Pudom Lindblad, Tressie McMillan Cottom, and T-Kay Sangwand, with Anastasia Salter as moderator.

One constant exists with humanity is wherever people have extended their domains, they have built structures. From the early humans leaving wood structures, to Egyptian pyramids, to the palace at Versailles, to the Tokyo Tower, and to Eero Saarinen's TWA Terminal at New York's John F. Kennedy International Airport, humans have erected structures as a mark of civilization at a particular moment. While each of these structures conveys information about the society that constructed them, only the most recent have living representatives to testify to the thoughts of the community when they were erected.

Building a digital book is a process in which the author must do the scholarly work of an extended article or monograph plus the application work of building a website, app, or other kind of interactive system to display the scholarship. Like many digital humanities projects, building a digital book can take a team effort.

In conducting research, digital humanists find themselves in two competing worlds. We are at once citizens of a traditional academic community with established structures for conducting research, publishing results, and securing employment, and at the same time, reside in a digital community that thrives on innovation.

This panel showcases four perspectives on hard problems in the humanities that can be found in Juul's (2011) "half-real" domain of video games, a medium that blends real rules with fantasy settings. Speakers will describe how they identified such problems dealing with assessment, art, ethics, and culture and will discuss projects that highlight unique issues in humanities gaming and provide ideas about how to identify challenges and solve problems in future work.

Spenser's Faerie Queene is a British epic of paramount significance to the history of Britain. The knights and ladies that inhabit its pages experience perilous difficulties and arduous tasks as they traverse the broad territory of Fairyland and beyond. Considering its importance to history and to literature, we embarked on an arduous journey ourselves to attempt to map the multifarious locations wherein the events of the book take place.

Presentations include:

• Bernie Sanders' Dank Memes: Digital Humanities and Political Activism (Rachel Winter)
• SNCC Digital Gateway: Learn from the Past, Organize for the Future, Make Democracy Work (Kaley Deal)
• News Literacy: Applications for the Classroom and Beyond (Kendra Auberry)
• Tagging for Justice: Challenging Hegemonic Object Description through Participatory Metadata Creation (Pamella Lack and Annie Chen)

Presentation include:

• Surrealist (Video) Games (Eric Murnane)
• Gay Eroticism as Game Mechanic in Cobra Club (Michael Deanda)
• Engines of Power: Anti-Queer Ontologies in Simulation Software (James Malazita)
• "Comments Must Contribute": How r/NoSleep's Community Guidelines Foster Interactions in their Fictions (Emily Hensley)
• Roleplaying the Mythos but not the Lovecraft: A Visual Analysis of the Cthulhu Mythos in Horror Roleplaying Games (James Cosper, Brigid Brockway and Barbara Martinson)

Presentations include:

• Automated Technology and the Trouble with (Zachary Mandell)
• The Possible Worlds of Reading and Virtual Embodiment in Digital Humanities: Why Reading is not being 'Re-Made' in the Technological Era (Danielle Farrar)
• The Influence of Digital Technology on Music Creation by Electronic Musicians (Jaehoon Choi and Norman Makoto Su)
• STEManism: Current and Future Horizons of Interdisciplinary Collaboration between the Humanities, Digital Humanities, and STEM (Alex Ayris, Richard Paris and Haley Adams)
• A Cultural Scripts and Prototype Theory Approach to Studying the Digital Humanities in Different International and Intercultural Contexts (Kirk St. Amant)
• A Database for Embodied Technology (Andrew Iliadis and Isabel Pedersen)

Presentations include:

• How to See Big Ideas: Visualizing HASTAC (Christopher Foley)
• Performativity 3.0: Data Role-Play and the Politics of Post-Digital Identity (William Lewis)
• #Womensmarch and #Marchademujeres: A Bilingual Study Visualizing Social Justice Activism on Twitter (Jennifer Byron)
• Methods of Integrating Social Media Platforms and Critical Media Studies into Undergraduate History Classes (David Morton)

The growth of digital scholarship in the humanities and social sciences has opened new methodological, pedagogical, and ethical horizons for undergraduate research: there are new tools to use and teach, new archives to approach with a transformative critical lens, and new commitments to ethical collaboration on the many types of labor and expertise that digital projects entail. At the same time, digital scholarship is likely to be funded and staffed contingently, with the most funding and prestige likely to gravitate toward large research-driven institutions. In this fertile and fraught environment, how can we create meaningful critical digital scholarship experiences for students at small undergraduate institutions? We propose a roundtable of digital scholarship program coordinators in undergraduate liberal arts settings to share practices, experiences, and open questions. Our programs demonstrate a range of approaches to recruitment, compensation, curriculum, and funding. By sharing and comparing the origins and goals of our programs, we will outline a number of ways that the possible world of students as full collaborators in digital scholarly research and pedagogy can begin to be realized. Some of the questions we anticipate opening include: how do we build sustainable programs in this field? What is more motivating to students: being paid or being supported in independent research or receiving academic credit? How do we structure training, learning, and feedback to make these programs valuable for students? How do we balance the roles of supervisor, mentor, and collaborator? How do we get good work done while striving for ethical and sustainable practice?

