Building partnerships between IT professionals and humanists

"Look at the problem first, then think about the technologies. Rather build tools to build tools that you need. Build something that's sustainable but also flexible, can grow and extend." (Day 1, 1a)

"Interaction designer---in between technologists and practitioners. Question is not what do we want, but what we think could be possible. Plant the seeds instead of asking what we're trying to solve now." (Day 1, 1a)"bamboo could bring more awareness to arts & humanities scholars about what's possible, and developers can hear what's needed by the academics" (Ex 1, 1b-A)

"bamboo could bring more awareness to arts & humanities scholars about what's possible, and developers can hear what's needed by the academics" (Ex 1, 1b-A)

"sees huge gulf between librarians/faculty and technologists; so here is an opportunity to communicate with each other" (Ex 1, 1b-B)

"promoting communication among academics and technologists" (Ex 1, 1b-B)

"Teaching faculty need to know how to breach the wall between teaching and technology staffs at institutions" (Ex 1, 1b-C)

"hope bamboo moves beyond the usual conversation between humanities scholars and digital technology, i.e. 'What do you want?', 'What can you do?' Also troubled by formula of service, that digital technology folk and librarians are there just to "service" the humanities faculty; should be a partnership of equals, both have research goals they want to pursue" (Ex 1, 1b-D)

"Move IT away from 'your desktop is failing' to 'let’s teach your students to know 3 standards'" (Ex 1, 1b-E)

"Find a way to utilize skills of IT with Humanities. Outreach to the Faculty." (Ex 1, 1b-E)

"Interconnections and inter-serviceability between IT and Hum" (Ex 1, 1b-E)

"Libraries, Publishing and Faculty are not talking. IT in the background. Efficiency and Effectiveness are not entirely a humanities priority." (Ex 1, 1b-E)

"Humanities and IT people have different definitions of Effectiveness v Efficiency? Humanities has "productive inefficiency"." (Ex 1, 1b-E)

"Sometimes I feel I have solutions in search of a problem. [I need to] find ways to share them with faculty, [and look] for an intellectual context on which to hang my technology solutions." (Ex 1, 1b-F)

"taking the process back to my organization as a way of engaging with my faculty, central IT see themselves as service/utility. Can they survive w/o having scholarly practices? Using the Bamboo process as a model for my own institution to solve this problem." (Ex 1, 1b-F)

"Sometimes I feel I have solutions in search of a problem. Find ways to share them with faculty, looking for an intellectual context on which to hang my technology solutions." (Ex 1, 1b-F)

"Making the latent community of IT and Humanities people active > higher mutual understanding of what we both do." (Ex 1, 1b-F)

"Credibilty is more than using technology, network of evidence. Network of computational ways of thinking, information concepts. IT not technology. We can create new primary resources & data for both groups. This project legitimizes Information Science." (Ex 1, 1b-F)

"Humanists needs to understand IT practices." (Ex 1, 1b-F)

"Changing relationships between academic, IT, lib to enable more productive collaboration" (Ex 1, 1b-G)

"Defining specific goal-oriented activities, so that IT personnel can hook into the things that scholars do." (Ex 1, 1c-A)

"Finding out what you've developed after users get their hands on the system; This is the only sustainable way to develop training in quickly-moving communities" (Ex 1, 1c-A)

"Allow users to write manuals, because they're the only ones who truly understand what they do." (Ex 1, 1c-A)

"Timelines between humanities and IT - Hum 400-year timeline, IT- 9 months." (Ex 1, 1c-A)

"There is resistance in humanities to new technologies, "There's yet another solution."" (Ex 1, 1c-A)

"Not a technologist, sees need for others to provide tools and assistance to researchers on the ground." (Ex 1, 1c-B)

"Keeping up w/ new technology is a full-time job (role for information specialists to keep up with it for other people)" (Ex 1, 1c-E)

"Concerns: there's at times a blind faith in digital / technology to provide a solution. "Fix it." "Save us time." It's really about resource allocation. People haven't time to learn how things work." (Ex 1, 1c-B)

"Academics are comfortable going to librarians for advice. More difficult to get advice from IT staff. In proposal, there was some mention of using grad students in humanities as "bridges" between academic faculty and IT professionals. Straddlers." (Ex 1, 1c-C)

"group like this can "narrow down distance" so that humanities folk participate" (Ex 1, 1d-C)

"question of advertising what you have and what you need. ex: curator digitizing a manuscript, needed an expert in ancient persian. how to find that person? their art librarian went to the right mailing list and luckily found someone, but might not have." (Ex 1, 1d-C)

""hygiene factor"; professors who can't wrap heads around ideas like databases. technological literacy element. "aim for a certain generation?" how di i ask for the magic incantation?" (Ex 1, 1d-C)

