Call for Participants: Digital Mitford Coding School

Pitt-Greensburg’s Center for the Digital Text will host Digital Mitford Project team from Wed. June 28 through Friday June 30, 2017 for the Fifth Annual Workshop Series and Coding School.

As featured on its public website, http://digitalmitford.org, the Digital Mitford project has two major purposes:

  1. to produce the first comprehensive scholarly edition of the works and letters of Mary Russell Mitford, and
  2. to share knowledge of TEI XML and related humanities computing practices with all serious scholars interested in contributing to the project.

All participants gain experience with navigating and processing editorial markup helpful in managing a digital edition project.

Though we draw our active editors from researchers of 19th-century literature, we hope that all who join the Mitford project (whatever their primary research field) will find good resources for professional scholarly research and publication, and gain beneficial experience for individual projects. Joining our workshop leads for any interested in joining to a free first-year membership in the Text Encoding Initiative, the international consortium establishing best practices for encoding of digital texts.  We anticipate hosting three overlapping groups:

  1. beginning coders who wish to learn our methods to apply them to their own projects
  2. scholars who wish to join the Mitford project as active editors
  3. repeat visitors seeking to review what they learned last year and to learn more about how to process, transform, and publish digital editions and informational graphics from markup.

What will be taught and shared:

  • Discussion of best practices for preparing digital scholarly editions as digital databases.
  • Textual scholarship and paleography (working primarily with 19th-century manuscript letters and publications)
  • Participation in an active “dig site” for important data on networks of women writers, theaters, and publishers from the 18th and 19th centuries.
  • Text encoding, including the following:
    • TEI XML encoding and best practices for project sustainability and longevity
    • Autotagging and regular expression matching to “up-convert” plain text, and old word-processed documents and dated formats into XML markup,
    • Hands-on experience with XPath and code schemas to help manage a project
    • For those ready (returning and advanced coders) experience writing XSLT and working with an XML database to publish editions and process data for graphs and charts.
  • Perspective on project management and interface development as we work on developing our site interface.
  • Individual and Group Instruction, working with our Explanatory Guides and Resources, organized and led by an elected member of the TEI Technical Council. See our instructional materials for a range of coding we are prepared to teach.

To Register: send an email (ebb8@pitt.edu) with the subject line “Digital Mitford Coding School”  by Monday, April 3, 2017, indicating interest, whether you are a new learner or a returning registrant, and whether you seek an introduction to coding and markup or the more advanced training we describe here. (All communities are welcome, and learning the backgrounds of our group will help us to prepare training groups.)

See full posting for full details and registration fees

Theater Arts Scenic/Lighting Design Instructor

The State Center Community College District at Fresno City College in California seeks a Theater Arts Scenic/Lighting Design Instructor to begin in August, 2017

Essential Teaching Duties:

  • scenic and lighting design, stagecraft, technical theater practicums and theater appreciation
  • design and construction of scenery, design and hanging of lights for three major theater productions and light design for a dance production
  • curriculum development and revisions, including student learning outcomes through mentoring and supervision
  • oversee the scene shop and provide technical directions for the above productions
  • mentor and oversee technical theater students and otherwise fulfill the duties and responsibilities as required by the instructional staff as required
  • participate actively in disciplines, department activities, and the general intellectual life and governance of the college

Minimum Qualifications:

  • MFA in drama, theater arts, or performance OR bachelors or bachelor of fine arts degree in any of the above and masters degree in comparative literature, English, communication studies, speech, literature, or humanities; OR a valid California Community College credential; OR the equivalent education and/or experience (requires an equivalency)
  • demonstrated sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students.

Desirable Qualifications:

  • Experience teaching set and lighting design and stage construction
  • Knowledge and/or experience teaching theater application
  • Substantial ability with theatrical set design and construction, including staging, scenic, structural and rigging design for theater
  • Substantial ability in theatrical lighting design and installation, including intelligent lighting instruments, F/X lighting, coloring, and projections for the theater
  • Knowledge of the community college and its mission and goals
  • Demonstrated ability to communicate effectively with students and staff
  • Related work and professional experience for contribution to institutional vitality and growth.

