Medieval Iberian Literature and Culture Sephardic Studies Open Access Publishing
Scholarly Communication, Libraries, Digital Publishing, Digital Humanities, Open Access
Martin Paul Eve is Professor of Literature, Technology and Publishing at Birkbeck, University of London. Previously he was a Lecturer in English at the University of Lincoln, UK and an Associate Tutor/Lecturer at the University of Sussex, where he completed his Ph.D. Martin specialises in contemporary American fiction (primarily the works of Thomas Pynchon, Don DeLillo and David Foster Wallace), histories and philosophies of technology, and technological mutations in scholarly publishing. He is the author of four books, Pynchon and Philosophy: Wittgenstein, Foucault and Adorno (Palgrave Macmillan, 2014: 9781137405494), Open Access and the Humanities: Contexts, Controversies and the Future (Cambridge University Press, 2014: 9781107484016), Password (Bloomsbury Academic, 2016: 9781501314872), and Literature Against Criticism: University English & Contemporary Fiction in Conflict (Open Book Publishers, 2016: 9781783742738). From 2015-2020, Martin is a member of the UK English Association’s Higher Education committee. In addition, Martin is well-known for his work on open access and HE policy, appearing before the UK House of Commons Select Committee BIS Inquiry into Open Access, writing for the British Academy Policy Series on the topic, being a steering-group member of the OAPEN-UK project, the Jisc National Monograph Strategy Group, the SCONUL Strategy Group on Academic Content and Communications, the Open Knowledge Foundation’s Open Access Steering Group, the Jisc Scholarly Communications Advisory Group, the Collaborative Knowledge Foundation advisory board, the California Digital Library/University of California Press’s Humanities Book Infrastructure advisory board, and the HEFCE Open Access Monographs Expert Reference Panel (2014) and founding the Open Library of Humanities.
I am interested in how various iterations of “openness”—including OA publishing models, open educational models, and open peer review, as well as open and transparent scholarly practices—might help foster a more inclusive, equitable, and community-oriented academy. I am co-PI on the Mellon-funded HumetricsHSS initiative, an investigation into the viability of a values-based framework for indicating excellence, and a founding editor of The Idealis, an overlay journal promoting the best in open-access scholarly communication. I serve on the editorial board of the Journal of Librarianship and Scholarly Communication and the organizing committee of the Force11 Scholarly Communication Institute.
I am a scholar of digital humanities, electronic literature and “playable books,” digital-born, game-like stories in touch environments like tablets and phones. My appointment is half DH, half book publishing. I work also on digital pedagogy. I curated the “Interface” keyword in MLA’s first open access publication, Digital Pedagogy in the Humanities. On Twitter: @kathiiberens
Kathleen Fitzpatrick is Director of Digital Humanities and Professor of English at Michigan State University. Prior to assuming this role in 2017, she served as Associate Executive Director and Director of Scholarly Communication of the Modern Language Association. She is author of Generous Thinking: The University and the Public Good (Johns Hopkins University Press, 2019), as well as Planned Obsolescence: Publishing, Technology, and the Future of the Academy (NYU Press, 2011) and The Anxiety of Obsolescence: The American Novel in the Age of Television (Vanderbilt University Press, 2006). She is project director of Humanities Commons, an open-access, open-source network serving more than 17,000 scholars and practitioners in the humanities.
I’m currently a British Academy Postdoctoral Fellow based at the University of St Andrews working on the role of sciences and museums for the Belgian colonial project (1830-1958). I am also the Editor of the Bulletin for Francophone Postcolonial Studies (the journal of the Society for Postcolonial Studies) and a Volunteer Translator at the Wiener Library for the Study of the Holocaust and Genocide in London (since 2015). Any questions, please get in touch via sa245(at)st-andrews.ac.uk
I live and work in Vancouver, BC, Canada. Presently, I am the Associate Director of the Electronic Textual Cultures Lab (ETCL) at the University of Victoria. I focus on research facilitation — connecting researchers and partners, organizing academic conferences and events, writing reports and articles, etc. In this role with the ETCL I have the pleasure of working with the Implementing New Knowledge Environments (INKE) group and helping out with the coordination of the Digital Humanities Summer Institute (DHSI). I am also an interdisciplinary PhD student at the University of Victoria, studying open social scholarship and its implementation (planned completion 2019). My studies have centred around digital humanities, new media, and contemporary American literature. I am especially interested in open access, digital publishing, and how text lives online. To this end, my work has appeared in Digital Studies, Digital Humanities Quarterly, and Scholarly and Research Communication, among other venues. I’ve given presentations, ran workshops, or coordinated events in Vancouver, Victoria, Whistler, Toronto, Ottawa, Austin, New York, Paris, and Sydney. Otherwise, I spend my time devoted to books, bicycling, yoga, friends, and exploring the Pacific Northwest.
Amy E. Earhart is Associate Professor of English and affiliated faculty of Africana Studies at Texas A&M University. Earhart’s work has focused on building infrastructure for digital humanities work, embedding digital humanities projects within the classroom, and tracing the history and futures of dh, with a particular interest in the way that dh and critical race studies intersect. Earhart has been particularly concerned with representing a diverse history of digital humanities, as is the case with projects The Millican Massacre, 1868, DIBB: The Digital Black Bibliographic Project, and “Alex Haley’s Malcolm X: ‘The Malcolm X I knew’ and notecards from The Autobiography of Malcolm X” (a collaborative project with undergraduate and graduate students published in Scholarly Editing). Earhart has published scholarship on a variety of digital humanities topics, with work that includes a monograph Traces of Old, Uses of the New: The Emergence of Digital Literary Studies (U Michigan Press 2015), a co-edited collection The American Literature Scholar in the Digital Age (U Michigan Press 2010), and a number of articles and book chapters in volumes including the Debates in Digital Humanities series, DHQ, Textual Cultures, and Humanities and the Digital.
As a medievalist and digital pedagogy specialist, my work traces the public life of the English language within educational environments. During the Middle Ages, students and teachers worked from common books – often containing the Trojan texts of Virgil and Ovid – inscribed with Latin and vernacular marginalia that had been accumulating over time. The schoolbooks that survive from this era are so excessively overrun with glosses that it is often difficult to distinguish the texts from their commentaries. My work examines this sharing of textual space, which reflects an emphasis on collaborative and multilingual constructions of knowledge. On the World Wide Web, I characterize such democratic impulses as “open-source” movements. My research and teaching are attempts to apply the spirit of open-sourcing – the free sharing of computing source code – to the collection and dissemination of knowledge produced within the academy. The massive proliferation of social networks like Twitter and Facebook have demonstrated the power that digital compilations can wield, seemingly with little help from credentialed experts in higher education. Rather than turn to university-trained specialists for reliable information, the public is increasingly investing in the collective intelligence of the crowd, which digital databases such as Wikipedia are harnessing outside of the classroom with success never witnessed before. Yet, the same core principles of open access, free use, and collaborative generosity that inform these online projects have always been central to the work of the academy, even if they are sometimes hidden beneath the veneers of disciplinary specialization and avuncular elitism. Through my own research and teaching, I seek to peel back or make transparent these layers of exclusion to encourage a para-academic culture that interrogates and values the contributions of all parties, both inside and outside of the university.