Welcome to Great Lakes THATCamp

Great Lakes THATCamp (The Humanities And Technology Camp) is a user-generated "unconference" on digital humanities originally inspired by the Center for History and New Media (CHNM) at George Mason University.
  • Wrap-up and Documents from Great Lakes THATCamp


    Thank you all for a great THATCamp. You made this into a wonderful event!


    See you next year!

  • Final Schedule


    Here’s the link to the final schedule.

  • Planning for an online archive … What is needed?


    The Gordy-Motown Collection at Eastern Michigan University comprises about 1200 LPs, 900 45s, sheet music, cover sheets, recording session and fan club information. The bulk of this material spans the period 1969-1988.

    Gordy-Motown Finding Aid

    Gordy-Motown on ArchiveGrid

    Although we have a finding aid, and some visual data already online, we would like to fully develop this as an online “product.” My hope is that the full visual and audio collection, including sound clips of course, can be developed into a useful scholarly resource.

    Gordy-Motown Visual Material in Luna

    A this point we gone through the heuristic phase, but this has mostly been internal reviews done by myself and various colleagues who have helped get some parts of the collection visible on the Web.

    I’d like to explore with @GLThatCamp folks how we might develop this into a fuller collection.

  • Best Practices for Digital Pedagogy


    I would like to propose a session where we can share techniques and best practices for teaching composition or literature courses with a DH component. I am currently teaching a course with a digital project requirement, and would love to discuss how to best engage students who may be afraid of the technology or do not have the budget to access or use some of the technology outside of school. How much should we incorporate technology practice into the classroom? How do we address students’ lack of access to materials? What are some best practices for teaching digital literacy to supposed “digital natives”?

  • Student Advocacy for the Digital Humanities


    Following along the lines of Sigrid’s proposed session but from a different perspective, what is the role of students in supporting digital humanities work across a decentralized academic? I’m hoping to organize a digital humanities student group at my home university with other members of my cohort, but wonder what the scope of such a student group should be. How can students leverage relationships with faculty members and librarians to establish a backbone for an otherwise isolated community? What kinds of events would provide the most value for such a disparate yet budding digital humanities community? Most importantly, how can we advocate not only the practice of digital humanities but also the use of digital pedagogy and tools in the classroom?

  • Meeting Time and Place


    Hi everyone,

    I just wanted to repeat Meredith’s schedule for those of you coming tomorrow. Firstly, parking is free. Here’s an address and map. We will meet in the Buell Management building tomorrow between 9-9:30am. There are signs directing campers from Northwestern Highway and into the building. You’ll take a central staircase down into the atrium to check in. When you see a gigantic blue plane hanging from the ceiling, you’ll know you’re in the right place.

    We will have coffee and badges in the large atrium hallway near the classrooms and then we will meet in the nearby room M218 to have our scheduling session. We have space and time for up to twelve concurrent sessions total. This could change depending on attendee preferences during the scheduling session.

    Can’t wait to see you all!

     Sat, 09/28 Atrium Lecture Hall (M218) Rooms 208, 209, 210, 213
    9:00-9:30AM  Pick up badges,  coffee
    9:30-11:00AM  Opening remarks  and scheduling  session
    11:00AM-12:00PM  concurrent  session
    12:00-1:30PM  lunch (boxed lunches will be provided) and coffee
    1:30-2:30PM  concurrent  session
    2:30-3:00PM  Dork Shorts
    3:00-4:00PM  concurrent  session
    4:00-4:30PM  Closing remarks,  evaluations
  • Dreaming of the DH-poiesis is one thing. Realizing it, quite another.


    I have an idea for the DH project, and I would like  your advice on how to get started.

    My aim is to produce an electronic editions of the modern American poet, Wallace Stevens (1879-1955), to study and illustrate the rationale behind the making of poems. I aim to begin my experiment with of Stevens’ best known poems, “Sunday Morning.”

    Three texts of the poem exit in print, and may easily be digitized in such a way as to facilitate comparison of them. First is the text published in 1915 in a wartime edition of Poetry magazine, at the time a preeminent venue for new poetry. Harriet Monroe, then editor of the magazine, asked Stevens to substantially rearrange the poem, and to omit parts of it, lest “Sunday Morning” might be taken as an open challenge to Christianity–something, Monroe thought, best avoided during a time of war. Stevens, for his part, followed Monroe’s advice, adopting a more tentative position with respect to Christianity. However, Stevens restored what, for my purposes, I will call the “original” version of the poem in his 1923 book Harmonium, and then again in the 1954 second edition of that book. These texts differ remarkably from the 1915 text.

    Setting all available texts alongside one another in a flexible and nimble digital edition will urge readers, including those who do not specialize in literature, to reconsider what we mean in speaking of “the true text” of a literary work, and how the works come to be. Even readers who have never read the 1915 text in which Stevens and Monroe collaborated  will find themselves reading the 1923 text with fresh eyes: the parts that troubled Monroe will be more salient. I propose further to enhance this thought-provoking process by the addition, in a form easily accessible even to non-academic readers, of another set of digitized data: namely, relevant editorial correspondence and reviews…

    I could go on, and with the ever-increasing excitement. But here’s the rub: how can I actually get to work?

  • Using mobile devices to support situated learning and cultural engagement


    I propose a session to discuss opportunities mobile devices provide to connect us with arts and cultural artifacts in our communities. Mobile devices, coupled with ubiquitous connectivity, now offer unprecedented opportunities for these connections. Two projects I am engaged in can serve as case studies to launch discussion. TourGuide is a cross-platform mobile tour creation app geared at connecting students and the public with significant places in their communities by facilitating easy creation of location aware tours. Our Augmented Reality Project weaves together architecture, historical and cultural objects, and scientific concepts by overlaying informational and historical data on present day landscapes. Questions we may consider include: How might we best leverage the opportunities these technologies for humanities teaching, research and outreach? How to engage our own students in this type of work? What devices and platforms are we and others using, and what seem to hold the most promise? What opportunities are there for cross institutional collaboration?

  • Creating a Hybrid, Multi-Institutional Introduction to the “Digital Liberal Arts”


    As part of a new, Mellon-funded initiative, some members of the Great Lakes Colleges Association are considering the development of a multi-institutional, hybrid course in the digital humanities (or the “digital liberal arts”).  The goals of such a project might include stimulating faculty engagement and development, “naturalizing” digital scholarship in general education as well more specialized, disciplinary work, and fostering collaboration–and the leveraging of resources–across our 13 member institutions and regional, university-based digital humanities centers.  We are looking for experiences with appropriate platforms and models for such collaborations on hybrid digital humanities courses, as well as seeking potential partners for regional collaboration on related projects in any disciplinary area.

  • The value of data visualization for academic/library search engines


    Academic search engines like Google Scholar or citation indices like Web of Science offer important information about academic articles through citation counts. And there is a whole field of research called citation analysis which is dedicated to analyzing journal impact factors and other bibliometrics. The Web of Science citation index has a rudimentary visualization component, but it’s also clearly aimed at more advanced scholars. I’m interested in the possibilities of using information visualization to enhance the research not just of scholars but of students as well. Greater visualization can lead to greater discoverability: of important sources, trends, and emerging scholarship. To take this proposition to its radical limits, maybe we could even consider replacing the entire traditional list of search results with an interface that puts greater emphasis on visual learning and discoverability.

    To broaden the scope of this session proposal, I’d be interested in joining up with anyone interested in pushing further the use of information visualization generally within the digital humanities.

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