"is the role of this group to serve as the brokers? do we need a more formalized way to do what we already do? seems to be a need (bambo or not) for a group of "consultants" who can cross disciplinary languages. handholding for the technophobic." (Ex 1, 1d-C)

"Get away from tactical incompetence" (Ex 1, 1d-G)

"Humanists are not interested in re-learning technologies year after year. IT changes so quickly. The knowledge is not like riding a bike." (Ex 1, 1d-H)

"Tactical incompetency - astrophysical researcher that cannot figure out the VCR" (Ex 1, 1d-H)

"Managing skills mix of team; need to ensure that have technicians and others who perform crucial support functions." (Ex 2, 1a-C)

"Identifying technical issues. Lots of work around this when tech is involved. Humanists need to become technically savvy and manage all the process around tracking and resolving tech issues." (Ex 2, 1a-C)

"Finding skilled practitioners. They know of tech and can find people who know something, but hard to find people who are deeply skilled in the practice of a given technical discipline." (Ex 2, 1a-C)

"Coordinating logistical support for hardware used in research. There is a ton of work getting the hardware to work that they are using in their research. This is often not well represented in the grant budget, and involves lots of chasing around to find right resources, as well as lots of fiddling to get things working." (Ex 2, 1a-C)

"Refine usage of tools. This is a cycle of consideration around the deployment of technology in their domains." (Ex 2, 1a-C)

"Identifying technical issues. Lots of work around this when tech is involved. Humanists need to become technically savvy and manage all the process around tracking and resolving tech issues." (Ex 2, 1a-C)

"Make non-research activities more efficient? Improve staff responsiveness to faculty needs?" (Ex 2, 1a-C)

"create a link between a promising technology and a problem that needs to be solved, and watching that" (Ex 2, 1b-C)

"Discover a technology or tool and connect that to a faculty. Removing a technological barrier for a faculty." (Ex 2, 1b-E)

"Library can enhance the community - connect faculty and the general public." (Ex 2, 1b-E)

"Connect a faculty with multimedia content. Convince administrators to invest in new technologies which will help faculty." (Ex 2, 1b-E)

"creating a structure within an institution to allow the humanist scholar to come forward and make their project happens" (Ex 2, 1b-F)

"Informed ingestion of primary materials into a repository - allowing faculty to produce e.g. scholarly editions w/o the need to learn e.g. TEI." (Ex 2, 1b-F)

"understand a project's whole relationship (parts) over the entire lifecycle; reconceptualization and translation process. better, a transformation... we had several epiphanies that resulted in throwing away stuff - but that was important since it led us to a better understanding of the tasks at hand." (Ex 2, 1b-F)

"finding humanists who are curious about technology; learning the tools that are being provided for me (to help humanists)." (Ex 2, 1b-F)

"build or extend a relational database in service of a research project, understand the project design so that we know how to construct our tables. humanities projects are not easily characterized in relationships/entities" (Ex 2, 1b-F)

"Take set of projects & get them to work together as a program of projects. Get people to talk to one another & interact. Get people into same rooms to talk. Identify common elements for cooperation. Difficult: maintain discourse after workshop. Get program managers to look at projects. Blogs, wikis, twitter. Keep it going *between* meetings. Balance this with actually working on projects. There are certain outputs we want. May be lesson, technology, data, debate, discourse, or other messages. May be examples or just building a community." (Ex 2, 1c-A)

"Talks back to them giving generic advice on electronic research & resources. Specialist advice on formats of data (this may come later after more familiarity). May need to go off and talk to experts to accomplish these. Some technical experts not capable of talking to humanities researchers. If they might understand one another, coordinate meeting. Leads to project funding proposal & project plan. May lead to providing support to project. May mean suggesting that they find someone to support project. Ultimately it may well end with archiving, preserving, and distributing the end results." (Ex 2, 1c-A)

"As a research process, relationships are what I do. Can move too quickly, and be taken as a challenge - must be cautious. Ambiguous and organic. Difficult to get involved in technological and digital projects because they don't take this ambiguity into account." (Ex 2, 1c-A)

"One of roles is a change agent. Involves knowing the environment. Talking to people in an unstructured way. Try to find out what they're thinking without asking them that. What's their priority? What's their field of vision? Talk to researchers, but also potential audiences. What are arts council's priorities? What does research mean to them?" (Ex 2, 1c-A)

"Making work from faculty more readily available, scholarship research center - sit in middle, working with funding bodies. Group that traditionally have a humanities background, complementing those skills with IT skills, making innovation more broadly available to the community." (Ex 2, 1c-B)

