Lab Session: Digital Humanities

 This blog presents a reflection on the learning activities assigned by Prof. Dr. Dilip Barad sir  in the course of Digital Humanities. The central focus of the task was to consider the question, “Can a computer compose poetry?” as discussed by Oscar Schwartz. In addition to this, I engaged with various digital tools that demonstrate the relationship between literature and technology.

                             Laboratory Session on Digital Humanities

In this blog, I share my experience of taking a test designed to identify whether a poem was written by a human or generated by a computer, engaging with the CLiC Dickens Project and Activity Book, and exploring Voyant Tools such as Cirrus, Links, Dreamscape, and Phrases. Through these activities, I aim to reflect not only on the knowledge I gained but also on how these digital tools have shaped my understanding of literature and creativity. The purpose of this blog is to document both my personal and academic growth, and to illustrate how digital approaches can enrich the study of traditional literary texts.

Test photo :

3. CLic Activity Book - 

The CLiC Project (clic.bham.ac.uk), developed at the University of Birmingham, has significantly reshaped contemporary approaches to literary study. It offers access to an extensive digital corpus of texts, primarily nineteenth-century novels, and allows users to conduct sophisticated linguistic searches. Through this tool, one can identify recurring patterns, thematic structures, and characteristic expressions across individual works or across multiple novels, thereby providing new perspectives on literary language, narrative technique, and stylistic features.

Learning Outcomes :

When I initially engaged with the CLiC Dickens Project activity, I found it challenging to derive meaningful results from the texts. Although I attempted to navigate the tool independently at first, I was unable to produce any significant outcomes.

After encountering difficulty, I sought assistance from ChatGPT, where I asked step-by-step questions to understand the process more clearly. Through this guidance, I learned how to input search terms, identify recurring linguistic patterns, and interpret the results effectively. By carefully following the instructions, I gradually developed a clearer understanding of how the tool operates. I was able to observe how specific words and phrases recur throughout Dickens’ works and how their meanings shift depending on the context.

This experience introduced me to a new and engaging method of studying literature, and completing the activity gave me a sense of achievement. Although the process was initially challenging, it ultimately proved to be highly valuable for my study of literature.

Voyant Tools and Frankenstein :

The final activity proved to be the most engaging. Using Voyant Tools (voyant-tools.org), I generated visual interpretations of literary data. I selected Mary Shelley’s Frankenstein as the primary text and applied five different modes of graphical analysis.

These included:

* Word cloud visualizations highlighting dominant themes.

* Trend analyses displaying the frequency of specific words across chapters.

* Collocation graphs that revealed relationships between key terms

* Distribution charts showing how central motifs occur throughout the text.

* Contextual network maps linking major characters with associated concepts.

This digital experiment illustrated how visualization can significantly enhance literary interpretation. Notably, words such as monster, creation, and science appeared with marked frequency, reaffirming the thematic emphasis on human ambition and its far-reaching consequences.

Learning Outcomes :

Through these activities, I gained several important insights :

Understanding the Role of Digital Tools

I learned how digital platforms such as the CLiC Dickens Project and Voyant Tools can be used to analyze literary texts in more systematic and data-driven ways.

2. Critical Interpretation Skills:

I developed the ability to observe patterns in language, themes, and stylistic choices by using visual and linguistic analysis tools.

3. Enhanced Literary Appreciation :

By comparing human-written and computer-generated poetry, I deepened my understanding of creativity, originality, and authorship in literature.

4. Technical Skill Development:

I acquired practical experience in using digital interfaces such as word clouds, collocation graphs, and contextual networks to interpret literary works.

5. Growth in Independent Learning:

I learned how to overcome challenges by seeking guidance, asking questions, and experimenting with new methods, which strengthened my confidence in digital research.

Thank you....