On Wednesday, March 1, a panel of professors and students spoke to an audience of UGA faculty and students on the role and effects of ChatGPT in academia. This panel, moderated by Dr. Katie Ireland, was hosted by the Digital Humanities Lab in collaboration with the AI Institute, The Center for Teaching and Learning, The Office of Instruction, the Department of Philosophy, and the Honors College. Speakers each addressed the question “How is ChatGPT impacting your teaching, research, and the University more broadly?”, providing different perspectives on how artificial intelligence chatboxes can be used as a research tool, the challenges that they pose for instructors, the limitations of large language models, and the ethical considerations that they raise.
UGA will be hosting a panel discussion on ChatGPT and its effects on research, teaching, and the university. Join us to hear faculty and student perspectives on this issue in the MLC Reading Room on Wednesday, March 1 at 4pm.
The DigiLab has three upcoming events this month: an Open House and two workshop series! Join us in the DigiLab (Main Library room 300) on Monday, February 11 any time from 11 am to 1:45 pm to meet our staff and learn what we do in the Digital Humanities Lab. (Snacks will be provided!)
On Thursday February 9 and Wednesdays February 15 and 22 at 4 pm, Keiko Bridwell will be leading a workshop series on Excel in the DigiLab. Topics include how to use common functions, how to organize your data with PivotTables, and how to format and create visualizations in Excel.
On Tuesdays February 14, 21, and 28 at 4 pm, Brent Peterson will be leading a workshop series on Python for humanists via Zoom. Register with the QR code on the flyer below!
UGA’s DigiLab will be partnering with Ludwig Maximilian University of Munich’s ITG to host a discussion on project and data sustainability. Join us on March 27 at 10am EST to hear experts from both universities talk about their experiences with data management!
Join us for our second colloquium of the spring semester as Camila Lívio presents her research on Portuguese on Twitter! The talk will be held in the Digital Humanities Lab (Main Library Room 300) at 3pm on February 6. All are welcome!
Earn credit toward the Digital Humanities certificate with one of our spring courses! DIGI 3000: Information Management and Scholarly Communication will be taught by Dr. Katherine Ireland and held on Wednesdays from 11:30-12:20, and DIGI 3300: Issues in Information will be taught by Sheila DeVaney and held on Tuesdays from 11:10 to 12:00.
Join us to learn more about collaboration opportunities and work in Digital Humanities and Scholarship at UGA. This event is free and open to all! Dr. Katie Ireland, DigiLab Outreach Coordinator, will speak to us about the DigiLab at the Willson Center for Humanities and Arts (1260 S. Lumpkin St).
September 22, 3-4pm, in the Willson Center for Humanities and Arts
We are looking for an hourly student worker this summer. If interested, please apply by emailing your resume and a paragraph (in the text of the email) describing your interest in the position to digi at uga dot edu. Applications due by 4/30/22. Details below!
The DigiLab is hiring a student assistant for the Extended Summer semester (May 18-August 3).
This position will serve as a research assistant on digital humanities projects for faculty members, provide technical support for ongoing DH projects, and aid in administrative tasks. They will gain hands on skills in digital exhibits, visual data presentations, and Digital Humanities software under the instruction of the Interim Head of the DigiLab.
This student must be registered at least half-time and will be expected to work 16 hours per week on-site in the DigiLab. The pay rate is $10 per hour.
(1) have the ability to perform basic programming tasks in at least one computer programming language (such as Python or R)
(2) have an interest in learning Digital Humanities tools and methods related to text analysis, digital storytelling, data mining, or similar interpretive work
Dr. Maureen Flint, an Assistant Professor in UGA’s Qualitative Research Program, will speak to us about audio recording methods. Her work is interdisciplinary and includes studies on LGBTQ+ issues, college students and higher education, post-human theories, and research ethics.
Join us on April 27, 1-2 pm, in the DigiLab (Room 300, Main Library).