"No longer research-active IT workers, providing and facilitating use of IT tools in humanities scholarship. Designing Shakespeare: collection of material - theatre interviews with production designers and those related to the production, VRML models of the theatre. A/V archaeology: excavation of site, common practice to film and take audio commentary of discoveries - documented live as it happens. Constructing visualization tools, such as video walk-throughs at a later date. Both of these involve a level of reporting/documentation, plus a later phase of editing/building computer models. One sense - model of site, another model of stage. Two different fields, yet approach to resources is similar." (Ex 2, 1c-B)

"need to show value -- balance infrastructure costs and the measuring of results" (Ex 2, 1c-C)

"tools don't care (good and bad): who you are, what you know, how you use them" (Ex 2, 1c-C)

"Solitary nature of many scholars can't be forgotten: nature of IT implies a need to look for a different kind of IT expert -- can't find someone who is an expert in your sub-sub field and an expert in technology. Digital humanities center ISN'T the way to go. How can humanists be intelligent purchasers of technology?" (Ex 2, 1c-C)

"we have all this stuff -- where are the questions? Really? There are so many! How do you find the people who want to ask the questions? What about the methodologies to match the materials? What about the understanding to use the tools? Learning curve -- best practices?" (Ex 2, 1c-C)

"we've got money, how much IT can I buy for X? Build projects to demonstrate what's possible. Cost isn't really a big issue. Biggest issue is in the range of view -- too small, or much much too big." (Ex 2, 1c-C)

"Technical staff has different understandings of the workflow. We need more detail than they provide: how it should actually work or look like (output, UI, how much detail/support, how much knowledge the users need, knowledge users don't have. You have a software library that's prominent, everyone uses it, but you see it has major bugs > I do testing, but I don't have enough time. Searching done through personal collections, catalogs of varying quality. One project has requirements that work only on old Power PC Macs > software ceases to exist (20 year project) > Trying to separate UI from hardware. Tension from both sides. Specificity of scholar's question has ramifications. Too abstract: programmer makes choices that may not work. Too much specificity: constraining the technologist from finding optimal solution. Pre-defined nature of the problem > sub-optimal technology. It's about constructive dialogue and balance. From both sides: how do you even know that there needs to be a conversation? How can we have a more meaningful conversation between intentions, specs, and product? Can we have a tool where scholars can come in and do the editing they're good at? TEI Publisher: create infrastructure where you can dump your TEI in > didn't go very far. We made something that worked, but never looked for funding, energy ran out. In my day job, lots of mentoring, training, intervening with people to understand research goals. Cut them off at the pass before they do things they'll regret later" (Ex 2, 1c-D)

"Developing a workflow of giving them things (OCR/XML), and getting back their derivatives (their TEI-encoded texts) for our archives" (Ex 2, 1d-A)

"department doesn't do much that interacts with Humanities Research. his departments is too expensive for most humanities project. used to be research computing in 1960s -- lost their identity: interoperability, ID management infrastructure" (Ex 2, 1d-C)

"Collaborative - means at PI level the research looks a lot more like management and admin - staffing, training, resource mgmt, managing outside collaborators... Not a lot of systems in place to train for this. A lot of self training, and tacit knowledge. Not a problem particular to humanities. Research mgmt issue missing. Long academic culture that supports this. Moving toward model that's closer to scientific academic community, which has been doing. Don't have the rewards structure. People working w/ you who are doing some of these practices. Different culture; it's academic computing vs info tech. Project mgmt certification is how done. It's a corporate approach: risk mgmt, application oversight. Looking for tools, a whole set of practices. Comes a point where we know the right thing to do - you choose what's doable or you decide to do it the right way. Maybe just decide to do it right on the next grant. Mistake to think we can outsource this, totally intertwined, need a feedback loop." (Ex 1, 1d-D)

"As an instructional technologist I help faculty design projects and learning experiences - setting up a blog, designing writing projects, digitizing. Involves evangelizing to faculty to let students research in a digital format, where appropriate. Making students the author. Often a passive model of a lecture online and download." (Ex 2, 1d-D)

"depends organic networks in place in a university. need a trusting relationship. Discussion of Markup and data acquisition. rapid development markup and databases. CAN WE MAKE THESE ONE OFF DATABASES INTEROPERATIVE? would we even want to -- grad students worry about time" (Ex 2, 1d-C)

"in central IT; understanding where the needs are, improving communication; departmental/ school level doesn't do a lot of research support" (Ex 2, 1d-C)

"Have done conventional stuff, like journal editing. Concerned we are at end of 2 grant cycles. Faculty doing tight and discrete work in silos. Want to harvest info, in a super wiki to collect references and best practices. Virtual space, where people access others scholarship and teaching practice,. Need it now, tools there, but potential missteps. I represent academic side but IT concerned w/ ownership, security, access and lockdown." (Ex 2, 1d-D)

