{"id":7087,"date":"2007-03-10T14:16:53","date_gmt":"2007-03-10T14:16:53","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2007\/03\/10\/unsworth-new-me\/"},"modified":"2007-03-10T14:16:53","modified_gmt":"2007-03-10T14:16:53","slug":"unsworth-new-me","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2007\/03\/10\/unsworth-new-me\/","title":{"rendered":"Unsworth, “New Methods for Humanities Research”"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 4<\/span> mins<\/span><\/span>

Unsworth,
\n John. "New Methods for Humanities Research."<\/a> The 2005 Lyman
\n Award Lecture. National Humanities Center. Research Triangle Park, NC.
\n 11 Nov. 2005. <http:\/\/www3.isrl.uiuc.edu\/ ~unsworth\/lyman.htm>.<\/p>\n

<\/p>\n

John Unsworth’s 2005 Lyman Award address at the National Humanities Center
\nlingers as a significant moment in efforts to expand research in the humanities
\nto include text-mining, data-mining, visualization, modeling, and pattern
\nrecognition. Unsworth establishes an analogy between research methods in the
\nsciences, which are commonly classified as basic and applied, and research
\nmethods in the humanities, which are better described as "scholarship" and
\n"criticism." He explains the gold standard for humanities research as
\nactivity reducible to modes of "reading, writing, reflection, and rustication" (para.
\n9). Why<\/i> new methods?, Unsworth asks.<\/p>\n

After establishing a correspondence between research in the sciences and
\nresearch in the humanities, Unsworth argues that both applied and basic research
\nare manifest in the humanities. Particularly where humanities scholars
\ngive readings<\/i> (i.e, humanities as a hermeneutic enterprise), knowledge is
\nsubject to revision from any number of forces: shifting theoretical stances, new
\nor unraveled evidence, and so on. The same is true for the sciences: "all
\nyou can do is offer a hypothesis that withstands being disproven, for some
\nperiod of time, until contradictory evidence or a better account of the evidence
\ncomes along" (para. 14). A proof\/disproof opposition, however, runs the
\nrisk of favoring rationalism and positivism rather than speculation. This
\nisn’t Unsworth’s problem, of course, but it continues to be important to
\nemphasize hybrids and complexity rather than singular models that win out
\nbecause of any selective<\/i> treatment of evidence.<\/p>\n

The new methods Unsworth proposes are best demonstrated by the NORA Project.
\nWhat do these methods do<\/i>? "Data-mining delivers a new kind of evidence
\ninto the scene of reading, writing, and reflection, and although it is not easy
\nto figure out sensible ways of applying this new research method (new, at least,
\nto the humanities), doing so allows us to check our sense of the gestalt against
\nthe myriad details of the text, and sometimes in that process we will find our
\nassumptions checked and altered, almost in the way that evidence sometimes
\nalters assumptions in science" (para. 29). So we have new evidence and
\n(potentially) unprecedented forms of knowledge made possible by differential
\ntreatments of texts (and related metadata). We have an electrate<\/i>
\ncomplement, an expanded, though not inherently contentious, pluriverse<\/i> of
\nevidence: patterns, clusters, maps, concentrations, and networks of association.
\nImportantly, Unsworth, while advocating for new methods, returns to pragmatic
\nquestions: how can these processes contribute to the things literary scholars
\nalready do? Take the tracing of terms, for example. Interested in how
\nparticular words and phrases rise, fall, transform, evolve? Term-tracing is a
\nfairly common activity in studies of texts; new<\/i>, computational methods
\nmake a tremendous contribution in this regard. <\/p>\n

