CLIR/DLF Microgrants for Postdoctoral Fellows

 
Postdoctoral Fellowship Program
 
Microgrants Webinar
February 22, 2017
 
 
What is the purpose of the CLIR/DLF
microgrants?
 
Support 2016-2018 fellows to conduct
collaborative work addressing cross-
institutional issues
Project outcomes should help fellows
AND
 address needs outside fellowship
community
Funding from Andrew W. Mellon
Foundation & Sloan Foundation
 
Who is eligible to apply?
 
Current 2016-2018 CLIR/DLF
Postdoctoral Fellows (2 yr.
appointments)
Principal Investigator (PI) must be a
Medieval Studies or Sloan supported
data curation fellow, regardless of
project focus
Must form collaborative team of at least
2, including PI
 
What kinds of collaborative projects
will be considered?
 
Web or other technical development of
tool or online resource relevant to
fellowship work happening at multiple
institutions
Web or other technical development
that would improve interoperability
between related digital initiatives
 
What kinds of collaborative projects
will be considered?
 
Collaborative development and delivery
of online session/workshop on topic
related to digital tools and resources
Collaborative development and delivery
of skills-training workshop related to
data curation
 
What are the requirements?
 
Complete application consists of the following:
Principal Investigator
PI must be MS or Sloan data curation fellow,
regardless of project focus
Provide name and contact information
Project Leaders
Need at least 2 or more collaborators, including PI
Provide names and contact information for all
collaborators in proposed project
 
What are the requirements?
 
Supervisor’s Endorsement
Upload a short message from each project
participant's supervisor endorsing fellow’s work
on the project.
Statement of Need
Provide justification for the project as it relates
to scholarship, librarianship, and/or data
curation. Identify audience(s) that will benefit
from the project, describe their relevant unmet
needs, and summarize how the proposed project
plan is designed to target these needs.
 
 
What are the requirements?
 
 
Impact:
List specific deliverables and other benefits of
the project for the group(s) you have
identified.
For each deliverable, describe constituencies
it will address and how it might be used by
constituents to transform practice in research,
teaching, librarianship, and/or data curation.
 
What are the requirements?
 
Project Description
:
Provide brief description for the project,
including
Clear statement of project goals and
objectives
Activities required to implement the project
Proposed timeline for these activities
All projects must be completed no later than
August
 31, 2018
Lightweight assessment strategy that will help
determine the project’s success
 
What are the requirements?
 
Project Resources: Personnel, Time, and Budget:
List all people who will make significant
contributions to the project, including their titles,
institutional affiliations, and specific responsibilities
related to the project.
List all costs required to complete the project,
providing justification for how each cost has been
calculated and the sum total of all project costs.
List all proposed travel expenses separately.
Total project costs must be at least $1,500 but not
exceed $10,000.
 
What are the requirements?
 
Communication Plan:
Describe variety of media and other means
collaborators will use to document their
progress and to reach audiences that will
benefit from the project.
Project and expenditure narrative for
reporting purposes.
 
What is the selection process?
 
Application deadline: June 1, 2017
Competitive process based on potential
project’s benefits to community
Applicants notified of status: July 2017
 
Where is the application form?
 
Link to application form in CLIR Connect
Library
https://app.wizehive.com/appform/login/clirp
ostdocmicrogrants2017
Applicants must register and establish a new
personal user ID and password within the
application system.  You cannot use the same
ID and password from your postdoc
application.
 
APRICOT
 
A Peer-Reviewed Interdisciplinary
Collection of Objects for Teaching
 
Alexandra Bolintineanu
Postdoctoral Fellow - University of Toronto
Matthew Evan Davis
Independent Scholar
Tamsyn Rose-Steel (PI)
Digital Scholarship Specialist - Johns Hopkins University
Ece Turnator
Digital Humanities Associate - University of Texas, Austin
Bridget Whearty
Assistant Professor in English and Medieval Studies - Binghamton University
 
 
A site where:
Instructors can find teaching materials, upload materials,
comment on and review materials.
Get metrics on how their material is used.
Create versions of materials with attribution carried forward and
be able to trace the evolutionary path of those materials.
*
These metrics, review and demonstrated paths of evolution will be
particularly useful for showing the value of our teaching materials
and for starting to show committees for tenure or job search that
our teaching can be reviewed, disseminated, and valued in our
communities of practice just as our research.
 
