A celebration of the many contributions Judy and Gary have made to the Department of Informatics, UCI, and the research community at large. Gary and Judy Olson's Retirement Celebration Date: 11am-4:30pm, May 31, 2017 Location: Arnold and Mabel Beckman Center 100 Academy, Irvine, CA 92617 Information: Eventbrite
Powerpoint Presentation from the 2012 Joint Conference on Digital Libraries (JCDL). Wynholds, L. A., Wallis, J. C., Borgman, C. L., Sands, A., & Traweek, S. (2012). Data, data use, and scientific inquiry (p. 19). ACM Press. doi:10.1145/2232817.2232822
Given the many technical, social, and policy shifts in access to scholarly content since the early days of text data mining, it is time to expand the conversation about text data mining from concerns of the researcher wishing to mine data to include concerns of researcher-authors about how their data are mined, by whom, for what purposes, and to whose benefits.
The digital humanities are at a critical moment in the transition from a specialty area to a full-fledged community with a common set of methods, sources of evidence, and infrastructure – all of which are necessary for achieving academic recognition. As budgets are slashed and marginal programs are eliminated in the current economic crisis, only the most articulate and productive will survive. Digital collections are proliferating, but most remain difficult to use, and digital scholarship remains a backwater in most humanities departments with respect to hiring, promotion, and teaching practices. Only the scholars themselves are in a position to move the field forward. Experiences of the sciences in their initiatives for cyberinfrastructure and eScience offer valuable lessons. Information- and data-intensive, distributed, collaborative, and multi-disciplinary research is now the norm in the sciences, while remaining experimental in the humanities. Discussed here are six factors for comparison, selected for their implications for the future of digital scholarship in the humanities: publication practices, data, research methods, collaboration, incentives, and learning. Drawing upon lessons gleaned from these comparisons, humanities scholars are “called to action” with five questions to address as a community: What are data? What are the infrastructure requirements? Where are the social studies of digital humanities? What is the humanities laboratory of the 21st century? What is the value proposition for digital humanities in an era of declining budgets?
This is the core course in social science research methods and research design for PhD students in information studies. It follows 291A, Theoretical Traditions In Information Studies. Graduate students in Information Studies or related fields (education, communication, public policy, management, psychology, etc.) who have not taken 291A but who have extensive background in epistemology or research methods may enroll with instructor’s permission. Also prerequisite is at least one course in descriptive and inferential statistics. The course is conducted as a workshop, drawing upon students’ research projects as cases. We will survey quantitative and qualitative research designs and address research ethics and the protection of human subjects. The first week of the course will provide a brief review of epistemological issues, basic concepts of research design, and a refresher in statistical concepts. The course is intended to prepare students for further study on specific methods and to assist in preparation for the PhD qualifying exams. Students will begin to build their personal libraries on research methods via the course readings. Materials include popular textbooks on social science research methods and the primary publication manual for social science research. Students will develop a research project and will present an analysis of research reported in a journal article in class.