Due to COVID-19, the Digital Humanities Center is operating remotely until further notice. Please visit our COVID-19 page for more information.



For a sense of the expansive possibilities enabled by digital technologies, peruse these digital humanities projects created at Barnard, whether at the DHC, with colleagues at Columbia, or independently.

Digital Humanities provides an essential understanding of the ways that technology can expand the scope of research, teaching and public engagement in the humanities: accommodating data, combining disciplines, connecting thinkers, and democratizing thought in capacious ways.

Summer 2020

Writing Home

"Writing Home" is a podcast featuring contemporary cultural actors in conversation with Kaiama Glover and Tami Navarro about the experience of Caribbean diaspora. A virtual extension of their "live" Critical Caribbean Feminism events, "Writing Home" traces the geographies of resistance that ground our feminist practices of diaspora through dialogue with Caribbean feminist scholars, artists, and activists. Featured guests include Naomi Jackson, Alexis Gumbs, and Staceyann Chin. 

Creator(s): Kaiama Glover, Tami Navarro (BCRW), Rachel James (Media Center), Miriam Neptune

Summer 2020

Examining Sustainability at Barnard

Examining Sustainability at Barnard was a project conducted by the DHC’s first summer cohort. Incorporating principles from the Design Justice Network, the cohort set out to raise awareness on the technological landscape of Barnard’s campus. This interactive Scalar book examines the environmental impact of the conditions and materials of Barnard’s technology to better understand its connections to racial, gender, and class inequity. Elizabeth, Gabriela, and Miranda also imagine a more sustainable campus at Barnard based on circular economy models.

Creator(s): Elizabeth Burton, Gabriela Arredondo, Miranda Jones-Davidis (DHC Summer Cohort 2020)

Spring 2020

The Girl, The Myth, The Fanfiction

In The Girl, The Myth, The Fanfiction, Taylor Faires, the 2019-2020 Post-Baccalaureate Fellow, hopes to drive home the idea that our stories, and how we tell them, tell us a great deal about who we are. In their interactive Scalar book, fanfiction is analyzed through the lens of performance studies. The book was designed to be inclusive of the communities it analyzed in its use of accessible language, multiple pathways, and a design that channels early 2000s fansites.

Creator(s): Taylor Faires (2019-20 Post-Baccalaureate Fellow)

Spring 2020

The Golden Age of Versailles

In the many iterations of this course, Professor Laurie Postlewate has led students in explorations of the cultural significance and production of Versailles under the rule of King Louis the XIV. In collaboration with IMATS and the DHC, students of this course series have learned about web-development in weekly labs. These courses have culminated in students presenting their own websites featuring interactive maps using Glitch and StoryMapsJS. These websites drew inspiration from literature about Versailles with a consideration of the arts, architecture, music, and dance of the period.

Creator(s): Laurie Postlewate, the students of The Golden Age of Versailles, Spring 2020 (María Álvarez, Xiaoming Zhang, Sophie Battat, Brenda Huang, Antonia Bentel, Mariah Rust, Maya Corral, Carla Melaco, Camille Marchini, Elizabeth Meyer, Rachel Van Vort, and Lisa Sholomon)

Fall 2015 - Fall 2019

Worlds of Ntozake Shange

The Worlds of Ntozake Shange is a collection of student projects emerging from a two-semester Barnard course. Drawing upon the works of poet, playwright, and Barnard graduate Ntozake Shange, the Barnard Archives’ Shange collection, the archives at the International Center of Photography and the Schomburg Center for Research in Black Culture, and their own personal and creative drives students created projects that respond to and refashion the work and critical concerns of Shange and the Black Arts Movement as a whole.

Creator(s): Kim Hall, the students of The Worlds of Ntozake Shange, Fall 2015-Winter 2016 (Danielle Fox, Nicole Hines, Dania Lewis, Mei Suet Loo, Melissa Louidor, Nadia Mbonde, Kiani Ned, Oluwayemisi Olorunwunmi, Amanda Perry, Sophia Richards, Gabrielle Smith, Clarke Wheeler)

Fall 2019

Interpreting Central Park Through Centuries

For this assignment, students in the Fall 2019 course Nature, Tourism and the North American Landscape used HistoryPin to produce analyses of historical and contemporary texts and images related to the middle portion of Central Park as a tourist destination, working in small groups.

Creator(s): Elizabeth Hutchinson, students in Nature, Tourism and the North American Landscape (Blakey Bessire, Max Campbell, Bryn Evans, Virginia Girard, Amanda Hardin, Emily Hayflick, Meng-Hsuan Lee, Eric Mazariegos, Katherine McCarthy, Katie Pratt-Thompson, Elizabeth Press, Anne-Laure Razat, Sydney Sheehan, Julia Shipley, Ashley Williams, Elle Wolfley, Fran Zhao, Shuni Zhu) with the help of TA Katherine Fein and Madiha Choksi from the Barnard Library


Spring 2019

The Met in Motion

In their Scalar book project, Sylvia explores the novel persistence of opera in our increasingly digital age. The Met in Motion analyzes how opera today has continued to stay relevant in the digital age. Their project discusses topics such as representation, streaming, archive, and culture in opera. Utilizing media functions heavily and integrating audio and visual clips, Sylvia stages opera’s evolution and the abiding appeal of an institution like the Met despite the digital world.

