Showing posts with label digital humanities. Show all posts
Showing posts with label digital humanities. Show all posts

Saturday, 28 February 2026

Posthuman Turn in Digital Humanities

The Posthuman Turn in Digital Humanities: Rethinking Human Agency, Knowledge, and Culture 

The purpose of this blog is to share the core insights from my recent talk, The Posthuman Turn in Digital Humanities: Rethinking Human Agency, Knowledge, and Culture at Research Scholar's Meet 4.0 organized by Sardar Patel University, Vallabh Vidyanagar. In this presentation, we navigated through three major dimensions of our evolving existence, starting with the very toolsets that are reshaping our reality, moving into the mind's hidden frameworks, and culminating in the ultimate question of our future identity.



Navigating Human Agency in the Digital Labyrinth:
To understand our current era, I initially focused on the role of human agency within a digital culture that is now heavily intersected by Artificial Intelligence. In my exploration of "Digital Humanities Literary Criticism & Theory," I argued that we must not act as modern-day Luddites—fearing that machines will destroy our traditions—but rather as critical thinkers who use technology to ask entirely new questions about human culture and history. We are faced with a choice: will we allow technology to serve as an instrument of surveillance and control, or will we consciously integrate it to empower learning and critical inquiry? By allowing generative AI to take over menial intellectual labour, we can elevate our own human agency, provided we remain vigilant against the unconscious biases and ethical dilemmas embedded in these systems. To uncover how you can reclaim your agency and navigate the algorithms boldly rewriting the future of literary studies,

2: Unlocking the Mind's Hidden Lenses:
Once we understand the digital tools at our disposal, we must turn our gaze inward to examine the psychological frameworks that govern how we interact with texts. In my segment on "Cognitive Biases and the Literary Imagination," I delve into how our own minds continuously alter the narratives we consume. A prime example of this can be found in Julian Barnes's novel The Only Story, where characters use crossword puzzles as a deceptive validation of intellect, creating a false sense of reassurance to shield themselves against the deep existential anguish and disorder of life. Our inherent mental shortcuts and biases are actively rewriting stories in real-time, functioning as psychological blind spots that dictate our literary experiences. If you are ready to discover how your own mind is secretly tricking you while you read and shaping your interpretation of reality,

3: Redefining the Human in a Technoscientific World:
Finally, the convergence of our digital reality and our cognitive frameworks brings us to a startling crossroads: the dawn of the posthuman era. In my address on "The Posthuman Condition," I unpack how the rapid advancements in cybernetics, biogenetics, and artificial intelligence are dismantling the traditional boundaries between human, machine, and artificial life. We are witnessing the disappearance of old binary oppositions and confronting complex questions regarding genetic determinism, cloning, and identity in an entirely new environment. This posthuman turn demands that we critically reassess our old metaphysical concepts and urgently redefine what it means to be a human subject in a "more-than-human" world. To uncover the startling realities of posthumanism in contemporary culture and what this paradigm shift dictates for our collective future,





Monday, 14 April 2025

Reimagining Narratives with AI

Reimagining Narratives with AI: Exploring Digital Storytelling through Electronic Literature



The Task: A Creative Call to Reimagine AI Narratives

In a thought-provoking initiative designed to blend creative writing with digital literacy, postgraduate students of English Literature were invited to participate in an Activity Task: Reimagining Narratives with AI in Digital Humanities, curated by Prof. (Dr.) Dilip Barad.

The objective of this activity was to encourage students to challenge conventional dystopian depictions of Artificial Intelligence and instead, reimagine narratives where AI becomes a constructive, empathetic, and creative ally in human life.

Exploring the Task in Detail

The activity asked students to:

  • View short films like Ghost Machine, The iMom, and Anukul that portrayed AI in cautionary tones.

  • Reflect on traditional narrative arcs that often show AI as antagonistic or dangerous.

  • Create an original narrative that envisions AI contributing positively to society—by handling routine tasks, thereby enabling humans to pursue creativity, fitness, and emotional wellness.

The detailed task brief can be accessed here:
👉 Reimagining Narratives with AI in Digital Humanities – Activity Brief (PDF)

Students had the liberty to choose from a variety of creative formats:

  • Hypertext / Electronic Literature

  • Blog-based Stories

  • Film Scripts

  • Reflective Essays

They were also encouraged to experiment with generative AI tools like ChatGPT, Gemini, ClaudeAI, and Copilot to brainstorm and refine their ideas.


Creative Submissions by Students

A. Hypertext / Electronic Literature Submissions

These narratives, created using interactive platforms such as Borogove and Google Sites, mark a leap into electronic literature, a genre where storytelling meets technology.

