[Foundations] Race and Social Justice: Methods and Applications (DHSI 2026)
2026-06-15 00:00 - 2026-06-19 23:59 (America/Halifax) | Université de Montréal, 3150 Rue Jean Brillant, Montreal, Québec, H3T 1N7, Canada
Description

Over the past five years we have seen a proliferation of academic job advertisements, publications, and discussions demonstrating ways in which race and social justice can be engaged in digital humanities scholarship. Interest by students and local communities in technological advancements through Web 2.0, social media, and mobile phones are permitting new forms of research and practice. #transformDH, #DHpoco, #femDH, and #BlackLivesMatter have helped to challenge the all-white discourse, often dominated by scholars in the disciplines of English and history, that is too often found in digital humanities. What happens to students in digital humanities methods classes who bring non-traditional bodies into this world? There have been discussions how to insure that syllabi and materials for digital humanities classes are inclusive – specifically, how an introductory DH methods class keeps race, social justice, and inclusivity as cornerstones in their pedagogy. The traditional divides witnessed in the tech world will only be replicated in the world of both undergraduate and graduate DH courses without attention to race, social justice, etc. This week-long class will show how, through an interdisciplinary intersectional and CRT framework, both race and social justice can be central to any DH teaching, pedagogy, and practice. The course will pay special attention to queer theory, critical ethnic studies, postcolonial theory, WOC/Black feminism, Indigenous studies, and disability studies as they currently help to reshape digital humanities teaching and methods across our university/college classrooms.

This course combines lecture, seminar, and hands-on activities.

Instructor(s)

Dorothy Kim teaches at Brandeis University. She is the co-editor of Disrupting DH and Alternative Histories of the Digital Humanities. .

Jordan Clapper is an Assistant Professor of Digital Technology and Culture at Washington State University. His research interests include indigenous video games, indigenous literature, queer games, narrative theory, queer theory, and digital humanities.

Markup, Maps, and Multimedia: Building Digital Projects with COVE (DHSI 2026)
2026-06-15 00:00 - 2026-06-19 23:59
Description

This course introduces graduate students, university faculty, and independent scholars in the humanities to some foundational tools and critical frameworks within digital scholarship, with an emphasis on developing publishable projects. Using the open-access, scholar-led platform COVE (Collaborative Organization for Virtual Education), participants will explore how digital tools deepen analysis, expand communication, and support public-facing research—all without prior technical experience.

The course blends technical fluency, theoretical grounding, and collaborative creativity. Participants will gain accessible entry points into the digital humanities, including text encoding, spatial analysis, and introductory coding. Each will design a project—such as an annotated edition, dynamic timeline, map, or multimedia gallery—using COVE Studio and COVE Editions.

Hands-on sessions will introduce TEI (Text Encoding Initiative) for semantic markup and HTML for web publishing. Participants will also work with IIIF-compliant images to build interactive maps, timelines, and curated galleries, learning to upload, reorganize, annotate, and apply art historical metadata—skills especially valuable for scholars of literature, visual culture, and material history.

This multimodal approach highlights how visual, textual, and digital forms intersect to tell complex stories. By the end, participants will have developed a solid foundation in digital humanities methods and a project-in-progress for future inclusion in research, teaching, or public humanities initiatives.

Instructor(s)

Kate Faber Oestreich is Professor of English at Coastal Carolina University. Her research focuses on nineteenth-century British literature, adaptation studies, and the ways multimodal and digital forms reshape reading and teaching practices. She is co-author, with Jennifer Camden, of Transmedia Storytelling: Pemberley Digital’s Adaptations of Jane Austen and Mary Shelley (2018), and her articles appear in Adaptation, Brontë Studies, South Atlantic Review, Victorians Institute Journal, Nineteenth Century Studies, and several edited collections. Her recent work examines how immersive and interactive environments—from YouTube adaptations to collaborative digital editions—extend and transform nineteenth-century texts. She is Pedagogy Consultant for the Collaborative Organization for Virtual Education (COVE), where she has co-led international workshops on COVE Editions and Studio and developed resources for integrating annotation, timelines, and mapping into humanities courses. Her professional service includes roles as Executive Secretary for the North American Victorian Studies Association, Deputy Associate Director (Digital) for the Centre of Nineteenth-Century Studies International, and board member of INCSA, INCS, and NCSA. Through this work and her leadership with COVE, she has helped to develop and sustain the field’s digital and organizational infrastructure, from collaborative teaching platforms to membership and communication systems.

