Tag Archives: undergraduate research

Is Twitter Destroying the English language?

Coming out of the NITLE seminar on Undergraduate Research in Digital Humanities, my title question was one of the more interesting questions on my mind.  Janis Chinn, a student at the University of Pittsburgh, posed this question as a motivation for her research on shifts in linguistic register on Twitter.  I’m a recent convert to Twitter and see it as an interesting communication tool, but also an information network aggregator.  I don’t really worry about whether twitter is eroding my ability to write traditional academic prose, but then, I’ve inhabited that prose for so long its more the case that I can’t easily adapt to the more restrictive conventions of twitter.  And while I do think students are putting twitterisms in their papers, I don’t take this as specifically different than the tendency of students to use speech patterns as the basis for constructing their papers, and not recognizing the different conventions of academic prose.  So twitter poses some interesting issues, but not issues that strike me as different in kind from other kinds of language uses.

I gather from the website for her project that Janis is only at the beginning of her research and hasn’t developed her findings yet, but it looks like a fascinating study.  Part of her description of the work is as follows:

Speakers shift linguistic register all the time without conscious thought. One register is used to talk to professors, another for friends, another for close family, another for one’s grandparents. Linguistic register is the variety of language a speaker uses in a given situation. For example, one would not use the same kind of language to talk to one’s grandmother as to your friends. One avoids the use of slang and vulgar language in an academic setting, and the language used in a formal presentation is not the language used in conversation. This is not just a phenomenon in English, of course; in languages like Japanese there are special verbs only used in honorific or humble situations and different structures which can increase or decrease the politeness of a sentence to suit any situation. This sort of shift takes place effortlessly most of the time, but relatively new forms of communication such as Twitter and other social media sites may be blocking this process somehow.

In response to informal claims that the current generation’s language is negatively affected by modern communication tools likeTwitter, Mark Liberman undertook a brief analysis comparing the inaugural addresses of various Presidents. This analysis can be found on University of Pennsylvania‘s popular linguistics blog “Language Log”. Remarkably, he found a significant trend of shortening sentence and word lengths over the last 200 years. My research, while not addressing this directly, will demonstrate whether using these services affects a user’s ability to shift linguistic registers to match the situation as they would normally be expected to.

Fascinating question in and of itself. I think on some level I’ve always been deeply aware of these kinds of shifts.  As I kid when my parents were missionaries in New Guinea, I would speak with an Aussie accent while I was with kids at the school across the valley, which shifting back in to my Okie brogue on the mission field and in my house.  And as I made my way in to academe my southern and southwesternisms gradually dropped away with a very few exceptions–aware as I was that my accent somehow did not signal intelligence and accomplishment.  Mockery of southern white speech remains a last bastion of prejudice in the academy generally.  I don’t think these are the kinds of register shifts Janis is looking at, but same territory.

I’m also more interested in the general motive questions.  If we could prove that Twitter inhibited the ability to shift registers, would that count as destroying or damaging the language in some sense?  If we could demonstrate that Twitter was leading people to use shorter and shorter sentences–or to be less and less able to comprehend sentences longer than 160 characters.  Would this signal an erosion in the language.  We must have some notion that language can be used in more effective and less effective ways since we are all very aware that communication can fail abysmally or succeed beyond our hopes, and usually ends up somewhere in-between.  Does the restricted nature of Twitter limit or disable some forms of effective communication, while simultaneously enabling others.  These are interesting questions.  I’m sure more intelligent people than I am are working on them.

Takeaways–NITLE Seminar: Undergraduates Collaborating in Digital Humanities Research

Yesterday afternoon at 3:00 about 30 Messiah College humanities faculty and undergraduates gathered to listen in on and virtually participate in the NITLE Seminar focusing on Undergraduates Collaborating in Digital Humanities Research.  A number of our faculty and students were tweeting the event, and a Storify version with our contributions can be found here.I am amazed and gratified to have such a showing late on a Friday afternoon.  Students and faculty alike were engaged and interested by the possibilities they saw being pursued in undergraduate programs across the country, and our own conversation afterwards extended for more than a half hour beyond the seminar itself. Although most of us freely admit that we are only at the beginning and feeling our way, there was a broad agreement that undergraduate research and participation in Digital Humanities work was something we needed to keep pushing on.

If you are interested in reviewing the entire seminar, including chat room questions and the like, you can connect through this link.  I had to download webex in order to participate in the seminar, so you may need to do the same, even though the instructions I received said I wouldn’t need to.  My own takeaways from the seminar were as follows:

  • Undergraduates are scholars, not scholars in waiting.  If original scholarship is defined as increasing the fund of human knowledge, discovering and categorizing and interpreting data that helps us better understand human events and artifacts, developing tools that can be employed by other scholars who can explore and confirm or disconfirm or further your findings, these young people are scholars by any definition.
  • Digital Humanities research extends (and, to be sure, modifies) our traditional ways of doing humanities work;  it does not oppose it.  None of these young scholars felt inordinate tensions between their traditional humanities training and their digital humanities research.  A student who reviewed a database of 1000 Russian folks tales extended and modified her understanding arrived at by the close reading of a dozen.  Digital Humanities tools enable closer reading and better contextual understanding of the poet Agha Shahid Ali, rather than pushing students away in to extraneous material.
  • Many or most of these students learned their tools as they went along, within the context of what they were trying to achieve.  I was especially fascinated that a couple of the students had had no exposure to Digital Humanities work prior to their honors projects, and they learned the coding and digital savvy they needed as they went along.  Learning tools within the context of how they are needed seems to make more and more sense to me.  You would not teach a person how to use a hammer simply by giving them a board and nails, at least not if you don’t want them to get bored.  Rather, give them something to build, and show or have them figure out how the hammer and nails will help them get there.

I’m looking forward to the Places We’ll Go.

More Undergraduate Research in the Digital Humanities

This afternoon the School of the Humanities at Messiah College will be connecting to the NITLE Symposium on Undergraduate work in the digital Humanities. Messiah College is currently considering making the development of undergraduate research, and especially collaborative research between faculty and students, a central theme of our next strategic plan.  Like many colleges and universities across the country, we are seeing undergraduate research as a way of deepening student learning outcomes and engagement with their education, while also providing more and better skills for life after college.

The push toward student research has some detractors–Andrew DelBanco and Geoffrey Galt Harpham among them–but I’ll blog at some other time about my disagreement with them on liberal arts grounds.  I’ve been on record before as to how I think Digital Humanities is a (or THE) way to go with this effort within my own disciplines.  I was glad to receive the video below from Adeline Koh at Richard Stockton College, chronicling the achievements of the RE:Humanities conference at Swarthmore.  A nice overview of the conference.  If you look closely and don’t blink there’s a couple of shots of my colleagues, Larry Lake, and one of me apparently typing away distractedly on my iPad.  Although perhaps I was tweeting and achieving a transcendent level of attention and interaction without really having to listen.  🙂

This afternoon, the School of the Humanities here at Messiah College is going to consider some more whether and how Digital Humanities might be applicable to our situation by participating in the NITLE symposium on this topic at 3:00.