Undergraduate certificate student Monica Berg will present the culmination of her research on tourism in Yellowstone National Park during the 19th-century. Her work combined historical research with Digital Humanities mapping presentation.
Join us as we discuss easy ways for academics to build a digital presence. We will cover why ORCiD is essential for any publishing authors; and how profiles on Google Scholar and researchgate.net can be helpful for circulating research and networking with other academics. In addition, we will go over some basics about copyright issues when uploading your research. Finally, we will discuss some options for building websites, including platforms that require no programming experience, as well as some minor programming for more customizable websites.
We will be partnering with UGA Libraries’ Spring into Research series to offer workshops on Excel and formatting in LaTeX.
Tuesday, March 22, 2022
11:00a – 12:00p – Using Formulas in Excel. Join our workshop to learn how to use some of the most useful Excel formulas for interpreting your data. Topics include how to count cells with specific content, how to find cells that match a string of text, and how to write if-then statements. Register
Thursday, March 24, 2022
11:00a – 12:00p – Making Pivot Tables in Excel. Do you know how to enter data into Excel, but have trouble organizing it to create tables and graphs? Learn how to use Excel’s Pivot Table function, which allows you to quickly summarize your results and easily break them down into categories. Register
Friday March 25, 2022
11:00a – 12:00p – Intro to Basic LaTeX Formatting. LaTeX provides a way to typeset documents in beautiful, clean ways. It can be used to create CVs, format journals, or input mathematics and tables of contents into documents. We will show you how to find LaTeX templates, input text, and handle common problems. To save time, create an Overleaf account before the workshop. Register
Need to create a map of locations for your poster, paper, or project and all you have are latitude and longitude for each point? This workshop will help you to create a simple map with a good resolution. No experience necessary.
Create a simple Map from Aggregated Data (like the census, or data at the county/state/country level)
Do you have data that is based on an area; like by city, county, state, or country? This workshop will help you join your data to the geometry of your areas so you can map them. No experience necessary (not even the previous workshop).
This workshop offers a more in depth look at the map design options than the previous two workshops in terms of labels, color, adding grid lines, and inset maps. A little experience would be nice (one of the earlier QGIS workshops would be fine) but not strictly necessary.
Create a Basic Webmap with QGIS2web and GitHub pages
This workshop will show you how to create a basic webmap using the qgis2web plugin, that you can further customize and host using GitHub pages or another web hosting service. Some GIS experience necessary (experience gained through a prior class or workshop).
The DigiLab co-sponsored a thoughtful panel discussion with R Ladies of Athens and UGA’s girls.code() on 1/26/22. Kora Burton, of the Honors College, facilitated the talk. Panelists found common ground discussing the experiences of women in computational coding. Many emphasized the importance of building community through clubs, within classes, and with professional women programmers.
Both groups welcome new members, including men and non-binary coders of all skill levels.
Katherine Hoovestol and Juliet Gallegos completed the DH Undergraduate Certificate this semester and each presented their final projects which investigated their own research topics using DH tools and methods.
Katherine’s work centers on a central case study from her undergraduate thesis on Skam, a Norwegian teen drama. For her directed study in DH she worked on developing part of that thesis into her presentation on notions of piracy and ownership in “Exporting Shame: Competing Ownership Models in Transnational Media Flows.” This May she will graduate with degrees in Entertainment & Media Studies and German, and will begin her Master’s degree in media studies at the University of Texas at Austin in the fall. She will be presenting this same project at the 2021 Digital Humanities Summer Institute in June.
Juliet Gallegos’ research focuses on a central concept of digital reading, the multimodal text, “From Volume to Virtual: A Study on how Reading has Changed.” Her work explores notions of engagement and the receptions of multimodal reading. This May she will graduate with a degree in English and a minor in Business, and will begin working for N3, a technology sales and consulting firm, in Atlanta as a business development representative in July.
Congratulations to them both and we’re looking forward to their bright futures!
