Scholarly Editing is an open-access, peer-reviewed annual that fosters multiple communities of recovery. The journal seeks to amplify contributions from and about Black, Latinx, and Indigenous peoples; Asian Americans and Pacific Islanders; women; LGBTQ+ individuals; and peoples and cultures of the Global South. A public-facing publication platform, the journal welcomes contributions from all custodians of knowledge, including academics from all disciplines and at any career stage, K-12 teachers and students, community groups, collectors, and local genealogists. In addition to textual scholarship theory and praxis, we welcome interviews, oral histories, creative works of “rememory,” and the decolonizing of artistic works, archives, records, and editions for the discoverability of underrepresented stories and artifacts.

In a two-part event series, two of Scholarly Editing’s editors and two of its contributing authors will explore the nature and impact of the journal’s expanding content and communities of journal editors, readers, contributors, and genres. In the second part, they will also invite you to engage in project planning exercises similar to those asked of authors, peer reviewers, and other collaborators.

Part one, which will be held on April 4 at 11:00 AM EDT, will welcome Co-Editor in Chief Noelle Baker and author Artist Marcia X. Baker will introduce the journal’s philosophy and infrastructure, and will discuss how these components have been essential to cultivating communities of recovery. Following, the Artist Marcia X will share their art, demonstrating how their recovery work evolved as a result of engaging with the Scholarly Editing community. To register for part one, please visit https://elaboratories.org/event/scholarly-editing-fostering-communities-of-recovery-part-1/.

Part two, which will be held on April 8 at 1:30 PM EDT, will welcome Essays Section Co-Editor Raquel Baker and author Bianca Swift. Together, they invite you to workshop your scholarship goals and to apply Scholarly Editing’s community-driven philosophy to your own work. To register for part two, please visit https://elaboratories.org/event/scholarly-editing-fostering-communities-of-recovery-part-2/.

Sincerely,

Harvey Quamen, Associate Professor of English and Digital Humanities and Academic Director of the Digital Scholarship Centre at the University of Alberta, will walk us through the intricate web of relationships from 1530 to 1800 within the Brewing Guild’s apprenticeship program, a key component of London’s beer and brewing history. By analyzing nearly 6,000 records from the Worshipful Company of Brewers and integrating other historical data sources, such as marriage, birth, death records, and criminal proceedings, Quamen unveils the dynamic interplay between apprentices, master brewers, and the broader societal shifts that shaped the industry over 270 years. Through this talk, we aim to shed light on the historical social networks that fueled an industry and explore methodological innovations in digital humanities research.

This talk will be delivered in a hybrid model. Participants can register here to join the live session in the Digital Scholarship Centre in Cameron Library, 2nd Floor, or via Zoom.
For in-person session, please use the register here. To participate virtually, please register via Zoom using the link here.

For any questions, please contact Andrew Ip at cip@ualberta.ca.

Journal of Electronic Publishing 
CfP: Special Issue on Publishing and Climate Justice

Abstract submission deadline: 30 April 2024

Over the last two decades publications, journals, and book series focused on climate research and the environmental humanities, and on topics ranging from the anthropocene to ecocriticism, have seen a surge in popularity in academic publishing. This mirrors the growth in conducted research reflecting on the current climate emergency and responding to policy efforts such as the UN Sustainable Development Goals and the recommendations of the Intergovernmental Panel on Climate Change (IPCC) (Das et al. 2021; Jørgensen and Ginn 2020; Haunschild, Bornmann, and Marx 2016; Santos and Bakhshoodeh 2021). Academic publishers have played a crucial role in ensuring trusted climate research reaches the widest possible audiences and can contribute to future policy development. The related importance of open access publishing is increasingly recognised, as rapid distribution of and frictionless access to climate research can be seen as an important contribution to climate justice (Singh 2022).

Yet the above notwithstanding, has the publishing industry as a whole really reflected on its own complicity in the climate emergency and on the long-term sustainability of its knowledge production and distribution practices? What is and has been the role of publishers and other institutions of knowledge production in reproducing the global climate crisis? This also relates to the literature on knowledge production that is critical of academic capitalism and neoliberalism, which tends to foreground issues of justice, equity, and academic labour, but ‘rarely engages directly with climate justice or the value or the exploitation of non-humans’ (Bacevic 2021).