  1. 🦾 Aakash Chavda – Cyborg's Tale
    Read here

  2. 🛕 Dhatri Parmar – Dholavira: Untouched Mysteries
    Read here

  3. 🧠 Hardi Vhora – Raavan's Abduction and the Robotic Guardian
    Read here

  4. 🔱 Jatin Varu – The Robot Sage: Aakriti and the New Era
    Read here

  5. ⚔️ Khushi Rathod – Ravana Vadh: A Futuristic Battle between Algorithms and Dharma
    Read here

  6. 🤖 Pallavi Parmar – Heart Meets Machine: A Modern Family’s Story
    Read here

  7. 🛡️ Riya Bhatt – The Silent Guardian: Prior's Redemption
    Read here

  8. 🕰️ Yashraj Sodha – The Memory Keeper: A Glimpse into 2065
    Read here


B. Blog Submissions

These narrative blog posts imagined AI as a beacon of hope and assistance.

  1. 💡 Akshay Nimbark – The Beacon of Hope: Jyoti’s Story
    Read here

  2. 🧸 Jayshree Khachar – Red and the AI Guardian
    Read here


C. Script Writing Submissions

These submissions envisioned futuristic scenarios in the form of screenplay narratives.

  1. 🌅 Bhumi Gohil – AI and The New Dawn
    Read here

  2. 🌿 Hiral Vaitha – Harmony
    Read here


D. Reflective Essays

These critical essays assessed the contrast between traditional AI depictions and the reimagined positive ones.

  1. 🎶 Rahul Desai – Symphony of Souls: A New Narrative in AI and Human Coexistence
    Read here

  2. 🧭 Trupti Nayak – Reflective Essay: Reimagining AI Narratives
    Read here


Conclusion: A Successful Exploration of Electronic Literature

The successful completion of this task not only showcased students’ storytelling talent but also marked a significant pedagogical shift—from conventional literary analysis to digital and interactive narrative creation. Through hypertexts, blogs, scripts, and essays, students didn’t just tell stories—they built new worlds where AI and humans coexist harmoniously.

This activity also exposed students to electronic literature—a genre that merges literary creativity with digital interactivity—laying the foundation for future explorations in Digital Humanities.

Such creative engagements reaffirm the role of literature in shaping future narratives, one where human imagination, aided by AI, crafts stories of hope, empathy, and evolution.



Tuesday, 14 January 2025

Comparative Literature and Translation Studies

 

Exploring Comparative Literature and Translation Studies: A Gateway to Multicultural Understanding



The disciplines of Comparative Literature and Translation Studies offer a profound lens through which we can examine the interconnectedness of cultures, languages, and literary traditions. As global boundaries blur, these fields become essential in fostering cross-cultural dialogue, understanding, and appreciation. This blog serves as a comprehensive guide to nine significant articles that delve into various dimensions of these disciplines, providing insights into their theoretical frameworks, practical applications, and broader implications in contemporary academia.
Each article explored here is a cornerstone in its respective area, addressing themes like the evolution of Comparative Literature, the role of translation in bridging linguistic divides, and the challenges of cultural transference. Through these summaries, readers will encounter thought-provoking questions and answers that not only illuminate the core ideas of each piece but also invite further reflection on their relevance in today's interconnected world.
Whether you are a student, a researcher, or an enthusiast of literature and language studies, this blog aims to provide a clear and concise understanding of key concepts in Comparative Literature and Translation Studies. By the end of this exploration, you will have a richer appreciation of how these disciplines contribute to the broader discourse on culture, identity, and communication.

Want to read all these nine articles? Click here

Click here to appear in online test to check your understanding

Unit 1:

1) Sisir Kumar Das, ‘Why Comparative Indian Literature? (ed. Dev and Das,1989) 

To read the summarized version with Q & A > Click here

2) Amiya Dev, "Comparative Literature in India." CLCWeb: Comparative Literature and Culture 2.4 (2000) 

To read the summarized version with Q & A > Click here

3) Subha Chakraborty Dasgupta, “Comparative Literature in India: An Overview of its History”, Comparative Literature & World Literature, Volume 1 Number 1 Spring 2016 

To read the summarized version with Q & A > Click here


Unit 2:

4) Susan Bassnett, “What is Comparative Literature Today?” Comparative Literature: A Critical Introduction. 1993. 