"supporting faculty begins with a lot of reading (magazines, websites) looking for things that are interesting and fresh. Talking and sharing with faculty in meetings and listening for problems-the simple and the more complex. Faculty present their problems as technical problems. They think of a tool that might address their problem. People asking for what they think they need or want. A need to clearly define the research question. The reference interview, getting to the heart of the research question. To better support faculty research, asking a lot of questions." (Ex 2, 1d-E)

"(ex instructional computing harvard) extend knowledge of database practice when researcher doesn't bring it assess whether RDB is necessary or something simpler (perl data structure, for ex.) identify specific tools design tools make research materials accessible to students can solution for person A be used by person B with similar needs? economies of scale "my notion of longevity may be different from yours"" (Ex 2, 1d-F)

""thought i had a small project", now up to about 4,000 titles. TEI: text encoding initiative, an xml tag set for humanistic coding, perl script to sort through all the books to find the stuff of interest. "publication doesn't lead to riches or glamor or glory" hope that when people have new titles they can enter them into the db themselves univeristy has nobody with relevant skills (TEI, oxygen for mac, xslt). using the tech is a waste of the researcher's time. why shouldn't i just post my work on line as a db?" (Ex 2, 1d-F)

"what I do in my practice as a rare book librarian is look where we can add value or innovate with the technology. Work with faculty, curators, subject specialist librarians. Putting electronics materials into online environment that will be useful and preserve the materials." (Ex 2, 1d-G)

"collaboration is now more important to researchers. Previously worked more individually. Need to unlearn those habits. new medium is somewhat threatening because research used to be a solo activity. Now have to work with technology people, etc. threatenting to the way we've been trained to work for 40 years." (Ex 2, 1d-G)

"Web-based survey of e-research needs, 4000 campus faculty; 2nd largest group of respondents was arts/humanities. Two levels of survey: individual and mass. Gap analysis can then follow, where to put resources, what tools to make/identify. Can't meet all needs. One problem with gap analysis is where can people go next when the locals can't support. General: difficulty in finding people who know both tech and content area. Difficulty in finding people who respect other domains. Faculty-library gaps. Discipline-specific knowledge. General: project planning skills. Hard to import from industry. Difficulty moving between disciplines, too (science vs humanities).Limitation: market analysis. It's usually one person (faculty member); we don't do fuller analysis.What about finding generalizable tools?" (Ex 2, 1d-H)

"Problem with timescale differences between a faculty's research timeline, versus technology different, versus technology curation" (Ex 2, 1d-H)

"Coordinating logistical support for hardware used in research. Managing SW development processes. Managing skills mix of team. Finding skilled practitioners" (Ex 3, 1a-C)

"Reconceptualization: i.e. mapping scholarly practices to IT methodologies & going through a process of mutual translations & transformations to make it fit." (Ex 3, 1b-F)

"the university is specialized but finding technologies that meet the general needs" (Ex 3, 1d-A)

"sensemaking: metaphors are like perceiving, walking down the street, cartography, journey. *this is something that scholars want non-scholars to understand*" (Ex 4, 1b-A)

"IT people come in and say we have all these good tools. So what, you haven't heard the problem yet. Where do you learn new tricks? From your colleague" (Ex 4, 1c-A)

"If one wants tools to help with scholarly activity, there needs to be expertise provided as a reliable and valuable services. Libraries do this, but do they do it in the right way?" (Ex 4, 1c-B)

"Is there a sense that you've found the right model for something (natural model), and things fit naturally vs. having to fit? You generate hypotheses that stand until you come up with counterevidence. Do you iterate your models, go through testing? Yes, there's an iterative process. Analyzing things, figuring out what elements you need > this is intellectual activity. Only scholars can do it, almost always in dialog with people who think more systematically. Iteration = "tweaking". Formulation, testing, reformulation of hypotheses. Not sure if it leads anywhere when it comes to digital tools. If you're an IT person building a system to support a model, and you're told a model is fixed, you might build it one way vs. a flexible model, build it differently. This is fundamental for technologists to understand about scholarly practice" (Ex 4, 1d-E)

"reinventing the wheel is not a good metaphor. novel, government constantly reinvented; let us help you build your own wheel. If we give you the tools to build your one-off web site, we want the ability to harvest the metadata to make your project easier to preserve. under has said service oriented arch. is useful way to go about things. "how would SOA fit in with your discipline?" there is tool-building involved, but tools come under force multipler effect. With shared tech available to support a science, what are the gaps for supporting humanities? We assume the sciences have this sorted out, but for example geospatial computing is having format war, still. people ask of bamboo, 'how many vendors there and what are they trying to push on people?' you can understand where the funder is coming from because they see projects reinventing same infrastruc. Possible role for bamboo: for a project to be included, might have to pass a certain test for metadata and structure, so that work could be gotten back out later after being admitted to the canon." (Ex 4, 1d-F)

