Last spring dh+lib published the special issue “Making Research Tactile: Critical Making and Data Physicalization in Digital Humanities,” which featured seven case studies on ways critical making could be integrated into a digital humanities (DH) research practice. This follow-up special issue features concrete ways we can integrate critical making into our (library) instruction. Given the library’s role in technology instruction and data literacy–as well as its function as a space that embraces creative methods–we wanted to provide some explicit examples of teaching methods that can work in everything from a technological one-shot to a more embedded instructional model. If you want to know more about what data physicalization is and why it is a great tool for DH, please see the introduction to that previous issue. 

Technological instruction without computers 

Teaching data, or other technological instruction, through crafting can strengthen our pedagogy in many ways. Russell and Hensley warn of the dangers of “buttonology” and focusing our instruction too much on the interface of specific tools (2017). When we do this, we risk not teaching students how to think computationally, and instead how to navigate specific software, which could become immediately outdated when something new is released or when that software is no longer available. And as Cammeron et al. show us, a minimalist and low-tech pedagogy can more quickly get students thinking about technological concepts (2024). This can also help address technological anxiety and frame assignments as more “fun” for students who are less drawn to doing humanities work digitally, which can foster students’ curiosity to pursue the topics further. 

Over-emphasizing programming languages or computer software perpetuates limited notions of what counts as technical skill. Adopting a more expansive view of technology to include things such as weaving, sewing, paper arts, and more, enables us to honor and value the broad range of skills, experiences, and interests our students bring with them into our classrooms. By situating these technical and creative skills in larger contexts beyond the digital, our digital or data literacy instruction can appeal to a more diverse range of learners. Put another way, de-emphasizing the coding aspects of technological instruction opens up learning spaces to a wider range of people, including women, BIPOC, LGBTQIA, and economically-disadvantaged students, who, because of past negative experiences or stereotypes, may not gravitate toward programming-oriented topics or classes. In this way, we see this approach as one of many interventions, such as Girls Who Code, to expand and make more accessible technological instruction. We hope this issue inspires you to imagine more accessible and inclusive approaches to your digital humanities instruction that are rooted in this expansive view of technology.

In this issue

This issue consists of eleven data physicalization case studies, specifically situated in instructional contexts. Like our previous issue, these case studies take inspiration from cooking blogs: each piece includes a narrative describing the authors’ experience doing the work and a set of instructions to try doing it yourself. We’ve also collected these instructions into their own zine, which you are free to print, share, and remix. 

Within the issue, you will find projects that use a wide range of crafting methods, from beading to circuit building. We encourage you to take inspiration from these examples, but do not feel limited by them. If there is a type of craft or making you are most comfortable using, there is probably a way to use it for this type of work too! We hope this special issue can serve as an invitation to join us in this work. Please try any of the projects in the issue, post pictures of what you make using #DHMakes—a hashtag many folks in the community have been using—and if you find more readings on this topic, or write one yourself, add it to our Zotero group for resources on data physicalization.

Citations

Cammeron, Malcom, Carter, Caroline, Pérez Martínez, Winnie E., Stephen, Samantha, and Brandon Walsh. 2024. “A Way In: Digital Pedagogy Training with Speculative, Low-Tech Workshops” Journal of Interactive Technology and Pedagogy, vol 24.

Russell, John E., and Merinda Kaye Hensley. 2017. “Beyond Buttonology: Digital Humanities, Digital Pedagogy, and the ACRL Framework” College & Research Libraries News, December. https://doi.org/10.5860/crln.78.11.588.

What is it

Crafting Encounters with Humanities Data is a special issue of dh+lib that will explore ways of integrating critical making and data physicalization into library-based digital humanities pedagogy in a variety of forms and modalities, including workshops, course-related instruction, and more.

