineteenth-Century American Lyceum
• Intellectualism and Education for a Practical Purpose : The Twentieth-Century Labor College
• Intellectualism and Basic Literacy Education : Twenty-First-Century GED Writing Workshops
• Making Connections : The Theory and Practice of Intellectualism in the United States
• Into the Classroom : Pedagogical Approaches to the Rhetoric of Intellectualism and Anti-intellectualism.

The image of the lazy, media-obsessed American, preoccupied with vanity and consumerism, permeates popular culture and fuels critiques of American education. In Reimagining Popular Notions of American Intellectualism, Kelly Susan Bradbury challenges this image by examining and reimagining widespread conceptions of American intellectualism that assume intellectual activity is situated solely in elite institutions of higher education.Bradbury begins by tracing the origins and evolution of the narrow views of intellectualism that are common in the United States today. Then, applying a more inclusive and egalitarian definition of intellectualism, she examines the literacy and learning practices of three non-elite sites of adult public education in the U.S.: the nineteenth-century lyceum, a twentieth-century labor college, and a twenty-first-century GED writing workshop. Bradbury argues that together these three case studies teach us much about literacy, learning, and intellectualism in the United States over time and place. She concludes the book with a reflection on her own efforts to aid students in recognizing and resisting the rhetoric of anti-intellectualism that surrounds them and that influences their attitudes and actions.Drawing on case studies as well as Bradbury's own experiences with students, Reimagining Popular Notions of American Intellectualism demonstrates that Americans have engaged and do engage in the process and exercise of intellectual inquiry, contrary to what many people believe. Addressing a topic often overlooked by rhetoric, composition, and literacy studies scholars, it offers methods for helping students reimagine what it means to be intellectual in the twenty-first century.
(source: Nielsen Book Data)

• Research Methods for Reading Digital Data in the Digital Humanities; Copyright; Contents; Acknowledgements; 1 Introduction; 2 Matter Matters: The Effects of Materiality and the Move from Page to Screen; 3 Reading the Visual Page in the Digital Archive; 4 Paratextual Navigation as a Research Method: Fan Fiction Archives and Reader Instructions; 5 Data Mining and Word Frequency Analysis; 6 Reading Twitter: Combining Qualitative and Quantitative Methods in the Interpretation of Twitter ; 7 Reading Small Data in Indigenous Contexts: Ethical Perspectives.

• 8 Knowing Your Crowd: An Essential Component to Crowdsourcing Research9 Fantasies of Scientificity: Ethnographic Identity and the Use of QDA Software; 10 Digital Network Analysis: Understanding Everyday Online Discourse Micro- and Macroscopically; 11 Dealing with Big Data; Notes on Contributors; Index.

The first volume centred on the navigation and interpretation of digital material as research methods in the Humanities.

• The example : some historical considerations / Jonathan Sterne
• Humanities in the digital age / Alan Liu and William G. Thomas III
• Me? A digital humanist? / Chandra Mukerji
• Critical theory and the mangle of digital humanities / Todd Presner
• "Does this technology serve human purposes?" A "necessary conversation" with Sherry Turkle / Henry Jenkins
• Humanist computing at the end of the individual voice and the authoritative text / Johanna Drucker
• Beyond infrostructure : re-humanizing digital humanities in India / Nishant Shah
• Toward a transnational Asian/American digital humanities : a #transformDH invitation / Anne Cong-Huyen
• Beyond the elbow-patched playground / Ian Bogost
• Why yack needs hack (and vice versa) : from digital humanities to digital literacy / Cathy N. Davidson
• Toward problem-based modeling in the digital humanities / Ray Siemens and Jentery Sayers
• Deprovincializing digital humanities / David Theo Goldberg
• Circuit-bending history : sketches toward a digital schematic / Whitney Anne Trettien
• Medieval materiality through the digital lens / Cecilia Lindhé
• Computational literature / Nick Montfort
• The cut between us : digital remix and the expression of self / Jenna Ng
• Locating the mobile and social : a preliminary discussion of camera phones and locative media / Larissa Hjorth
• "Did you mean 'Why are women cranky?'" Google
• a means of inscription, a means of de-inscription? / Jennie Olofsson
• Time wars of the twentieth century and the twenty-first century toolkit : the history and politics of longue-duree thinking as a prelude to the digital analysis of the past / Jo Guldi
• An experiment in collaborative humanities : envisioning globalities 500-1500 CD / Geraldine Heng and Michael Widner
• Digital humanities and the study of religion / Tim Hutchings
• Cyber archaeology : a post-virtual perspective / Maurizio Forte
• Literature, neuroscience, and digital humanities / Natalie Phillips and Stephen Rachman
• The humanistiscope
• exploring the situatedness of humanities infrastructure / Patrik Svensson
• "Stuff you can kick" : toward a theory of media infrastructures / Lisa Parks
• Distant mirrors and the LAMP / Matthew Kirschenbaum
• Resistance in the materials / Bethany Nowviskie
• The digital humanities as a laboratory / Amy E. Earhart
• A map is not a picture : how the digital world threatens the validity of printed maps / Patricia Seed
• Spatial history as scholarly practice / Zephyr Frank
• Utopian pedagogies : teaching from the margins of the digital humanities / Elizabeth Losh
• The face and the public : race, secrecy, and digital art practice / Jennifer González
• Scholarly publishing in the digital age / Kathleen Fitzpatrick
• Critical transmission / Mats Dahlström
• Post-archive : the humanities, the archive, and the database / Tara McPherson
• Final commentary : a provocation / N. Katherine Hayles.

