March 3, 2014 § Leave a comment
Last October, during Open Access Week, I participated in a stimulating panel as part of the “2013–14 Tanner Talks: Information and Access: Sharing Knowledge Across Virtual Communities” at Utah State University on Wednesday, October 23, 2013. Here is the description:
Peter Binfield (physicist & publisher of PeerJ, an open-access journal), Rebecca Frost Davis (an expert on digital humanities at St. Edward’s University) and Adam Moore (an expert on information ethics at University of Washington) will discuss the terms, the movements, and the philosophical impetus for and potential shortcomings of higher education as it becomes “digital” and “open.” The 2013–14 Tanner Talks, a series of cross-disciplinary events focusing on the theme “Knowledge and Community,” are a presentation of the College of Humanities and Social Sciences.
My role on the panel was to address Digital Humanities and Open Access. I was asked to prepare answers to these questions in advance:
- What are the benefits and costs of open access and increasing digitization of academic work?
- What is the relationship between Digital Humanities and open access?
- How is the Digital Humanities movement changing scholarship and teaching?
The video for this panel is available online as a video podcast from Utah State University.
For those who watch the video–my notes were on my iPhone. I wasn’t texting or checking email throughout the panel.
My experience in this panel led me to better articulate for myself what I’ve been discussing in subsequent talks as the change in the knowledge economy from a model of scarcity to one of abundance and the challenges of adjusting to that change, especially as they relate to scholarship and other academic practices.
November 12, 2013 § 3 Comments
In Spring 2013, I taught LAT312K: Intermediate Latin at the University of Texas-Austin. This was the fourth and last required course in the Latin sequence at UT and focused on Vergil’s Aeneid. The course functioned both as a cap to a student’s Latin experience (several of my students were graduating seniors finishing off their required courses) and a gateway into advanced study of Latin literature and culture for Classics majors. One of my goals in the course was introducing students to a variety of approaches scholars take to the study of Latin literature in general and Vergil’s Aeneid in particular. This goal allowed me to include a digital humanities element in the course by having my students experiment with digital methodologies. One such assignment focused on text analysis. I include the assignment below, as well as my reflections on how this pedagogical experiment went. « Read the rest of this entry »
February 1, 2013 § Leave a comment
In my experience one of the key appeals of digital humanities at small liberal arts colleges is the opportunity for undergraduates to do applied, authentic research in the humanities. Last week at the annual meeting of the Association of American Colleges and Universities (AAC&U), I had the pleasure of being part of a panel (with Daniel Chamberlain, Jeff McClurken, and Jim Proctor) showcasing undergraduate research using digital tools and methodologies both in the digital humanities and beyond. I had actually titled the panel, “Undergraduates as Public Digital Scholars” in hopes of attracting the attention of those interested in undergraduate research, one of the high impact practices for liberal education advocated by AAC&U. « Read the rest of this entry »
October 15, 2012 § Leave a comment
Originally posted on October 15, 2012 at 01:25PM at Techne, http://blogs.nitle.org/2012/10/15/undergraduate-research-and-digital-scholarship/
How can we prepare our students to be citizens in a networked world? One solution is to give them occasions for action in that world through authentic research using digital methodologies. Let them explore wicked problems that cross disciplinary lines and don’t have clear solutions. Engage them in collaborative research involving both students and faculty members. Involve them in projects driven by community needs and mentor them through that work. All of these answers highlight the value of liberal education in a world of webs and networks because these are the kinds of opportunities offered by small liberal arts colleges rather than large-scale, industrial MOOCs. « Read the rest of this entry »
August 24, 2012 § Leave a comment
Originally posted on August 24, 2012 at NITLE’s Techne blog, http://blogs.nitle.org/2012/08/24/upcoming-digital-humanities-training-for-textual-research/
One of the biggest challenges for liberal arts colleges seeking to build capacity in digital humanities is training faculty and staff in new digital methods, especially due to the wide variety of methods that fall under the big tent of digital humanities and the lack of local expertise at small colleges. Since many digital humanities centers at large research institutions do offer such training, small colleges can take advantage of these resources to build capacity in digital methodologies, though there will be some cost involved. « Read the rest of this entry »
November 15, 2011 § Leave a comment
Originally posted on November 15, 2011 at NITLE’s Techne blog, http://blogs.nitle.org/2011/11/15/a-snapshot-of-digital-scholarship-at-liberal-arts-colleges/
Digital Scholarship has exploded at liberal arts colleges in recent years. In order to capture a snapshot of that explosion, planners of the Digital Scholarship Seminars kicked off this year’s series with a panel presentation representing eight institutions: the Tri-College Consortium (Bryn Mawr College, Haverford College, Swarthmore College), Hamilton College, Occidental College, University of Richmond, Wheaton College, and Willamette University.
With six presenters, there was quite a bit of information to take in. If you missed it, or like me, want to hear it again, you can listen to the recordingand view the presenters’ notes, powerpoints, and links in this google doc. In this blog post, I want to summarize themes I heard across all six speakers and during the following discussion. « Read the rest of this entry »
November 11, 2011 § 2 Comments
Originally posted on November 11, 2011 at NITLE’s Techne blog, http://blogs.nitle.org/2011/11/11/digital-humanities-now-a-videoconference-discussion/
Last week Digital Humanities Now (@dhnow) was relaunched. This experiment in how we evaluate scholarship begs the question, how will our colleagues outside the digital humanities evaluate our digital work? How can we make our work legible to them? This was the subject of yesterday’s impromptu videoconference discussion.
I was joined by Joan Fragaszy Troyano, Managing Editor and Sasha Boni, Editor, Digital Humanities Now, as well as Ryan Cordell, Assistant Professor of English at St. Norbert College and a member of NITLE’s Digital Humanities Council; Gabriel Hankins, University of Virginia Scholars’ Lab Fellow; and Chris Dickman, Ph.D. candidate in English Composition and Rhetoric at Saint Louis University, and co-organizer of THATCamp Pedagogy. « Read the rest of this entry »