Methods and topics of interest include, but are not limited to:

• Crafting (knitting, sewing, crocheting, weaving, etc.) visualizations
• Data physicalization as accessible/tactile data visualizations
• Teaching technological concepts through making
• Digital humanities data objects 
• Supporting creative approaches to data and technology

Proposals (~250 words) should describe the topic and/or method being explored, and introduce a tentative idea for a pattern that readers can use to make a similar physical object (see the zine from our earlier special issue). You do not have to be a librarian or work in a library to submit, but the main audience of your piece should be library workers. We also understand these proposals might not represent work already done, and will be flexible if your topic shifts as you do the work. 

Submit proposals by September 27, 2024. 

Format of the final piece

Inspired by cooking blogs, each piece will have a written narrative + a pattern tied to the theme of the narrative. Narratives can be formal or informal and the recipes will also be gathered into a standalone zine that will be freely available to print/download/share.

For inspiration and examples of this work please see part one of this series “Making Research Tactile: Critical Making and Data Physicalization in Digital Humanities” (2024). 

Tentative Timeline

• Proposals due September 15th September 27
• Notification October 1st mid October
• Drafts due February 9th
• Editing/production in March 
• Publication in April

Questions

Please feel free to email dhandlib.acrl@gmail.com with any questions you have. We want your proposals to be as strong as possible and are happy to answer questions over email or set up a meeting to talk through your ideas.

Play With Your Data on Humanities Commons

This special issue of dh+lib introduces our readers to how digital humanities can integrate data physicalization into the research process and how data physicalization is a form of critical making. Seven case studies are presented here, ranging from how we can use data physicalization to teach digital methods to how data physicalization can aid in the creation of research objects.

What is data physicalization?

Before we get too deep into the work itself, what is data physicalization? Essentially data physicalizations are tangible objects whose appearance, form, and design are informed by data. Rather than making a traditional “flat” data visualization in Tableau, Python, or some other software, these projects use textiles, clay, fiber, and more to present their information. There are many terms for this process, like physical data visualization, embodied data visualizations, data materialization, but we are using data physicalization as it is a term that has been long adopted by design fields already. 

Data physicalization can also incorporate themes from other critical data fields. Data physicalization shares a lot with data feminism, and in particular in the ways it makes labor visible. While traditional visualizations can sometimes appear effortless, physicalizations often emphasize the hands of their makers. That labor also promotes deeper relationships between the practitioner and their data, as they spend more time directly interacting with the data (Cleghorn 2019). For readers of the physicalizations, they can engage them both visually and haptically, creating a deeper engagement with the information presented. That care and attention makes data physicalizations a tool with a lot of potential for projects dealing with data about people and can function as data visceralizations. Many makers see data physicalization as a way to reassert human elements back into data processes that are often abstracted and distanced from the subjects of representation. The possibility for tangible connection—by the maker and the viewer—engender rehumanization.

Why in DH?

So why would a digital humanities need data physicalization? Would a data sculpture or quilt even count as digital humanities work? If we take an expansive definition of digital humanities, where digital humanities is the process of using technologies to help us pursue and answer humanities questions, then digital humanities doesn’t have to be digital. Indeed, not all technologies are digital, and exploring non-digital technology can help us reconnect to another meaning of digital, referring to fingers and hands, which underscores the broader issue of how we can think about computation as something extra- or non-human rather than being a fundamental part of the human experience. Woodwork, ceramics, and weaving are all technologies that predate computers. In fact advanced weaving looms helped inspire the first computers. Weaving, knitting, lacemaking are all algorithmic and such fabric-based making is a way of demystifying how computers function – they aren’t these weird magic boxes, but are related to these everyday activities that have been going on, in some cases, for millennia (Harlizius-Klück 2017). By integrating physicalization into our practice, we better understand data and computing as part of our human existence rather than solely the province of machines. And by integrating these types of skills into our digital humanities practice, we can begin to credit more forms of knowledge in the academy. While data sciences and heavily computational digital humanities place a high value on coding skills, which can benefit particular genders and socio-economic backgrounds, elevating skills like crochet and embroidery as technical and academic skills allows us to acknowledge a wider variety of traditional knowledge (Haas 2008).

