e-ISSN 2724-3923
magazén
Vol. 1 – Num. 2 – Decembe 2020
143
Ci a ion Heinisch, B. (2020). “Ci izen Humani ies as a Fusion
o Digi al and Public Humani ies?”. magazén, 1(2), 143-180.
DOI 10.30687/mag/2724-3923/2020/02/001
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Submi ed 2020-07-17
Accep ed 2020-10-27
Published 2020-12-22
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©2020 | cb C ea i e Commons A ibu ion 4.0 In e na ional Public License
Edizioni
Ca’Fosca i
Edizioni
Ca’Fosca i
Ci izen Humani ies as a Fusion
o Digi al and Public Humani ies?
Ba ba a Heinisch
Uni e si ä Wien, Ös e eich
Abs ac Digi al and public humani ies ha e gained a oo hold in academia, bu e y
li le is known abou ci izen humani ies, which is e e ing o he engagemen o he
gene al public in schola ly esea ch. Al hough he e m is new, public pa icipa ion in he
humani ies, ei he as he ci izens’ con ibu ion o in ellec ual e o o knowledge o aca-
demic esea ch, o as he con ibu ion o esou ces and ools, looks back on a long adi-
ion. The ci izen humani ies ange om he c ea ion o dic iona ies, he ansc ip ion
and anno a ion o his o ical eco ds o he decoding o ancien Egyp ian papy i. While
he digi al humani ies p o ide he ci izen humani ies wi h da a, ools and echniques,
he public humani ies o e he means o engaging di e se publics in esea ch ac i i ies.
A e embedding he ci izen humani ies heo e ically in he esponsible esea ch and in-
no a ion pa adigm, his pape will illus a e how digi isa ion and public in ol emen laid
he ounda ions o oday’s ci izen humani ies. Wi h a ocus on he usion o digi al and
public humani ies in ci izen humani ies, his pape will demons a e he mu ual in lu-
ence on p ac ices (o esea ch). This in luence is no only e lec ed in he app oaches o
esea ch, analysis, communica ion, and dissemina ion bu also in he ci izen humani ies’
no el ways o knowledge co-p oduc ion.
Keywo ds Responsible esea ch and inno a ion. Thi d mission. C owdsou cing. Pub-
lic pa icipa ion in esea ch. Pa icipa o y esea ch. Ci izen science. Public engagemen .
Summa y 1 In oduc ion. – 1.1 Ci izen Science. – 1.1.1 Ci izen Humani ies. – 1.1.2
Rela ed app oaches. – 1.1.3 Long adi ion. – 1.2 Digi al Humani ies. – 1.3 Public
Humani ies. – 1.4 Digi al Public Humani ies. – 1.5 Thi d Mission. – 1.6 Responsible
Resea ch and Inno a ion. – 2 Analysis. – 2.1 E hics. – 2.2 Gende Equali y. – 2.3 Open
Access. – 2.4 Science Educa ion. – 2.5 Public Engagemen . – 2.6 Go e nance. – 3 Case
S udy. – 4 Discussion. – 5 Conclusion.
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1 In oduc ion1
The humani ies a e subjec o con inuous change. As di e se as he
b oad spec um o disciplines i encompasses, anging om philos-
ophy, his o y, a chaeology o li e a u e and ancien and mode n lan-
guage, a e he opics unde in es iga ion and he me hods and ech-
nologies applied. Unde he umb ella o he humani ies, di e en
o ms o s udy human cul u e ha e eme ged, such as he digi al hu-
mani ies o he public humani ies.
While he digi al and public humani ies ha e gained a oo hold in
academia, e y li le is known abou ci izen humani ies, which is e-
e ing o he engagemen o membe s o he public in schola ly e-
sea ch. Al hough he e m is new, he concep o public pa icipa ion
in he humani ies and in ac i i ies o cul u al he i age ins i u ions
is old. Membe s o he public ha e con ibu ed hei esou ces, e -
o and knowledge o academic esea ch o ini ia ed esea ch hem-
sel es also in he pas . Pa icipan s in p ojec s o he ci izen human-
i ies o o cul u al he i age ins i u ions con ibu e o he c ea ion o
dic iona ies, he ansc ip ion and anno a ion o his o ical eco ds
o he decoding o ancien Egyp ian papy i.
Bo h he digi al humani ies and he public humani ies con ibu ed
o he de elopmen o he ci izen humani ies. Digi alisa ion and pub-
lic in ol emen laid he ounda ions o oday’s ci izen humani ies,
impac ing p ocesses, app oaches, and p ac ices o esea ch in his
wide ield being conside ed a usion o digi al and public humani-
ies. While he digi al humani ies p o ide he ci izen humani ies wi h
da a, ools, echniques and in as uc u es ha do no only acili a e
humanis ic inqui y bu also communica ion and collabo a ion wi h
di e en ac o s, he public humani ies o e he means o communi-
ca ion and ways o engaging di e se publics in esea ch ac i i ies.
The ci izen humani ies a e no only in luenced by bu do also exe
impac on he digi al and public humani ies. This mu ual in luence is
cha ac e ised by he ma e ials collec ed o analysed, he me hods ap-
plied, he media o (knowledge and da a) ep esen a ion and he ways
o collabo a ion (be ween esea che s and ci izens). The ci izen human-
i ies hus can lead o mu ual exchange and knowledge co-p oduc ion.
In o de o iden i y he con ibu ions o he digi al and public hu-
mani ies o he ci izen humani ies and o iden i y he aspec s ha
shaped he usion o digi al and public humani ies in ci izen human-
i ies, he hi d mission pa adigm, he pilla s o esponsible esea ch
and inno a ion and a ci izen linguis ics case s udy a e used as he
basis o analysis. This wo k will gene a e esh insigh in o he com-
1 This esea ch was pa ially suppo ed by he Aus ian Science Fund (FWF): TCS
57G. Thanks also go o he anonymous e iewe s.
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monali ies o he public humani ies and he digi al humani ies wi h
he ci izen humani ies and hei in e ela ions wi h esponsible e-
sea ch and inno a ion. Ne e heless, his s udy is unable o encom-
pass he en i e sphe e o public humani ies, digi al humani ies and
he long adi ion o collabo a ion be ween academia and membe s
o he public, anging om di e en echnologies and me hods o di -
e en sub-disciplines, such as public his o y o public a chaeology.
This pape i s gi es a b ie o e iew o he eme gence o he ci i-
zen humani ies be o e aligning he co e aspec s o he public human-
i ies (PH) and digi al humani ies (DH) wi h he ci izen humani ies.
The e m ‘ci izen humani ies’ has come o be used o e e o “ci i-
zen ‘science’ in he humani ies” (Heinisch e al. o hcoming). Since i
is de i ed om he no ion o ‘ci izen science’, i is impo an o shed
some ligh on ci izen science be o e p oceeding o elabo a e on he
ci izen humani ies.
1.1 Ci izen Science
Se e al de ini ions o ci izen science (CS) ha e e ol ed. Acco ding o
he Whi e Pape on Ci izen Science o Eu ope, ci izen science is ba-
sically unde s ood o mean he “gene al public engagemen in scien-
i ic esea ch ac i i ies when ci izens ac i ely con ibu e o science
ei he wi h hei in ellec ual e o o su ounding knowledge o wi h
hei ools and esou ces” (Se ano Sanz e al. 2014, 8). In e es ing-
ly, “public engagemen ” is men ioned in he Whi e Pape ’s de ini ion,
which is also one o he pilla s o esponsible esea ch and inno a-
ion, which will be discussed la e .
