Readings coming out of grant-funded projects geared towards teaching graduate students at their institutions about DH.
These two structures can serve as a template. As these projects become more common and librarians get more involved, we can inform people about what DH work is happening here and how it’s being done. If working with someone on a mapping project, for example, can ask them to write up a brief ‘How this was done’ thing afterwards to inform other people.
Liked the approach of ‘if you want to do this kind of project, these are the tools to look at, and here are the skills you will need.’ But wanted a flow chart starting from either inputs or outputs – that would make it more manageable.
Can we use this template for outreach or to help users? Can see building a suite of tools. Might be interesting to start a Google Doc with a list of projects on campus and we each go in and populate it. It’s a natural fit for the Libraries – we are a clearinghouse for information. It would drive conversations. Using templates like this allows us to situate ourselves as consultants, which is a critical role on campus.
What kinds of projects are coming to us? All kinds! GIS, data mining, creating timelines, storytelling, digital editions.
Emerging themes from the conversation:
- Communicating what people are already doing,
- what tools should I know about and how do I use them,
- what now becomes possible to do using these tools to extend traditional research programs or do something entirely new.
How do we reach out to people who are already doing this stuff? Ask them to present! It is increased visibility for them, and can help people identify collaborative opportunities.
Artstor blog post: Challenging us to think about access and discoverability of these types of projects. It’s a call-to-action to us to identify what is happening on our campus.
It’s a tough problem because people often have good reasons for not wanting to use the standards. Rather than making everybody use the same tools, we can leverage linked open data to build relationships across terms.
There is an educational role for librarians to make sure that they are at least making informed decisions, and not just doing their own thing because they don’t know that there are standards or what are the benefits of using them.
Is it OK for the Libraries to just let it be and let people come to things as they will, or do we have a mandate to provide deeper access?
Role for libraries as an authorizing agent? Create authorizing streams for content. [Sounds like he is talking about the kind of aggregating and filtering that PressForward was created to help with.]
How would we respond to this post? We are challenging the idea that there aren’t community-generated controlled vocabularies – it’s more that people aren’t using them. What you need is a community of shared disciplinary practice.
The ‘digital’ side of DH is intimidating if you don’t have the programming skills, or know how to acquire them or find someone who has them. As a librarian, how technical to get? It can be helpful just to have an idea of what kinds of skills will be required for projects, even if we don’t have them, because it informs our consultant role. It’s like peeling an onion!
Next steps/ possible deliverables:
- Create a document using Paige Morgan’s list as a template where we can add examples of projects we know about on campus.
- Can also gather tutorials, etc, that will give people places to go to learn the necessary skills.
- Can have small groups of people learn to use specific tools and then share with the rest of us.
- Can compile a list of the skills that are needed for DH – based on what researchers are asking us for – to see what we might step in and provide.
- A list of questions to ask if someone comes to us with a DH project.