Additionally, data physicalization can be a critical data practice. These types of visualization help us explore the ways power impacts the data we study and utilize, thereby enabling a particular ethic of digital humanities praxis. Data physicalizations are slower than traditional visualizations, and that slowness promotes a deeper connection between the practitioner and the data themselves. Additionally it can take longer for a viewer to interpret a physicalization, and that process of translation can encourage a more meaningful relationship between the viewer and the data. For data on sensitive subjects, like people or the environment, this time can help both the researcher and the reader to reflect on the story being told. 

This work isn’t new to digital humanities. Two entries in the Debates in Digital Humanities series, Making Things and Drawing Boundaries (Sayers 2018) and Bodies of Information (Losh and Wernimont 2019), both touch on making and materiality in digital humanities, and there have been digital humanities data physicalizations (Webber-Bey 2014). However as the #DHMakes community continues to grow and more scholars turn to making as a way to engage in their research, libraries need to be involved in these conversations too. 

Why in libraries?

But why should libraries, and those who work within them, care? Data physicalization can be a great partner for traditional digital humanities instruction, teaching technological methods without using a computer (D’Ignazio 2022). This can help students engage with data-oriented and humanities-oriented computational thinking while simultaneously addressing tech anxiety. It allows the instruction to be more focused on scaffolding and embodying data literacy concepts than on specific software, giving students the skills to then apply the information to their own research (Russell and Hensley 2017). Additionally, by familiarizing themselves with diverse research methods, libraries will be better prepared to support a variety of learning styles and needs. 

In this issue

This issue consists of seven data physicalization case studies taking inspiration from cooking blogs: each study is framed as a narrative about the author’s experience; several studies include an accompanying pattern for the reader to try. These patterns have been gathered into a zine that you all are welcome to print and share. The issue covers a range of methods, from weaving to programming wearables, and a variety of topics, like dealing with failure and considerations for coming up with the design of a data physicalization. 

We hope this special issue can serve as an invitation to join us in this work. Please try making any of the patterns in our zine, post pictures of what you make using #DHMakes—a hashtag many folks in the community have been using—and if you find more readings on this topic, or write one yourself, add it to our Zotero group  of resources on data physicalization. And when the call for proposals for the second part in this series comes out, consider submitting something to it! 

Citations

Cleghorn, Ripley. 2019. “Why You Should Close the Computer for Your Next Data Visualization.” Nightingale (blog). October 2, 2019. https://medium.com/nightingale/why-you-should-close-the-computer-for-your-next-data-visualization-3636663d0b35.

D’Ignazio, Catherine. 2022. “Creative Data Literacy: Bridging the Gap between the Data-Haves and Data-Have Nots.” Information Design Journal, July, 6–18. https://doi.org/10.1075/idj.23.1.03dig.

Haas, Angela M. 2008. “Wampum as Hypertext: An American Indian Intellectual Tradition of Multimedia Theory and Practice.” Studies in American Indian Literatures 19 (4): 77–100. https://doi.org/10.1353/ail.2008.0005.

Harlizius-Klück, Ellen. 2017. “Weaving as Binary Art and the Algebra of Patterns.” TEXTILE 15 (2): 176–97. https://doi.org/10.1080/14759756.2017.1298239.

Losh, Elizabeth, and Jacqueline Wernimont, eds. 2019. Bodies of Information: Intersectional Feminism and the Digital Humanities. Minneapolis, Minn. London: Univ Of Minnesota Press.

Russell, John E., and Merinda Kaye Hensley. 2017. “Beyond Buttonology: Digital Humanities, Digital Pedagogy, and the ACRL Framework | Russell | College & Research Libraries News,” December. https://doi.org/10.5860/crln.78.11.588.

Sayers, Jentery, ed. 2018. Making Things and Drawing Boundaries: Experiments in the Digital Humanities. 1st edition. Minneapolis: Univ Of Minnesota Press.