Closing Date: 3/28/2017 at 11:55 PM

Full position posting and application details

Application Procedure: include the following in your online application:

  • Transcripts (Unofficial copies accepted – must indicate conferred degree(s) that support the minimum qualifications)
  • Three letters of Recommendation
  • Resume or Curriculum Vitae
  • Letter of Application

Post-Doctoral Fellowship in Digital Humanities and Blended Learning

five college consortium
The Five College Consortium, with generous support from the Andrew W. Mellon Foundation, invites applications for a postdoctoral fellowship in Digital Humanities and Blended Learning beginning in the academic year 2017-18. The term of the fellowship is for one year with possibility of renewal for a second year. The position will be based at one of the consortium’s associated institutions (Amherst, Hampshire, Mount Holyoke, and Smith colleges and the University of Massachusetts Amherst). The fellow will be paired with research and teaching mentors in closely related fields and will be an active participant in ongoing projects engaging faculty members across the campuses who are bringing digital approaches and materials to bear on teaching and student research in the humanities or humanistic social sciences through blended approaches. A home campus and department(s) will be assigned based on the fellow’s field and focus.

The ideal candidate will have research and teaching experience in a humanistic discipline that centers on theoretical, methodological, and technical encounters with digital technologies, while also demonstrating commitment to meeting the equity and inclusion challenges and opportunities attached to the implementation of digital humanities technologies. Candidates who have working familiarity with at least two of the following are preferred:

  • geographic information systems;
  • hardware or software used for spatial humanities work, including VR/AR;
  • humanities data visualization, or narrative or arts approaches to working with computational data, including social media data;
  • video game studies;
  • feminist or intersectional approaches to computing;
  • text-mining or other modes of computational approaches to interpretation;
  • developing and implementing minimal computing pathways;
  • hardware / software studies; and
  • new or experimental modes of presenting humanities work in electronic formats, including digital storytelling and game design.

Primary Responsibilities:

  • pursuing an independent research program
  • teach two undergraduate courses each year, one of which is a new blended course (utilizing both in class and online components), and which will meet needs for an introductory class in digital humanities methodologies.
Required Qualifications:
  • PhD requirements completed before September 2017 and no earlier than April 2014.

Review of applications will begin March 15, 2017, and continue until the position is filled.

Full posting and Online Application

Learn more about Five College programs in Digital Humanities and Blended Learning

Contacts: Marisa Parham, Director, Five College Digital Humanities (mparham@amherst.edu) and TreaAndrea Russworm, Faculty Coordinator, Five College Blended Learning (russworm@english.umass.edu)

