This Institute focused not only technology in learning but also on important issues around the ethics of different learning models that involve technology. Ways of using technology to get active participation rather than just broadcasting video came up. Ways of thinking about students in collaborative projects came up – we need to get beyond the apprentice model and think of them as “citizen scholars.”
These data show that the real problem is not that English is the dominant language of academic publications (and of DH), but that both Anglophone and a high percentage of non-Anglophone colleagues barely use/quote non-Anglophone sources in their research.
I can’t help thinking that the internet has allowed the big to get even bigger. The dominance of English in academic circles is exacerbated by the instant availability of English research. National languages don’t even have location as an advantage on the internet.
What can we do about it? Miran had a nice reply on Humanist (to the original posting by Greg Crane that was also on Humanist.) Domenico suggests that we all have to take some responsibility, especially those of us who have the “free ride” of being native English writers.
It is the responsibility of dominant languages and cultures to translate from marginal or less influential languages.
Text Hewitt spoke today on “The Perils and Prospects of Digital Scholarship in the 21st Century Canada: Tri-Agency Research Data Initiative” at our Research Data Management week. Some of the things he talked about follow.
Canada is not leading on data stewardship. We need to catch up so that we can take advantage of what the world has to offer and we need to offer what Canada has to the world. Data management capacity is increasingly linked to Canada’s international competitiveness.
We used to do a literature review when starting a project. Now we also look for data sets that we can use so we aren’t re-searching to create useful data.
Last week we held our third Around the World Conference on the subject of “Big Data”. We had some fabulous panels from countries including Ireland, Canada, Israel, Nigeria, Japan, China, Australia, USA, Belgium, Italy, and Brazil.
The Around the World Conference streams speakers and panels from around the world out to everyone on the net. We also edit and archive the video clips. This model allows for a sustainable conversation across continents that doesn’t involve flying people around. It allows a lot people who wouldn’t usually be included to speak. We also find there are technical hiccups, but that happens in on-site conferences too.
This week I attended the second Science 2.0 conference held in Hamburg, Germany. (You can see my research notes here.) The conference dealt with issues around open access, open data, citizen science, and network enabled science. I was one of two Canadian digital humanists presenting. Matthew Hiebert from the University of Victoria talked about the social edition and work from the Electronic Textual Cultures Lab and Iter. It should be noted that in Europe the word “science” is more inclusive and can include the humanities. This conference wasn’t just about how open data and crowdsourcing could help the natural sciences – it was about how research across the disciplines could be supported with virtual labs and infrastructure.
I gave a paper on “New Publics for the Humanities” that started by noting that the humanities no longer engage the public. The social contract with the public that supports us has been neglected. I worry that if the university is disaggregated and the humanities unbundled from the other faculties (the way newspapers have been hit by the internet and the unbundling of services) then people will stop paying for the humanities and much of the research we do. We will end up with cheaper, research poor, colleges that provide lots of higher education without the research, or climbing walls. Only in the elite private universities will the humanities survive, and in those they will survive as a marker of their class status. You will be able to study ancient languages at elite schools because any degree is good from an elite school provides.
Of course, the humanities will survive outside the university, and may become healthier with the downsizing of the professional (or professorial) humanities, but we run the danger of unthinkingly losing a long tradition of thinking critically and ethically. An irony to be sure – losing thinking traditions through the lack of public reflection on the consequences of disruptive change.
Drawing on Greg Crane, I then argued that citizen research (forms of crowdsourcing) can re-engage the publics we need to support us and reflect with us. Citizen research can provide an alternative way of structuring research in anticipation of defunding of the humanities research function. I illustrated my point by showing a number of examples of humanities crowdsourcing projects from the OED (pre-computer volunteer research) to the Dictionary of Words in the Wild. If I can find the time I will write up the argument to see where it goes.