Webber-Bey, Deimosa. 2014. “Runaway Quilt Project: Digital Humanities Exploration of Quilting During the Era of Slavery.” The Journal of Interactive Technology and Pedagogy, no. 6 (November). https://cuny.manifoldapp.org/read/runaway-quilt-project-digital-humanities-exploration-of-quilting-during-the-era-of-slavery-0f3051c0-9511-4642-9c91-9f47ad761442/section/f7beacd0-44e9-4c22-be61-8c2d5c0e01a0.

Before work begins on Wax 2.0, Marii Nyrop and Alex Gil are looking to learn from the community about what has worked, what hasn’t, what would be great to have. They have prepared a survey (and an optional follow up) to help gather feedback. You can also share your own Wax site using their other form.

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Job Description

Professional Responsibilities 70%

• Consults with students, faculty, and staff on digital humanities projects, providing technical expertise and support for DH methods. Consultations are designed to empower faculty and graduate students to pursue their own research and teaching.
• Offers introductory training in DH tools and methods. Oversees and executes hands-on workshops, training sessions, and seminars for faculty and graduate students.
• Develops and delivers DH content for graduate and undergraduate courses and works with instructors to integrate DH skills into course learning outcomes.
• Designs and develops programmatic materials and content to support IDRH programs and activities to foster engagement of students, faculty, staff and community partners.
• Understands the potential benefits and liabilities of various digital platforms and tools and communicates them clearly to a range of audiences.
• Creates and maintains project documentation.
• Independently coordinates and executes a variety of IDRH programs and events, which may include grant funded programs, in collaboration with IDRH co-directors. Contributes to IDRH funding proposals.
• Participates in the development of IDRH goals and objectives.
• Joins the IDRH in a leadership role, participating in the planning, administration, and execution of IDRH events and programming.
• Assesses and reports on IDRH program outcomes.
• Engages with KU Libraries colleagues to enhance and coordinate digital scholarship support. Participates in services and programs such as Research Sprints, Information Literacy Mini-Grants, and Software Carpentry.
• Advances the libraries’ priorities and strategic directions through participation on project teams and/or task forces.
• Demonstrates a commitment to advancing diversity efforts in the libraries and contributes to an inclusive environment. KU Libraries embraces diversity and inclusion and this position will contribute to a climate that supports and reflects our community of students, faculty and staff of all identities and backgrounds.

Research 20%

• Contributes to the profession’s collective knowledge by engaging in scholarly research activity.
• Research may involve the publication of articles, books, book reviews, grant-supported inquiry, or editorial work (see Promotion and Tenure Procedures at KU, Spring 2017).

 Service 10%

• Engages in service to the Libraries, the University and to professional organizations by participating in committee work, projects, and other contributory achievements.

Required Qualifications

1. ALA-accredited master’s degree in Library/Information Science or equivalent from a foreign institution by date of appointment.
2. One year of experience with one or more digital scholarship methods, as demonstrated through  professional experience or coursework, which may include but are not limited to: digital exhibits, digital  archives, data visualization, text analysis, digital storytelling, network analysis, text encoding as evidenced in the application.

dh+lib Review

This post was produced through a cooperation between Pamella Lach, John Russel, and Claudia Berger (Editors for the month), Caitlin Christian-Lamb, Nickoal Eichmann-Kalwara, Linsey Ford, Hillary Richardson, and Rachel Starry (dh+lib Review Editors).