In o he wo ds, CS can also be desc ibed as science done by peo-
ple (Sil e own 2009, 470), i.e. non-p o essional academics engage
in scien i ic in es iga ions and ask ques ions, collec o analyse da a
o in e p e esul s (Mille -Rushing e al. 2020, 17). This means ha
being a olun ee in a medical ial o esponding o a social science
su ey do no quali y as CS (Haklay 2013, 2).
CS anges om “la ge-scale da a collec ion” o “engaging public
pe spec i es and knowledges in science discou se and policy mak-
ing” (Shi k e al. 2012, 26). Thus, he unde s anding o CS is a he
b oad, anging om c owdsou cing o pa icipa o y ac ion esea ch.
While he e m ‘ci izen science’ is a he new, he unde lying con-
cep is old. Membe s o he public wi hou p o essional aining in
he ield o esea ch ha e been con ibu ing o science o cen u ies.
Ei he membe s o he public ca ied ou academic in es iga ions
independen ly o hey collabo a ed wi h academic expe s (Reiheld,
Gay 2019). Fo cen u ies, ci izens ha e made obse a ions and e-
co ds, o example o lo a and auna, phenology, wea he o as on-
omy (Mille -Rushing, P imack, Bonney 2012, 285).
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The eme gence o CS was shaped by wo s ands o CS: Democ a-
isa ion o science (I win 1995) and public pa icipa ion in scien i ic
esea ch (Bonney e al. 2009). The i s s and add esses he ela ion-
ships be ween ci izens and science and he esponsibili y o science
owa ds socie y. Thus, i has a clea ela ion o esponsible esea ch
and inno a ion and se ice o socie y based on wo assump ions: “a
science which assis s he needs and conce ns o ci izens” and “a o m
o science de eloped and enac ed by ci izens hemsel es” (I win 1995,
xi). The second s and subsumes di e en models o public pa ici-
pa ion in scien i ic esea ch unde h ee ca ego ies acco ding o he
deg ee o public in ol emen and he con ol pa icipan s can exe -
cise in di e en s eps o he esea ch p ocess (Bonney e al. 2009, 11).
CS has ecen ly been uelled by echnological de elopmen s, en-
ailing new means o communica ion, collabo a ion and da a. Schol-
a s ask he public o suppo hem in hei esea ch, beyond being
he me e subjec o in es iga ion.
Di e en easons o he cu en popula i y o CS ha e been p o-
posed. Fi s , democ a ised knowledge p oduc ion may no only lead
o socie al ans o ma ion bu also o academic b eak h oughs (Be-
la e al. 2016, 990). Ano he explana ion a e social mo emen s, such
as he en i onmen al jus ice mo emen o he women’s heal h mo e-
men , ha call o social change and in e ene in science, echnolo-
gy o medicine o make hem mo e pa icipa o y and inclusi e. Fo
his pu pose, hey use and con es scien i ic expe ise and demon-
s a e he alue o local and indigenous knowledges. This way, aca-
demic esea ch is subjec ed o inc eased public sc u iny, opened up
o pa icipa ion and di e en iews o knowledge, hus, pa ing he
way o he accep ance o ci izen science. Simul aneously, science is
unde going neolibe al ans o ma ions ega ding unding and o -
ganisa ion ha lead o a decline in public unding and, hus, o an
inc eased in e es in using ci izen science o conduc esea ch wi h
he help o olun ee s. O he ac o s a e a socie y o ien ed owa ds
isk managemen ha equi es con inuous moni o ing o he en i on-
men , and he scien isa ion o poli ics (Kimu a, Kinchy 2016, 335-7).
1.1.1 Ci izen Humani ies
The Eu opean Ci izen Science Associa ion (ECSA) sees he ci izen
humani ies as inhe en pa o ci izen science. Howe e , he ac
ha “science” p ima ily comp ises “na u al sciences” and ha ci i-
zen science has a s ong ocus on s udies o he en i onmen and bi-
odi e si y (Tweddle e al. 2012, 1) esul ed in new s ands en i led
‘ci izen social science’ and ‘ci izen humani ies’. The majo di e ence
be ween hese h ee s ands is he objec o in es iga ion. While ci -
izen science encompasses na u al science disciplines, such as biolo-
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gy, chemis y and physics, ci izen social science s udies socie ies and
he ci izen humani ies co e li e a u e, language, philosophy o his-
o y (Heinisch e al. o hcoming). Addi ionally, esea ch app oach-
es and schools o hough may di e signi ican ly.
In he humani ies, public engagemen can ake a ious o ms, in-
cluding he ansc ip ion o handw i ing, agging o ex o images,
en y o s uc u ed da a, pa icipa ion in discussions, commen ing o
doing o al his o y and eco ding pe sonal memo ies and expe ienc-
es (Hedges, Dunn 2018, 1) as well as co ec ing con en , ca alogu-
ing, con ex ualising, mapping, geo e e encing o ansla ing con en
(Dunn, Hedges 2012, 21).
1.1.2 Rela ed app oaches
As di e se as he CS landscape a e he designa ions used o he di -
e en ypes o pa icipa o y esea ch p ac ices o engagemen o
non-academics in schola ly esea ch. Rela ed e ms ha a e some-
imes used in e changeably a e communi y esea ch, communi y sci-
ence, c owdsou ced science, ci ic science, ama eu esea ch, public
pa icipa ion in science, (academic) c owdsou cing, (communi y-
based) pa icipa o y esea ch, pa icipa o y science, pa icipa o y
ac ion esea ch e c. (Pe ibone, Vohland, Ziegle 2017; Kullenbe g,
Kaspe owski 2016, 2). Since hey o igina e om di e en schools o
hough and, hus, emphasise di e en aspec s, and in some cases
e en di e en deg ees o public engagemen in esea ch, hey can-
no be conside ed synonyms.
Fo example, pa icipa o y esea ch, which is o en associa ed
wi h he social sciences, pu s he pa icipa ing humans, including
hei pe spec i es, lea ning p ocesses and hei empowe men a
he cen e. I is no a pu ely academic endea ou bu always a join
p ojec wi h non-academic, socie al ac o s who a e conside ed co- e-
sea che s. The cha ac e is ics o pa icipa o y esea ch a e o con-
duc esea ch on and in luence social eali y. Pa icipa ion e e s o
bo h pa icipa ion in esea ch and pa icipa ion in socie y wi h pay-
ing pa icula a en ion o he ac o s’ empowe men and alues ha
guide he esea ch endea ou (Unge 2014, 1-2).
Ano he di e en ia ion can be made be ween communi y-ini ia ed
p ojec s (bo om-up CS ac i i ies) and esea che -ini ia ed p ojec s
( op-down ac i i ies, whe e a esea che has a clea hypo hesis o
esea ch assump ion and al eady de ined he esea ch p ocess who
needs pa icipan s o con ibu e o smalle asks and ac i i ies in he
esea ch p ojec , e.g. collec ing o analysing la ge amoun s o da a).
The la e o m o he ci izen humani ies is also e e ed o as
‘(academic) c owdsou cing’ in he humani ies (Hedges, Dunn 2018).
“C owdsou cing is he p ocess o le e aging public pa icipa ion in
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o con ibu ions o p ojec s and ac i i ies” (1). Usually, an o ganisa-
ion o esea che calls o assis ance om olun ee s who unde ake
small po ions o a ask o sol e a p oblem in humani ies esea ch.
Al hough c owdsou cing some imes ca ies a nega i e conno a ion,
in he humani ies and cul u al he i age ins i u ions, i is a he con-
side ed a con ibu ion owa ds a sha ed and signi ican goal o com-
muni y and in ellec ual alue (Te as 2016, 427; Tanne 2015).