Unsworth draws an important distinction between search-and-retrieval
\nprocesses (i.e., building a better search engine) and new methods which "produce
\nnew knowledge by exposing similarities or differences, clustering or dispersal,
\nco-occurence and trends" (para. 17). This doesn’t mean that
\nsearch-and-retrieval is unimportant, but it does effectively suggest that
\nthere’s more to the new methods than devising a search scheme more likely to
\nsummon efficient returns. I need to return to this point when I work
\nthrough the differences between the text-mining to tagging (del.icio.us) and
\ntext-mining to tagclouds (Mehta’s tagline slider). The first is, in large part,
\nmotivated by search and association; the second is motivated by visual
\nepistemology and layered listing (a distinctly different arrangement and
\npresentation). Both have bearing on circulation, on keeping step with
\nexpanding circulatory means, but we must avoid reducing text-mining to improved
\nsearch-and-retrieval.<\/p>\n

Phrases: doing research (para. 2), theory\/method (5), systematic (methodical)
\nthinking (6), recurring conventional units (11), text-mining tool development
\n(18), lack of explicit awareness (23), cyberinfrastructure (34).<\/p>\n

"The other word in my title, "method," raises some issues of its own. A
\nmethod is a procedure<\/b>, or sometimes more specifically (as in French) a
\n"system of classification, [a] disposition of materials according to a plan or
\ndesign" (OED). In the 1980s, in graduate school (and in job interviews), one
\nsometimes faced the daunting question "what’s your methodology?" Usually, what
\nthat meant was "what’s your theoretical bent: what theoretical flag do you fly?"
\nThere was an older sense of methodology still in force, though: dissertations
\nstill sometimes had chapters on methodology, and graduate programs in English
\nwere wrestling with whether or not to discard requirements for coursework in
\nresearch methods (which essentially meant bibliography, sometimes with library
\nresearch methods included). Most departments eventually did do away with this
\nrequirement, and by the 1990s, "research" seemed to happen mostly without
\nattention to method<\/b>." (5)<\/p>\n

"The goal of the nora project is to produce text-mining software for
\ndiscovering, visualizing, and exploring significant patterns across large
\ncollections of full-text humanities resources<\/b> from existing digital
\nlibraries and scholarly projects." (16)<\/p>\n

"In search-and-retrieval, we bring specific queries to collections of text and
\nget back (more or less useful) answers to those queries; by contrast, the goal
\nof data-mining (including text-mining) is to produce new knowledge by exposing
\nsimilarities or differences, clustering or dispersal, co-occurrence and trends"
\n(17).<\/p>\n

"There are many more challenges<\/b> than I’ll mention tonight, but perhaps
\nthe greatest challenge, at the outset and still today, has been in figuring out
\nexactly what data-mining really has to offer literary research<\/b>, at a
\nlevel more specific than the cleverly non-specific generalities I offered in my
\nopening description of nora ("software for discovering, visualizing, and
\nexploring significant patterns across large collections of full-text humanities
\nresources"). What patterns would be of interest to literary scholars?" (21).<\/p>\n

"[O]ne could (in principle) do this kind of modeling and even the quantitative
\nanalysis without computers<\/b>: you could model the crystal palace with
\ntoothpicks and plastic wrap<\/b>; you could do the painstaking word-counting and
\nfrequency comparison by hand. But you wouldn’t, because there are other
\ninteresting things you could do in far less time<\/b>" (30).<\/p>\n

"[W]e hope that when it is complete the report will help to foster the
\ndevelopment of the tools<\/b> and the institutions that we require in order to
\nreintegrate the human record in digital form<\/b>, and make it not only
\npractically available but also intellectually accessible<\/b> to all those who
\nmight be interested in it" (34).<\/p>\n

Related sources:<\/p>\n

Feyerabend, Paul.
\n
\nAgainst Method<\/a><\/i>. 1975. 3rd Ed. New York: Verso, 1993.<\/p>\n","protected":false},"excerpt":{"rendered":"

