Upload
john-bradley
View
215
Download
0
Embed Size (px)
Citation preview
Annotation and Scholarship:how might they connect in a digital context?
John Bradley(Department of Digital Humanities, King's College London)[email protected] DARIAH Workshop: Practices and Context in Contemporary Annotation Activitieshttp://www.bbaw.de/work-anno/
What DARIAH is about…
DARIAH: About The grand vision for the Digital Research Infrastructure for
the Arts and Humanities (DARIAH) is to facilitate long-term access to, and use of, all European Arts and Humanities (A+H) digital research data.
DARIAH: a connected network The DARIAH infrastructure will be a connected network of
people, information, tools, and methodologies for investigating, exploring and supporting work across the broad spectrum of the digital humanities.
From DARIAH’s website
Annotation in scholarly culture
"A new integrative perspective which combines computational and non-computational annotation practices is needed. This perspective must be aware of ongoing changing technological conditions for annotations while not ignore the fact that annotating is primarily a cultural technique.“
(from workshop announcement)
“How do you Annotation in your class?”
“What am I looking for? A annotation tool that allows for collective and collaborative readings of a text and that can also handle multimedia, as well as linking (in theory) to other texts/contexts. The work in particular that I want to read in this way is a rich resource of intertextual references and allusions, so I want the students to be able to annotate and share them with each other, building a web (haha) of references and knowledge around the text.”
http://chronicle.com/blogs/profhacker/how-do-you-annotate-in-your-class/60101
Hypothes.is: Annotation for teaching
1. Teacher Annotations2. Annotation as Gloss3. Annotation as Question4. Annotation as Close Reading5. Annotation as Rhetorical Analysis6. Annotation as Opinion7. Annotation as Multimedia Writing8. Annotation as Independent Study9. Annotation as Annotated Bibliography10. Annotation as Creative Act
https://hypothes.is/blog/back-to-school-with-annotation-10-ways-to-annotate-with-students/
10
What to scholars do? “Until very recently, research methods were not widely
discussed in English studies … – research was what you did, and the best you could hope for was a brief introduction to the vagaries of the library.”
“significant numbers of English studies academics in the UK” are still “surprisingly in- or possibly non-articulate about what they do to achieve … results”
Gabriele Griffin (ed.) Research Methods for English Studies. Edinburgh: Edinburgh University Press. 2005.
There are “considerably fewer works” available about scholarly practice for the humanities than for the sciences.
Palmer, C. L. and Cragin, M. (2007). "Scholarly Information work and Disciplinary Practices". In ARIST Vol. 42
Taxonomy of Digital Research Activites in the Humanities
https://github.com/dhtaxonomy/TaDiRAH
Published Image Annotation in KCL’s “Art of Making” project
http://www.artofmaking.ac.uk/
My Pliny Project
http://pliny.cch.kcl.ac.uk
Bradley, John (2008). “Pliny: A model for digital support of scholarship”. In Journal of Digital Information (JoDI). Vol 9 No 1 (formally No. 26). Online at http://journals.tdl.org/jodi/article/view/209/198.
Primary sourcesEditions
Primary sourcesManuscripts, Art objects, other “data”
2ndary literature(interpretative)
Document-oriented view
The “idea cloud”
Primary sourcesEditions
Primary sourcesManuscripts, Art objects, other “data”
2ndary literature(interpretative)
Ideas, concepts, arguments, debates(formally ill-defined)
Adding digital methods into the picture
Primary sourcesEditions
Primary sourcesManuscripts, Art objects, other “data”
2ndary literature(interpretative)
Ideas, concepts, arguments, debates(formally ill-defined)
SemanticWeb (?)
DigitalText(TEI)
Fitting the scholar in the picture
Primary sourcesEditions
Primary sourcesManuscripts, Art objects, other “data”
2ndary literature(interpretative)
Ideas, concepts, arguments, debates(formally ill-defined)
SemanticWeb (?)
DigitalText(TEI)
Personal(mind)
Finding annotation in the picture
Primary sourcesEditions
Primary sourcesManuscripts, Art objects, other “data”
2ndary literature(interpretative)
Ideas, concepts, arguments, debates(formally ill-defined)
SemanticWeb (?)
DigitalText(TEI)
Personal(mind)
20
Reading, and notetaking in scholarly research
For many researchers, scholarly research is: Derived from extensive reading
Across a broad range of sources (primary and secondary) Intensive reading of key sources
Involves notetaking and annotation
• Drawn from William S. Brockman, Laura Neumann, Carole L. Palmer, Tonyia J. Tidline (December 2001): Scholarly Work in the Humanities and the Evolving Information Environment, a report from the Council on Library and Information Resources.
"Users have been introduced to all sorts of interesting things that can be done with computer analysis or electronic resources, but very few of them have been asked what it is that they do, and want to keep doing, which is to study texts by reading them.”
