• DARIAH EU
• 2012-2021close
• Publications close
• Conference object close
• Digital Humanities and Cultural Her... close

This paper presents an attempt to provide a generic named-entity recognition and disambiguation module (NERD) called entity-fishing as a stable online service that demonstrates the possible delivery of sustainable technical services within DARIAH, the European digital research infrastructure for the arts and humanities. Deployed as part of the national infrastructure Huma-Num in France, this service provides an efficient state-of-the-art implementation coupled with standardised interfaces allowing an easy deployment on a variety of potential digital humanities contexts. Initially developed in the context of the FP9 EU project CENDARI, the software was well received by the user community and continued to be further developed within the H2020 HIRMEOS project where several open access publishers have integrated the service to their collections of published monographs as a means to enhance retrieval and access. entity-fishing implements entity extraction as well as disambiguation against Wikipedia and Wikidata entries. The service is accessible through a REST API which allows easier and seamless integration, language independent and stable convention and a widely used service-oriented architecture (SOA) design. Input and output data are carried out over a query data model with a defined structure providing flexibility to support the processing of partially annotated text or the repartition of text over several queries. The interface implements a variety of functionalities, like language recognition, sentence segmentation and modules for accessing and looking up concepts in the knowledge base. The API itself integrates more advanced contextual parametrisation or ranked outputs, allowing for the resilient integration in various possible use cases. The entity-fishing API has been used as a concrete use case to draft the experimental stand-off proposal, which has been submitted for integration into the TEI guidelines. The representation is also compliant with the Web Annotation Data Model (WADM). In this paper we aim at describing the functionalities of the service as a reference contribution to the subject of web-based NERD services. In this paper, we detail the workflow from input to output and unpack each building box in the processing flow. Besides, with a more academic approach, we provide a transversal schema of the different components taking into account non-functional requirements in order to facilitate the discovery of bottlenecks, hotspots and weaknesses. We also describe the underlying knowledge base, which is set up on the basis of Wikipedia and Wikidata content. We conclude the paper by presenting our solution for the service deployment: how and which the resources where allocated. The service has been in production since Q3 of 2017, and extensively used by the H2020 HIRMEOS partners during the integration with the publishing platforms. International audience

The paper discusses approaches, outcomes and experiences of an ongoing project of collaborative Croatian terminology contribution to the Art and Architecture Thesaurus (AAT) through the cooperation of university teachers, master level students and museum professionals. The project is conducted on the University of Zagreb Faculty of Humanities and Social Sciences (FHSS). A model proposed in the project can accelerate the otherwise time-consuming process of developing multilingual thesauri through greater student engagement while achieving multiple educational goals on real-world tasks. The methods of quality control and student engagement from crowdsourcing projects methodologies are applied, but they were revised and improved with respect to the specific needs and requirements of the educational context. The process is segmented into the following stages: 1. Generating a corpus of the relevant terms. Two thousand most frequent terms from four top facest (materials, techniques, objects and periods) were selected from the databases of partner heritage institutions. 2. Translation and linking. Translation of terms into English and linking them to relevant AAT concepts (accompanied with references to relevant reference literature and lexicographical sources) is performed by students. Mapping of Croatian and English terms for specific concepts is further implemented through semantic technologies. 3. Quality control. Methods include peer-checking among students and teacher supervision. Concepts that are particularly demanding (e.g. complex art techniques) are examined by a separate group of students, where examination also includes detailed literature research and comparison. The final stage of quality control is provided by scholars and museum professionals from the corresponding field. 4. Including the terms into AAT. After the quality check, the terms would be included in the AAT and made openly available as Linked Open Data (LOD), provided by the Getty Research Institute. Further open formats for thesauri exchange (Zthes, RDF, JSON) would be provided. This will allow the reuse of project results by other national and international vocabulary projects and create a basis for enriching metadata and enabling multilingualism. That would increase the visibility, accessibility and interoperability of diverse national heritage in an international context, thereby supporting multicultural communication at human and machine level. During the mapping and validation of different concepts from monolingual and multilingual thesauri, via different methods and tools (SPARQL queries, LOD matching, using APIs), participants are becoming aware of linguistic and cultural differences in meaning and vocabulary construction (classifications, selection of preferred terms, fluid spatio-temporal boundaries etc.). In this paper, we would like to discuss how participants (students, heritage professionals, scholars) perceive different aspects of vocabulary development and control and how they practice scholarly primitives (especially annotating, comparing, referring and representing) in the context of the ongoing developments in the methods and technologies related to controlled vocabularies and ontologies in the field of Digital Humanities.