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Required Qualifications

-Master’s degree in library and information science or a related field.
-Proven experience in managing digital library and preservation programs or related digital initiatives in an academic or research library setting.
-Proficiency with software tools and platforms used for managing, preserving, and delivering long term access to digital collections.
-Exceptional problem-solving skills and the ability to effectively troubleshoot technical issues related to digital libraries and preservation.
-Demonstrated experience working with APIs, data interoperability, and integrating digital collections into various systems and platforms.
-Strong understanding of data management and digital preservation principles, encompassing data integrity, authenticity, and long-term access.
-Knowledge of current emerging technologies and trends in the field of digital preservation.
-Effective communication skills, with the ability to convey complex technical concepts to both technical and non-technical stakeholders.
-Ability to contribute to the development and pursuit of a research agenda pursuant with requirements for promotion and continued appointment in the University Libraries

Preferred Qualifications

-Success in grant writing and securing funding for digital library and preservation initiatives.
-Experience with AWS or other cloud-based digital library and preservation systems, showcasing proficiency in leveraging cloud technologies for managing and preserving digital content.
-Demonstrated expertise in managing digital content digitization and preservation workflows, including knowledge of best practices, emerging technologies, and compliance with Federal
Agencies Digital Guidelines Initiative (FADGI) requirements.
-Strong understanding of copyright and intellectual property issues related to digital content, ensuring compliance and appropriate use of materials in accordance with legal and ethical guidelines.

Appointment Type

A/P Faculty, Assistant Professor, regular full-time appointment

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From the announcement (For best consideration, please apply by 7/28/2023. This position will remain open until filled):

The University of New Mexico College of University Libraries and Learning Sciences (CUL&LS) seeks a collaborative, service-oriented, and innovative Humanities Librarian to support a dynamic library system with a strong outreach and instruction program. The successful candidate will be passionate about information literacy, enthusiastic about teaching, and committed to the ethical and equitable access, use, and creation of information by learners at all levels.

This is a full-time, 12-month tenure track faculty position with a minimum hiring salary of $62,000 and generous benefits. Entry-level candidates are encouraged to apply. Faculty rank, tenure status, and salary are negotiable based on qualifications and experience. Prioritizing a diverse, equitable, and inclusive organization, CUL&LS strongly encourages interested candidates who are members of marginalized groups to apply.

Responsibilities

Reporting to the Director of Instruction & Outreach in the University Libraries, the Humanities Librarian is an engaged and collaborative member of the Learning & Outreach Services unit. Members of this unit lead the Libraries’ efforts to develop critical users of information and steward collections. The Humanities Librarian will:

• Serve as the Libraries’ specialist for the humanities, focusing on instruction, research assistance, and collection development for departments including History; Spanish & Portuguese; Languages,
• Cultures, and Literatures; Philosophy; and others as assigned;
• Engage with emerging information and instructional technologies, as well as facilitate research and projects in the humanities;
• Keep current with digital humanities projects and tools;
• Proactively build relationships and partnerships with students, faculty, and staff in the undergraduate and graduate humanities programs;
• Support efforts to advance JEADI (Justice, Equity, Accessibility, Diversity, and Inclusion) and contribute to related initiatives in CUL&LS and the University;
• Design, implement, and assess library instructional services, including face-to-face, hybrid, and online learning opportunities, instruction sessions and workshops, and other approaches, with specific attention to the research methodologies used by humanities scholars;
• Work collaboratively with UNM colleagues to implement approaches, services, systems, and strategies to engage with scholars during all phases of the research process: research design, discovery, analysis, and publication;
• Contribute to unit and CUL&LS priorities;
• Meet librarianship and teaching, scholarship, and service requirements for promotion and tenure as detailed in the UNM Faculty Handbook and the CUL&LS Promotion and Tenure Guidelines.
• Working some evenings and weekends is required.

The University Environment

UNM Land Acknowledgement: Founded in 1889, the University of New Mexico sits on the traditional homelands of the Pueblo of Sandia. The original peoples of New Mexico – Pueblo, Navajo, and Apache – since time immemorial, have deep connections to the land and have made significant contributions to the broader community statewide. We honor the land itself and those who remain stewards of this land throughout the generations and acknowledge our committed relationship to Indigenous peoples. We gratefully recognize our history.