"the way these projects get done there's a whole series of stakeholders. not just faculty, librarieans; IT are also stakeholders, not servants. their job needs to be interesting, and building something new is important part of that. how can we satisfy all the stakeholders? number of faculty, IT people interested will be small. IT mnay be the majority, they have a stake. grant that; will librarians cede online repositories to bamboo? text data is in library, online stuff not in library by and large. lots of it is outside. should there be a national consortium involved in maintaining repos? ought bamboo to be helping librarians figure out how to maintain these locally?" (Ex 4, 1d-F)

"It gets to be too much for the library to manage. The schools take a lot of responsibility for faculty projects. Projects come to the library after their work is done and they see the library as a vector for exposure, which creates a problem of stewardship for the library. Library issue: question of control. Strategic decisions about collections may not be made by librarians. Faculty make the decisions about what to buy at our university. When libraries buy books, they buy the container, not the information. In the digital world, construction is different but the practice is not that different, we still buy the container. But we could make some commitment to serve longevity of that container. At what point does the digital stuff get handed off to the library? We need to make sure that IT is added to the faculty+library list" (Ex 4, 1d-F)

"[1] how does F/L/IT collaboration work for infrastructure, collection building? [2] how does F/L/IT collab. work in individual research in terms of life cycle of consult/create/preserve/disseminate? [3] how does individual researcher interface or interact with 1 and 2 - with the effort to create infrastruc/collections, with the life cycle? Are you asking how it works or how you'd like it to work? Taking it as given that one of the things bamboo ought to be doing is saying that we can tie three different groups together. "faculty" so diverse... "chinese" sn't the problem, no-roman script is. unicode. Do faculty care about infrastructure building? Some do, they're here. for them, we agree having faculty involved in infra. building is useful. Not many people are interested in name authority files (all names, all place names in history) Interaction is the process by which an individual does work, they have to consult with tools and infra. availabe; may need to learn to use; may create something worth keeping. may not be more infra., may be articles. Faculty may want to do something but not know how; common problem today. There are processes in a digital context for bringing work through the whole cycle. "this is my project, can you help me with design?" response: "what are the data, processes you need? can we teach you to do them or do you need us to do them for you?"
There are thresholds (size, popularity) where some things rate curation and some things don't rise to that. some things won't have a URL in ten years.
2 is a central process. at this moment in history, we are still trying to work out the means to work in a digital environment. justifies level of colaboration in 1. individual effort in 3 is largely ignorant of 1 but most work within 2." (Ex 4, 1d-F)

"Creating the discourse, coming up w/ concept map, the set of terms, the mapping of the way concepts get explained. Reason they are resistant is because we don't know how to describe. Have to start imperfectly and build on that. Ambiguity came up a lot. Sciences - goals are discovery, description, solution, there is a resolution. In English, it's ambiguity - don't want to "solve" Shakespeare. Closest thing to description of a project is the methodology involved. Not about solution. Take into process the potential that you might have to change things. Don't get it right the first time. Machines don't like ambiguity but we revel in it. Key problem. The way we conceive what the computer is capable of. Much as I like grammar and tree banks it founders on ambiguity whereas stochastic and statistical models do not. two directions here - can we get machines to do the work for us? 2nd is can we use machines to help us do this? Given the existing and near technologies, how can we use to help us now?" (Ex 4, 1d-G)

"Idea or need for a particular tool, but I am illiterate. Someone who can hear or understand my needs. We have a developers' marketplace to connect w/ nonprogramming users. Db projects tend to look to conventional scholarly and library practices. Would be useful for a lot of them to look toward computer science practices for these projects. Problems you run into are ones programmers have been dealing with, version control, or iterative programming. A way to connect ourselves to those kinds of practices. How much are those categories from that environment? (Software engineering or project mgmt practices) Bamboo could provide manuals to do this." (Ex 4, 1d-G)

"lifecycle, timeline differences between technology timeline and researchers' chronologies" (Ex 4, 1d-H)

"how can your tools reflect your needs for mindfulness? control over how it makes demands on you. developed with consideration of what those demands will be. what timeframe is a response relevant within" (Ex 5, 1b-A)

"a scholarly version of a project management system? make the tools serve you instead of you serve them" (Ex 5, 1b-A)

"Smashing: perceptions of libraries and IT, perceptions of faculty and staff (as distinct classes incapable of working collaboratively), central vs. decentralized (e.g., in IT service provision)" (Ex 5, 1b-C)

