Fall 2021
This project is maintained by AMSUCF
Texts & Technology work is situated on an understanding of “new” media mechanisms, which includes the underlying layer of code. Throughout the core Texts & Technology courses, we work to bridge the gaps of text, technology, and theory. In Design & Development, we will put this understanding into practice, building towards confidence and flexibility in using procedural tools and digital methods in humanities research. While there are many languages potential relevant to T&T and the digital humanities broadly, this course focuses on Python, which is currently one of the top choices for data analysis thanks to its tools (including Anaconda and Jupyter Notebooks, which we will employ) and flexibility.
The bulk of the course will be spent experimenting: while at first it may seem there is minimal “writing” in this course, Annette Vee’s framework reminds us that code itself fits in the rubric of literacy, and through reading and writing code (and using it as a lens for seeing other “texts”) we will build that procedural literacy. At the end of the course, we will put this knowledge into use through a larger project, building upon the exercises towards a potential future research application in an area of interest.
Each week, plan on following instructions in the Webcourses module regarding readings and online exercises to accompany the in-class discussion. Each module will be divided into three sections:
This course requires a mix of applied and theoretical readings, including some open access materials. The primary texts include:
Supplementary suggested readings are included in each module to guide additional exploration of programming methods and concepts explored.
| Points | Assignment Summary | Due Date |
|---|---|---|
| 5 | Activity Verification - Complete the brief survey posted on Webcourses as soon as possible to confirm your enrollment in the course. As this is required by the university, please attend to it as soon as possible at the start of classes. | Friday, August 27, 2021 |
| 75 | Coding Exercises - Weekly discussions will consist of sharing preliminary readings and arguments, as well as progress towards the final paper. Students are encouraged to use screenshots from the works under discussion, and models will be provided for annotating and engaging through these visuals. | Weekly, One-Fifteen |
| 20 | Reflection - During the final exam week, students will complete a written reflective essay on their journey, with particular consideration to next steps and potential future applications of programming tools introduced throughout the semester. | Monday, December 6, 2021 |
Students can access their grades and feedback at any time using the Grade Book function of Webcourses. All assignments will be submitted through Webcourses. Plan on checking the site at least twice a week for updates and assignment information. Grades are calculated out of 100 following a standard letter scale.
Late work is accepted without penalty through the next major assignment deadline. If circumstances require extension beyond that deadline, please reach out to the instructor immediately. As assignments throughout the course are designed to build on the previous exercise, assignments must be completed in sequence.
There is no extra credit work available in this class. Grades will be available through Webcourses and updated weekly.
This course uses a mixed mode format, and relies upon students to complete all readings, engage with online videos, and join in on course discussions. All assignments are due at the close of their listed module, but will be accepted with no penalty through the next listed deadline. Once an assignment closes, late work will not be accepted unless an additional extension has already been approved by the instructor: please reach out early if circumstances will require additional time!
We start the semester by configuring our systems for Python: we’ll work through the installation process and get to know Python, PIP, Anaconda, Jupyter, Visual Code Studio, and Git as the tools we’ll rely upon throughout the semester.
As we test out our configurations, we will explore the different types of data that T&T work can engage, as well as start to consider the practicalities of marking, cleaning, and using data.
We’ll build our comfort with the language of programming through exploring building blocks, with an emphasis on strings as the foundation of textual data, as well as variables, functions, and loops.
Through thinking about both the texts we engage and their metadata, markup, and descriptions, we’ll engage both the pragmatic challenges of standards (XML, TEI, JSON, and so forth) and the research possibilities.
As we level up our methodologies, we’ll start to explore the capacity of Jupyter Notebooks, with particular attention to how we can start to build reusable, structured methodologies for working in Python.
Working with larger datasets requires more intentional structures: we’ll explore databases and build our comfort with manipulating and parsing CSV, PDFs, JSON, XML, and HTML documents.
Through leveling up our text processing, we’ll build our confidence in another data structure, arrays, while starting to think about visual as well as textual dimensions to exploring data.
By starting to combine humanist theoretical lenses with our new technical methodologies, we’ll engage in thoughtful critique of cultural data “mining” and its challenges.
While the quantitative is rarely centered in Texts & Technology, some measurable datasets can have revealing numeric aspects. We’ll explore methods for visualizing statistics and probability in humanities data.
Drawing on models of GIS and spatial humanities, we’ll explore the potential for data maps and plots across humanities datasets, thinking through both traditional and thematic approaches to mapping.
While understandably subject to critique, computational methods for attributing authorship and finding patterns in writing styles have attracted a lot of attention. We’ll explore these mechanisms, with attention to the theorizing of “voice.”
