Reading with Scientists, Week 1: Beginning with Frankenstein

by Abigail Droge
Published October 8, 2018

How would you characterize the current relationship between literature and science at UCSB? This question kicked off our first day of “Reading with Scientists: How to Export Literature.” Groups of students came up to the board and mapped out where they see the disciplines converging and diverging; their collective notes opened a number of doors […]

Reading with Scientists: Syllabus Design

by Abigail Droge
Published October 1, 2018

To celebrate the first day of “Reading with Scientists: How to Export Literature,” I’d like to share our syllabus (attached below) and briefly describe the thought process behind it. The purpose of the course is to imagine ways that we might teach literature in non-literary settings, like science classrooms. Our two sessions each week will […]

The Purpose of Interpretation and Theory?

by Dan C. Baciu
Published September 12, 2018

Between dense methodological and theoretical work, the wonderful news reaches me that the writer T. A. Barron just donated to UCSB to establish leadership in the environmental humanities. This is more than great news; it could be the beginning of a larger story of success. My past and present theoretical work leads me to the […]

Five Principles for Teaching Humanities Advocacy

by Abigail Droge
Published September 5, 2018

As I prepare to bring humanities advocacy into the classroom this year, I want to reflect on some initial guiding principles. I intend this list to be malleable – I hope it will grow and change as I move through the teaching process. Let’s start with a definition. What is “humanities advocacy”? For me, the […]

A Literary Theory Interpretive Protocol for WE1S

by Joyce McGee Brummet, Mauro Carassai, Dr. Colleen Tripp, and Katie Wolf
Published August 2, 2018

The act of interpreting a topic (of a topic model) requires any reader to make sense of a list of words. However, this ability “to make sense” – to find coherence, patterns, or similarities in a list of words, as suggested by many of the critics listed in the WE1S Interpreting Topic Models page – seems […]

Compiling a Latin American Corpus: Reflections

by Kenia Rodriguez and Vanessa López
Published August 2, 2018

This summer, the Latin America team completed a variety of interesting tasks to create a foundational corpus of Mexico, Central America, and South America. We sought to gather public discourse about the humanities through the collection of online news articles. Due to the limited number of Latin American news outlets published in English, this region […]

A Summer 2018 Saga: Webscraping for Subcorpora

by Rebecca Baker, Sean Gilleran, Sihwa Park, and Ray Steding
Published August 2, 2018

The What Every 1 Says (WE1S) project aims to visualize public discourse on the humanities across many different states, countries, and regions. Although the majority of our corpus comes from major media conglomerates, we hope to gather as much data as possible from other kinds of sources – especially publications from developing nations. A Latin […]

“Shall These Things Live?” Evaluating the Humanities in Newspapers during the Great Depression

by Kajsa Philippa Niehusen
Published August 1, 2018

During our summer research camp, and as part of our “Historical Humanities” team, I began scanning ProQuest databases and the digital collections of the Library of Congress’ Chronicling America project for historical newspapers and their discussion of the humanities and liberal arts during the Great Depression (1929-1939). In looking through the historical news accounts featuring humanities […]

Preliminary Notes on Conceptual Issues Affecting Interpretation of Topic Models

by Mauro Carassai
Published July 31, 2018

Any process of interpretation of textual data relates, to some extent, to the fundamental interplay between observable features belonging to the object of our inquiry and the specific “perspective” that we use in observing those features, i.e. the specific point of view that makes us see what we see during such an observational process. If […]

An Introduction to the WE1S Curriculum Lab

by Abigail Droge
Published July 31, 2018

This post marks the inauguration of a year-long endeavor: a blog series associated with the WE1S Curriculum Lab. The Curriculum Lab is imagined as a pedagogical counterpart to the research agenda of WhatEvery1Says. As the Lab collects teaching tools, resources, and experiences, we hope to elucidate and nuance the project’s conceptual core by working through […]