Search

TopicAnnouncing Digital Humanities Japan

Dear all, The Digital Humanities Japan ( http://dhjapan.org/ ) initiative is pleased to formally announce the launch of our website and its associated content. This includes a mailing list and a resource wiki. Our wiki contains (among other things): Scholars Directory – A submission form where you can list yourself a DH Japan scholar, including your current projects, […]

DepositLanguage and Labor in the Digital Humanities

This presentation addresses the opportunities and challenges of transacting digital humanities collaborative projects from the perspective of a Digital Humanities Research Designer in an academic library. While collaboration is often celebrated as a central to the success of digital humanities projects, I argue that often the language of collaboration excludes those whose work is organized by reward systems that do not include long-term projects. In this presentation, I discuss the language of digital humanities project management that, when put into practice, often replicates the academic hierarchies that DH prides itself on transcending or resisting.

DepositChallenges and Rewards for Digital Humanities

The English Department at U.C. Berkeley has developed two multimedia humanities websites at “Shakespeare’s Staging” and “Milton Revealed,” illustrating classic rewards and problems in digital humanities programs. Users are uniformly positive about the simple, selective, and fully organized structure. Visits are numerous, averaging 200-400 page visits daily to each site, but often rising to a thousand or more at such times as exam preparation. In ten years the Shakespeare site accumulated over one million visits, and in two years the Milton site has reached over 100,000 visits annually. We are fortunate to access a vast amount of expert material, bibliographies, stills, and video, all developed by site participants, materials that had generated considerable applicable funding, but were clear of copyright issues. As the sites developed, other sources of material became more generous in permitting educational use freely. Technical support was available on campus.

DepositOn Co-Teaching and Digital Humanities

Reflections on the value of co-teaching, particularly in a digital humanities context, pitched at administrators who might be thinking about arguments for or against such a heavy investment of their resources while developing a digital humanities program. The overall argument is that co-teaching allows the teaching of DH to more directly mirror the practice of it. The argument takes up three main points. First, co-teaching allows for more interdisciplinary courses. Second, co-teaching models collaboration for students. And third, co-teaching transfers skills from one instructor to another.

DepositDigital Humanities for Lifelong Learners

Digital Humanities for Lifelong Learners is a research project that will convene leading thinkers in the fields of lifelong learning, humanities education, public media and humanities archives, and multi-platform interactive technology in a series of in-person and virtual meetings and other activities, including online surveys. The key purpose is to research how best to create a significant library of high quality, digital humanities modules, drawn from WGBH’s vast archive and other public media sources, for lifelong learners, especially those aged 65+. An initial day-long meeting, held at WGBH and including all project participants, will set the agenda for this six-month research initiative, resulting in a detailed white paper that addresses audience research findings, humanities content, rights, and distribution issues, and technical and design approaches, and charts next steps for this project, including future funding possibilities.