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Historical Friction
I want to develop an app that makes it difficult to move through the historically ‘thick’ places – think Zombie Run, but with a lot of noise when you are in a place that is historically dense with information. I want to ‘visualize’ history, but not bother with the usual ‘augmented reality’ malarky where we hold up a screen in front of our face. I want to hear the thickness, the discords, of history. I want to be arrested by the noise, and to stop still in my tracks, be forced to take my headphones off, and to really pay attention to my surroundings.
So here’s how that might work.
1. Find wikipedia articles about the place where you’re at. Happily, inkdroid.org has some code that does that, called ‘Ici’. Here’s the output from that for my office (on the Carleton campus):
http://inkdroid.org/ici/#lat=45.382&lon=-75.6984
2. I copied that page (so not the full wikipedia articles, just the opening bits displayed by Ici). Convert these wikipedia snippets into numbers. Let A=1, B=2, and so on. This site will do that:
http://rumkin.com/tools/cipher/numbers.php
3. Replace dashes with commas. Convert those numbers into music. Musical Algorithmns is your friend for that. I used the default settings, though I sped it up to 220 beats per minute. Listen for yourself here. There are a lot of wikipedia articles about the places around here; presumably if I did this on, say, my home village, the resulting music would be much less complex, sparse, quiet, slow. So if we increased the granularity, you’d start to get an acoustic soundscape of quiet/loud, pleasant/harsh sounds as you moved through space – a cost surface, a slope. Would it push you from the noisy areas to the quiet? Would you discover places you hadn’t known about? Would the quiet places begin to fill up as people discovered them?
Right now, each wikipedia article is played in succession. What I really need to do is feed the entirety of each article through the musical algorithm, and play them all at once. And I need a way to do all this automatically, and feed it to my smartphone. Maybe by building upon this tutorial from MIT’s App Inventor. Perhaps there’s someone out there who’d enjoy the challenge?
I mooted all this at the NCPH THATCamp last week – which prompted a great discussion about haptics, other ways of engaging the senses, for communicating public history. I hope to play at this over the summer, but it’s looking to be a very long summer of writing new courses, applying for tenure, y’know, stuff like that.
Edit April 26th – Stuart and I have been playing around with this idea this morning, and have been making some headway per his idea in the comments. Here’s a quick screengrab of it in action: http://www.screencast.com/t/DyN91yZ0
Practical Necromancy talk @Scholarslab – part I
Below is a draft of the first part of my talk for Scholarslab this week, at the University of Virginia. It needs to be whittled down, but I thought that those of you who can’t drop by on Thursday might enjoy this sneak peak.
Thursday, March 21 at 2:00pm
in Scholars’ Lab, 4th floor Alderman Library.
When I go to parties, people will ask me, ‘what do you do?’. I’ll say, I’m in the history department at Carleton. If they don’t walk away, sometimes they’ll follow that up with, ‘I love history! I always wanted to be an archaeologist!’, to which I’ll say, ‘So did I!’
My background is in Roman archaeology. Somewhere along the line, I became a ‘digital humanist’, so I am honoured to be here to speak with you today, here at the epicentre, where the digital humanities movement all began.
If the digital humanities were a zombie flick, somewhere in this room would be patient zero.
Somewhere along the line, I became interested in the fossilized traces of social networks that I could find in the archaeology. I became deeply interested – I’m still interested – in exploring those networks with social network analysis. But I became disenchanted with the whole affair, because all I could develop were static snapshots of the networks at different times. I couldn’t fill in the gaps. Worse, I couldn’t really explore what flowed over those networks, or how those networks intersected with broader social & physical environments.
It was this problem that got me interested in agent based modeling. At the time, I had just won a postdoc in Roman Archaeology at the University of Manitoba with Lea Stirling. When pressed about what I was actually doing, I would glibly respond, ‘Oh, just a bit of practical necromancy, raising the dead, you know how it is’. Lea would just laugh, and once said to me, ‘I have no idea what it is you’re doing, but it seems cool, so let’s see what happens next!’
How amazing to meet someone with the confidence to dance out on a limb like that!
But there was truth in that glib response. It really is a form of practical necromancy, and the connections with actual necromancy and technologies of death is a bit more profound than I first considered.
So today, let me take you through a bit of the deep history of divination, necromancy, and talking with the dead; then we’ll consider modern simulation technologies as a form of divination in the same mold; and then I’ll discuss how we can use this power for good instead of evil, of how it fits into the oft-quote digital humanities ethos of ‘hacking as a way of knowing’ (which is rather like experimental archaeology, when you think about it), and how I’m able to generate a probabilistic historiography through this technique.
And like all good necromancers, it’s important to test things out on unwilling victims, so I would also like to thank the students of HIST3812 who’ve had all of the ideas road-tested on them earlier this term.
Zombies clearly fill a niche in modern western culture. The president of the University of Toronto recently spoke about ‘zombie ideas’ that despite our best efforts, persist, infect administrators, politicians, and students alike, trying to eat the brains of university education.
Zombies emerge in popular culture in times of angst, fear, and uncertainty. If hollywood has taught us anything, it’s that Zombies are bad news. Sometimes the zombies are formerly dead humans; sometimes they are humans who have been transformed. Sometimes we deliberately create a zombie. The zombie can be controlled, and made to do useful work; zombie as a kind of slavery. More often, the zombies break loose, or are the result of interfering with things humanity was wont not too; apocalypse beckons. But sometimes, like ‘Fido’, a zombie can be useful, can be harnessed, and somehow, be more human than the humans. [Fido]
If you’d like to raise the dead yourself, the answer is always just a click away [ehow].
There are other uses for the restless dead. Before our current fixation with apocalypse, the restless dead could be useful for keeping the world from ending.