"pairing interests of art makers and technologists. empower the scholars with the necessary resources to invent new tools themselves. create packages/platforms that let the researchers apply them to problems" (Ex 6a, 1a-A)

"We've done some amazing things because I wasn't smart enough to know that I couldn't." (Ex 6a, 1a-B)

"I have a good example of this. Had a conference w. collaboration. After conference IT wanted to close down the collaboration site because an external person was accessing it." (Ex 6a, 1a-D)

"Grad students are more interested in databases and such tools, whereas undergrads snub such "old fashioned" digital tools more readily. Techie - Fuzzy divide will persist for a while ... How to prevent digital humanities scholars from becoming ghettoized within their disciplines? Perhaps if enough was digitized, gravity would attract those who are not interested now in digital tools." (Ex 6a, 1a-E)

"distinction between technologists and people who use technology are disappearing --> people "think through technology". ability to think a bit more about programming. not all universities have this divide -- is there always distinction between new hires/grad students and current/established scholars? is it a post-tenure activity? some universities have one paradigm, some have the opposite trend" (Ex 6a, 1b-A)

"Newer (IT) staff are more adept at agile development, mashups ... whereas older staff have a grounding in persistence, robustness, data management, data curation." (Ex 6a, 1b-B)

"bringing with them technologies and/or practices that completely overwhelm me (e.g. the Beowulf cluster) or render me completely irrelevant (e.g. the Beowulf cluster). How do I keep up?" (Ex 6a, 1b-C)

"My perspective is more science oriented. Younger colleagues are much more techie, more international, adds more pressure too, too much access = not enough time to properly work with.. so less time to focus on your own thinking. Profession has changed, tech. driven, some loss from this." (Ex 6a, 1b-C)

"In the applications we see, there is an efflorescence of interdisciplinarity, lots of orthogonals, many with digital applications, which means they need a support group to make this happen. And a worry about how this will be taken up by their colleagues." (Ex 6a, 1b-C)

"Hiring package for new hires may include server space, research computing help. Geospatial technologies. Departmental structure does not follow intellectual structures. When we think of computational usage in other discipline. Digital Humanities has focused on making new resources not doing scholarship. Ed Ayers in History, Valley of Shadow Project, an article that works closely with the database. Faculty want to have access to large digital archives." (Ex 6a, 1b-E)

"Agency administers several relevant programs, give awards to new graduates. We consistently see extraordinary competence across a range of areas. Computer languages, applications. Amazing facility with tools. Between availability of information and the earlier point at which they use it easily, students have much more progress available New hires are ill from all the pressure" (Ex 6a, 1c-A)

"Expectation that new tools will be available when they're hired" (Ex 6a, 1c-B)

"from an IT perspective, the optimization of certain activities and skills. identify areas (media studies) where technology is central and faculty/students are distributed. Develop nodes of activity. An organizational focus." (Ex 6a, 1d-B)

"Who has what skills that might help your project? Craigslist of specialized skills (unusual language skills, etc.) There's eLance for freelance people (on the business end)" (Ex 6b, 1d-C)

"grad student asked me, "how do I target schools that are doing what I'm interested in?" Look for libraries with digital humanities projects and centers; that Library engagement will be faculty driven" (Ex 6a, 1d-C)

"Computer aided instruction is different from computer based research. Library staff are better with the technology than the faculty. Graduate students have gotten good jobs because they had good pedagogical skills; but they didn't get tenure. " (Ex 6a, 1d-C)

"Me too, a young person is leaving the library because it's not supportive of his efforts to move forward digitally; whatever we try to do to support him from IT, he still has to report from the library. In our place, the middle-aged librarians are supportive of the younger ones -Younger people are great, we're trying to keep them around" (Ex 6a, 1d-C)

"Do not in higher education have a culture of professional development as in K-12. Learn scholarship and research is a medieval model, an apprenticeship. It's person you work with. Grad center created interactive pedagogy program. These people get snapped up quickly. Need people who work w/ computers. Instructional tech fellows get 25K a yr to help campuses and faculty do work in instructional technology, localized and focused. Have a network and they know a lot about different disciplines. Learn from each other how scholarship moves forward that others not aware of. A lot is fortuitous, created a field that know a lot more than I do." (Ex 6a, 1d-E)

"I lose my best students to computer science. Everything there is open access, everything online. More appealing to my students. Center of classics not being done in classics, but in various computer departments. We may not be training people for today even. What are the goals of the field in the world? Resentment from depts. Those that are very senior have a bias toward the world they grew up in. Some humanities disciplines have large body of peoples from the '70s and '80s. People actively dissuaded from thinking about problems down the road. Students being conditioned to be less progressive." (Ex 6a, 1d-E)