My talk was followed by thorough one on citizen science in environmental studies by Professor Aletta Bonn of the Citizens create knowledge project – a German platform for citizen science. We need to learn from people like Dr. Bonn who are studying and experimenting with the deployment of citizen research. One point she made was the importance of citizen co-design. Most projects enlist citizens in repetitive micro-tasks designed by researchers. What if the research project were designed from the beginning with citizens? What would that mean? How would that work?
Building Research Capacity Across the Humanities and Social Sciences:Social Innovation, Community Engagement and Citizen Science
The talk began with the sorry state of public support for the humanities. We frequently read how students shouldn’t major in the humanities because there are no jobs and we worry about dropping enrolments. The social contract between our publics (whose taxes pay for public universities) and the humanities seems broken or forgotten. We need to imagine how to re-engage the local and international communities interested in what we do. To that end I proposed that we:
We need to know ourselves better so we can better present our work to the community. It is difficult in a university like the University of Alberta to know what research and teaching is happening in the social sciences and humanities. We are spread out over 10 different faculties and don’t maintain any sort of shared research presence.
We need to learn to listen to the research needs of the local community and to collaborate with the community researchers who are working on these problems. How many people in the university know what the mayor’s priorities are? Who bothers to connect the research needs of the local community to the incredible capacity of our university? How do we collaborate and support the applied researchers who typically do the work identified by major stakeholders like the city. Institutes like the Kule Institute can help document the research agenda of major community stakeholders and then connect university and community researchers to solve them.
We need to learn to connect through the internet to communities of interest. Everything we study is of interest to amateurs if we bother to involve them. Crowdsourcing or “citizen science” techniques can bring amateurs into research in a way that engages them and enriches our projects.
In all three of these areas I described projects that are trying to better connect humanities research with our publics. In particular I showed various crowdsourcing projects in the humanities ending with the work we are now doing through the Text Mining the Novel project to imagine ways to crowdsource the tagging of social networks in literature.
One point that resonated with the audience at DIPF was around the types of relationships we need to develop with our publics. I argued that we have to learn to co-create research projects rather than “trickle down” results. We need to develop questions, methods and answers together with community researchers rather think that do the “real” research and then trickle results down to the community. This means learning new and humble ways of doing research.
Are the humanities about to disappear from our universities? The question is absurd. It would be like asking whether alcohol is about to disappear from pubs, or egoism from Hollywood. Just as there cannot be a pub without alcohol, so there cannot be a university without the humanities. If history, philosophy and so on vanish from academic life, what they leave in their wake may be a technical training facility or corporate research institute. But it will not be a university in the classical sense of the term, and it would be deceptive to call it one.
I wish I were so sure of this logical argument, but I fear that people are quite willing to call something a university even without many of the humanities just as the university in centuries past was just as much a university for not having many of the fields now seen as essential (like Computer Science, Cognitive Science, Bioinformatics, even Engineering.)
I can imagine a university where many of the humanities end up in the Faculty of Education (which does prepare people for jobs as teachers.) We would have the department of English Education, for example. Would people bemoan the loss of the humanities if many of its questions ended up housed elsewhere?
For that matter there are some that argue that preserving the humanities may be a cloak for preserving a particular idea of humanism. For example, here is Tony Davies at the end of his excellent short book Humanism:
All humanisms, until now, have been imperial. They speak of the human in the accents and the interests of a class, a sex, a race, a genome. Their embrace suffocates those whom it does not ignore. (p. 141; location 2372 in Kindle)
To claim that a university would not be a university if it didn’t maintain a particular collection of intellectual traditions would be begging the question (actually begging all sorts of questions). We simply can’t expect a historical definition to save what we care for. We must be part of the ongoing definition whether as collaborators or critics, which raises the question of how far to collaborate and when to dig in heels and yell like hell?
Last week I gave a talk for the UNIty in diVERSITY speaker series on “Big Data in the Humanities.” They have now put that up on Vimeo. The talk looked at the history of reading technologies and then some of the research at U of Alberta we are doing around issues of what to do with all that big data.