UNM is a Tier I Research Institution, a Hispanic-serving institution, and the flagship university in a majority-minority state. To support UNM’s diverse campus constituents and colleagues, CUL&LS affirms its commitment to honor diversity, ensure fairness and access, and create an environment where all employees are treated respectfully. These commitments include supporting the University and CUL&LS JEADI initiatives, the CUL&LS Anti-Racism statement, and CUL&LS Strategic Priorities, which explicitly indicates we will “Apply a JEADI lens (Justice, Equity, Accessibility, Diversity, and Inclusion) to cultivate a safe and welcoming environment and culture for our employees, students, and users.”

UNM is a member of the Association of Research Libraries, Center for Research Libraries, and the Greater Western Library Alliance, and leads the LIBROS Consortium of seventeen academic libraries in New Mexico. The CUL&LS is comprised of the University Libraries, an academic degree-granting unit (Organization, Information, and Learning Sciences), and the University of New Mexico Press. The UNM Libraries contain over 3.5 million volumes and include three libraries: Centennial Science & Engineering Library, Fine Arts & Design Library, and Zimmerman Library (humanities, social sciences, business, and education). Zimmerman Library houses the Center for Southwest Research and Special Collections. UNM is an Equal Opportunity/Affirmative Action employer and educator.

Why Albuquerque? https://advance.unm.edu/why-abq/

Qualifications
Education and Experience

Minimum Requirements:

• A master’s degree earned from an ALA-accredited library/information sciences program or equivalent OR a terminal degree in a humanities or related field by the start date.

Preferred (Desired) Qualifications:

• College course work or experience in a humanities field appropriate to the position;

• Demonstrated knowledge of or experience conducting library outreach and engagement with students, faculty, and campus collaborators to support research and instructional endeavors;

• Demonstrated knowledge of or experience teaching information literacy concepts and trends (e.g., the ACRL Framework for Information Literacy);

• Familiarity with digital humanities projects;

• Ability to communicate in Spanish, Portuguese, an Indigenous language of the Southwest, or a language supported by the LCL (Languages, Cultures, and Literatures) department (https://lcl.unm.edu/);

• Ability to work collaboratively and as part of a team;

• Excellent oral, written, and interpersonal communication skills;

• Demonstrated commitment to diversity, equity, inclusion, and student success as well as working with broadly diverse communities.

dh+lib Review

This post was produced through a cooperation between Pamella Lach, John Russel, and Claudia Berger (Editors for the month), Caitlin Christian-Lamb, Nickoal Eichmann-Kalwara, Linsey Ford, Hillary Richardson, and Rachel Starry (dh+lib Review Editors).

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From the announcement:

Job:

Associate Director or Senior Associate Director, Digital Humanities Center

Job Summary:

Reporting to the Faculty Director of the Digital Humanities Center (DHC), this position provides leadership and coordination in the strategic planning and implementation of policies, systems, programs, and services to support the DHC’s mission.

The Associate Director’s responsibilities include designing, implementing, and assessing Center services and programming that enable transformative digital humanities pedagogy and research at Barnard. The AD collaborates with faculty on implementing DH methods into specific courses, develops and leads workshops for digital humanities methods and tools, and partners with other Centers and BLAIS staff on shared programs such as the Thinking Digitally Summer Institute. The AD supports a portfolio of digital humanities research projects and works with BLAIS colleagues to provide infrastructure, maintenance, and preservation of digital humanities scholarship. The AD oversees all DHC operations including the budget, digital infrastructure, workflows, programming, and staff (currently 1 Post-Baccalaureate Fellow, and graduate and undergraduate student workers.)

We may fill the role as Associate Director or as Senior Associate Director, depending on experience.

The DHC is housed in the Milstein Center for Teaching and Learning along with Barnard’s other Academic Centers and the Barnard Library and Academic Information Services (BLAIS.)

Each of the Academic Centers supports the internal instructional mission of the College–by training students and faculty in the use of technologies, methods, and instructional practices–and promotes external-facing programming and community engagement that explore trends and academic research within their respective domains of expertise.

