This book presents established and state-of-the-art methods in Language Technology (including text mining, corpus linguistics, computational linguistics, and natural language processing), and demonstrates how they can be applied by humanities scholars working with textual data. The landscape of humanities research has recently changed thanks to the proliferation of big data and large textual collections such as Google Books, Early English Books Online, and Project Gutenberg. These resources have yet to be fully explored by new generations of scholars, and the authors argue that Language Technology has a key role to play in the exploration of large-scale textual data. The authors use a series of illustrative examples from various humanistic disciplines (mainly but not exclusively from History, Classics, and Literary Studies) to demonstrate basic and more complex use-case scenarios. This book will be useful to graduate students and researchers in humanistic disciplines working with textual data, including History, Modern Languages, Literary studies, Classics, and Linguistics. This is also a very useful book for anyone teaching or learning Digital Humanities and interested in the basic concepts from computational linguistics, corpus linguistics, and natural language processing.
The first textbook of its kind, Quantitative Corpus Linguistics with R demonstrates how to use the open source programming language R for corpus linguistic analyses. Computational and corpus linguists doing corpus work will find that R provides an enormous range of functions that currently require several programs to achieve – searching and processing corpora, arranging and outputting the results of corpus searches, statistical evaluation, and graphing.
A linguistic corpus is a collection of texts which have been selected and brought together so that language can be studied on the computer. Today, corpus linguistics offers some of the most powerful new procedures for the analysis of language, and the impact of this dynamic and expanding sub-discipline is making itself felt in many areas of language study. In this volume, a selection of leading experts in various key areas of corpus construction offer advice in a readable and largely non-technical style to help the reader to ensure that their corpus is well designed and fit for the intended purpose. This guide is aimed at those who are at some stage of building a linguistic corpus. Little or no knowledge of corpus linguistics or computational procedures is assumed, although it is hoped that more advanced users will find the guidelines here useful. It is also aimed at those who are not building a corpus, but who need to know something about the issues involved in the design of corpora in order to choose between available resources and to help draw conclusions from their studies.
This book addresses the research, analysis, and description of the methods and processes that are used in the annotation and processing of language corpora in advanced, semi-advanced, and non-advanced languages. It provides the background information and empirical data needed to understand the nature and depth of problems related to corpus annotation and text processing and shows readers how the linguistic elements found in texts are analyzed and applied to develop language technology systems and devices. As such, it offers valuable insights for researchers, educators, and students of linguistics and language technology.
Presenting the digital humanities as both a domain of practice and as a set of methodological approaches to be applied to corpus linguistics and translation, chapters in this volume provide a novel and original framework to triangulate research for pursuing both scientific and educational goals within the digital humanities. They also highlight more broadly the importance of data triangulation in corpus linguistics and translation studies. Putting forward practical applications for digging into data, this book is a detailed examination of how to integrate quantitative and qualitative approaches through case studies, sample analysis and practical examples.
This open access volume constitutes the refereed proceedings of the 27th biennial conference of the German Society for Computational Linguistics and Language Technology, GSCL 2017, held in Berlin, Germany, in September 2017, which focused on language technologies for the digital age. The 16 full papers and 10 short papers included in the proceedings were carefully selected from 36 submissions. Topics covered include text processing of the German language, online media and online content, semantics and reasoning, sentiment analysis, and semantic web description languages.
Pairing full-length scholarly essays with shorter pieces drawn from scholarly blogs and conference presentations, as well as commissioned interviews and position statements, Debates in the Digital Humanities 2016 reveals a dynamic view of a field in negotiation with its identity, methods, and reach. Pieces in the book explore how DH can and must change in response to social justice movements and events like #Ferguson; how DH alters and is altered by community college classrooms; and how scholars applying DH approaches to feminist studies, queer studies, and black studies might reframe the commitments of DH analysts. Numerous contributors examine the movement of interdisciplinary DH work into areas such as history, art history, and archaeology, and a special forum on large-scale text mining brings together position statements on a fast-growing area of DH research. In the multivalent aspects of its arguments, progressing across a range of platforms and environments, Debates in the Digital Humanities 2016 offers a vision of DH as an expanded field—new possibilities, differently structured. Published simultaneously in print, e-book, and interactive webtext formats, each DH annual will be a book-length publication highlighting the particular debates that have shaped the discipline in a given year. By identifying key issues as they unfold, and by providing a hybrid model of open-access publication, these volumes and the Debates in the Digital Humanities