"For a humanist, what happens at scale? "You must screen the backfill." "It's only 14th century; we're going for Rome."" (Ex 1, 1c-B)

"Provenancing materials: Primary and secondary materials. Being able to explain where the materials came from, and what processes were used to create." (Ex 2, 1a-A)

"discover[ing] relationships between research artifacts, sources, elements, images... causal relationships" (Ex 2, 1a-A)

"Understanding consensus within available sources; aggregate received wisdom in the documents" (Ex 2, 1a-A)

"[p]ositioning [research] within [the context of extant] secondary sources, defining valuable research space" (Ex 2 flipcharts, 1a-A)

"Tracing production and reception history. Find out how others have regarded object before you approach it. Could include collecting readerly responses from blogs; What about cultural studies colleagues that incorporate tv, radio, newspapers, other media." (Ex 2, 1a-B)

"Categorize movement. This is in the context of a language and grammar of dance. May be used to choreograph, or to analyze observed motion. Of interest is both the iconic as well as the unexpected. Has a vocabulary of motion, and then also supports temporal tagging. Human, manual process, but hoping that can train machine to do some." (Ex 2, 1a-C)

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

"Put things in perspective to have a metadialogue about a work" (Ex 2, 1a-E)

"Annotation is typically a sort of transcription. Widespread desire among scholars to automate process of transcription. Maybe imperfect transcription automation would be valuable. Or perhaps just transcription and annotation assistance would be valuable? Amount of data in 65 years will be nothing in the future, so digitizing just that much can be immensely valuable, and is ultimately smaller scale than one might think. Is transcription into written text the only way to think about approaching these materials?" (Ex 2, 1c-B)

"Contextualizing finds in archaeology is a very particular practice that could benefit from an infrastructure of annotation." (Ex 3, 1c-B)

"I don't have the two years to mark it up in xml and find a programmer to do the dateline, etc. I'd love to take my primary materials and dump it into something that would do more for me." (Ex 3, 1c-D)

"messy context" (Ex 4/5 flipcharts, 1c-A)

"Valuing opportunities for reflexivity---the ability to stand back and assess aspects of one's own behavior, society, culture etc in relation to such factors as their motivations, origins, meanings, etc." (Ex 4, 1d-C)

"when looking at discovery it's useful to consider how you start a project now vs how you might have done it 50 years ago. Even for how you frame the research question - not just for how you approach the discovery task" (Ex 4, 1d-D)

"Other groups discussed what scholars in the Humanities actually do, what they're researching. We've moved quickly to how to solve the problems, and not talked about the concrete issues that we get. I see one group focusing on the interpretations of text > for them, it's important to get to the best texts, compare them, the technology is more secondary. For historians of literature, the first group relies on them. Important to establish context (what was going on at the time, same time, in that area), what themes does this artwork pick up, what impact does it have, what is the background? Here, technology has a lot of potential" (Ex 4, 1d-E)

"What's an item? Take it out of context, and you lose a lot. You can create context through these associations. There are use implications beyond discovery." (Ex 4, 1d-E)

"It's only by practice, and not by the physical object, that you understand the genius of the practitioner. You need to understand the context of the data in order to interpret. Harvard crimson." (Ex 5, 1c-A)

"Build contexts across disciplines, of an object of scholarly interest" (Ex 6b, 1a-F)

""Transdisciplinary context builder" - text, time, geography, social and political contexts" (Ex 6b, 1a-F)

"Things that persist over time, common goods & ownership model must be balanced with global and disciplinary context ... otherwise we lose the importance of respect for scholarly practices of particular disciplines, fields of research, communities, culture." (Ex 6b, 1b-B)

"find all the (Chinese) texts that exist relevant to a subject, in rank order of relevance, and then all the secondary work that has made use of those texts, and then [fully annotate a chosen text] for dates places persons titles whatever else. [...] that's 'bamboogle'" (Ex 6b, 1d-D)

Bamboo tags: 

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