To read the summarized version with Q & A > Click here

5) Todd Presner, ‘Comparative Literature in the Age of Digital Humanities: On Possible Futures for a Discipline’ in Ali Behdad and Thomas eds. A Companion to Comparative Literature’ 2011, 193- 207 

To read the summarized version with Q & A > Click here


Unit 3:

6) GN Devy, “Translation Theory: An Indian Perspective,” In Another Tongue: Essays on Indian English Literature. 1993 

To read the summarized version with Q & A > Click here

7) A.K. Ramanujan, “On Translating a Tamil Poem,” Collected Essays of A.K. Ramanujan, ed Vinay Dharwadkar. Oxford University Press, 1999 

To read the summarized version with Q & A > Click here


Unit 4:

8) Tejaswini Niranjana. “Introduction: History in Translation” Siting Translation: History, Poststructuralism, and the Colonial Context, 1992  

[Summary of this article]

To read summarized version of this article with Q & A > Click here

9) E.V. Ramakrishnan, “Shifting Centres and Emerging Margins: Translation and the Shaping of the Modernist Poetic Discourse in Indian Poetry,” in Indigenous Imaginaries: Literature, Region, Modernity, 2017 

To read the summarized version of this article with Q & A > Click here




Monday, 29 November 2021

Introduction to Digital Humanities

Introduction to Digital Humanities

Prof. Dilip Barad






Presentation


Video Recording of the session with the students of Amity University, Jaipur

References

“Arts and Humanities Research Computing.” Accessed November 26, 2021. https://digitalhumanities.fas.harvard.edu/.

“Bichitra :: Online Tagore Variorum :: School of Cultural Texts and Records, Jadavpur University.” Accessed November 25, 2021. http://bichitra.jdvu.ac.in/index.php.

“Course | Electronic Literature | EdX.” Accessed November 26, 2021. https://learning.edx.org/course/course-v1:DavidsonX+D004x+3T2015/home.

“Events – Arts and Humanities Research Computing.” Accessed November 26, 2021. https://digitalhumanities.fas.harvard.edu/events/.

“Mendeley Chrome Extension - Google Search.” Accessed June 9, 2022. https://www.google.com/search?q=mendeley+chrome+extension&oq=mendeley+chrome+extension&aqs=chrome..69i57j0i512l2j0i22i30l2j0i390l3.6881j0j7&sourceid=chrome&ie=UTF-8.

“Project Madurai.” Accessed November 25, 2021. https://www.projectmadurai.org/.

“Projects – Arts and Humanities Research Computing.” Accessed November 26, 2021. https://digitalhumanities.fas.harvard.edu/projects/.

Admin, Dhai. “Nirmala Menon on Marrying Technology and the Humanities.” DHARTI (blog), October 9, 2020. https://dhdharti.in/2020/10/09/nirmala-menon/.

DHARTI. “DHARTI.” Accessed November 25, 2021. https://dhdharti.in/.

edX. “Introduction to Digital Humanities.” Accessed November 26, 2021. https://www.edx.org/course/introduction-to-digital-humanities.

Elijah Meeks. An Introduction to Digital Humanities - Bay Area DH, 2014. https://www.youtube.com/watch?v=AvZToQSX244.

INDIAN MEMORY PROJECT. “HOME - INDIAN MEMORY PROJECT - FAMILY PHOTOS & NARRATIVES.” Accessed November 25, 2021. https://www.indianmemoryproject.com/home/.

Joe Bray, Alison Gibbons, and Brian McHale. “The Routledge Companion to Experimental Literature.” Routledge & CRC Press. Accessed November 29, 2021. https://www.routledge.com/The-Routledge-Companion-to-Experimental-Literature/Bray-Gibbons-McHale/p/book/9781138797383.

Kirshenbaum, Matthew. What is Digital Humanities and What’s It Doing in English Department? ADE Bulletin. 2010. https://drive.google.com/file/d/1Iq5T2ghtV15YdarHhlRIDME1Opliktdu/view  

Koehler`, Adam. “Composition, Creative Writing Studies, and the Digital Humanities.” Bloomsbury. Accessed November 29, 2021. https://www.bloomsbury.com/us/composition-creative-writing-studies-and-the-digital-humanities-9781472591968/.

Medium. “DHARTI India.” Accessed November 25, 2021. https://dharti-india.medium.com.

Moral Machine. “Moral Machine.” Accessed November 29, 2021. http://moralmachine.mit.edu.

Partition Archive, 1947. “Www.1947partitionarchive.Org |.” Accessed November 25, 2021. https://in.1947partitionarchive.org/.

Ryan, Marie-Laure, ed. Cyberspace Textuality : Computer Technology and Literary Theory. Bloomington : Indiana University Press, 1999. http://archive.org/details/cyberspacetextua0000unse.