series will articulate the present contours of the field and help forge its future. Contributors: Moya Bailey, Northeastern U; Fiona Barnett; Matthew Battles, Harvard U; Jeffrey M. Binder; Zach Blas, U of London; Cameron Blevins, Rutgers U; Sheila A. Brennan, George Mason U; Timothy Burke, Swarthmore College; Rachel Sagner Buurma, Swarthmore College; Micha Cárdenas, U of Washington–Bothell; Wendy Hui Kyong Chun, Brown U; Tanya E. Clement, U of Texas–Austin; Anne Cong-Huyen, Whittier College; Ryan Cordell, Northeastern U; Tressie McMillan Cottom, Virginia Commonwealth U; Amy E. Earhart, Texas A&M U; Domenico Fiormonte, U of Roma Tre; Paul Fyfe, North Carolina State U; Jacob Gaboury, Stony Brook U; Kim Gallon, Purdue U; Alex Gil, Columbia U; Brian Greenspan, Carleton U; Richard Grusin, U of Wisconsin, Milwaukee; Michael Hancher, U of Minnesota; Molly O’Hagan Hardy; David L. Hoover, New York U; Wendy F. Hsu; Patrick Jagoda, U of Chicago; Jessica Marie Johnson, Michigan State U; Steven E. Jones, Loyola U; Margaret Linley, Simon Fraser U; Alan Liu, U of California, Santa Barbara; Elizabeth Losh, U of California, San Diego; Alexis Lothian, U of Maryland; Michael Maizels, Wellesley College; Mark C. Marino, U of Southern California; Anne B. McGrail, Lane Community College; Bethany Nowviskie, U of Virginia; Julianne Nyhan, U College London; Amanda Phillips, U of California, Davis; Miriam Posner, U of California, Los Angeles; Rita Raley, U of California, Santa Barbara; Stephen Ramsay, U of Nebraska–Lincoln; Margaret Rhee, U of Oregon; Lisa Marie Rhody, Graduate Center, CUNY; Roopika Risam, Salem State U; Stephen Robertson, George Mason U; Mark Sample, Davidson College; Jentery Sayers, U of Victoria; Benjamin M. Schmidt, Northeastern U; Scott Selisker, U of Arizona; Jonathan Senchyne, U of Wisconsin, Madison; Andrew Stauffer, U of Virginia; Joanna Swafford, SUNY New Paltz; Toniesha L. Taylor, Prairie View A&M U; Dennis Tenen; Melissa Terras, U College London; Anna Tione; Ted Underwood, U of Illinois, Urbana–Champaign; Ethan Watrall, Michigan State U; Jacqueline Wernimont, Arizona State U; Laura Wexler, Yale U; Hong-An Wu, U of Illinois, Urbana–Champaign.
This Companion offers a thorough, concise overview of the emerging field of humanities computing. Contains 37 original articles written by leaders in the field. Addresses the central concerns shared by those interested in the subject. Major sections focus on the experience of particular disciplines in applying computational methods to research problems; the basic principles of humanities computing; specific applications and methods; and production, dissemination and archiving. Accompanied by a website featuring supplementary materials, standard readings in the field and essays to be included in future editions of the Companion.
A visionary report on the revitalization of the liberal arts tradition in the electronically inflected, design-driven, multimedia language of the twenty-first century. Digital_Humanities is a compact, game-changing report on the state of contemporary knowledge production. Answering the question “What is digital humanities?,” it provides an in-depth examination of an emerging field. This collaboratively authored and visually compelling volume explores methodologies and techniques unfamiliar to traditional modes of humanistic inquiry—including geospatial analysis, data mining, corpus linguistics, visualization, and simulation—to show their relevance for contemporary culture. Written by five leading practitioner-theorists whose varied backgrounds embody the intellectual and creative diversity of the field, Digital_Humanities is a vision statement for the future, an invitation to engage, and a critical tool for understanding the shape of new scholarship.
This volume includes a variety of first-hand case studies, critical analyses, action research and reflective practice in the digital humanities which ranges from digital literature, library science, online games, museum studies, information literacy to corpus linguistics in the 21st century. It informs readers of the latest developments in the digital humanities and their influence on learning and teaching. With the growing advancement of digital technology, humanistic inquiries have expanded and transformed in unfathomable complexity as new content is being rapidly created. The emergence of electronic archiving, digital scholarship, digitized pedagogy, textual digitization and software creation has brought about huge impacts on both humanities subjects and the university curricula in terms of nature, scope and design. This volume provides insights into what these technological changes mean for all the stakeholders involved and for the ways in which humanities subjects are understood. Part 1 of this volume begins with a broad perspective on digital humanities and discusses the current status of the field in Asia, Canada and Europe. Then, with a special focus on new literacies, educational implications, and innovative research in the digital humanities, Parts 2-4 explore how digital technology revolutionizes art forms, curricula, and pedagogy, revealing the current practices and latest trends in the digital humanities. Written by experts and researchers across Asia, Australia, Canada and Europe, this volume brings global insights into the digital humanities, particularly in the education aspect. It is of interest to researchers and students of cultural studies, literature, education, and technology studies. The strongest point of this collection of work is that, it brings important concepts to the study of digital literacies, for example, looking at it from the perspective of new literacies, languages and education. Daniel Churchill, Associate Professor, Faculty of Education, The University of Hong Kong With a rapidly growing advancement in digital tools, this book has made a relevant contribution by informing readers what the latest development of these tools are, and discusses how they can aid research, libraries, education and even poets across different continents. Samuel Kai-wah Chu, Associate Professor, Faculty of Education, The University of Hong Kong
