LaTeX (Frank Mittelbach) Graphics for Inclusion in Electronic Documents (Ian Hutchinson) The xfig graphics editor. Gnuplot displays data graphically. LaTeX (Frank Mittelbach) Graphics for Inclusion in Electronic Documents (Ian Hutchinson) The xfig graphics editor. Gnuplot displays data graphically. LaTeX (Frank Mittelbach) Graphics for Inclusion in Electronic Documents (Ian Hutchinson) The xfig graphics editor. Gnuplot displays data graphically.Use its "set term postscript eps color" to produce a postscript file which can be added to your latex document in the usual way. Matlab may be preferable. The pstricks tutorial show how to use the pstricks package to produce line drawings Matlab graphics with LaTeX Math The psfrag handout addresses the common problem of how to add LaTeX math to a postscript file. Part of Math into LaTeX (by G. Grätzer) is online AMS-LaTeX provides specialist support. The Short Math Guide for LaTeX comes from the American Mathematical Society Matlab has some support for LaTeX production. Type " help latex " inside matlab for details. Effective Scientific Electronic Publishing (by Markus G. Kuhn) and AcroTeX by D.P.Story cover PDF production. Maths cheat sheet (Martin Jansche) Math Tutorial for mimeTeX A Survey of Free Math Fonts for TeX and LaTeX (Stephen G.


D.P.Story cover PDF production. Maths cheat sheet (Martin Jansche) Math Tutorial for mimeTeX A Survey of Free Math Fonts for TeX and LaTeX (Stephen G.D.P.Story cover PDF production. Maths cheat sheet (Martin Jansche) Math Tutorial for mimeTeX A Survey of Free Math Fonts for TeX and LaTeX (Stephen G.D.P.Story cover PDF production. Maths cheat sheet (Martin Jansche) Math Tutorial for mimeTeX A Survey of Free Math Fonts for TeX and LaTeX (Stephen G.Hartke) Detexify - LaTeX symbol classifier lets you draw a symbol and will give you the corresponding LaTeX Tables Tables in LaTeX: packages and methods Table Editor (producing output in various formats, including LaTeX)

Digital Tool Box for Teaching and Scholarship


LaTeX Tools:
Online LaTeX editor (ShareLaTeX)


BibTex:
BibTeX is a citation tool used for creating bibliographies and reference footnotes/endnotes for research. BibTeX tutorial


LaTeX:
L A T E X is a word processing system favored for the ease with which it can be made to represent mathematical formulae, and its beautiful PDF layouts. LaTeX relies on plain text and markup tags to render documents, and is therefore very flexible in what it outputs.


Links / Resources:
CUNY Manifold homepage Learn/Documentation portal


Manifold:
Hosted by CUNY in collaboration with other partners, Manifold offers a way to publish public domain and open-access books on the web with supplemental resources and social annotation. Manifold is free and open source, and CUNY’s installation is available for use by all CUNY faculty, students, and staff.. Ideal Use: Instructors looking to create well-designed, customized versions of public domain or open access texts. Pros: Resources including audio, video, and interactive content can be embedded into texts. Features include annotation, highlighting, and referencing associated documents. Strong visual presentation and back-end interface display under continuous development. Cons: Requires a separate log-in. Preparation of texts may be required to optimize appearance. There are minimal editing features once books are imported, so changing content requires re-importing.


Links and instructions about getting started in Hypothes.is.:
Here are links and instructions about getting started in Hypothes.is.

Teacher quick-start guide: Includes information on setting up a free Hypothesis account and adding a browser extension.

Student quick-start guide: Includes information on setting up a free Hypothesis account and adding a browser extension.

Hypothesis Education: Teacher and student-oriented tips.


PowerPoint presentation on how collaborative annotation tools can help cultivate critical reading habits.:
How do you discuss the reading if you can’t meet in person? In this PowerPoint presentation on “Collaborative Annotation,” Queens College Library's Emerging Technologies and Digital Scholarship Librarian Dr. Leila Walker shows how collaborative annotation tools can help cultivate critical reading habits and develop close reading skills, and indicate where students might need extra guidance to understand the material.


Hypothesis Videos:
This is a beginner-to-intermediate video overview from a Hypothesis power-user, with great information on how to create and manage annotations (including adding media) as well as groups and other features.


Public and Private Annotating Set-Up:
If you want your annotation public or private, keep the Hypothes.is bar set on the appropriate setting. it is also possible to create or join a group where only the group users see the annotations.


About Hypothes.is:
Hypothes.is is a versatile and user-friendly web annotation platform and browser extension. With Hypothes.is, you can annotate text on any web page or any web-hosted pdf that has been OCR-optimized . If you have images or other media to annotate, you can create a "page note" on Hypothes.is, but for more advanced and specific media annotation, another tool from the toolbox may work better.


Wikipedia: Teaching with Wikipedia-tips for educators


Useful Links:
Teaching with Wikipedia General information on teaching with Wikipedia. Reference Resources for Instructors Wikipedia Education Foundation created an orientation module and printable resources for instructors who are using Wikipedia in the classroom. Wikipedia Dashboard Explore classroom project hosted at institutions around the United States and Canada.


The basic premise of teaching with Wikipedia is rather than having students do assignments that only you see, they edit or create articles in Wikipedia around topics that you select to support the learning objectives of your class.


signments that only you see, they edit or create articles in Wikipedia around topics that you select to support the learning objectives of your class.signments that only you see, they edit or create articles in Wikipedia around topics that you select to support the learning objectives of your class.signments that only you see, they edit or create articles in Wikipedia around topics that you select to support the learning objectives of your class.An assignment could be: Creating or expanding articles in Wikipedia Translating existing articles in other languages (or into English) Creating media materials to supplement existing articles and posting them to Wikimedia Commons Why is this better than traditional research paper assignments? When students select Wikipedia articles to author or edit, they are identifying areas where their research can have real-world impact Students also learn to distill complex academic research for a general audience In order for their edits to stick, students are required by Wikipedia’s rigorous citation standards to provide reliable sources that support their research Working with Wikipedia also improves digital literacy skills; including finding and evaluating quality online content, structuring information for a wide audience on a digital platform, and offering an introduction to the concept of coding language How do you manage a Wikipedia Classroom?


ion for a wide audience on a digital platform, and offering an introduction to the concept of coding language How do you manage a Wikipedia Classroom?ion for a wide audience on a digital platform, and offering an introduction to the concept of coding language How do you manage a Wikipedia Classroom?ion for a wide audience on a digital platform, and offering an introduction to the concept of coding language How do you manage a Wikipedia Classroom?ion for a wide audience on a digital platform, and offering an introduction to the concept of coding language How do you manage a Wikipedia Classroom?Wikipedia Education Foundation offers a lot of high quality, and freely available resources to support teachers who are using Wikipedia in their classrooms.


dia Education Foundation offers a lot of high quality, and freely available resources to support teachers who are using Wikipedia in their classrooms.dia Education Foundation offers a lot of high quality, and freely available resources to support teachers who are using Wikipedia in their classrooms.dia Education Foundation offers a lot of high quality, and freely available resources to support teachers who are using Wikipedia in their classrooms.These resources include: Customizable  assignment templates and printable resources Training modules that you can assign to students to teach them how to edit Training modules to guide educators in their teaching with Wikipedia Wikipedia Dashboard , which helps you structure the assignment and track classroom progress Wikipedia staff support For more information, contact Miriam Deutch , or head to Wikimedia Education Foundation


Links / Resources:
CUNY Academic Commons homepage Teaching and Learning help portal Media upload limit of 40MB per file


Podcasting / Hosted Media:
There are a couple of different ways to incorporate and distribute audio episodes, depending on the size, frequency and intended goal. A few notes: The BC-hosted Wordpress offers the Seriously Simple Podcasting plugin out-of-the-box, for use with quick audio uploads to be consumed within the Wordpress site. Once audio files are added to Wordpress, via plugin or otherwise (the BC OER team has developed custom solutions for using large and numerous files), these steps can be used to package the files into a podcast feed, which can then be submitted and distributed via iTunes. Android users can subscribe directly using the Feedburner feed in the packaging steps above.


Lesson / Assignment Ideas:
NYC Walking Tours and Apps SONYC city audio annotation project Duke's Sonic Dictionary Brooklyn College Listening Project Projects using Snapchat


Audio Production Guides:
Starting Your Podcast: A Guide For Students (via NPR) Getting Started with Digital Humanities in the Classroom Digital Toolkit, Part I: Podcasting and Video Production (includes handouts for audio and image production as well as art-history assignments that can be adapted to other subjects) Digital Toolkit, Part II: Evaluating Podcasts and Videos (outlining what to look for in a finished piece) Manual for Audacity open-source audio editing software Audacity Education Technology Resources A quick introduction to Audacity for teachers


Simple PodCasting:
A quick and easy approach to publishing podcasts here .


Podcast Examples:
Hardcore History shows the power and popularity of bare-bones, one-voice audio storytelling. The Kind Worlds show exemplifies how well-chosen interview subjects and subtle narration can pull at heart strings. The ambitious yet simple BBC History of the World in 100 Objects series offers a blend of narrative, field recording, and interview. An unscripted interview show with inanimate objects as subjects (see Biography of an Object lesson ) More common podcast formats and examples


Tools:
Calibre - E Book Management


APIs: APIs for Scholarly Resources


What are Scholarly Research APIs?:
APIs, short for application programming interface , are tools used to share content and data between software applications.  APIs are used in a variety of contexts, but some examples include embedding content from one website into another, dynamically posting content from one application to display in another application, or extracting data from a database in a more programmatic way than a regular user interface might allow. Many scholarly publishers, databases, and products offer APIs to allow users with programming skills to more powerfully extract data to serve a variety of research purposes.  With an API, users might create programmatic searches of a citation database, extract statistical data, or dynamically query and post blog content. This guide was adapted from MIT's list of scholarly APIS .