Between Humanities and the Digital offers an expansive vision of how the humanities engage with digital and information technology, providing a range of perspectives on a quickly evolving, contested, and exciting field. It documents the multiplicity of ways that humanities scholars have turned increasingly to digital and information technology as both a scholarly tool and a cultural object in need of analysis. The contributors explore the state of the art in digital humanities from varied disciplinary perspectives, offer a sample of digitally inflected work that ranges from an analysis of computational literature to the collaborative development of a "Global Middle Ages" humanities platform, and examine new models for knowledge production and infrastructure. Their contributions show not only that the digital has prompted the humanities to move beyond traditional scholarly horizons, but also that the humanities have pushed the digital to become more than a narrowly technical application. ContributorsIan Bogost, Anne Cong-Huyen, Mats Dahlstrom, Cathy N. Davidson, Johanna Drucker, Amy E. Earhart, Kathleen Fitzpatrick, Maurizio Forte, Zephyr Frank, David Theo Goldberg, Jennifer Gonzalez, Jo Guldi, N. Katherine Hayles, Geraldine Heng, Larissa Hjorth, Tim Hutchings, Henry Jenkins, Matthew Kirschenbaum, Cecilia Lindhe, Alan Liu, Elizabeth Losh, Tara McPherson, Chandra Mukerji, Nick Montfort, Jenna Ng, Bethany Nowviskie, Jennie Olofsson, Lisa Parks, Natalie Phillips, Todd Presner, Stephen Rachman, Patricia Seed, Nishant Shah, Ray Siemens, Jentery Sayers, Jonathan Sterne, Patrik Svensson, William G. Thomas III, Whitney Anne Trettien, Michael Widner.
(source: Nielsen Book Data)

An examination of the uses of data within a changing knowledge infrastructure, offering analysis and case studies from the sciences, social sciences, and humanities. "Big Data" is on the covers of Science, Nature, the Economist, and Wired magazines, on the front pages of the Wall Street Journal and the New York Times. But despite the media hyperbole, as Christine Borgman points out in this examination of data and scholarly research, having the right data is usually better than having more data; little data can be just as valuable as big data. In many cases, there are no data-because relevant data don't exist, cannot be found, or are not available. Moreover, data sharing is difficult, incentives to do so are minimal, and data practices vary widely across disciplines. Borgman, an often-cited authority on scholarly communication, argues that data have no value or meaning in isolation; they exist within a knowledge infrastructure-an ecology of people, practices, technologies, institutions, material objects, and relationships. After laying out the premises of her investigation-six "provocations" meant to inspire discussion about the uses of data in scholarship-Borgman offers case studies of data practices in the sciences, the social sciences, and the humanities, and then considers the implications of her findings for scholarly practice and research policy. To manage and exploit data over the long term, Borgman argues, requires massive investment in knowledge infrastructures; at stake is the future of scholarship.
(source: Nielsen Book Data)

• Provocations
• What are data?
• Data scholarship
• Data diversity
• Data scholarship in the sciences
• Data scholarship in the social sciences
• Data scholarship in the humanities
• Sharing, releasing, and reusing data
• Credit, attribution, and discovery of data
• What to keep and why to keep them.

An examination of the uses of data within a changing knowledge infrastructure, offering analysis and case studies from the sciences, social sciences, and humanities. "Big Data" is on the covers of Science, Nature, the Economist, and Wired magazines, on the front pages of the Wall Street Journal and the New York Times. But despite the media hyperbole, as Christine Borgman points out in this examination of data and scholarly research, having the right data is usually better than having more data; little data can be just as valuable as big data. In many cases, there are no data-because relevant data don't exist, cannot be found, or are not available. Moreover, data sharing is difficult, incentives to do so are minimal, and data practices vary widely across disciplines. Borgman, an often-cited authority on scholarly communication, argues that data have no value or meaning in isolation; they exist within a knowledge infrastructure-an ecology of people, practices, technologies, institutions, material objects, and relationships. After laying out the premises of her investigation-six "provocations" meant to inspire discussion about the uses of data in scholarship-Borgman offers case studies of data practices in the sciences, the social sciences, and the humanities, and then considers the implications of her findings for scholarly practice and research policy. To manage and exploit data over the long term, Borgman argues, requires massive investment in knowledge infrastructures; at stake is the future of scholarship.
(source: Nielsen Book Data)