La ge-scale c owdsou cing p ojec s in he cul u e and he i age
sec o include digi isa ion p ojec s, such as he co ec ion o op ical
cha ac e ecogni ion e o s in digi ised ma e ial, he ansc ip ion
o his o ical eco ds o playing games o imp o e he me ada a o col-
lec ions (Te as 2016, 424). Since he (digi al) humani ies a e in e -
wined wi h cul u e and (cul u al) he i age, i is some imes no easy
o d aw bounda ies be ween academic c owdsou cing in he humani
-
ies and c owdsou cing in and o cul u al he i age ins i u ions. E en
i c owdsou cing p ojec s in cul u al he i age ins i u ions ha e a ma-
jo ocus on so ing, labelling o o ma ing his o ical da a, hese da-
a can p o ide he aw ma e ials o academic esea ch aimed a in-
qui ing human cul u e (426).
Thus, c owdsou cing adop s a op-down app oach, in which e-
sea che s speci y wha hey need om he c owd and he c owd con-
ibu es small pieces o a p ojec . The ci izen humani ies ha e a wid-
e scope han c owdsou cing. Al hough he ci izen humani ies also
include c owdsou cing, such as agging, ansc ibing o anno a ing
esea ch da a, hey co e a b oade ange o ac i i ies and would al-
so encompass o ms o pa icipa o y (ac ion) esea ch o co-c ea ion,
such as ini ia i es in which he communi y has he lead o sha es
s onge esponsibili y wi h academics o co-de elops esea ch ques-
ions, esea ch designs o p ojec managemen .
1.1.3 Long adi ion
Pa icipa o y ( esea ch) p ac ices and public engagemen as well as
collabo a i e app oaches in he humani ies look back on a long a-
di ion. Rela ed mo emen s ha (also) ely, mo e o less, on he col-
labo a ion be ween esea ch ins i u ions and he public a e, among
o he s, democ a ic educa ion, se lemen houses, se ice lea ning o
communi y de elopmen . While se ice lea ning s a es ha highe
educa ion ins i u ions a e esponsible o helping hei s uden s de-
elop skills ha a e equi ed o being an ac i e ci izen, including
inding solu ions o (public) p oblems ha a e sol ed h ough collec-
i e labou s (Boy e, Fa 1997, 7), communi y de elopmen “in ol es
ac ions based on alues and p inciples” (Kenny, MacG a h 2018, xx)
ha add ess issues impac ing humans and hei condi ions while
s a ing wi h he communi ies’ pe spec i es, he eby aiming a he
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‘wha should be’” (xxi). The ‘new schola ship’ is de ined as a “schol-
a ship o ac ion, a schola ship o p ac ice ha akes place bo h in and
wi h he communi y” (Fi zge ald, P ima e a 2013, 131; emphasis in
he o iginal) which challenges he epis emologies o uni e si ies and
he scope o legi ima e knowledge. I o e s a mo e socially u ili a ian
and mo e egali a ian model on he de ini ion, acquisi ion, communi-
ca ion, use, and e alua ion o knowledge, in which academia is only
one among many p op ie o s and dis ibu o s o knowledge. The new
schola ship includes a collabo a ion be ween academia and he com-
muni y who sha e hei knowledge and esou ces o ackle p essing
socie al p oblems and esul ing in ich and deep ela ionships (131-2).
In compa ison o oday’s ci izen humani ies, hese pa icipa o y
p ac ices ha e a s onge ocus on (co-)p oduc ion o knowledge o
he pu pose o sol ing public o socie al p oblems, including ine-
quali ies. To succeed, hese app oaches equi e pa icipa ion, en-
gagemen , collabo a ion and pa ne ships ha ely on alues, such
as us , inclusion and anspa ency. This in e es in pa icipa o y
app oaches o esea ch c ea ion and c oss-disciplina y alliances is
symp oma ic o he public u n a uni e si ies. Va ious o ms o pa -
icipa o y p ac ices ( ha can also be ound unde he heading o ‘go-
ing public’) a e commi ed o collabo a ion a all p ojec s ages o
challenge powe s uc u es and inc ease a p ojec ’s impac . Any col-
labo a i e endea ou equi es ime and esou ces o build ela ion-
ships and us , cla i y expec a ions and include e lec ion. Mo eo e ,
esea che s a e equi ed o be open, i.e. open o co-c ea e, o new
me hods, new ools, new ideas, media and ela ionships, especially
i cul u al and disciplina y bounda ies a e c ossed. Mo eo e , ide-
as ge be e i hey a e discussed by di e en people. Resea che s
ha e o wo k ou side hei com o zones and engage in c ea i e ways
and y new app oaches. Ne e heless, his in con as o he bound-
a ies o academic disciplines, wi h a closed se o me hods and a le -
el o au ho i y. C oss-disciplina y me hodologies include pho o- oice,
communi y mapping, digi al s o y elling o pa icipa o y a chi ing.
Mo eo e , his public u n esul ed in a e hinking o esea ch c ea-
ion, including how, why, wi h whom and o whom esea ch is done.
Funding bodies accele a ed his de elopmen by p o iding g an s
o c ea ing new spaces o (sus ained) con e sa ion and co-c ea ion
be ween uni e si y esea che s, (a is s) and he wide communi y.
No only a is s and ac i is s, bu also eminis s and indigenous e-
sea che s “con ibu ed o a deepe e lexi i y abou he si ua ed na-
u e o esea ch, demanding anspa ency and aising c i ical ques-
ions abou who owns and bene i s om any esea ch endea ou ”
(Mille , Li le, High 2017, 4-6). The no ion o ‘impac ’ as used in o-
day’s esea ch ja gon may be less impo an han he ela ionships
os e ed (The CRESC Encoun e s Collabo a i e 2013, 2). This shows
ha oday’s ci izen humani ies a e p eceded by di e en mo emen s
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and app oaches o in e ac ion be ween uni e si ies and he public
ha may also in luence he way he ci izen humani ies a e conduc ed.
1.2 Digi al Humani ies
Se e al de ini ions o digi al humani ies (DH) ha e been p oposed.
DH “in ol es he applica ion o compu e s and a ious digi al ools
and esou ces o he s udy o Humani ies” (Siemens 2010, 39). The
DH a e he o e lap be ween adi ional humani ies and compu a ion-
al me hods and digi al ools (Bu dick e al. 2012, 3). They a e cha ac-
e ised by schola ly me hods in he o m o compu e ‐based me hods
ha suppo he c ea ion, analysis and dissemina ion o esea ch and
eaching in he humani ies (Hughes, Cons an opoulos, Dallas 2016,
152). Thus, he DH designa e “humani ies esea ch in he digi al e a”
and “digi al schola ship in he humani ies” (Vanhou e 2013, 144)
cha ac e ised by h ee aspec s: da a, ools and collabo a ion. Tech-
nological ad ances lead o new digi al esea ch me hods and ools o
da a analysis (including na u al language p ocessing, a i icial in el-
ligence and machine lea ning), he new a ailabili y o (la ge amoun s)
o da a sou ces due o digi ised collec ions, bo n-digi al con en o
open da a; as well as collabo a ions ha encompass in e disciplina y,
in e sec o al and in e na ional collabo a ion ha injec new ideas
and pe spec i es in o p ojec s (Hedges e al. 2019, 7-8). The p om-
ises o he DH lie in he sha ing o da a, esul s and ools o dis ib-
u e knowledge in a ai and b oade manne and in new ways o ep-
esen ing, sha ing and discussing knowledge (Sample 2013, 255-7).
