Schwerpunk: Schreiben in den Geisteswissenschaften (I)

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An Ratgebern herrscht kein Mangel: Wie sollen Studierende eine wissenschaftliche Hausarbeit verfassen? Wie findet man sein Thema? Wie geht man vor? Was ist wissenschaftliches Schreiben? Buchmarkt und Universitäten haben auf diese Fragen und auf die mit ihnen angezeigte Bedürfnislage längst reagiert und bieten eine Fülle an Hilfestellungen, die allesamt erklären, wie man wissenschaftlich zu schreiben hat.1 In den Wissenschaften gelten Handbücher und kodifizierte Regeln gemeinhin als Endprodukte eines mühsam erworbenen Wissens, das zuletzt für die Studierenden aufbereitet und dokumentiert werden kann. In diesem Fall ist es umgekehrt: Es gibt eine ganze Industrie an kanonisiertem Handbuchwissen über einen Gegenstand, der bislang kaum erforscht ist und über den wir wenig wissen. Was derzeit auf der Ebene der Kompetenzen diskutiert und vermittelt wird, die ‚Techniken des wissenschaftlichen Schreibens‘, bauen auf einer unsicheren Grundlage auf: dem Problem, was wissenschaftliches Schreiben eigentlich ist, wie es zu dem geworden ist, was es ist, ob sich dahinter eigentlich überhaupt (Forschungs-)Fragen verbergen.

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El tema de una posible configuración de los Estudios Latinoamericanos es algo que hoy se debe tratar –por el contrario del pasado – dentro de un marco mucho más amplio, dentro de la cuestión del futuro de las humanidades y de las ciencias sociales y su función en la sociedad actual y así como también dentro del marco de la reforma educacional como base de una sociedad del conocimiento que funciona como garantía del bienestar de la misma.:Observaciones preliminares: el estado de la cuestión, la situación precaria de las humanidades y de las ciencias sociales. - Conclusiones y estrategias. - Reorganización de la institución Universidad. - Redefinición de la disciplina en las humanidades. - Saber y conocimiento de la literatura

Tradition von Bibliotheken ist es, die Forschung und ihre Prozesse zu unterstützen, durch die Aufbereitung, Bereitstellung und Langzeitsicherung von Information sowie durch die Unterstützung bei der Suche nach Daten und Quellen. Während es in vergangenen Zeiten dabei hauptsächlich um gedruckte Zeitschriften oder Bücher ging, werden heute und in Zukunft digitale Texte und Objekte wie Bild-, Audio- oder Videoangebote vermehrt zum Gegenstand der Forschung und rücken damit auch mehr in den Fokus von (wissenschaftlichen) Bibliotheken. Somit besteht ein direkter Zusammenhang zwischen den Veränderungsprozessen in der Forschung und dem Aufgabenprofil von wissenschaftlichen Bibliotheken. Werden die veränderten Forschungsprozesse in einzelnen wissenschaftlichen Disziplinen näher betrachtet, so hilft dies, die neuen Herausforderungen wissenschaftlicher Bibliotheken besser zu verstehen.

Zugl.: Köln, Universiẗat, Habil.-Schr.

Traditionally, humanities scholars carrying out research on a specific or on multiple literary work(s) are interested in the analysis of related texts or text passages. But the digital age has opened possibilities for scholars to enhance their traditional workflows. Enabled by digitization projects, humanities scholars can nowadays reach a large number of digitized texts through web portals such as Google Books or Internet Archive. Digital editions exist also for ancient texts; notable examples are PHI Latin Texts and the Perseus Digital Library. This shift from reading a single book “on paper” to the possibility of browsing many digital texts is one of the origins and principal pillars of the digital humanities domain, which helps developing solutions to handle vast amounts of cultural heritage data – text being the main data type. In contrast to the traditional methods, the digital humanities allow to pose new research questions on cultural heritage datasets. Some of these questions can be answered with existent algorithms and tools provided by the computer science domain, but for other humanities questions scholars need to formulate new methods in collaboration with computer scientists. Developed in the late 1980s, the digital humanities primarily focused on designing standards to represent cultural heritage data such as the Text Encoding Initiative (TEI) for texts, and to aggregate, digitize and deliver data. In the last years, visualization techniques have gained more and more importance when it comes to analyzing data. For example, Saito introduced her 2010 digital humanities conference paper with: “In recent years, people have tended to be overwhelmed by a vast amount of information in various contexts. Therefore, arguments about ’Information Visualization’ as a method to make information easy to comprehend are more than understandable.” A major impulse for this trend was given by Franco Moretti. In 2005, he published the book “Graphs, Maps, Trees”, in which he proposes so-called distant reading approaches for textual data that steer the traditional way of approaching literature towards a completely new direction. Instead of reading texts in the traditional way – so-called close reading –, he invites to count, to graph and to map them. In other words, to visualize them. This dissertation presents novel close and distant reading visualization techniques for hitherto unsolved problems. Appropriate visualization techniques have been applied to support basic tasks, e.g., visualizing geospatial metadata to analyze the geographical distribution of cultural heritage data items or using tag clouds to illustrate textual statistics of a historical corpus. In contrast, this dissertation focuses on developing information visualization and visual analytics methods that support investigating research questions that require the comparative analysis of various digital humanities datasets. We first take a look at the state-of-the-art of existing close and distant reading visualizations that have been developed to support humanities scholars working with literary texts. We thereby provide a taxonomy of visualization methods applied to show various aspects of the underlying digital humanities data. We point out open challenges and we present our visualizations designed to support humanities scholars in comparatively analyzing historical datasets. In short, we present (1) GeoTemCo for the comparative visualization of geospatial-temporal data, (2) the two tag cloud designs TagPies and TagSpheres that comparatively visualize faceted textual summaries, (3) TextReuseGrid and TextReuseBrowser to explore re-used text passages among the texts of a corpus, (4) TRAViz for the visualization of textual variation between multiple text editions, and (5) the visual analytics system MusikerProfiling to detect similar musicians to a given musician of interest. Finally, we summarize our and the collaboration experiences of other visualization researchers to emphasize the ingredients required for a successful project in the digital humanities, and we take a look at future challenges in that research field.