LLMs from Prompts to Pipelines for Text & Media Analysis & Creativity (DHSI 2026)
2026-06-15 00:00 - 2026-06-19 23:59
Description

The course offers an effective hands-on intro and further deployable deliverables in large-language-model (LLM) deployment and adaptation, natural language processing (NLP), text and media analysis, and text and/or media corpus network visualization and analysis.

We will harness the power and amplitude of LLMs and other computing resources in analyzing single/discrete datums as well as big data and corpora, be they text or media or both. The skills, affordances, methods, and concepts will be paced and assembled into pipelines starting from locating, collecting/scraping, and (pre)processing relevant datasets, continuing by deploying/engineering best-fit LLMs and specialized libraries and developing algorithms for multi-feature data analysis, and culminating with fine-grained holistic networked assemblages modeling and scrutinizing the datasets in depth and comparatively across corpora and media.

We will be doing coding in Python and learning how to use (and compare) transformer-based, (sub)word, text, and media modeling open-source LLMs/frameworks such as GPT (3.5., 4.1., 5, and later), Mistral, (Nomic/Meta-)LLaMa, GPT-NeoX, T5, OLMo, (M)BERT, and a host of others in concurrence with a wide-range of relevant libraries and related APIs including Scikit-learn, NLTK, Sentence-Transformers, Hugging-Face-based models, FastText, and Stanza/SpaCy (displaCy), involving embeddings with text classifiers and/or image/video/audio vectorization, e.g.., Deep Learning architectures, CLIP, MediaPipe, TensorFlow & Keras, Pytorch, LibROSA, etc. In the context, we will learn how to zero/few-shot prompt, fine-tune or train our (own) LLMs and incorporate them into our task-specific Python pipelines.

After using BeautifulSoup, Selenium, and pytesseract (Python-tesseract) to automatically collect and (if needed) OCR our data, the subsequent computational analyses will be translated to networks ranging from plain (single-layer) graphs to multiplexes to most general multilayer networks to be visualized and/or analyzed by means of NetworkX or, in the more specific or complex cases, in-house/indie algorithms. The translation to networks will also involve correlations between various forms of vectorization applied to text (and/as inter)media as coexistent in or combined into modeling the data. The LLMs called into and adapted for our scripts and environments will make the difference in critical respects such as dynamic data curation and searching, trans-quantitative and/(f)or qualitative analysis, finesse-level processing and mega-scale coverage.

On the fifth day (Friday, June 19th), everybody will have the opportunity to participate in the #GraphPoem event, an intermedia social computing and data-commoning performance drawing on the algorithms, methods, and programming presented or developed in class.

The knowledge and skills acquired—alongside our in-class applications—will be useful in education, research, and analytical-creative work involving LLM-informed coding, NLP, automated text and (mono and multilingual) corpus analysis, network science (or graph theory) applications, inter/trans-disciplinary text (and) media studies, computational literary studies/analysis/criticism, computational linguistics, multimodal and intermedia(lity) studies and creativity, HCI & AI creative writing and experimental/intersemiotic/literary translation, digital editions, digital poetry/e-lit/digital art, social (media/network) analysis, complexity studies in/and social science, and applications in the philosophy of mathematics and computation.

Instructor(s)

Chris Tănăsescu is a poet and academic with backgrounds in English and computer science. The Graph Poem project he started 15 years ago has outputted natural language processing and network science-based poetry classifiers, intermedia performances, and computationally assembled poetry anthologies. His alias MARGENTO refers to a cyber cross-artform ensemble and international coalition of poets-translators, visual artists/musicians, and coders/AI throwing events and launching publications on and off-line in four continents since 2001 and at DHSI (#GraphPoem) since 2019. Chris is currently a DH Research Scientist at the University of Galway while continuing his affiliation as Senior Researcher in Global Literary Studies and Complex Systems at Universitat Oberta de Catalunya. Previous or ongoing positions and affiliations include Coordinator of Digital Humanities at the University of Ottawa, Altissia Chair in Digital Cultures and Ethics at Université Catholique de Louvain, and Visiting Scholar at the Electronic Textual Cultures Lab, University of Victoria. His latest publications include Literature and Computation (Routledge 2024) and A Computationally Assembled Anthology of Contemporary Belgian Poetry [MARGENTO, collective ed.] (co-edited with Raluca Tanasescu, featuring John Taylor as main translator, Peter Lang 2025).