The “Digi al Humani ies Fo esigh ” s udy iden i ied i e majo op-
ics ha should be he ounda ion o a DH esea ch agenda. In ad-
di ion o esea ch in as uc u es, he es ablishmen o he digi al
commons, a i icial in elligence and e alua ion and impac me ics
and me hods, his s udy also pu an emphasis on public engagemen
(Hedges e al. 2019, 11), which is a he co e o he ci izen humani ies.
1.3 Public Humani ies
In gene al, he academic humani ies a e a ge ed a academic p o-
essional audiences, while he public humani ies (PH) a e “o ien ed
o nonspecialis audiences and nonacademic ca ee s” (Ellison 2013,
289). The humani ies a e usually conduc ed wi hin academic and in-
s i u ional ames and public e e s o some hing ou side o hese in-
s i u ions (Ca on 2009, 11-12). While he e m PH is o en used o
non-academic humani ies ca ee s (Ellison 2013, 291), o he au ho s
ega d he PH as “ac s o e lexi e, collabo a i e meaning-making
in o med by a collec i e good” (Cox, Til on 2019, 129-30). “Public
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humani ies is abou inding bo h p ac ical and concep ual loca ions,
spaces, and ansla ions be ween he a ious kinds o humani ies
wo k ha people a e doing p i a ely, publicly, in g oups, in ami-
lies, in eligious communi ies – as well as in uni e si ies” (Ca on
2009, 12). In ei he case, pa ne ships a e a he hea o he PH. PH
encompass collabo a i e esea ch p ojec s wi h communi ies, pub-
lic o online lec u es, con e ences planned wi h egional pa ne s,
(social) media co e age o exhibi ions (Ellison 2013, 293; Wickman,
B owne 2014).
Thus, he PH a e s ongly ela ed o ou each science communica-
ion and public engagemen . Usually, he PH engage membe s o he
public o pa icipa e in con e sa ions and e lec abou opics and
ideas. Ne e heless, public his o y and public a chaeology, o exam-
ple, usually ha e a s onge ocus on he wo k done by he public, i.e.
public his o y “as a mix u e o his o y o he public, abou he pub-
lic, and by he public” (Cole 1994, 12).
1.4 Digi al Public Humani ies
As he e ms al eady sugges , he DH a e cha ac e ised by he dig-
i al, while he PH a e de ined by he public, some imes also unde -
s ood as he esponsibili y o se ing communi ies (B ennan 2016,
384). “Public digi al humani ies, hen, should be iden i ied by he
ways ha i engages wi h communi ies ou side o he academy as
a means o doing digi al humani ies schola ship” (384). Howe e ,
only being p esen on he web does no quali y as digi al public hu-
mani ies (DPH).
The DPH in i e non-academic audiences o con ibu e o schola -
ly esea ch. Since he audiences a e con ibu o s and use s alike,
he digi al echnologies should be subjec o use -cen ed design, in-
cluding unc ionali ies, languages, na iga ion e c. in o de o make
hem eel welcome.
Wha he DPH sha e wi h he ci izen humani ies a e ha he pa -
icipan s o he public a e in ol ed in he p ojec as ea ly as possi-
ble and no only a he end o he p ojec as pa o ou each ac i i-
ies o dissemina e indings. Ano he commonali y be ween he DPH
and he ci izen humani ies a e he ele ance o he communi y. Al-
hough he DPH may add ess sha ed esponsibili y, his may be less
p ominen in he ci izen humani ies, o example in academic c owd-
sou cing in he humani ies. He e, o en schola s ha e he lead, make
he decisions and assume esponsibili y o he p ojec .
While B ennan (2016) a he desc ibes he join design o digi al
echnologies o join esea ch agendas as co e aspec s o he DPH,
o he au ho s a ibu e a ans o ma i e cha ac e o he DPH shaped
by co-c ea ion, sha ed au ho i y and collabo a ion ha should ensu e
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da a a e majo conce ns. To ga he high-quali y da a, clea ins uc-
ions and aining a e necessa y. Schola s may also wo y ha pa -
icipan s may dis o he da ase . To enhance he quali y o he da a,
CS p ojec s usually ha e mechanisms, such as alida ion o con en
by se e al o he use s o mode a ion o e i ica ion by expe s ha
ensu e ha he quali y mee s a speci ied benchma k (Te as 2016,
427-8). Howe e , e en i he e a e well-designed so wa e, use ul
manuals, da a en y ules and a ious ained use g oups, he ma-
e ial on which he pa icipan s wo k may be p oblema ic, un ecog-
nisable and include addi ional no a ions ha ques ion he p e ious
in e p e a ion o da a (The CRESC Encoun e s Collabo a i e 2013, 9).
The quali y o he esul s, e.g. o ansc ip ions o anno a ions,
plays an impo an ole o ensu e ha he esea ch ou comes can be
used o u he humanis ic inqui es in he u u e. He e, sus ainabil
-
i y comes in o play in o de o allow o he e-use o he p ojec e-
sul s o di e en pu poses in he long e m, including esea ch and
inno a ion. This includes he o ma in which he da a a e s o ed, in-
e ope abili y and s anda ds o ensu e he e-use, e-pu posing o
in eg a ion in o o he p ojec s (Te as 2016, 431-2).
He e, he DH o e a ious echniques o ensu e bo h he qual-
i y and he sus ainabili y o esea ch da a. These include he Tex
Encoding Ini ia i e (TEI) guidelines ha p o ide a amewo k o
modelling, analysing and p esen ing ex ual da a. Howe e , he com-
pliance wi h TEI a ies be ween (ci izen) humani ies p ojec s. Ne e -
heless, p ojec s ha make use o TEI o ansc ip ions ha e shown
ha use s can ollow ex encoding guidelines. I he pa icipan s a e
ained acco ding o (schola ly and pedagogical) s anda ds, hey can
also b oaden hei compe ences (Te as 2016, 432). Te as empha-
sises ha he ole o he DH in he a ea o c owdsou cing is wo old
(436). On he one hand, hey can inc ease he unde s anding o and
seize he oppo uni ies o e ed by he me hod o c owdsou cing in
he humani ies. These oppo uni ies may include ou each and pub-
lic engagemen and demons a ing he alue o he humani ies. On
he o he hand, hey can gi e ad ice o c owdsou cing p ojec s in he
humani ies o he a eas o cul u e and he i age o c ea e da ase s
ha mee academic s anda ds, a e use ul and a e e-usable in aca-
demic esea ch o p omo e he unde s anding o cul u e and his o y.
Despi e he p omises o new echnologies and new da a ha allow
esea che s o pose new esea ch ques ions, he (digi al) humani ies
also ha e he esponsibili y o ake a c i ical s ance owa ds he appli-
ca ion o digi al me hods and he ypes o da a made a ailable (Hedg-
es e al. 2019, 13). The humani ies should no only apply endy ech-
nologies bu pu hese echnologies and ela ed de elopmen s unde
sc u iny since e hics and alues a e a he hea o he humani ies.
The humani ies should c i ically e lec on and b ing e hical con-
side a ions o he use o a i icial in elligence as pa o and as means
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o esea ch and inno a ion (Hedges e al. 2019, 13-14). This also ap-
plies o he DH, whe e schola s should pu he impac o he digi al
on schola ly p ac ice unde sc u iny, in addi ion o using digi al ech-
niques o add ess esea ch ques ions in he humani ies. Mo eo e ,
he humani ies a e asked o e eal po en ial ields o ension ha
may a ise in he ci izen humani ies.
