Beyond the one-shot: Intensive workshops as a platform for engaging the library in digital humanities

Powell, Susan; Kong, Nicole

doi:10.1080/10691316.2017.1336955

Cited by 12 publications

(4 citation statements)

References 15 publications

(14 reference statements)

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“…Powell, S. & Kong, N. N. 39 examined how librarians might contribute to library goals by teaching intensive one-week courses, a frequent workshop format in "digital humanities (DH)," and how they may do so in a way that is both worthwhile to the DH community and effective. Library classes often take one of two formats: either a one-time session or an ongoing credit course.…”

Section: Current Situation Of Digital Humanities and Librariesmentioning

confidence: 99%

Literature Survey and Analysis of Digital Humanities and Libraries in Recent Years

Makwana,

Gadhavi

2023

DESIDOC Jl. Lib. Info. Technol.

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The term “Digital Humanities (DH)” suggests a sub-field of the humanities that makes the ideal utilisation of digital media, as well as the practices and instructions that are naturally associated with it, to explore a broad spectrum of topics. This sub-field is fast developing an increasingly significant sphere of academic research. The conversion to digital has brought about a considerable transformation to several underlying library services, and one of the most fundamental examples of a field where a basic foundation of digital skills can be used to promote the development of an emerging discipline is the field of digital humanities. In the past, only a few studies on digital humanities were conducted. There was a disparity in the amount of research done on the role of librarians concerning digital humanities libraries. This article presents a comprehensive review of previous literature on “Digital Humanities and Libraries,” which included contributions from a diverse range of authors. These factors include the origins and history of DH and libraries, as well as the current state of DH and libraries. The theory and concepts of digital humanities as a field of study are examined, as well as the potential mapping of these theories and concepts to traditional university library collections and services. The research concluded that effective cultural heritage digital initiatives are best carried out through the formation of constructive partnerships between DH scholars and community groups.

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Section: Current Situation Of Digital Humanities and Librariesmentioning

confidence: 99%

Literature Survey and Analysis of Digital Humanities and Libraries in Recent Years

Makwana,

Gadhavi

2023

DESIDOC Jl. Lib. Info. Technol.

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“…Finally, a notable challenge in GIS instruction is striking the right balance between time spent on hands-on skills training and time spent on teaching conceptual foundations (Powell and Kong 2017), especially in the short time frames often characteristic of library-based instruction (Gross, Latham, and Julien 2018). Because of this, there can sometimes be a tendency towards emphasizing "buttonology" (i.e., introductory training focused on the interface and use of particular software programs) or utilizing a "cookbook" method (i.e., following step-by-step instructions to complete particular tasks without requiring a deeper understanding), approaches discussed, and cautioned against, in both the library and information science (Jablonski 2004;Russell and Hensley 2017) and geospatial education literature (Bearman et al 2016;Kedron et al 2016).…”

Section: Considerations For Integrated Instructionmentioning

confidence: 99%

Mapping Concepts to Locate Learning Opportunities: Aligning the ACRL Framework to the GIS&T Body of Knowledge

Sadvari

2019

Journal of Map & Geography Libraries

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The adoption of the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education in 2016 coincided with the launch of the digital edition of the Geographic Information Science and Technology (GIS&T) Body of Knowledge. The GIS&T Body of Knowledge and the ACRL Framework share a common goal of providing a flexible, communitydriven, living document to support teaching and learning in higher education. The Body of Knowledge serves as a representation of the GIS&T knowledge domain, while the ACRL Framework aids librarians in integrating core information literacy concepts into instruction in their respective knowledge domains. Despite this connection, no attempt to evaluate how these guiding documents can be aligned to one another to inform instructional practice has yet been reported. This study uses a relative crosswalk approach to map connections between the knowledge practices and dispositions in the ACRL Framework and the learning objectives in the GIS&T Body of Knowledge. This analysis highlights alignment between these documents and can serve as a conceptual foundation to make it easier for map, geospatial, and subject librarians to identify practical opportunities for integrating information literacy instruction into GIS&T education, both independently and in collaboration with disciplinary faculty.

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“…5 The desire for a more information-literate approach to digital humanities instruction is also the motivation behind Susan Powell and Ningning Nicole Kong's article advocating for an intensive workshop model that "gives librarians the space to move beyond solely skills-based learning outcomes to more advanced, situated knowledge." 6 These librarians are expressing a desire to increase their focus on the digital humanities context rather than on software specifics by moving from a skills-based approach to a more conceptual form of teaching. Creating educational experiences with the sole goal of showing how to manipulate software interfaces outside of a larger context is not satisfying to the instructor, and it does not get at the "thoughtful engagement" that Morgan mentions.…”

Section: Digital Pedagogymentioning

confidence: 99%

Beyond buttonology: Digital humanities, digital pedagogy, and the ACRL Framework

Russell

Hensley

2017

crln

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There is a danger with digital humanities instruction of falling into the trap of buttonology. By buttonology, we do not mean the study of buttons, nor do we intend the derision of August Strindberg, who, in his story "The Isle of the Blessed," coined the word buttonology to mock scholarly pedantry.Buttonology is, in its simplest terms, software training that surveys different features of an interface in an introductory manner. In a library one-shot, teaching the library discovery system or showing how to perform an advanced search in a database would be buttonology. Knowing how to upload texts into a tool like Voyant does not help researchers think about what texts should be uploaded, how selecting data relates to a research question, or even what constitutes an effective research question. This type of teaching does not encourage critical thinking, yet digital humanities instruction, in our experience, is frequently focused on showing how to use software rather than reflect on the broader context.There is a growing body of literature on digital humanities instruction in libraries that extends back at least to 2013.1 Until recently, this literature mostly sidestepped information literacy, focusing on the nature of librarian-faculty classroom collaborations or on teaching digital humanities tools. However, works by Andrea Baer and Krista White have begun to trace connections to ACRL's "Framework for Information Literacy for Higher Education," opening a line of inquiry that helps connect digital humanities work to the instructional mission of our profession and encourages librarians to reconceptualize their approach to teaching by incorporating digital pedagogy. 2 Digital pedagogyDigital pedagogy is quickly becoming commonplace among faculty and across disciplines and is often referred to as critical pedagogical perspective. Stewart Varner defines digital pedagogy as the act of "creatively and critically incorporat [ing] technology into assignments in ways that truly enhance student engagement and encourage them to confront how technology impacts the work they do." 3 For all of the literature on digital humanities and libraries, librarians have only just begun exploring their teaching role in the digital humanities. Since this teaching role is often tutorial-based, the literature is mostly practical with a focus on how best to present digital tools. However, there are a few John E. Russell is digital humanities librarian and associate director for

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Beyond the one-shot: Intensive workshops as a platform for engaging the library in digital humanities

Cited by 12 publications

References 15 publications

Literature Survey and Analysis of Digital Humanities and Libraries in Recent Years

Literature Survey and Analysis of Digital Humanities and Libraries in Recent Years

Mapping Concepts to Locate Learning Opportunities: Aligning the ACRL Framework to the GIS&T Body of Knowledge

Beyond buttonology: Digital humanities, digital pedagogy, and the ACRL Framework

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