HTRC UnCamp 2018 has ended

Welcome to the fourth iteration of the semi-annual HathiTrust Research Center (HTRC) UnCamp. This is where members of the HTRC community gather to explore the latest developments in using HTRC tools and services to anlayze the HathiTrust Digital Library corpus. Visit https://www.hathitrust.org/htrc_uncamp2018 for more information or see our online proceedings at https://osf.io/view/htrc_uncamp2018 hosted by OSF Meetings.

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Friday, January 26 • 9:30am - 10:45am
Curriculum and Instruction

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Session Moderator: Robert H. McDonald

Disrupting the Silence of HathiTrust Text: Using Computational Text Analysis to Enhance Music History in the Classroom (Olivia Wikle)
Undergraduate music history instructors often supplement textbook material on eighteenth- and nineteenth-century music by providing students with access to scores and modern recordings of compositions. However, undergraduates are rarely exposed to reviews, periodicals, or aesthetic and theoretical literature written in reaction to historical performances. These writings range from describing the music itself to analyzing the styles of composers and performers, thereby situating the music within its historical and ideological context and providing crucial insight into music’s broader cultural significance. The HathiTrust Digital Library facilitates access to a wealth of eighteenth- and nineteenth-century texts describing musical performances and composers, many of which have not been used to their full potential by music history educators. I will demonstrate how methods of computational text analysis facilitated by the HathiTrust Research Center can be incorporated into the undergraduate classroom to enhance students’ understanding of historical perceptions of music. The instructional activity I propose complements traditional pedagogical methods of listening to music, studying scores, and reading secondary literature by using the HathiTrust Research Center to analyze and explore worksets of literature contemporary to eighteenth- and nineteenth-century music and composers on a larger scale. The text analysis process will serve to introduce students to digital scholarship methods, and the results will instill in students a deeper appreciation of how music was perceived in the cultural context of its conception. This pedagogical model also has the potential to be adapted for use in graduate courses by incorporating data capsules for more advanced analysis.

Digital Pedagogy and Contemplation in Higher Education: The Contemplative Technopedagogy Framework (Justin Shanks)
This talk will present ongoing research about digital pedagogy and introduce a new framework for designing, utilizing, and assessing the possible role(s) of digital technology in higher education. The Contemplative Technopedagogy Framework (CTF) requires an educator to simultaneously consider both the positive and negative aspects of a digital technology. CTF creates a teaching-learning environment that necessitates purposeful and engaged approaches to pedagogical practices involving digital technology. Non-contemplative technopedagogy leads to uncritical adoption or knee-jerk dismissal of digital technology. Whether adoptive or dismissive, non-contemplative pedagogical decisions have substantial consequences for both educators and learners. Therefore, higher education must concern itself with the ways in which contemplation can inform instructional decisions involving digital technology. Contemplation involves thinking carefully, deeply, and attentively about a topic. Integrating contemplation into pedagogy takes many forms and has diverse meanings. Contemplative pedagogy can emphasize the value of incorporating mindfulness exercises into coursework or can also be integrated into curriculum through activities that provoke reflection, compassion, commitment, non-judgement, and creativity among students. CTF focuses on the digital technology aspects of contemplative pedagogy and asks the educator to make purposeful decisions about when, which, to what extent, how, with whom, and for what purpose to use digital technology. Through a review of literature, the CTF was developed and includes Pedagogy Focused, Learned Focused, Technology Focused, Attention Focus, and Context Focused attributes. While it is important for contemporary educators to pay close attention to digital technologies, they must incorporate CTF attributes into pedagogical decision-making to enhance the teaching-learning environment.

Using Voyant with HTRC Volumes (Tassie Gniady & Robert McDonald)
By working in conjunction with HTRC staff and scholars at Indiana University, we have brought about a marriage of non-consumptive analysis that can be carried out by novice text miners. An Open Humanities project at IU brings together nine scholars in a “friendly cloud space for thinking about Kurt Vonnegut and why his writing matters today.” Together these scholars have been reading and posting their thoughts on Vonnegut’s novels at http://salo.iu.edu/. In keeping with Vonnegut’s far-reaching scientific imagination, his texts are prime fodder for computational analysis. However, we wanted these scholars to be able to perform analysis easily. To that end, we loaded Voyant into a data capsule along with all of his works that are contained in the HathiTrust. Then we performed some sample analyses on individual texts as well as the corpus. Finally, we will be teaching the members of Salo University this workflow for future inclusion in their blog posts. We are excited that the HTRC staff is working to include Voyant in every new data capsule that is spun up to lower the barrier to entry for new users, and we are equally excited that the director of Salo University wants to encourage scholars new to DH workflows to become familiar with the opportunities of afforded by non-consumptive research.

avatar for Robert McDonald

Robert McDonald

Associate Dean for Research and Technology Strategies, Indiana University
As the Associate Dean for Research and Technology Strategies, Robert H. McDonald works to provide library information system services and discovery services to the entire IU system and manages projects related to scholarly communications, new model publishing, and technologies that... Read More →
avatar for Justin Shanks

Justin Shanks

Montana State University
Digital Scholarship Librarian and Interim Department Head of Digital Library Initiatives at Montana State University Library. Director of MSU's Data Infrastructure and Scholarly Communication (DISC) group (montana.edu/disc). Ready to defend a dissertation examining the historical... Read More →
avatar for Olivia Wikle

Olivia Wikle

Indiana University
Master of Library Science student at Indiana University interested in digital scholarship and pedagogy.

Friday January 26, 2018 9:30am - 10:45am PST
AIS (117 Dwinelle)