The ci izen humani ies hemsel es a e a ield o ension since wo k
ha has been p e iously accomplished by p o essional schola s is
now (pa ly) done by pe sons wi h no p o essional aining in he
ield o esea ch. This aises issues o da a quali y, p o essionalism,
ee labou and eliabili y. Mo eo e , i aises issues o us be ween
esea che s and pa icipan s and us in he esul s. Mo eo e , und-
ing o CS could ha e also been used o und p o essional esea ch-
e s ins ead (Te as 2016, 431). The ci izen humani ies also challenge
exis ing di ides, academic powe and hus, he unde s anding o who
is en i led o p oduce knowledge and conduc esea ch, i.e. schola s,
and who should a he ecei e knowledge, i.e. he ‘public’. The ci i-
zen humani ies mean a shi om seeing membe s o he public only
as an audience o conside ing hem as ac i e pa icipan s in aming
and conduc ing esea ch (Belknap 2015). A he in e ace be ween
science, socie y and policy, CS also has a social manda e (Se ano
Sanz e al. 2014, 18).
2.2 Gende Equali y
In Ho izon 2020, h ee aims add ess gende equali y. Fi s , esea ch
eams should p omo e gende balance o inc ease he numbe o
women pa icipa ing. Second, gende balance has o be ensu ed in
decision-making. These wo aims a ge he emo al o ba ie s and
comba ing disc imina ion o women in academic ca ee s and deci-
sion-making p ocesses. This should lead o (long- e m) ins i u ion-
al change, such as s uc u es ha a ec women’s ca ee p og es-
sion in ins i u ions, p omo ion o gende equali y and educ ion o
( he unconscious) gende bias as well as adjus men s o wo kplace
a angemen s. Thi d, he gende dimension has o be in eg a ed in
esea ch and inno a ion con en in o de o enhance he academic
quali y and socie al ele ance o he ou comes since he beha iou s,
needs and a i udes o bo h gende s a e conside ed (Eu opean Com-
mission 2015, 6; 2020c).
Gende equali y is add essed by he ci izen, public and digi al hu-
mani ies o a di e en ex en and on di e en le els. In gene al, se -
e al unding schemes o o ganisa ional policies equi e a balanced
gende a io in esea ch p ojec s and may also equi e he inclusion
o he gende dimension in esea ch. Ci izen humani ies p ojec ha e
o add ess an addi ional le el. In addi ion o he gende -balanced e-
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sea ch eam as well as decision-making bodies, and he inclusion o
he gende dimension in esea ch, hey may also aim a achie ing
a gende balance among he g oup o pa icipan s. Howe e , since
he pa icipan s a e usually sel -selec ing, his can be ha d o each.
Ne e heless, inclusion also plays a signi ican ole in CS, which
is exempli ied by a ious publica ions and ini ia i es ha aim a ad-
d essing g oups ha ha e no pa icipa ed in CS p ojec s so a , in-
cluding ECSA’s Equi y, Inclusion and Empowe men wo king g oup.
2.3 Open Access
Responsible esea ch and inno a ion equi e anspa en and acces-
sible esea ch and inno a ion. Open access “means gi ing ee on-
line access o he esul s o publicly- unded esea ch (publica ions
and da a)” (EU 2012). The a ailabili y o esea ch indings ee o
cha ge os e s knowledge ci cula ion and he up ake o academic e-
sul s by di e en socie al ac o s, who, in u n, can boos inno a ion.
Mo eo e , i can imp o e and make esea ch mo e e icien . Howe -
e , i also aises issues o in ellec ual p ope y igh s and he nec-
essa y in as uc u e as well as collabo a ion among and dialogue
wi h all socie al ac o s in he esea ch and inno a ion p ocess (Eu-
opean Commission 2020b).
Open access co e s he accessibili y and owne ship o schola ly
in o ma ion. Open access is key in he ci izen humani ies since he
esul s o he esea ch o which ci izens con ibu ed should be pub-
lished in a way so ha pa icipan s can eely access all p ojec e-
sul s ha ha e been achie ed wi h hei help.
Despi e he bene i s open access en ails, schola s also ace di e -
en obs acles in his a ea. Especially in ellec ual p ope y igh s (al-
so wi h ega d o ci izen humani ies) and da a p o ec ion egula ions,
such as he Gene al Da a P o ec ion Regula ion (GDPR) a e iden i-
ied obs acles o sha ing da a and indings (in he DH). O he ba i-
e s include unding and he digi al di ide (Hedges e al. 2019, 8). In
some cases, esea che s ha e o pay o publish hei publica ions as
open access publica ions.
Open access has he p omise o being able o e-use da a. The e-
o e, he FAIR ( indable, accessible, in e ope able and e-usable da-
a) p inciples ha e o be applied o esea ch da a. Ne e heless, da a
se s may be dispe sed, may ha e no uni o m me ada a o anno a-
ions, o do no comply wi h s anda ds which makes hem ei he ha d
o ind o o e-use, including combining da a om a ious sou ces.
A majo con ibu ion by he DH o bo h he ci izen humani ies and
he PH a e esea ch in as uc u es ha p o ide se ices and esou c-
es o esea ch communi ies assis ing hem in conduc ing esea ch and
making inno a ions. Resea ch in as uc u es a e also c ucial wi h e-
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ga d o collabo a ion and sus ainabili y in he humani ies and he cul-
u al he i age sec o . Mo eo e , hey should help o o e come he digi-
al di ide by ensu ing ha also pe sons less e sed in he use o digi al
echnology can access and analyse ma e ial. Fu he mo e, esea ch
in as uc u es should shed ligh on p e iously unno iced da a o op-
ics. Addi ionally, indable and usable esea ch in as uc u es ha ol-
low good p ac ice and s anda ds a e also c ucial o public engage-
men . Rela ed o esea ch in as uc u es a e he digi al commons
ha aim a making collec ions a ailable and e-usable online ee o
cha ge, in eg a ing a ious da a se s, c ea ing p o enance and con-
ex o esou ces a ailable online. Ca alogues and da abases should
be in e ope able, da a consis en and da a cleaning should be an inhe -
en pa o managing he digi al commons (Hedges e al. 2019, 12-13).
2.4 Science Educa ion
Science educa ion has wo majo goals. The i s goal is o enhance
educa ion so ha ci izens, including esea che s and socie al ac o s
a e equipped wi h he knowledge and skills o become RRI ac o s
and pa icipa e in deba es on and assume esponsibili y in he a ea
o esea ch and inno a ion. The second goal is o inc ease he in e -
es in science among younge gene a ions o ei he pu sue a esea ch
ca ee o o become a scien i ic ci izen and con ibu e in a science-
li e a e socie y (Eu opean Commission 2015, 6). This capaci y build-
ing is necessa y o os e change (EU 2012), connec science and so-
cie y in o de o pa e he way o u he inno a ion. This equi es
he in e ac ion be ween he educa ion and highe educa ion sys em,
unding o esea ch and inno a ion, NGOs, ci il socie y o ganisa-
ions, policy-make s, indus y, p o esso s, eache s, pupils and s u-
den s as well as science cen es o science museums o de elop sci-
en i ic ci izenship and a ac people o esea ch and o de elop RRI
in uni e si y cu icula (Eu opean Commission 2020e).