List of APIs for Scholarly Resources:
API | What it does | How is it accessed | Result format | Registration | Limitations (record numbers, fields accessible) | Contact for technical questions

arXiv API | Gives programmatic access to all of the arXiv data, search and linking facilities | API calls are made using any web-enabled client (e.g. a web browser) to make an HTTP GET or POST request to an appropriate url.  API users can use the programming language of their choice. | Atom | Free to use, no registration or API key required. | No stated limitations, but high-volume users should contact arXiv at http://arxiv.org/help/contact | arXiv Google Group

BioMed Central API | Retrieves: 1) BMC Latest Articles; 2) BMC Editors picks; 3) Data on article subscription and access; 4) Bibliographic search data | RESTful interface, queries are made as HTTP GET requests | JSON | Free to access, no registration required. | No limitations at present. | info@biomedcentral.com


erface, queries are made as HTTP GET requests | JSON | Free to access, no registration required. | No limitations at present. | info@biomedcentral.comCORE API | gives programmatic access to metadata and full-text of millions of OA research papers | RESTful interface, queries are made as HTTP GET requests | JSON | Free to use, API key required, register for API key at https://core.ac.uk/api-keys/register | Quota applied for query volume, details at https://core.ac.uk/services#ap i | theteam@core.ac.uk

CrossRef REST API | Allows access to metadata records for over 75 million scholarly works that have CrossRef DOIs, covering around 5000 publishers.  Can be used for text- and data-mining , checking against funder mandates , and to obtain metadata in a variety of representations. | RESTful interface | JSON | No registration required. | No limitations at present. | labs@crossref.org


tain metadata in a variety of representations. | RESTful interface | JSON | No registration required. | No limitations at present. | labs@crossref.orgDigital Public Library of America (DPLA) API | Allows programmatic access to metadata in DPLA collections, including partner data from Harvard, New York Public Library, ARTstor, and others. | RESTful interface | Structured JSON-LD objects | Free to use; API key needed | No limitations at present | codex@dp.la ; Users can also submit issues to DPLA's Issue Tracker

HathiTrust Bibliographic API | Returns bibliographic, rights, and volume information when given standard identifiers (ISBN, LCCN, OCLC, etc.) for items in the HathiTrust Digital Library. Intended for use to retrieve information about small numbers of items at a time. | RESTful interface | JSON, MARC-XML | No registration required. | No stated limitations but intended for use to retrieve information about small numbers of items at a time. | feedback@issues.hathitrust.org


equired. | No stated limitations but intended for use to retrieve information about small numbers of items at a time. | feedback@issues.hathitrust.orgHathiTrust Data API | Can be used to retrieve content (page images, OCR, and in some cases whole volume packages), and metadata for HathiTrust Digital Library volumes. | Two methods of access: via a Web client , requiring authentication (users who are not members of a HathiTrust partner institution must sign up for a University of Michigan "Friend" Account ), or programmatically using an access key that can be obtained at http://babel.hathitrust.org/cgi/kgs/request | XML, JSON, or binary representation | Varies depending whether access is via Web client (for members of HathiTrust partner institution), University of Michigan "Friend" Account , (for non-members), or using API key obtained at ttp://babel.hathitrust.org/cgi/kgs/request | No stated limitations but is not meant for large-scale retrieval of data. | feedback@issues.hathitrust.org


tp://babel.hathitrust.org/cgi/kgs/request | No stated limitations but is not meant for large-scale retrieval of data. | feedback@issues.hathitrust.orgIEEE Xplore XML Search API | Allows IEEE customers and 3rd parties such as federated search vendors to query the IEEE Xplore content repository and retrieve results for manipulation and presentation on local web interfaces | HTTP requests using structured URL queries | XML | Must be an IEEE customer (i.e. belong to an institution that subscribes to IEEE Xplore). Contact onlinesupport@ieee.org to receive API user guide. | Maximum of 200 results may be retrieved in a single query.  A query term can only contain a maximum of 10 words. | onlinesupport@ieee.org


ser guide. | Maximum of 200 results may be retrieved in a single query.  A query term can only contain a maximum of 10 words. | onlinesupport@ieee.orgJSTOR Data for Research | Not a true API, but allows computational analysis and selection of JSTOR's scholarly journal and primary resource collections  Includes tools for faceted searching and filtering, text analysis, topic modeling, data extraction, and visualization. | Web interface | CSV, varies depending on tool used | Free to access, registration is required to obtain results. No institutional affiliation is required. | Datasets are capped by default at 1,000 articles; users seeking larger results are asked to contact JSTOR Data for Research. | http://about.jstor.org/contact

Nature Blogs API | Blog tracking and indexing service; tracks Nature blogs and other third-party science blogs | RESTful interface, queries are made as HTTP GET requests | Default is JSON, some queries return Atom/RSS, CSV | Free to register, developer account and API key needed; see here . | 2 calls per second; 5,000 calls per day; RSS results are limited to 100 items maximum | developers@nature.com


account and API key needed; see here . | 2 calls per second; 5,000 calls per day; RSS results are limited to 100 items maximum | developers@nature.comNature OpenSearch API | Bibliographic search service for Nature content | REST API with two interfaces: 1) OpenSearch standard interface using keyword searches; 2) SRU  search interface using CQL structed queries | RSS, JSON, ATOM, SRU XML, TURTLE, depending on interface used | Free to register, developer account and API key needed; see here . | 2 calls per second; 5,000 calls per day | developers@nature.com

NLM APIs | NLM offers 21 different APIs for accessing various NLM databases. | Varies depending on API. | Varies depending on API. | Varies depending on API. | Varies depending on API. | Varies depending on API.


NLM databases. | Varies depending on API. | Varies depending on API. | Varies depending on API. | Varies depending on API. | Varies depending on API.OECD Data API | Allows programmatic access to a selection of OECD datasets | A dataset identifier, a list of dimension item identifiers, and some additional parameters need to be supplied in a URL | SDMX-JSON | Free to register.  Registration is not required but is strongly encouraged. | 1 million data points; not all OECD datasets are covered; IEA datasets are excluded | http://stats.oecd.org/FAQAndContact.aspx

ORCID API | Queries and searches the ORCID researcher identifier system and obtain researcher profile data | RESTful interface | HTML, XML, or JSON | Two options: 1) Users can access the Public API,which only returns data marked as "public"; 2) Become an Orcid member to receive API credentials: see here. | Data retrieved through Public API is limited | http://about.orcid.org/help/contact-us


) Become an Orcid member to receive API credentials: see here. | Data retrieved through Public API is limited | http://about.orcid.org/help/contact-usPLoS Article-Level Metrics API | Retrieves article-level metrics (including usage statistics, citation counts, and social networking activity) for articles published in PLOS journals and articles added to PLOS Hubs: Biodiversity | RESTful interface, queries are made as HTTP GET requests | XML, JSON, CS | Free to register.  API key needed.  Go to http://api.plos.org/registration/ . | Max is 1000 requests a day.  Users should wait 5 seconds for each query to return results.  High-volume users should contact api@plos.org.  API users are limited to no more than five concurrent connections from a single IP address | api@plos.org ; Questions can also be posted in PLoS API Google Group


re limited to no more than five concurrent connections from a single IP address | api@plos.org ; Questions can also be posted in PLoS API Google GroupPLoS Search API | Allows PLoS content to be queried using the 23 terms in the PLoS search, for integration into web, desktop, or mobile applications | RESTful interface, queries are made as HTTP GET requests | XML | Free to register.  API key needed.  Go to http://api.plos.org/registration/ . | Max is 7200 requests a day, 300 per hour, 10 per minute.  Users should wait 5 seconds for each query to return results.  Requests should not return more than 100 rows.  High-volume users should contact api@plos.org.  API users are limited to no more than five concurrent connections from a single IP address. | api@plos.org ; Questions can also be posted in PLoS API Google Group


e limited to no more than five concurrent connections from a single IP address. | api@plos.org ; Questions can also be posted in PLoS API Google GroupPubMed E-Utilities API | Set of 8 server-side programs for searching 38 NCBI Entrez databases of biomedical literature and data | To access data, a piece of software posts an URL using a fixed sytax to NCBI's E-Utilities server, then retrieves and processes data.  Users can use any programming langauge that can send the URL and interpret the XML response (e.g. Perl, Python, Java, C++, etc.) | XML | Free to register; registration is not necessary but strongly encouraged. | 3 URL requests per second; large jobs should be limited to weekends or business hours | eutilities@ncbi.nlm.nih.gov

Scopus | Supports multiple use cases, including displaying publications on a website, showing cited-by counts on a website, federated searching, populating repositories with metadata, populating VIVO profiles, and others. | Various depending on use case. | Varies depending on use case. | Free to register. | Varies depending on use case. | http://www.developers.elsevier.com/action/contactus


on use case. | Varies depending on use case. | Free to register. | Varies depending on use case. | http://www.developers.elsevier.com/action/contactusSpringer Text- and Data-Mining Access | Allows text- and data- mining access to researchers via their subscribing institutions for non-commercial research purposes. | Researchers can download content for TDM purposes directly from the SpringerLink platform. Full-text content can be accessed programmatically at friendly URLs based on the content’s DOI.  Can use a web browser, or HTTP GET requests using any convenient scripting tool, e.g. curl, wget, Python’s urllib, among others. | Varies depending on use case. | No registration or API key is required. | No stated limitations but TDM researchers are asked to be considerate and limit their downloading speed to a reasonable rate. | mikail.shaikh@springer.com


tated limitations but TDM researchers are asked to be considerate and limit their downloading speed to a reasonable rate. | mikail.shaikh@springer.comSpringer Images API | Provides images and related text for over 300,000 free images available on Springer Images. | RESTful interface, using structured URL requests | XML, JSON, JSONP | Free to register.  API key needed. | No stated limitations.  High-volume users should contact Springer. | support.api@springer.com