 
Community
 
Review
 
Innovation
 
Respect
 
Acknowledgment
 
 
At its most basic, APRICOT needs to be able
to:
 
Allow instructors to create or upload teaching
objects.
 
Create daughter copies of these teaching
objects, which can be modified without
changing the original, yet still maintain the
connection between the two.
 
Propagate these mother/daughter connections
generationally, so that the daughter three
generations down the chain still maintains the
connection to the original item.
 
   How does it work?
 
   How does it work?
 
This:
 
   How does it work?
 
Is really this:
 
   How does it work?
 
xslt transforms the Word document…
 
   How does it work?
 
and wraps each character in a hidden bookmark with the required id.
 
   How does it work?
 
Bookmarks are hidden within the word doc.
 
Using Omeka
 
 
Articulating the idea
Rewriting the grant
Avoiding scope creep
Leading your peers
Project management across several institutions
Where next?
 
 
Questions and comments?
@MyApricotHub
  
www.myapricot.org
 
 
 
Alexandra Bolintineanu
alexandrabolintineanu@gmail.com
Matthew Evan Davis
matthew@matthewedavis.net
Tamsyn Rose-Steel (PI)
@TamsynMedieval
 
T.Rose-Steel@jhu.edu
Ece Turnator
turnakusu@gmail.com
Bridget Whearty
@BridgetWhearty
 
bwhearty@binghamton.edu
 
Teaching Digital Approaches to Special Collections: TEI as a Mode of Primary
Source Engagement in Undergraduate and MLIS Pedagogies
 
Philip Palmer (PI—UCLA Clark Library) and Charlotte Nunes (formerly of Southwestern U, now at
Lafayette College)
 
Lizzie Johnson Papers at Southwestern U Special Collections
assignment had students work in pairs to transcribe and TEI-
encode a single letter: 
http://bit.ly/2lSuAuR
treating transcription and encoding as separate processes:
requires repeated reading and re-reading of material—slowing
down, encoding as close reading
student blog posts: 
http://bit.ly/2ljlESz
 AND
http://bit.ly/2krs9mM
 
One student remarked that the transcription
and electronic editing process forced her team
to slow down and really think about the text,
which lead to additional questions about the
document: who wrote the letter and why?
who are the specific people and places
mentioned in the letter?
 
training a UCLA MLIS student to transcribe and
encode a C17th recipe manuscript
paleographical training and text-encoding training,
custom TEI schema work
will contribute transcription to the Early Modern
Recipes Online Collective (EMROC) project, the
Folger’s Early Modern Manuscripts Online (EMMO)
project, and become part of the Clark’s MSS
digitization project (CLIR Hidden Collections)
transcription online: 
http://bit.ly/2lStpeT
 
UCLA Project
 
TOME (Toolkit of Material Evidence):  Tracing Readers, Owners, and Users of Books
 
Laura Aydelotte (PI—UPenn Kislak Center) and Philip Palmer (UCLA Clark Library)
 
TOME is an online toolkit for the study of provenance and book use that combines
definitions of key terms with illustrative images, relevant online and print resources, and
contextual essays
Why do we need this resource? Thousands of digitized rare books online, but limited
pedagogical apparatus around those digital objects. When a student views a physical or
digitized rare book, how does she learn about unfamiliar features such as endleaf
inscriptions, binding styles, and manuscript marginalia?
Built in Scalar: supportive of multimedia, semantic data model, non-linear structure
www.tometoolkit.org
 (additional content from Laura forthcoming)
 
“Exploring the Book” pathway through the
site:
Roles: individual roles related to the
ownership and use of books
Places: specific sites of the book’s
physical architecture
Questions: specific questions someone
might ask of a book’s marks of
provenance and use
 
Current Categories of Terms
 
All terms explained by
images, scope notes,
“related” definitions,
and references
 
QUESTIONS??
 
Philip Palmer (UCLA): 
ppalmer@humnet.ucla.edu
Charlotte Nunes (Lafayette College): 
nunesc@lafayette.edu
Laura Aydelotte (UPenn): 
aydel@upenn.edu
 
 
Questions?
 