Science educa ion is an inhe en pa o ci izen humani ies and,
pa ly, also o he public humani ies since he pa icipan s need some
deg ee o ac ual o p ocedu al knowledge when con ibu ing o a
p ojec . In many ci izen humani ies p ojec s o p ojec s by cul u al
he i age ins i u ions pa icipan s unde go aining o be able o con-
ibu e o a p ojec . This may be an in oduc ion o agging acco d-
ing o TEI p inciples, in o ma ion abou he his o y o a collec ion
o me ada a, ansc ip ion ules e c. Th oughou a p ojec , pa ici-
pan s can u he de elop compe ences in ce ain ields (Dob e a,
Azzopa di 2014, 451), including disciplina y, p ocedu al o echno-
logical compe ences.
The ci izen humani ies can al e he ela ionship be ween membe s
o he public, uni e si ies and cul u al he i age ins i u ions. Th ough
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he ci izen humani ies, pa icipan s ge an insigh in o academic e-
sea ch and he ela ed p ocesses. This does no only enhance academic
li e acy in gene al bu also domain knowledge and ans e able skills,
such as c i ical and connec ed hinking, esea ch and echnological
skills. The ole o he humani ies in impa ing skills o c i ical hink-
ing should no be unde es ima ed in he digi al age, which is shaped
by in o ma ion o e load, ake news and pos - ac ual endencies. How-
e e , in he ci izen humani ies, lea ning is no unidi ec ional. Schola s
can also lea n om he pa icipan s which can imp o e hei esea ch
and pe sonal de elopmen (Heinisch e al. o hcoming) by being chal
-
lenged in hei adi ional way o conduc ing esea ch, being equi ed
o hink ou -o - he-box (Bonne ond, Riboli-Sasco, Sescousse 2015, 518).
The DH, and online pla o ms in pa icula , allow a wo‐way dialogue,
knowledge co-c ea ion and communi y‐building (Te as 2016, 421).
2.5 Public Engagemen
Public engagemen is a he in e ace be ween science, policy and
socie y. I e e s o he engagemen and pa icipa ion o all socie al
ac o s, including esea che s, ci izens, NGOs, ci il socie y o gani-
sa ions, policy-make s and indus y in esea ch and inno a ion p o-
cesses. This join de elopmen o solu ions should also help o ackle
socie al challenges based on ep esen a i e conce ns and common
p inciples ha a e aligned o he needs, expec a ions and alues o
socie y (EU 2012). The e o e, mul i-ac o dialogues cha ac e ised
by inclusion and pa icipa ion a e necessa y. This means o embed
public engagemen in he esea ch design and i e a i ely h ough-
ou he esea ch p ocess ha ideally lead o co-c ea ed policy agen-
das and esea ch and inno a ion ou comes. These ou comes should
ackle socie al challenges and be widely accep ed. He e, CS is ex-
plici ly men ioned as a pa icipa o y esea ch and inno a ion ac ion.
The bene i s o public engagemen acco ding o he Eu opean Union
a e a scien i ically li e a e socie y ha can suppo democ a ic p o-
cesses as well as esea ch and inno a ion, injec ing c ea i i y and
o he pe spec i es in esea ch and enhancing hose ou comes o e-
sea ch and inno a ion ha a e ele an and desi able in socie y and
ha can ackle socie al challenges. Fu he mo e, ci izens should be
engaged o con ibu e o policy o pa icipa o y o esigh . Mo eo-
e , esea ch and inno a ion policy can o e bo h knowledge and e -
idence ha suppo hema ic policies, o example on en i onmen
o heal h a di e en le els (Eu opean Commission 2020d). Sugges -
ed indica o s o public engagemen include policies, amewo ks and
egula ions, e en s, ini ia i es and a en ion c ea ion as well as com-
pe ence building. He e, CS plays an impo an ole as well (Eu ope-
an Commission 2015, 6).
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In i s b oades sense, public engagemen may e e o any ype o
in e ac ion be ween science and socie y. The e o e, public engage-
men is no only a he co e o he PH bu also o he ci izen humani-
ies since hey a e no hing wi hou hei pa icipan s. The ‘membe s
o he public’ o he ‘ci izens’ in he ci izen humani ies may encom-
pass di e en pa ne s and g oups, anging om local communi ies,
special in e es communi ies, cul u al he i age p o essionals, associ
-
a ions, elde ly g oups, ade unions, hi d-sec o o ganisa ions, en i-
onmen al eams, u ban and u al councils, indigenous communi ies,
enginee s, go e nmen bodies, en i onmen al impac consul an s,
public bodies, agencies, cha i ies o school and uni e si y s uden s,
genealogis s, NGOs and NPOs.
This includes app oaches ha a e ela ed o CS, bu o en no de-
ined as such, o example, pa icipa o y heal h esea ch, ansdis-
ciplina y esea ch o public his o y. Mo eo e , public engagemen
as science-socie y in e ac ion also encompasses science communi-
ca ion o science shops as well as open science (Pe ibone, Vohland,
Ziegle 2017, 12).
CS, also some imes e e ed o as ‘ama eu science’, has a s ong
ocus on he inclusion o non-academic ac o s in academic esea ch.
In gene al, ‘ci izen’ comp ises anybody. Howe e , people who a e en-
gaged in academic esea ch as pa o hei p o ession o o p o es-
sional aining, o example, doc o al candida es, would a he no be
ega ded as ci izen scien is s (Pe ibone, Vohland, Ziegle 2017, 12).
F om he pe spec i e o he public o engaged humani ies, he
c ux in public engagemen is o wo k a eye le el and o os e pa -
ne ships ha gene a e knowledge in a collabo a i e and ecip ocal
manne so ha all pa icipan s, including esea che s, s uden s o
communi ies a e se ed (Jay 2012, 55).
Ba ie s o public engagemen in public schola ship a e ha hese
ypes o esea ch o collabo a ion a e no ecognised as ac i i ies
helping o p og ess in he academic ca ee . Fu he mo e, public en-
gagemen may also be jus seen as ou each o se ice o he public
(Jay 2012, 57). Mo eo e , collabo a i e esea ch may no ollow he
model esea ch p ocess in he humani ies, consis ing o a linea e-
sea ch sequence, comp ising he s eps o inding a esea ch ques-
ion and a sui able me hodology o answe his ques ion, (collec ing
and) analysing da a wi h he selec ed me hod, analysing he indings
and dissemina ing hem. In some cases, such as allo men p ojec s, i
may be ha d o ell when he ac ual esea ch s a s and when i ends.
Mo eo e , in collabo a i e p ojec s, he esea ch design, he me h-
ods and he ou pu s may be ques ioned, changed o adap ed h ough-
ou he p ojec . Addi ionally, he ca ego ies o ‘expe ’, ‘schola ’ o
‘ac i is ’ may be blu ed in collabo a i e endea ou s. Deba es may
de elop in unexpec ed di ec ions. Aspec s o collabo a i e p ojec s
ha a e also ela ed o e hics a e he sus ainabili y, po en ial impac
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and he a e li e o a p ojec . A p ojec should be bene icial o all pe -
sons in ol ed. The e o e, i may no end wi h a esea ch a icle pub-
lished in an academic jou nal by a esea che bu may include o h-
e (non-p op ie a y, mul i-au ho ed) ou pu s, such as policy epo s,
ansc ip ion manuals, ela ionships o p ess eleases, YouTube id-
eos, blogs o social media discussions ha a e o di e en alue o
he pe sons in ol ed. Ano he ou pu can be he ex apola ion o in-
sigh s o non-academic con ex s and audiences (The CRESC Encoun-
e s Collabo a i e 2013, 4-25).
A con es ed designa ion is ‘ci izen science’ i sel , since i may ex-
clude all hose pe sons ha do no enjoy he o icial s a us o ‘ci izen’.
