Web browsers

Web browsers are (quite literally) the defining feature of the World Wide Web, which was invented when Tim Berners-Lee released the first version of his HTML browser (World Wide Web) on Christmas day 1989. In other words, they are what makes the web the web.

For a variety of historical reasons, users tend to treat web browsers as utility-grade software—a part of the operating system they expect our devices to have already installed rather than a piece of software you choose to install and run. But more than one kind of browser exists and there are differences between them. Sometimes one browser is better than another for certain tasks or sites. You should know what browser you are using and you should make sure you have some alternates installed.


Essential computer tools and skills for humanities students

The Digital Humanities is a hot new field within the Arts. Its practitioners are often at the forefront of developing new topics within ICT itself.

But what about if you are not interested in the Digital Humanities? Or are interested in them, but don’t consider yourself particularly computer literate? What are the computer skills you need to thrive in the traditional humanities or get started in DH?

This is the first in what I hope will be a series of tutorials on basic computer skills and tools for students of the Humanities. It should be of use to those just beginning their undergraduate careers, for graduate students hoping to professionalise their research and study, and for researchers and teachers who have other things to do that follow the latest trends and software.

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Code for table of contents in text pattern

Use the following to put in a table of contents in a text pattern page.

<div id="TOC">
   <txp:soo_toc label="Contents" labeltag="h3"/>
</div>

The code will build a TOC for every header that has an IDREF. An example would look like this: h3(#thisIsTheID).

tags: , , ,


Testing the GRAND-DH Website

GRAND-DH is the Digital Humanities project of the GRAND National Centre of Excellence.

This is a test to see that the blog aggregator is working.

tags:


On the Road: Adventures in Public Digital Humanities (Kim Martin on the DH Maker bus at the University of Lethbridge)

In 2013, Kim and two friends, Ryan Hunt and Beth Compton, purchased a 1991 school bus, which they have since converted into Ontario’s first mobile makerspace: the DH MakerBus (Makerbus.ca).

What started as a passion project quickly became an area of academic interest, and Kim now works to showcase the public benefits of humanities education in London and beyond. She is a co-lead on the Humanities Matters Bus Tour and is currently implementing a local chapter of 4Humanities in London, Ontario.

This paper discusses her experiences in establishing this project.

Speaker: Kim Martin, Library and Information Science, Western University
Date: Monday, September 29, 2014
Location: D-631
Time: 12:00 – 1:00 p.m. Read the rest of this entry »


Blogging in Moodle

In many of my classes, I ask students to blog within Moodle. Blogs within Moodle are visible to the whole community. It is also possible, using an RSS feed, to broadcast your blog outside Moodle.

There are two parts to using blogs in Moodle: composing blogs and reading the entries of others.


Managing class webpages and mailing lists at the University of Lethbridge

For years, every class at the University of Lethbridge has been given webspace and a mailing list. While the mailing list is well-known to instructors (it is the list “XXXXNNNNx@uleth.ca” that you use to make announcements to the class as a whole), the webspace is far less well known. This document (mostly a reminder to myself) shows you how you can use online tools to manage this.


English 4600b/5600b: Beowulf (Fall 2014)

About this course

English 4600b/5600b is a reading course in Old English focussing on Beowulf. A necessary prerequisite is previous experience reading Old English, the language of Anglo-Saxon England (c. 450-1200 CE).

Important note: If you are not an English major, you may find the course is currently blocked for enrolment. This is a temporary issue: there is plenty of space in the class if you wish to take it. I can guarantee there will be space for you.


English 4400n/5500n: Digital Humanities (Fall 2014)

About the course

English 4400n: Digital Humanities is a senior seminar on the digital revolution and the effect it is having on the way we communicate, research, and teach. Most of the course will be concerned with the mechanisms and effects of what we might describe as the second Internet revolution—the growth of cloud-based, often socially-network-oriented, services, applications, and repositories that are radically changing economic, social, and research culture and practices.

By the end of the course, students should have

  • A grounded historical knowledge of the history of personal and networked computing as it applies to the humanities.
  • Hands on experience with basic technological practices in the field
  • Extensive experience reviewing existing Digital Humanities projects
  • An understanding of what the Digital Humanities is and where it may and may not be helpful in the pursuit of their other research interests.
  • Read the rest of this entry »

English 1900e: Introduction to English Language and Literature (Fall 2014)

About this course

English 1900 is the introductory course in our department. It is a prerequisite for all higher level courses.

The purpose of English 1900 is to introduce students to the study of literature and to provide opportunity to practice analytical reading, thinking, and writing about texts.

This section of English 1900 will focus particularly on discovery and communication: uncovering our (often unrealised) critical responses to texts and developing these into compelling and interesting arguments.


SGS Examination procedures

Because I always need to look this up in the middle of the graduate studies handbook, the procedures for defence…

The forms

All forms can be emailed to sgs@uleth. Read the rest of this entry »


Two tips that will improve the lives of all students and researchers in the Humanities and Social Sciences

Introduction

A recent question on Linked-in asked how important the formatting guides for journals are in preparing submissions.

Although this question was about submitting to journals, its context is relevant to all students and researchers in the Social Sciences and Humanities (although the problem also exists in the sciences, the solutions there are in some cases different). Humanities and Social Science study in University is largely about the collection of bibliography and the presentation of findings in written form. And that invariably involves questions of formatting: different disciplines and even different journals (or for students, instructors) within a discipline can require work to be submitted in quite different styles.


More on Aauthors and Aalphabetical placement

In an earlier post today, I discussed some of the economic implications of having a last name beginning early in the alphabet in disciplines that traditionally order the authors on multi-author papers alphabetically.

I’ve since looked up the original paper (Einav, Liran, and Leeat Yariv. 2006. “What’s in a Surname? The Effects of Surname Initials on Academic Success.” The Journal of Economic Perspectives 20 (1): 175–88). This is more startling than I thought.

First of all, from the authors’ own description:

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A is for Aardvark and author. The economic implications of having a last name with an early letter in the alphabet

In many disciplines, when more than one researcher contributes to a paper, the authors are listed in terms of the relative contribution: the first author is assumed to have done the most work, the second the second most, and so on until the last position, which is often as prestigious as first.

In other disciplines, however, the tradition is to order author names alphabetically.

This can be unfair to authors whose names come later in the alphabet, because citation conventions for multiple author contributions usually spell out the names of only the first two or three authors.

But it turns out it can also have career and financial implications. As Marusic, Bosnjak, et al. (see?) report:

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The credit line

I think it is time to get rid of authorship altogether, at least in research communication.


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