Paper waste and polluting ink, transport emissions from shipping copies of books and journals over the world, are all key examples of unsustainable environmental practices connected to print publishing, where the industry has only started to address the negative environmental impact or footprint of digital publishing and archiving (Baillot 2023). The theme of 2022’s open access week was “Open for Climate Justice”, and we have seen many climate pledges from publishers ‘going green’, commitments to climate action, and/or organisational adoptions of environmental policies, from carbon accounting and reducing carbon or greenhouse gas emissions, to a completely carbon-neutral production system. Yet at the same time we have seen various accusations of greenwashing within the industry–especially by commercial publishers and large publishing conglomerates–with publishers such as Elsevier, Wiley, and Taylor & Francis heavily entangled with fossil fuel companies and hence being seen as responsible for ‘perpetuating and enabling a fossil fuel economy’ (Westevelt 2022; Dahl 2022).

Moving away from organisational pledges, the question is whether climate justice in academic publishing does not demand from us to ask bigger questions about the industry as a whole (and related to that the way knowledge production in academia is set up). Especially also in relation to issues of overproduction in research and publishing, which is directly connected to profit targets in the industry and academia’s reliance on quantitative performance metrics following the adage ‘to publish or perish’. This has led amongst others to calls for slow science (Stengers 2017), digital sobriety (being frugal of one’s use of digital technologies), and less resource-intensive approaches to (digital) text (Baillot 2023). But it might also involve considerations on how corporate consolidation and ongoing competition in academic publishing could be standing in the way of concerted action. What is the role and responsibility of the publishing industry in tackling climate change? Publishing organisations and collectives are signing up for initiatives, pledges, and manifestoes such as the UN SDG Publishers Compact a joint initiative of the UN and the International Publishers Association (IPA), Publishing Declares, or the Climate Change Knowledge Cooperative, and although these kinds of green values and practices are commendable and can reflect an organisation’s commitment to decarbonization, it could be argued that this is not sufficient for a transition to a low-carbon economy if it is not accompanied by a pledge that ‘academic knowledge production becomes detached from the commitment to profit that ensures carbon emissions continue to rise’ (Bacevic 2021).

This special issue invites abstracts for papers of ~6,000-8,000 words reflecting on these issues as well as examples of best (and worst) practices of how publishers (and the industry as a whole) are tackling the current climate and ecological crises, alongside theoretical contributions on publishing’s entanglement with the climate crisis, the Anthropocene, and global capitalism.

Potential topics:

• The question of knowledge production and its role in the climate crisis
• The environmental footprint of digital publication and digital archiving
• Connections and collaborations among the climate movement and the international (open) publishing community
• Calls for slow science and digital sobriety
• Greenwashing in the publishing industry
• The publishing industry’s transition to post-carbon futures
• The publishing industry’s extraction, use, and disposing of natural resources
• The environmental impact of emerging knowledge production technologies and practices (e.g. “heavy” media types, archival standards, LLMs + generative AI, etc).
• Knowledge systems, material infrastructures and the Anthropocene
• Publishing Traditional an Indigenous Knowledge perspectives on climate change
• Environmental implications of established publishing and research workflows and potential improvements to this
• Ecocatastrophes and academic publishing
• Interdisciplinarity and non-traditional formats in the face of the current climate emergency

When submitting an abstract, please also include a note that your abstract is for consideration in the Publishing and Climate Justice special issue. Abstract submissions are due on 30 April 2024 and should be addressed to the special issue editor Janneke Adema via jep.editors@gmail.com.

Full papers of accepted abstracts will be due by 15 September 2024.

Please direct any questions to JEP co-editor Janneke Adema via jep.editors@gmail.com.

The Associate Director should be a full-time faculty member at Texas A&M, including Academic Professional Track (APT), whose academic interests lie in the digital humanities.

The Associate Director should be committed to advancing the Center’s mission to “seed, incubate, and facilitate digital humanities research at Texas A&M.” Experience in promoting interdisciplinary scholarship and dialogue is a plus. Responsibilities will primarily include helping to oversee existing activities within the Center, such as the Digital Humanities Working Group, Speaker Series, and Programming for Humanists. The Associate Director will also be expected to take a leading role in building CoDHR’s capacity to support well-established, open source digital humanities tools such as Omeka.

The Associate Director will have an office within the Center and be expected to maintain a physical presence there as well as contribute to the Center’s broader intellectual life. An annual professional development bursary will be available along with one month of summer salary and a teaching reduction dependent upon department and college norms to specific applicants (e.g. standard teaching loads and other responsibilities).

