Digital Humanities Now 2021

# Current Challenges in Computational Literary Studies
 
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 Christof Schöch (Trier University)
 
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slides: <a href="https://dh-trier.github.io/cls/#/">dh-trier.github.io/cls/</a>
<emph><a href="https://www.sedc.ac.in/index">International Webinar on Digital Humanities</emph> Seshadripuram Evening Degree College | 29 Jun 2021</a>
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<img height="50" data-src="img/basics/uni-trier.png">

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- Hello, everyone. 
- Thank you for the invitation to this wonderful event
- I'm very happy to be able to contribute to it.

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#### Thanks to everyone involved

* Keli Du
* Cora Rok
* Julia Dudar
* Maria Hinzmann
* Benjamin Raue
* Julia Röttgermann
* Anne Klee
* Katharina Dietz
* Moritz Steffes
* Maciej Eder
* Carolin Odebrecht
* Lou Burnard
* Martina Scholger
* Fotis Jannidis
* Antonija Primorac
* Roxana Patras
* Katja Mihurco Poniz
* and many more...

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- All of my research is very collaborative
- I'd like to acknowledge everyone's crucial contributions here.

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## Overview
1. [Computational Literary Studies](#/3)
1. [Operationalization](#/4)
1. [Metadata](#/5)
1. [Diversity](#/6)
1. [Reproducibility](#/7)

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- Before I get started with the four challenges, I would like to briefly introduce the field of Computational Literary Studies
- And I will then speak about four major, high-level challenges I see for the field
- I believe it is really important that these challenges continue to be addressed, going into the future

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## Computational Literary Studies

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### Many terms, one field? 
* Stylometry
* Literary and Linguistic Computing
* Distant Reading
* Computational Stylistics 
* Digital Literary Stylistics
* Computational Literary Studies

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- CLS has, under various names, been around since the early 1960s
- Mosteller and Wallace or Enkvist with quantitative methods of "non-traditional authorship attribution" 
- Then the big wave of "Distant Reading", in the wake of Franco Moretti 
- And what I consider the current best designation, CLS
- Not limited to style or authorship, but literary concerns more generally
- Not just digital, but computational: machine learning, statistics, quantitative approaches

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### Computational Literary Studies
<img height="500" data-src="img/cls.jpg"></img>

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- Computational Literary Studies (CLS) is a subfield of Digital Humanities concerned with using methods from Computer Science and Statistics for the investigation of literary texts. 
- CLS has a long tradition within Digital Humanities. 
- Research questions in CLS are in part those of established literary studies, in part those arising from the transposition of methods from Computer Science and Statistics into the literary domain. 
- Indeed, the four challenges are not those of literary studies, but really those of CLS itself

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## Challenge 1: Operationalization

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### What is meant by operationalization?
* Creates an explicit link between concepts and formal features 
* Makes a research question or a hypothesis computable and verifiable 
* Creates increased complexity, mainly through decomposition 
* But also makes that complexity more manageable 
* Many examples 
 * subgenres
 * canonicity
 * complexity
 * distinctiveness

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### Example: "Distinctiveness" in the *Zeta and Company* project
<img height="400" data-src="img/zeta-project.jpg"></img>
 https://zeta-project.eu/en/

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- This is a project about measures of distinctiveness
- Distinctiveness, also called "keyness" in linguistics, refers to words, or other features, that are characteristic of a group of texts when comparing it to another group of texts
- We want to model, implement, evaluate, and use measures of distinctiveness

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### Subgenres of the contemporary French novel
crime fiction (Gallimard, Série noire): <img height="180" data-src="img/serie-noire.jpg"></img>
 
science fiction (Denoël, Présence du futur): <img height="180" data-src="img/presence-futur.jpg"></img>

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- Our data is the contemporary French novel
- We focus on popular subgenres like crime fiction and science fiction
- Here you see some book covers for crime fiction and science fiction

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### What is distinctiveness?
* (Qualitative) concepts 
 * aboutness
 * salience
 * discriminativity
 * etc.
* (Quantitative) measures 
 * log-likelihood ratio
 * t-test
 * Burrows Zeta
 * etc.

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- (qualitative) concepts: 
- Aboutness: words that express the content of the subgenres
- Discriminativity: words that help distinguish between subgenres
- Salience: words that readers notice when reading novels from the subgenre
- (quantitative) measures
- log-likelihood (CL): compares frequencies across groups
- t-test (Statistics): compares frequency distibutions
- Zeta (CLS): compares the degree of dispersion of words

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### Key issue: concepts vs. measures
* How do qualitative concepts and quantitative measures relate?
* What are the key statistical properties of the measures?
* Do different measures cover different aspects of distinctiveness?
* How do you evaluate measures for specific targets? 
  * discriminativity: classification task
  * salience: (comparison with reader survey)
  * aboutness: (proportion of content words)

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- **Key issue**: 
- how do measures and concepts relate to each other?
- t-test has a bias for function words, and is related to distinctiveness
- Burrows Zeta has a bias for content words, and is related to aboutness
- How does this affect the results?
- These properties need to be established before using such measures.
- We do this through systematic evaluation with various techniques
- Note that no direct gold standard is available
- But also: how do we combine individual results, using different measures?

