I thoroughly enjoyed my first THATCamp. I was a bit nervous, since I am from the LIS rather than the AH community, I do not have mad coding skills, and I assumed I would be on the older side. Well, I would now recommend a THATCamp to anyone. I felt like I was part of a community that had a common interest in learning and sharing. Even the workshops were not “teacher to student”, but peer to peer. There was no pressure at THATCamp to be an expert, all contributions were valued and respected, and you could just observe if you wanted to, but there was no barrier to participation either. At other conferences the formal sessions are usually sparsely attended because the real networking is happening in the hallways and bars, whereas at THATCamp the hallways were deserted during sessions, and the session rooms were buzzing. I participated in conversations about linked data, digital humanities project support, the role of libraries, and comics (about which I knew nothing). I took workshops on WordPress plugins, hybrid mobile design, and ViewShare. I ate far too many of the delectable Panera pastries I have been deliberately avoiding at home. I played a decoding game with the mysterious AgentQueue. I walked away with new friends, some great teaching ides for my digital libraries class, a bunch of new people to follow on Twitter, a t-shirt, many session Google Docs for further exploration, and a determination to turn my friends on to THATCamp New England and CHNM next year. Thanks to all the hard working folk who put this together, and to the sponsors.

So my proposal is late-breaking, but here ’tis: I’m currently moving to a new institution where I will help start a new DH center. I’d like to think collaboratively—well, about how that happens. I want to get at this question, however, not by talking about getting grants or picking a pithy acronym for the center’s name. Instead, I’d like to jump off Stephen Ramsay’s recent post, Centers are People, and think about how one begins building the kinds of communities where “a bunch of people…[are] committed to the bold and revolutionary project of talking to one another about their common interests.” I’d especially like to think about how to draw in those people on campus who are interested in DH but don’t yet know it: that history professor with a personal archive she’d love to make public, that librarian crafting the library’s ebook strategy, or that computer science undergrad with an odd side interest in Renaissance poetry. Topics might include:

1.) organizing and effectively promoting DH events to the wider college or university
2.) creating and fostering hacker-friendly spaces on campus
3.) building on-campus partnerships between departments, libraries, &c. &c.
4.) seeding DH incursions into the curriculum

This topic may well tie into hmprescott’s “More Disruptive Pedagogy: Thoughts on Teaching an Un-course” proposal or Kimon Keramidas’s “Of courses, curriculum, networks, and unconferences”.

What are the bars to comprehension of text?  Which can be surmounted?  Different question– which ought to be surmounted?

My partners and I have created an iPad app-based platform that we think gives readers a window in to daunting literary texts, presenting various supplements to their reading in a staged and staggered fashion that allows the reader to overcome personal bars to comprehension at their discretion, without the insistent and invasive attack on the text mounted by footnotes.  We create high quality graphic adaptations of the text (that is, we make comic books) layered with an easy to access reader’s guide that provides greater elucidation of the text in a conversational style that sounds like the smartest guy/gal in the bar.  The reader’s guide text is further hyperlinked out to various web resources for obtaining more information, at the reader’s discretion.  Layered beneath the reader’s guide is a discussion area where reader’s can ask specific questions, advance theories, and, of course, argue.

We have started with adaptations of three difficult literary works– James Joyce’s Ulysses, T.S. Eliot’s The Waste Land, and a mash up of the Iliad, combining Homer with Shakespeare and various pieces of archeological scholarship.  The platform was used in a classroom environment for the first time last month, but we have received a number of comments from users that makes us think our little experiment might be working.

I’d like to discuss ways that visuals and self-directed learning resources can be used as an aid to comprehension, and where the line gets crossed in which the resource replaces the thing it was supposed to be supplementing.

–Chad

What is the experience of reading? How can we leverage DH-inflected pedagogy to help students situate their own processes of reading, writing, and learning? In such a tendrillate approach to textual analysis, what tools can help students navigate through a cycle of experience and reflection that underscores the materiality of reading experience?

In this session, my hope is that we can explore the intersection of learning, experience, and DH to begin to sketch what a digital environmental humanities pedagogy might look like.

I began building an assignment during DHSI that asks students to use close reading of a passage as an entry to larger analytical and written projects (zipped Prezi available here through the course’s webpage), but it’s just a first stab at a much larger issue–how can DH pedagogical approaches help us to ground student scholarship in first-hand experience with primary materials? Encoding text, annotating sentences, parsing paragraphs for word frequency–all of these are valuable approaches, which, if used carefully, can bring our students to textual analysis as a fundamental building block of humanities scholarship.