February Shelfie: Jason Lester

“I am a second-year PhD student in the Comparative Literature department. I am interested in transnational modernism, media studies, aesthetics, critical theory, poetry, and film, among other things, and I am currently preparing a conference paper for the 2017 University of Michigan Comparative Literature Graduate Conference. My paper will be titled, “Chinese Slow Cinema in the Time of the Network.”
Jason has found that NMCC courses complement his focus in Comparative Literature quite well due to the fact that both the certificate and the are “committed to interdisciplinarity — not only in terms of focus on national area studies and commitment to critical and theoretical perspectives, which originate from a variety of disciplines, but also in understanding of  [media and literature] as an object of critical inquiry”
After reading Andre Bazin’s What Is Cinema (1967) in Professor Michael Allan’s “Transmedial Aesthetics” course in Fall 2015 – both a foundation course in Comparative Literature and an NMCC methods course – Jason became interested in the claim of Bazin “that it is the quality of mise en scene which is most fundamental to cinema — in opposition to Eisenstein’s privileging of montage editing and the cut. [And his prioritization of] long takes and deep focus, believing that technical advances in film production help move us closer to a teleological “myth of total cinema.”
In the NMCC core seminar class, taught by Professor Bish Sen last spring, Jason was introduces to Manuel Castells’ The Rise of the Network Society (1996). “For my seminar paper, I conducted a literature review of the way that time has been engaged and socially conceptualized in the modern and contemporary period, and became interested in how Castells argues that in the network society there has been an emergence of new social formations of space and time, organized into what he calls the space of flows and timeless time. Although Castells is often cited within the social sciences and architecture, he has rarely been employed within the Humanities. I am interested in teasing out how his observations can be meaningfully employed towards a phenomenological investigation of cinema and everyday life on the level of the aesthetic.”
Jason’s Primary Interests:
“Within the last decade, there has been a considerable amount of critical work applied towards what has been labeled contemplative or slow cinema. In particular, I am interested in the films of Sixth Generation director Jia Zhangke and Taiwanese Second New Wave director Tsai Ming-Liang. It is my contention that a formal analysis of the aesthetic qualities of these films reveals how time is socially formed in the network society, being phenomenologically experienced as instantaneousness in the dynamic, nodal space of flows and as interminable slowness or stillness in the static, contiguous space of places.
Beyond my work in contemporary film and the network society, I am currently researching the aesthetics of vitalism in and between the United States and China in the modernist period. I am interested in the incipient role of affective vitalist philosophy in American encounters with Chinese literary texts, beginning with Ernest Fenollosa’s The Chinese Character as a Medium for Poetry and its employment in the thinking and poetry of Ezra Pound. Moreover, I am also interested in how western vitalist philosophies are presaged and transfigured within Chinese literature and film, as seen in key works such as Wild Grass by the preeminent Chinese modernist writer Lu Xun, as well as The Big Road by 1930s Shanghai director Sun Yu.
I’m also very interested in questions of exploration, immersion and diegesis in video games, particularly in walking simulator games — first person games which prioritize exploration and affective relationships to space instead of merely shooting other people with guns.”
Film Recommendations:
Book Recommendations:
Video Games:
The Beginner’s Guide (2015) — Programmer Davey Wreden
Slave of God (2012) — Programmer Stephen Lavelle
Music Videos:
“Cranes in the Sky” — Perf. Solange Knowles, Dir. Solange Knowles and Alan Ferguson
“Don’t Touch My Hair” — Perf. Solange Knowles, Dir. Solange Knowles and Alan Ferguson
“Both of Solange’s music videos feature long takes, long shots, and slow or or static camera movement — all of which is antithetical to what we expect from a music video.”
Poetry:
Art:

Winter Top Ten

In need of a study breather? Look no further, here are some of our favorite fun and useful resources we have collected over the last few months –

1. Voyant – a scholarly project designed to facilitate reading, analysis, and interpretive practices for digital humanities students, scholars, and the public. Useful for analyzing text, add functionality and interactive interfaces to essays and blogs, develop your own tools. Explore this example.

2. Data & Society Podcast – audio of talks, interviews, and presentations from Data & Society, a research institute focused on social and cultural issues in data-centric technology development.

3. codeacademy.com – a free, interactive resource for new and continuing coders, just create an account and begin!

4. Small Radios, Big Televisions – through a beautiful interface that echoes the computer games and digital animation of the 1990s, this game offers a commentary on digital versus analog media, nostalgia, and the impact of industrialism.

5. The Pedagogy Project – a continually growing resource for projects and syllabi in the digital humanities classroom

6. DiscoverDesign.org – a free digital platform where anyone can learn about architecture and design through the completion of design challenges, receiving feedback from real teachers and professionals in the field.

7. Matters in Media Art – a resource for collectors, artists, and institutions caring for works of art that have moving images, electronic or digital components. Practical tools and examples for preserving this developing art form.

8. Metadata Games Project – a free and open source game platform in which players use images, video, and audio from libraries, archives, and museums, which in turn gain valuable descriptions, making it easier for the general public and scholars to discover their collections.

9. Net Art Anthology: Group Z, Belgium (Michaël Samyn)’s LOVE (1995) – a series of seven stories arranged in a navigable grid of HTML files created to emphasize the structural possibilities of the internet. Images, text, and interactive compositions map a range of experiences associated with romantic love through which the user navigates.

10. Scalar – a free, open-source, digital publishing platform from The Alliance for Networking Visual Culture that provides a simple interface and tools similar to a blog for ‘born-digital’ books and essays. Great for collaborative authoring and media-centered projects.