In video games, we call this ‘the problem space’ – what is it that a particular simulation or interaction is trying to achieve? For humanity, at a cosmological level, the response to that problem is through necromancy and divination.
I’m generalizing horribly, of course, and the anthropologists in the audience are probably gritting their teeth. Nevertheless, when we look at the deep history and archaeology of many peoples, a lot can be tied to this problem of keeping the world from ending. A solution to the problem was to converse with those who had gone before, those who were currently inhabiting another realm. Shamanism was one such response. The agony of shamanism ties well into subsequent elaborations such as the ball games of mesoamerica, or other ‘game’ like experiences. The ritualized agony of the athlete was one portal into recreating the cosmogonies and cosmologies of a people, thus keeping the world going.
The bull-leaping game at Knossos is perhaps one example of this, according to some commentators. Some have seen in the plan of the middle minoan phase of this palace (towards the end of the 2nd millenium BC) a replication in architecture of a broader cosmology, that its very layout reflects the way the Minoans saw the world (this is partly also because this plan seems to replicate in other Minoan centres around the Aegean). Jeffrey Soles, pointing to the architectural play of light and shadow throughout the various levels of Knossos argues that this maze-like structure was all part of the ecstatic journey, and ties shamanism directly to the agonies of sport & game in this location. We don’t have the Minoans’ own stories, of course, but we do have these frescoes of bull-leaping, and other paraphernalia which tie in nicely with the later dark-age myths of Greece
So I’m making a connection here between the way a people see the world working, and their games & rituals. I’m arguing that the deep history of games is a simulation of how the world works.
This carries through to more recent periods as well. Herodotus wrote about the coming of the Etruscans to Italy: “In the reign of Atys son of Menes there was a great scarcity of food in all Lydia. For a while the Lydians bore this with patience; but soon, when the famine continued, they looked for remedies, and various plans were suggested. It was then that they invented the games of dice, knucklebones, and ball, and all the other games of pastime, except for checkers, which the Lydians do not claim to have invented. Then, using their discovery to forget all about the famine, they would play every other day, all day, so that they would not have to eat… This was their way of life for eighteen years. Since the famine still did not end, however, but grew worse, the king at last divided the people into two groups and made them draw lots, so that one should stay and the other leave the country’.
Here I think Herodotus misses the import of the games: not as a pasttime, but as a way of trying to control, predict, solve, or otherwise intercede with the divine, to resolve the famine. In later Etruscan and Roman society, gladiatorial games for instance were not about entertainment but rather about cleansing society of disruptive elements, about bringing everything into balance again, hence the elaborate theatre of death that developed.
The specialist never disappears though, the one who has that special connection with the other side and intercedes for broader society as it navigates that original problem space. These were the magicians and priests. But there is an important distinction here. The priest is passive in reading signs, portents, and omens. Religion is revealed, at its proper time and place, through proper observation of the rituals. The magician is active – he (and she) compels the numinous to reveal itself, the spirits are dragged into this realm; it is the magician’s skill and knowledge which causes the future to unfurl before her eye.
The priest was holy, the magician was unholy.
Straddling this divide is the Oracle. The oracle has both elements of revelation and compulsion. Any decent oracle worth its salt would not give a straight-up answer, either, but rather required layers of revelation and interpretation. At Delphi, the God spoke to the Pythia, the priestess, who sat on the stool over the crack in the earth. When the god spoke, the fumes from below would overcome her, causing her to babble and writhe uncontrollably. Priests would then ‘interpret’ the prophecy, in form of a riddle.
Why riddles? Riddles are ancient. They appear on cuneiform texts. Even Gollum knew what a true riddle should look like – a kind of lyric poem asking a question that guards the right answer in hints and wordplay.
‘I tremble at each breath of air/ And yet can heaviest burders bear. [implicit question being asked is who am I? – water]
Bilbo cheated.
We could not get away from a discussion of riddles in the digital humanities without of course mentioning the I-ching. It’s a collection of texts that, depending on dice throws, get combined and read in particular ways. Because this is essentially a number of yes-or-no answers, the book can be easily coded onto a computer or represented mechanically. In which case, it’s not really a ‘book’ at all, but a machine for producing riddles.
Ruth Wehlau writes, “Riddlers, like poets, imitate God by creating their own cosmos; they recreate through words, making familiar objects into something completely new, rearranging the parts of pieces of things to produce creatures with strange combinations of arms, legs, eyes and mouths. In this transformed world, a distorted mirror of the real world, the riddler is in control, but the reader has the ability to break the code and solve the mystery (wehlau 1997)
Riddles & divination are related, and are dangerous. But they also create a simulation, of how the world can come to be, of how it can be controlled.
One can almost see the impetus for necromancy, when living in a world described by riddles. Saul visits the Witch of Endor; Oddyseus goes straight to the source.
…and Professor Hix prefers the term ‘post mortem communications’. However you spin it, though, the element of compulsion, of speaking with the dead, marks it out as a transgression; necromancers and those who seek their aid never end well.
It remains true today, that those who practice simulation, are similarly held in dubious regard. If that was not the case, tongue in cheek articles titles such as this would not be necessary.
I am making the argument that modern computational simulation, especially in the humanities, is more akin to necromancy than it is to divination, for all of these reasons.
But it’s also the fact that we do our simulation through computation itself that marks this out as a kind of necromancy.
The history of the modern digital computer is tied up with the need to accurately simulate the yields of atomic bombs, of blast zones, and potential fallout, of death and war. Modern technoculture has its roots in the need to accurately model the outcome of nuclear war, an inversion of the age old problem space, ‘how can we keep the world from ending’ through the doctrines of mutually assured destruction.