"New hires in IT expect to work collaboratively, writing mashups, access to huge libraries of systems, pull them off of existing systems and mash together. Similar to research perhaps, want to work collaboratively. Common in sciences. In IT you can't say who wrote a program. Research programmers hired at higher salaries than faculty. Tension. Not good environment. Replace tenure system or bring together academic staff and avoid divisiveness." (Ex 6a, 1d-F)

"Articulated 3 kinds of intersection of humanities and tech: 1) the superficial: the social networking, peripheral to central mission, 2) Interdisciplinary model: someone with strong tech abilities; comfortable with that and juxtapose w/ more traditional scholarship 3) direct infusion into traditional areas." (Ex 6a, 1d-F)

"We have oldest field and we don't know what to do with it. Then we have people who know technology and are lured." (Ex 6a, 1d-F)

"Academic computing staff: into chat, graphical tools; less CLI. Accustomed to shorter developmental cycles, more rapid and granular release" (Ex 6a, 1d-G)

"we do a great deal of consultation and training as well as maintenance" (Ex 6a, 1d-G)

"role of technical expert, can't scale easily but you need them as a colleague to make the work happen" (Ex 6b, 1a-E)

"Looking for new hires want 2 skill sets (humanities and CS), but where will graduate students learn the skills for documentary editing? they'll learn computers on their own -- therefore excitement and concern" (Ex 6a, 1d-G)

"If give staff time to work w. faculty, would make more collaborative relationships for the future. Cultural inertia is a problem. Would like everyone be able to have computer language literacy; at least a short script. It's like everyone needing to be exposed to Shakespeare; or like knowing to type" (Ex 6b, 1a-G)

"When we look at technologies to support folks, we need to be aware of networking effects." (Ex 6b, 1a-G)

"not "i have an X, what can you do with it" -- but a "I am imagining this, and someone saying here's how we might get there"" (Ex 6b, 1b-A)

"make techies have a greater sense of respect for technologies and tools that have come before their time ... one must bring the same critical stance to computes as one does to books." (Ex 6b, 1b-B)

"mutual understanding: humanists and technologists" (Ex 6b, 1b-B)

"Asking a question does not mean you are stupid. That would mean I don't have to draw information out." (Ex 6b, 1b-C)

"Flexibility of rolling my own technical solutions, more flexibility for individual faculty needs. eg, I want to use Drupal, let me do it." (Ex 6b, 1b-D)

"Who has what skills that might help your project? Craigslist of specialized skills (unusual language skills, etc.) There's eLance for freelance people (on the business end)" (Ex 6b, 1d-C)

"When you have determination, projects go really well. You're willing to take the problem on its own terms, reach the solution you know you need rather than going for doable/accessible" (Ex 6b, 1d-C)

"Individual egos are biggest impediments; "I know better than you. I don't understand, so it's not valuable."" (Ex 6b, 1d-C)

"Getting rid of the "I don't know what that is, therefore you don't need it. How about a listserv?" approach" (Ex 6b, 1d-C)

"his isn't dissimilar to what it's like to get a monograph published (scholar doesn't layout type, design cover, etc.); scholars don't have expertise in design; disrespect on both sides, particularly of scholar towards supporting functions for the value of that work. Are we setting up another structure like that? How can we do it better to avoid those breakdowns? Magic wand would confer mutual understanding... Respect for different strengths, different skills, understanding that "sole author" model of scholarship, when you talk about the finished product, hasn't been the case for a while. Making the other pieces more visible and valuable" (Ex 6b, 1d-C)

"Faculty members with projects get individual people knowledgeable in their particular area to do IT support; shouldn't have to learn XSLT" (Ex 6b, 1d-C)

"Central IT involvement or shared technology services" (Ex 6b, 1d-F)

"What would really attract faculty? What would allow me to do things faster in a more attractive way? Don't have a high-level answer. We've tried to approach faculty around projects they work on and try to introduce them to digital alternatives. Learned you make little steps. Researchers want to waste little time in learning new tools. Interoperability can help solve some problems." (Ex 7, 1a-E)

"Development by demonstration is a very convinving way to get people to sign on. Asking people what technology is going to do for you, often the answer is "nothing."" (Ex 7, 1c-A)

"At our institution, we produce documentation that shows possible working models, what the relation trajectory could be between researcher and IT. Maybe too specific for Bamboo, but something similar? As simple as a glossary." (Ex 7, 1d-D)