Click here for an example of previous syllabus and course material (2025)

Immersive Scholarship 101 (DHSI 2026)
2026-06-15 00:00 - 2026-06-19 23:59
Description

Participants will explore the nature and range of spatial data, immersive interfacing (AR/VR) hardware, and the unique scholarly benefits that this combination affords. Information professionals – including IT, library, and instructional technologists – will survey the associated hardware and software landscape and related (3D printing, scanning, and preservation) tools. In addition to theoretical background and practical methods, participants will be given the opportunity produce and inhabit virtual worlds, populated by their own 3D scans, objects from their chosen discipline, and generative AI (text-to-3D) content. Participants will leave with a working knowledge of the 3D/XR landscape, hands-on content creation – including 3D scanning – experience, and a fully customized virtual world that can be shared with colleagues after DHSI.

Instructor(s)

Matt Cook Digital Scholarship Program Manager at Harvard Library. As a proven expert across the entire 3D data lifecycle; Matt regularly consults on scanning (e.g.photogrammetry), immersive (AR/VR) data analytics, and rapid prototyping (3D printing) processes that span disciplines. Matt studied Philosophy at the undergraduate and graduate levels and has since published R&D in multiple fields, including Architecture, Chemistry, Information Science, and a range of Humanities. Currently he is developing automated workflows that combine the use of handwriting transcription technologies, genAI, and the Metaverse. Please check out mncook.net for more information.

Brian Leach is Technology Support Coordinator with Creative Technologies at Harvard Library. As a member of the management team that supports the Tech Lending program at Cabot Science Library, Brian regularly interacts with patrons (faculty, students and staff) to teach to; One. How to use AR/VR technology (Such as the Meta Quest series of headsets) in classes; Two. To support individual use for research purposes. In addition, Brian maintains the Cabot Library Media Studios used for video/podcast recordings. He also supports other technologies such as the new library 3D printing service. Currently, he is researching new technologies to integrate into the Tech lending program while supporting classes using VR technology. For more information, please email Brian at brian_leach@harvard.edu.

Exploring the Field of Recovery and Its Role within the Classroom (DHSI 2026)
2026-06-15 00:00 - 2026-06-19 23:59
Description

This course aims to introduce educators to the field of recovery and its value as a pedagogical tool. The course will begin by introducing the goals of recovery and what it may look like in practice: from projects incorporating creative expression, gaming, and other multi-disciplinary approaches for interrogating or speculating upon archival silences; to projects working to protect or promote texts, materials, or perspectives that have been ignored, overshadowed, dismissed or forgotten. Following this introduction, course instructors will guide participants through the process of planning a recovery project for their classroom. We will conclude by discussing resources that will support participants in continuing project planning well beyond the end of the workshop. The intended audience for this workshop is educators who are working with students of any age group/level.

Instructor(s)

Katie Blizzard is the Managing Director of eLaboratories and a research editor at the Center for Digital Editing, where she supports the editorial practices of community and partner projects. She holds a BA in Anthropology and History, and a master in public administration. Blizzard contributes to the Association for Documentary Editing (ADE) e-newsletter and served as secretary for the ADE from 2021 to 2023.

Noelle Baker, an independent scholar, is Editor-in-Chief of Scholarly Editing, an open-access, peer reviewed journal archived by the U.S. Library of Congress and distributed by the University of Virginia Press. She is the editor of Stanton in Her Own Time (Iowa, 2016), the co-editor of Margaret Fuller: Collected Writings (Library of America, 2025) and The Almanacks of Mary Moody Emerson: A Scholarly Digital Edition (Women Writers Online, published by the Women Writers Project at Northeastern University, ongoing), and the author of essays on American literature and culture published in journals such as ESQ, The Concord Saunterer: A Journal of Thoreau Studies, Poe Studies, and Resources for American Literary Study. Currently, Baker serves as an NHPRC Commissioner, steering committee member for the Recovery Hub for American Women Writers, and eLabs advisory board member; previous roles include co-chair of the MLA Committee on Scholarly Editions and president of The Association for Documentary Editing.

Engaging Play (DHSI 2026)
2026-06-15 00:00 - 2026-06-19 23:59
Description

This class provides students with hands on experience with games and their uses in the humanities classroom. The focus of our course is to learn how games are structured, how they function and how they can become an integral part of a humanities curriculum. Participants will learn to use Twine and incorporate game narratives into their own classes. Taught by Jeffrey Lawler and Sean Smith, co-directors of the Center for the History of Video Games, Technology and Critical Play, the course covers a variety of topics such as game theory and questions that games, including tabletops and video games, raise within humanities disciplines.