NMCC Alumni Update

We caught up with two recent NMCC alumna to see what exciting things they have been up to and how their experiences in this certificate helped them on their way!

Emily McGinn received her PhD in Comparative Literature in 2014 and is currently the Digital Humanities Coordinator at the University of Georgia, overseeing the Willson Center Digital Humanities Lab (DigiLab), where she develops Digital Humanities curriculum, provides workshops and training to faculty and students, and consults on grants and project scoping. “It is an enormous job that keeps me moving,” Emily explains, where “I am perpetually learning new skills, testing new tools and applications, and finding creative solutions to complex projects.”

Taking a “non-traditional path,” Emily did not anticipate this career trajectory when beginning her PhD. She credits John Russell, now at Penn State, for setting her on this path after introducing her to the Digital Humanities.

“Through his guidance and the NMCC curriculum, I gained the skills and experience necessary to earn a CLIR (Council of Library and Information Resources) Postdoctoral Fellowship in Digital Humanities at Lafayette College in Pennsylvania. Working on the Digital Scholarship Services team at Lafayette furthered the work I had begun with NMCC and propelled me to my new position at UGA.”

Looking back on her time with the NMCC, she “knew that pursuing the certificate was worth the investment. The program expanded my vision for what was possible after grad school and encouraged me to apply broadly to a variety of opportunities.”

Emily’s current projects include integrating DH projects into traditional humanities classes, “working with professors to bring DH skills and methods directly into the undergraduate classroom while also building capacity among the faculty for future DH work.” Though a career in this field is often in constant flux, she enjoys research opportunities open to her and opportunities to “push the boundaries of scholarship” and is looking forward to what the future holds.

Emily’s resource recommendations:

The Programming Historian – peer-reviewed, beginner-friendly source for all things DH

dataviz – fun, sleek guide for tools, resources and technologies in data visualization

_____________________________________________

Chelsea Bullock also received her PhD in 2014, in Media Studies, and currently handles UX (user experience) research and strategy at IBM with The Weather Company, where her favorite part of the day is collaborating and “grappling with big, difficult questions like:

  • How do we provide parity in technological access across the global spectrum of connectivity?
  • How do technological habits and expectations vary around the world?
  • How do we anticipate the ways technology is evolving the ways we interface with one another, with our environments, and with the changing climate?”

Chelsea credits her participation in the New Media and Culture Certificate for introducing her to “multi-faced approaches to technology…and it’s symbiotic relationship with culture,” providing “a solid foundation for thinking critically and historically about technology” and practice in asking questions and building compelling arguments – skills she now uses daily.

“As a practice,” she explains, “I sketch the borders of the big picture before diving into details; asking ‘how’ and ‘why’ serves me well at IBM and has presented a lot of opportunities.”

Expanding her vocabulary through the NMCC, in addition to work with the Fembot Collective, gave Chelsea the confidence to pursue a future in the tech world in order “to ask hard questions, advocate for all users, and strategically design meaningful solutions to real problems.”

For those eager to follow a similar path, Chelsea recommends seeking opportunities for active work in your desired field, “dedicating the labor to a project with an actual deliverable result will help you determine whether or not the work is what you want to continue to pursue.” She also acknowledges how her desire to continue learning was of immense value to her as a candidate on the professional market. “Read widely, listen to diverse podcasts, participate in free webinars, attend local industry meetups, and watch tutorials and lectures in adjacent technologies or fields than the one(s) in which you usually work.”

Her favorite thing about technology? “I love its interconnectivity and evolving algorithmic logic, but I most appreciate the sophisticated ways technology lets us think about what it means to be human. The digital humanities enable us to reflect on historical networks as ways of being and sharing, and subsequently anticipate (re-)emerging patterns and trends.”

