European Handbook on Studies in Humanities Computing

Chapter 1
Formal Methods in the Humanities
An Outline [28 april 1999]

sect. title & contents author time q
0 executive summary
1 The teaching of humanities computing across Europe Orlandi see draft 40k
1.1 overview of the different ways in which humanities computing is taught in Europe, with different interdisciplinary links (e.g. Alfa-informatica in the Netherlands has strong focus on logic and linguistics, Humanistisk informatikk in Norway has strong focus on hypermedia and cyberculture, etc.).
(put list of web sites, appendices)
2.2 a large variety of approaches - need for a common frame? ""
2 Defining Humanities computing methodology
2.1 computing as a theoretical discipline Thaller see draft 18k
2.2 computation and formalization in the humanities ""
2.3 methodological implications ""
2.4 in which respect is computing in the humanities different from computing elsewhere? ""
2.5 advantages in including computing in the humanities (added value) Kropac see draft 2k
3 Procedures and discipline specific methodologies: cases in point
3.1a information and image processing Thaller See draft 4+4k
text processing Burnard See draft 4k
sound processing De Smedt See draft 4k
3.1b critical edition Buzzetti + Kropac See drafts 3k
authorship attribution and stylistic studies De Smedt See draft 1k
3.1c Character encoding, pattern recognition, databases, OCR Bell see draft 8k
3.2 multimedia and the dissemination of information Souillot See draft 5k
4 Conclusions and recommendations
4.1 So wide and dynamic a field, that it should be recognized as essential for the training of students in the 21st century, organized and institutionalized, keeping it (computer humanities) as part of the humanities
4.2.1 Minimum set of competences for teachers - must be institutionally recognized in the academic framework
4.2.2 training of those teachers:
- summer schools: stress on methodology, but practical skills essential though
- people from computer linguistics
- tutorials at conferences
- feedback from industry, teachers can be taught by people from the industry
- recruitment of the qualified teachers
- lifelong training for teachers, accessible to non already trained teachers
4.3 Structures
- European infrastructure: centres of excellence, competence centres, university labs, departments, groups of people covering several departments
- European resource structures, certification of the resources/data, distribution (for free?), migration of book libraries to virtual libraries: an issue to be addressed
- European Masterís degree: certification, core curriculum (depending on 4.4), IF NOT RIGHT AWAY: guide lines for curricula, students mobility, sharing teaching competences accross borders, postgraduates studies
4.4 - societal needs
- jobs, professional profiles (international)
- mechanisms which should be in place: industry/university relations stimulate the participation of the industry include a compulsory stage in the curriculum of students