Students in Brook Lillehaugen’s Linguistic Diversity course designed and administered a survey exploring the range of languages spoken across the Bi-Co. They created this website to share their findings while raising awareness of and celebrating linguistic diversity on the campuses of Haverford and Bryn Mawr Colleges.
Digital Scholarship critically applies technology to scholarly inquiry, asking new kinds of questions and creating new forms of knowledge in the research, teaching, and learning of the Haverford College community.
What we do:
- Design digital course assignments, projects, and exhibits
- Build web applications, data visualizations, and digital publications
- Teach digital tools, methods, and literacies in the classroom and beyond
- Manage data, collections, and projects
- Collaborate with faculty, staff, students, and communities
- Share scholarship with a global audience
Who we are:
Do you have an idea for a digital course assignment or research project?
Members of the Digital Scholarship team are happy to meet and help you imagine what is possible. Tell us who you are and share your ideas with us to begin the conversation.
You can explore a sampling of projects we have created and supported below, or see links to all of our projects.
The Grupo de Apoyo Mutuo (GAM) is a human rights organization based in Guatemala City that seeks justice for the thousands of Guatemalans forcibly disappeared during the Internal Armed Conflict (1960-1996). Haverford students and librarians are collaborating with the GAM to digitize photos, clippings, and personal records in the GAM Archive to protect and preserve it for the future. This important digital archive tells the stories of the disappeared and ensures that they are not forgotten.
Zapotec is a family of indigenous languages spoken predominantly in the region of Oaxaca, Mexico. The Ticha project digitizes and analyzes a growing corpus of alphabetic texts written in Zapotec, Colonial Spanish, and other languages--the earliest dated to 1565—from various pueblos in the Central Valleys of Oaxaca. Led by Haverford Linguistics professor Brook Lillehaugen, this collaborative interdisciplinary project brings together faculty and students from multiple institutions, and Zapotec community members in the United States and Mexico.
The Bridge, a language learning application conceived by Haverford Classics professor Bret Mulligan and built by Haverford student developers, helps students in Classics learning Latin and Ancient Greek create vocabulary lists based on past and future readings. It also has tools for “lemmatizing” texts, in which a list of head words and definitions can be generated from a text file.
A collaboration between Haverford English professor Sarah Watson and S.C. Kaplan of Rice University, this project collects, organizes, and presents data related to late-medieval laywomen and their books. Through an interactive map of Europe, users can visualize networks of manuscripts, texts, and readers and explore the libraries and peregrinations of woman book owners.
With generous support from the Scattergood Foundation, the Quakers and Mental Health project explores connections between the history of mental health care and Quakerism in nineteenth century America through the collection of the Friends Hospital, an early mental health facility in the Philadelphia area. The site features student-authored scholarship, digital collections materials, and data visualizations exploring life, care, and governance at the asylum.
This project explores a collection of letters written by two prominent Philadelphia-area Quaker families. Using data visualizations, interactive maps, language analysis, and digital storytelling techniques, Haverford students explore the stories of the families, Quakerism, and Philadelphia in the nineteenth century.
Students in two courses taught by Anthropology professor Jake Culberton created physical and digital exhibits exploring issues related to urban ecology and representations of indigeneity in the construction projects of the 2011 Rugby World Cup in Auckland, New Zealand. Informed by Actor-Network Theory, the students wrote digital essays and created a research dashboard that visualizes major actors in the controversies surrounding the building projects in time and space.