Dead Media Remix 001: Super 8 Star Wars

DMR1Dead Media Remix is a series that gives new life to old media through remixes, mash-ups, and assemblages. DMR001 will be a projected Super8 film excerpt of Star Wars (1977), accompanied by live voiceover acting and sound effects. March 4, 2015, Free Period in the ModLab (FA215). Lunch will be served.

“Star Wars was released theatrically in the United States on May 25, 1977 in fewer than 32 theaters. It earned $461 million in the United States and $314 million overseas, totaling $775 million. It surpassed Jaws (1975) to become the highest-grossing film until E.T. the Extra-Terrestrial in 1983.

Star Wars debuted on Betamax, LaserDisc, Video 2000, and VHS between the 1980s and 1990s by CBS/Fox Video. The final issue of the original theatrical release (pre-Special Edition) to VHS format occurred in 1995, as part of “Last Chance to Own the Original” campaign, available as part of a trilogy set and as a standalone purchase.” — Wikipedia


Well Played: Walkthroughs and Close Readings of Videogames

US3659285-1 (1)Each semester, the DSC hosts a series of Well Played events during which students, faculty, and staff discuss and play videogames. These events are based on the ETC Press journal Well Played and they encourage close readings of game mechanics and narratives. Well Played sessions are free form, collaborative, and interactive. All are welcome to attend, regardless of expertise or familiarity with videogames. All attendees are invited to join in by both playing and discussing games. Well Played sessions take place in the ModLab. Keep an eye on the DSC Calendar for announcements about future sessions.


Chinese Art: Traditional and Digital Approaches

Chinese Art_course cover image

Digital Studies Fellow Chinghsin Wu will be teaching a Digital Humanities course in Spring 2015, Chinese Art: Traditional and Digital Approaches (the course is cross-listed between Fine Arts 50:082:363 and Art History 56:606:609:01). The course introduces students to the arts and architecture of China from ancient through contemporary times, with an emphasis on the impact of digital techniques on this field. The class will investigate and critique various digital resources established in recent years as tools for understanding Chinese art. At the end of the course, the students will use online tools and the facilities of the Digital Studies Center to curate their own virtual exhibition of Chinese art. The course meets Tuesdays and Thursdays 11:00 to 12:20.


English 394: Introduction to Digital Humanities (Spring 2015)

Spring 2015 Introduction to Digital Humanities Tree

 What does the artist, historian, or literary scholar have to say about the computational platforms and formats that shape our lives? “Introduction to Digital Humanities” will address this question by treating digital technologies as both expressive media and as objects worthy of humanistic study. The course will provide students with a space to use digital tools to create things (such as art, electronic literature, and games) and also to develop critical vocabularies for analyzing digital objects. We will examine a number of digital formats and platforms, from the MP3 to the Atari 2600 videogame system. No technological expertise is required, and students will be encouraged to experiment and tinker with a variety of platforms. The class will take place in the Digital Studies Center CoLab, a collaborative learning space in the Fine Arts building.

Required Texts:
Racing the Beam: The Atari Video Computer System, Nick Montfort and Ian Bogost
MP3: The Meaning of a Format, Jonathan Sterne
Flash: Building the Interactive Web, Anastasia Salter and John Murray

The class will also examine a number of videogames, works of electronic literature, and a range of other digital objects.

Visit the course web page for more details.


Digital Studies Center is pleased to announce the 2014-2015 Project Grant Winners

The Digital Studies Center is pleased to announce the 2014-2015 Project Grant Winners. The grant program is an initiative of the DSC to support digital studies projects on the Camden campus.

DSC project grants are intended to encourage faculty to pilot, continue, or complete a project using digital technologies or investigating the impact of digital technology on the world.