Barbara McCaskill Professor of English, University of Georgia
Linda K. Hughes Addie Levy Professor of Literature, Texas Christian University
Sarah Ruffing Robbins Lorraine Sherley Professor of Literature, Texas Christian University
Sofia Prado Huggins Ph.D. Candidate in Literature, Texas Christian University
March 26, 2021
In our latest Digi Colloquium, Dr. Barbara McCaskill hosted “DH, Public Humanities, and New Landscapes of Learning: Writing for the Teaching Transatlanticism Website,” in which Texas Christian University’s Teaching Transatlanticism team discussed their work on the Teaching Transatlanticism website, and graduate students from UGA and TCU showcased their research contributions for the site’s digital anthology.
In the first half of the colloquium presentation, the Teaching Transatlanticism team (led by Dr. Linda Hughes and Dr. Sarah Ruffing Robbins, and including Sofia Huggins, a Ph.D. Candidate in Literature at Texas Christian University) described their motivations in creating the Teaching Transatlanticism website. Based on Dr. Hughes and Dr. Robbins’s textbook Teaching Transatlanticism: Resources for Teaching Nineteenth-Century Anglo-American Print Culture and their current work on an anthology of transatlantic texts, the website is intended to be a fluid, collaborative resource. Researchers are invited to contribute to the digital anthology by adding additional texts and ways of conceptualizing them, building a community that creates knowledge through social interaction.
In the second half of the colloquium, graduate students from Dr. Barbara McCaskill’s ENGL 6770 class and from Texas Christian University presented their own research contributions for the Teaching Transatlanticism Digital Anthology:
Ruth Myers and Chanara Andrews, Ph.D. students in English at UGA, described their work on a selection of sources written by and about Olaudah Equiano, and how these texts can show the narratives surrounding Equiano over time.
Ronika McClain, MFA candidate at UGA, and Catherine Maloney, MA student in English at UGA, are currently transcribing the college writings and early activism of Mary Church Terrell, with a particular focus on her poetry.
Abigayle Farrier, Ph.D. student in Literature at TCU, is digitally recovering The Carib, the first Antiguan literary journal. Her presentation for this colloquium focused on the challenges of transcribing and annotating “Scissors and Paste” by Frieda Cassin.
Alonzo Smith, Ph.D. student in English at TCU, discussed Frederick Douglass’s “Haiti and the United States. Inside History of the Negotiations for the Mole St. Nicolas” and the insights it offers into Douglass’s conflicting emotions toward his role as a diplomat in Haiti.
These presentations showcase how the Teaching Transatlanticism website provides a place for the collaborative efforts of researchers from a variety of backgrounds to contribute to the knowledge of transatlantic literature, which can then be carried forward into future classrooms.
Lars Hinrichs Associate Professor of Linguistics, University of Texas at Austin
Axel Bohmann Assistant Professor of English, University of Freiburg
In our latest Digi Colloquium, guest speakers Lars Hinrichs and Axel Bohmann presented “The Promise of Nine Decades’ Worth of Interviews: Building the Digital Archive of Texas English Speech”, in which they discussed the process of creating the Digital Archive of Texas English Speech, and how this archive can be used to map linguistic changes in Texas English over time.
The Digital Archive of Texas English Speech (DATES), a legacy archive containing recordings from 1934 to 2020, includes data that was originally collected using a variety of media: gramophone recordings in the 1930s to 1950s; reel-to-reel tapes, cassette tapes, and survey forms in the 1970s and 1980s; and digital recordings in the 2010s. The first stage of the DATES project therefore involved digitizing the older records. All digital records were also prepared for linguistic analysis by aligning the audio with its transcript, allowing individual words and sounds to be extracted and measured.