Warwick, C. (2004). “Print Scholarship and Digital Resources” in Susan Schreibman, Ray Siemens and John Unsworth (eds). A Companion to Digital Humanities Oxford: Blackwell Publishing. pp 369-370.
21
Lavagnino: Reading, Scholarship, and Hypertext Editions
…something that is rarely mentioned in any kind of literary scholarship: on reading as an involving process, not as interpretation or decoding. It is reading as an experience and not as mere collection of data: it can lead to interpretation, but only by way of generating reactions that we subsequently seek to describe or explain…
Lavagnino, John (1997). “Reading, Scholarship, and Hypertext Editions”, in The Journal of Electronic Publishing, Sept 1997 Vol 3 No 1 <URL http://www.press.umich.edu/jep/03-01/reading.html>.
22
Scholarly Annotation
“If … I really have to study, learn and absorb what’s in [something I’m reading], I make a photocopy and I write in the margins. And I underline, too. But I almost never underline without writing in the margin…Otherwise, I can find myself simply underlining, rather than absorbing” quote in Brockman et al 2001
Also evidence of annotation in research in Catherine Marshall’s work: Marshall, C.C. (1998). “Toward an ecology of hypertext
annotation”. In Proceedings HyperText 98. ACM. Pp. 40-49 Marshall, C.C. and Brush A.J.B. (2004). "Exploring the
Relationship between Personal and Public Annotations". In Proceedings JCDL '04. ACM. pp. 349-57.
Blair: Note taking and intellectual achievement "We have particularly delegated longterm
memory to media outside the mind. Nonetheless, we still rely on human memory and human judgment at the centre of intellectual achievement. Notes must be rememorated or brought back into active memory at least enough to be intelligently integrated into an argument; judgment can only be applied to experiences that are present to the mind.“ Blair, Ann (2004). “Note Taking as an Art of Transmission”.
In Critical Inquiry 21 (Autumn 2003), p 107
24
Notetaking: a hidden phase of knowledge transmission
“Note taking constitutes a central but often hidden phase in the transmission of knowledge” (p. 85)
“… Michel Foucault reportedly expressed a desire to study copybooks of quotations because they seemed to him to be ‘works on the shelf…not imposed by the individual’; they promised to give quasi-psychoanalytic insight into the thinking of the individual reader free to choose what was worthy of attention” (p. 88)
Blair, Ann (2004). “Note Taking as an Art of Transmission”. In Critical Inquiry 31. University of Chicago.
24
An annotation tool by itself only takes us so far
It would seem that existing Digital Annotation tools could be used to support the “first phase” of scholarship: the reading of material and reacting to it.
To be useful in research, however, they need to engage, somehow, with process of “rememorating” or drawing on these reactions.
26
The page is at the “nexus”
Publishing Application• Preparing text• book design
and presentation
• Printing• Distribution• The printing
press
The page is the nexus between publishing and annotation
Research Application• Support
dynamic text• Support using
of annotations• The pen
Humanities research as process, and its research output
Humanities Researchas process
SourceSecond’rySources
SourceSourcePrimarySources
Research OutputResearch Process
Emerging Ideas
Holmer, Joan Ozark (1994). “Draw, if you be Men”: Saviolo’s Significance for Romeo and Juliet”. In Shakespeare Quarterly, Vol. 45 No 2 (Summer 1994). pp. 163-189
“The space between the reading and note taking and the writing”
"[Synthesis] happens in that space between the reading and the note taking and the writing, because it's what precipitates the writing, the need to write. The ability to write. The possibility of writing. And then it happens again, sometimes, on a revision.“
“I don’t think that . . . in the humanities those breakthrough things are moments. They’re more like a six-month period . . . where I start to see how things fit together in a way that I didn’t before, because so many different texts have to be pulled together.”
(p. 25)
Two scholars, quoted in Broughton et al 2001
29
The screen as the “nexus”
PDF Viewer• Reading PDF
file• Layout on the
screen• Supporting
page turning, etc
Pliny• Support
display of annotations
• Manage notes and anchors
• Support work with notes
31
Pliny objects as a connected graph: a “Mind Map”
An example of a mindmap Graham Burnett (2005) http://en.wikipedia.org/wiki/
File:Mindmap.gif
31
Notes and the Interpretative and Writing Processes
Concept 1
Concept 2
“recontextualising”
Paper 1
Paper 2
Reading Interpreting Writing
Scholarship and …
Formsl elements …
Adding DH methodologies into the picture
Primary sourcesEditions
Primary sourcesManuscripts, Art objects, other “data”
2ndary literature(interpretative)
Ideas, concepts, arguments, debates(formally ill-defined)
SemanticWeb (?)
DigitalText(TEI)
Personal(mind)
AnalysisTool
(Software)
34
Annotating Everything:application output
Software output from: Bradley and Rockwell (1997). Simweb Correspondance Analysis Visualizer.URL: http://tactweb.mcmaster.ca/cgi-dos/simweb/simweb.bat
35
Annotating everything:process descriptions
Comments added by researcher while building the flow diagram
“Annotating Everything”
Annotation has a place while working not only with texts, but with all kinds of data formats and displays
In all these contexts, it acts as a nexus between what the material is showing and what the researcher is getting from it.
