Below is the schedule for the course. All of the readings for the class can be found linked in this schedule. For the “Before class” items, please complete them in the order listed. This will avoid confusion. Because of the nature of this class and the project we are working on, this schedule may be changed throughout the semester. You will be notified in advance of any changes in class and/or through the #REL-502 Slack channel.
You should use our Hypothesis group (more below) to annotate every reading we do together, if possible.
Also, feel free to reply and comment on each other’s writing and responses in the class Slack. I will also make comments there, both publicly on the channel and privately through direct message.
Before class (complete in this order to avoid confusion):
- Complete this digital skills inventory. As you move along, copy/paste the text of your chosen responses into a document of your own. Please save the final summary graphic to your computer.
- Create a folder for our course on your personal computer. Move your responses and the graphic into this folder.
- Visit the Software page of UA’s Office of Information Technology. Peruse the list of software available to you and find UA Box. Sign into your UA Box account. I encourage you to also install the Box Drive app on your computer. Then drag-and-drop your REL502 folder into your Box account.
- Check your email for an invitation to the REL 502 Slack channel. Register and install the Slack app on your personal computer and your mobile device. (Optional: scroll up and take a look at previous REL502 ‘history’ on our channel).
- Write an “elevator pitch” for your MA research interests. What are you interested in studying? Why? Post your pitch to our Slack channel. You’ll find my example elevator pitch there if you need a model for your own.
- Create a Hypothesis account (click on Get Started) using your crimson.ua.edu email. You will be sent an email with an invitation to join our Hypothesis group.
- Watch the trailer and read through the entire About Scalar page (note the sections on the sidebar on the left). Feel free to use our Hypothesis group to annotate the page indicating anything you are curious about or have questions about.
- Peruse this course schedule. Leave an annotation on this schedule as a test run of our Hypothesis group. Do you have questions about anything we will be doing this semester? Something you are excited about? Leave an annotation.
- Discuss introduction and research interest descriptions.
- Discuss introduction to the course and our course organizational tools: Slack, UA Box, and Scalar.
- Tour the sites of digital resources on campus: Office of Information Technology, Center for Instructional Technology, ADHC, Sanford Media Center, IT Service Desk, and the UA libraries research data guides, equipment, software, whisper booths and group study spaces.
8/26 Our Project
- Read and annotate
- “A Christian Insurrection” by Emma Green
- “Scholars of Religion Respond to the Capitol Insurrection” from Religion & Politics
- “How White Evangelical Christians Fused With Trump Extremism” by Elizabeth Dias and Ruth Graham
- “The Roots of Josh Hawley’s Rage” by Katherine Stewart
- “Among the Insurrectionists” by Luke Mogelson
- “Q Shaman’s New Age-Radical Right Blend Hints at the Blurring of Seemingly Disparate Categories” by Susannah Crockford
- “Pentecostals-Charismatics, Political Theology, and the Capitol Riot”
- Watch A Reporter’s Footage from Inside the Capitol Siege
- Listen Codeswitch, “From the Fringe to the Capitol”
- Write about 500 words describing how, after exploring these readings and media, you think scholars of religion should approach the January 6 insurrection? What does religious studies have to say in an analysis of the events of that day? What was the role of religion in the events of that day? Post it to the Slack.
- Meet our collaborator
- Discuss readings and how we should think about religion on January 6
- Outline the sources for the project, assign each student a source to search through
- Discuss process for finding items for the collection, using spreadsheet to track them
9/2 Building Our Collection
- Search your assigned source for items for our collection.
- Ask any questions or raise any concerns as you search in the Slack channel.
- Contribute your best 10 items to the Google spreadsheet.
- Prepare to discuss the items you found and the process overall
- Read and annotate “I didn’t sign up for your research study: The ethics of using “public” data,” by Amber Buck and Devon Ralston
- Write about 500 words responding to Buck and Ralston’s argument and reflecting on how it should shape our project and our use of social media. Post to the Slack.
- Discuss the reading.
- Present the items.
- Decide on a final set of items for the archive.
9/9 Introducing Digital Humanities
- Read (and annotate?) Digital_Humanities
- Write about 1000 words describing the three most important things you learned about digital humanities from the book. How has the book helped you better understand or think about our project? What does the book have to teach us about what we are working on? Post this to the Slack before class.