The concept of “scholarly primitive” has been widely welcomed both by humanists and system designers in the humanities, due to the fact that it made it possible to have a solid conceptual basis for the operationalization of the essential functionalities required for advancing computer-mediated work in the humanities. It has also helped to prioritize, and to provide general frameworks for the analysis of system requirements, which otherwise would have remained vague, or too specifically tied to the particular projects. However, in the design of actual systems or digital infrastructures, most initiatives that have tried to apply the concept of “scholarly primitive” have acknowledged the importance of looking at the relationship between them (e.g., Palmer et al., 2009), but haven't framed these primitives or activities within the larger workflows in which researchers transition from one activity to the other, or perform multiple connected activities in tandem. One of the most fully-fledged conceptual models for scholarly research activity based on scholarly primitives was developed by DARIAH (note 1). Grounded in conceptual and empirical research, this conceptual model aims to fit the needs of the actual research life-cycle (Benardou, 2013), with the resulting NeDiMAH (note 2) Methods Ontology (NeMO) centered around a list of research activities, which are hierarchically connected by means of a taxonomical structure. We have developed a process perspective that can help to understand how these activities are interconnected. For example, the activity “gathering” is defined by the NeMO ontology as “aggregating discovered resources [...] for further analysis.” (note 3). While this normalization of the activity name and definition is useful for several purposes in system design, the NeMO ontology makes no connection to the activities that occur during “discovering” or “analysis”, which makes it difficult to understand how “gathering” occurs in practice, and how it works in real contexts where other activities precede, succeed, or occur simultaneously to the “gathering” activity. The lack of understanding of the scholarly primitives (or of the research activities) in a workflow perspective has negative implications in designing systems that support the research life-cycle. To overcome this limitation, this paper introduces the concept of “workflow transitions” and presents investigations of scholarly work using this concept. The method we propose consists of selecting a sample of representative “research projects” (Koolen et al., 2020) and use them as the unit of analysis for the study of workflows and workflow transitions. We developed our approach through analysing the research process of two digital humanities projects in great detail, by interviewing the project collaborators (using Critical Incident Technique), studying their papers and looking at datasets, tools and scripts. In this paper we will present the resulting workflow visualizations, the findings of our analysis and their implications for digital infrastructure support for humanities research.

CLARIAH-DE brings together the data, tools and services of the two research infrastructure initiatives CLARIN-D and DARIAH-DE and the existing communities of users and providers of the infrastructures until 2021. CLARIN-D and DARIAH-DE can partly be seen as German equivalent of the European research infrastructure initiatives CLARIN and DARIAH. Potential users being aware of CLARIN and DARIAH, particularly users outside of the in-group, often wonder about the differences between both infrastructures and services. Most potential users want to access services and resources in the most convenient way, preferably with a single point of access, and want to use the services and resources they need, independent of their origin and also in combination. CLARIAH-DE also intends to open up resources for other communities and to extend its user base. After a year of collaborative work in CLARIAH-DE and also due to proceeding coordination efforts between CLARIN-D and DARIAH-DE, we have achieved first results: we were able to develop a common language and an understanding of the respective other infrastructure. The partners from different contexts have been successful in establishing a productive working groups. The integration of basic infrastructures is headed in the right direction. A first joint website is available and in the future becoming a single point of access to the data, tools, and services provided originally by the two infrastructures.