Chelsea’s resource recommendations:

Jocelyn K. Glei – blog/newsletter on work, design, and managing a digital life

LitHub – trusted source for all things literary: news to novels, publishing houses to non-profits

Brain Pickings : “for all the things you didn’t know you needed to read to be a better human in the world”

GLAM Strategist

GLAM Strategist
The Wikimedia Foundation (WMF) recently received a major grant to support the development of Structured Data on Wikimedia Commons. This grant allows the opportunity to hire an additional a GLAM (Galleries, Libraries Archives and Museums) specialist to help further develop tools, organizational partnerships, and advocacy to support the grant while helping grow the use of Structured Data on Commons in both our Wikimedia and external GLAM-Wiki communities.

The role will support the diverse international community of program leaders working with cultural heritage institutions to expand the impact of Wikimedia’s projects as educational platforms. These efforts will help Wikimedia projects grow with millions of media items uploaded into Wikimedia Commons, millions of data items improved on Wikidata, and millions of improvements across other linked movement projects.

General Duties:

  • support, facilitate, and amplify GLAM-Wiki work through better understanding and implementation of scalable GLAM-Wiki projects, greater cross-regional international partnerships among GLAM-Wiki volunteers, and deeper communication about GLAM-Wiki beyond the Wikimedia movement
  • support the broad adoption of external partnerships that utilize Structured Data on Wikimedia Commons and related external projects
  • produce documentation and conduct training and outreach to help the GLAM-wiki community overcome technical and programmatic challenges
  • work closely with the Structured Data on Commons team including a Community Liaison, the structured data Program Manager, and the engineers and designers working on structured data implementation.

Focused Responsibilities:

  • Help prioritize technical support from the Foundation and amongst institutional partners to further GLAM-Wiki efforts:
    • Supporting development of partnership models and tools in the Wikimedia ecosystem which utilize Structured Data on Commons, in citations and in Wikidata.
    • Advise on technical projects that improve the ability for local communities to implement GLAM partnerships and support the broader adoption of structured data from Wikimedia projects within cultural heritage communities.
  • Liaise with GLAM-Wiki communities to strengthen the ability for volunteer groups to support institutional collaboration, especially in structured data projects:
    • Consult prior and existing GLAM-Wiki community leaders to determine best ways to facilitate GLAM-Wiki projects which utilize the new tools provided by Structure Commons.
    • Act as point-of-contact directing institutions seeking information from WMF about GLAM partnerships to best-positioned community leaders and organizations to support partnerships.
  • Help communities identify and implement best practices that facilitate growth of new GLAM-Wiki multimedia collaborations especially in emerging communities and communities without robust digital heritage sharing platforms, like Europeana and DPLA.
  • Facilitate growth of international capacity within GLAM-Wiki projects and among program leaders, especially around linked-structured data in the Wikimedia ecosystem:
    • Encourage development of trainings and GLAM-Wiki community events that help program leaders learn skills for collaborating with partners in using linked, structured, open data.
    • Write and share documentation of tools and processes, which lead to robust use of Wikimedia Commons and Wikidata in GLAM communities.
    • Partner closely with movement leaders in developing strategic Wikimedia outreach towards global organizations, including efforts with Europeana, DPLA, IFLA, ICOM, UNESCO, and other emerging opportunities.
  • Develop strategies that popularly align Wikimedia projects with the educational missions of GLAMs by communicating Wikimedia Commons and other Wikimedia projects as critical platforms for public access scholarly research, digital literacy, and cultural heritage

Skills and Qualificaitons:

  • Strong written and spoken English
  • Experience and skills working with GLAM projects that integrate programs and technology, ideally involving program leaders from the Wikimedia Community
  • Knowledge and experience using linked open data, preferably Wikidata, for GLAM or  other applications
  • Experience developing partner relationships and outreach materials, ideally for the Wikimedia community
  • Proficiency and ability to create communications in a wide range of formats — to support relationships with partners, Wikimedia affiliates, and the Wikimedia community
  • Experience travelling to present at conferences and facilitate live workshops
  • Comfort advocating for and supporting technical projects related to analytics, multimedia, and metadata in an open, networked ecosystem
  • Experience or skills needed to collaborate with a distributed and remote team with people of diverse skillsets and backgrounds
  • Proficiency in languages other than English
  • Training or experience working with academic, reference, research, and/or cultural heritage communities in collaborative projects, especially internationally
  • An existing network of collaborators and contacts in international open knowledge, cultural heritage communities, or in the Wikimedia community.