As we continue to critique and explore distant reading, we will engage with methods of topic modeling, and consider the potential and challenges of integrating these approaches alongside humanities approaches.
Drawing on the models and questions from our texts, we’ll consider the approach of “good enough,” and discuss how we can bring these lessons to our projects, particularly in terms of allowing for failure and iteration. We’ll also explore methods for translating knowledge from Python to other programming languages.
Using both Race After Technology and the work of other scholars from our core list, we will critique the methods we’ve put into place, considering how we might reshape and reimagine our technologies and code in light of these challenges.
During the final project showcase, we will embrace both the successes and failures of the process of integrating Python-driven methods and tools into our scholarship, and brainstorm next steps.
Statement Regarding Masks in Classrooms UCF expects that all members of our campus community who are able to do so get vaccinated, and we expect all members of our campus community to wear masks indoors, in line with the latest CDC guidelines. Masks are required in approved clinical or health care settings.
Notifications in Case of Changes to Course Modality If the instructor falls ill during the semester, there may be temporary changes to this course, including having a backup instructor take over the course or going remote for a short time. Please look for announcements or mail in Webcourses@UCF or Knights email for any temporary alterations to this course.
COVID-19 and Illness Notification Students who believe they may have been exposed to COVID-19 or who test positive must contact UCF Student Health Services (407-823-2509) so proper contact tracing procedures can take place. Students should not come to campus if they are ill, are experiencing any symptoms of COVID-19 or have tested positive for COVID-19.
Students should contact their instructor(s) as soon as possible if they miss class for any illness to discuss reasonable adjustments that might need to be made. When possible, students should contact their instructor(s) before missing class.
The Center for Academic Integrity (CAI) defines academic integrity as a commitment, even in the face of adversity, to five fundamental values: honesty, trust, fairness, respect, and responsibility. From these values flow principles of behavior that enable academic communities to translate ideals into action.
UCF Creed: Integrity, scholarship, community, creativity, and excellence are the core values that guide our conduct, performance, and decisions.
Students should familiarize themselves with UCF’s Rules of Conduct. According to Section 1, “Academic Misconduct,” students are prohibited from engaging in
Students should also familiarize themselves with the procedures for academic misconduct in UCF’s student handbook, The Golden Rule. UCF faculty members have a responsibility for students’ education and the value of a UCF degree, and so seek to prevent unethical behavior and respond to academic misconduct when necessary. Penalties for violating rules, policies, and instructions within this course can range from a zero on the exercise to an “F” letter grade in the course. In addition, an Academic Misconduct report could be filed with the Office of Student Conduct, which could lead to disciplinary warning, disciplinary probation, or deferred suspension or separation from the University through suspension, dismissal, or expulsion with the addition of a “Z” designation on one’s transcript.
This course is built with universal design for learning principles in mind: if you encounter challenges with any of the course materials, assignments, platforms, or requirements, please reach out for assistance, and know that additional support is always available regardles of documentation. If changes in course modality occur and you require additional accomodations, please reach out as soon as possible.
Additionally, the University of Central Florida is committed to providing access and inclusion for all persons with disabilities. Students with disabilities who need access to course content due to course design limitations should contact the professor as soon as possible. Students should also connect with Student Accessibility Services (SAS) (Ferrell Commons 185, sas@ucf.edu, phone 407-823-2371). For students connected with SAS, a Course Accessibility Letter may be created and sent to professors, which informs faculty of potential course access and accommodations that might be necessary and reasonable. Determining reasonable access and accommodations requires consideration of the course design, course learning objectives and the individual academic and course barriers experienced by the student. Further conversation with SAS, faculty and the student may be warranted to ensure an accessible course experience.
The UCF Department of English acknowledges that our main campus stands on the traditional territories of the Seminole and Timucua peoples, and that other Native American traditional territories exist throughout Florida where our regional campuses are located. We collectively recognize their continuing connection to the land, water, and air and pay respect to their elders past, present, and emerging. We recognize the continuing consequences of colonialism on Indigenous peoples and their resilience in the face of colonial and state sponsored violence, and we fully endorse Indigenous Sovereignty.
Emergencies on campus are rare, but if one should arise during class, everyone needs to work together. Students should be aware of their surroundings and familiar with some basic safety and security concepts.
Students who are deployed active duty military and/or National Guard personnel and require accommodation should contact their instructors as soon as possible after the semester begins and/or after they receive notification of deployment to make related arrangements.
Students who represent the university in an authorized event or activity (for example, student-athletes) and who are unable to meet a course deadline due to a conflict with that event must provide the instructor with documentation in advance to arrange a make-up. No penalty will be applied.
Students must notify their instructor in advance if they intend to miss class for a religious observance. For more information, see the UCF policy.