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This course is dedicated to identifying these changes and assessing their conse- quences for literary scholarship.\nThe first third of the semester will serve as an introduction to (new) media studies, since the changes wrought by digital texts are in part the result of the ways in which they are physically distinct from dead-tree books. We’ll read some of the founding texts of media studies (McLuhan, Kittler), as well as more recent work devoted to the specific is- sues raised by digital texts and the Web (McGann, Galloway). We’ll also deal with some of the large-scale philosophical and theoretical issues brought to the fore by new media generally (Hansen, Manovich). 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But we have become no less finite beings in the last half-century, and we are still faced with the problem of many books and little time. So we have tended to treat the relatively small set of texts that we do manage to read as, if not great, then at least distinctly and importantly symptomatic of trends and tensions in the cultural situa- tions that produce them. (This practice is in fact more or less constitutive of literary and cultural theory.) Still, this is an (extraordinarily useful) accommodation to a regrettable\n2\tSyllabus, English xxx, Spring 2009\nlimitation, rather than something we desire in itself; as scholars (if not as discerning read- ers), we would prefer to read everything.\nHappily, it is now becoming possible for us to analyze and extract information from bodies of text far larger than those we can read directly. We’ll look at several examples of this work—known collectively as “digital humanities” and culled mostly from the field’s two leading journals, Literary and Linguistic Computing and Digital Humanities Quar- terly—to see how it works and what it can do for us as literary scholars. We’ll also study some of the technical aspects involved in doing digital humanities work (McCarty, Baayen), and we’ll read Franco Moretti’s influential study-cum-manifesto Graphs, Maps, Trees.\nObjectives\nThis course has three primary objectives, which can be arranged in order of increasing generality. First, it aims to provide a specific body of knowledge about digital humani- ties—what it is, how it works, and where it came from. Students who complete this course will be prepared to undertake more advanced work in this hybrid area and to begin mak- ing their own contributions to it. Second, it provides a basis for further work in the liter- ary humanities, cultural studies, and social sciences generally. 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