Apply Online with a cover letter detailing why you want to work at Wikimedia.

Full position posting and application

Applications received by March 31st will receive priority

Digital Scholarship Editor, Brown University

The Digital Scholarship Editor is a grant-funded position through the Andrew W. Mellon Foundation and is designed to extend Brown’s capabilities as a central force in advancing new forms and methods of scholarly communication. The Digital Scholarship Editor plays an important role in bringing together key technological, organizational, and academic resources across the campus to generate a broader, more effective structure within the University to support the creation, cultivation, evaluation, dissemination, and preservation of new forms of faculty-driven digital scholarly projects intended for publication. The position is currently funded until the end of 2019, with the possibility of renewal.

Responsibilities:

  • reporting to the University Librarian and serving as a member of the Library’s Center for Digital Scholarship (CDS)
  • supervise the Designer for Online Publications and works with other members of CDS to assist faculty and project members with the conception and realization of their scholarly products
  • offers editorial guidance in shaping and refining the presentation of the publication projects, as well as advising on possible venues and modes of dissemination
  • coordinate scheduling and work with others to ensure that the appropriate level of assistance needed for content and technical development is allocated
  • provide regular status updates to University partners, affiliated publishers, and the Mellon Foundation, ensuring that deliverables are executed on time and are in line with established goals and standards
  • work closely with the University Librarian, the Dean of Faculty and the Provost’s office to organize and serve as a member of the Faculty Publication Project Advisory Board
  • work with others to help increase awareness of and raise knowledge about emerging forms of digital scholarship on campus through coordinating speakers, panels, and talks
  • participate in internal team meetings and attends appropriate regional and national conferences, maintaining contact with other digital publishing projects and programs nationwide and keeping abreast of new methods of scholarly communication.

Qualifications

  • Minimum of a master’s in the humanities or related field
  • 3-5 years of editorial experience, preferably in the humanities and/or interdisciplinary scholarly writing, with experience in incorporating digital media
  • Evidence of strong editorial skills, including the ability to conceptualize, articulate, and execute an editorial vision
  • Familiarity with digital scholarship projects and emerging trends in digital publishing
  • Experience working with academic publishing or in a scholarly setting that may include work with online communities, scholarly societies, as well as traditional and/or digital publishers
  • Demonstrated published editorial work, preferably with scholarly writing and the integration of digital media
  • Outstanding oral and written communication skills with exceptional interpersonal and team-building abilities
  • Ability to handle multiple, complex projects simultaneously within established time-frames but with occasionally changing priorities and conditions
  • Preferred: experience in working with designers, digital humanists, and developers on the production of digital projects

To Apply: submit an online application, including the following:

  1. resume
  2. cover letter
  3. letter(s) of reference

Full position posting and application details

applications accepted until filled

Brown University is committed to fostering a diverse and inclusive academic global community; as an EEO/AA employer, Brown considers applicants for employment without regard to, and does not discriminate on the basis of, gender, race, protected veteran status, disability, or any other legally protected status.

HASTAC 2017 Call for Panelists | Building a Feminist Future: Digital Pedagogical Praxis

Building a Feminist Future: On (Digital) Pedagogical Praxis

This panel explores how digital feminist pedagogical praxis can help materialize a more just, equitable, and pleasurable future. Moving between theory and practice, but always with an eye towards the better world-making that can occur in classrooms, however loosely defined, I hope to gather educators interested in any of the following questions (I’m interested in your questions too):

  • How do digital technologies reconfigure relationships between institutions and communities?
  • In what ways can digital technologies exacerbate or challenge extant power hierarchies both in the classroom and in the world beyond the classroom?
  • How can digital technologies empower historically-silenced and excluded students?
  • How can digital pedagogies help us intervene in what bell hooks famously called the “neo-colonial white supremacist capitalist patriarchy”?
  • What histories, genealogies, methodologies, and theoretical frameworks will allow us to produce a feminist future?

Ideally, the format we will choose for our panel will be co-created by the panelists (traditional papers? Interactive workshop? Lightning talks?). A willingness to collaborate and shape this panel is greatly appreciated.