Instructor(s)

Sean Smith is a full-time lecturer of U.S. history at California State University, Long Beach. He is the Co-Director of The Center for History of Video Games & Critical Play (criticalplay.org). He writes about video games, digital history,

Jeffrey Lawler is co-director of the Center for the History of Video Games, Technology and Critical Play at California State University, Long Beach, where he is a full-time lecturer. Current research examines arcades as radicalized leisure spaces in Los Angeles County in the 1970s and 80s. Recent publications include “The Historical Environment as Aged Icon in the Gamed West,” in Comparative American Studies, and the forthcoming chapter “Imagining the Other: Historical Possibilities and Teaching American History with Twine,” to be published in EnTwine: A Critical and Creative Companion to Teaching with Twine.

Click here for an example of previous syllabus and course material (2025)

DH for Librarians (DHSI 2026)
2026-06-15 00:00 - 2026-06-19 23:59
Description

This course will focus on the processes and methods of digital humanities and how they intersect with librarianship practice. We will start by considering big picture questions: how have librarians approached “doing DH” and “supporting DH” in libraries, what has the practice of DH librarianship been, and what could the future of DH in libraries be? From there, we will survey different aspects of DH in librarianship in more detail, including assessment and strategic planning, reference and consultation, instruction, project management, and collaborative partnerships. Along the way, we will explore key resources, methods, and tools, as well as threshold concepts, data literacy, and relationships to other parts of academic libraries.

Instructor(s)

Leigh Bonds is an Associate Professor and the Digital Humanities Librarian at The Ohio State University. For the last nine years, she has led campus digital humanities efforts, consulted with faculty and graduate students on research and curricula, and collaborated on several projects. She served on the programming committee for DLFxDHSI Unconference in 2018, taught sessions at ARL’s Digital Scholarship Institute in 2019 and 2021, and taught “DH for Librarians” in 2024. Leigh’s publications on DH librarianship and pedagogy include “Facilitating Course [Re]Design: A Programmatic Approach to DH Integration,” “Preparing, Facilitating, Assessing: A Reflection on Digital Humanities Consultations,” and “First Things First: Conducting an Environmental Scan.”

John Russell is an Associate Librarian and Associate Director of the Center for Virtual/Material Studies at the Pennsylvania State University. From 2015-2022, he taught “Introduction to Digital Humanities for Librarians” and “Introduction to Text Encoding” for Library Juice Academy. John is co-author of “Beyond Buttonology: Digital Humanities, Digital Pedagogy, and the ACRL Framework” and “Remodeling the Text Encoding Initiative (TEI) Workshop,” as well as articles on computer vision and art history, digital humanities librarianship, and collection assessment. John is also past editor-in-chief of dh+lib.

Convivial Machine Learning (DHSI 2026)
2026-06-15 00:00 - 2026-06-19 23:59
Description

Ivan Illich wrote of the alphabet and the printing press that they are “almost ideally convivial” because “anybody can learn to use them, and for [their] own purpose. They use cheap materials. People can take them or leave them as they wish. They are not easily controlled by third parties” (Illich, Tools for Conviviality, 1973). Yet, these affordances of the alphabet and the printing press, as described by Illich, came after centuries of the parallel development of technical innovations and social practices which made these technologies convivial.

In this course, we will take a historical and speculative route to interrogate what lessons from manuscript and print culture we can apply to design and think machine learning tools that are open and convivial. We can draw a straight line from the alphabet (the discretization of speech sounds into letters) and the printing press (the first mechanical means of textual (re)production) to machine learning. Through a series of digital and analog experimental projects, we will situate machine learning within a history of radical and innovative writing technologies that can serve as models for designing and thinking more convivial machine learning systems.

Specifically, students will learn how to use open-source language models locally, build their own small-scale language models, and learn how to use open-source and powerful transcription models. They will also learn how to document their process digitally and materially with small, hand-made publications. Through this mix of historical inquiry and hands-on experimentation, students will have developed practical skills in working with open machine learning tools and developed a reflection on how to design interactions and technologies that enhance human autonomy and creativity.

No prerequisites are required for this class.

Instructor(s)

Gabrielle Benabdallah is a Sloan postdoctoral fellow at the University of Washington in Seattle, where her research explores the materiality of knowledge production, from print culture to artificial intelligence. With a background in comparative literature and textual studies, she has dedicated the past seven years to working and publishing in the fields of human-computer interaction and interaction design. Currently, she is focused on examining the influence of AI-augmented tools on practices in scientific publishing.