In this lecture, Hinrichs and Bohmann discussed three changing features of Texas English that they have analyzed using DATES: including the vowel in price, the vowels in lot and thought, and the vowels in bit, bet, bat. Using acoustic data from the recordings, they demonstrated that these first two features have consistently developed to become more similar to General American English between the 1980s and 2010s, and that the bit/bet/bat vowels are undergoing a shift that has also been seen in Canadian and California English. They also raised the possibility that pronunciation changes in Texas English may not have developed in a linear way over time: in some cases, vowels from the 1950s were more similar to those from the 2010s than the 1980s, which may mean that Texas English developed to become more distinct from mainstream American English at some point in the 20th century. These findings demonstrate the utility of a legacy archive like DATES for tracking linguistic change over time.
Active since 2016, our Digital Humanities Certificate has been a method for professors to incorporate digital projects into their courses and for students to use digital tools to ask new kinds of questions about humanities objects of study.
These projects have included work in all aspects of digital work from text analysis, network analysis, mapping, quantitative analysis, digital exhibits etc. Since 2016, our certificate has included over 50 courses in 7 disciplines.
The symposium celebrates the innovative teaching and learning done as part of our Certificate. The core classes for the certificate are taught by Librarians, including Meagan Duever’s “Intro to GIS” and Elliott Kuecker’s “Text Analysis” class. The praxis classes are those taught in other disciplines that incorporate a DH project as a significant portion of the class.
We embrace all kinds of explorations and the DigiLab is an active participant in these classes. We can help scope or design projects, offer instruction to students or instructors, and offer the Lab as a space to teach that is equipped with necessary technology.
The symposium highlights professors who share their experience in teaching these types of classes. First is Dr. Elizabeth Davis who is the coordinator of the Writing Certificate and Writing Fellows Program. Her presentation, “Data, Documentation, and Dialogue: A Pedagogical Intervention in the STEM/Humanities Divide” describes her novel coordination of her Technical Writing class with Dr. Shannon Quinn’s Data Science class in Computer Science.
Using a corpus of texts compiled from Project Gutenberg (the shared dataset between these two classes can be found in our GitHub repository), Davis’ class serves as the content experts and defined the questions Quinn’s students would work with using the text as data in their own area of expertise. Together these cross-disciplinary teams created, tested, and wrote documentation for their analysis.
Second, Dr. John Hale, Arch Professor of Linguistics, presented the “Text and Corpus Linguistics” class along with students Katie Kuiper and Keiko Bridwell. Hale’s class utilized the Digital Archive of Southern Speech (DASS) to investigate questions of language use and how words change over time. The Linguistics Lab has also compiled a number of additional corpora, including LDC corpora, which are available to Cooperating Academic Units. This class introduces students to methods for exploring and using corpora for research and analysis.
Hale will be offering the Fall 2020 edition of Text & Corpus Analysis, an interdisciplinary course originally created by Professor William Kretszschmar. No programming skills are required!
Kuiper will offer her expertise in corpus linguistics as the TA for the class this Fall, and Bridwell will apply her skills as the RA for the DigiLab next year.
These classes are the epitome of the DH certificate. Each opens up students not only to digital methods but to give students the confidence in their own skills to be stronger collaborators and to recognize the strengths of their peers.
As the culmination of her time at UGA, Leah Dudley is graduating this semester with a BA in Linguistics and a certificate in Digital Humanities. Her CURO project focuses on analyzing a corpus of southern speech for her work in “Mapping Phonetic Variation in the American South.”
“The southeast region of the United States is arguably the most dialectally diverse area in the country. Though some would generalize that everyone from this region has a ‘Southern accent’, in reality these states are filled with smaller subsets of distinct and diverse regional dialects,” explains Dudley. “As the south has an interesting history of both an agrarian economy and stratified settlement by different social groups, there is a strong possibility that these different regions developed different phonetic formants for certain vowels.” To further investigate the changes in vowels Dudley utilized the Digital Archive of Southern Speech (DASS) corpus, the largest corpus of Southern speech and analyzed the results using Digital Humanities tools, most notably RStudio and ArcGIS, to find dialectal trends in different regions of the South.
Dudley has been a great addition to our interdisciplinary DH classes which have influenced her thinking on analysis for her final project. She has also brought insight and productive conversation to our DH reading group.