Please send proposals, up to 300 words, to Danica Savonick (danicasavonick@gmail.com) by March 21.

Data Librarian, Yale University

Yale University offers exciting opportunities for achievement and growth in New Haven, Connecticut.  Conveniently located between Boston and New York, New Haven is the creative capital of Connecticut with cultural resources that include two major art museums, a critically-acclaimed repertory theater, state-of-the-art concert hall, and world-renowned schools of Architecture, Art, Drama, and Music.

Position Focus: Reporting to the Director of Research Support and Outreach Programs at the Center for Science and Social Science Information (CSSSI). This position facilitates access to the services and collections of a complex, multifaceted research/academic library through direct contact with researchers and the development and promotion of services and collections. The Data Librarian is a member of the CSSSI team and participates in Yale University Library programs and committees.

The incumbent supports the discovery, use, and management of locally created and externally available data. In consultation with subject librarians and the CSSSI Director of Collection Management, Technical Services, and Access Services, identifies and acquires data resources in the sciences, social sciences, and interdisciplinary fields that are relevant to research and teaching needs. Advises library IT, electronic resources, cataloging, and preservation departments on receiving data resources and preparing them for discovery and availability to users. Collaborates with colleagues on metadata and preservation issues related to data.

Increases the visibility and usability of data resources through research consultations, workshops and course-integrated instruction, online research guides, and outreach efforts. Collaborates with subject librarians, GIS specialists, and staff from the StatLab, the Digital Humanities Lab, and the Yale Center for Research Computing to support the research data and data science needs of Yale researchers. Advises on and implements scalable, sustainable, and domain-appropriate data services in support of research at Yale.

Plays a leadership role in coordinating and providing Yale Library services to support research data management and in developing the data management education program. Assists researchers in data management planning. Provides instruction in data management issues and best practices to diverse audiences, including researchers, University staff, and Library colleagues. Coordinates the Research Data Consultation Group that consists of other specialists from the Library and campus-wide key stakeholders. Collaborates with campus partners, including the Office of the Deputy Provost for Research, the Office of Research Administration, the Yale Center for Research Computing, and the Yale Institute for Network Science, concerning issues of managing, curating, sharing, and preserving research data.

Participates in outreach and research/instruction program planning and implementation for the CSSSI. Participates in Yale Library planning, committees, and task forces, and engages in campus, regional, and national professional organizations and collaborative activities. Participates in professional activities outside of Yale and monitors developments and best practices elsewhere to help ensure the excellence of Yale’s research support services and collections. May represent Yale to state, national, and international data organizations.

Required Education, Skills and Experience:

  • Master’s degree from an ALA-accredited library school. In selected instances, a post-graduate degree in a related discipline may be required or substituted for a master’s degree in library science.
  • Qualified individuals new to the library profession are welcome to apply.
  • Demonstrated experience with research data.
  • Experience with data management processes, technologies, standards, and best practices and familiarity with trends in data management requirements from funding agencies and/or scholarly publishers.
  • Demonstrated excellent oral, written, and interpersonal communications and analytical ability.
  • Demonstrated record of designing projects and bringing them to a conclusion in a timely fashion.
  • Experience working collegially and cooperatively within and across organizations.
  • Experience working collaboratively and independently with varied groups within a complex organization and rapidly changing, team environment.

Preferred Education, Skills and Experience: Undergraduate or advanced degree in engineering, math, science, or social science. Familiarity with quantitative, qualitative, and geospatial data analysis applications. Knowledge of metadata standards for quantitative/qualitative data. Demonstrated experience providing public service and instruction in an academic research library. Reading knowledge of one or more Western European languages.

How to Apply: submit the following Online:

  • cover letter
  • resume
  • names and contact information of three professional references

Review of applications will begin immediately and will continue until the position is filled. 

Full position posting and application details

Yale University considers applicants for employment without regard to, and does not discriminate on the basis of an individual’s sex, race, color, religion, age, disability, status as a veteran, or national or ethnic origin; nor does Yale discriminate on the basis of sexual orientation or gender identity or expression.