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opened up by digital humanities and arguing for its place in the higher education curriculum, i it is not our purpose in the present paper to contribute to this ongoing critical conversation. Instead, we wish to explore precisely what we should be teaching under the banner of "digital humanities." In the case studies that follow, we argue that this curriculum should focus on teaching students new approaches and new ways of thinking about the humanities and, in order to accomplish this with different groups of learners at disparate levels, that there is a need for teaching methodological approaches and not simply technological skills. Critical Background

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