AVAnnotate Open Source Application for Audiovisual Digital Exhibits and Editions (DHSI 2026)
2026-06-15 00:00 - 2026-06-19 23:59
Description

This course introduces participants to AVAnnotate, an open-source digital humanities tool for creating annotated audiovisual exhibits. Through hands-on exercises with sample media, participants will learn how to set up projects, create annotations for accessibility and research, and explore case studies in teaching and scholarship. By the end of the week, participants will have built and presented their own projects, gaining practical skills for integrating audiovisual materials into digital research and pedagogy.

Prerequisites: No technical prerequisites are required. Familiarity with basic digital tools and an interest in working with audiovisual collections will be helpful, but all levels of experience are welcome.

Instructor(s)

Jack DeVry Riordan is a PhD student in the Department of Spanish and Portuguese at the University of Texas at Austin. His research focuses on contemporary Cuban cinema, and the ways in which digital humanities tools can be used for the curation and sharing of audiovisual works. Since September 2025, he has been working with AVAnnotate, exploring how digital annotation and archival practices can expand access to and engagement with audiovisual materials. More broadly, his work bridges film studies and digital humanities, with an emphasis on fostering new methods of preserving and disseminating cultural memory.

Automatic Text Recognition of Historical Documents: Building Text Corpora and Datasets (DHSI 2026)
2026-06-15 00:00 - 2026-06-19 23:59
Description

The course will be an introduction to automatic text recognition technologies, focusing on the example of Kraken and eScriptorium but including an overview of other existing solutions. At the end of the course, participants will have a better understanding of machine learning through the example of automatic text recognition, will have first-hand experience using transcription software, producing data and models, as well as publishing and reusing special datasets for training transcription models. They will be able to understand how to organize a transcription campaign individually or as a team while complying with existing standards for annotation. The course is intended for participants with little to or no knowledge about automatic transcription. Students, librarians, and all scholars are welcome.

Instructor(s)

Alix Chagué is a specialist in automatic text recognition applied to historical documents. Her PhD thesis, which she will defend in 2026, especially focuses on questions relating to Open Science and data creation for using and training transcription models. She has contributed to the development of several essential infrastructures for the advancement of automatic transcription, among which the open source application Scriptorium and the ecosystem for the publication of reusable gold data for text recognition HTR-United. Since 2019, she has taught several workshops introducing automatic text recognition and its software solutions to beginners or advanced users.

Agile Project Management for Humanities Research (DHSI 2026)
2026-06-15 00:00 - 2026-06-19 23:59
Description

Agile project management is about negotiating the completion of a project from beginning to end while remaining flexible. Being patient and delaying decisions until you have to make them, gathering as much information as you can in the meantime, and then taking action with the information you have, always keeping alternatives in mind in case your first plan of action doesn’t pan out. It’s about more than just negotiating within the rules. It’s about changing the rules of the game to better ensure a successful project.

Over the course of the week, participants will learn about how different teams could approach managing different aspects of a project. Participants will explore applying these to their own project(s). By the end of the week, participants will have an initial plan of action for managing their own project(s).

Instructor(s)

Over the years, James Smith has had computing interests that include exploring REST, linked open data, and other components of the web-as-platform as a foundation for building sharable, long-lived digital contributions to the humanities. More recently, he has focused on emphasizing the human element in computing.

Click here for an example of previous syllabus and course material (2025)

Introduction to Multimodal Time Series Analysis with Python for Humanists (DHSI 2026)
2026-06-15 00:00 - 2026-06-19 23:59
Description

Data sets with rich underlying temporal dynamics are ubiquitous across the Humanities. A non-exhaustive list includes oral history interviews, medieval chronicles, news streams, diaries, as well as biographies. Even songs, poems, and novels can be approached as temporal data. Time series analysis is a branch of modern data science aiming to investigate temporal dynamics; it is an analytical and exploratory framework to study events and their relationship to time. It also offers groundbreaking solutions to explore temporal data that is unfolding through various modalities. For instance, an oral history interview is unfolding through different modalities or layers such as the textual content by the speaker, and the speaker’s body posture and eye movement. The overall goal of this course is to provide a practical introduction to single- and multimodal time series analysis tailored for humanists who have basic programming skills in Python. Specifically, our course has three goals.