Serious Science. Digital Humanities - Jeffrey Schnapp, 2014. https://www.youtube.com/watch?v=iYRExzsRC9w.

T, Shanmugapriya, and Nirmala Menon. “Infrastructure and Social Interaction: Situated Research Practices in Digital Humanities in India.” Digital Humanities Quarterly 014, no. 3 (September 25, 2020).

Vallath, Kalyani. Cultural Studies Terms: Digital Humanities NEW AREA IN RESEARCH IN ENGLISH DEPARTMENTS, 2020. https://www.youtube.com/watch?v=3VcXXgmY9Rg.

Wolfreys, Julian. “Introducing Criticism in the 21st Century.” Accessed November 29, 2021. https://edinburghuniversitypress.com/book-introducing-criticism-in-the-21st-century.html.


Monday, 20 September 2021

ICT for Research in Humanities

ICT / Digital Technologies for Research in Humanities

Highlights of the talk:

ICT (Information and Communication Technology) or Digital Technology.
From using ICT tools for Research to researching literature generated by digital technologies.
From using ICT as tool to researching Digital Technology as an object of study.

Information and Communication Technology (ICT) has been a vital tool for researchers in the Humanities for a long time. It has been used to research literature, review previous research, formulate hypothesis, collect data, and analyze information. ICT tools like Inflibnet, Google Scholar, Scopus, Web of Science, JSTOR, and virtual libraries such as Gutenberg, Google Books, and online book stores have been used extensively.

However, with the advent of digital technologies, the possibilities of research in the Humanities have increased significantly. The digital technology is acquiring the ability to think and create like humans. Its artificial intelligence is getting smarter, and its ability to process natural language is getting closer to that of humans.

Digital Technology for research in Humanities has several advantages. For example, tools like the CLiC web app, nGram Google Books, and tools for corpus linguistics provide new ways to analyze literary texts. ELAN is another tool that provides multiple ways to view annotations and supports the creation of multiple tiers. However, the use of digital technology for research in Humanities has its own challenges. For example, the question of morality arises when using AI and its potential for unconscious bias. The generative literature, being produced by computers, requires a new way of understanding and reading.
In conclusion, while ICT remains an important tool for research in Humanities, the increased capabilities of digital technologies open up new possibilities and offer new ways to analyze information. Researchers in the Humanities must be familiar with digital technology and take advantage of its benefits while addressing its challenges.

Video Recording of the session:


 

Thursday, 25 October 2018

Digital Humanities: Introduction

Basic Introduction: Digital Humanities

The Dept. of English, KSKV Kutch University, Bhuj (Gujarat - India) organised one day symposium on the Future of English Studies (on 19th oct 2018). There were four talks on various topics like Comparative Literary studies (Prof. Kamal H Mehta), Literary Theory and Criticism (Prof. Sanjay Mukherjee), Interdisciplinarity and English Studies (Prof. Ravesinh B Zala) and Digital Humanities (Prof. Dilip P. Barad).


This audio track is raw recording of the talk on Digital Humanities.
In an elementary introduction to Digital Humanities, the speaker talks about:
1) Nomenclature of Digital Humanities
2) Function of Digital Humanities
3) Nature and Scope of DH
4) Necessities for the study of DH
5) Brief History
6) Research Questions which DH attempts to explore.







Thursday, 18 February 2016

Research Prospects in Digital Humanities and Cyberspace Textuality

Research Prospects in Digital Humanities and Cyberspace Textuality

How to cite this paper:
APA Sixth Edition:
Barad, D. (2016). Research Prospects in Digital Humanities and Cyberspace Textuality. In S. Prajapati (Ed.), Research In Indian Languages: Problems and Prospects (First ed., pp. 35-56). New Delhi, India: New Bharatiya Book Corporation. Retrieved from http://dilipbarad.blogspot.com/2016/02/research-prospects-in-digital.html

MLA Seventh Edition:
Barad, Dilip. "Research Prospects in Digital Humanities and Cyberspace Textuality." Research In Indian Languages: Problems and Prospects. Ed. Sweta Prajapati. First. New Delhi: New Bharatiya Book Corporation, 2016. 35-56. <http://dilipbarad.blogspot.com/2016/02/research-prospects-in-digital.html>.

(If you cannot read properly here, please download PDF copy.)

Thursday, 19 February 2015

Language Lab Review


The students are supposed to have first hand experience of language learning software and then give their feedback (review) in the below given form.
This blog has list of language lab software. You can have a look at it for better understanding of language lab software. CLICK HERE TO VIEW THE BLOG.