Attention to the labour of reading and the experience of the text can only enrich the connections scholars can make by looking at these narrower street views in the context of an ever-evolving map of the world.

As I blogged a few months ago, it has become increasingly clear that digital humanities has a kindred spirit in digital journalism—perhaps a stronger potential relationship than humanities computing and computer science. We have discovered the same needs in terms of tools and infrastructure, and find ourselves engaging the public with similar genres of online writing and communication.

Just some of the products of digital journalism we could discuss or adopt at THATCamp: the 20 open source Knight Apps, which include DocumentCloud; what’s coming out of Mozilla OpenNews; and the developer challenges and tool reviews from Duke’s Reporters’ Lab.

Had a couple of thoughts for session ideas that will hopefully line up well with people’s interests:

First, I would like to talk to folks about how they are building digital work into pedagogy at a course level (I guess this kind of goes along with Mark’s post on blogging but encompasses more than just blogging) and also at a curricular level. I think we can all benefit from learning how to create assignments that fit the concepts, tools, and strategies of digital humanities into courses in a way that does not overwhelm students and professors but are also challenging and provoking.  I would also like to expand those ideas out of the classroom and talk about the development of digital methodologies within broader curriucula, which involves consensus and where real change occurs only after advocacy, collaboration, and sometimes compromise. I’d love to share our experiences at the BGC in both courses and curricula, where we have made big steps relatively quickly due to a number of factors including size, administrative, support, and resources, but am eager to hear from others at other institutions who are influencing curricular shifts and establishing stability for digital programs (seems like what Ethan is talking about as well). I think it is particularly important to talk about strategies at both the course and curricular level because accessible and enticing projects along with collected and pointed advocacy together can convince digital stragglers or technologically resistant people at institutions to consider  digital practice in their work,

A second thing I would like to talk about is establishing regional coalitions to organize and focus digital work in geographic areas. At DH 2011 I got together with people from Columbia, Fordham, and the NYPL and we decided that it would be beneficial for our institutions to share information and knowledge and work collaboratively on projects rather than all recreate the wheel over and over again on different digital projects. Our group has expanded out to over forty members from more than a dozen institutions and met a number of times, but we are looking to organize more concretely and takes some steps forward to really get organized. These kind of regional organization have the potential to provide valuable hubs for knowledge, practice, and even funds, but there are obstacles and questions about organizing in this manner. I’d like to have a conversation with people who have either created such explicit connections (have things like this happend in DC? NC? Cal? etc.) and discuss ways in which we can make those initiatives more fruitful and collaboration more easily achievable. Also, if you are from the NY area let me know as we are always looking for willing collaborators.

Lastly, I’d like to propose a session for people interested in running their own THATCamps attended by both past and future organizers. We had a successful THATCamp Museums NYC last month and I am eager to share our experiences with interested parties. Amanda, would of course love to have you at this.

Having recently retooled my DevonThink setup yet again, I’m finding that I’m still dissatisfied. My regular everyday worktools include:

• DevonThink, really, pretty much I use it as a better finder
• Omnifocus for task management
• Mellel for wordprocessing
• Bookends for citations
• Scrivener for writing
• My blog is on WordPress
• Google Apps for collaboration

I’m happy to talk about what I love and hate about each of these, for example, I love Bookends’ integration with Mellel and hate how clunky it is. I love almost everything aout WordPress except actually composing posts. I want DevonThink and Omnifocus to TALK to each other. And more… I’d love for other folks to talk about how they do their workflows.  And to tell me why using Oxygen is such an uphill battle? In addition, I just upgraded my OSX to Lion and am curious if anyone has found awesome things that Lion can do that they want to share.

P.S. Other things I’d love to talk about include Islandora, teaching oneself to code, learning to work with the command-line after being a GUI person forever, and and and… they go on. Okay, calling this post “one more” might have been misleading…

This session is becoming a THATCamp tradition so, while I’ll propose it, I am doing so merely as the representative of a movement.

University libraries have always been a hub of activity for scholars working on projects. Increasingly those projects are digital and libraries are looking for ways to support that work. Whether you are a librarian or a scholar, this session is a good way to share problems, solutions and dreams.

This conversation can take several paths; what tools are needed in libraries? what skills do librarians need? what kinds of opportunities exist for graduate students in terms of both training and career options?

I’m keeping this short on purpose so others can expand it in the comments section.