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Anderson, Chris. The Long Tail. New York: Hyperion, 2006. Ball, Philip. Critical Mass. New York: Farrar, Straus and Giroux, 2004. Barabasi, Alberto-Laszlo. Linked. New York: Perseus, 2002. Bazerman, Charles. \"A Relationship between Reading and Writing: The Conversational Model.\" College English\u2026","rel":"","context":"In "Dissertation"","block_context":{"text":"Dissertation","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/dissertation\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7090,"url":"https:\/\/www.earthwidemoth.com\/blog\/2007\/03\/20\/billowy-prospec\/","url_meta":{"origin":7087,"position":1},"title":"Billowy Prospectus (draft) Cloud","author":"Derek Mueller","date":"March 20, 2007","format":false,"excerpt":"I sent off the first draft of the prospectus today. It's raw in a couple of spots (a pile of I mights and what if I?s), but it's fifteen pages not counting the 50+ citations in the provisional bib, and that means done enough for a round of preliminary feedback.\u2026","rel":"","context":"In "Dissertation"","block_context":{"text":"Dissertation","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/dissertation\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7314,"url":"https:\/\/www.earthwidemoth.com\/blog\/2011\/01\/09\/missing-cultura\/","url_meta":{"origin":7087,"position":2},"title":"Missing: Cultural Criticism","author":"Derek Mueller","date":"January 9, 2011","format":false,"excerpt":"Alan Liu's MLA 2011 paper, \"Where is Cultural Criticism in the Digital Humanities?\" arrived this morning in Google Reader. Basically, Liu introduces the 4Humanities advocacy initiative and then argues that a lack of cultural criticism in digital humanities may thwart the growth of this emerging field. Making data and making\u2026","rel":"","context":"In "Invention"","block_context":{"text":"Invention","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/invention\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7276,"url":"https:\/\/www.earthwidemoth.com\/blog\/2010\/08\/11\/the-humanities\/","url_meta":{"origin":7087,"position":3},"title":"“The Humanities Was Nice”","author":"Derek Mueller","date":"August 11, 2010","format":false,"excerpt":"In late May, media theorist Lev Manovich presented \"How to Read 1,000,000 Manga Pages: Visualizing Patterns in Games, Comics, Art, Cinema, Animation, TV, and Print Media\" at MIT's HyperStudio (via). The talk is relevant to my work because Manovich wants to create visualizations that deliberately alter the default scale at\u2026","rel":"","context":"In "Methods"","block_context":{"text":"Methods","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/method\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7104,"url":"https:\/\/www.earthwidemoth.com\/blog\/2007\/08\/08\/veysey-the-plur\/","url_meta":{"origin":7087,"position":4},"title":"Veysey, "The Plural Organized Worlds of the Humanities"","author":"Derek Mueller","date":"August 8, 2007","format":false,"excerpt":"Veysey, Laurence. \"The Plural Organized Worlds of the Humanities.\" The Organization of Knowledge in Modern America, 1860-1920. Alexandra Oleson and John Voss, eds. Baltimore: Johns Hopkins, 1979. Daly-Goggin refers to this chapter and Veysey's book-length work, The Emergence of the American University (Chicago, 1965) in her discussion of patterned isolation.\u2026","rel":"","context":"In "Reading Notes"","block_context":{"text":"Reading Notes","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/reading_notes\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6441,"url":"https:\/\/www.earthwidemoth.com\/blog\/2005\/10\/27\/lanham-the-elec\/","url_meta":{"origin":7087,"position":5},"title":"Lanham – The Electronic Word (1993)","author":"Derek Mueller","date":"October 27, 2005","format":false,"excerpt":"Technology, democracy (explicit in the subtitle), rhetoric education and curricular reform recur as themes in Lanham's The Electronic Word.\u00a0 The book sets out with an overarching consideration of the material, instrumental and ideological transitions in the interfacial revolution from book to screen.\u00a0 The screen has rattled the \"reign of textual\u2026","rel":"","context":"In "Reading Notes"","block_context":{"text":"Reading Notes","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/reading_notes\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"jetpack_likes_enabled":true,"_links":{"self":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/7087","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/comments?post=7087"}],"version-history":[{"count":0,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/7087\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/media?parent=7087"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/categories?post=7087"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/tags?post=7087"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}