• Distant Reading Duffy

    Author(s):
    Brian Croxall
    Editor(s):
    Natalie M. Houston
    Date:
    2020
    Item Type:
    Course Material or learning objects
    Tag(s):
    DPiH, DPiH Text Analysis, DPih Course Material or learning objects, Practice, Tool, Digital pedagogy, Collaboration, Play
    Permanent URL:
    http://dx.doi.org/10.17613/8fs8-0318
    Abstract:
    Curatorial note from Digital Pedagogy in the Humanities: This assignment on using the Voyant online suite of tools for text analysis foregrounds the difference between traditional close reading approaches to a small number of texts and distant reading of a larger set of texts. In presenting the assignment, Brian Croxall emphasizes the ludic tradition in text analysis, reminding students that they are “operating here under the principle of experimentation that has guided our class” (cf. McGann and Samuels; Rockwell; Ramsay, “Hermeneutics”). This experimental attitude is important in introducing students to tools that help them see textual patterns in new ways. This assignment also asks students to contribute to the work of transcribing the texts for digital analysis. Making the labor of text preparation and cleaning evident to students demystifies the processes of text analysis and opens up conversations about textual transmission more generally.
    Notes:
    This deposit is part of Digital Pedagogy in the Humanities. Digital Pedagogy in the Humanities is a peer-reviewed, open-access publication edited by Rebecca Frost Davis, Matthew K. Gold, Katherine D. Harris, and Jentery Sayers, and published by the Modern Language Association. https://digitalpedagogy.hcommons.org/.
    Metadata:
    xml
    Status:
    Published
    Last Updated:
    3 years ago
    License:
    Attribution-NonCommercial

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