I’m working on a project to bring more scholars on Asia into social media and public discourse with the Association of Asian Studies. I’d like to start a discussion about what it takes for historians, anthropologists, political scientists — all kinds of scholars, really — to begin writing and communicating for mass consumption. I’m looking for ideas, good examples of what works and what doesn’t, and a deeper discussion about the role of scholars’ work in how the broader public thinks about the world.

A bit about me — I’m a journalist who keeps one foot in academia and one in mass media. I’ve co-edited a book about everyday lives in China with stories by journalists and scholars, and edited an online magazine published at UCLA that also helped get scholars writing for broader audiences. This is my first time at THATCamp and I’m really looking forward to the weekend.

(You can read more about the project, called Asia Beat, in a short proposal we wrote for the Knight News Challenge and more about me on my website.)

One thing I’ve noticed in all the many THATCamps I’ve been to over the past three years (I should really count sometime, but at least a dozen) is that there’s less “less yack, more hack” than there used to be. The default session at a THATCamp, in fact, is a discussion. As I often say, though, I’m a humanist, so for me, a good discussion *is* a good, productive outcome. And the “yack” you get at traditional non-un-conferences is so often bad yack, the “sage on the stage” kind of yack, whereas at THATCamp we actually get to talk to one another, which frankly I love. My other hoary THATCamp chestnut is “an unconference is to a conference what a seminar is to a lecture,” and if I didn’t love seminars I’d never have earned my PhD.

Nevertheless, I do sometimes wonder how we could bring back the emphasis on productivity, and I have an idea about that that we could try out here. I’ve scheduled in a half-hour demonstration (aka “demo”) session on Sunday for people to show off what they’ve built in the hackathon, but here’s the idea: we make that longer, say an hour at least, and open it up to anyone who’s produced something, anything, this weekend — including a blog post, a web site, a wiki, a bibliography, what have you. Could also be open to people who’ve expanded on existing resources (added a bunch of entries to the DiRT wiki or the Digital Humanities Glossary, for instance). I’m basically thinking of it as another round of Dork Shorts (2-minute lightning talks), but limited to things done this weekend at THATCamp. I came up with a cutesy name for it: “The Submit Bit.” As in, the bit where people submit what they did this week for public admiration. If it works, we could include it in the THATCamp documentation as a way to increase the emphasis on productivity.

I know not everyone’s staying through Sunday, but folks could send me a link to their thing (via email or a comment on this post) and I could show it for them. We could rejigger the Sunday schedule so that there’s one 90-minute slot for breakout sessions in the morning from 10-11:30 and then an hour for demos in front of all THATCamp from 11:30-12:30 before we wrap up. Or do a 10-11 breakout ssessions and then The Submit Bit from 11-12 and wrap up early around 12:15.

What do you think?

As a THATCamp newbie, rather than propose a session I would like to discuss with other participants some questions and issues related to content produced online by international networks of scholars and practitioners. I have some experience in this area as an academic involved in various Africa-related digital projects, including the Africa Past and Present podcast (see my recent journal article here), the Overcoming Apartheid web curriculum, and the Football Scholars Forum. Generally, I am interested in knowledge production and circulation; costs and accessibility; and the challenges posed by “digital imperialism.” A bit more specifically, how can technology generate and enhance international scholarly collaborations in the humanities and social sciences? What are the advantages and disadvantages of using Skype, Zotero, WordPress and other tools to create and disseminate knowledge in and about the Global South? What are the principles and/or models more likely to bring about long-term sustainable access to information resources in mutually beneficial ways across the digital divide?

In typical fashion, I can’t contain myself to one topic.  So, here are a couple of ideas.  Also, be sure to check out the Just Playing Around session that Brian Croxall and I co-proposed

I proposed this first session last year, and there was a fair amount of interest in it….so, I’m offering it up again

Launching (and sustain) a DH Initiative/Center/Research Group/SiG

There are a lot of people self organizing into groups (formal or informal) at institutions in order to collaborate, connect, and GTD.  Being the Associate Director of MATRIX: The Center for the Humane Arts, Letters, and Social Sciences Online and Director of the Cultural Heritage Informatics Initiative at Michigan State University, I’ve got some experience in this domain – and would love to talk with people who are thinking about launching something at their institution, and give them some thoughts from my perspective (what worked, what didn’t, what I’ve had to do, etc, etc, etc).  Likewise, I would love to talk with others who’ve successfully launched something at their institution.

Archaeology & DH: Two Great Tastes That Should Taste Great Together (so why the hell don’t they)?