Grants may be used to start-up projects, assist in developing an existing project, or finish an existing project. Projects can include, but are not limited to:

  • Using new digital tools in your existing research
  • Text analysis and data-mining techniques
  • Data visualization techniques
  • Geographic Information Systems projects
  • Examining the emerging multimedia and multimodal technologies in the humanities
  • Development of new digital tools for analyzing and making available digital resources
  • New digital models of publication and dissemination of scholarship
  • Digital technology for research and teaching

2014-2015 Grant Winners

It Gets Better: Rutgers-Camden
Ellen Malenas Ledoux and Dawn Walsh, Department of English
Production of Its Gets Better video featuring individual students, student-led groups, faculty members, and administrators spreading the message of acceptance and encouragement central to the project. The It Gets Better Project, is an internet-based initiative in which LGBTQ adults and their allies reach out to young people with a simple, powerful truth: “it gets better.”  The video’s production constitutes a Civic Engagement component built into the curriculum of two Spring 2015 semester classes, “New Queer Cinema” and “Gender and Sexuality in Literature,” taught by Dawn Walsh and Ellen Malenas Ledoux respectively.

The Local Knowledge Blog and The Camden Policy Project
Stephen Danley, Department of Public Policy and Administration
These two projects are designed to a) highlight student work and b) facilitate engagement with the broader Camden community. The philosophy behind these two projects is simple. Social media and digital studies are the ideal tool to ensure students’ work doesn’t die a distinguished academic death when it is submitted to a professor. Instead, it can be publicly vetted and contribute to a wider debate on academic topics. When I’ve employed this method, I’ve found students work harder, engage deeper, and have more meaningful interactions with community members. Equally as importantly, as student work improves and becomes more public, it also contributes to thriving civic debate here in Camden. The Local Knowledge Blog is an attempt to encourage students to think about their work as not ending in the classroom but contributing to a public debate. The Camden Policy Project is a Wikispaces site that is inspired by Camden Mayor Dana Redd’s transition task force documents. The documents lack comparisons of best practices, or even adequate sourcing. All of this is understandable; Camden’s City Hall is understaffed and overworked. So my class is creating The Camden Policy Project to crowd source these materials so that staffers, policy workers, citizen activists, and, yes, students looking to source their papers, all have a resource with Camden specific, and wider urban materials.

Self and Identity
James Genone, Department of Philosophy and Religion
The purpose of this project is two-fold: the first goal is to convert my course Self and Identity (730:221) into a course that will count towards the digital studies certificate program; the second is to implement a “flipped classroom” pedagogical approach in the course using digital media. In Self and Identity, we investigate the nature of the self, the identity of persons over time, and the relationship between selfhood, free-will, and moral responsibility, drawing on philosophical texts, literature, and film. As part of developing the course so that it will count towards the digital studies certificate program, I will implement a new unit into the course that introduces the use and theoretical implications of tools that allow for the “quantification” of the self. This technology allows users to track and record many aspects of their daily life: exercise, posture, food consumption, and sleep using wearable computers and software applications to analyze data. Using Fitbit wristbands, students will take turns experimenting with quantifying their own life for one week using personal tracking software, and will write a paper discussing their personal impressions of how this technology changes their conceptions of health, body image, self-efficacy, and self-criticism against the backdrop of theoretical frameworks for understanding the quantification of the self provided by recent scholarly work on this topic. A further aim of this part of the course will be to provide a testing ground for theoretical approaches to the role of quantification in our notion of the self in developing my own research on this topic.

The Encyclopedia of Greater Philadelphia
Charlene Mires, Director, Mid-Atlantic Regional Center for the Humanities, Department of History
This project will integrate the open-source digital bibliography tool Zotero into The Encyclopedia of Greater Philadelphia, a collaborative research and civic engagement project based at the Mid-Atlantic Regional Center for the Humanities (MARCH) at Rutgers-Camden. Integrated into the Encyclopedia (, this database will be open to the public in addition to being an important tool for the authors and editors who are creating the Encyclopedia. Citations from the database also add value to the individual topic pages of the Encyclopedia, each of which includes suggestions for further reading.

Digital Storytelling and Book Trailers
Lauren Grodstein, Department of English
During the past decade, commercial publishing has gone digital in ways that have decentered traditional methods of selling, promoting, and reading trade books. Of all these platforms, the book trailer phenomenon is the most surprisingly engaging, as trailers have become a way to bring digital sexiness to the age-old technology of the book. Essentially, book trailers are mini-movies that serve to promote books – mostly novels – in the same way that music videos are used to promote songs.