The e o e, al e na i e e ms ha include all membe s o he public,
such as ‘communi y science’ e c. ha e been p oposed o a oid his
ype o exclusion. Ne e heless, as al eady add essed in he in oduc-
ion, e ms ca y di e en conno a ions. Ci ic o communi y science
is bo om-up science “ini ia ed and d i en by a g oup o pa icipan s
who iden i y a p oblem ha is a conce n o hem and add ess i us-
ing scien i ic me hods and ools” (Haklay 2015, 15). He e, he com-
muni y o mula es he p oblem, collec s and analyses da a in collab-
o a ion wi h academics o esea ch ins i u ions.
The wo d ‘science’ in CS also aises he issue i pa icipan s in CS
p ojec s can be e e ed o as ‘ci izen scien is s’, since scien is s ha e
unde gone p o essional aining which enables hem o add ess op-
ics, apply me hods and discuss heo y. The e o e, he e is a quali a-
i e di e ence be ween he ac i i ies done by schola s and he ac-
i i ies schola s ask pa icipan s o pe o m. This is also he eason
why some au ho s a gue ha pa icipan s in CS p ojec s do no ac-
complish eal schola ly wo k bu a he pe o m auxilia y wo k ha
does o en no go beyond da a collec ion, da a p epa a ion o anal-
ysis (Te as 2016, 431). He e, public engagemen can help p omo e
esea ch and ex ac ee labou , bu i also has he po en ial o em-
powe pa icipan s and aise hei mo i a ion o u he engage wi h
a ce ain opic.
The no ion o public engagemen demons a es a clea di e en i-
a ion om ou each and se ice. On he one hand, ou each ca ies
he conno a ion o a uni e si y ha is p i ileged o e he communi-
y and ein o ces he iew ha uni e si ies a e he only places o le-
gi ima e owne ship and p oduc ion o knowledge, whe e schola s a e
he gua dians o expe knowledge (Gale, Ca on 2005, 40). Se ice
lea ning, on he o he hand, add esses collabo a ions be ween he
uni e si y and pa ne s om he communi y o c ea e in ellec ual
p ojec s ha exe hei e ec in eal li e. Thus, s uden s wo k on a
p ojec in he se ice o he communi y h ough which hey should
lea n o apply esea ch in o p ac ice (Jay 2012, 55).
Technology, ha is a he co e o he DH, o e s many oppo uni-
ies o humani ies schola s and cul u al he i age ins i u ions. In ad-
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di ion o echnologies used o collec ing, analysing, s o ing and is-
ualising ( esea ch) da a, i also o e s new ways o collabo a ion and
communica ion, such as i ual eali y, augmen ed eali y, mobile
apps o social media. Howe e , c ea ing usable echnology in he ci -
izen humani ies ha is appealing o di e en s akeholde s ha may
ha e needs di e ging om he schola s’ needs is no always an easy
ask (Hedges e al. 2019, 11).
Technologies a e an impo an means o solici con ibu ions om
he public. This is exempli ied by CS p ojec di ec o ies o c owd-
sou cing pla o ms (Hedges e al. 2019, 11).
Thus, digi al echnology in gene al and he DH in pa icula , con-
ibu e o p omo e ( olun ee ) pa icipa ion in CS. Cen alised web-
si es o digi al pla o ms ha lis a wide a ie y o CS p ojec s o
which pa icipan s can con ibu e ha e become impo an means
o pa icipan ec ui men (Cols on, Vadjunec, Wake o d 2015, 67).
Among hese pla o ms a e SciS a e , Zooni e se o na ional CS
pla o ms, such as Bü ge scha en Wissen in Ge many, Ös e eich
o sch in Aus ia o iede eenwe enschappe in he Ne he lands. Al-
hough membe s o he public can b owse CS p ojec s on hese pla -
o ms and ind a p ojec ha spa k hei in e es , he p ojec s usually
ha e hei own websi e o own app h ough which people can submi
hei con ibu ions. Fo ci izen humani ies p ojec s, his means ha
he p ojec ’s websi e, he in e aces and he ools which he pa ici-
pan s ha e o use should be cha ac e ised by a high usabili y. He e,
he ci izen humani ies can d aw on he expe ience gained om he
DH in ool de elopmen on he one hand, and on he means o public
engagemen om he PH, on he o he .
While digi al echnologies can also inc ease he digi al di ide,
schola s p incipally see digi al echnologies as an oppo uni y ha
acili a es hei esea ch. Also, in ci izen humani ies p ojec s, digi-
al echnologies play a cen al ole since web-based echnology al-
lows a wide ange o people o con ibu e o schola ly inqui ies om
he com o o hei homes. On he o he hand, due o echnological
ad ances, such as a i icial in elligence, some ac i i ies may become
obsole e o which pa icipan s cu en ly con ibu e, such as an-
sc ibing, agging o pa e n ecogni ion (Heinisch e al. o hcoming).
2.6 Go e nance
Go e nance is he umb ella dimension ha ac s unde he slogan
“Design science o and wi h socie y” (EU 2012) and in eg a es all
o he RRI pilla s. Go e nance co e s p ocesses, policies, ules and
beha iou ha a ec he exe ion o powe . The EU has de ined i e
equi emen s o good go e nance, including pa icipa ion, accoun -
abili y, openness, cohe ence and e ec i eness. Ins i u ional p ac ic-
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es and policy-making, i.e. go e nance in esea ch and inno a ion,
should become mo e accoun able, anspa en and inclusi e. This
e e s o he policymake s’ esponsibili y o p e en ing une hical o
ha m ul de elopmen s. This should be achie ed h ough RRI, which
aligns inno a ion, science and socie y and os e s esea ch and inno-
a ion ha is mo e esponsi e o socie al conce ns, aspi a ions and
needs. The e o e, opics unde he go e nance pilla include incen-
i es o esponsible conduc bo h on an indi idual and an ins i u ion-
al le el, he ole o academic ad ice and expe ise and he ypes o
policies and p ocesses needed o achie e RRI (Eu opean Commission
2020a). The o e a ching aim is o each desi able and accep able u-
u es. This equi es go e nance a angemen s ha a e adap able o
he de elopmen o esea ch and inno a ion, ha e o align wi h exis -
ing p ac ices in esea ch and inno a ion, sha e accoun abili y and e-
sponsibili y among ac o s and o e go e nance ins umen s o his
sha ed esponsibili y (RRI Tools 2020). Since go e nance is he um-
b ella o all he o he RRI pilla s, i was al eady add essed be o e.
3 Case S udy
On E e yone’s Mind and Lips – Ge man in Aus ia (abb e ia ed as
IamDiÖ, h p s://ia m.d io e.a / ) is a ci izen humani ies p ojec in
he ield o linguis ics ha was ini ia ed by he Cen e o T ansla-
ion S udies a he Uni e si y o Vienna, Aus ia, as an add-on o an
al eady exis ing ex e nally unded esea ch p ojec en i led Ge man
in Aus ia. Va ia ion – Con ac – Pe cep ion (h p s://d io e.a / ). The
la e add esses he a ie y and he change o he Ge man language
in Aus ia ia he h ee aspec s o a ia ion, con ac and pe cep ion,
he eby in es iga ing he ways he Ge man language is used and pe -
cei ed in Aus ia and showing he in luence o o he languages on he
Ge man language in Aus ia. Addi ional unding was acqui ed o a
ci izen science p ojec (iam.dioe.a ) ha ollows di e en app oach-
es o ci izen science. The i s app oach, he ‘Ques ion o he Mon h’,
consis s o co-c ea ion, i.e. he pa icipan s selec a esea ch ques-
ion and, wi h he help o he esea che s, decide on a me hod, collec
and analyse he da a and publish he esul s. The second app oach is
called ‘Linguis ic T easu e Hun ’ add essing he Aus ian linguis ic
landscape. Pa icipan s ake pic u es o w i en ex (in any language
o language a ie y) in he public sphe e, such as on he s ee s o in
public buildings and anno a e hem by speci ying he geog aphical
loca ion, he language(s) and language a ie y, he medium, he con-
ex , unc ion e c. While he Ques ion o he Mon h concen a es on
in ol ing membe s o he public in he en i e esea ch p ocess, he
Linguis ic T easu e Hun s a he ocus on da a collec ion and an in-
i ial da a analysis by he pa icipan s. In he ollowing sec ion Iam-
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DiÖ is analysed acco ding o he RRI p inciples in oduced abo e.