Inquiries, expressions of interest, and nominations should be sent by April 5, 2024 to:

Maura Ives, Director
m-ives@tamu.edu

The Call for Proposals for the 2024 Digital Pedagogy Institute (DPI) is now open. At this year’s DPI, our goal is to create a virtual space that allows participants to explore diverse approaches to digital pedagogy from a variety of perspectives, including those of undergraduate/graduate students, faculty, librarians, educational developers, and technologists.

Our streams for this year’s conference include:

1. Critical Ideologies and Digital Pedagogy: How do we question and challenge dominant beliefs and practices in the field of Digital Pedagogy? What underlying approaches and questions should we engage with more deeply? How can our pedagogical practices help support new educational priorities and social change?
2. Digital (de)colonialism: How have digital pedagogy techniques and tools helped instructors and students address anti-racist and decolonization practices in their curriculum and research? What are the challenges and opportunities? Do you have any best practices to share?
3. Inclusivity, Accessibility, and Digital Pedagogy: Issues related to inclusivity and accessibility are at the forefront of Digital Pedagogy. What barriers have you encountered in your research and practice? How have you resolved them? What barriers remain? This is an opportunity to reflect on and share frameworks and best practices that have helped to reduce pedagogical barriers and integrate digital pedagogy approaches.
4. Sustainability, Renewability, and Environmental Costs in the digital sphere: Digital pedagogy is not immune to environmental critique. There are environmental impacts associated with generating the power and equipment needed to support digital initiatives. How should we reconcile the benefits of digital pedagogy with its environmental costs? Can digital pedagogy proponents be good environmental stewards?
5. Digital Pedagogy and the Post-Truth society: It is becoming increasingly difficult to navigate what is real and what is true. How can Digital Pedagogy help instructors and students to navigate issues related to digital literacy, data ethics, artificial intelligence, social media influences, etc.
6. Digital Pedagogy and Emerging Technologies: This new stream delves into the dynamic intersection of digital pedagogy and emerging technologies in higher education. It focuses on how digital tools and innovative technologies like artificial intelligence, big data, and immersive technologies (virtual reality, augmented reality, etc.) are reshaping teaching and learning experiences. The discussions will cover strategies for integrating these technologies into academic curricula, impacts and implications, and challenges of ensuring equitable access and ethical use.
7. Formats

Presentations – 20 minute synchronous sessions presenting papers or presentations on projects, initiatives, and/or case studies related to one of the conference streams, with time for Q&A.

Tool demos/workshops – 30 minute or 60 minute interactive demonstrations of innovative or new tools that you have integrated or are thinking of integrating into your teaching.

Important Dates

Please fill out the CFP form by April 19th, 2024: https://forms.gle/hZBjF7hrcj3FYRQB7

Questions?

Please contact Steering Committee Co-Chairs, Paulina Rousseau, at  paulina.rousseau@utoronto.ca, or Timothy Ireland, at tireland@uwaterloo.ca, or Cheryl Lepard, head of CfP committee at cheryl.lepard@utoronto.ca should you have any questions.

Registration: Please stay tuned for registration information via the website and email.

The Institute for Historical Studies in the Department of History invites you to:
“Spatial Humanities & Deep Mapping: New Approaches to Understanding the Historical Geographies of the English Lake District”

A talk by Dr. Ian Gregory
Distinguished Professor of Digital Humanities in the Department of History; and Co-Director, Centre for Digital Humanities
Lancaster University
https://www.lancaster.ac.uk/staff/gregoryi/

Mon. March 4. 12-1:30pm CST.
GAR 4.100 & Zoom.
Info/Register: bit.ly/3T7tEFj

Extracting geographical information from textual sources and using them to present new knowledge from these sources are major challenges within the spatial and digital humanities. This paper will present a variety of approaches to doing this based on a corpus of writing about the English Lake District from the seventeenth to the nineteenth centuries. The Lake District is an area with a rich tradition of landscape writing most famously by William Wordsworth and the other Lake Poets. This paper will present new methods on how these texts can be explored, represented and understood.

