LP-35: Long Paper Session
Modelling Interpretation in 3DH: New dimensions of visualization
1University of Hamburg, Germany; 2UCLA, USA; 3University of Alberta, Canada
This paper presents the intellectual framework underpinning the design of a next generation of visualizations for the humanities in the 3DH project. Charts, graphs, interactive maps, timelines and other visualizations adopted from the natural and social sciences have provided DH with ways to look at data abstracted and extracted from humanities corpora through faceted search, filter, query, and other interactive tools. They work very well at a large scale to show patterns in humanities data as a display - but they cannot model or register interpretative activity directly using graphical means. To achieve this goal, we propose a conceptual framework and specific visualization techniques that enable a user (a) to ‘hermeneuticize’ existing visualizations, (b) to generate new types of visualization which highlight the role of interpretive activity in ‘looking’ at data and (c) to interact dynamically with underlying data structures directly through a visualization.
In Defence of Sandcastles: Research Thinking Through Visualization In DH
1School of Computer Science, University of St Andrews, United Kingdom; 2Department of English, University of Calgary, Canada
Although recent research acknowledges the potential of visualization methods in DH, the predominant terminology used to describe visualizations (prototypes, tools) narrowly focuses on their use as a means to an end and, more importantly, as an instrument in the service of humanities research. While acknowledging the broad range of possible approaches to visualization, we introduce the metaphor of the sandcastle to highlight visualization as a research process in its own right. We argue that building visualization sandcastles provides a holistic approach to interdisciplinary knowledge generation that embraces visualization as (1) a dynamic interdisciplinary process where speculation and re-interpretation advance knowledge in all disciplines involved, (2) a mediator of ideas and theories within and across disciplines and (3) an aesthetic provocation to elicit critical insights, interpretation, speculation and discussions within and beyond scholarly audiences. We illustrate our argument based on our own research of an exceptional literary collection.
Iterative Data Modelling: from Teaching Practice to Research Method
LAB1100, Netherlands, The
Data modelling is an essential process of almost any digital humanities research project (Flanders and Jannidis, 2015). Whether texts, images, or any other form of data is mapped or analysed, a model has to be conceptualised that describes the data and forms the bedrock of the application that will contain or analyse the data. In this paper we will discuss a data modelling approach that has proven to be an effective teaching practice as well as a useful research method. This iterative data modelling approach focuses on a continuous shift between three levels of data modelling: the conceptual level, the logical level, and the interface level.