Critically Making Humanities Cyberinfrastructure

Alex Christie


Background: This writing uses the language of the z-axis and Pedagogy Toolkit projects to map diversity at the heart of new knowledge in digital spaces. Drawing on modernist models of space, the introduction argues that genuine advances in knowledge require looking past existing conceptual models to embrace a diversity of worldviews.

Analysis: This argument is then anchored in feature developments for two projects: the z-axis mapping project and the Pedagogy Toolkit project, which open the door for students with multiple literacies to discover uncharted space in the tools/projects landscape of humanities cyberinfrastructure.

Conclusion and implications: The conclusion advances concrete next steps for expanding cyberinfrastructure into such uncharted spaces, pinpointing diversity as a core mode of thought required to set these steps in motion.


Cyberinfrastructure; Diversity; Geospacial analysis; Pedagogy

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