Job Description:

Essential Duties

• Develops and leads services to train and support students and faculty in digital humanities methodologies and approaches, e.g., text analysis, timelines, mapping, data visualization, digital archives, etc.
• Consults with faculty to introduce and build digital humanities skills and assignments into their courses, especially in support of the Thinking Technologically and Digitally foundations requirement.
• Coordinates the annual Thinking Digitally Summer Institute, a multi-center collaboration that supports a cohort of Barnard faculty to create or transform a digital assignment.
• Leads and empowers a high-performing team, including supervising, training, and mentoring the Post-Baccalaureate Fellow and undergraduate and graduate student workers.
• Forges strong relationships and collaborations with Centers and BLAIS staff that result in dynamic and generative digital humanities scholarship, pedagogy, and programming.
• Builds inclusive and resilient communities of learning among Barnard faculty and students through DHC programs.
• Designs sustainable workflows, processes, and documentation to support the ongoing work of the center.
• Manages the DHC budget and collaborates with DHC leadership to propose annual budgets in support of the center’s essential programs and services.
• Plans and implements solutions for the DHC’s digital infrastructure, in collaboration with colleagues in BLAIS, and provides digital humanities training and skill development for DHC staff and relevant BLAIS staff.
• Consults with faculty on digital humanities research projects, providing guidance on technology choices and project management.
• Represents the DHC in local, national, and/or international venues and promotes the work of the DHC at academic and/or professional conferences.

Skills, Qualifications & Requirements:

Knowledge, Skills, and Abilities  

• In-depth knowledge of the field of digital humanities, including experience working on a range of digital humanities projects and in digital humanities classrooms.
• Highly effective in interpersonal relations, strong verbal and written communication, and a proven ability to interact effectively with students, faculty, staff, administrators and external stakeholders.
• Knowledge of budgeting procedures and techniques.
• Knowledge of principles and practices of leadership, motivation, team building, and professional development.
• Proficiency with one or more digital humanities technologies and platforms. The portfolio currently includes Omeka, Scalar, WordPress, StoryMap, TimelineJS, CSS, HTML, and Trello.

Required Qualification Summary    

• Demonstrated commitment to diversity, social justice, and inclusive excellence, and an ability to connect with others and cultivate relationships based on mutual trust and respect and collegiality is required.
• An ALA-accredited graduate degree in library or information science and/or advanced degree in humanities discipline is required. Ph.D. preferred.
• For Associate Director: Minimum of 5 years’ progressive administrative leadership experience, including supervisory responsibilities, preferably in an academic library or digital scholarship or digital humanities center AND Minimum of three years’ experience teaching or supporting teaching at the collegiate level.
• For Senior Associate Director: 5-7 years’ progressive administrative leadership experience, including supervisory responsibilities, preferably in an academic library or digital scholarship or digital humanities center AND 5 or more years
• experience teaching or supporting teaching at the collegiate level.

Salary Ranges:

Associate Director (Grade 7) salary range is $77,250 – 85,821

Senior Associate Director (Grade 8) salary range is $89,314 – 93,000

dh+lib Review

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Jupyter notebooks for digital humanities is a list compiled by Quinn Dombrowski of Jupyter notebooks covering research, course materials, learning python, as well as specific forms of analysis. There are notebooks available in English, German, Spanish and French. The list was started in 2019, but was most recently updated in April 2023, making this a valuable resource for folks looking to learn new skills or find teaching materials to utilize in classes, workshops, and more.

The Library of Congress By The People project has released two new datasets from its crowdsourced transcription campaigns, the correspondence of Georgia O’Keeffe and Alfred Stieglitz and the notebooks of Frederick Hockley. The O’Keeffe/Stieglitz dataset includes over 500 letters they wrote between 1929-1947 to their friend Henwar Rodakiewicz, a documentary filmmaker. The digital collection of these letters is also available. The Hockley dataset contains the transcription of his 11 notebooks where he recorded his supernatural visions, which make up volumes 4-5 and 7-15 of The Crystal, his manuscript about his crystal and mirror-gazing experiments.