Conceptualizing, refinement and critique

"Amass a body of knowledge; make connections between pieces; inductive versus deductive reasoning" (Ex 2, 1a-A)

"Analyze linguistics; Morphological analysis; Linguistics, folklore" (Ex 2, 1a-A)

"Analyze data; represent texts" (Ex 2, 1a-A)

"Find patterns: often obscure patterns; seeing patterns you've never seen before; patterns/commonalities; clusters; parallels; identify stylistic patterns" (Ex 2, 1a-A)

"Discover relationships: between research artifacts, sources, elements, images. Causal relationships" (Ex 2, 1a-A)

"Identifying patterns, relationships across sources; this includes allusions, references, quotations, images, . This should include chonological references across media and time. The word data gives people in the humanites that content is interchangeable. I'm talking about vague references and specific citations. Identifying resonances; Identifying sources is a task within this practice" (Ex 2, 1a-B)

"Developing methodologies. Compound; Can be broken into several discreet practices. Is methodologies the right word? How does one talk about researchers that are engaged in theories (not studying objects)? What do people who come up with theories do? For example, object-relationship theory; methodology might have other meanings; a compound practice?" (Ex 2, 1a-B)

"Identifying themes suitable for publication. This is where they are looking for the real fodder for research, and synthesizing the ideas that they will publish/perform." (Ex 2, 1a-C)

"Designing observation strategy. Need to think about how will integrate tech as well as human factors, and limitations of recording, and goals of what trying to capture." (Ex 2, 1a-C)

"Connect one idea to another idea; an act of synthesis, cognitive connection -- the a-ha moment" (Ex 2, 1a-C)

"Want to use technology to do literary analysis beyond what's possible for 1 human" (Ex 2, 1a-E)

"project becomes the practice -- theorizing the basis of the activity, studying the activity, and producing the work itself" (Ex 2, 1c-C)

"Working with complicated texts. Difficulty in finding unknown knowns. But importance of the humanities in teaching the complexity of the world! We can't see everything as easily computed. Deep cultural divide: "the humanities work against these kinds of tools that we're trying to build". We value ambiguity." (Ex 2, 1d-H)

"Essential to constantly question categories, meaning of data. To generalize, part of research process is challenging assumptions, hypotheses, and meanings." (Ex 3, 1c-A)

"Making sense of things is something we do, somehow - the tools that support the "taking apart", the analysis that's noteworthy." (Ex 3, 1c-B)

"Interpretation. Can make a big pile of stuff, but narrative is the added value of the researcher." (Ex 3, 1c-B)

"Most sophisticated, advanced, etc. interface for humanistic scholarship: where human/computer are merged or brought together in ways that leverage different strengths of both, rather than trying to substitute computer judgment for human judgment" (Ex 3, 1c-D)

"Different domains of scholarship/different questions need different heuristics. Not that machines can't support them, but it can't pick (meta-heuristics)" (Ex 3, 1c-D)

"output is likely to be defined during the planning phase, when the research question(s) is(are) formulated" (Ex 3, 1d-A)

"coming from different perspectives, yet a commonality emerged: having a trained person asking "the right question"" (Ex 3, 1d-A)

"the scholar is to the artifact as the IT person is to the scholar. The tools itself can help to define the problem." (Ex 3, 1d-A)

"Medieval manuscripts have text and image embedded together, archaeological objects with text on them, etc. Involves human interpretation. How do we index things conceptually? That can't be automated." (Ex 3, 1d-D)

"The more tools we can give researchers to make judgments, the better off we'll be. It's almost impossible to do simple searches to get what you want. Systems where scholars can join a small group and see their recommendations, define it specifically, have been successful" (Ex 3, 1d-D)