Springer Metadata API | Provides metadata for over 5 million online documents (e.g. journal articles, book chapters, protocols). | RESTful interface, using structured URL requests | XML in PRISM Aggregator message format, JSON, JSONP | Free to register.  API key needed. | No stated limitations.  High-volume users should contact Springer. | support.api@springer.com


rmat, JSON, JSONP | Free to register.  API key needed. | No stated limitations.  High-volume users should contact Springer. | support.api@springer.comSpringer Open Access API | Provides metadata, full-text content, and images for over 80,000 open access articles from BioMed Central and SpringerOpen journals. | RESTful interface, using structured URL requests | XML in Springer's A++ format, JSON | Free to register.  API key needed. | No stated limitations.  High-volume users should contact Springer. | support.api@springer.com

STAT!Ref OpenSearch API | Bibliographic search service for displaying syndicated results on a website. | Uses OpenSearch specifications. | RSS, ATOM, HTML | Free to register for users at subscribing host institution. | Limits exist but are not specified; high-volume users should contact STAT!Ref. | support@tetondata.org


er for users at subscribing host institution. | Limits exist but are not specified; high-volume users should contact STAT!Ref. | support@tetondata.orgWeb of Science Web Services | Bibliographic search service. Allows automatic, real-time querying of records.  Primarly for populating an institutional repository. | Uses SOAP protocol to access | XML | Free to register if you are affiliated with a host institution that subscribes to Web of Science. | Extractable data is limited to particular fields, databses, and filedepths, also depends on host institution's subscription. | http://ip-science.thomsonreuters.com/support/

World Bank Indicators | Provides access to nine World Bank statistical databases: | RESTful interface | XML, JSON | Free to use, no registration or API key required. | Requests volume, while not specified, should be "reasonable" | data@worldbank.org


ce | XML, JSON | Free to use, no registration or API key required. | Requests volume, while not specified, should be "reasonable" | data@worldbank.orgWorld Bank Projects | Provides access to data on all closed, active, and planned World Bank projects | RESTful interface | XML, JSON, Atom | Free to use, no registration or API key required. | Requests volume, while not specified, should be "reasonable" | data@worldbank.org

World Bank Finances | Provides access to the data on the World Bank’s loans, credits, financial statements and other data related to the financial operations | RESTful interface | XML, JSON and RDF | Free to use, no registration or API key required. | Requests volume, while not specified, should be "reasonable" | data@worldbank.org


, JSON and RDF | Free to use, no registration or API key required. | Requests volume, while not specified, should be "reasonable" | data@worldbank.orgUN ComTrade | Allows access to data on International Merchandise Trade Statistics (IMTS) and the work of the International Merchandise Trade Statistics Section (IMTSS) of the United Nations Statistics Division | Some services in REST, some in SOAP | XML, CSV, depending on service | Comtrade Web Services requires IP authentication, users must have site license account. However, access to metadata and data availability is not restricted. | Depending on access rights, the following data can be obtained: Comtrade Data, Tariff Line Data, Total Trade, Annual Totals, Processed Data or Original Data. The latest three are restricted for data exchange between UN and OECD. | comtrade@un.org


Total Trade, Annual Totals, Processed Data or Original Data. The latest three are restricted for data exchange between UN and OECD. | comtrade@un.orgWiley Text and Data Mining | Allows text- and data-mining access to content in the Wiley Online Library | Accessible via CrossRef's TDM service ; RESTful interface | JSON | Must be part of a subscribing institution to have full text access. Users will encounter a click-through agreement and will receive a Client API Token, which is needed when requesting full text of articles. | 6 queries per minute; 200 character-limit | labs@crossref.org for support using the CrossRef TDM service to access Wiley content; journalshelp.wiley.com for other inquires


Some things to Remember about using Data:
Important that the data that you use and include in your project is: Uncompressed Open format Does not  require  proprietary software to access. Remember, before using, the interrogation of data is an aspect of scholarship. Anonymize data and protect participant’s privacy. Include a codebook = an easy way to “decode” the files (such as field names, abbreviations, etc.).


Some Easy to Access Sets:
American Community Survey Data Census Common Crawl Google Data Search HathiTrust Digital Library Healthdata.gov ICPSR Kaggle NHGIS NYC Open Data


Dissertations, Capstones and Theses:
The Graduate Center Library's primary collection is our capstone, thesis and dissertation collection accessible via Academic Works or through our retrospective database .


Registry of Research Data Repositories:
“re3data.org has reached a milestone of identifying and listing 1,500 research data repositories, making it the largest and most comprehensive registry of data repositories available on the web. It has grown steadily since its launch four years ago to cover a wide range of disciplines from around the world.”


ARTstor Digital Image Library:
“ARTstor is a digital image library for the arts and sciences with more than 1.6 million images licensed for educational use at UBC.” Available at http://library.artstor.org/library/#1


HathiTrust Data API:
Can be used to retrieve content (page images, OCR, and in some cases whole volume packages), and metadata for HathiTrust Digital Library volumes. Available at https://www.hathitrust.org/ .


JSTOR Data for Research:
JSTOR Data for Research is a free, self-service tool that allows computer scientists, digital humanists, and other researchers to select and interact with content on JSTOR. Created in 2008, Data for Research enables exploration of both scholarly journal literature (more than 7 million journal articles) and a set of primary resources (26,000 19th Century British Pamphlets).


Finding Data:
Steve Zweibel's Finding Data guide is a good place to start.


Text Mining HathiTrust:
Text Analysis with the HathiTrust Research Center: CC-BY-NC 4.0 license

Please make a research appointment with one of us, if you would like to learn how to mine HathiTrust.


Important Articles on Text Mining:
Seven Ways Humanists Are Using Computers to Understand Text Computational Text Analysis for Social Science: Model Assumptions and Complexity Comparing Corpuses by Word Use


Tutorials & Projects:
Get Old Tweets Mining Twitter MORE Mining Twitter Mining the Dispatch An Introduction to Text Analysis With Python


Text Mining Tools:
AntConc (A freeware corpus analysis toolkit for concordancing and text analysis.) Voyant Tools (A web-based reading and analysis environment for digital texts.) The Natural Language Toolkit Orange


Social Feed Manager:
From the website: 'Social Feed Manager is a web application which allows users to create collections of data from social media platforms, including Twitter, Flickr, Tumblr, and Sina Weibo. It is open source software and connects to the platforms’ public APIs to harvest data.' The Social Feed Manager


Introduction:
Text mining is a technique for deriving information from textual corpora. Its power and novelty comes from its treating text as a data source. Text mining has been associated with " distant reading ".


PSPP:
PSPP: PSPP is a program for statistical analysis of sampled data. It is a free replacement for the proprietary program, SPSS


Peter Organisciak's Guide:
Mark Eaton and Robin Davis suggested Peter Organisciak's guide as another good resource to learn how to create a Twitter Bot.


Please see Robin Davis' Github page . Download the files See the " Download ZIP " button toward the upper right.  Click it and save the folder to your desktop. Create a Twitter account for your bot Go to http://twitter.com and sign up for a new account of your choosing. Be sure to include your mobile number (required for using the API) Email address must be unique to Twitter users; try adding random periods in your Gmail address, if you have one Go to http://apps.twitter.com and create a new app This info isn't public so it can be messy Go to Keys and Access Tokens Create new access token Copy Consumer Key/Secret and Access Key/Secret to credentials.py Basic bot: mybot.py This script is a basic Twitter bot. It will tweet three things from a list inside the script.


Access Key/Secret to credentials.py Basic bot: mybot.py This script is a basic Twitter bot. It will tweet three things from a list inside the script. Access Key/Secret to credentials.py Basic bot: mybot.py This script is a basic Twitter bot. It will tweet three things from a list inside the script. Access Key/Secret to credentials.py Basic bot: mybot.py This script is a basic Twitter bot. It will tweet three things from a list inside the script.Right-click on mybot.py and select Edit with IDLE Take a look at the script; Robin and Mark will talk about what it's doing Select Run > Run Module from the window's menu bar Change it up! In tweetlist , add new things for your bot to tweet. Increase/decrease time between tweets in time.sleep(15) (15 is the number of seconds). Intermediate bot: mybot2.py This script sends out five tweets from the first five lines of an external .txt file. Right-click on mybot.py and select Edit with IDLE Right-click on twain.txt and open it in Notepad Take a look at both files; Robin and Mark will talk about what the script is doing Select Run > Run Module from the window's menu bar for mybot2.py Change it up! Go to http://gutenberg.org and choose a different text for your bot to tweet.


Run > Run Module from the window's menu bar for mybot2.py Change it up! Go to http://gutenberg.org and choose a different text for your bot to tweet. Run > Run Module from the window's menu bar for mybot2.py Change it up! Go to http://gutenberg.org and choose a different text for your bot to tweet. Run > Run Module from the window's menu bar for mybot2.py Change it up! Go to http://gutenberg.org and choose a different text for your bot to tweet.Download the file as "plain text" into the tutorial folder and open it in Notepad Remove junk at the beginning of the file Replace double linebreaks with single linebreaks with a find/replace In mybot2.py, replace twain.txt with the name of the new text file Make the bot send more or fewer tweets, or change which lines, by editing the numbers in for line in tweettext[0:5] . [0:5] means from the first thing up to (but not including) the fifth thing Advanced bot: mashup_madlib.py This script treats The Red Wheelbarrow as a mad-lib, filling in three blanks from two data sources: JSON files from @dariusk's collection of corpora . Advanced bot: respondingbot.py This script from Mark tweets a random line from a .txt file whenever @jasonchowbot tweets. Advanced bot: mashup_markov This script uses a Markov chain to create new sentences from another text, and tweets them.


