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The contemporary focus on the 'data problem' in the humanities centers on the uniqueness of humanities data. We argue this is a mistake. Humanities data are not special because of what they are, but rather because of how they are used. The "problem" with Humanities data lies in the use-case.

This is our presentation from Triangle SCI

Power point presentation from the FSCI2022 Keynote,: "Designing New Collaborative Horizons in Scholarly Communications." Abstract: "How do we design new ways to engage with and enhance the collaborative impact of scholarship now? The field of scholarly communications is increasingly framed by its potential to shape the social impact of scholarship. We find, for example, the centrality of scholarly communication in efforts to curb the parallel ‘infodemic’ or information disorder that has accompanied the multiple and ongoing Covid-19 health emergencies. We also find it in the centrality of research dissemination and use with regard to the cascading crisis of climate change, and the slow emergency of preserving cultural memory under conditions of rapid ecological change. In this talk, I explore the organization of scholarly communications as a field of collaboration and the tensions and possibilities this poses for addressing or enhancing social impact. The scholarly communications ecosystem is organized through interprofessional collaborations across multiple forms of expertise, as well as increasingly intensive collaborative engagement with social and cultural stakeholders. Towards new horizons of collaborative design, I highlight several models for organizing collaboration in scholarly communications, and some recent examples of initiatives that mobilize collaborative change processes."

Presentation made as part of a workshop at the DH2022 Tokyo conference

The live version of presentation with transcript and slides. Has a few minor changes.

A discussion of the issues in understanding Humanities Data from the perspective of the Humanities.

This poster provides a snapshot of the Humanities Data Inquiry (HDI), a new community of practice exploring data issues in Humanities and Cultural Heritage (HCH) research. The last decade has seen great advances in the development of infrastructure, tools, and principles for the collection, storage, discovery, and dissemination of research data, and investment in a robust and rapidly emerging Open and FAIR (Findable, Accessible, Interoperable, and Reusable) research data ecosystem. While Humanities and Cultural Heritage (HCH) researchers and projects are encouraged to engage with this evolving research data ecosystem, the fit is often poor as this ecosystem is largely built with the needs of "Big Data" Science, Technology, Engineering, and Mathematics (STEM) in mind. Where Big Data STEM typically involves large datasets produced through experiment, observation, or analysis, "Small Data" HCH research often involves deep analysis and intensive curation of relatively small data sets — particularly when it comes to datasets focused on the representation of cultural texts and objects, such as editions and exhibits. Outlining the basic problems associated with data in HCH and Open Science infrastructure frameworks, this poster describes in overview how HDI is creating a space for community engagement and input through thoughtful, bidirectional communication among grass-roots researchers and between grass-roots researchers and the organizations responsible for creating and supporting the Open and FAIR ecosystem. Finally, the poster presents areas of future development and pathways for future involvement in the community of practice as well as the program’s expected outcomes. &nbsp

Additional file 1. Online Supplement Description: Further description of RISRS workshops and excerpts from 2 surveys of workshop participants.

A presentation made to the principalmembers of the Good Things partnership grant describing the design of a facilitated community of practice exploring data issues in the humanities. V1 of this presentation initiates documentation of the ongoingdevelopment of this community of practice.&nbsp

During the Covid-19 health emergency, the issue of scientific collaboration has received unprecedented attention and with it a renewed public interest in open science. In this context, elements of open science—such as preprints, open access to publications, and open data resources—are critically valorized as crucial components to be enhanced in preparation for future crises. Less discussed is the issue of open science pedagogy, its critical importance, and the shifts Open Science communities have experienced in the pandemic with the move to online working, teaching and learning. How do we learn to be ‘open’ in open research? The Reimagining Educational Practices for Open (REPO) project examines this question through a practitioner led exploration of how Open Science communities have navigated the transition to online and hybrid formats. In this workshop, we will review REPO’s ongoing community engagement efforts to document change and best practices in open online training and education. We then present two related outcomes of our work: 1. A framework for integrating and comparing insights from multiple communities of practice; 2. A prototype reflection and assessment workbook for open science educators working to build participatory learning communities. The workshop will include some time collaboratively thinking about how to construct assessment tools for open science learning communities as they move to online or hybrid formats.

Publication in the conference proceedings of EUSIPCO, Florence, Italy, 2006