We wish her all the best in the future and we’ve loved working with her!
Barry Godfrey Professor of Social Justice, Liverpool University
Recent analysis of Georgia Penitentiary records by Steven Soper and Barry Godfrey show that there was a significant rise in the number of formerly enslaved people who were imprisoned following the end of the Civil War. In Georgia before the war there was an average of forty people a year being sent to prison. One such person was prisoner Samuel W. Whitworth, described as ‘fair’ of complexion, blond, blue-eyed, 5 feet nine inches tall, from Jones County. The cotton farmer, originally from North Carolina, was gaoled for causing ‘mayhem’ (probably some drunken violence) on March 10th 1817, and sentenced to ten years imprisonment. He managed to escape on Christmas Eve 1820, and had three years on the run, before being re-captured and hanged in South Carolina in December 1823. As a white man, he was in the majority whilst he served his time in a Georgia prison. Between 1817 and 1865, the records of complexion reveal that four-fifths of inmates were described as ‘white’, ‘fair’, or ‘light’; and a fifth were described as ‘black’, ‘dark’, or ‘copper’ coloured. From 1868 the category of ‘race’ replaced ‘complexion’ in the records, giving the records a spurious pseudo-scientific gloss, though terms such as ‘ginger cake’ (used for nine hundred people) reveal the impressionistic and casually derogatory basis of the descriptors.
Georgia Prison system reception by ‘race’, 1817-1923 (%)
Statistics can only take us so far. The digital composite photographs constructed by Jessica Liu and shown in the exhibition more dramatically capture the shift in prison demography.
Pre and post average faces of Georgia convicts
In Georgia, the prison population reflected racist policies operated through the criminal justice system, and the legacy of the over representation of African Americans can still be seen in Americas prisons today. It seems we now have access to evidence which shows the long-standing use of prison as a tool of oppression against the poor, and particularly the African-American poor.
Caroline Wilkinson, in her lecture which accompanies this exhibition, further explores cognitive and other biases which continue to play out in the criminal justice system, and in society.
Using methods developed in the “Digital Panopticon” (which provides huge amounts of data on British convicts) Steve Soper and Barry Godfrey have used digitised trial reports, census records, prison documents, and family histories in order to reconstruct prisoners’ lives, before and after they were imprisoned in the system. Some of these stories of people convicted of theft, murder, drug-and alcohol-running are revealed in the exhibition. However, wherever possible, our research tells the story of people after they were released. We believe that people should not be defined either by their status as formerly enslaved people, or as prisoners of the new Georgian penal estate. They spent time in prison, but, when released, they re-built their lives. For example, Claud Leavell, who was born the son of a farm laborer in Carollton, Georgia, 1903. During the First World War In WWI, he presented himself at Fort McPherson in Atlanta to enlist. Although he was only fifteen years old, he was allowed to join up as he had given his age as nineteen. He served his country until 1919, when he was given an honorable discharge. Three years later, struggling to find work after being discharged, he was convicted of transporting liquor contrary to Prohibition legislation, his first and only conviction. By the time WWII started, Claud was employed and living in Detroit with his wife Maria. Like many people, he worked hard to overcome the stigma of being a former-convict, and battled other forms of discrimination, to make a new life. The stories in this exhibition do as much to honor their struggle as much as condemn the system that made struggle necessary.
The DigiLab is pleased to announce the creation of a dissertation template for LaTeX.
In addition to the Graduate School’s template for Word, the LaTeX template gives users another method for writing, editing, and compiling their dissertation. The template, authorized for use by the Grad School, sets up your margins, font size, sections, and page numbers within the template. The user can add their own content and be confident that the LaTeX file will handle all the basic formatting for you.
LaTeX is the industry standard for scientific writing. It is much better than standard word processing applications at writing mathematical and chemical formulae and is adept as incorporating and organizing figures and tables. Most importantly, it keeps track of all your references and automates your in-text citations and bibliography saving you a lot of time and stress. No matter the discipline, the template is flexible and adjustable to the user’s needs.