"while we could come together to do collective tech, unless other things are addressed tools won't be usable. why is bamboo the venue for that? because bamboo has shown it can raise interest in a way that brings together 3,4 interest groups. seems library federations are the appropriate place if not for fact that library policies are not consistent across universities. tension between IT orgs and libraries, between faculty and others, so a third party not identified with any one group has potential do solve problem. every U already has a catalog, also worldcat, but we use our own. if we insist on having our own catalogs of maps, we need a way to search across them." (Ex 7, 1d-E)

"Before break, used examples to figure out how to talk to one another about frameworks. After break, lost the connection of talking to one another - lapse into previous vocabularies. Faculty member prepared to leave - not being heard, was encouraged to stay by the group, and had a remarkable result. "Stories" became the squishy filling in the "Oreo cookie" - this is exactly what we felt was missing early on. We don't agree on what stories means yet, but now we have a common focus." (W2, Service Framework, plenary notes, plan)

"Should not be in the business of trying to change culture of disciplines. Need to change culture of the institutions a bit. What libraries/IT folks do to listen to what faculty are trying to accomplish - instead of telling them. Academic support groups are real collaborators, but it has to be faculty drive to succeed" (W2, Institutional Partnerships and Support, plenary notes, plan)

"Various successful partnerships [for digital humanities centers] with IT on campus and commercial developers. Can bring focus and drive to a project - important in getting things done." (W3, Perspectives: Scholarly Practice, Anthony Cascardi, Director, Townsend Center for the Humanities)

"Gone through several cycles of enthusiasm and disappointment (what can be done). Fascination w/ new possibilities recognition that some things are more difficult than they seemed. Be careful in what we put out to our colleagues - temptation and enticement. Make sure we have some way of following through in expectations we set." (W3, Perspectives: Scholarly Practice, Anthony Cascardi, Director, Townsend Center for the Humanities)

"Strategically, since the cloud is taking away a lot of services the IT side would provide (e-mail, course management systems, etc). This changes the strategic game; we can communicate w/ faculty re: projects and not be swept aside." (W4, Program Document Section 3, Discussion of Poll #1, IT table discussion)

"Wondered what the grouping was about? Figured out we were technologists; but are we different from others? Long history of attempting to have links like networking, forums, etc in the sciences. Talked a little about differences; in humanities, humanists are more interested in process. Technology can help with that
Sciences evolved a lot of the technology, there's a lot of evolution for people in the * sciences to leverage. How is that different/same? Humanities is a little bit different, but now being able to see ahead of the game, now there's a notion that we need to make the leap. Leap comes in in some ways; "there's a tool that already exists", and it comes with a "yes, but"." (W4, Program Document Section 3, Discussion of Poll #1, IT table discussion)

"Number of training opportunities - where to go for training to understand what tools are available. Figuring out what the scholarly questions are. Where the technologists are trying to be collaborators, rather than just tool creators. On risk side: still has problem of falling into us/them (tech vs. humanists). Community design - how is this going to work out? How are we going to implement this? Some notion there's a risk in the sense of tools that are developed - seen as being of limited scope, don't get uptake because it's not quite the right tool. Focus on too small sets of data/application. Come out and establish that this is a tool, connect w/ narrative." (W4, Program Document Section 3, Discussion of Poll #1, IT table discussion)

"Looking not at risks, but how to actually achieve all this, we have to figure out not only what is easiest and most efficient for the software/technical side, but what's most fruitful/important for the researcher. Sometimes what kinds of features and details and exceptions that a researcher wants to explore and encode in a document are the kinds of things that a person building software doesn't want to do to manipulate the document. Not a matter of telling a researcher what not to do, but how to reconcile. Understanding goals of each of the two communities. Also: these aren't easy problems. Not easy to engineer things with silo standards to build software." (W4, Section 4 Table Discussion)

"Technologist: how can we understand needs of scholars? How do we market ourselves to scholars/funding agencies? Scholars: What technologies support my work? What needs aren't served? PB needs a map: an artifact that keeps us all focused. From world of scholarship to tech on the other. Bamboo "Tri-Group" team envisions such a map. What recipes are within a given narrative? What activities? How do these map to tools/content services?. This is a framework for our understanding. Importance of understanding needs. Narratives not always written using technology terms. Going from narratives to requirements - recipes as model for doing that, probably needs some refinement. Teasing out relevant elements to identify activities/needs/shared services/etc. Enables scholar to do what they're doing, better. Bridge technologists and scholarship." (W4, Narratives & Recipes, Duffy Gillman and Tim Cole)

"Implications for Bamboo: "forum" facet will advance narrative/recipe/activity service to make it more streamlined/efficient. Is recipe top/down? Is that appropriate?
Should there be a technologist's equivalent? Are we leaving them out? Translating between communities - language that makes sense to each. Encourage people to put their stickers on narratives. How best to curate this?" (W4, Narratives & Recipes, Duffy Gillman and Tim Cole)

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