Everyone in DH is talking about “the big tent” as a metaphor for constructing the boundaries of DH (who is in, who is out – who is a digital humanist, and who is not).  In the meantime (and to continue the metaphor), archaeologists (specifically anthropological archaeologists) are so far away from the “tent” that they don’t even know it exists.  Why is this?  You would think that archaeology and DH would be natural (and very happy) bedfellows.  Many of the disciplines that self identify as being part of DH (history, classics, etc.) articulate very nicely with archaeology (and have done so for many years).  On top of that, archaeology has long been invested in a wide variety of digital practices (since as early as 1954).  So, what is the problem?  As someone who has a foot in both of these worlds (and who things and writes about these questions a lot), I think there are a few fruitful things to talk about:

• Why is there a separation between archaeology and DH?
• What can DH learn/gain from archaeology (there is quite a bit, actually). This is probably the most important point here.
• For the DH’ers, how can you work with archaeology and archeologists (lets call this the “The DH Handbook of Archaeology and Archaeologists”)?

There’s been a lot of good, honest, appropriate posts about folks new to DH getting involved. Some responses have been focused on emphasizing the ‘friendliness’ of DH, but I have to say that to someone new to the area I don’t think that’s very convincing.

Latest example I know if is @madwomanlaugh‘s “A Glossary of Digital Humanities“.

So, I propose gathering people around a twitter hashtag two-fer: #thatcamp #jargon. Let’s get some folks who are willing to commit to following that pair of tags, and respond to questions directed at them asking questions.

A “hashtag” is something that happened in Twitter as a way to filter content. Similar to tags you are familiar with from Flickr or blogs, a hashtag is just a term preceded by a “#” hash or pound sign to signal that it is meant as one of those kinds of tags. It’s a way to include the same idea into the limited text of a Tweet. You just type along, and precede your tags with a #

So, who’s willing to join me in following the pair of hashtags, #thatcamp #jargon, and respond to questions about terms or ideas that seem confounding to people attenting THATCamp, and offer them various responses in an effort to give an introduction?

It runs the risk of too much information — if a lot of people respond to a tweeted question like

What is TEI? #thatcamp #jargon

The asker could be overwhelmed with responses. Hopefully, better that than exclusion based on knowledge not shared?

There will be gaps, and it’s an imperfect approach, but I think it might be helpful.

And yep! This is a twitter-centric approach to the issue. That’s because Twitter really is the most accessible broadcast mechanism we have, and clients offer the tools to help us focus on that pair of tags (e.g., a column in TweetDeck).

Any terms / ideas / technologies there unfamiliar? Please, join Twitter, and tweet a question about it including the hashtags #thatcamp #jargon !

I am very excited about attending ThatCamp, but I must admit I am feeling waaaay out of my league. I know enough about computers to get through life, but aside from that I am lost. Any suggestions on how to approach this ThatCamp? After reading some of the participants bios I think that maybe I should just prepare myself to feel really, really overwhelmed. Oy. Should I be scared?? Should I bring my kazoo for acoustic night? Should I drink profusely? Any and all advice/sympathy is greatly appreciated.

Does the public care about how scholarship is produced in your discipline and should they? In my own field, for example, the public has a voracious appetite for history but very rarely does this public pick up a history journal or academic monograph rather than military history or a presidential biography. This session would cover the forms available for scholars to present their ongoing research online and the stakes in doing so. My own feeling is that the UP monograph will remain key to promotion in research institutions, so perhaps developing engaging and scholarly forms to present ‘how the sausage is made’ can present another route to better engage with the public or our students.

One obvious form is the scholarly blog. Dan Cohen has come up with The Blessay:  “a manifestation of the convergence of journalism and scholarship in mid-length forms online.” Tim Carmody has pointed to an audience: para-academic, post-collegiate white-collar workers and artists, with occasional breakthroughs either all the way to a ‘high academic’ or to a ‘mass culture’ audience.” I like best Chad Black’s post, “Eighty Square Blocks of Data”. I think this example blends scholarly musings and presentation of material in a way that could draw in a diverse audience.

Are there other forms? Are we limited to the text and uploaded media that we can put on a blog or are there ways of plugging in our audiences to databases or digital repositories such as slavebiographies.org or slavevoyages.org ? How does one cultivate an audience? How do we think strategically about putting our thoughts and materials out there in a way that won’t haunt us when we shop a manuscript and the publisher realizes much of the content is already online and freely available? How do we start to make the sausage publicly and in a way that engages new audiences? Should we be trying to get people to watch us make sausuage, or is the process inherently undesirable to be viewed? Finally, I think this session could build on last year’s “What can we learn from journalism” session where we discussed producing short-form arguments with new media.