Check your understanding of Language Laboratory

Take this online test to chek your understanding of the history of lang lab, its importance in present and in future:

This presentation can be helpful in reviewing the language lab software.




If the online review form does not appear here under because of slow internet connection, CLICK HERE TO OPEN REVIEW FORM IN NEW WINDOW




  • Summary of the Responses:

The summary of the review responses of students (Sem 4: Batch 2013-15) can be viewed here.

Sunday, 11 May 2014

Teaching Literature through Technology: Play / Drama

As the use of technology in classroom is increasing day by day, it becomes important to make some serious observations on its usage and impact on the learners. I wish to write a trilogy of blog posts on poetry and fiction, as well. This is the first one one Play / Drama. 


Gujarat University, Ahmedabad

 I make extensive use of technology in my literature classes. The statement is not made in self-eulogy or from a sense of pride. I know, all teachers these days are using technology in their classrooms. So, it is neither new nor unique. Mine is just a humble attempt to see how far it works in the literature classrooms. And if I get some success with it, I am happy to share it with other teachers. This presentation was made for/in the Refresher Course in English Literature, organised by Academic Staff College, Gujarat University.
These were the points discussed with the help of various videos and select scenes from the stage performance of the plays:

Happy-Sad: Twin Masks
  • Literature is made up of words. Colours, visuals, musical notes etc have no space in the aesthetic delight which literature gives through words to the readers.
  • The use of visual mars the free play of imagination which words are capable of.
  • There should be no medium between the words and the reader - if the literature is to be relished.
  • But when it comes to plays, it becomes necessary to understand that plays are not meant to be read as poems or fictions are.
  • Plays are to be performed and visuals of the performance is to be relished. Words on the page are not enough to give the beauty of play - the aesthetic delight lies in viewing the performance, rather than in reading it. Though, reading a play is also equally satisfying.
  • To prove this point an interesting example is given in the presentation: refer to the slide on which Tom Stoppard and performance of 'The Tempest' is discussed.
  • Well, some interesting scenes from 'Doctor Faustus' by Christopher Marlowe, 'Hamlet' by Shakespeare, 'Waiting for Godot' by Samuel Beckett, "The Birthday Party' by Harold Pinter were presented with important points. 
    All the world's a stage, And all the men and women merely players
  • It was proved that the nuances of plays lies in the acting, dialogue delivery, pauses, silences, stage spectacle and several other stage devices. Reading a play, never gives the satisfaction which viewing a performance gives.
  • However, in the classroom, while teaching the plays as texts, we cannot take students to the theatre to view the plays. Henceforth, we have bring in the video recordings of the play performances.
  • Hey, there is a rub! There is a problem. The problem is inherent in video recordings of the performance which happens through 'camera'.
  • This limitation is discussed in the slide on 'Camera as Technopoly'.
  • Your queries, observations, suggestion are welcome in the comments below this blogpost.











Dilip Barad: In deliberation with participants of RC, ASC, Guj. Uni

Questions on session by Dilip Barad on ‘Teaching Drama through Technology’.

1.      The word ‘theatre’ has Greek theatron < theasthai at the root of its meaning. What does it mean?
a.       To read
b.      To watch
c.       To peform
d.      To act
2.      Which of the following gives appropriate difference between ‘Play’ and ‘Drama’?
a.       Play is a literary composition consisting of dialogues between various characters, epilogue, monologue, prologue and an end. Drama is the set up of the play, which includes the theater, the hall, the accessories, the green room, costumes, music and the like.
b.      They are synonymous without any difference as such.
c.       Play is ‘performance text’ and Drama is ‘play text’
d.      Drama is a literary composition consisting of dialogues between various characters, epilogue, monologue, prologue and an end. Play is the set up of the play, which includes the theater, the hall, the accessories, the green room, costumes, music and the like.
3.      With reference to which play, Tom Stoppard explained the difference between the performance text and play text to prove the point that visual/spectacle of the play is more important than textual reading?
a.       The Tempest
b.      Othello
c.       Hamlet
d.      Ariel
4.      In movie adaptation of which of the following play director has replaced curtains with mirror?
a.       The Birthday Party
b.      Waiting for Godot
c.       Doctor Faustus
d.      Hamlet
5.      In which of the following play, the menacing effect of silence and pause is generated with the help of tearing sound of newspaper and no dialogue or background score?
a.       Hamlet
b.      The Tempest
c.       The Birthday Party
d.      Doctor Faustus
6.      In which of the following play’s stage performance the fight between Good Angel and Bad Angel is presented quite dramatically?
a.       Doctor Faustus
b.      Waiting for Godot
c.       The Birthday Party
d.    Hamlet