Scholars have experienced information overload for more than a century [Vickery, 1999] and the problem is just getting worse. Online access provides much better knowledge discovery and aggregation tools, but these tools struggle with the fragmentation of research communication caused by the rapid proliferation of increasingly specialized and overlapping journals, some with decreasing quality of reviewing [Schultz, 2011].

Wikimania in Africa - an opportunity for engaging communities of researchers, practitioners and WikimediansDaniel Mietchen

A policy level helping hand to deal with research softwareStephan Janosch, Jürgen Fuhrmann, and Björn Brembs

FORCE2017-5Metadata 2020: Advancing the Maturity ModelGinny Hendricks, Cameron Neylon, and John Chodacki

Changing scholarly communication through a greater understanding of academic career incentivesJuan Pablo Alperin

Making Open Citations workStephanie Dawson

Are we ready for a Scholarly Commons?Maryann Martone, Fiona Murphy, Bianca Kramer, Jeroen Boseman, Daniel O'Donnel, Ian Bruno, Chris Chapman, Bastien Greshake, Robin Champieux, and Nate Jacobs

FORCE2017-11Unlocking references from the literature: The Initiative for Open CitationsDario Taraborell

FORCE2017-35(GO)FAIR--Annotations as Research Objects: Ensuring Findable, Indexable, Accessible and ReusableHeather Staines, Francesca Di Donato, Jennifer Lin, and Maryann Martone

FORCE2017-105Ubiquitous Open Access: Changing culture by integrating OA into user workflowsJason Priem, Heather Piwowar, and Don Sechler

Bianca Kramer

John Choacki

Sünje Dallmeier-Thiessen

Lyubomir Penev

FORCE2017-55A Science-Based Writing Across the Curriculum ProgramEric Jandciu

FAIR principles in practice at the ENCODE data portal

Martin Fenner

Open Knowledge Maps - A Visual Interface to the World's Scientific KnowledgePeter Kraker

Discover Soacial Science DataBrigitte Hausstein

The G20 went further in the 2016 Hangzhou summit by endorsing the FAIR Principles by name [8].

A gentle introduction to studying digital humanities, and into the digital humanities community in general, was the beginner workshop group entitled “Digitization Fundamentals and Their Application.” The focus of this workshop was to develop a functional knowledge of different methods of acquiring, refining, processing, and utilizing information pertaining to artefacts, aural or visual, static or animated. The course outlined how to plan successful digitization projects, develop an organizational structure to manage large caches of data, select appropriate devices and formats for input, and create platforms for display and dissemination of output. Each day was dedicated to a specific element of digitization - usually a medium, such as audio or video, but occasionally on a form of output, such as how to host digitization projects on the web. The mornings were generally spent acquiring the foundational knowledge needed to plan and implement a digitization project in that day’s medium, and in the afternoons participants were given free access to a wide range of equipment to help put the morning’s fundamentals into practice. This workshop allowed participants to practice digitization both in the lab and in the wild, as they were able to choose to work within one of the University of Victoria’s well-appointed computer labs or take equipment to a nearby site of their choice, such as the University of Victoria’s McPherson Library and its rare book room.

ese courses are the core of the DHSI curriculum, offering students the opportunity to learn in small, collegial groups at the beginner, intermediate, and advanced levels - and indeed offering faculty the opportunity to be students again for a week. That levelling spirit is reinforced by other aspects of the Institute which bring the various courses together. At the beginning and end of each day, all DHSI participants attend plenary lectures by leading practitioners in the field, which brings all participants together in the same room to consider questions that all digital humanists face (such as the nature of the academic job market, or lessons to be learned from particular projects). In recent years the morning lectures have showcased short presentations by graduate students in the field, a symptom of how student-driven the field has become even during the seven years since the DHSI began.

eek-long event that has run every spring since 2004, the DHSI combines the best aspects of a skills workshop, international conference, and summer camp. Participants spend five days attending plenary lectures and pursuing their own projects in courses on topics such

The Digital Humanities Summer Institute and Extra- Institutional Modes of Engagement