Creator(s): Sylvia Korman (2018-19 Post-Baccalaureate Fellow)

Spring 2019

American Monument Cultures

Students in the multiple iterations of the American Monument Cultures class taught by Professor Elizabeth Hutchinson have produced projects spanning multiple technologies. With the discourse on historical representation bustling in public discussion, the course considers the origins and functions of several public monuments in NYC. Student research projects have included interactive maps and podcasts that interpret the significance of a monument's creation and ongoing presence. These podcasts were produced in the Spring 2019 American Monument Cultures course. In pairs, students worked on a monument of their choice, interpreting the significance of its creation and ongoing presence.

Creator(s): Elizabeth Hutchinson, the students of American Monument Cultures (Lauren Anuszewski, Kristin Arsenault, Aliett Buttelman, Abigael Conran, Imma Duverger, India Halsted, Cleo Li-Schwartz, Ottilie Lighte, Nicole Ostrow, Allison Salwen, Alexander Starr, Elle Wolfley) with help from Meredith Wisner and Sylvia Korman from the Barnard Library


Fall 2018

Art of Native America

For this assignment, the students in the Fall 2018 class North American Art and Culture produced pages in a Scalar book about the exhibition of this name, which was the first permanent installation of Native American art in the American Wing of the Metropolitan Museum of Art and commented on each others' posts. The assignment asked them to think about how exhibition displays make rhetorical arguments about the significance of what is on view and, in particular, how Settler Colonial museums display the cultures of internally colonized peoples.

Creator(s): Elizabeth Hutchinson, the students of North American Art and Culture (Natalie Arenzon, Peyton Ayers, Emily Berger, Aliett Buttelman, Julianne Castro, Demme Durrett, Luke Ebora, Tatjana Freund, Katherine Gallagher, Kate Gerhart, Hannah Glodell, Tanushree Goel, James Gonzalez, Rita Gonzalez, Dominique Groffman, Nina Havivi, Sam Hershgold, Danielle Hill, Cara Hudson-Erdman, Jessica Joyce, Haley Kane, Carson Kraft, Beatriz Labadan, Catherine Lemel, Shelly Lim, Emma Malenka, Elliott Morelli, Ethan O'Neal, Elise Peters, Brigid Riedy, Ivanna Rodriguez, Allison Salwen, Tuesday Smith, Wenxi Song, Audrey Ussery) with the help of TA Katherine Fein and Madiha Choksi from the Barnard Library

Spring 2018

The View from Ginling

The View from Ginling is an ongoing project to digitize and present via student-created online exhibits the papers of Matilda Calder Thurston (1875-1958), a missionary and graduate of Mount Holyoke College who in 1915 founded Ginling College, women’s college in Nanjing. The View from Ginling uses digital tools to tell Ginling’s story, a story of political upheaval in early 20th century China, and to transform and decolonize the archive and the traditional missionary narrative.

Creator(s): Gale Kenny, the students of Religion in the Archive Spring 2018 (Athena Abadilla, Kristen Akey, Sarah Ambrose, Sarah Barlow-Ochshorn, Sarah Broniscer, Juliana Clark, Jessica Cruz, Elayna Gleaton, Nina Havivi, Ariella Napoli, Alice Noah, Willa Smith, Helyn Steppa, Angela Xia), site designer/technologist Corey Tegeler

Spring 2018

Jacob Lawrence's Harlem

“Jacob Lawrence's Harlem” is a three-part digital exhibition created by students working with images produced in Harlem in the 1930s by neighborhood residents and socially-conscious reformers. It was created in a course celebrating the centennial of the birth of Jacob Lawrence, whose revolutionary images gave visual expression of the experiences of Harlemites at home, at work and at play. Students combined close visual analysis, historical research and an engagement with written documents from the time to produce exhibitions on the themes of their choosing.

Creator(s): Elizabeth Hutchinson, the students of Jacob Lawrence's Harlem Spring 2018 (Mar Alvarez, Paige Berlin, Jocelyn Cheng, Kaitlin Coyle, Christine Forbes, Kumi Hinson, Louisa Mascuch, Halima Mossi, Charlotte Oswald, Sydney Pickins, Paloma Raines, Ashna Shome, Jacqueline Tavs, and Sadie Yudkin) with the help of Meredith Wisner from the Barnard Library and Abby Lee from IMATS.

Spring 2015


"Queering Hispaniola" was produced by students of Professors Glover and Horn’s Spring 2015 Transnational Hispaniola colloquium for Africana Studies. The project investigates and creates a timeline of activism, public opinion, state discourse, and secondary literature on queer and non-normative sexualities and gender identities in Haiti and the Dominican Republic, creating, historicizing, and analyzing a dialogue between heteronormative, hegemonic forces on the island of Hispaniola and the LGBTIQ voices responding and reacting.

Creator(s): Kaiama Glover; Maja Horn; Zachary Etheart, Karina Jougla, Salma Nakhlawi & Nichelle Watkins (students), Alex Gil (Columbia digital studies coordinator)

Spring 2015

Golden Age of Versailles: "Parquet to Parterre"

"From Parquet to Parterre" is a video lecture that explores the relationship between the highly ordered geometric forms of Baroque social dance and the correspondingly geometrical garden designs of the same period. Augmenting Ms. Turocy’s lecture on dance and garden design at Versailles and the philosophical, moral, and social functions of both art forms in 17th/18th century France are demonstrations by both professional dancers of her company and student dancers from Barnard, as well as visual juxtapositions of Versailles’ dances with its gardens.

Creator(s): Laurie Postlewate, Catherine Turocy (artistic director of NY Baroque Dance Company), members of the New York Baroque Dance Company, Barnard student dancers