Tag Archives: Week 2

And So Our Social Experiment Begins: The Difficulties of Editing Socially

This week we have started our adventures in social editing with the first series of blog posts and an introduction to Wikisource. For those readers who might be confused about what exactly we, as a class of graduate students, are … Continue reading

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Education and the Digital Humanities Community

In response to our introduction to digital humanities, our class has expressed shared concerns regarding the social edition, including a desire to preserve and protect the roles of editors, experts, material texts, and close reading skills as valued parts of … Continue reading

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Reading the Social

I think that Miso has tapped into something significant with her blog post. She poses a number of questions that are intertwined with their concerns about the future of expertise, scholarship, and credit when faced with a community of wiki … Continue reading

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Initial Responses to the Social Edition

It seems to me that the project we are about to undertake occupies a contentious space in academia: we will soon be navigating an intellectual space (the realm of the digital humanities), which seeks to democratize knowledge (broaden access) and … Continue reading

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Julie‚Äôs Response to “Toward Modeling the Social Edition: An Approach to Understanding the Electronic Scholarly Edition in the Context of New and Emerging Social Media”

In the above article Ray Siemens explores the tensions between the traditional scholarly edition and the social edition, particularly highlighting changes in the role of the editor, and the expansive nature of the social edition. In terms of engaging with … Continue reading

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