digital humanities

By Hannah Ackermans, 7 September, 2020
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Abstract (in English)

Engagement with public databases has become a leading way for scholars, artists, and readers alike to encounter works of electronic literature as well as get an overview of the field. Although acknowledged as an important and difficult process, database construction is, in practice, too often underestimated as merely a preparatory task in Digital Humanities. Through the conception of database criticism, I provide a critical apparatus to approach databases in terms of qualitative and aesthetic characteristics.

Considering public databases as media texts, I take a digital hermeneutic approach to the reading strategies involved in engaging with databases. What follows is the presence of databases as cultural artifacts that are themselves studied in humanities and social science frameworks. It is in the interest of both the quality and esteem of the databases to develop ways to study and evaluate them parallel to academic reviews of monographs and edited collections.

I offer a media-specific framework of four core vectors for database criticism: data and scope, experience, aesthetics, and labor. Building on Critical Data Studies, database criticism needs to identify the means and objectives of the database and thing along with those in reviewing the data. But a database is so much more than its data. A good database incites the pleasure of anticipation and this is determined by both the user and browsing experience. This is linked to the aesthetics of the database, which includes the accessibility of the database at its core. Finally, the explicit evaluation of labor addresses which value is placed on various tasks of developing and maintaining an academic database.

My call for database criticism opens up ways to revalue the databases as dissemination of research and provide the opportunity to highlight all elements that we wish to be part of the field going forward.

Pull Quotes

Literary studies have a long history of developing theories and methodologies around reading and understanding texts, but how can we make use of this research when reading databases?

Electronic literature databases are in the fortunate position to be both digital and public humanities projects and as such, the field has the opportunity and the responsibility to scrutinize the academic and cultural objects that the databases are.

Database criticism takes into account at least these core vectors: data and scope, browsing experience, aesthetics, and representation of labor.

DOI
10.7273/97p6-pt89
Creative Works referenced
By Hannah Ackermans, 3 December, 2019
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978-1-947447-71-4
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509
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CC Attribution Non-Commercial Share Alike
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Approved by librarian
Abstract (in English)

All too often, defining a discipline becomes more an exercise of exclusion than inclusion. Disrupting the Digital Humanities seeks to rethink how we map disciplinary terrain by directly confronting the gatekeeping impulse of many other so-called field-defining collections. What is most beautiful about the work of the Digital Humanities is exactly the fact that it can’t be tidily anthologized. In fact, the desire to neatly define the Digital Humanities (to filter the DH-y from the DH) is a way of excluding the radically diverse work that actually constitutes the field. This collection, then, works to push and prod at the edges of the Digital Humanities — to open the Digital Humanities rather than close it down. Ultimately, it’s exactly the fringes, the outliers, that make the Digital Humanities both heterogeneous and rigorous.

This collection does not constitute yet another reservoir for the new Digital Humanities canon. Rather, its aim is less about assembling content as it is about creating new conversations. Building a truly communal space for the digital humanities requires that we all approach that space with a commitment to: 1) creating open and non-hierarchical dialogues; 2) championing non-traditional work that might not otherwise be recognized through conventional scholarly channels; 3) amplifying marginalized voices; 4) advocating for students and learners; and 5) sharing generously and openly to support the work of our peers.

(source: back cover of the book)