As the field of digital humanities has expanded dramatically in recent years, it has also struggled to define—or perhaps more correctly, to redefine—itself across a seemingly divergent set of its practitioners’ backgrounds, interests, priorities, methodologies, and institutional settings that yet still have something fundamental in common.
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There is increasing work on and interest in social networks in the digital humanities community (Meeks 2011). Analysis is frequently done on digital content—including images (Akdag Salah et al.
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The department of library, archive, and information studies at Tsurumi University provides courses on computer science for humanities students. The courses include one introductory and two intermediate programming courses.
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The most extensive compendium of text mining tools to date includes 71 tools and summarizes each based on ten criteria. While extensive, this listing of tools and their properties is general in its review criteria and does not offer any testing-based observations to help users assess actual usability.
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Some thirty years ago Donald Knuth, a computer scientist, proposed literate programming as a better way of organizing narrative and code (1984). Knuth argued that more emphasis should be placed on explaining to humans what computers are meant to do, rather than simply instructing computers what to do.
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