Against the grain: Reading for the challenges of collaborative digital humanities pedagogy

Experiential Learning in the Archives: Case Studies in Digital Humanities Pedagogy for Undergraduate Research

“…A surprise for the author that has not gone unnoticed by other academic librarians (Christian-Lamb & Shrout, 2017;Clayton & Widener, 2017;Giannetti, 2017;Locke, 2017;Mahony & Pierazzo 2012) was students' apprehension about working with digital tools, as well as the overall lack of digital literacy for so-called "digital natives." Several students expressed a misconception that in order to work on a digital project they needed to be able to code.…”

“…The author describes a DH partnership in course-integrated instruction that encompassed "the overlapping elements of digital humanities, information literacy instruction, and instructional technology" to effectively apply the ACRL frame "Information Creation as a Process" (p. 439). While exploring the power dynamics between teaching faculty and librarians, Giannetti (2017) states that "librarians are commonly understood to perform a subordinate, service role in palrap.org the academic hierarchy and thus may struggle to engage with their disciplinary colleagues as equal partners in pedagogical collaborations" (p. 259).…”

“…46). Giannetti (2017) considers the expanding pedagogical role of librarians in the digital humanities stating that "librarians are increasingly stepping into the role of teacher and pedagogical collaborator in smaller-scale but equally effective partnerships that introduce humanities thought and methods in the classroom" (p. 257). Clement (2012) discusses how "project-based learning in digital humanities demonstrates that when students learn how to study digital media, they are learning to study knowledge production as it is represented in symbolic constructs that circulate within information systems that are themselves a form of knowledge production" (p. 366).…”

“…Experiential Learning in the Archives palrap.org Giannetti (2017) addresses this issue, stating that the "lack of prior critical engagement complicates the transition from a 'point-and-click' user to a researcher capable of critically evaluating the results of a digital process, let alone one capable of analyzing the theoretical, cultural, or ethical implications of that process" (p. 261). Christian-Lamb & Shrout (2017) explain that the "discrepancy between what instructors expect of these digitally 'native' generations, and what the students themselves know has been a challenge for digital humanities pedagogy in undergraduate contexts" (para.…”