Exploring how DH shapes and is in turn shaped by the classroom
How has the field of digital humanities (DH) changed as it has moved from the corners of academic research into the classroom? And how has our DH praxis evolved through interactions with our students? This timely volume explores how DH is taught and what that reveals about the field of DH. While institutions are formally integrating DH into the curriculum and granting degrees, many instructors are still almost as new to DH as their students. As colleagues continue to ask what digital humanities is, we have the opportunity to answer them in terms of how we teach DH.
The contributors to What We Teach When We Teach DH represent a wide range of disciplines, including literary and cultural studies, history, art history, philosophy, and library science. Their essays are organized around four critical topics at the heart of DH pedagogy: teachers, students, classrooms, and collaborations. This book highlights how DH can transform learning across a vast array of curricular structures, institutions, and education levels, from high schools and small liberal arts colleges to research-intensive institutions and postgraduate professional development programs.
Contributors: Kathi Inman Berens, Portland State U; Jing Chen, Nanjing U; Lauren Coats, Louisiana State U; Scott Cohen, Stonehill College; Laquana Cooke, West Chester U; Rebecca Frost Davis, St. Edward’s U; Catherine DeRose; Quinn Dombrowski, Stanford U; Andrew Famiglietti, West Chester U; Jonathan D. Fitzgerald, Regis College; Emily Gilliland Grover, Notre Dame de Sion High School; Gabriel Hankins, Clemson U; Katherine D. Harris, San José State U; Jacob Heil, Davidson College; Elizabeth Hopwood, Loyola U Chicago; Hannah L. Jacobs, Duke U; Alix Keener, Stanford U; Alison Langmead, U of Pittsburgh; Sheila Liming, Champlain College; Emily McGinn, Princeton U; Nirmala Menon, Indian Institute of Technology; James O’Sullivan, U College Cork; Harvey Quamen, U of Alberta; Lisa Marie Rhody, CUNY Graduate Center; Kyle Roberts, Congregational Library and Archives; W. Russell Robinson, Alabama State U; Chelcie Juliet Rowell, Tufts U; Dibyadyuti Roy, U of Leeds; Asiel Sepúlveda, Simmons U; Andie Silva, York College, CUNY; Victoria Szabo, Duke U; Lik Hang Tsui, City U of Hong Kong; Annette Vee, U of Pittsburgh; Brandon Walsh, U of Virginia; Kalle Westerling, The British Library; Kathryn Wymer, North Carolina Central U; Claudia E. Zapata, UCLA; Benjun Zhu, Peking U.
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Introduction: What We Teach When We Teach DH
Brian Croxall and Diane K. Jakacki
Part I. Teachers
1. Born-Pedagogical DH: Learning While Teaching
Emily McGinn and Lauren Coats
2. What Do We Want from the Standard Core Texts of the Digital Humanities Curriculum?
3. Teaching the Digital Humanities to a Broad Undergraduate Population
Alison Langmead and Annette Vee
4. Teaching Digital Humanities: Neoliberal Logic, Class, and Social Relevance
5. Teaching from the Middle: Positioning the Non–Tenure Track Teacher in the Classroom
6. Why (in the World) Teach Digital Humanities at a Teaching-Intensive Institution?
Rebecca Frost Davis and Katherine D. Harris
Part II. Students
7. Digital Humanities in General Education: Building Bridges among Student Expertise at an Access University
Kathi Inman Berens
8. (Hard and Soft) Skills to Pay the Bills: A Both/And Approach to Teaching DH to Undergraduates
Jonathan D. Fitzgerald
9. Digital Humanities across the Curriculum, or How to Wear the Digital Halo
10. Rethinking the PhD Exam for the Study of Digital Humanities
Asiel Sepúlveda and Claudia E. Zapata
11. Pedagogy First: A Lab-Led Model for Preparing Graduate Students to Teach DH
12. What’s the Value of a Graduate Digital Humanities Degree?
Elizabeth Hopwood and Kyle Roberts
Part III. Classrooms
13. Codework: The Pedagogy of DH Programming
14. Community-Driven Projects, Intersectional Feminist Praxis, and the Undergraduate DH Classroom
15. Bringing Languages into the DH Classroom
16. DH Ghost Towns: What Happens When Makers Abandon Their Creations?
Emily Gilliland Grover
17. How to Teach DH without Separating New from Old
18. The Three-Speed Problem in Digital Humanities Pedagogy
Part IV. Collaborations
19. Sharing Authority in Collaborative Digital Humanities Pedagogy: Library Workers’ Perspectives
Chelcie Juliet Rowell and Alix Keener
20. K12DH: Precollege DH in Historically Underprivileged Communities
Laquana Cooke and Andrew Famiglietti
21. A Tale of Two Durhams: How Duke University and North Carolina Central University Are Increasing Access and Building Community through DH Pedagogy
Hannah L. Jacobs, Kathryn Wymer, Victoria Szabo, and W. Russell Robinson
22. Expanding Communities of Practice through DH Andragogy
Lisa Marie Rhody and Kalle Westerling
23. What Is Postcolonial DH Pedagogy, and What Is It Doing in Nonhumanities Institutions? Case Studies from India
Dibyadyuti Roy and Nirmala Menon
24. Finding Flexibility to Teach the “Next Big Thing”: Digital Humanities Pedagogy in China
Lik Hang Tsui, Benjun Zhu, and Jing Chen
25. What Is Digital Humanities and What’s It Doing in the Classroom?
Brian Croxall and Diane K. Jakacki
Brian Croxall is associate research professor of digital humanities at Brigham Young University. He is coeditor of Like Clockwork: Steampunk Pasts, Presents, and Futures (Minnesota, 2016).
Diane K. Jakacki is digital scholarship coordinator and associate faculty in comparative and digital humanities at Bucknell University. She is coeditor of Early Modern Studies after the Digital Turn.