First, it aims to teach the basic operations in time series analysis such as slicing, time stamping, and aggregation. As part of this, the course will guide participants through the process of transforming Humanities data sets into time series. We will discuss how existing essentially non-temporal data sets (such as a poem) can be treated as time series. We will also show how LLMs can help in the process of annotating time series and producing multimodal time series.

Second, our course will prepare participants to analyse the resulting time series. Participants will get acquainted with key concepts of time series analysis such as waiting time, recurrence, and frequency, and their connections to multimodality.

Finally, we will also teach some rudimentary statistical frameworks (survival analysis, time-to-event analysis, trend and seasonal analysis) to extract meaningful information from single- and multimodal time series.

Participants will be encouraged to bring their own data and work with that throughout the course, which will be structured as follows. In the mornings, we will offer more theory oriented sessions. By contrast, the afternoons will be devoted to practice and programming. We will provide reusable code in the format of Jupyter notebooks.

As a whole, after our course, students will be able to explore and analyse single- and multimodal temporal dynamics in a rich array of Humanities data sets, and raise meaningful questions related to the underlying temporal dynamics.

This course is for a broad Humanist audience who already has experience with Python and does data intensive research.

Instructor(s)

Gabor Mihaly Toth is a research scientist at the Center for Contemporary and Digital History at the University of Luxembourg; he is the principal investigator of “Voices from Auschwitz: Unlocking the Collective Memory with the Multimodal Analysis of Survivor Testimonies” project; before joining the University of Luxembourg, he had worked at the University of Southern California and Yale University.

Mohamed Laib is Data Science researcher in the Trustworthy AI group at the Luxembourg Institute of Science and Technology, with a solid foundation in statistics and machine learning. His work focuses on leveraging these skills to tackle complex real-world challenges.

[Foundations] Outils numériques et études littéraires: vers de nouvelles perspectives critiques (DHSI 2026)
2026-06-15 00:00 - 2026-06-19 23:59
Description

Ce cours propose un aperçu des méthodes numériques appliquées aux études littéraires. Il s’adresse aux débutant·e·s intéressé·e·s par le potentiel du numérique dans leurs recherches et souhaitant découvrir une diversité de techniques. Nous explorerons des exemples novateurs de recherches en études littéraires, en abordant les méthodes et la gestion des données qui les rendent possibles. Une approche critique guidera l’introduction de plusieurs méthodes, telles que l’analyse automatisée des textes, la stylométrie, la cartographie numérique et l’analyse computationnelle d’images. À l’issue de ce parcours, divisé entre ateliers pratiques et discussions théoriques, les participant·e·s auront une meilleure compréhension des méthodes computationnelles appliquées à une variété de perspectives critiques. Il sera possible ensuite d’approfondir leur expertise de manière autonome ou en participant à d’autres formations spécialisées du DHSI.

Ce cours sera enseigné en français, avec des lectures et des exemples tirés de différentes langues, y compris l’anglais.

Enseignant.e.s

David Joseph Wrisley est professeur titulaire en humanités numériques à la New York University Abu Dhabi (Émirats arabes unis). Il a obtenu son doctorat à Princeton en langues et littératures romanes, avec une spécialisation en littérature médiévale comparée. Il s’intéresse à l’application des méthodes computationnelles en sciences humaines, particulièrement dans les contextes multilingues et non-anglophones. Ses recherches actuelles portent sur le développement de modèles de reconnaissance d’écriture manuscrite (en latin, arabe et français médiéval) ainsi que sur d’autres usages de l’intelligence artificielle dans l’étude des sources historiques. Depuis plus de 20 ans, il est engagé dans l’interdisciplinarité et la collaboration dans les pays du monde arabe. Avant de s’installer à Abou Dhabi, il a enseigné à l’American University of Beirut (Liban) de 2002 à 2016. A présent il co-dirige le Paris Bible Project (parisbible.github.io) et le groupe de recherche OpenGulf (opengulf.github.io).

Parham Aledavood est candidat au doctorat en littérature, option humanités numériques, à l’Université de Montréal. Sa recherche doctorale est soutenue par une bourse du Fonds de recherche du Québec (FRQ). En associant la théorie postcoloniale, les études planétaires et les humanités numériques, sa recherche actuelle porte sur une analyse computationnelle du traumatisme et du genre dans les romans de migration contemporains. À partir de septembre 2024, il est le directeur adjoint du Digital Humanities Summer Institute (DHSI).

Cliquez ici pour accéder au matériel pédagogique du DHSI 2025