Ian Gregory is Distinguished Professor of Digital Humanities in the Department of History at Lancaster University where he also co-directs Lancaster’s Centre for Digital Humanities. His career started using quantitative sources to study the geographies of topics such as mortality and poverty in 19th century Britain, leading to the development of a field known as Historical GIS. More recently, his interests have moved into how textual sources can be analysed using geospatial technologies. The methods develop have been applied to a wide range of topics including, in particular, the study of writing about the English Lake District. This work has attracted funding from a wide range of sources including the European Research Council, the UK’s Arts & Humanities Research Council, and the Economic & Social Research Council (most recently for grant partnering with the US National Science Foundation), the Leverhulme Trust, and others. He has authored six books, most recently Deep mapping the Literary Lake District: a geographic text analysis (with Joanna Taylor), edited two volumes including the Routledge Companion to Spatial History (with Don DeBats and Don Lafreniere), and around 100 other publications.

The speaker will join virtually via Zoom for this talk and discussion. Guests may join virtually online by registering at the link below, or in-person in GAR 4.100 with RSVP.

In-person RSVP: cmeador@austin.utexas.edu. Venue: Garrison Hall 4.100. Light lunch provided.

Virtual attendance via Zoom: Please register to receive the access link at https://utexas.zoom.us/meeting/register/tJArf-CsqT4pGNBnBCrooRT4dDiiuv0e2lxA

Hi all,

Are you ever frustrated by what is missing from Wikipedia? Are you interested in women’s history and queer history in Canada? Join us for a 2-part Wikipedia Editathon in celebration of International Women’s Day.

This event is offered as a partnership between the Lesbian and Gay Liberation in Canada project, The Humanities Data Lab, and the University of Ottawa’s DHToolbox series. If you are new to editing Wikipedia, join us for the Training and Practice session, otherwise feel free to come out just for the Drop-In Editathon. We’ll have snacks, a support team, research resources, and most importantly, lots of pages that could use your help.

Register here: http://bit.ly/uO-wiki-2024

DATES AND TIMES:

Training & Practice Editathon:

Monday, March 4th 2024

Time: 1pm-4pm EST

Drop-in Editathon:

Friday, March 8th 2024

Time: 12pm – 4pm EST

LOCATION:

In person:

The CreatorSpace

University of Ottawa

Virtual:

The Zoom link will be sent to people who register

This event is the English-language follow up to our French editathon last October. The event will be in English, but we are a bilingual team: N’hésitez pas à vous joindre à nous pour travailler ensemble en français.

A special thanks to the Social Science and Humanities Research Council of Canada and the Ministry of Heritage for their support.

See you soon!

Connie

______________________
Constance Crompton (she/elle)
Canada Research Chair, Digital Humanities
Professeure agrégée | Associate Professor
Directrice du Labo de données en sciences humaines | Humanities Data Lab Director

Département de communication | Department of Communication
Université d’Ottawa | University of Ottawa
@clkcrompton  | humanitiesdata.ca | @humanitiesdata
En savoir plus sur le SHN à uOttawa | Curious about DH at uOttawa? dhsite.org

The UH Digital Humanities Core facility, a partnership between UH Libraries and the HPE-Data Science Institute, is thrilled to bring Dr. Bryan Carter, Director of the Digital Humanities Center at University of Arizona, to UH on Monday, March 4, and Tuesday, March 5, for a series of engagements with the Core’s key partners. This visit is part of the DH Core’s 2024 DH@UH program.

We hope you will join us as Dr. Carter delivers this program’s inaugural keynote address, “Reimagining a Collaborative, Sustainable Student-Focused Digital Humanities Initiative”  in the Rockwell Pavilion, M.D. Anderson Library, at 11:00 AM cst on Tuesday, March 5th. For those of you unable to join us in person, we are offering the opportunity to livestream Dr. Carter’s talk RSVP here.

Regards,

Linda

Greetings,

I am organizing a special session for the MLA Convention to be held in New Orleans from 9th to 12th January 2025. Please share and apply to my CFP. The CFP titled “Prompt Engineering as Rhetoric, Literary Criticism, and Creative Writing” invites submissions that engage with how the deliberate design of prompts can serve as a critical and creative intervention in reconfiguring the relationship between AI and humans. Submit your abstract (250 words) and a short bio by Sunday, 10 March, to jongkeyong.kim@tcu.edu. If you have a link to your ChatGPT or Bing conversation or digital products that illustrate your proposal, please include the link in the abstract. To access my CFP posted on the official MLA site, click here.

