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Digital Humanities research often provides opportunities for collaboration – but it just as often requires collaboration. The demands placed on DH projects in terms of technical skills and know-how are such that collaboration and a reliance on adequate research infrastructures become a necessity.

The Skills Gap Analysis, a recent survey among scholars describes the current distribution of (self-attested) practical text-processing skills and scholars' despair from the necessary skillset, as well as a perceived absence of "an entry point in(to) CLS education". We argue that corpus analysis is the entry point and why.

This contribution argues to describe the discussions within the digital humanities (DH) discipline as a subjectivation discourse following the contention of Michel Foucault. This allows us to reframe the negotiation processes within the DH as a means to formally establish its disciplinary in/dependence, and as such provides and creates agency for the subjects of the discourse(s).

Replication studies are generally considered an important way of checking the generalizability of research results. However, in the humanities they are still comparatively rare. We argue that data-driven studies in particular are in need of replication and demonstrate the need in a case study on German academic language.

This contribution presents a proposal for the demarcation of Digital Humanities (DH), that is, a systematic way to determine to what extent something (a project, a research group, a curriculum, etc.) can be considered as part of DH. For this purpose, a system of levels and thresholds is applied.

This poster will present the results of a 10-year study into the post-degree professional pathways of the graduates of Trinity College Dublin's MPhil programme in Digital Humanities and Culture. It will also look at curricular changes made because of, and wider questions about DH raised by, these findings.

An early-stage study analysing the present and future of DH curricula, pedagogy, and practices in the Indian context. The project uses a case study method to comment on the pressing issues, and also proposes development of a curricular framework basis the data collected during the study.

Drawing on the legacies of its traditional humanistic domains oforigin, the Digital Humanities have inherited many of their structures- despite the DH’s self-understanding as “revolutionary”.At our panel we want to approach the theme of the conference(“Collaboration as Opportunity”, especially the call for “Revolutions”:https://dh2023.adho.org/?page_id=310) from an international,multimodal perspective, informed by the discourse about culturalcriticism in DH.We would like to interrogate areas in the ‘borderlands’ (Earhart2018) of the field as areas where the DH still have the potential forrevolutions. In our panel, we hope to shed light on blind spots inthe DH such as monolingualism (Fiormonte 2021), a heritage ofcolonialism (Risam 2019) and gender imbalance (Gao et al. 2022,330), to name but a few. These issues concern not only our researchdata, as Daniele Metilli illustrates on the example of bordersand absences in Hans Sloane’s collection, but also societal issueswithin the field itself, as Melissa Terras discusses: The DH’s selfperceptionas challenging power structures conflicts with the factthat the DH as field are part of the Academy and thus, inherit itsstructural problems such as precarious employment. Quinn Dombrowskipresents the Saving Ukrainian Cultural Heritage Online(SUCHO) initiative in which volunteers assisted with web archivingUkraine's cultural heritage sector and the balancing act involved,navigating between activism and listening to the needs ofthose affected. Dibyadyuti Roy and Domenico Fiormonte addressthe issue of broken promises with regard to the DH’s revolutionarypotential and disillusionment with regard to decolonising thefield. Padmini Ray Murray explores how design can realise theDH’s feminist and decolonial potential to democratise as well aspromote real inclusivity and participation on a global scale.

While remote collaboration is not new in DH, it has had a profound impact on the DH research, education and community in the past couple of years due to the health, security and financial crises. If absorbed appropriately, it can also prove beneficial in overcoming the various environmental, geographical, mobility and other barriers in the future, making DH more resilient, inclusive and diverse. This is why the main objective of the proposed workshop is to develop a better understanding of the dynamics on the Digital Humanities work floor when researchers, teachers and/or professionals with different areas of competence engage in remote collaboration to solve humanities research questions, and to explore how education and training of humanities scholars, cultural heritage professionals and technical experts can help making remote collaboration across disciplines more efficient and effective, more creative and innovative, and more inclusive and rewarding for all participants. To this end, we invite submissions reporting on all aspects and stages of engaging in remote collaborative research and teaching in DH, including the obstacles encountered and solutions found. We are also welcoming position papers on the role of research infrastructures to better facilitate remote collaboration in DH.

This forum, for the entire ADHO community, presents our Alliance's organizational structure, finances, committees, and professional activities from the point of view of the people who serve in it. In discussion with the community, we hope to make our shared organization more transparent, empower more people to engage with it, and foster a greater diversity of voices in our policies and governance.

This submission deals with constructivist paradigms in the epistemic cultures of Digital Humanities. Therefore, it studies not only promises, implications, pitfalls of these paradigms in DH. Rather, it is an invitation to discuss variants of constructivism and consider possible alternatives to these prevalent paradigms.