John Unsworth (2000) proposed a tentative list of scholarly primitives, and although he made a reservation that it was not meant to be exhaustive, one omission is striking, namely the exclusion of communicating. It is even more visible once one realises that all the examples he provides in the paper of comparison IBabble), linking (Blake Archive), or sampling (VRML visualisation of Dante’s Inferno) have the indispensable communication component attached to them. The aim of this presentation is two-fold. First of all, we will reclaim the role of communication as one of the fundamental functional primitives, crucial in all stages of the research workflow. To use Unsworth’s nomenclature, communication takes advantage of the additive characteristics of scholarly primitives and enters into combinations with all other scholarly primitives. Secondly, right after reestablishing the communication as a scholarly primitive we will swiftly proceed to problematise the notion of its universality for all disciplines through exploration of the specificity of scholarly communication in the humanities. We will achieve that using New Panorama of Polish Literature (NPLP.pl) as a case-study, outlining the relevant digital infrastructure for the humanities. It has long been suggested that communication should be seen as a fundamental element of the research workflow, rather than an activity running somewhat separate to the research practice (Latour and Woolgar 1986; Garvey 1979; Galison and Galison 1997; Nielsen 2011). Recently this idea wass reinforced by Hillyer et al. (2017) who describe open science as “opening of the entire research cycle” and include communication as one of its key elements. It means that dissemination is no longer perceived as the final stage of a research process but becomes an integral part of all scholarly activities. New digital methods and tools (Dallas et al. 2017), including electronic communication and social media (Kjellberg 2010), facilitate this process. allowing scholars to communicate and collaborate with each other and the wider audience quickly and efficiently at all stages of their work. This also includes intermediary results of the work, including raw and secondary data (Castelli, Manghi, and Thanos 2013). The incorporation of communication into all stages of the research workflow also means that choosing a certain communication strategy is obviously influenced by the perceived goal, but also the goal influences other phases of the research process. This feedback loop more precisely on the example of NPLP, a research infrastructure for literary scholars enabling the creation of extended, multimedia monographs and presenting scholarly arguments through linking text with image, visualisation, map and video content. Yet, Creating a new digital collection forces researchers to rethink how their work is presented, categorised and displayed . For instance in "Postmodern Sienkiewicz" collection (http://nplp.pl/en/kolekcja/postmodern-sienkiewicz/) authors divided their articles into shorter fragments with additional iconography allowing for non-linear reading and access through image-interface. These activities required additional work on the stage of data collection, analysis and interpretation. In conclusion we will tackle upon the question remains to what extent such communication practices are universal for all sciences and what could be treated as reserved for the humanities in the spirit of Diltheyan disctinction between explaining (in sciences) and understanding (in the humanities). {"references": ["Castelli, D., P. Manghi, and C. Thanos. 2013. 'A Vision towards Scientific Communication Infrastructures: On Bridging the Realms of Research Digital Libraries and Scientific Data Centers'. International Journal on Digital Libraries 13 (3\u20134): 155\u201369. https://doi.org/10.1007/s00799-013-0106-7.", "Dallas, Costis, Nephelie Chatzidiakou, Agiatis Benardou, Michael Bender, Aur\u00e9lien Berra, Claire Clivaz, John Cunningham, et al. 2017. 'European Survey on Scholarly Practices and Digital Needs in the Arts and Humanities - Highlights Report'. Zenodo. https://doi.org/10.5281/zenodo.260101.", "Galison, Peter, and Joseph Pellegrino University Professor Peter Galison. 1997. Image and Logic: A Material Culture of Microphysics. University of Chicago Press.", "Garvey, WILLIAM D. 1979. 'CHAPTER 1 - The Role of Scientific Communication in the Conduct of Research and the Creation of Scientific Knowledge'. In Communication: The Essence of Science, edited by WILLIAM D. Garvey, 1\u201339. Pergamon. https://doi.org/10.1016/B978-0-08-023344-4.50006-4.", "Hillyer, Rebecca, Alejandro Posada, Denisse Albornoz, Leslie Chan, and Angela Okune. 2017. 'Framing a Situated and Inclusive Open Science: Emerging Lessons from the Open and Collaborative Science in Development Network'. 2017.", "Kjellberg, Sara. 2010. 'I Am a Blogging Researcher: Motivations for Blogging in a Scholarly Context'. First Monday 15 (8). https://doi.org/10.5210/fm.v15i8.2962.", "Latour, Bruno, and Steve Woolgar. 1986. Laboratory Life: The Construction of Scientific Facts. Princeton University Press.", "Nielsen, Michael A. 2011. Reinventing Discovery\u202f: The New Era of Networked Science. Princeton, N.J.: Princeton University Press. http://press.princeton.edu/titles/9517.html.", "Unsworth, John. 2000. 'Scholarly Primitives: What Methods Do Humanities Researchers Have in Common, and How Might Our Tools Reflect This?' In . King's College London. http://people.brandeis.edu/~unsworth/Kings.5-00/primitives.html."]}

This poster has been awarded with the Best Poster Award at DARIAH2020 virtual annual event https://twitter.com/dariaheu/status/1327290958971609090?s=21 In order to provide the global community of scholars working in this field with a greater understanding of the current Spanish scenario, LINHD has recently promoted a research on the evolution of Digital Humanities in Spain in the last 25 years, a timeframe comparable with Unsworth first formulation of scholarly primitives. More than 1,000 records have been mapped, distributed as follow: 577 researchers; 368 projects; 88 resources; 9 post-graduate courses; and 8 specialised journals. Digital resources (i.e. repositories of documents, collections of artefacts, crowdsourcing platforms, dictionaries, databases, etc.), which are the object of this poster, have been produced, most of the time, with the aim to publish a service to improve the basic of day-to-day research workflow in the Humanities. Our initial objectives were: to classify and describe the digital resources mapped according with the classical and new scholarly primitives, in order to highlight presences, absence and recurring associations of these categories; To visualize the relationships between scholarly primitives and other dimensions in our data, like discipline and typology. to identify how the introduction of digital tools and methods has affected the basic functions of research in the Humanities in Spain over time. Data analysed is part of a larger dataset that can be downloaded at https://doi.org/10.5281/zenodo.3893546 The whole dataset has been extensively analysed in https://doi.org/10.3145/epi.2020.nov.01

This poster demonstrates the structure of DARIAH-Campus, including the Event Capture Tool, and the benefits of DARIAH-Campus for both students, and course-providers, offering examples of the four different learning resource types, and discussing how it contributes to the evolving DH pedagogical landscape by offering sustainability to training material developers while simultaneously providing training materials in a findable, accessible, interoperable and reusable manner.