"Can technology provide tools work with material that is not necessary immutable to its own processes? Video material, ritual spirit possession... nonverbal esthetic - you understand as the researcher in the field. You may have intuitive grasp to convey. Thru an ethnographic documentary. R there ways computer technology can take us 1 step further? Certain kinds of private knowledge that is resistant to description. Studio Code - analysis package. Can tag instances of behavior. Recompiles long video into short demos across the space. Came out of the sports world. A practical tool that supports observation and brings out your own taxonomy." (Ex 3, 1d-G)

"'Sense-making' is so fundamental to humanities scholarship ... but still Bamboo might provide a decoration of responsibility-trails and accountability for data and analysis in humanities scholarship." (Ex 4/5, 1b)

"process of interpretation [that] almost inevitably involves a process of musing, proposing (if only to oneself) an interpretive framework, musing further, seeing how the initial framework fails to sufficiently explain the subject of inquiry, reframing the interpretive framework, and cycling through again ... as the framework is shared with others, there may be [critique] involved that spurs reinterpretation." (Ex 4, 1c-C)

"several tools for evaluating arguments -- disproving can be far easier. nature of arguments is changing -- not just a matter of force or logic. tools are limited -- can't replace a librarian, can't ask you what you mean. evaluate each discovered item. engage in disputation." (Ex 4, 1c-C)

"In a full text world, you should be able to do better than that. Large area of association making by software routines allows people to look in different terms. What you want is to make associations in your search of secondary literature that haven't been made before" (Ex 4, 1d-E)

"what can we tell the computer about how to interact with us?" (Ex 4, 1d-G)

"Technology not there to look at a film and tell you what it's about. Only scholars can turn nuance into meaning. I'm a technologist - I look at the meaning online and implement it. Coming to terms w/ metadata and people's interpretation of what it means." (Ex 4, 1d-G)

"There is a wisdom embedded in the social product of a couple of hundred years of the Western academic tradition, about how to do this, without killing each other." The great achievement is that we have a safe space for arguing/fighting without hurting each other. So we want the digital to allow us to have better & more arguments, and more kinds of arguments." (Ex 5, 1b-B)

"Testing: might some form of testing one's ideas (about culture) by "implementing" a theoretical framework provide a "reality check" and somehow enrich/strengthen the development of the idea/concept/research" (Ex 5, 1b-C)

"Intuition, what makes people people, what makes them good researchers. AI community. Satisfactory reconciliation. Don't create a surrogate, create a replica" (Ex 5, 1c-A)

""Mapping" ultimately became a hinge, if you will, between Sayers's and Wilson's approaches to technology. They found that they both used the term often, but almost always with different valences. Unpacking those valences and drawing affiliations across them thus functioned as means to better understand each other's disciplines, research, archives, and lexica. And from their ongoing conversations, Sayers and Wilson are also learning that it is not their shared technical skills or critical practices that are necessarily bridging their approaches and fields of study. Rather, that bridge is the continuing desire to seek novel forms of technoliteracy at the UW and elsewhere: to encourage creative thinking with and through technology, to animate existing histories and archives in new directions, to promote participatory learning climates, and (most importantly) to frame technology as neither determinant nor neutral." (SN-0042, Mapping the Digital Humanities, Jentery Sayers, Matthew W. Wilson)

"Email colleagues to discuss particular points or ask questions. (This should be easy online, but there are often compatibility problems with character sets and email software.) Analysis takes place without technology, in the scholar's head. The searching and gathering parts as well as the analysis contain exploratory, playful elements, that can lead to serendipitous discovery." (SN-0046 Research Methods of an Individual Scholar-2, Michael Satlow)

"There are several scholarly narratives that have the ring of truth to them, but it is less clear what one could do other than just live with them. You're interested in a 19th century Italian archaeologist/orientalist who will make up a chapter in your book on Victorian orientalism (Scholarly Narrative 0045). You scour the web and your library for what you can find and manage the data in your head until they begin to make some sense. Welcome to the world of scholarship. Nothing that Bamboo does will help with this aporia." (Tools & Content Partners working group, Analyzing Scholarly Narratives, Martin Mueller, 3/27/09)

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