Python Basics:
Mark Eaton and Robin Davis pointed the class to a good Python cheat sheet here .


Data to Play with & examples:
Here is some downloadable data that can be 'mined' while learning how to build your first bot. Some bot examples here .


Introduction:
The following is  a repackaging of content presented by Mark Easton and Robin Davis during a LACUNY Emerging Technology Committee meeting on December 15th, 2015.


Guide to Finding Data:
Finding data sources related to: Demography & Populations Education & Housing Labor & Economics Health & Environment Law, Politics & Conflict Related guides: Analyzing and visualizing data Mapping data Workshop resources: Presentation from Finding Data workshop


Other resources:
DataCenter Web Resources How to cite a data set (NCSU) How to read a codebook


Searching for data:
When searching for data, ask yourself these questions... Who has an interest in collecting this data? If federal/state/local agencies or non-governmental organizations, try locating their website and looking for a section on research or data. If social science researchers, try searching ICPSR. What literature has been written that might reference this data? Search a library database or Google Scholar to find articles that may have used the data you're looking for. Then, consult their bibliographies for the specific name of the data set and who collected it.


Evaluating data:
Is the data... From a reliable source? Who collected it and how? Available to the public? Will I need to request permission to use it? Are there any terms of use? How do I cite the data? In a format I can use for analysis or mapping? Will it require any file conversion or editing before I can use it? Comparable to other data I'm using (if any)? What is the unit of analysis? What is the time scale and geography? Will I need to recode any variables?


Analyzing data:
The following professional-grade software packages allow you to manipulate and visualize data in very complex ways: SAS - Powerful statistical analysis and data management tool, uses command-line interface, particularly good for ANOVA SPSS - Relatively sophisticated data analysis tool, with a user-friendly GUI, geared toward quantitative social sciences data R - Free, versatile option for data analysis and visualization All of these statistical packages are available through CUNY Virtual Desktop , except for R, which is downloadable from http://www.r-project.org/


Where to start:
Local data NYC OpenData New York City Census FactFinder Neighborhood Data Portal National/state data American FactFinder FedStats (to find website of relevant agency) Data.gov International data UNdata International statistical agencies Survey/study data ICPSR: Interuniversity Consortium for Political & Social Research


Massing Data:
Open Refine Manipulating Data in OpenRefine Open Refine Lession


Information Architecture:
A standard way to approach developing your site's architecture is via a card sort. You can card sort using analog methods or using software. Here is some information: Wikipedia Article How to Card Sort Ed Tech Wiki Card Sort Hot to Open Source Card Sort Software


Homepage layout & Wireframing:
Once you have a notion of the overall architecture of your site, you are ready to layout what you want your homepage to look like through wireframing. This can be performed with sketches or software. Wikipedia article on Wireframing Some 'free' wireframe tools Review of wireframe software solutions Wiry- an open source solution to wireframing Pencil Project


Introduction:
Before you start, especially if you are migrating existing content, it's best to organize your information and find an intuitive page order and hierarchy. rThere are many methods to develop or find your site's architecture, you can use software or just pursue an analog card sort.  Once you understand your information architecture, you can start building your homepage using wireframes.


Graduate Center’s Website Services:


Graduate Center’s Website Services:Graduate Center’s Website Services:The simplest is to use the Graduate Center’s Website Services portal . This is a great option for simple sites or blogs that do not need much customization or functionality.  The portal allows you to create one or many WordPress sites.  GC Website Services has a small set of carefully curated plugins and themes from the WordPress Plugin Repository & WordPress Theme Repository . Scroll down and login with your GC network credentials. Once logged in, click on Dashboard. From the menu on the left, click on <My Sites>. Click on Create a New Site . Enter a domain name under Site Domain: Enter your site’s title under Site Title : Until your site is fully developed, it is best to select the No radio button under privacy. Note: You can change this later. Click the < Create Site > button. Click on Dashboard=>My Sites and select the site that you just created. Click on Appearance =>Themes , scroll through, mouse-over, preview themes until you discover one that might work best with your vision.


just created. Click on Appearance =>Themes , scroll through, mouse-over, preview themes until you discover one that might work best with your vision. just created. Click on Appearance =>Themes , scroll through, mouse-over, preview themes until you discover one that might work best with your vision. just created. Click on Appearance =>Themes , scroll through, mouse-over, preview themes until you discover one that might work best with your vision.Note: You can change this later. Click on Settings=>Reading and select either the Your latest posts -or- A static radio button. This is setting determines if you intend to merely blog or have a structured website. After deciding, click the < Save > button.


CUNY Academic Commons:
Similar to the Graduate Center’s Website Services portal, the CUNY Academic Commons is another mult-Wordpress install that allows users (CUNY faculty, staff, graduate students, graduate alumni and postdocs) one or many WordPress sites. The Academic Commons is a bit more robust, because it has many more themes and plugins than GC’s Website Services. Additionally, you can request a theme and or plugin to be evaluated and possibly installed from the WordPress repositories or a customized child theme to be uploaded to the Academic Commons. Register here to access and use the Academic Commons. Note: A valid CUNY email address is required to register and use the site. Please read the ' Hosting Partner Handbook ' on how to further customize Wordpress' hyper-flexible platform.


Setting up a true development environment=>(X)AMPP:


Setting up a true development environment=>(X)AMPP:Setting up a true development environment=>(X)AMPP:You might need more flexibility with WordPress (the ability to install or develop any theme or plugin) or something beyond a WordPress site. If so, then the next option is for you. Note: We will be referring to XAMPP (Apache, MYSQL and PHP), which is for Windows, but analogs exists for Macintosh ( MAMP ) and Linux LAMP . Other distributions are available here with applications . Installing XAMPP Let’s discuss the why, before downloading and installing (X)AMPP. Wordpress or Omeka (the two most popular Content Management Systems (CMS) are database driven based solutions that means that the content is stored in a database. Content being stored in a database makes it easier to edit; no expertise is necessary.   Furthermore, your site is easily customized. Because the design and feel is typically independednt of content, so super simpel to change the look and feel accross the entire site.


ily customized. Because the design and feel is typically independednt of content, so super simpel to change the look and feel accross the entire site.ily customized. Because the design and feel is typically independednt of content, so super simpel to change the look and feel accross the entire site.ily customized. Because the design and feel is typically independednt of content, so super simpel to change the look and feel accross the entire site.How does this work?  The short answer is using PHP , the CMS makes calls to the database ( MYSQL ) and then the Apache Web Server software delivers  the processed content to web browsers .  With a traditional html page, the client (web browser) interprets, parses and renders all the code, but because contemporary CMS typically use PHP, the code needs to be processed by the server and the browser downloads the output.   In the case of CMS, the PHP makes a database query which writes & extracts information from the database, processes and renders the specific content. The advantage of (X)AMPP is it allows for the flexibility (the universe of themes and plugins are available to you as well as the ability to hack the the core) of your own development environmet without the cost of a server or webhost, such as Bluehost. It is also a sage place to learn, develop and test before committing to a server.


nvironmet without the cost of a server or webhost, such as Bluehost. It is also a sage place to learn, develop and test before committing to a server.nvironmet without the cost of a server or webhost, such as Bluehost. It is also a sage place to learn, develop and test before committing to a server.nvironmet without the cost of a server or webhost, such as Bluehost. It is also a sage place to learn, develop and test before committing to a server.The only difference to a local (X)AMPP install is that you do not need to pay for webhost and FTP.


Choose the path best for you.:
Depending up your needs and requirements, there are many options to develop your own website.


A great no cost way to explore Omeka is to install on your local desktop/laptop via XAMPP or MAMP which provides a behind the scenes peak to real life Omeka site administration. Here are some rudimentary instructions on installing Omeka in a Windows based computer: Once XAMPP is installed:  c:\xampp\htdocs is the home of your content Download Omeka and unzip. Place in the c:\xampp\htdocs directory. Note: you have the option to rename the Omeka directory. Click on the xampp-control.exe icon in: C:\xampp Start Apache & MYSQL In your browser enter: http://localhost/ Click on phpMyAdmin. The phpMyAdmin control board will appear. Click on Databases. Enter a name for your database (‘omeka’ or use something other than ‘omeka’). In your:  c :\xampp\htdocs\omeka  directory, w ith your text editor (windows: notepad/notepad++ Mac: text wrangler).


se something other than ‘omeka’). In your:  c :\xampp\htdocs\omeka  directory, w ith your text editor (windows: notepad/notepad++ Mac: text wrangler).se something other than ‘omeka’). In your:  c :\xampp\htdocs\omeka  directory, w ith your text editor (windows: notepad/notepad++ Mac: text wrangler).se something other than ‘omeka’). In your:  c :\xampp\htdocs\omeka  directory, w ith your text editor (windows: notepad/notepad++ Mac: text wrangler).Open:  db .ini  file and edit: [database] host = “localhost” username = “root” password = “” dbname = “omeka” prefix = “omeka_” charset = “utf8” ;port = “” More details here .


Intro:
Omeka is a great platform for publishing online collections, especially because it allows for structured data, hence cataloging. There are many themes and plugins, similar to Wordpress, that expands Omeka's core functionality. There are many different approaches to Omeka: Omeka.net - entry level cloud-based platform, but has limitations. Classic Omeka - requires hosting, but the standard and most popular approach. Reclaim Hosting is a great education oriented hosting solution. Omeka S - more of a repository allowing you to have groups of assets in different collections. In addition to ease of use, another of Omeka's great strengths is its expandability through plugin integration.


