Digital Humanities Pedagogy: Practices, Principles and Politics

Hirsch, Brett D.

doi:10.11647/obp.0024

Cited by 35 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the introduction to Digital Humanities Pedagogy: Practices, Principles, and Politics, Hirsch (2012) points out that in digital humanities discourse "teaching" is often relegated to an afterthought in favor of "research" (p. 5). Hirsch argues that "we should be […] concerned about the pervasiveness with which pedagogy is excluded from discussions of digital humanities entirely" (2012, p. 5).…”

Section: Palraporgmentioning

confidence: 99%

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

Farry

2022

palrap

View full text Add to dashboard Cite

This article explores experiential learning in archives and special collections as an emerging area of digital humanities pedagogy within which librarians can take a central role. The case studies presented cover a range of undergraduate research projects that incorporated active and inquiry-based learning exercises with digital archives as a pedagogical approach to digital humanities instruction. The research projects include an honors project to create an online exhibit of medieval manuscript leaves, a capstone experience in the library to explore the relationship between archives and social justice, and a course project that used the University Archives to research the University of Scranton’s Black history.

show abstract

Section: Palraporgmentioning

confidence: 99%

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

Farry

2022

palrap

View full text Add to dashboard Cite

show abstract

“…Digital Humanities in general has also been slow to take stock of pedagogy in its discussions. As Brett D. Hirsch (2012) argued, pedagogy is often an 'afterthought' or 'tacked-on' (5) in critical discussions of digital humanities. In Digital Humanities Pedagogy, he urges that 'we owe it to ourselves (and indeed to our students) to pay more than lip service to pedagogy in our field' (Hirsch, 2012: 6) Henderson and Kyle Sebastian Vitale, is entirely devoted to pedagogy, as the title suggests, and its contributors explore intersections between digital resources and the way in which these can be used to discuss gender, race, identity, culture, and performance, thereby strengthening that important connectivity between diverse Shakespeare scholarship and digital pedagogy.…”

Section: Introduction: Firewalls and Activismsmentioning

confidence: 99%

Podcasts and Feminist Shakespeare Pedagogy

Panjwani

2022

View full text Add to dashboard Cite

Scores of women feel excluded from Shakespeare Studies because the sound of this field (whether it is academics giving papers at conferences or actors sharing performance insights) is predominantly male. In contrast, women are well represented in Shakespeare podcasts. Noting this trend, this Element envisions and urges a feminist podagogy which entails utilizing podcasts for feminism in Shakespeare pedagogy. Through detailed case studies of teaching women characters in Hamlet, A Winter's Tale, The Merchant of Venice, and As You Like It, and through road-tested assignments and activities, this Element explains how educators can harness the functionalities of podcasts, such as amplification, archiving, and community building to shape a Shakespeare pedagogy that is empowering for women. More broadly, it advocates paying greater attention to the intersection of Digital Humanities and anti-racist feminism in Shakespeare Studies.

show abstract

“…The growing global interest in DH has resulted in an increasing number of courses, modules, certicates, and even degrees covering a broad range of topics at the intersection of Humanities and Information and Communication Technology (ICT) methods. However, despite the numerous eorts to train students and researchers formally in the wide-ranging eld of DH, "scholarship in this area has tended to focus on research methods, theories, and results rather than critical pedagogy and the actual practice of teaching" (Hirsch 2012 44 All in all, these initiatives reect more than ever how weas instructors-want to communicate and interact with our students. At the same time, they underscore the challenge of what we can teach, depending on the dierent educational contexts.…”

mentioning

confidence: 99%

The Switchover: Teaching and Learning the Text Encoding Initiative in Spanish

Torrent¹,

Riande²

2019

jtei

View full text Add to dashboard Cite

This article analyses the current situation of the Text Encoding Initiative (TEI) in a Spanishspeaking digital humanities (DH) education and research context. It also examines the challenges faced when teaching TEI in Spanish and takes into consideration two main issues: the still not well-dened DH curriculum in many Spanish-speaking countries and the dierent pedagogical approaches to the TEI depending on the learning context: face-to-face instruction, distance education, and the Foreign Language Classroom. It aims as well to raise awareness about the lack of basic pedagogical materials-tutorials or guidelines-devoted to TEI in Spanish, an obstacle that has hindered the growth of a TEI community of practice from Spain and Latin America. It also

show abstract

Digital Humanities Pedagogy: Practices, Principles and Politics

Cited by 35 publications

References 0 publications

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

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

Podcasts and Feminist Shakespeare Pedagogy

The Switchover: Teaching and Learning the Text Encoding Initiative in Spanish

Contact Info

Product

Resources

About