It’s July 26, 2020. I just read the New York Times article and watched the video of a shooting in Austin, Texas at a #blacklivesmatter protest where a protester who was legally open carrying was shot and killed by someone who drove a car into protesters.
MARCH – MARCH
I’ve watched Representative Alexandria Ocasio-Cortez stand up to a woeful congressman for calling her a “fucking bitch” on the steps of Congress.
MARCH – MARCH
I’ve attended SHARP in Focus (in place of their cancelled annual conference), especially the opening roundtable discussion Decolonizing Book History with panelists Marina Garone Gravier (Universidad Nacional Autónoma de México), Priya Joshi (Temple University), Jean Lee Cole (Loyola University Maryland), Kinohi Nishikawa (Princeton University), and Andrea Reyes Elizondo (Leiden University). The panelists were capacious, generous, erudite, forthright, engaging, undeniable. I was honored to listen into their conversation. Read more…
A lot has happened since my last post in February….
Day of Digital Humanities comes around every year in the Spring, but it’s been a little lost the past few years. This year CenterNet revived the tradition, started in 2009, for April 29, 2020 and celebrated the long tradition by inviting participants to use Twitter to make un-invisible the “life” a Digital Humanist.
But, first, a major interruption in even the life of the Digital Humanist.
I’ve been working through this research leave since Spring 2018 now. My Master’s granting public/state university began a new program whereby anyone who wants to pursue more research can apply for a 5-year series of course releases, 1 per semester, to bring teaching load down to 3-2. As with many of my research projects, I started this one through a course I was teaching in Spring 2019, Bigger 6: British Romanticism, that culminated in the start of a digital project (via Scalar) and some terrific conversations with 5 graduate students who were open to experimentation and exploration. We explored The Bengal Annual for 1830 (published in autumn 1829, Calcutta, India) and examined the representation not of canonical authors in this colonial publication, but instead the core British Romantics concepts: sublime, nature, picturesque, beauty. We didn’t spend a lot of time situating this serial publication within London-published literary annuals or literary culture or print culture. That’s where I want to begin. But there’s a problem: my white settler point of view, even as a print culture, book historian.
At this point in my career, it seems much more impactful to work on systemic changes (#bigger6, #altac, #DH, #digped, #curateteaching) than to toil away at my own research — you know, that research that kept my rapt attention through grad school, that had me in awe to smell foxing on duodecimo pages, that had me giddy at a rare find at the Pforzheimer Collection, New York Public Library.
For, you see, I had a front row to some of the best rare book collections in the world: as a Graduate Center, City University of New York student — caddy corner to the Empire State Building on 5th Avenue — the Morgan Library was behind us and the main research branch of the New York Public Library with its gorgeous Rose Main Reading Room was our playground. And, we got special dispensation to
TOUCH THE BOOKS!
All of the 19th-century periodicals that were in the research stacks, not even in the Rare Book Room or any of the various Special Collections throughout the 5th Avenue building.
Today, at the invitation of Rebecca Frost Davis, I’m speaking at St. Edward‘s in Austin, Texas, about the work 9 faculty did for the California Open Educational Resources Council 2014-2016. I haven’t looked at these OER materials, focus groups, studies, survey instruments, or White Paper for quite some time, but it’s all tangentially related to my work in Digital Pedagogy, Digital Humanities, and Digital Humanities Pedagogy. As St. Edward’s considers more integration of OER textbooks, I was happy to share all of the infrastructure materials we created for our work on the Council.
Below are the slides for both interested faculty and IT/administrators/librarians who would support creating that infrastructure for faculty adoption of OER materials.
SJSU recently began a program whereby full time faculty could apply for release time to work on research projects — this would equate to a single course release for each semester over 5 years. That means my current 3/4 teaching load would be reduced to 2/3. This is unheard of in the CSU system, but it was a timely recognition that SJSU and the CSU is going to require faculty to produce scholarship, the administration needs to support that requirement with actual funding — though, let’s be honest, one course release per semester while still teaching multiple preps and working on a variety of administrative and curricular project still doesn’t afford enough time to write a book without using up all of the unpaid summer months to get a bulk of the work done.
But, it’s progress.
While on sabbatical, I got word of this first round of applications and sent off a massive dream projects that would be accomplished in stages. After having written a monograph, edited a critical edition, and tackled a behemoth collaborative project, I knew exactly how I wanted to perform this type of scholarly communication with the most impact – publishing open access, online journals instead of spending all of my time drafting a monograph for print distribution. With all of the issues surrounding our library funding, I don’t want to publish in journals that our library can’t even afford to subscribe to; nor do I want to publish in print journals that aren’t part of the ProQuest index of articles. All of this is about access and dissemination of scholarship. I’m simultaneously working internally to promote these open access journals as equivalent to print journals (it’s been a very long road event still).
My project has been profoundly influenced by my interactions with scholars and students at a conference in Australia and another meeting in South Africa during Summer/Fall 2019. This RSCA 5-Year project is a result of that privilege of sabbatical and the multitude of conversations that I had with those working in British Romanticism and 19th-century print culture that outside the white, male dominated canon — the meetings were eye-opening, to say the least.
One of the first steps in the project was to bring this revised set of scholarly ideas to the MA English graduate students in a course entitled, #Bigger 6: Decolonizing British Romantic Literature (1775-1835) through Print Culture (Engl. 232). Read more…