Themes:
The true power of a CMS, and especially Wordpress, is the ease and simplicity of changing the look and feel of your site without effecting the content. This is done when you select a theme. Check out the Wordpress theme repository for an array of free open source options. Guide to installing and using themes .


Child Themes:
You might want to radically change the theme that you are using. If so, a Child Theme is a great shortcut. Getting started with Child Themes .


Once XAMPP is installed:  c:\xampp\htdocs is the home of your content Download WordPress and unzip. Place in the c:\xampp\htdocs directory. Note: you have the option to rename the WordPress directory. Click on the xampp-control.exe icon in: C:\xampp Start Apache & MYSQL In your browser enter: http://localhost/ Click on phpMyAdmin. The phpMyAdmin control board will appear. Click on Databases. Enter a name for your database (‘wordpress’ or use something other than WordPress). In your:  c :\xampp\htdocs\wordpress  directory, w ith your text editor (windows: notepad/notepad++ Mac: text wrangler).


ething other than WordPress). In your:  c :\xampp\htdocs\wordpress  directory, w ith your text editor (windows: notepad/notepad++ Mac: text wrangler).ething other than WordPress). In your:  c :\xampp\htdocs\wordpress  directory, w ith your text editor (windows: notepad/notepad++ Mac: text wrangler).ething other than WordPress). In your:  c :\xampp\htdocs\wordpress  directory, w ith your text editor (windows: notepad/notepad++ Mac: text wrangler).Open: wp-config-sample.php  file and edit: ** The name of the database for WordPress */ define(‘DB_NAME’, ‘wordpress’); /** MySQL database username */ define(‘DB_USER’, ‘root’); /** MySQL database password */ define(‘DB_PASSWORD’, ”); /** MySQL hostname */ define(‘DB_HOST’, ‘localhost’); Save file as wp-config.php Go to: http://localhost/wordpress/ will be redirected to: http://localhost/wordpress/wp-admin/install.php Enter: Site Title Username Password Email Address Then click the <Install WordPress> button. Login. The dashboard of your WordPress installation will appear.


Plugins:
Not a programmer, but want some special functionality that the core installation does not contain. Chances are that it may already exist as a plugin. Plugins extend Wordpress's core functionality. Before hacking the core and adding functions, see if the functionality already exists in a plugin that was developed by someone else by searching the plugin repository .


Introduction:
Wordpress, the world's most popular open source CMS is great for blogging and general website development. A tremendous community supplies themes and plugins to expand Wordpress's core functionality.


Links / Resources:
Scalar documentation (see annotation section here ) Media-rich example site on global music Example site emphasizing student collaboration and annotation


Hosted by USC, this platform offers accounts to academic users to take advantage of its hybrid ebook-publishing / media repository functionality. Ideal Use: Linear, book- or narrative-style materials that also make use of images and video in an integrated way. Pros: Features include robust in-house annotation for both images and video, as well as integration with the Hypothesis annotation service. Sites can be structured in a more linear fashion using a Table of Contents and sequential links, or presented as a looser collection of materials. Content can be locked down or opened up for viewing, copying/licensing, and collaborative editing. Visualization and other features help track contributions. Cons: Account creation can require a bit of back-and-forth with the USC gatekeepers that manage the site. May Can be more challenging to indicate "new" vs. "old" material and organize course content in a familiar navigation given the linear emphasis.


site. May Can be more challenging to indicate "new" vs. "old" material and organize course content in a familiar navigation given the linear emphasis.site. May Can be more challenging to indicate "new" vs. "old" material and organize course content in a familiar navigation given the linear emphasis.site. May Can be more challenging to indicate "new" vs. "old" material and organize course content in a familiar navigation given the linear emphasis.Occasional performance issues when using USC-hosted version. Can be hosted externally, opening up more flexibility. Sequence for uploading and managing media can be counterintuitive at first.


Describe It! Project Description: Describe It! is a Zooniverse project created by The Frick Collection and Frick Art Reference Library . A member of the Describe It! team is Brooklyn College alumni Sara Schwartz. In this project, online volunteers write short descriptions for works of art in the Library's Photoarchive collection . In order to obtain a variety of descriptions, each image is described three times before it is retired. Once an image is retired, the submitted descriptions are evaluated by library research staff who select the best description for each image. Each of the descriptions are then converted into alt-text (alternative text) which make its collections accessible to all users . Volunteers can help anonymously or create an account. The project includes a tutorial, instructions, tips and detailed metadata information about each work of art. Describe It! Project Goals: To collect descriptions for every image in the Library's digital Photoarchive.


etadata information about each work of art. Describe It! Project Goals: To collect descriptions for every image in the Library's digital Photoarchive.etadata information about each work of art. Describe It! Project Goals: To collect descriptions for every image in the Library's digital Photoarchive.etadata information about each work of art. Describe It! Project Goals: To collect descriptions for every image in the Library's digital Photoarchive.To convert the descriptions into alternative text that can be accessed by assistive technologies, making their collection materials accessible to all users. To provide volunteers with a greater understanding of the research collections available at the Frick Art Reference Library and the importance of art and accessibility. Incorporate Describe It! into your courses: This digital project can be incorporated into numerous types of courses. Below are just a few ideas. Art History classes can use it to teach art and how to write concisely about art. Museum Studies courses could use the project to reinforce the need for alt-text and accessibility in museums. Computer Science classes could participate in Describe It! as a way to teach about alt-text. Disability studies courses could use the project to teach how to write concise alt-text. ESL classes could participate in this project as a way students could work on their English writing skills by describing art.


write concise alt-text. ESL classes could participate in this project as a way students could work on their English writing skills by describing art. write concise alt-text. ESL classes could participate in this project as a way students could work on their English writing skills by describing art. write concise alt-text. ESL classes could participate in this project as a way students could work on their English writing skills by describing art.English composition courses could use the project as a way to practice writing short concise sentences.


Mapping Access Project Description: Mapping Access is a participatory data-collection and accessibility mapping project of the Critical Design Lab at Vanderbilt University. As they describe on their about page, typical approaches to accessibility focus on issues of code compliance and checklists of standards. Instead, this project draws upon the analytic frameworks of intersectionality and disability justice, as well as Universal Design methodology, to craft alternative standards for meaningful access. Through digital maps, Map-a-thon events, community conversations, photography, and film, the project explores mapping as a process of social transformation. Their broader body of work includes a podcast, experimental protocols, and workshops. Mapping Access Goals: Engage users as experts in the design process to generate surveys, collect data, create new mapping methods, and build a commitment toward broad accessibility.


ers as experts in the design process to generate surveys, collect data, create new mapping methods, and build a commitment toward broad accessibility.ers as experts in the design process to generate surveys, collect data, create new mapping methods, and build a commitment toward broad accessibility.ers as experts in the design process to generate surveys, collect data, create new mapping methods, and build a commitment toward broad accessibility.Incorporate Mapping Access projects into your course: The Mapping Access projects and ideas can be used in various courses on various different topics. Below are a few ideas. Mapping and GIS courses could coordinate Map-a-thons to create accessible amenities maps for their campus based on the Vanderbilt University Campus Access Amenities Map. Women's & Gender Studies courses (an numerous others) could create maps based on the Nashville Feminist Collective Accessibility Map. A photography class project could be to take photos for a Mapping Access map. Design and architectural students could create metadata and descriptions for the areas shown on the maps. Everyone could create alt-text to describe all the images attached to the maps.


Accessibility is important for everyone and benefits everyone. Open access and open pedagogy is about building and sharing knowledge with as many people as possible. Accessibility is part of that mission and means making sure your OER, your projects and your content are accessible by all people. With the increase in digital scholarship, open pedagogy and student centered content creation we also must ensure the content creator's side of a digital project is accessible, in addition to the public side of the project or digital tool. "The City University of New York (CUNY) is committed to providing students, faculty, staff, and the general public with the technology and information they need, and to making these resources accessible to all...


ing students, faculty, staff, and the general public with the technology and information they need, and to making these resources accessible to all...ing students, faculty, staff, and the general public with the technology and information they need, and to making these resources accessible to all...ing students, faculty, staff, and the general public with the technology and information they need, and to making these resources accessible to all...a person with a disability must be able to acquire the same information, engage in the same interactions, and enjoy the same services as a person without a disability, and be able to do so in an equally effective manner, with substantially equivalent ease of use. The person with a disability must be able to obtain the information and services as timely, fully, equally, and independently as a person without a disability." The City University of New York's Accessibility Statement


Accessibility Best Practices:
Learn accessibility best practices. Select a tab to learn about WCAG, POUR, and Accessibility Best Practices regarding Titles, Text/Typography Layout, Headings, Lists, Tables, Meaningful Link Text, Alternative Text (alt-text), Videos, Audio and Color/Contrast.