This proposed roundtable session of 5 speakers tackles the question of how digital humanities can pave the way toward a more inclusive and interdisciplinary future of research, learning, and teaching. By challenging ethnocentric monoculturalism – understood as the unconscious or conscious "valuing of one's ethnic/cultural group over others" and the "belief in one 'right' culture," this panel explores various entry points to support and develop intercultural competence.

For this panel discussion we will discuss two e-poetry projects that piece together moments of pattern and randomness to create new digital poetic works. In addition to presenting these projects for discussion, we hope to engage the audience in an embodied understanding of how pattern and randomness operate in projects such as these.

In what ways can digital technologies exacerbate or challenge extant power hierarchies both in the classroom and in the world beyond the classroom? How can digital technologies empower historically-silenced and excluded students? In this interactive session, six panelists will share some answers to these questions drawn from our own experiences as feminist scholars and educators.

The proposed workshop "Strategies for Creating Programs for Paid Student Internships/Assistantships in the Digital Humanities" will provide case studies of programs that have implemented and refined programs for student internships and assistantships in the Digital Humanities.

Games have much to learn from craft, and vice versa. Craft is collaborative, open-ended, creative, meditative, and often focus on visual aesthetic goals. Games can be competitive, strategic or luck-based, and focus on player engagement. This workshop aims to bring these communities closer together by looking at the similarities and differences between craft-play and game-play.

We propose a roundtable submission that focuses on drawing connections between participatory research and design approaches and the work of digital humanities. We will take as our case study the development of the Participatory Research and Design Network (PRDN), an informal, interdisciplinary network made of scholars and practitioners who work in the area of participatory research and design.

In a recent panel discussion Edwanna Andrews, Director of University of Central Florida's Center for Social Justice and Advocacy, spoke of the continued feeling of 'otherness' felt by the minority students with whom she works. While UCF is a diverse student body, the safety and inclusion of all students continues to be of greater importance, as evidenced by the posting of Anti-Semitic literature in residence halls in November 2015. "I Am UCF" is an initiative that databases personal digital narratives reflecting and celebrating the diversity on UCF's campus to combat such oppressive and marginalizing acts. The project fuses together writing, digital media, and theatre to help students develop their narratives.

We will run a three hour workshop in which we teach 10 students how to "break open" a quantified-self device. You will learn how QS devices work, how they communicate with your computer or mobile device, what tools we can use to try to intercept these communications, and—most importantly—how an exercise such as this can be valuable in the classroom.

Deriving from the Latin curare, meaning "to care," according to Merriam Webster (2016), a curator is the "person who is in charge of the things in a museum." While the job of curator is indeed one that requires formal training and preparation, the word has been liberated from its contextual home within the museum and has become mainstreamed and democratized, now referring to the control and care that we have over our arts, media, and culture in the 21st century.

The field of fan studies has a long history of using traditional humanistic tools on digital objects, and recent years have seen the beginnings of a strand of research using technological tools to humanistically examine fans and fandom. The issue of method is somewhat fraught in this field, as in many others, with arguments about whether inquiry should be framed around texts, or metadata, or human subjects, or all of the above.

How do you read an ancient vase? What can a ceramic object and its decoration tell us about the people who made and used it more than two millenia ago? Such questions have occupied scholars of Greek figure-decorated pottery throughout the 20th and 21st centuries.

In her essay "This is Why We Fight': Defining the Values of the Digital Humanities," Lisa Spiro calls upon DH scholar-practitioners to identify shared values -- collaboration, experimentation, open access, etc. -- that define the field and unite its diverse communities of practice. This panel will examine the critical application of DH tools and values to a federally funded project -- The Veterans Legacy Program -- from the diverse scholarly, pedagogical, and administrative perspectives of its stakeholders.

At HASTAC 2016 we took part in a Wearables and Tangible Computing Research Charrette, where "charrette" was used in order to signal a session that was collaborative and participatory with the goal of shaping and extending how we engage with concepts around wearable technologies. We are now proposing for HASTAC 2017 a workshop on the same topics.

This project demonstration centers on the ethos and work of Bard College's Digital History Lab (https://eh.bard.edu/dhl/), founded under the auspices of Bard's Experimental Humanities Program in 2016 with the support of a Mellon Foundation Digital Humanities grant.

Illuminating Serious Games through Procedural Rhetoric: Re-Mission (Emily Johnson and Rudy McDaniel)

Making the Case for Online Video Instruction: Innovating the Educational Future (Kenneth Hanson and Emily Johnson)

This roundtable showcases digital mapping projects completed by Grinnell College students in an upper-­‐level seminar entitled, Early Modern Transnational Encounters.

Since the 1990s, translation has been considered as a "cultural political practice that might be strategic in bringing about social change" (Venuti, 2004). Authors such as Spivak (1992), Appiah (1993), Brisset (1996), and Harvey (1998), have highlighted the importance of alterity and cultural otherness in translation practices. Of particular interest is Appiah's (1993) concept of thick translation, which locates "the text in a rich cultural and linguistic context" by way of annotations and glosses.

(Un)natural Disaster: Depicting Racialized Responses to the 1928 Hurricane (Christina Boyles)

Honoring the Dead—A Digital Repository of Documents Related to the Canton Asylum for Insane Indians 1903-1934 (John Nelson and Stacey Berry)