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## Challenge 2: Metadata

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### Why is metadata crucial? 
* Small, well-understood corpora: metadata is easy to generate, less needed 
* Large, unexplored corpora: metadata is crucial, hard to generate 
* Why is it so crucial? 
 * to know the population: sampling
 * to go beyond the known canon
 * for interpreting quantitative results

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- First wave of CLS used relatively small corpora (dozens, sometimes a few hundred texts)
- Current wave of CLS is about ever larger text collections
- First thousands, now millions of books: HathiTrust: now 17 million volumes
- So metadata also helps us do analyses beyond the canon (see challenge #2: diversity)
- (a) Without a documentation of the statistical population, you can't create representative samples 
- (b) When you can't read the documents in your corpus, you need metadata to explain results

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### Challenge of metadata
* CLS needs a complete record of literary production 
* CLS needs relevant, detailed, accurate metadata on texts 
 * author: gender, related authors, etc. 
 * setting: space, time 
 * content: themes, plot, protagonists 
 * type: subgenre 
 * properties: e.g. proportion of direct speech, narrative perspective

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- First need: complete documentation of literary production (population)
- Second need: relevant, detailed, accurate metadata on individual texts
- But: Library catalogs usually don't have these
- So we need to generate metadata ourselves! (Agenda)

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### Example: *Mining and Modeling Text*
<img height="450" data-src="img/mimotext-page.jpg"></img>
 https://mimotext.uni-trier.de/aktuelles/english

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### Generate metadata from various sources
<img height="500" data-src="img/mimotext-candide.jpg"></img>
 Example: *Candide* by Voltaire

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- from bibliographies and library catalogs
- from scholarly publications
- from primary texts

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### Wikidata for Literary History
<img height="500" data-src="img/network-of-information_01-2021_v1.png"></img>
 Example: Themes and setting of *Candide* by Voltaire

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- Then, model it as an information network
- In the form of Linked Open Data
- Goal: Wikidata for Literary History

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## Challenge 3: Diversity

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- The DH open up an opportunity for diversity
- We have the chance to base our research on more than just a few most famous works
- in CLS, this means we can better understand the dynamics of literary history
- And better understand the meaning of literature for people

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### Distant Reading for European Literary History
<a href="img/map-of-action-members.html"><img height="450" data-src="img/map-of-action-members-logo.jpg"></img></a>
 https://distant-reading.net

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- I would  like to illustrate the challenges of this in CLS by speaking about a project called "Distant Reading for European Literary History"
- The key aim of this project is to create a multilingual corpus of novels
- 100 novels from as many different European languages as we can
- At the moment, we are working on 17 different languages

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### Dimensions of diversity
* In corpus building and text analysis 
 * Literary production in multiple languages 
 * Highly-canonized and forgotten novels
 * Gender balance in authorship
 * Wide range of kinds of novels
* In the community we create 
 * Diversity of career stages
 * Gender balance
 * Researchers from less research-intensive countries

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- Here we connect with work by Katherine Bode on corpus building
- In this project, there are several dimensions of diversity that are relevant
- regarding corpus building and text analysis (name them)
- regarding the community we create in the project (name them)
- Very important to me: diversity not for the people, but with the people! 
- In this sense, this is really a "grass-roots" project
- Digitization tends to be non-diverse (!): driven by canonicity, focused on few authors

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### Key challenge: the "diversity paradox"
<a href="https://distantreading.github.io/ELTeC/"><img height="450" data-src="img/eltec.png"></img></a>
 https://distantreading.github.io/ELTeC/

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- Paradox: 
- We want to encourage a diversity of languages, including smaller literary traditions
- And we want to encourage a diverse corpus composition (women, non-canonized, early)
- But: for smaller languages, diverse composition is hard!
- So: by pushing on one side, we lose on the other side
- We need to balance both

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## Challenge 4: Reproducibility

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### The reproducibility crisis
<img height="450" data-src="img/replication_scientific-american.png"></img>
 [Roni Jackson, "Massive International Project...", 2015](https://www.scientificamerican.com/article/massive-international-project-raises-questions-about-the-validity-of-psychology-research/)

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- For years, there has been discussion of a reproducibility crisis in psychology or biomedicine
- now, it is also relevant in computational linguistics and computer science 
- For example, the NeurIPS conference now has a "reproducibility chair"
- This is also becoming highly relevant to DH and CLS
- Evidence of this is the Paper by Nan Z. Da, "The Computational Case agains CLS" (2019)

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### A typology of reproducing research
<img height="450" data-src="img/replication-typology.png"></img>
 (Schöch 2020)

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- But what does reproducible research even mean? 
- In CLS, there are lots of possible relations between previous and current researrch
- One way to get a better grip of this issue is through a typology
- We just focus on the left part (same research question)
- But the data can be similar or different; the method can be similar or diffferent
- In each configuration, there are different requirements
- But essentiallly, making data and code freely available to others is crucial

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### Consequences for CLS
* Structurally encourage and facilitate sharing of corpora and code 
* Recognize corpus design and code maintenance as scholarly work 
* Develop solutions for sharing of in-copyright materials: "derived features/formats" (e.g. Hathi Trust Extracted Feature Dataset) 
* Develop reporting standards for research 
* But also: recognize the value of reproducing research (small steps!)

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- Would love to hear from you

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## Conclusion

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### Four Challenges of CLS
1. Operationalization: "deconstruction" and reconstruction of concepts and measures 
1. Metadata: methods, and partnerships with libraries, to generate metadata for very large corpora 
1. Diversity: increase diversity in research objects and the research community; find ways out of the diversity paradox 
1. Reproducibility: enable and encourage sharing of data, code, methods

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# Thank you for your kind attention
 
 
 Twitter: <a href="https://twitter.com/christof77">@christof77</a>
 
 
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 Chair for Digital Humanities, Trier University: <a href="https://www.dh.uni-trier.de/">dh.uni-trier.de/</a>
 Trier Center for Digital Humanities: <a href="https://www.tcdh.uni-trier.de/en/">tcdh.uni-trier.de/en/</a>
 
 Licence: <a href="https://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution (CC BY)</a>, 2020. 

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