A few weeks ago, I set up this registry of alternative academics, which gives a glimpse into the wide variety of paths taken by people with advanced graduate training in the humanities. Later this summer, I’ll be launching a formal, confidential survey that will help identify perceived gaps in career preparation, and by extension, opportunities for rethinking graduate methods courses (more info here and here).

How about a session to discuss the project? We could talk about broad-brush issues related to the #altac conversation, as well as particularities about the database and survey. I’d especially like to brainstorm participation strategies to ensure that the survey generates as much useful data as possible from a wide range of respondents.

This is a process I’m involved with this summer and I’d love to get with others who have been through this process or those interested in the process and philosophy of such sites. I’d like to feel that I’m completely up to date on all the ways to accomplish this.

This last year, I moved all my course sites to static sites generated with hyde, a python site generator inspired by ruby’s jekyll. Together with Twitter’s bootstrap framework, one can make a pretty attractive and functional site, publishable through a simple git or hg push. Even better, if we can figure out what to do with pdfs that need to be password protected, one could move the course site to github, making them totally forkable. So, a session on static site generators could make for some fun hacking.

On the conversation front, and piggy-backing on some of the ideas in Trevor’s proposal, I’m interested in the way that digital work and objects of study can open new paths to understanding the long ago past. In many ways, the period we find ourselves in has close analogues to issues early modernists deal with frequently: 1. dispersed networks of power; 2. virtual presences; 3. spectrums of identity; 4. imprecise orthography; 5. textual protocols and mediations; 6. revolutionary transformation of communications infrastructure; etc. How do the two periods, broadly considered, open new ways of understanding each other?

At past THATCamps, I’ve had the most fun when I’ve ditched the official sessions (as “official” as THATCamp sessions can be) to do some organized messing around. Last year, it took the form of sitting down with a couple of my One Week | One Tool buddies and hacking away at Anthologize for a few hours.

So, in the spirit of goofing off semi-aimlessly, maybe we could:

• Pick a free software project with a public bug tracker (Omeka? WordPress? Anthologize? etc) and submit some patches/pull requests.
• If there are folks who have wanted to get started contributing to free software projects but haven’t had the right setup, I could help them set up dev environments, and maybe we could talk a bit about the culture of open source development.
• We could pick some small project and roll our own One Afternoon | One Tool

The spirit here is that I work alone most of the time, so it would be fun to do some co-working with smart and cool people. Also, messing around is inherently the bomb.

Hey all,

I really want to go to Busboys and Poets on Friday night for post-THATCamp hangs. Who wants to come with? I know this competes with Amanda French’s awesome acoustic jam session, but maybe there will be enough people for both?

From the site:

About Busboys and Poets

Busboys and Poets is a community gathering place. First established in 2005, Busboys and Poets was created by owner Anas “Andy” Shallal, an Iraqi-American artist, activist and restaurateur. After opening the flagship location at 14th and V Streets, NW (Washington, DC), the neighboring residents and the progressive community embraced Busboys, especially activists opposed to the Iraq War. Busboys and Poets is now located in four distinctive neighborhoods in the Washington Metropolitan area and is a community resource for artists, activists, writers, thinkers and dreamers.

Why the name?

The name Busboys and Poets refers to American poet Langston Hughes, who worked as a busboy at the Wardman Park Hotel in the 1920s, prior to gaining recognition as a poet.

Edit: Feel free to keep editing this google doc. Feel free to continue this discussion on twitter via #thingyness

Studying digital media is one of the big themes in definitions of the digital humanities, but I get the sense that a lot of folks in the area aren’t particularly well versed in work on objects, digital or otherwise. In particular, some of the work on materiality and mediality that goes on in New Media Studies. Aside from that it sees like there is just a ton of work out there in a range of fields that ends up focusing on the properties of objects, how those objects fit together and the way that people interact with them. Off the top of my head I am thinking about everything from nuroscience, to material culture, to archaeology, environmental history, to actor network theory.

I suggest that we take a session at THATCamp to pull together an annotated bibliography, a must read list if you will, of works on thingyness that folks interested in the digital humanities but who also want to study digital things can look at . I’ve pulled together a starter list of works from some different fields that I think fit here. I have also included what about these works makes them candidates for this conversation and list.

Please feel free to start this session now by contributing additional subjects and works that you think are must reads in the comments. Or, try and do some synthesizing.