See other examples of microgrant projects on the CLIR website at:
https://www.clir.org/fellowships/postdoc/projsandpubs
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Support collaborative projects for 2016-2018 CLIR/DLF Postdoctoral Fellows addressing cross-institutional issues. Eligible fellows must focus on Medieval Studies or data curation, forming teams to develop online resources or workshops benefiting broader needs beyond the fellowship community.

  • Fellowship
  • Collaborative Projects
  • Postdoctoral
  • Data Curation
  • Online Resources

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  1. Postdoctoral Fellowship Program Microgrants Webinar February 22, 2017

  2. What is the purpose of the CLIR/DLF microgrants? Support 2016-2018 fellows to conduct collaborative work addressing cross- institutional issues Project outcomes should help fellows AND address needs outside fellowship community Funding from Andrew W. Mellon Foundation & Sloan Foundation

  3. Who is eligible to apply? Current 2016-2018 CLIR/DLF Postdoctoral Fellows (2 yr. appointments) Principal Investigator (PI) must be a Medieval Studies or Sloan supported data curation fellow, regardless of project focus Must form collaborative team of at least 2, including PI

  4. What kinds of collaborative projects will be considered? Web or other technical development of tool or online resource relevant to fellowship work happening at multiple institutions Web or other technical development that would improve interoperability between related digital initiatives

  5. What kinds of collaborative projects will be considered? Collaborative development and delivery of online session/workshop on topic related to digital tools and resources Collaborative development and delivery of skills-training workshop related to data curation

  6. What are the requirements? Complete application consists of the following: Principal Investigator PI must be MS or Sloan data curation fellow, regardless of project focus Provide name and contact information Project Leaders Need at least 2 or more collaborators, including PI Provide names and contact information for all collaborators in proposed project

  7. What are the requirements? Supervisor s Endorsement Upload a short message from each project participant's supervisor endorsing fellow s work on the project. Statement of Need Provide justification for the project as it relates to scholarship, librarianship, and/or data curation. Identify audience(s) that will benefit from the project, describe their relevant unmet needs, and summarize how the proposed project plan is designed to target these needs.

  8. What are the requirements? Impact: List specific deliverables and other benefits of the project for the group(s) you have identified. For each deliverable, describe constituencies it will address and how it might be used by constituents to transform practice in research, teaching, librarianship, and/or data curation.

  9. What are the requirements? Project Description: Provide brief description for the project, including Clear statement of project goals and objectives Activities required to implement the project Proposed timeline for these activities All projects must be completed no later than August 31, 2018 Lightweight assessment strategy that will help determine the project s success

  10. What are the requirements? Project Resources: Personnel, Time, and Budget: List all people who will make significant contributions to the project, including their titles, institutional affiliations, and specific responsibilities related to the project. List all costs required to complete the project, providing justification for how each cost has been calculated and the sum total of all project costs. List all proposed travel expenses separately. Total project costs must be at least $1,500 but not exceed $10,000.

  11. What are the requirements? Communication Plan: Describe variety of media and other means collaborators will use to document their progress and to reach audiences that will benefit from the project. Project and expenditure narrative for reporting purposes.

  12. What is the selection process? Application deadline: June 1, 2017 Competitive process based on potential project s benefits to community Applicants notified of status: July 2017

  13. Where is the application form? Link to application form in CLIR Connect Library https://app.wizehive.com/appform/login/clirp ostdocmicrogrants2017 Applicants must register and establish a new personal user ID and password within the application system. You cannot use the same ID and password from your postdoc application.

  14. APRICOT A Peer-Reviewed Interdisciplinary Collection of Objects for Teaching Alexandra Bolintineanu Postdoctoral Fellow - University of Toronto Matthew Evan Davis Independent Scholar Tamsyn Rose-Steel (PI) Digital Scholarship Specialist - Johns Hopkins University Ece Turnator Digital Humanities Associate - University of Texas, Austin Bridget Whearty Assistant Professor in English and Medieval Studies - Binghamton University

  15. What is APRICOT? A site where: Instructors can find teaching materials, upload materials, comment on and review materials. Get metrics on how their material is used. Create versions of materials with attribution carried forward and be able to trace the evolutionary path of those materials. * These metrics, review and demonstrated paths of evolution will be particularly useful for showing the value of our teaching materials and for starting to show committees for tenure or job search that our teaching can be reviewed, disseminated, and valued in our communities of practice just as our research.