More Detailed Accessibility Information To learn more detailed accessibility information, look at the CUNY Accessibility Toolkit for OER by the CUNY Accessibility Librarian, Amy Wolfe. This guide provides detailed platform and program specific instructions on creating accessible content, evaluations of digital platforms and instructions on how to evaluate your digital sites and content.


ific instructions on creating accessible content, evaluations of digital platforms and instructions on how to evaluate your digital sites and content.What is WCAG? The web content accessibility guidelines (WCAG) were created by the World Wide Web Consortium (W3C) to be world-wide web accessibility standards. CUNY strives for (WCAG) Version 2.0 , AA conformance level, as its accessibility standard. Since it’s release, WCAG 2.0 has become the internationally recognized benchmark for web accessibility. The Revised 508 Standards are based on WCAG 2.0. WCAG 1.0 Focused heavily on the techniques for accomplishing accessibility, especially as related to HTML. WCAG 2.0 and 2.1 Subsequent versions of WCAG ( WCAG 2.0 and 2.1) took a different approach: they focused more heavily on the principles of accessibility. By focusing more on principles rather than techniques, these future versions of the guidelines are more flexible, and encourage developers to think through the process of accessibility conceptually. WCAG 2.0 is based on four main guiding principles of accessibility.


d encourage developers to think through the process of accessibility conceptually. WCAG 2.0 is based on four main guiding principles of accessibility.d encourage developers to think through the process of accessibility conceptually. WCAG 2.0 is based on four main guiding principles of accessibility.d encourage developers to think through the process of accessibility conceptually. WCAG 2.0 is based on four main guiding principles of accessibility.These four principles are known by the acronym POUR Perceivable Operable Understandable Robust The guidelines are an excellent foundation upon which to build accessible content, but unless content developers understand the reasons behind the guidelines, they might apply the guidelines incorrectly or ineffectively. Another excellent online resources created by the W3C is the WebAIM website (Web Accessibility in Mind) at “http://webaim.org” . Based at Utah State University, it provides information, training, and practical tools for creating accessible content.


Mind) at “http://webaim.org” . Based at Utah State University, it provides information, training, and practical tools for creating accessible content.What is POUR? CUNY has pledged to make their digital tools and content accessible. To that end CUNY uses the World Wide Web Consortium’s (W3C) Web Content Accessibility Guidelines (WCAG AA) as its accessibility standard. The Web Content Accessibility Guidelines (WCAG) were created to help define how to make web content more accessible with the goal of providing a single shared standard. There are four main guiding principles of accessibility upon which WCAG has been built.  These four principles are known by the acronym POUR . POUR is a way of approaching web accessibility by breaking it down into four main aspects: Perceivable Operable Understandable Robust


e acronym POUR . POUR is a way of approaching web accessibility by breaking it down into four main aspects: Perceivable Operable Understandable RobustPerceivable Definition: Information and user interface components must be presentable to users in ways they can perceive. Users need to be able to identify content and interface elements by means of the senses. For many users, this means perceiving a system primarily visually, while for others, perceivability may be a matter of sound or touch. Perceivable problem examples: A website's navigation consists of a number of links that are displayed in a different order from page to page. If a user has to relearn basic navigation for each page, how can she effectively move through the website? A Word document contains a number of non-English words and phrases. If the languages are not indicated, how can assistive technology present the text correctly? Perceivable solutions: Text Alternatives Provide text alternatives for any non-text content so that it can be changed into other forms people need, such as large print, braille, speech, symbols or simpler language.


es for any non-text content so that it can be changed into other forms people need, such as large print, braille, speech, symbols or simpler language.es for any non-text content so that it can be changed into other forms people need, such as large print, braille, speech, symbols or simpler language.es for any non-text content so that it can be changed into other forms people need, such as large print, braille, speech, symbols or simpler language.Time-based Media Provide alternatives for time-based media. Adaptable Create content that can be presented in different ways (for example simpler layout) without losing information or structure. Distinguishable Make it easier for users to see and hear content including separating foreground from background.


out losing information or structure. Distinguishable Make it easier for users to see and hear content including separating foreground from background.Operable Definition: Means that a user can successfully use controls, buttons, navigation, and other interactive elements of your OER. For many users this means using assistive technology like voice recognition, keyboards, screen readers etc. Operable problem examples: Mouse-dependent web content will be inaccessible to a person cannot use a standard mouse. People with low or no vision also relay on the functionality of the keyboard. They may be able to manipulate a mouse just fine, but it doesn't do them much good because they can't see where to click on the screen. The keyboard is much easier for a person who is blind to manipulate. Operable solutions Keyboard Accessible Make all functionality available from a keyboard. Keyboard accessibility is one of the most important principles of Web accessibility because it cuts across disability types and technologies Enough Time Provide users enough time to read and use content.


rinciples of Web accessibility because it cuts across disability types and technologies Enough Time Provide users enough time to read and use content.rinciples of Web accessibility because it cuts across disability types and technologies Enough Time Provide users enough time to read and use content.rinciples of Web accessibility because it cuts across disability types and technologies Enough Time Provide users enough time to read and use content.Seizures Do not design content in a way that is known to cause seizures. Navigable Provide ways to help users navigate, find content, and determine where they are.


ot design content in a way that is known to cause seizures. Navigable Provide ways to help users navigate, find content, and determine where they are.Understandable definition: Users should be able to comprehend the content, and learn and remember how to use your OER site. Your OER should be consistent in its presentation and format, predictable in its design and usage patterns, and appropriate to the audience in its voice and tone. Understandable problem examples: A website's navigation consists of a number of links that are displayed in a different order from page to page. If a user has to relearn basic navigation for each page, how can they effectively move through your OER? A site makes use of numerous abbreviations, acronyms, and jargon. If these are never defined, how can users with disabilities (and others) understand the content? Understandable solutions Readable Make text content readable and understandable. Predictable Make Web pages appear and operate in predictable ways. Input Assistance Help users avoid and correct mistakes.


eadable and understandable. Predictable Make Web pages appear and operate in predictable ways. Input Assistance Help users avoid and correct mistakes.Robust Definition: Content must be robust enough that it can be interpreted reliably by a wide variety of users, allowing them to choose the technology they use to interact with websites, online documents, multimedia, and other information formats. Users should be allowed to choose their own technologies to access OER content. Robust problem examples: A website requires a specific version of a web browser to make use of its features. If a user doesn't or can't use that browser, how can that user experience the features of the site? A document format is inaccessible to a screen reader on a particular operating system. If a user employs that OS for day-to-day tasks, how can she gain access to the document? Robust solutions: Maximize compatibility with current and future user agents, including assistive technologies.


w can she gain access to the document? Robust solutions: Maximize compatibility with current and future user agents, including assistive technologies.Titles General Information: When you create a web page, a word document, a PowerPoint, a spreadsheet make sure you create a meaningful title for your item. Why are page titles important? Screen readers announce the page and slide titles when they load web pages, documents and presentations. A good page title helps orient users to the content of the page or document. A good title helps users understand , a POUR principle. How to Create good page titles: Page titles should be brief, clear, informative, and unique.


. A good title helps users understand , a POUR principle. How to Create good page titles: Page titles should be brief, clear, informative, and unique.Text/Typography General Information: When you create a web page or document which has well organized content it helps users to orient themselves and to navigate effectively. Why is layout important? A site or document which is well-structured is easier to understand and navigate. Everyone can benefit from a site which is well-structured. A well laid out page helps people with visual impairments, including low vision, orient themselves on the page and understand content. Keyboard users can browse pages and their sections more efficiently. People with cognitive and learning disabilities can more easily find and prioritize content on a well laid out page. A well laid out page helps users perceive, operate and understand , POUR principles. How to create good layout Use headings to separate sections. Use lists. Don’t use tables for layout. Don’t only use visual cues (such as color) to show the layout.


good layout Use headings to separate sections. Use lists. Don’t use tables for layout. Don’t only use visual cues (such as color) to show the layout.Specific Tips Text Alignment For English and other left-top-right languages, the best practice is to align text on the left. Some circumstance may allow for other alignment: Center-aligned headings or a right-aligned date on a document Margins, Padding, and White Space Documents with "white space" around blocks text are easier to read than documents in which the margins of the text are close to the edge of the viewing area. Documents with limited white space appear more cluttered and are difficult for some readers with reading disabilities. Paragraphs should be easily distinguishable from each other. In Print materials indentation is sometimes used to distinguish paragraphs, instead of white space, that is ok for print. In Online materials, white space is needed to distinguish paragraphs because without it users can get lost on a long scrolling page.


is ok for print. In Online materials, white space is needed to distinguish paragraphs because without it users can get lost on a long scrolling page. is ok for print. In Online materials, white space is needed to distinguish paragraphs because without it users can get lost on a long scrolling page. is ok for print. In Online materials, white space is needed to distinguish paragraphs because without it users can get lost on a long scrolling page.Line Length While an optimal line length value may vary based on the content, font face, etc., in general, fewer than around 50 or more than around 120 characters per line will likely introduce difficulty. One way to address line length is to add left and right margins that increase the white space on the sides. Another way is to limit the width of the text column. Text Decorations Best practice is to only use underline for hyperlinks. Using underlined text for non-link purposes on the web will likely confuse some users. Delete <del>, strike-through, and insert <ins> Words or characters with strike-through effects visually appear crossed out or canceled, unfortunately screen readers do not notify users of this fact. Likewise, screen readers do not notify users when the <ins> element (insert) tag is used. For documents (legal for example) where it is important to use strike-through and follow-along as changes are made, see the WebAim text decoration section for workaround suggestions.


) where it is important to use strike-through and follow-along as changes are made, see the WebAim text decoration section for workaround suggestions.) where it is important to use strike-through and follow-along as changes are made, see the WebAim text decoration section for workaround suggestions.) where it is important to use strike-through and follow-along as changes are made, see the WebAim text decoration section for workaround suggestions.Blink and marquee People with attention deficits or cognitive disabilities could become distracted. People with limited fine motor abilities may not be able to click on scrolling links accurately. Fonts It is generally best to use standard fonts that are available on the end users device. Using too many font faces can create a confusing visual layout. For print materials: Serif fonts such as Times and Times New Roman are generally regarded as the most readable font family for printed text. For web-based content: There is conflicting information about which font is the best to use for web-based content. Conventional wisdom is sans-serif fonts are more suited to electronic formats. Fonts such as Verdana, Tahoma, Trebuchet MS, and Georgia, were developed specifically for use in electronic media, and are now quite commonly used. For more detailed information on fonts, look at WebAIM's article on Fonts .


specifically for use in electronic media, and are now quite commonly used. For more detailed information on fonts, look at WebAIM's article on Fonts .These tips are based on WebAim's article "Text/Typographical Layout" . WebAIM is a non-profit organization based at the Center for Persons with Disabilities at Utah State University.