New Media Studies: Some great studies on the materiality and mediality of various new media objects:

• Galloway, A. R. (2006). Protocol: How Control Exists after Decentralization:  TCP/IP and DNS define some of the key properties of the internet, we can and should analyze the material properties these protocols as humanists.
• Kirschenbaum, M. G. (2008). Mechanisms: New Media and the Forensic Imagination: Great stuff on hard drives and the matarality of digital objects. Turns out that the digital is far less ephemeral than we thought it was and that there are some really exciting potential modes for analysis when we start thinking like computer forensics folks.
• Manovich, L. (2002). The Language of New Media: Much of digital media involves the interaction of a database and an algorithm. Here is what happens when we put those properties center stage in our discussion of new media.

Platform Studies: Focusing on the interplay between the digital and the material and how they converge as platforms that constrain and shape what we create on those platforms

• Montfort, N., & Bogost, I. (2009). Racing the Beam: The Atari Video Computer System: Great study of how the Atari shaped and was shaped by expressive ideals.

Actor Network Theory: Consideration of the relationships between people and things.

• Latour, B. (2005). Reassembling the Social: An Introduction to Actor-Network-Theory: Wherein Knives have innate knifiy-ness that makes them good for cutting.

Distributed Cognition:  Help’s us understand the extent to which the things we use are a part of thinking and being.

• Hutchins, E. (1995). Cognition in the Wild: The go to example for how a complicated system, like a ship, acts as a single cognitive unit made up of sub units.
• Wertsch, J. V. (1998). Mind as Action: A great book growing out of the vygotskyan tradition of thinking of actors as situated in an environment with tools.

Neuroscience: Sure, some FMRI researchers think they can answer all of lifes questions, but you have to admit they have found out some amazing stuff.

• Damasio, A. R. (1995). Descartes’ Error: Emotion, Reason, and the Human Brain: Mind body problem turns out to really be a non-problem.
• Dehaene, S. (2010). Reading in the Brain: The New Science of How We Read: You will love neurological recycling, turns out that our biologically evolved capabilities for facial recognition get recycled in the development of writing systems. The suggestion here is that cultural tools evolve in a interplay between how we recycle various biologically evolved capabilities.

Embodyment: Our bodies are things too, much of our understanding of the world is grounded in how we use our bodies as tools for thought and action

• Lakoff, G., & Johnson, M. (1999). Philosophy in the Flesh: The Embodied Mind and Its Challenge to Western Thought. Basic Books: You have ten fingers we use base ten number systems. For Lakoff things this is not a coincidence.
• Clark, A. (2008). Supersizing the Mind: Embodiment, Action, and Cognitive Extension: Wherein we learn that almost every kind of cognitive act, even things like object rotation, can be externalized in our use of tools and that humans are hardwired as cyborg tool users.

Object Oriented Philosophy: We can even think about putting objects center stage as the basis of an ontology.

• Harman, G. (2011) The Quadruple Object: A full blown object oriented Philosophy.

Media Studies:  Old media changed how we think about things too.

• Kittler, F. (1999). Gramophone, Film, Typewriter. (G. Winthrop-Young & M. Wutz, Trans.) Stanford University Press: Turns out that when the Gramaphone appeared it may have changed how people think about memory and the mind. This thing where new media change us is not so much a property of these media as it may be a property of media in general.

So what should we add? Think in terms of texts and in terms of areas of interest. Oh, and feel free to take a stab at how you think about tying these things together.

We’ve hit our space limit of 150 people — actually, technically, there are 151 people listed on the Campers page, but I don’t count myself. We’ll keep registration open, but folks who register will be added to a wait list and approved in the order they registered as space opens up through cancellations. We do also guarantee space for journalists and sponsors.

Don’t forget to make your hotel reservations at the Mason Inn by May 15, as well — more info, and the link, on the Travel page.

Register now for THATCamp CHNM 2012, June 15-17 at the Roy Rosenzweig Center for History and New Media. We’ll be accepting the first 150 registrations and reserving 50 slots for first-timers who’ve never been to any THATCamp before. We’ll add more information as we go about workshops, social activities, special events, proposing sessions, who’s coming, sponsors, and so on . . . watch this space.

It turns out that there’s a big Virginia Democratic convention at GMU happening the weekend we were planning to have THATCamp CHNM, which meant that all the hotel rooms were booked. We’ve therefore changed the date to June 15-17. Save that date, if you will. Registration will still open February 15.

The fifth annual THATCamp at the Roy Rosenzweig Center for History and New Media will be held June 1-3, 2012. Registration will open 2/15/2012.