  16. The need for APRICOT Acknowledgment Community Respect Innovation Review

  17. How does it work? At its most basic, APRICOT needs to be able to: Allow instructors to create or upload teaching objects. Create daughter copies of these teaching objects, which can be modified without changing the original, yet still maintain the connection between the two. Propagate these mother/daughter connections generationally, so that the daughter three generations down the chain still maintains the connection to the original item.

  18. How does it work?

  19. How does it work? This:

  20. How does it work? Is really this:

  21. How does it work? xslt transforms the Word document

  22. How does it work? and wraps each character in a hidden bookmark with the required id.

  23. How does it work? Bookmarks are hidden within the word doc.

  24. Using Omeka Robust, growing community Usability Interoperability: standard formats export; OAI PMH Metadata: Dublin Core DH Pedagogy Traction in community of practice Digital Collections Management Omeka

  25. Challenges Articulating the idea Rewriting the grant Avoiding scope creep Leading your peers Project management across several institutions Where next?

  26. Thank you! Questions and comments? @MyApricotHub www.myapricot.org Alexandra Bolintineanu alexandrabolintineanu@gmail.com Matthew Evan Davis matthew@matthewedavis.net Tamsyn Rose-Steel (PI) @TamsynMedieval Ece Turnator turnakusu@gmail.com Bridget Whearty @BridgetWhearty T.Rose-Steel@jhu.edu bwhearty@binghamton.edu

  27. Teaching Digital Approaches to Special Collections: TEI as a Mode of Primary Source Engagement in Undergraduate and MLIS Pedagogies Philip Palmer (PI UCLA Clark Library) and Charlotte Nunes (formerly of Southwestern U, now at Lafayette College) Lizzie Johnson Papers at Southwestern U Special Collections assignment had students work in pairs to transcribe and TEI- encode a single letter: http://bit.ly/2lSuAuR treating transcription and encoding as separate processes: requires repeated reading and re-reading of material slowing down, encoding as close reading student blog posts: http://bit.ly/2ljlESz AND http://bit.ly/2krs9mM One student remarked that the transcription and electronic editing process forced her team to slow down and really think about the text, which lead to additional questions about the document: who wrote the letter and why? who are the specific people and places mentioned in the letter?

  28. UCLA Project training a UCLA MLIS student to transcribe and encode a C17th recipe manuscript paleographical training and text-encoding training, custom TEI schema work will contribute transcription to the Early Modern Recipes Online Collective (EMROC) project, the Folger s Early Modern Manuscripts Online (EMMO) project, and become part of the Clark s MSS digitization project (CLIR Hidden Collections) transcription online: http://bit.ly/2lStpeT

  29. TOME (Toolkit of Material Evidence): Tracing Readers, Owners, and Users of Books Laura Aydelotte (PI UPenn Kislak Center) and Philip Palmer (UCLA Clark Library) TOME is an online toolkit for the study of provenance and book use that combines definitions of key terms with illustrative images, relevant online and print resources, and contextual essays Why do we need this resource? Thousands of digitized rare books online, but limited pedagogical apparatus around those digital objects. When a student views a physical or digitized rare book, how does she learn about unfamiliar features such as endleaf inscriptions, binding styles, and manuscript marginalia? Built in Scalar: supportive of multimedia, semantic data model, non-linear structure www.tometoolkit.org (additional content from Laura forthcoming)

  30. Current Categories of Terms All terms explained by images, scope notes, related definitions, and references Exploring the Book pathway through the site: Roles: individual roles related to the ownership and use of books Places: specific sites of the book s physical architecture Questions: specific questions someone might ask of a book s marks of provenance and use

  31. QUESTIONS?? Philip Palmer (UCLA): ppalmer@humnet.ucla.edu Charlotte Nunes (Lafayette College): nunesc@lafayette.edu Laura Aydelotte (UPenn): aydel@upenn.edu

  32. Questions? See other examples of microgrant projects on the CLIR website at: https://www.clir.org/fellowships/postdoc/projsandpubs

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