The playfulness of those scientists, and the acceleration of hardware technology lead to video games, but that’s a talk for another day (and indeed, has been recently well treated by Rob MacDougall of Western University).
‘But wait! Are you implying that you can simulate humans just as you could individual bits of uranium and atoms, and so on, like the nuclear physicists?’ No, I’m not saying that, but it’s not for nothing that Isaac Asimov gave the world Hari Seldon & the idea of ‘psychohistory’ in the 1950s. As Wikipedia so ably puts it, “Psychohistory is a fictional science in Isaac Asimov’s Foundation universe which combines history, sociology, etc., and mathematical statistics to make general predictions about the future behavior of very large groups of people, such as the Galactic Empire.”
Even if you could do Seldon’s psychohistorical approach, it’s predicated on a population of an entire galaxy. One planetfull, or one empire-full, or one region-full, of people just isn’t enough. Remember, this is a talk on ‘practical’ necromancy, not science-fiction.
Well what about so-called ‘cliodynamics’? Cliodynamics looks for recurring patterns in aggregate statistics of human culture. It may well find such patterns, but it doesn’t really have anything to say about ‘why’ such patterns might emerge. Both psycohistory and cliodynamics are concerned with large aggregates of people. As an archaeologist, all I ever find are the traces of individuals, of individual decisions in the past. It always requires some sort of leap to jump from these individual traces to something larger like ‘the group’ or ‘the state’. A Roman aqueduct is, at base, still the result of many individual actions.
A practical necromancy therefore is a simulation of the individual.
There are many objections to simulation of human beings, rather than things like atoms, nuclear bombs, or the weather. Our simulations can only do what we program them to do. So they are only simulations of how we believe the world works (ah! Cosmology!). In some cases, like weather, our beliefs and reality match quite well, at least for a few days, and we know much about how the variables intersect. But, as complexity theory tells us, starting conditions strongly affect how things transpire. Therefore we forecast from multiple runs with slightly different starting conditions. That’s what a 10% chance of rain really means: We ran the simulation 100 times, and in 10 of them, rain emerged.
And humans are a whole lot more complex than the water cycle. In the case of humans, we don’t know all the variables; we don’t know how free will works; we don’t know how a given individual will react; we don’t understand how individuals and society influence each other. We do have theories though.
This isn’t a bug, it’s a feature. The direction of simulation is misplaced. We cannot really simulate the future, except in extremely circumscribed situations, such as pedestrian flow. So let us not simulate the future, as humanists. Let us create some zombies, and see how they interact. Let our zombies represent individuals in the past. Give these zombies rules for interacting that represent our best beliefs, our best stories, of how some aspect of the past worked. Let them interact. The resulting range of possible outcomes becomes a kind of probabilistic historiography. We end up with not just a story about the past, but also about other possible pasts that could have happened if our initial story we are telling about how individuals in the past acted is true, for a given value of true.
We create simulacra, zombies, empty husks representing past actors. We give them rules to be interpreted given local conditions. We set them in motion from various starting positions. We watch what emerges, and thus can sweep the entire behavior space, the entire realm of possible outcomes given this understanding. We map what did occur (as best as we understand it) against the predictions of the model. For the archaeologist, for the historian, the strength of agent based modeling is that it allows us to explore the unintended consequences inherent in the stories we tell about the past. This isn’t easy. But it can be done. And compared to actually raising the dead, it is indeed practical.
[and here begins part II, which runs through some of my published ABMS, what they do, why they do it. All of this has to fit within an hour, so I need to do some trimming.]
[Postscriptum, March 23: the image of the book of random digits came from Mark Sample's 'An Account of Randomness in Literary Computing, & was meant to remind me to talk about some of the things Mark brought up. As it happens, I didn't do that when I presented the other day, but you really should go read his post.]
Introducing Voyant in a History Tutorial
This week my HIST2809 students are encountering digital history, as part of their ‘Historian’s Craft’ class (an introduction to various tools & methods). As part of the upcoming assignment, I’m having them run some history websites through Voyant, as a way of sussing out how these websites craft a particular historical consciousness. Each week, there’s a two-hour lecture and one hour of tutorial where the students lead discussions given the lecture & assigned readings. For this week, I want the students to explore different flavours of Digital History – here are the readings:
- “Interchange: The Promise of Digital History” The Journal of American History. 95 (2008). http://www.journalofamericanhistory.org/issues/952/interchange/index.html
- van Dijck, J. (2010). Search engines and the production of academic knowledge. International Journal of Cultural Studies, 13(6), 574 -592. doi:10.1177/1367877910376582
- Kirschenbaum, Matthew. “The Remaking of Reading: Text Mining and the Digital Humanities”
- Graham, Shawn and Rob Blades Mining the Open Web with ‘Looted Heritage’. http://electricarchaeology.ca/2012/06/08/mining-the-open-web-with-looted-heritage-draft/
- Kee, K., S. Graham, et al, “Towards a Theory of Good History through Good Gaming”. Canadian Historical Review 90. No.2 (2009): 303-326. http://bit.ly/gRpbnj
“Possible discussion questions: How is digital history different? In ten years, will there still be something called ‘digital history’ or will we all history be digital? Is there space for writing history through games or simulations? How should historians cope with that? What kind of logical fallacies would such approaches be open to?”
