Should Liberal Arts Campuses Do Digital Humanities? Process and Products in the Small College World

Alexander, Bryan; Frostdavis, Rebecca

doi:10.5749/minnesota/9780816677948.003.0037

Cited by 22 publications

(7 citation statements)

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“…Scholars in the digital humanities field indicate a need for more collaboration between technology and humanities in academia (Zilberg, ), in addition to increasing the awareness of what both fields could contribute to each other (Ioannides, Arnold, Niccolucci, & Mania, ; Keener, ; Marden, Li‐Madeo, Whysel, & Edelstein, ; Ott & Pozzi, ; Silberman, ). The onus of creating awareness lies on policy makers as well as academics through public engagement and outreach activities (Alexander & Davis, ; Higgins, ; Hirsch, ; Zorich, ). Additionally, outreach activities conducted by cultural heritage management boards and technology partners increased both public and practitioner awareness of how the fields contributed to each other (Dalbello, ; Dorner, ; Liu, ).…”

Section: Resultsmentioning

confidence: 99%

Cultural Heritage Information Practices and iSchools Education for Achieving Sustainable Development

Koya

Chowdhury

2019

Asso for Info Science & Tech

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Since 2015, the United Nations Educational, Scientific and Cultural Organization (UNESCO) began the process of inculcating culture as part of the United Nations' (UN) post-2015 Sustainable (former Millennium) Development Goals, which member countries agreed to achieve by 2030. By conducting a thematic analysis of the 25 UN commissioned reports and policy documents, this research identifies 14 broad cultural heritage information themes that need to be practiced in order to achieve cultural sustainability, of which information platforms, information sharing, information broadcast, information quality, information usage training, information access, information collection, and contribution appear to be the significant themes. An investigation of education on cultural heritage informatics and digital humanities at iSchools (www.ischools.org) using a gap analysis framework demonstrates the core information science skills required for cultural heritage education. The research demonstrates that: (i) a thematic analysis of cultural heritage policy documents can be used to explore the key themes for cultural informatics education and research that can lead to sustainable development; and (ii) cultural heritage information education should cover a series of skills that can be categorized in five key areas, viz., information, technology, leadership, application, and people and user skills. Role of Culture and Cultural Heritage Information in Sustainable DevelopmentThe role of culture in sustainable development has been recognized by academics in different areas including local government's planning strategies

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Section: Resultsmentioning

confidence: 99%

Cultural Heritage Information Practices and iSchools Education for Achieving Sustainable Development

Koya

Chowdhury

2019

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“…In a practice-based module, LOA and constructive alignment provide frameworks for using project work to assess whether students are gaining key skills, and whether they understand why these skills are considered key in the field of DH work and research. This is particularly important given the emergence of research and thought on the future of DH curriculum (see for example Klein, 2011;Alexander & Davis, 2012;Clement et al 2013 andPun, 2015). Inquiries into pedagogy for DH is arguably distinct from inquiries into the scope and purpose of DH but, case studies like this one in some ways offer the best of both worlds -a discussion on how to use theory to help students form their own insights and ideas gained through project work.…”

Section: Academic Context: Methods and Pedagogymentioning

confidence: 99%

Digital cultural heritage: Collaborating with students and discovering lost museums

Grainger

2021

EFI

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Our paper consists of two parts. First, we review the history of the Royal United Service Institute (RUSI) museum, its collections, its closure and the dispersal of its collections. Second, we synthesize this analysis with a summary and reflection on the challenges of undertaking a collective memory project that represents the rise and fall of empire. To synthesize these two points, we discuss the museum’s history and highlight how digital cultural heritage initiatives have catalyzed an interest in digitizing and archiving RUSI’s collection records. Following our review of RUSI and its museum collection, we discuss the value of academics forming partnerships with cultural heritage institutions, and we analyze our experiences managing two student projects hosted at RUSI. Our discussion of student work will reflect on methods for designing engaging curriculum that encourages students to practice record keeping for cultural heritage institutions.

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“…Existing studies of DH curricula have surveyed programs (Sula et al, 2017), course syllabi (Spiro, 2011; Terras, 2006), instructors (Croxall & Jakacki, 2019), and practitioners (Clement & Carter, 2017), and numerous articles have discussed the development of DH programs and courses in specific locations, such as community colleges (McGrail, 2016), colleges of liberal arts and science (Alexander & Davis, 2012; Buurma & Levine, 2016), graduate education (Selisker, 2016), and libraries (Rosenblum et al, 2016; Varner, 2016; Vedantham & Porter, 2016). While several of these have addressed how librarians learn and then teach DH, none has systematically examined DH courses within iSchools as a whole, despite these being responsible for training information professionals for work in libraries, archives, museums, and other environments that have been identified as key sites of DH work and partners for collaboration.…”

Section: Courses and Curriculamentioning

confidence: 99%

Digital humanities in the iSchool

Walsh

Cobb

Fremery

et al. 2021

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The interdisciplinary field known as digital humanities (DH) is represented in various forms in the teaching and research practiced in iSchools. Building on the work of an iSchools organization committee charged with exploring digital humanities curricula, we present findings from a series of related studies exploring aspects of DH teaching, education, and research in iSchools, often in collaboration with other units and disciplines. Through a survey of iSchool programs and an online DH course registry, we investigate the various education models for DH training found in iSchools, followed by a detailed look at DH courses and curricula, explored through analysis of course syllabi and course descriptions. We take a brief look at collaborative disciplines with which iSchools cooperate on DH research projects or in offering DH education. Next, we explore DH careers through an analysis of relevant job advertisements. Finally, we offer some observations about the management and administrative challenges and opportunities

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Should Liberal Arts Campuses Do Digital Humanities? Process and Products in the Small College World

Cited by 22 publications

References 0 publications

Cultural Heritage Information Practices and iSchools Education for Achieving Sustainable Development

Cultural Heritage Information Practices and iSchools Education for Achieving Sustainable Development

Digital cultural heritage: Collaborating with students and discovering lost museums

Digital humanities in the iSchool

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