Blank Spaces When large chunks of white space is needed between sections of a document don't just use the <ENTER> key. Screen readers will read aloud each and every blank space. If the white space is needed between pages then use Insert - Page Break. If large white space is needed between two specific paragraphs, then use " Add Space Before and After a Paragraph " in Home - Paragraph to set that specific space between those individual paragraphs. This is especially important when doing cover pages which have large chucks of white space.

Demonstration/Comparison Here is a video showing the difference between how a screen reader reads aloud a word document which has inaccessible blank spaces with one with accessible blank spaces.


wing the difference between how a screen reader reads aloud a word document which has inaccessible blank spaces with one with accessible blank spaces.Headings General Information: Organizing a web page, word document or pdf with headings helps all users get an idea of the page’s structure and organization. Why headings are important? Headings provide structure to your documents. When people can follow a site or document’s organization and structure, it is easier for them to comprehend the content. Headings become a navigation tool for both those who can see visually and those who use screen readers. Assistive technology allows users to pull up a list of headings. Screen readers read aloud heading text only if it is coded as a header. If you only change an item's text color, size or weight, only sighted users will be aware. For those who use screen readers The use of headings allows them know an item is a heading. They can listen to a list of all the headings and skip to the desired area on the page or document.


of headings allows them know an item is a heading. They can listen to a list of all the headings and skip to the desired area on the page or document.of headings allows them know an item is a heading. They can listen to a list of all the headings and skip to the desired area on the page or document.of headings allows them know an item is a heading. They can listen to a list of all the headings and skip to the desired area on the page or document.For those who can see Use of visually apparent headings allows people to quickly visually scan site to get overall idea of meaning of site. Headings also help those with cognitive disabilities understand and navigate. Headings helps users perceive and understand , POUR principles.


of site. Headings also help those with cognitive disabilities understand and navigate. Headings helps users perceive and understand , POUR principles.Demonstration/Comparison Here is a video showing the difference between how a screen reader reads aloud a web page which has inaccessible headers versus one with accessible headers.

How to create headings? Make heading text brief, clear, informative, and unique. There should only be one Heading 1 <h1> per page, however there can be more than one <h2> to <h6> per page. Each level of heading, indicates the relationship from one part of the content to the other parts. The sub-sections under a heading relates logically to a heading above it. Duplicate headings can exist on separate pages, but each heading should be unique within the same page, if at all possible.


lly to a heading above it. Duplicate headings can exist on separate pages, but each heading should be unique within the same page, if at all possible.Lists General Information: Semantic Lists (ordered and unordered) provide orientation for users by organizing information in meaningful ways. Why lists are important? Use different types of lists to group information according to its nature to provide orientation for users. When list are used correctly, assistive technologies are able to convey information to their users as they navigate to and within lists, such as the total number of items and the relative position of each item in the list. Lists are recommended as potential replacements for simple tables, as tables can be more difficult to navigate and sometimes we provide info in tables that really would be better suited to lists. Semantic lists helps users perceive, operate, and understand , POUR principles. How to create accessible semantic lists? Use the built in “lists” option in WYSIWYG editors (what you see is what you get) to create lists.


rinciples. How to create accessible semantic lists? Use the built in “lists” option in WYSIWYG editors (what you see is what you get) to create lists.rinciples. How to create accessible semantic lists? Use the built in “lists” option in WYSIWYG editors (what you see is what you get) to create lists.rinciples. How to create accessible semantic lists? Use the built in “lists” option in WYSIWYG editors (what you see is what you get) to create lists.Don’t create lists by manually typing in numbers or indenting, these are not accessible. Create Ordered Lists <ol> for when there is a defined sequence or order intended for the items in the list. Create Unordered Lists <ul> for when there is no specific order intended for the list you are creating. Create Description Lists <dl> for when a specific structure is needed to provide definitions for terms.


order intended for the list you are creating. Create Description Lists <dl> for when a specific structure is needed to provide definitions for terms.Tables General Information: Creating a properly structured table helps a blind, low-vision and/or screen reader user make sense of a table by reading out the heading titles and then cell content. Why is making tables accessible important? Tables without structural markup to differentiate and properly link data between header and data cells, create accessibility barriers. Tables used for layout are frowned upon because unless they are designed correctly they are not  considered accessible Many accessibility advocates consider using tables for layout bad practice. Accessible tables allows users to perceive, operate understand , access in a robust manner, POUR principles. How to create accessible tables: Make sure your tables have header rows and/or header columns. Make sure your header row or header column cells are NOT blank. It is okay to have blank data cells, just not a blank header cell.


/or header columns. Make sure your header row or header column cells are NOT blank. It is okay to have blank data cells, just not a blank header cell./or header columns. Make sure your header row or header column cells are NOT blank. It is okay to have blank data cells, just not a blank header cell./or header columns. Make sure your header row or header column cells are NOT blank. It is okay to have blank data cells, just not a blank header cell.Avoid spanned rows and columns in data tables, especially as headers, many screen readers cannot properly read these correctly. Always use the simplest table configuration possible. After you’ve created headers, you need to associate the data cells with the appropriate headers .The scope attribute identifies whether a table header is a column header or a row header. Name	 or Max	 Data tables very often have brief descriptive text before or after the table that indicates the content of that table. This text should be associated to its respective table using the
 element. The
 element must be the first thing after the opening
 tag.


should be associated to its respective table using the <caption> element. The <caption> element must be the first thing after the opening <table> tag.Meaningful Link Text General Information: Assistive technology allows users to pull up a list of links so links need to be meaningful out of context. Since links are read aloud, don't repeat the same link text over and over on a single web page. Meaningful link text provides a clear description of where users will go once they click on the link. Why is meaningful link text important? Links such as “Click Here” or “More” don’t provide any information to screen readers and are meaningless out of context. Link text which is the actual url is bad for screen reader users, if you can, avoid using just the url. Meaningful link text allows users to perceive, operate and understand , POUR principles.

Demonstration/Comparison Here is a video showing the difference between how a screen reader reads aloud a web page which has inaccessible hyperlink text and one with accessible hyperlink text.


howing the difference between how a screen reader reads aloud a web page which has inaccessible hyperlink text and one with accessible hyperlink text.Alt-Text (Alternative Text) General Information: Making images and graphics “visible” to all users is one of the first principles of accessibility. The way you make your image visible to everyone is by adding "alternative text" or "alt-text". Adding alt-text to an image allows it to be discoverable and understood by users in a variety of ways. Alt-text should convey the purpose of an image.. For example, alt-text for a search button would be “ search ” rather than “ magnifying lens ”. Why using alternative text (alt-text) is important Adding alternative text ( “alt text”) will make images and graphics “visible”. Text alternatives serve as labels for controls and functionality to aid keyboard and voice recognition navigation. For people using screen readers or browsing speech-enabled websites alt-text can be read aloud or rendered as Braille. Alt-text gives the speech input software users the ability to put focus onto a button or linked image with a single voice command.


endered as Braille. Alt-text gives the speech input software users the ability to put focus onto a button or linked image with a single voice command.endered as Braille. Alt-text gives the speech input software users the ability to put focus onto a button or linked image with a single voice command.endered as Braille. Alt-text gives the speech input software users the ability to put focus onto a button or linked image with a single voice command.Alt-text allows mobile users to turn images off to help with download speeds or limit data-roaming charges. Alternative text (alt-text) covers POUR principles perceive, operate understand , robust . How to create good alt-text? Remember that context matters when creating alt-text. Always ask yourself “ What is the context and purpose of this image/graphic? “ Create alt-text which provides a textual alternative to non-text content. Describe the content and function represented by the image/graphic.


aphic? “ Create alt-text which provides a textual alternative to non-text content. Describe the content and function represented by the image/graphic.Demonstration/Comparison Here is a video showing the difference between how a screen reader reads aloud a web page which has inaccessible images versus one with accessible images. In the first instance you will hear the file name of the image. Many times if you leave an image without alt-text, screen readers will read aloud the file name of the image, which usually is not accessible information.


times if you leave an image without alt-text, screen readers will read aloud the file name of the image, which usually is not accessible information.The World Wide Web Consortium (W3C) has created a very useful guide on how to create useful alt-text. Informative images Images that graphically represent concepts and information, typically pictures, photos, and illustrations. The text alternative should be at least a short description conveying the essential information presented by the image. Decorative images Provide a null text alternative (alt=””) when the only purpose of an image is to add visual decoration to the page, rather than to convey information that is important to understanding the page. Functional images The text alternative of an image used as a link or as a button should describe the functionality of the link or button rather than the visual image. Examples of such images are a printer icon to represent the print function or a button to submit a form. Images of text Readable text is sometimes presented within an image. If the image is not a logo, avoid text in images.


n or a button to submit a form. Images of text Readable text is sometimes presented within an image. If the image is not a logo, avoid text in images.n or a button to submit a form. Images of text Readable text is sometimes presented within an image. If the image is not a logo, avoid text in images.n or a button to submit a form. Images of text Readable text is sometimes presented within an image. If the image is not a logo, avoid text in images.However, if images of text are used, the text alternative should contain the same words as in the image. Complex images such as graphs and diagrams To convey data or detailed information, provide a full-text equivalent of the data or information provided in the image as the text alternative. Groups of images If multiple images convey a single piece of information, the text alternative for one image should convey the information for the entire group. Image maps The text alternative for an image that contains multiple clickable areas should provide an overall context for the set of links. Also, each individually clickable area should have alternative text that describes the purpose or destination of the link.