To help the TAs bring the students up to speed with using Voyant, I’ve suggested to them that they might find it fun/interesting/useful/annoying to run one of those papers through Voyant. Here’s a link to the ‘Interchange’ article, loaded into Voyant:
http://voyant-tools.org/?corpus=1363622350848.367&stopList=stop.en.taporware.txt
The TAs could put that up on the screen, click on various words in the word cloud, to see how the word is used over the course of a single article (though in this case, there are several academics speaking, so the patterns are in part author-related). Click on ‘scholarship’ in the word cloud, and you get a graph of its usage on the right – the highest point is clickable (‘segment six’). Click on that, and the relevant bit of text appears in the middle, as Bill Turkel talks about the extent to which historical scholarship should be free. On the bottom left, if you click on ‘words in the entire corpus’, you can select ‘access’ and ‘scholarship’, which will put both of them on the graph
and you’ll see that the two words move in perfect tandem, so the discussion in here is all about digital tools opening access to scholarship – except in segment 8. The question would then become, why?
….so by doing this exercise, the students should get a sense of how looking at macroscopic patterns involves jumping back to the close reading we’re normally familiar with, then back out again, in an iterative process, generating new questions all along the way. An hour is a short period of time, really, but I think this would be a valuable exercise.
(I have of course made screen capture videos walking the students through the various knobs and dials of Voyant. This is a required course here at Carleton. 95 students are enrolled. 35 come to every lecture. Approximately 50 come to the tutorials. Roughly half the class never comes…. in protest that it’s a requirement? apathy? thinking they know how to write an essay so what could I possibly teach them? That’s a question for another day, but I’m fairly certain that the next assignment, as it requires careful use of Voyant, is going to be a helluva surprise for that fraction.”
Thinking out loud: language re tenure guidelines for the Digital Historian

I’ve not actually seen this.
At my university, we’ve been asked to consider discipline-specific language for new tenure & promotion guidelines. I’ve been writing a response to our chair, and I thought, in keeping with how I regard this problem, it would be a good idea to share these thoughts.
Onwards.
The 1.4 edition of the Journal of Digital Humanities wrestles with the problem of evaluating digital scholarship for tenure http://journalofdigitalhumanities.org/volumes/ (or download as pdf: http://journalofdigitalhumanities.org/files/jdh_1_4.pdf )
Moving Goalposts & Scholarship as Processes
As far as discipline specific guidelines are concerned, from my perspective, is the problem that the goalposts are always going to be shifting. What was fairly technically demanding becomes easier with time, and so the focus shifts from ‘can we do x’ to ‘what are the implications of x for y’, or as Bethany Nowviskie put it, a shift from 18th century ‘Lunaticks‘ who lay the groundwork for 19th century science and industrialization. Another problem is that in digital work, the lone scholar is very much the outlier. To achieve anything worthwhile takes a team – and who gets to be first author does not necessarily reflect the way the work was divied up or undertaken. We should resist trying to shoehorn digital work into boxes meant for a different medium. Nowiskie writes,
“The danger here … is that T&P committees faced with the work of a digital humanities scholar will instigate a search for print equivalencies — aiming to map every project that is presented to them, to some other completed, unary and generally privately-created object (like an article, an edition, or a monograph). That mapping would be hard enough in cases where it is actually appropriate “
She goes on to say,
“…the new responsibility of tenure and promotion committees [is] to assess quality in digital humanities work — not in terms of product or output — but as embodied in an evolving and continuous series of transformative processes.”
(http://journalofdigitalhumanities.org/1-4/evaluating-collaborative-digital-scholarship-by-bethany-nowviskie/)
This was the gist of Bill Turkel’s address to the Underhill Graduate Students Colloquium on ‘doing history in real time’ – that the unique value, in an increasingly digital world, of formal academic knowledge is not about things per se, but rather about method. You can look up any fact in the world in seconds. But learning how to think, how to query, how to judge between competing stories – that’s what we bring. That then is the problem for assessing digital work as part of tenure and promotion: how does this work change the process?
That suggests a hierarchy too, of importance. Merely putting things online, while important, is not necessarily transformative unless that kind of material has never been digitized before. Then the conversation also becomes about how that work was done, the decisions made, the relationship between the digital object and the physical one. I have a student working on a project, for instance, to put together an online exhibition related to Black History in Canada. This is important, but the exhibition itself is not transformative. The real scholarship, the real transformation, happens when she starts exploring those materials through text analysis, putting a macroscopic lens on the whole corpus of materials that she has collected.
Digital Work is Public Work
The other important point about process is that digital work always (99.9 times out of 100; my early agent modeling work had no internet presence, for instance) has a public, outward looking face. Platforms like blogs allow for public engagement with our work – so digital work is a kind of public humanities. The structure of the internet, of how its algorithmns find and construct knowledge and serve that up to us via Google, is such that work that is valuable and of interest creates a bigger noise in a positive feedback loop. The best digital work is done in public. ‘Public’ should not be a dirty word along the lines of ‘popular’. The internet looks different to each person who goes online (and our algorithmns make sure that each person sees a personalized internet, because that’s how one makes money online), so hits on a blog post are not random meaningless clicks but rather an engagement with a broader community. As far as academic blogging goes, that broader community is other academics and students. Print journals & peer reviewed articles are just one way of engaging with our chosen communities. With post-publication models of peer review like Digital Humanities Now and the Journal of Digital Humanities (models that are making inroads in other disciplines), we should treat these on an equal footing with the more familiar models. I’d argue that post-publication peer review is a greater indicator of significance and value that a regular, two blind reviewers into print model.
