July 12, 2016 — July 15, 2016
The Wired! Lab will be making several appearances at the Digital Humanities 2016 conference in Kraków this summer! Here’s where you’ll find us:
Tuesday, July 12th
Time: 9:30 AM – 1:00 PM
This tutorial is an intensive introduction to archive development and storytelling within the Omeka content management and exhibition system. We will also demonstrate the use of the CurateScape framework, which allows users to create location-based itineraries drawn from Omeka items optimized for mobile devices. Over the course of the tutorial we will introduce participants to the principles of digital archive collection development using exercises developed for the Duke University Wired! Lab for Digital Art History & Visual Culture tutorials.
Friday, July 15th
The North Carolina Jukebox Project: Archives Alive and the Making of Digital Cultural Heritage
Session: D22: Long Paper Session: Teaching DH, teaching with DH 2
Time: 11:30 AM – 1:00 PM
The North Carolina Jukebox project transforms an inaccessible audio archive from the 1930s, of historic North Carolina, USA folk music collected by Frank Clyde Brown, into a vital, publicly accessible digital archive and museum exhibition.Led by Trudi Abel, a librarian in the Rubenstein Special Collections Library at Duke University, and Victoria Szabo, a faculty member in Visual and Media Studies and Information Science + Studies at Duke, this interdisciplinary, collaborative effort also involves scholars in music and folklore, music and preservation librarians, digital media specialists, descendants of the original performers, and contemporary musicians who play this music professionally today.
Wired!: Collaborative Teaching & Critical Digital Making in an Art History Classroom
Session: D23: Short Paper Session: Teaching DH, teaching with DH 3
Time: 2:30 – 4:00 PM
In the Wired! classroom’s collaborative teaching model, a digital humanist takes on a significant role in both course planning and implementation. She works with instructors, graduate assistants, and librarians to redesign syllabi and assignments for preexisting departmental courses that incorporate not only digital tools but also critical methods. She then attends class meetings to familiarize herself with courses’ art historical content; she delivers workshops on digital concepts and tools; and she works with instructors and students to establish project workflows, to troubleshoot technical issues, and to critique student work. For students, this kind of collaboration can provide opportunities to make intellectual connections across two modes of inquiry as they apply digital methodologies to art historical topics. For instructors, this collaboration can enrich pedagogical practice as digital methods present different possibilities for student engagement.