If you’re new to LaTeX it can be a steep learning curve. While it may require time spent learning and adjusting to LaTeX at the beginning, it will save time and frustration in the long run. To get you started in LaTeX, we’re offering a series of three workshops, each offered twice in February. Recordings of the three workshops will be made available as well as supplemental material.
Introduction to LaTeX How to best use LaTeX and learn its syntax and logic.
Deborah Thomas, Program Manager for the National Digital Newspaper Program (NDNP) at the Library of Congress visited the Digital Library of Georgia and joined our Colloquium series to discuss Chronicling America, an online newspaper collection available through the Library of Congress, and their efforts to digitize and preserve America’s vast newspaper history.
The Digital Library of Georgia has been working on the Georgia Historic Newspaper project which has collected and digitized newspapers from every area of the state with issues dating from 1786 to 1986. This herculean effort is only surpassed in scope by the Library of Congress’ NDNP which holds 15.7 million pages online that were printed between 1789 and 1962.
Thomas provided methods for sorting through this massive amount of data. This collection provides a glimpse into history including huge events like disasters or elections, and it can let users find a family member, a town, or a specific reference given a user’s patience and determination to find what they’re looking for. All of this information has the potential to shift a perspective or the historical narrative. All of the pages are made available through the hard work of hundreds of partner institutions and the Library of Congress.
UGA has contributed to this effort over the last three years by the work of Public History Interns in D.C. through a connection with Professor Akela Reason in the History Department.
Learn more about this project @Librarycongress #ChronAm on Twitter or read their blog series Headlines and Heroes for their latest newspaper discoveries.
We are surrounded by data everyday and we are becoming more adept at interpreting visualizations of this data. From graphs, to charts, to maps, to infographics, we are expected to quickly read and understand data as it is presented in articles and in the news. Joey Stanley, PhD candidate in Linguistics, reminds us to be skeptical of the method and delivery of this data as objective truth in his series of workshops on data visualization.
The initial goal of the workshops was help students and faculty make better visualizations. Using Edward Tufte‘s principles of design, Stanley advocates for simplicity and using Tufte’s concept of “proportional ink,” or the idea of being faithful to the data you have and using the amount of ink (pixels) proportional to the data you are representing. The best visualization will help the reader to quickly understand the data as directly and as faithfully as possible.
Though adding a three dimensional graph or adding a lot of color may seem like the way to make a poster or presentation stand out, these additions might hide the strength of your argument behind unnecessary clutter.
Stanley and GIS Librarian, Meagan Duever, took up this point in their workshop “Send the right message: The dos and don’ts of color.” Building on Tufte’s principles they spoke against using unnecessary color and ensuring everything on the visualization has a function and that your argument is clear whether you’re using a map, graph, or other visualization.
Through both presentations Stanley and Duever advocated for transparency in how and what data you are using and in accessibility in your visualizations in making the argument clear. The audience saw what goes into creating a visualization. Far from objective, hundreds of decisions about which data to represent, how to illustrate that data, and even what colors to use, have a deep impact on the way we see and interpret data. The audience for these workshops is now well armed to evaluate any graph or map they encounter in the future.
Jim McGrath, a Postdoctoral Fellow in Digital Public Humanities at Brown University, gave a talk in our Colloquium series about his work in using public history and pop culture in the classroom. His talk, “Black Mirrors and Melting Wizards: Digital Storytelling Tools and Techniques,”discussed the branching structure of narratives that include an element of reader/user choice like those that create Choose Your Own Adventure stories and that form the basis of Bandersnatch, an innovative interactive episode of the dystopian British series Black Mirror.
McGrath also focused on defining “public” and the audience for any project. In order to reach a population outside academia one must take into account the desired outcome, how any given public will access the material, and how a public would use that material. Addressing new publics also raises critical questions about the ethical concerns in representing human lives or reducing tragedy to mere data point. These are questions his team is in the process of addressing in his work with students on Monica Muňoz Martinez’s Mapping Violence project that is mapping violence on the Texas border between 1900 and 1930.