I’d like to see language then that regarded digital work, or work in media other than print, on an equal footing with the more familiar forms. That is, as things that do not have equivalencies to what we traditionally expect and thus must be taken on their own terms. I appreciate that I’m pretty much the only person in this department that any of this might apply to, for the time being. I would hate to see my work on topic modeling though get considered as ‘service’. Figuring out how to apply natural language processing to vast corpi of historical materials, figuring out the ways the code force particular worldviews, hide others, and writing all of this up as a ‘how-to’ guide is indeed research. It’s akin to figuring out how gene-sequencing works, its limitations, etc, which needs to be well understood before a biologist can use it to link modern humans to Neanderthals. We understand both of those activities as research, in biology, but we’d only understand the second as research if the example was the limits, potentials of topic modeling / discourses in the political thought of the 18th century. I bring this up, because of Sean Takats experience at George Mason:
http://quintessenceofham.org/2013/02/07/a-digital-humanities-tenure-case-part-2-letters-and-committees/
Project Management & Project Outputs
In that particular case, Takats was also managing major development projects to develop various tools and approaches. He writes,
” I want to focus on the committee’s disregard for project management, because it’s here I think that we find evidence of a much broader communication breakdown between DH and just-H, despite the best efforts to develop reasonable standards for evaluating digital scholarship. Although the committee’s letter effectively excludes “project management” from consideration as research, I would argue that it’s actually the cornerstone of all successful research. It’s project management that transforms a dissertation prospectus into a thesis, and it’s certainly project management that shepherds a monograph from proposal to published book. Fellow humanists, I have some news for you: you’re all project managers, even if you only direct a staff of one.”
Which leads me to my next point. Digital work creates all sorts of outputs, that are of use at many different stages to other researchers. These outputs should be considered as valuable publications in their own right. An agent based simulation of emergent social structures in the early Iron Age makes an argument in code about how the Roman world worked. If I published a discussion of the results of such a model, that is fine; but if I don’t make that code available for someone else to critique, extend, or transform, I am being academically dishonest. The time it takes to build a model that works, is valid, that simulates something important, and the process it takes to build such a model, is considerable. The data that such a model produces is valuable for others looking to re-build a model of the same phenomena in another platform (which is crucial to validating the truth-content of models). All of these sorts of outputs can be made available online in digital archives built for the purpose of long term storage. The number of times such models are downloaded or discussed online can often be measured; these measures should also be taken into account as a kind of citation (see http://figshare.com/authors/Shawn_Graham/97736 ).
Experimentation and Risk Taking
Finally, I think that work that is experimental, that discusses what didn’t work, should be recognized and celebrated. Todd Presner writes, (http://journalofdigitalhumanities.org/1-4/how-to-evaluate-digital-scholarship-by-todd-presner/ )
” Digital projects in the Humanities, Social Sciences, and Arts share with experimental practices in the Sciences a willingness to be open about iteration and negative results. As such, experimentation and trial-and-error are inherent parts of digital research and must be recognized to carry risk. The processes of experimentation can be documented and prove to be essential in the long-term development process of an idea or project. White papers, sets of best practices, new design environments, and publications can result from such projects and these should be considered in the review process. Experimentation and risk-taking in scholarship represent the best of what the university, in all its many disciplines, has to offer society. To treat scholarship that takes on risk and the challenge of experimentation as an activity of secondary (or no) value for promotion and advancement, can only serve to reduce innovation, reward mediocrity, and retard the development of research.”
One of my blog posts, ‘How I Lost the Crowd‘, discusses how my one project got hacked. That piece was read by some 400 people shortly after it was posted – and it later found its way into various digital history syllabi ( for instance here. This post has been read over 700 times in the past 10 months. Failing in public is where research and teaching are the same side of the same coin (he said, to mangle a metaphor).
So what should one look for?
Work that is transformative; where multi-authored work is valued as much as the single-author opus; work that is outward facing and is recognized by others through linking, reposting, sharing (and other so-called ‘alt-metrics; cf http://impactstory.org/ for one attempt to pull these all together); data-as-publication; code-as-publication; experiments and risktaking and open discussion of what does and what does not work; software development & project management should be recognized as research; and any work that lays the groundwork for others to see further – the humble ‘how to’ (our lunatick moment; see for instance http://programminghistorian.org ).
For explicit guidelines on how to evaluate digital work, see Rockwell, http://journalofdigitalhumanities.org/1-4/short-guide-to-evaluation-of-digital-work-by-geoffrey-rockwell/
Considering any digital work, Rockwell suggests the following questions:
- Is it accessible to the community of study?
- Did the creator get competitive funding? Have they tried to apply?
- Have there been any expert consultations? Has this been shown to others for expert opinion?
- Has the work been reviewed? Can it be submitted for peer review? (things like Digital Humanities Now, & JDH are crucial here)
- Has the work been presented at conferences?
- Have papers or reports about the project been published? (whether online or print, born-digital or otherwise is not the issue here)
- Do others link to it? Does it link out well?
- If it is an instructional project, has it been assessed appropriately?
- Is there a deposit plan? Will it be accessible over the longer term? Will the library take it?
I’m not saying that we should build this checklist into any tenure and promotion language; rather I’m offering it here to suggest that any such language, if it broadly considers such things, will probably be ok, in the hopes of finding an acceptable middle ground between the box-tickers and the non-boxtickers. Rockwell offers some best practices for carrying out digital work, that speak to these questions:
- Appropriate content (What was digitized?)
- Digitization to archival standards (Are images saved to museum or archival standards?)
- Encoding (Does it use appropriate markup like XML or follow TEI guidelines?)
- Enrichment (Has the data been annotated, linked, and structured appropriately?)
- Technical Design (Is the delivery system robust, appropriate, and documented?)
- Interface Design and Usability (Is it designed to take advantage of the medium? Has the interface been assessed? Has it been tested? Is it accessible to its intended audience?)
- Online Publishing (Is it published from a reliable provider? Is it published under a digital imprint?)
- Demonstration (Has it been shown to others?)
- Linking (Does it connect well with other projects?)
- Learning (Is it used in a course? Does it support pedagogical objectives? Has it been assessed?)
****
This is of course a thinking-out-loud exercise, and will no doubt change. Thoughts?
