For context on the nature and purpose of Theme Groups, as well as a complete list of Theme Groups and their definitions, please visit this page's parent, Theme Groups
Scholarly activities listed as part of each Theme Group are harvested from contributions to Themes pages during the community design period between Workshop One and Workshop Two. Lists of scholarly activities are not intended or expected to be comprehensive. Making the included activities more comprehensive and defining each at an appropriate level of detail is expected to be an activity of working groups in the period between Workshops Two and Three.
"Consider" encompasses the core sense-making activities of scholarship: the activities to which other work is supportive infrastructure. One Bamboo workshop participant summarized this activity as an effort to "condense meaning from the vapor of nuance." While this activity motivates and underlies all other scholarly activities, it is most closely related to "Annotate," which describes the iterative and evolutionary process of recording the products of consideration (i.e., ideas).
Scholarly Activities in this Theme Group
- Analyze an object or set of objects of scholarly interest via its metadata (e.g., by visualizing a cloud of tags applied by one's self, another, or a group)
- Analyze an object or set of objects via an algorithm to expose patterns and characteristics (e.g., text mining, pattern matching)
- Illuminate problems in the quality of objects of scholarly interest
- Identify values and perspectives in objects of scholarly interest and/or in secondary literature related to those objects
- Identify values and perspectives in models and/or hypotheses (e.g., via comparison with other models and hypotheses and, if available, with analyses of those other models and hypotheses)
- Express relationships, commonalities among, and/or differences between objects of scholarly interest (e.g., in text markup, as a visualization, etc.)
- Express relationships, exact or fuzzy, between objects of scholarly interest and a body of secondary literature within or across disciplinary boundaries (e.g., as a list, in RDF, as a visualization, etc.)
- Derive assertions of authority of a set of observations based on their metadata
- Create a model of an object or set of objects of scholarly interest that reflects some or all of its attributes (e.g., a list of citations tagged as relevant to an "Advanced Topics in Digital Humanities Scholarship" seminar, a timeline visualization showing when members of a corpus of texts were produced)
- Transform an object or set of objects of scholarly interest into a different format or representation-type (e.g., create a map of a set of place-names in a text; create an audio recording of a text; derive a musical score from an audio recording)
- 'Gisting' - translate (approximately) portions of text from one language to another
- Test a set of digital objects against a hypothesis formed about them
- Track, order, and express a set of reviews of and/or responses to a scholarly hypothesis
- Represent "messy" (fuzzy) context: temporal, historical, social, political, stylistic, linguistic, authorial, etc.
- Virtually unify physically disparate materials/objects in order to consider a whole that does not currently exist in physical form at a single location
- Consider an ephemeral artifact (e.g., the set of a dance performance, or interviews with the performers themselves) after it (the set, the performance) ceases to exist in "real time"
- Visualize events for which the only artifacts are textual (e.g., model and visualize a narrative [cf. Visualizing Joyce])
- Consider historical ways of looking at what is now primary material
- Trace the production and reception of an object of scholarly interest, to consider how others have regarded it historically.