By framing prompt engineering within the contexts of rhetoric (the art of persuasion), literary criticism (the study of literature and its interpretation), and creative writing (the art of creating original compositions), the session aims to delve into the nuanced ways in which language and AI interact. Rhetorically, prompt engineering can be seen as a form of persuasion where the prompter intends to influence the AI’s “response” in a specific direction. From a literary criticism perspective, it might involve analyzing how different prompts can lead to varied interpretations or creations by the AI, akin to different readings of a text. In creative writing, prompt engineering could be about using prompts as a starting point for generating innovative and artistic content. This CFP is an invitation to critically and creatively engage with AI, exploring how thoughtfully designed prompts can reshape our interaction with technology, opening new avenues for artistic and intellectual exploration.

To read about the MLA presidential theme Visibility, click here. All panelists will need to be members of the MLA by April 7th to be accepted.

Much appreciated,

Jong-Keyong

—

Hello all,

The IIIF Consortium is pleased to announce two travel scholarships to attend the 2024 IIIF Annual Conference in Los Angeles, CA. The scholarship will provide up to $2,000 in travel funds to recipients with the goal of fostering a conference environment that reflects the diversity of the wider IIIF Community. As such, preference will be given to applicants who:

• Are first time attendees

• Are from underrepresented groups in the IIIF community

• Are from underrepresented countries and regions, particularly from the Global South

• Are representing institutions or projects that have recently implemented IIIF

Further details, including requirements, full selection criteria, expectations, and logistics are available on the IIIF website. The application deadline is March 18, 2024.

Please send any questions to staff@iiif.io.

Best wishes,

Caitlin

—

RSVP here: https://elaboratories.org/event/critical-toolkits-for-crowdsourcing-and-community-engagement-a-free-virtual-workshop/.

Are you interested in developing a digital project for crowdsourcing and community engagement? Join eLaboratories for a free, virtual 90-minute workshop that explores the process of organizing programs and digital projects that invite school and community groups to help enrich digitized archives.

Led by Denise Burgher and Jim Casey (Center for Black Digital Research, Penn State), this workshop is designed for teams who may wish to develop crowdsourcing transcription projects to invite communities to participate in the work of developing electronic editions. Burgher and Casey will cover the basics by sharing a series of resources from Douglass Day, including organizing kits, outreach materials, and strategies for curricular engagement. Along with exploring the most popular crowdsourcing platforms, there will be time in the workshop to start thinking practically about developing your projects and programs.

RSVP here: https://elaboratories.org/event/introduction-to-collectionbuilder-sheets-a-free-virtual-workshop/.

Learn how to use CollectionBuilder-Sheets (SHEETS) to create a free digital collection website that encourages browsing and contextualizing items through timelines, maps, and word cloud visualizations. No programming experience or software installation is required for this workshop; beginners from any background are welcome! SHEETS, the newest CollectionBuilder template, enables users to build digital collections directly from a Google Sheet of metadata. The first part of the workshop will review how to use SHEETS’ built-in development mode to prototype, test, and share a draft of your digital collection site. Next, participants will learn how to publish a permanent digital collection site using SHEETS. There will be demo metadata and digital objects available to use, but participants are also welcome to bring their own metadata and objects to work with. Before attending the workshop, we encourage you to view examples of CollectionBuilder projects in our CollectionBuilder Examples collection: https://collectionbuilder.github.io/cb-examples/.

This workshop will be taught by Julia Stone (University of Idaho), Olivia Wikle (Iowa State University), and Evan Peter Williamson (University of Idaho).

RSVP here: https://elaboratories.org/event/ethical-community-archiving-tools-for-meaningful-partnerships/.

This workshop aims to equip participants with the tools and resources necessary for fostering partnerships and community relations to advance preservation efforts of marginalized collections.

Drawing from the experiences of the Recovering the US Hispanic Literary Heritage Program, this workshop will explore strategies for collaborating with individuals and community organizations to ethically digitize, preserve, and disseminate historical materials. Through a lens of care and post-custodial approaches, the program will share its methodologies for identifying and making these historical resources accessible.

Central to this approach is the recognition of the vital role that Latina/o communities play in knowledge production, nation-building, and community activism. By prioritizing best practices, the program seeks to affirm and support community contributions. Rather than replicating traditional archival methods, the program focuses on creating inclusive spaces for mutual knowledge exchange.

Facilitated by Drs. Gabriela Baeza Ventura and Carolina Villarroel, participants will gain insights into the tools and resources utilized by the Recovery Program and the USLDH in initiatives such as Community Archiving Day, the Young Scholars Program, and various digital projects.