0. Introductions (GR – 15′):
Where the instructors and participants introduce themselves and their teaching context.
- How do you want to use text analysis in your teaching?
- What do you hope to learn?
1. Brief example of teaching text analysis with Voyant:
Where participants are led through a hands-on introduction to Voyant as if they were students.
- first encounters with a single tool: example word cloud (above), Brontë Sisters, George Eliot, Frankenstein, Shakespeare, Humanist Discussion Group
- exploring the full interface: example word cloud (above), Brontë Sisters, George Eliot, Frankenstein, Shakespeare
- bring your own texts (formats, sources, tips): (e.g. Project Gutenberg)
- exporting a URL of a custom corpus (bookmarks, assignments, sharing)
Introducing Voyant Tools in the Classroom
- why use tools to read and analyze?
- digital text is everywhere
- digital texts allow for a proliferation of representations
- reading digital texts: addressing the gap between algorithmic thinking and interpretation
- helpful teaching resources:
- Voyant Documentation Sites: Hermeneuti.ca, Voyant Tools
- Voyant Tools Examples Gallery
- TAPoR Recipes
- Programming Historian 1 & 2
- Some introductory readings:
- Some other tools: TAPoR2, DiRT, Paper Machines, WordSeer, etc.
- limitations & strengths of Voyant
2. Discussion of example:
Where we discuss how the hands-on example tutorial could work (or not) in an undergraduate class.
3. Models for text analysis:
Where we break into groups that develop models for how they might use text analysis in a course. Some might develop a model for introducing text analysis in a literature course, some in a digital humanities course.
- Short module in an undergraduate class: Text analysis can be taught as a one week module in an undergraduate class with a hands-on tutorial.
- One day workshop: Text analysis can be taught in a one day workshop for students and colleagues.
- Research methods for graduate students: You might teach text analysis to graduate students who are going to use it as a research method.
4. Managing the module:
Where we discuss what can go wrong and what learning resources there are.
- What can go wrong when you are teaching text analysis?
- How can you manage the technology?
- What learning resources are there?
5. Why bother?:
Where we conclude with a discussion of the place of text analysis in the digital humanities curriculum.
- Why bother teaching students text analysis?
- Why would students want to learn text analysis?
- What are the limits to text analysis?
- What do they need to know to appreciate text analysis?