- Discuss Digital_Humanities and our project.
9/16 Digital Public Religious Studies?
- Write, without reading any of the below, your rationale for individual public humanities (defined as you wish) in about 500 words. Save the rationale to your course folder in Box.
- Read and annotate
- “Rethinking Public Humanities” Anne Ruggles Gere – a short history of PH since 1965.
- “A Typology of the Publicly Engaged Humanities”, Daniel Fisher
- “Goals of the Publicly Engaged Humanites,” Daniel Fisher
- “Global Perspectives on Religion, Media and Public Scholarship,” Tim Hutchings, Kwabena Asamoah-Gyadu, Giulia Evolvi, and Sam Han
- Browse the list of religious studies public humanities projects at Humanities for All and choose one with a major digital component (e.g. a website) that you will review. Post a link to the project in the Slack.
- Write a new rationale for individual public humanities. Save it under a different file name in your Box folder.
- Compare your two rationales. For example: what changed? Did you double-down? Post a short summary (150 words) on our Slack. Attach your two files to your summary.
- Discuss PH rationales
- Review examples of public digital religious studies.
9/23 Reviewing Projects, Playing with Scalar
- Write about 1000 words reviewing the project you selected before the previous class. Who is the audience for the project? How could that audience use it? What are its strengths? What are its weaknesses? Post this to Slack.
- Read and annotate the User Guide for Scalar 2. Annotate it with questions, ideas, confusions, etc. in our Hypothesis group.
- Discuss project reviews.
- Play with Scalar.
9/30 Metadata: what it is and why it matters
- Read and annotate “Metadata,” by Jane D. Monson from Getting Started with Digital Collections
- Write about 500 words discussing the metadata issues or questions you think we need to answer for our project.
- Discuss the reading.
- Develop our metadata strategy.
- Assign tasks for building media pages.
- Write a brief update in Slack on where you stand on the tasks assigned to you last week.
Instead of class
- Attend at least one panel or workshop at Digitorium.
- Write about 750 words summarizing the panel/workshop you attended at Digitorum and reviewing what you learned, what were the strengths of the panel/workshop, and what were the weaknesses. How did the panel/workshop help you better understand our project or the digital/public humanities more broadly?
10/14 Review Media
- Complete media page tasks in class on 9/30.
- Review media pages that have been completed
- Troubleshoot any problems
- Assign any follow up or unfinished tasks
10/21 Editorial Meeting 1: Essays
- Read and comment on all submitted essay drafts. They will be in a shared Box folder I send you.
- Share any brainstorms, ideas, experiments, that hit you as you read them in the Slack.
- Discuss the essays
- Develop media plans for each essay
- Assign essays to students
- Assign weekly tasks
- Continue working on tasks during the week of Fall Break
11/4 Editorial Meeting 2: Essays
- Share any issues, confusion, questions, or problems in the Slack throughout the week
- Complete weekly tasks.
- Review current progress on essays.
- Review completed tasks and unfinished tasks
- Assign new weekly tasks
NOTE: Our goal is to have the essay pages done by the end of this week.
11/11 Editorial Meeting 3: Structure
- Write up some ideas, notes, brainstorms, on how we can use paths and tags (see the Scalar User Guide for a refresher on these two structures) to structure the project. Post this to the Slack.
- Discuss structure ideas.
- Develop plans for structures (tags and paths).
- Assign tasks for building structures.
11/18 Editorial Meeting 4: Structure
- Complete assigned tasks.
- Share any problems, issues, questions, ideas in the Slack.
- Review assigned tasks.
- Troubleshoot any unfinished tasks.
- Evaluate structures.
- Assign any final tasks.
Redo the digital skills inventory. As you move along, copy/paste the text of your chosen responses into a document of your own. Please save the final summary graphic to your computer.
Compare your first skills inventory results to your new results. Post a short summary (150 words) on our Slack. Attach you all four files to your summary.
Write a reflection of about 1000 words on the experience of the course, working on this project, and what you learned. What worked well? What didn’t work so well? What should be done or could have been done differently? Post this to the Slack.
- Discuss our reflections on the project and the course.
- Celebrate what we accomplished this semester.