A blog from Gale International
│By Sarah L. Ketchley, Senior Digital Humanities Specialist│
Every March is Women’s History Month! In keeping with the themes of digital scholarship explored in the ‘Notes from our DH Correspondent’ series, and to celebrate a lesser-known historical female figure, in this month’s post I’ll discuss how I am exploring some of my text research data using a new enhancement to Gale Digital Scholar Lab’s embedded analysis pathways.
│By Sarah L. Ketchley, Senior Digital Humanities Specialist│
Continuing our exploration of the digital tools accessible through Gale Digital Scholar Lab’s intuitive interface, the Parts-of-Speech (PoS) tool enables the researcher to gain granular insights into the different parts of speech used in each document in a content set. This post will highlight the main features of the tool and provide tips about setup and options for displaying and refining analysis results. We’ll wrap up with a few examples of this quantitative analysis method used in research projects and publications.
│By Sarah L. Ketchley, Senior Digital Humanities Specialist│
One of six embedded tools in Gale Digital Scholar Lab, Named Entity Recognition (NER) processes Optical Character Recognition (OCR) text data and captures information about a range of words defined as ‘entities’, detailed below. The tool is ideally suited for text-based analysis, including text encoding and mapping. This blog post will discuss some of the highlights of the Lab’s NER tool, and things to bear in mind when creating an analysis configuration. We’ll finish with a couple of sample use cases to inspire your own NER analysis.
│By Sarah L. Ketchley, Senior Digital Humanities Specialist│
This is a follow-up blog post to last month’s overview of working with Storymaps in the DH classroom. We will consider a few more ways to engage students in the creative and intellectually rigorous process of building Digital Humanities projects, conducting analyses, and demonstrating the outcomes of a quarter or semester’s-worth of work. Developing timelines, exhibits and maps involves making use of Gale Digital Scholar Lab’s export functionality, which includes the ability to download:
This exported information can then be used as the underlying data for a variety of interactive and public-facing student assignments.
│By Nicolas Turner, Gale Ambassador at Leiden University│
The release this year of Christopher Nolan’s Oppenheimer biopic has focused attention on the ‘Red Scare’ of the early 1950s in the United States, a period of history filled with all the ingredients of a thriller: double agents, secret recordings, and dramatic revelations. As Nolan’s film reminds us, however, there was also a very real human cost to the persecutions, with – in the words of the historian Ellen Schrecker – an impact on “the lives of thousands of people”.1
I have always been fascinated by this McCarthyite moment, in which the tide of history seemed to suddenly go out, leaving people stranded with beliefs that had previously been acceptable but were now framed as treasonous or worse. I was therefore thrilled to discover in Gale’s Political Extremism and Radicalism archive a treasure trove of documents that offered direct access to the experiences of those living through that dramatic moment – including, most tantalisingly of all, J. Robert Oppenheimer himself.
│By Sarah L. Ketchley, Senior Digital Humanities Specialist│
It’s back-to-school season, and the next two ‘Notes from Our DH Correspondent’ blog posts will focus on non-traditional assignments in the DH classroom. Often, Humanities classes culminate in a final paper or essay which is a worthwhile exercise in sifting through relevant information to answer a question or propose a thesis. A syllabus that incorporates Digital Humanities methodologies, however, often blends subject content with technical and analytic proficiencies, meaning an essay may not be the best medium to showcase student learning in this scenario. Below we consider tools for digital storytelling which blend text, image, and analysis results to create engaging and interactive assignment outputs.
│By Sarah L. Ketchley, Senior Digital Humanities Specialist│
Sentiment Analysis can be described as an exploratory form of analysis that reveals trends or patterns in positive, negative or neutral sentiment of a collected set of documents (a ‘Content Set’). This type of analysis can identify avenues for further research or investigation at both a macro (Content Set) and micro (document) level.2 Sentiment Analysis is one of the six analysis tools available in Gale Digital Scholar Lab where it was recently updated to include an expanded sentiment lexicon which offers opportunities to further refine analysis results. This blog post will discuss these enhancements and offer suggested pathways to work with Sentiment Analysis both in the classroom and for research.
│By David Rosson, Doctoral Researcher at the University of Helsinki│
A big-picture goal for the Computational History research group at the University of Helsinki is to develop methods for studying how ideas spread during the Age of Enlightenment. This was a time period marked by notable thinkers and burgeoning ideas about reason, science, human nature, the state, and society as a system operating on certain principles. These ideas have profoundly shaped the modern world we live in today and in many ways still bear influence on current affairs.
An indispensable resource for studying historical discourse in this period is Gale’s Eighteenth Century Collections Online (ECCO), which covers a considerable portion of books published in Britain between 1700 and 1800. Our research group has been working with the datasets and building research infrastructure on top of Gale’s primary sources for more than a decade. One of the latest examples of our researcher-oriented tools is a web interface, Reception Reader, that helps with the tasks of exploring text reuse patterns in ECCO documents.3
│By Sarah Ketchley, Senior Digital Humanities Specialist│
The field of digital scholarship tends to be collaborative, since any given project may involve disciplinary experts, developers, librarians, archivists, and students. Management of workflow and data can be challenging unless there is careful planning from the outset about record-keeping, group working practices, the sharing of information and goals for project sustainability and longer-term archiving. These practical considerations are the same for research projects and for those built in the classroom.
The ability to create Groups was recently added as a feature to the Gale Digital Scholar Lab platform, along with a flexible ‘Notebook’ tool for documenting decisions and outcomes. This blog post will consider how Group spaces can be used to facilitate classroom project-building by students in an undergraduate classroom, using a recent course I taught in the Information School at the University of Washington as a case study. The practicalities of using the Groups/Notebook features were discussed in my previous blog post, including details about how a teacher might go about adding students to new groups within the Lab, then managing classroom workflow via record-keeping in the team’s Notebook.
|By James Carney, Senior Gale Ambassador at King’s College London|
Decolonisation refers to the process of attempting to undo the social, political, economic and cultural effects of imperialism on former colonies. Having just completed my undergraduate degree in English and Classical Literature at King’s College London, I have come to appreciate language and the written arts as potent mediums to contemplate, respond to and even resist the weight of colonial history.
My dissertation on Derek Walcott’s 1990 postmodern epic Omeros most thoroughly illustrated to me the nuances and creative potential of colonial victims to negotiate their present and historical standing in response to imperial agents. My exploration of this theme in Walcott’s work was particularly interesting as he ostensibly views colonisation as continuous, from nineteenth-century British and French empires to modern American capitalism, as the same force underlies both processes for the benefit of the typically white aristocracy, eclipsing native identity and homogenising Caribbean culture to artificiality.