ntext for the set of links. Also, each individually clickable area should have alternative text that describes the purpose or destination of the link.Video General Information: Videos are great and they should be produced and delivered in ways that ensure that all members of your audience can access their content. Providing captions, audio descriptions and transcripts make your videos accessible to a wide audience, Why making videos accessible is important? Video captions not only benefit those who are deaf or hard of hearing, but people who are learning disabled, ESL learners, those who are in a quiet public environment and don’t have access to headphones (such as a library). Video captioning improves comprehension and retention of information. How to create accessible videos: Create captions, a transcript, and audio descriptions for your videos. YouTube provides automatic captioning, however it is not without errors.  If you use the automatic captioning, edit out errors. Make sure it is delivered in an accessible media player.


ing, however it is not without errors.  If you use the automatic captioning, edit out errors. Make sure it is delivered in an accessible media player.Captions Text versions of the audio content, synchronized with the video. Open captions are part of the video and cannot be turned off. Closed captions are not part of the video and can be turned off and on. YouTube’s automatically generated captions are a good STARTING point but they need to be manually checked to fix errors. Jessica Kellgren-Fozard is a great teacher and champion of captioning. These 4 videos cover the importance of captions, how to caption, and captioning best practices. How to get 80% more views! – Captions and why they are useful. (11 min) How To Caption Your Videos On YouTube (6 min) Don’t Do This! – How to do captions right! (15 min) The Secret Language of Captions DECODED (8 min)


min) How To Caption Your Videos On YouTube (6 min) Don’t Do This! – How to do captions right! (15 min) The Secret Language of Captions DECODED (8 min)Audio Descriptions Commentary and narration which guides the listener through the movie, tv show, theater or other art form with concise, objective descriptions of new scenes, settings, costumes, body language, and "sight gags," all slipped in between portions of dialogue or songs. Audio Descriptions help with accessibility for people who are blind, have low vision, or who are otherwise visually impaired. Audio description supplements the regular audio track of a program. Audio description is usually added during existing pauses in dialog. Audio description is also called “video description” and “descriptive narration”

Still not totally sure what audio descriptions are and how they are different from captions? Play these 2 videos of the same trailer for movie Frozen to see the difference.


what audio descriptions are and how they are different from captions? Play these 2 videos of the same trailer for movie Frozen to see the difference.Transcripts Transcripts allow anyone that cannot access content from web audio or video to read a text transcript instead. Transcripts provide a textual version of the content that can be accessed by anyone. They also allow the content to be searchable, both by computers (such as search engines) and by end users. Screen reader users may also prefer the transcript over listening to the audio of the web multimedia.


uters (such as search engines) and by end users. Screen reader users may also prefer the transcript over listening to the audio of the web multimedia.Audio General Information People who are deaf, hard of hearing and/or have difficulty processing auditory information can benefit from transcripts. Since they may not be able to use audio by itself, you need to make sure your audio is robust and the information and content can be conveyed in an alternative format. Transcripts convert audio into a readable text format but unlike captions, they do not necessarily display in real-time. There are three types of transcripts: basic, descriptive and interactive. Full transcripts support different user needs and is not a replacement for captioning. Why making audio accessible is important Adding transcripts to your audio-only content makes it “visible”. Transcripts allow people to read the contents of your audio at their own pace. Transcripts allow keyword searching of audio and video. Transcripts can be downloaded, printed, used offline and/or converted to braille. Students repurpose transcripts as study guides.


of audio and video. Transcripts can be downloaded, printed, used offline and/or converted to braille. Students repurpose transcripts as study guides. of audio and video. Transcripts can be downloaded, printed, used offline and/or converted to braille. Students repurpose transcripts as study guides. of audio and video. Transcripts can be downloaded, printed, used offline and/or converted to braille. Students repurpose transcripts as study guides.The text transcript should be a document that’s accessible, preferably HTML, but it can be an accessible document of another format, such as .TXT. For pre-recorded, audio-only content (ex: podcasts) transcripts are required to meet WCAG Level A standards. How to create accessible audio Create downloadable transcripts for your audio. There are three types of transcripts: Basic transcripts are a text version of the speech and non-speech audio information needed to understand the content. Descriptive transcripts include information about new scenes, settings, costumes, and “sound gags”. Interactive transcripts highlight text phrases as they are spoken. Users can select text in the transcript and go to that point in the video. This is a feature of the media player. It uses the captions file.


e spoken. Users can select text in the transcript and go to that point in the video. This is a feature of the media player. It uses the captions file.Color Contrast General Information Don't shy away from using colors but use color intelligently. Having a general understanding of color and color contrast is important to help communicate in an accessible manner. "Color is an important asset in design of Web content, enhancing its aesthetic appeal, its usability, and its accessibility. However, some users have difficulty perceiving color. People with partial sight often experience limited color vision, and many older users do not see color well. In addition, people using text-only, limited-color or monochrome displays and browsers will be unable to access information that is presented only in color." - W3C Working Group Notes Why using colors accessibly is important Choosing accessible colors for your documents and site is important. Colors affect the readability of your document and site for all users, not just those with vision impairments. The only people for whom the color choices don’t matter are those using screen readers.


nd site for all users, not just those with vision impairments. The only people for whom the color choices don’t matter are those using screen readers.nd site for all users, not just those with vision impairments. The only people for whom the color choices don’t matter are those using screen readers.nd site for all users, not just those with vision impairments. The only people for whom the color choices don’t matter are those using screen readers.Some people cannot read text if there is not sufficient contrast between the text and background. High contrast is required by some people with visual impairments, including many older people who lose contrast sensitivity from ageing. While some people need high contrast, for others — including some people with reading disabilities such as dyslexia — bright colors are not readable. They need low luminance. The WCAG 2.0 require that color combinations meet clearly defined contrast ratios. In order to meet the guidelines at Level AA, text or images of text must have a contrast ratio of at least 4.5:1 (or 3:1 for large text). How to use color accessibly Choose colors with sufficient contrast. Check the color contrast of your items to make sure they are accessible. Don’t use color as the only way to communicate information, always make sure meaning is conveyed in multiple ways. This is true for the main text of your document, links in blocks and images of text.


formation, always make sure meaning is conveyed in multiple ways. This is true for the main text of your document, links in blocks and images of text.formation, always make sure meaning is conveyed in multiple ways. This is true for the main text of your document, links in blocks and images of text.formation, always make sure meaning is conveyed in multiple ways. This is true for the main text of your document, links in blocks and images of text.In the case of links, use another identifier such as bold or underline to indicate a link verses using color alone. Run your site and documents through color contrast checkers to make sure the contrast ratio is good. To meet basic guidelines (Level AA) text must have a contrast ratio of at least 4.5:1 (or 3:1 for large text). WCAG Contrast Checker is a Firefox browser plug-in. This plug-in checks the compliance of contrast levels of foreground and background color combinations based on the requirements of WCAG 2.1. Color Contrast Analyzer is a Chrome browser plug-in. This extension allows you to analyze text color contrast problems on a webpage according to the WCAG 2 text color contrast requirements. It evaluates the page as it appears in the browser, so it is able to handle text over gradients and advanced CSS attributes. You can choose to analyze a portion of a web page, the entire visible contents of a tab, or an entire web page.


Introduction to Graduate Studies:
This guide gathers together resources that describe the project of graduate study. These materials explicitly illuminate tacit knowledge or what it often feels students are expected to know about graduate studies (from whom and how?!). #tacitPhD


A Selection of Guides and Handbooks about Graduate Education:
Calarco, Jessica McCrory. A Field Guide to Grad School: Uncovering the Hidden Curriculum . Princeton University Press, 2020.


Relevant Subject Headings:
In any catalog or database, these library subject headings might be useful to find more work: Universities and colleges -- United States -- Graduate work


Abel, Jessica. Growing Gills: How to Find Creative Focus When You’re Drowning in Your Daily Life . 2017. Belcher, Wendy Laura. Writing Your Journal Article in 12 Weeks: A Guide to Academic Publishing Success . SAGE Publications, Inc, 2009. Bolker, Joan. Writing Your Dissertation in Fifteen Minutes a Day: A Guide to Starting, Revising, and Finishing Your Doctoral Thesis . First Holt Paperbacks edition., Henry Holt and Company, 1998. Booth, Wayne C. The Craft of Research . Fourth edition., The University of Chicago Press, 2016. Jensen, Joli. Write No Matter What: Advice for Academics . The University of Chicago Press, 2017. Silvia, Paul J. How to Write a Lot: A Practical Guide to Productive Academic Writing . 1st edition., American Psychological Association, 2007. Sword, Helen. Stylish Academic Writing . Harvard University Press, 2012. Zerubavel, Eviatar. The Clockwork Muse: A Practical Guide to Writing Theses, Dissertations, and Books . Harvard University Press, 1999.


After Graduation:
Katina L Rogers. Putting the Humanities PhD to Work: Thriving in and beyond the Classroom . Duke University Press, 2020.


See also::
The CUNY History Research Guide may also be of interest, and/or Critical University Studies. Graduate Center resources for students: Student resources Student Handbook Career Planning and Professional Development Doctoral and Graduate Students' Council Grants and Funding Resources Teaching and Learning Center Teach@CUNY Handbook The Writing Center


Scholarly Communication & Publishing: Information about topics related to scholarly publishing and scholarly communication more generally.


Citations, References & Bibliographies:
Scholarly texts are full of citations (often called in-text citations or parenthetical citations ), which are brief indicators of the source of an idea or quotation. Every citation corresponds to a reference , which provides complete bibliographic information for the source (article title, journal title, etc.). References are listed together at the end of a work. This reference list can also be called a bibliography or works cited list .