Living the Life Electric
I’m addressing the Underhill Graduate Students’ Colloquium tomorrow, here in the history department at Carleton U. Below are my slides for ‘Living the Life Electric: On Becoming a Digital Humanist’
update March 7: here are my speaking notes. These give a rough sense of what I intend to talk about at various points. Bolded titles are the titles of slides. Not every slide is listed, as some speak more or less for themselves.
I wanted to be an archaeologist - I graduated in 2002.
‘Digital Humanities’ wasn’t coined until 2004.
It emerges from ‘humanities computing’, which has been around since the 1940s.
In fact, computing wouldn’t be the way it is today without the Humanities, and the Jesuit, Father Busa.
Eastern Canada’s Only Stamped Brick Specialist -Roman archaeology
Stamped brick
Eastern Canada’s only Stamped Brick Specialist, probably
….things were pretty lean in 2003…
Life from a suitcase
Comin’ Home Again
Youth development grant to study cultural heritage of my home township
Also a small teaching excavation based in Shawville
Which led to a teaching gig at the local high school.
A Year of Living Secondarily
What was it about my academic work that I really enjoyed?
Networks
Possibilities of Simulation
Random Chances and the virtues of ‘What the Hell’
Coronation Hall
Meanwhile, I enter business – 3 different startups, one of which has survived (so far!)
Heritage focus
Heritage education – learned how to install my own software, LMS
Trying to monetize the information I uncovered in my cultural heritage study
Coronation Hall Cider Mills
(Shameless Plug).
…
What are the digital humanities – think about it: modern computers were developed in order to allow us to map, forecast, the consequences of massive annihilation and death. Simulation is rooted in the desire to predict future death counts. My interest emerged from trying to simulate my own understandings of the past, to understand the unintended consequences of my understandings, to put some sort of order on the necessarily incomplete materials I was looking at. I call it ‘practical necromancy’
Do your work in public blog was originally intended to chronicle my work on simulation, but it has become very much the driver of my online identity, the calling card that others see when they intersect my work – and because it’s been up for so long, with a sustained focus, it creates a very strong signal which our algorithms, Google, pick up. This is how academics can push the public discourse: interfere with the world’s extended mind, their entangled consciousness of cyberspace & meatspace.
Allows you to develop your ideas
Forces you to write in small chunks
Exposes your work to potential audiences
My blog posts have been cited in others’ academic monographs
Has improved the readership of my published work
A quarter million page reads over the last six years.
My book: maybe 40 copies, if I’m lucky.
Basic Word Counts
Top words:
digital 1082 research 650 university 577 experience 499 library 393 humanities 386
History: 177 times
Broadly, not useful or surprising. But consider the structure of word use…
Group 1: gives you a sense of technical skills, but for the most part not the kinds of analyses that one would use that for. That’s an important distinction. The analysis should drive the skill set, not the other way around (a man with a hammer, everything looks like a nail)
Group 2: European centres!
Group 3: Canada!
Job adverts – to – topics. Six broad groups based on how the adverts share particular discourses. Gives a sense of where academic departments think this field is going. If I’d done this according to individual researcher’s blogs, or the ‘about’ pages for different centres, you’d get a very different picture – game studies, for instance.
Important point: I wanted to show you how you can begin to approach large masses of material, and extract insights, suss out, underlying structures of ideas. This is going to be big in the future, as more and more data about our every waking moment gets recorded. Google Glass? It’s not about the user: it’s about everything the user sees, which’ll get recorded in the googleplex. Governments. Marketers. University Administrations. Learn to extract signals from this noise, and you’ll never go hungry again.
Keep in mind that in 1994 I wrote that the internet would never be useful for academics. My ability to predict the future is thus suspect.
So how to join this brave new world? Twitter, etc.
Text Analysis of 2012 Digital Humanities Job Adverts part 2
If we look at simple word frequencies in the 2012 job advertisement documents for Digital Humanities, we find these top words and raw frequency counts:
research 650
university 577
experience 499
library 393
work 334
information 303
position 299
project 269
applications 257
(I’ve deleted ‘digital’ and ‘humanities’ from this list).
If job advertisements are a way of signalling what an institution hopes the future will hold, one gets the sense that the focus of digital humanities work will be on projects, on research, in conjunction with libraries. But we can extract more nuance, using network analysis. You can feed the texts into Voyant’s ‘RezoViz’ tool, which extracts paired nouns in each document.
This can be outputted as a .net file, and then imported into Gephi. The resulting graph has 1461 nodes, and 20649 edges. Of course, there are some duplicates (like ‘US’ and ‘United States’), but this is only meant to be rough and ready, ‘generative‘, as it were (and note also that a network visualization is not necessary for the analysis. So no spaghetti balls. What’s important are the metrics). What I’d like to find out are what concepts are doing the heavy lifting in these job advertisements? What is the hidden structure of the future of digital humanities, as evidenced by job advertisements in the English speaking world?
My suspicion is that ‘modularity’ aka ‘community detection’, and ‘betweeness centrality’, are going to be the key metrics for figuring this out. Modularity groups nodes on the basis of shared similar local patternings of ties (or, to put it another way, it decomposes the global network into maximal subnetworks). Seth Long recently did some network analysis on the Unabomber’s manifesto, and lucidly explains why betweeness centrality is a useful metric for understanding semantic meaning: ”A word with high betweenness centrality is a word through which many meanings in a text circulate.” In other words, the heavy lifters.
So let’s peer into the future.
I ended up with about 15 groups. The first three groups by modularity account for 75% of the nodes, and 80% of the ties. These are the groups where the action lies. So let’s look at words with the highest betweenness centrality scores for those first three groups.