In practicing Digital Public Humanities, McGrath reminds us that these questions of audience and publics are not tangential issues, but are central concerns and need to be addressed at the earliest stages of any project, whether that be creating a digital story or working in larger projects that seek to reveal urgent histories.
Maggie Dryden and Ragan Foley successfully completed work in the Digital Humanities Undergraduate Certificate. Both were inspired by their work in DH classes and completed their certificates with their capstone as a CURO project as well.
Dryden was a member of the inaugural DH Summer Scholars Program. Inspired by her work with Professor Susan Rosenbaum on the Mina Loy project, Dryden worked on finding patterns in Modernist poetry using text analysis in the summer program. This semester, she took the methods she applied to her summer program and has worked with DH Coordinator to examine poetry and editorial discretion through text analysis in her presentation “Poetics from a Distance in Modernist Magazines” Next year she will begin the MA program in English at UGA.
Ragan Foley started her work in Dr. Elizabeth Davis’ Writing for the Web class and has furthered this work alongside of Professor Davis to examine Privacy Policies from some of the most common sites and apps on the internet using text analysis in her presentation “The Rhetoric of Privacy.” This project chooses 30 companies, including Instagram, 23 and me, and Venmo then divides these groups into three categories, social, biometric, and financial. Like Dryden, Foley uses Voyant Tools and text analysis in order to investigate how these companies define third party usage, data, and how they utilize user contributed information. She will graduate this semester with a BA in English and a minor in Spanish.
As part of the celebration, any student, undergraduate or graduate, can submit a map to our annual GIS Day Map Contest. First prize in the undergraduate and graduate captions is $100. All maps will be featured at GIS Day on Wednesday, Nov. 14th in the Main Library from 10AM-2PM.
Do you have a map that you have made that you are particularly proud of?
Do you have an idea for a map that you have always wanted to showcase?
Now is your chance!
We are now accepting submissions from all students!
Submit all entries by Wednesday, November 7th @ Midnight
SUBMIT IT FOR A CHANCE TO WIN $100
Prizes given out in the captions of:
1) Undergraduate 2) Graduate 3) People’s Choice!
For information on how to submit your map see our flyer or if you have any questions, contact us at firstname.lastname@example.org
Guidelines for Submission
A single map document (multiple maps are acceptable as long as they are all arranged on a single page)
Length/X-axis = 24” (min) and 48” (max) | Width/Y-axis = 24” (min) and 42” (max)
Map must be in a PDF format, ready to print
Must have a cartographer’s statement describing the purpose, inspiration and take-aways (included in the sign-up link)
Judging criteria: Creativity, technicality and clarity of content
The Frankenreads event was a huge success. With popcorn, pizza, candy, crafts, movies, a book reading, and more, how could you not have fun? The library played Frankenstein, Young Frankenstein, The Curse of Frankenstein, and The Simpsons: Treehouse of Horror. Over in the café, there was an epic reading of the novel Frankenstein. Hosted by Roxanne Eberle and Casie Legette of the English Department, the live reading lasted from 8am-6pm with a huge cast of readers including students and professors lending their voices to the 200 year old novel. (pictures on twitter)
They joined an international effort sponsored by the Keats-Shelley Association of America in partnership with the National Endowment for the Humanities (source).
Taking a break from reading, the audience watched Frankenstein movies including the 1931 edition of Frankenstein and Gene Wilder and Mel Brooks’ 1974 classic Young Frankenstein.While watching movies, the audience created their very own spooky monsters (picture above). Luckily, no one got quite as attached to their monsters as Dr. Frankenstein did!
The event ended with a screening of The Bride of Frankenstein at Athens Cine at 7pm.
Thank you Frankenreads, the English Department, and the Main Library for a chilling event! We had so much fun. Dm any pictures you have from the event to @digilab_uga. We hope everyone had a fun and safe Halloween!