Likewise, they argue that professional theory and practice are changing due to the current digital contexts of historical and archival work. In “Digital Historiography and the Archives,” the authors explain that as prompts for lively engagement with fellow panel participants and the audience, the papers are a representation of, but not a substitute for, the roundtable itself. Kramer, Kate Theimer, and Joshua Sternfeld originally presented at the 2014 American Historical Association annual conference. This issue’s focus section features papers by Katharina Hering, Michael J. yack” over social media divorces it from its necessary context, Nowviskie concludes, “… to pretend or believe that ‘more hack less yack” represents a fundamental opposition in thinking between humanities theorists and deliberately anti-theortical digital humanities ‘builders’ is to ignore the specific history and different resonances of the phrase, and to fall into precisely the sort of zero-sum logic it seems to imply.” Prompting us to consider how recirculation of a phrase like “hack vs. Nowviskie resituates the phrase “more hack less yack” within the first professional context in which it was deployed: to eschew the staid roles of active speakers and passive audiences and to foster active, non-hierarchical engagement among participants at THATCamp Prime in 2009. yack,” which is often used as a shorthand for opposing approaches to professional practice. What opportunities, as well as risks, do remediations of informal conference conversations through shared Google Docs or Twitter present? Bethany Nowviskie’s “On the Origin of ‘Hack’ and ‘Yack'” recuperates an anecdotal history of the phrase “hack vs. In particular, the authors grapple with reconciling the theories and values of one’s discipline with today’s shifting digital landscape. The articles in this ninth issue of the Journal of Digital Humanities consider ways in which digital contexts challenge scholarly practice, from the creation or engagement with digital source materials to new methods for sharing results, interpretations, or ideas. Every time we participate in a conference panel that others tweet or blog about, deposit our pre-print article in an institutional repository, or even offer an online version of our course syllabus, the technical situation of our work as teachers, researchers, or students responds, knowingly or not, to a digital condition. Whether we are preserving, analyzing, or representing cultural heritage collections, interpreting digital media, or communicating through open repositories or social media, our activities are doubly informed by digital modes of production and digital professional practice. The digital contexts of our scholarly practice impact not only the kind of work that we may do as humanists, but also how we represent changes in theory and methods over time.
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