The first group
University
CSS
PHP
Digital
Ruby
METS (Metadata encoding and transmission standard)
United States
Python
MLS
New York
‘University’ is not surprising, and not useful. So let us discard it and bring in the next highest word:
MySQL
This one group by modularity also has all of the highest betweenness centrality scores – and it reads like a laundry list of the skills a budding DH practitioner must hold. The US, and New York would seem to be the centre of the world, too.
If we take the next ten words, we get:
MODS (Netadata Object Description Schema)
XHTML
University Libraries
CLIR (Council on Library and Information Resources)
University of Alberta
North America
Drupal
XML
MARC
Duke University
Again, skills and places figure – in Canada, U of A appears. So far, the impression is that DH is all about text, markup, and metadata. Our favorite programming languages are python and ruby. We use php, xhtml, xml, and drupal (plain-jane vanilla html eventually turns up in the list, but it’s buried very, very deep.).
So that’s an impression of the first group. (Remembering that groups are defined by patterns of similarity in their linkages).
The Second Group
The next group looks like this:
Digital Humanities
London
UK
CV
Dublin
Europe
Ireland
ICT
Department of Digital Humanities
Department of History
“digital humanities” is probably not helpful, so let’s eliminate that and go one more down: “US”. Indeed, let’s take a look at the next ten, too:
Human Resources
Department
Computer Science
BCE
Head of School
Faculty of Humanities
European
University of Amsterdam
MA
Italy
Here, we’re dealing very much with a UK, Ireland, and European focus. The ‘BCE’ is telling, for it suggests an archaeological focus in there, somewhere (unless this is some new DH acronym of which I’m not aware; I’m assuming ‘before the common era’).
The Third Group
In the final group we’ll consider here, we find a strong Canadian focus:
CRC (Canada Research Chair)
Canada
Waterloo
TEI (Text Encoding Initiative)
SSHRC
Victoria
Canada Research Chair
Skype
Digital Humanities Summer Institute
University of Victoria
Since we’ve got some duplication in here, let’s look at the next ten:
Canadian
Quebec
ETCL (Electronic Textual Cultures Laboratory, U Victoria)
Montreal
Concordia
University of Waterloo
DHSI (Digital Humanities Summer Institute)
Stratford
Faculty of Arts
Stratford Campus
‘Canada Research Chairs’ are well-funded government appointments, and so give an indication of where the state would like to see some research. Victoria continually punches above its weight, with look ins from Waterloo and Concordia.
So what have we learned? Well, despite the efforts of the digital history community, ‘digital humanities’ is still largely a literary endeavor – although it’s quite possible that a lot of the marking up that these job advertisements might envision could be of historical documents. Invest in some python skills (see Programming Historian). My friends in government tell me that if you can data mine, you’ll be set for life, as the government is looking for those skills. (Alright, that didn’t come out in this analysis at all, but he’s looking over my shoulder right now).
Finally – London, Dublin, New York, Edmonton, Victoria, Waterloo, Montreal – these seem to be the geographic hotspots. Speaking of temperature, Victoria has the nicest weather. Go there, young student!
Or come to Carleton and study with me. We’ve got tunnels.
update March 4th: jobs-topics-dh as a network graph IN the analysis above, I’ve generated a network using Voyant’s RezoViz tool. Today, I topic modelled all of the texts looking for 10 topics. So a slightly different approach. I turned the resulting document composition (ie doc 1 is 44% topic 1, 22% topic 4, 10% topic 3, etc) into a two mode graph, job advert to top two constituent topics. I then turned this into a 1 mode graph where job adverts are tied to other job adverts based on topic composition. Then I ran modularity, and found 3 groups by modularity; edges are percent composition by topics discerned through topic modeling.Nodes are ‘betweenness centrality’. Most between? George Mason University. I’m not sure what ‘betweenness centrality’ means though in this context, yet.
Makes for interesting clusters of job adverts. Topic model results to be discussed tomorrow.
Text analysis of 2012 Digital Humanities Job Adverts

2012 was a good year for hirings in the digital humanities. See for yourself at this archive of DH jobs: http://jobs.lofhm.org/ Now: what do these job adverts tell us, if you’re a graduate student trying to find your way?
Next week, I’m speaking to the Underhill Graduate Students’ Colloquium at Carleton University on ‘Living the life electric: becoming a digital humanist’. It’s broadly autobiographical in that I’ll talk about my own idiosyncratic path into this field.
That’s quite the point: there’s no firm/accepted/typical/you-ought-to-do X recipe for becoming a digital humanist. You have to find your own way, though the growing body of courses, books, journals, blog-o-sphere and twitterverse certainly makes a huge difference.
But in the interests of providing perhaps a more satisfying answer, I’ll try my hand at data mining those job posts (some 150 of them) using Voyant and MALLET to see what augurs for the future of the field.
Feel free to explore the corpus uploaded into Voyant. In any graphs you produce, January is on the left, December is on the right. If you spot anything interesting/curious, let me know.