In he ield o e hics, since he p ojec pa icipan s a e using lan-
guage, which is a he co e o linguis ics, ci izen linguis ics aises
he issue o whe e o d aw he line be ween esea ch subjec and co-
esea che . Howe e , since IamDiÖ pa icipan s pe o med schola -
ly asks, such as da a collec ion and analysis, hemsel es, hey we e
no he subjec s o in es iga ion bu co- esea che s.
Rela ed o legal issues, he Gene al Da a P o ec ion Regula ion
and in ellec ual p ope y igh s we e a ec ing IamDiÖ. Pa icipan s
could submi hei Ques ions o he Mon h ia a o m on he p o-
jec websi e ha equi es pa icipan s o en e pe sonal da a. In el-
lec ual p ope y igh s we e conside ed o he blog en y in which
hey answe hei esea ch ques ions. Fo he Linguis ic T easu e
Hun s, he pa icipan s needed o egis e ia an app o upload and
ag hei pho os.
Since he RRI p inciple o e hics also e e s o he socie al ele-
ance and e hical accep abili y o esea ch, pa icipan s in se e al
linguis ic easu e hun s we e su eyed a e wa ds. Al hough e hi-
cal accep abili y was no pa o he ques ionnai e, he esponden s
indica ed an inc eased awa eness o linguis ic landscapes and ex-
p essed hei mo i a ion o con inue hei pa icipa ion. In an in o -
mal mee ing, one pe son also indica ed ha he in eg a ed he sea ch
o w i en ex in he public sphe e in his daily ou ine and used
b eaks and daily ou es o con ibu e o esea ch (i.e. a g ea e good).
Al hough he p ojec was aimed a dialogue a eye le el, gi ing all
pe sons an equal oice, seeing pa icipan s as co- esea che s and us-
ing in o mal ways o communica ion, including being on a i s -name
basis wi h he pa icipan s (which is a he unusual in he commu-
nica ion wi h un amilia pe sons in Ge man), IamDiÖ could no (en-
i ely) o e come he hie a chies and he de ici model. On he one
hand, his may be due o he p ojec design o he Linguis ic T easu e
Hun s, whe e he esea che s de ine he design, speci y he ca ego-
ies o analysis acco ding o hei in e es s and p o ide pa icipan s
wi h ins uc ions. He e, pa icipan s ha dly ha e a say. Howe e , a
simila obse a ion was made o he Ques ion o he Mon h. Only a
small numbe o pa icipan s could be eached ia social media o he
websi e. In e es ingly, he collabo a ion wo ked bes in si ua ions wi h
ace- o- ace communica ion compa ed o communica ion h ough on-
line means. The majo i y was eached h ough ace- o- ace in e ac-
ions du ing science communica ion es i als, whe e isi o s we e ea-
ge ly asking ques ions abou he opic o Ge man in Aus ia bu we e
no willing o ind an answe o hei ques ion on hei own. The ea-
sons men ioned by some isi o s sugges ha he de ici model s ill
p e ails, i.e. “You a e he esea che s. You should know he answe /
You should ind he answe ”, clea ly speci ying who is knowledge p o-
duce o knowledge ecei e . Ano he eason men ioned o no pa ic-
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labo a ion may also be cha ac e ised by oppo unism as well as he
ambi ion o balancing e hics and poli ics. To be a success, pa ici-
pan s need a common in e es , a common p oblem and a common pol-
i ics (The CRESC Encoun e s Collabo a i e 2013, 4-26). Resea che s
a e, in his espec , also cul u al p oduce s and ad oca es o social
change (Mille e al. 2017, 14). The e o e, impac , bene i s and ela-
ionships may ake a ious o ms and may ely on ecip ocal ‘gi s’.
These ‘gi s’ can be epo s o he acquisi ion o expe ise h ough
aining. The e o e, he mu ual bene i s o collabo a ion can also be
expe ise o in o ma ion. Howe e , di e en ac o s may ha e di e -
en bene i s, anging om mone a y alue, social ne wo ks o p es-
ige o legi ima ion (The CRESC Encoun e s Collabo a i e 2013, 17-
24). Mu ually meaning ul and mu ually bene icial ou comes can be
ela ed o RRI i sel : achie ing accep able, desi able and sus aina-
ble esea ch ou comes and p ocesses ha align wi h he alues, ex-
pec a ions and needs o socie y, and ha help o add ess socie al
challenges.
The e o e, ci izen science, including he ci izen humani ies, may
cause cul u al change (bo h in academia and in socie y) and lead o
new ways o hinking. As illus a ed by he case s udy, pa icipan s
ha e o unde s and ha hey a e no longe he subjec o in es iga-
ion bu conduc esea ch (pa ially) hemsel es. Depending on he
go e nance aspec o a ci izen humani ies p ojec , pa icipan s may
also help o design he p ojec i sel and assume esponsibili y o
he p ojec and i s ou comes.
Wha di e en ia es he ci izen humani ies om o he ypes o pub-
lic engagemen hen? The ci izen humani ies ha e a ocus on knowl-
edge (co-)p oduc ion (and he ad ancemen o esea ch). Al hough
g ass oo s ac i i ies (whe e he communi y iden i ies a p oblem and
he knowledge o he local communi y, in addi ion o scien i ic ind-
ings, a e used o sol e he p oblem) wi h a esea ch objec i e also
all unde he ci izen humani ies, he ci izen humani ies a e o en
d i en by p o essional (uni e si y) esea che s and cul u al he i -
age ins i u ions.
While equi y, inclusi eness, social jus ice and well-being may be
he goal (o one o he goals) o ci izen humani ies p ojec s, hey a e
no a p e equisi e. This also means ha he ci izen humani ies (and
he p oduced knowledge) a e no necessa ily ans o ma i e o em-
powe ing. To exe impac , knowledge c ea ion needs o be con ex -
ele an (Leadbea e , Banis e , Ma shall 2011, 9-10).
5 Conclusion
The ci izen humani ies engage membe s o he public in humanis ic
esea ch wi h he aim o (co-)p oducing knowledge, o e en change.
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The ci izen humani ies a e ela ed o esponsible esea ch and in-
no a ion. Al hough he digi al and public humani ies helped o pa e
he way o he ci izen humani ies, he ci izen humani ies a e mo e
han a usion be ween hem. These indings aise in iguing ques-
ions ega ding he na u e o he ci izen humani ies and hei ela ion
o o he o ms o public engagemen and academic esea ch. Howe -
e , he line be ween he di e en ypes o he humani ies, including
academic humani ies, public humani ies, digi al humani ies, public
digi al humani ies and ci izen humani ies can ge uzzy.
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