Traditionally, humanities scholars carrying out research on a specific or on multiple literary work(s) are interested in the analysis of related texts or text passages. But the digital age has opened possibilities for scholars to enhance their traditional workflows. Enabled by digitization projects, humanities scholars can nowadays reach a large number of digitized texts through web portals such as Google Books or Internet Archive. Digital editions exist also for ancient texts; notable examples are PHI Latin Texts and the Perseus Digital Library. This shift from reading a single book “on paper” to the possibility of browsing many digital texts is one of the origins and principal pillars of the digital humanities domain, which helps developing solutions to handle vast amounts of cultural heritage data – text being the main data type. In contrast to the traditional methods, the digital humanities allow to pose new research questions on cultural heritage datasets. Some of these questions can be answered with existent algorithms and tools provided by the computer science domain, but for other humanities questions scholars need to formulate new methods in collaboration with computer scientists. Developed in the late 1980s, the digital humanities primarily focused on designing standards to represent cultural heritage data such as the Text Encoding Initiative (TEI) for texts, and to aggregate, digitize and deliver data. In the last years, visualization techniques have gained more and more importance when it comes to analyzing data. For example, Saito introduced her 2010 digital humanities conference paper with: “In recent years, people have tended to be overwhelmed by a vast amount of information in various contexts. Therefore, arguments about ’Information Visualization’ as a method to make information easy to comprehend are more than understandable.” A major impulse for this trend was given by Franco Moretti. In 2005, he published the book “Graphs, Maps, Trees”, in which he proposes so-called distant reading approaches for textual data that steer the traditional way of approaching literature towards a completely new direction. Instead of reading texts in the traditional way – so-called close reading –, he invites to count, to graph and to map them. In other words, to visualize them. This dissertation presents novel close and distant reading visualization techniques for hitherto unsolved problems. Appropriate visualization techniques have been applied to support basic tasks, e.g., visualizing geospatial metadata to analyze the geographical distribution of cultural heritage data items or using tag clouds to illustrate textual statistics of a historical corpus. In contrast, this dissertation focuses on developing information visualization and visual analytics methods that support investigating research questions that require the comparative analysis of various digital humanities datasets. We first take a look at the state-of-the-art of existing close and distant reading visualizations that have been developed to support humanities scholars working with literary texts. We thereby provide a taxonomy of visualization methods applied to show various aspects of the underlying digital humanities data. We point out open challenges and we present our visualizations designed to support humanities scholars in comparatively analyzing historical datasets. In short, we present (1) GeoTemCo for the comparative visualization of geospatial-temporal data, (2) the two tag cloud designs TagPies and TagSpheres that comparatively visualize faceted textual summaries, (3) TextReuseGrid and TextReuseBrowser to explore re-used text passages among the texts of a corpus, (4) TRAViz for the visualization of textual variation between multiple text editions, and (5) the visual analytics system MusikerProfiling to detect similar musicians to a given musician of interest. Finally, we summarize our and the collaboration experiences of other visualization researchers to emphasize the ingredients required for a successful project in the digital humanities, and we take a look at future challenges in that research field.

Der Beitrag zeigt einige Potenziale und Restriktionen des Wissenstransfers zwischen Hochschulen und Zivilgesellschaft auf und konkretisiert dieses Thema aufgrund einer mittlerweile über zehnjährigen Erfahrung mit Lernen im Engagement bzw. mit der Lehr- und Lernmethode Service Learning im Kontext von Universität und Zivilgesellschaft. Im ersten Kapitel wird der Wissenstransfer zwischen Hochschulen und Zivilgesellschaft erläutert, dabei die normativ aufgeladene Idee einer „Third Mission“ verworfen, ein sehr kurzer Blick in die Binnen- und Außenwelt von Hochschulen geworfen und die Konturen der organisierten Zivilgesellschaft umrissen. Anschließend wird im zweiten Teil des Beitrags Service Learning als ein wichtiger Baustein des Transfers kurz dargestellt und erläutert. Der Beitrag schließt mit einer ersten Einschätzung zur Entwicklungsperspektive des Wissenstransfers.