More thinking about this in the context of Pliny in Bradley, John (2012), "Towards a richer sense of Digital
Annotation: Moving beyond a 'media' orientation of the annotation of digital objects". In Digital Humanities Quarterly. 2012.6.2.
37
Annotation as a kind of “glue” between applications
DocumentPage
PDF Viewer
Webpage
Browser
DocumentPage
PDF Viewer
CATMADisplay
CatmaWordHoard
Display
WordHoard
Concept
Concept
Note
Concept
Pliny
?
RDF
Bradley, John and Michele Pasin (2013). Fitting Personal Interpretations with the Semantic Web. Draft online at http://pliny.cch.kcl.ac.uk/docs/fitting-Bradley-Pasin.pdf
Finding annotation in the picture
Primary sourcesEditions
Primary sourcesManuscripts, Art objects, other “data”
2ndary literature(interpretative)
Ideas, concepts, arguments, debates(formally ill-defined)
SemanticWeb (?)
DigitalText(TEI)
Personal(mind)
AnalysisTool
(Software)
39
The screen as the “nexus”
PDF Viewer• Reading PDF
file• Layout on the
screen• Supporting
page turning, etc
Pliny• Support
display of annotations
• Manage notes and anchors
• Support work with notes
41
Annotation as a kind of “glue”
DocumentPage
PDF Viewer
Webpage
Browser
DocumentPage
PDF Viewer
CATMADisplay
CatmaWordHoard
Display
WordHoard
Concept
Concept
Note
Concept
Pliny
?
RDF
Thank you! Works referenced (1): Bessette, L.S. (2015). “How Do You Annotation in Your Class? In The Chrolicle of Higher Education ProfHacker
blog. http://chronicle.com/blogs/profhacker/how-do-you-annotate-in-your-class/60101 Borek, Luise, Quinn Dombrowski, Jody Perkins, Christof Schöch, Matthew Munson (20`4). "Taxonomy of Digital
Research Activities in the Humanities". GitHub website at https://github.com/dhtaxonomy/TaDiRAH Blair, Ann (2004). “Note Taking as an Art of Transmission”. In Critical Inquiry 21 (Autumn 2003). Bradley, John (2008). “Pliny: A model for digital support of scholarship”. In Journal of Digital Information (JoDI).
Vol 9 No 1 (formally No. 26). Online at http://journals.tdl.org/jodi/article/view/209/198. Bradley, John (2012), "Towards a richer sense of Digital Annotation: Moving beyond a 'media' orientation of the
annotation of digital objects". In Digital Humanities Quarterly. 2012.6.2. Bradley, John and Michele Pasin (2013). Fitting Personal Interpretations with the Semantic Web. Draft online at
http://pliny.cch.kcl.ac.uk/docs/fitting-Bradley-Pasin.pdf Brockman, William S., Laura Neumann, Carole L. Palmer, Tonyia J. Tidline (2001): Scholarly Work in the
Humanities and the Evolving Information Environment, a report from the Council on Library and Information Resources. December 2001.
Carpenter, Todd (2013). “iAnnotate: What Happened to the Web as an Annotation System”. In blog “The Scholarly Kitchen”. Society for Scholarly Publishing.
Dean, Jeremy (2015). “Back to School with Annotation: 10 Ways to Annotate with Students”. In Hypothesis.is Blog https://hypothes.is/blog/back-to-school-with-annotation-10-ways-to-annotate-with-students/
Thank you! Works referenced (2): Griffin, G (ed.) Research Methods for English Studies. Edinburgh: Edinburgh University Press. 2005. Hypothesis.is. Website at https://hypothes.is/about/ Lavagnino, John (1997). “Reading, Scholarship, and Hypertext Editions”, in The Journal of Electronic
Publishing, Sept 1997 Vol 3 No 1 <URL http://www.press.umich.edu/jep/03-01/reading.html>. Marshall, C.C. (1998). “Toward an ecology of hypertext annotation”. In Proceedings HyperText 98. ACM.
Pp. 40-49 Marshall, C.C. and Brush A.J.B. (2004). "Exploring the Relationship between Personal and Public
Annotations". In Proceedings JCDL '04. ACM. pp. 349-57. Palmer, C. L. and Cragin, M. (2007). "Scholarly Information work and Disciplinary Practices". In ARIST
Vol. 42 Pliny (2011). Pliny project website. http://pliny.cch.kcl.ac.uk Warwick, C. (2004). “Print Scholarship and Digital Resources” in Susan Schreibman, Ray Siemens and
John Unsworth (eds). A Companion to Digital Humanities Oxford: Blackwell Publishing. pp 369-370. Wootton, W., Bradley, J., and Russell, B. (2013). "The Art of Making in Antiquity". Website at
http://www.artofmaking.ac.uk/