And, because word counts are amazing:
| Word | Count |
| digital | 1082 |
| research | 650 |
| university | 577 |
| experience | 499 |
| library | 393 |
| humanities | 386 |
| work | 334 |
| information | 303 |
| position | 299 |
| project | 269 |
| applications | 257 |
| new | 223 |
| faculty | 222 |
| development | 216 |
| collections | 210 |
| department | 207 |
| management | 206 |
| projects | 195 |
| knowledge | 192 |
| data | 187 |
| including | 185 |
| ability | 182 |
| services | 180 |
| teaching | 180 |
| history | 177 |
| libraries | 176 |
| skills | 176 |
| qualifications | 172 |
| technology | 169 |
| required | 166 |
| media | 163 |
| jobs | 151 |
| application | 149 |
| original | 146 |
| program | 145 |
| link | 143 |
| web | 143 |
| working | 142 |
| loading | 140 |
| related | 140 |
| staff | 138 |
| academic | 137 |
| communication | 133 |
| job | 132 |
| college | 130 |
| degree | 127 |
| professor | 126 |
| education | 125 |
| students | 125 |
| studies | 123 |
Some Assembly Required: Teaching through/with/about/by/because of, the Digital Humanities
I’m to speak at the Canadian Network for Innovation in Education conference at Carleton in May; I’m one of the keynotes. I’ve never done a keynote before… I have a great fear of bringing coals to Newcastle, as it were. Pressed for a title and an abstract, this is what I’ve come up with (for good or ill):
Some Assembly Required
Every day, another university signs up to participate in Udacity, Coursera, or another of the monster MOOCs. Every day, another job posting makes ‘digital humanities’ a requirement. These two trends are not unrelated. Canadians have been at the forefront of massively open online courses, and in work that has come to be known as ‘digital humanities’, long before the current mania. In this talk, I want to tease apart the strands and histories that conflate these two trends. I want to look at how a perspective grounded in the digital humanities (whatever they are) is not just the latest trend, but rather a prism with a deep history through which we can refract our teaching and learning, and where MOOCs can be transmogrified into good pedagogy. Some assembly is required, and in neither trend can humans be replaced. Rather, the technology requires a humanities perspective in order for it to achieve its greatest potentials.
I’d be happy to hear people’s thoughts on this – inverting the normal order of thing, soliciting comments before the paper…
Partly as a result of speaking at this conference (and also a wedding to attend that week) I won’t be able to hit a graduate student conference on the digital humanities happening one building over.
Why I Play Games
(originally posted at #HIST3812, my course blog for this term’s History3812: Gaming and Simulations for Historians, at Carleton University).
I play because I enjoy video games, obviously, but I also get something else out of it. Games are a ‘lively art’; they are an expressive art, and the artistry lies in encoding rules (descriptions) about how the world works at some microlevel: and then watching how this artistry is further expressed in the unintended consequences of those rules, their intersections, their cancellations, causing new phenomena to emerge.
This strikes me as the most profound use of humanities computation out there. Physicists tell us that the world is made of itty bitty things that interact in particular ways. In which case, everything else is emergent: including history. I’m not saying that there are ‘laws’ of human action; but we do live in this universe. So, if I can understand some small part of the way life was lived in the past, I can model that understanding, and explore the unintended outcomes of that understanding… and go back to the beginning and model those.
I grew up with the video game industry. Adventure? I played that. We had a vic-20 . If you wanted to play a game, you had to type it in yourself. There used to be a magaine (Compute!) that would have all of the code printed within, along with screenshots. Snake, Tank Wars – yep. My older brother would type, and I would read the individual letters (and spaces, and characters) out. After about a week, we’d have a game.
And there would be bugs. O lord, there were bugs.
When we could afford games, we’d buy text adventures from Infocom. In high school, my older brother programmed a quiz game as his history project for the year. Gosh, we were cool. But it was! Here we were, making the machine do things.
As the years went on, I stopped programming my own games. Graphics & technology had moved too fast. In college, we used to play Doom (in a darkened room, with the computer wired to the stereo. Beer often figured). We played SimCity. We played the original Civilization.
These are the games that framed my interactions with computers. Then, after I finished my PhD, I returned to programming when I realized that I could use the incredible artificial intelligences, the simulation engines, of modern games, to do research. To enhance my teaching.
I got into Agent Based Modeling, using the Netlogo platform. This turned my career around: I ceased to be a run-of-the-mill materials specialist (Roman archaeology), and became this new thing, a ‘digital humanist’. Turns out, I’m now an expert on simulation and history.
Cool, eh?
And it’s all down to the fact that I’m a crappy player of games. I get more out of opening the hood, looking at how the thing works. Civilization IV and V are incredible simulation engines. So: what kinds of history are appropriate to simulate? What kinds of questions can we ask? That’s what I’m looking forward to exploring with you (and of course, seeing what you come up with in your final projects).
But maybe a more fruitful question to start with, in the context of the final project of this course, is, ‘what is the strangest game you’ve ever played?’
What made it strange? Was it the content, the mechanics, the interface?
I played one once where you had to draw the platform with crayons, and then the physics engine would take over. The point was to try to get a ball to roll up to a star. Draw a teeter-totter under the star, and perhaps the ball would fall on it, shooting the star up to fall down on the ball, for instance. A neat way of interacting with the underlying physics of game engines.
I’d encourage everyone to think differently about what the games might be. For instance, I could imagine a game that shows real-time documents (grabbed from a database), and you have to dive into it, following the connected discourses (procedurally generated using topic models and network graphing software to find these – and if this makes no sense to you, take a quick peek at the Programming Historian) within it to free the voices trapped within…
This is why I play. Because it makes me think differently about the materials I encounter.
Textexturing My Writing
I fed two recent posts, ‘Evaluating Digital Humanities‘, and ‘Deformative Digital Archaeology’, into Textexture.com. Textexture topic models your input texts, and then visualizes them via Gephi so that you can explore the interlinkages of topics/discourses whilst revisualizing them at the same time. You can play and explore the results for yourself at:
http://textexture.com/index.php?text_id=6941 Evaluating Digital Humanities
http://textexture.com/index.php?text_id=6943 Deformative Digital Archaeology.
You’ll want to hit ‘start layout’ to make these look a bit more presentable. Note that you can also download the gexf file itself, to open in Gephi, to try other layouts/metrics.
I find it reassuring, somehow, that natural divisions in my texts (for instance, in the second image, the code explications are clearly distinct, in red, from the broader discussion on the nature of digital archaeology, in blue). Unfortunately, Textexture only deals with relatively smallish chunks of text for now.




