Digital Humanities Pedagogy: Practices, Principles and Politics 2012
DOI: 10.11647/obp.0024.09
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Teaching Skills or Teaching Methodology?

Abstract: 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 … Show more

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Cited by 8 publications
(7 citation statements)
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“…Demand for a new program is difficult to quantify, but analysis of the job market and the skills that give graduates an advantage there (as in our job advertisement analysis above; see also Billore & Golub, 2017) can create a strong argument, together with increasing graduate student numbers, particularly as a feeder for doctoral studies (Mahony & Pierazzo, 2013). One can also tap into competitive instincts by drawing attention to peer institutions—with a similar ethos and/or institutional and demographic ranking—that are demonstrating success with digital humanities programs.…”
Section: Management and Administrative Challenges And Opportunitiesmentioning
confidence: 99%
“…Demand for a new program is difficult to quantify, but analysis of the job market and the skills that give graduates an advantage there (as in our job advertisement analysis above; see also Billore & Golub, 2017) can create a strong argument, together with increasing graduate student numbers, particularly as a feeder for doctoral studies (Mahony & Pierazzo, 2013). One can also tap into competitive instincts by drawing attention to peer institutions—with a similar ethos and/or institutional and demographic ranking—that are demonstrating success with digital humanities programs.…”
Section: Management and Administrative Challenges And Opportunitiesmentioning
confidence: 99%
“…The indicators in the evaluation system generally involve teaching attitude [13], proficiency in teaching content, and basic teaching skills [14][15][16], etc. However, the comprehensive quality of teachers is not only reflected in the above aspects but also includes teachers' knowledge level, teaching research ability, teaching design ability, and teachers' innovation ability, etc.…”
Section: Introductionmentioning
confidence: 99%
“…content (Bjork, 2012;Hirsch, 2012;Rehbein and Fritze, 2012;Spiro, 2012;Wosh et al, 2012). Concordantly, DH pedagogy inspires students and faculty members critically, openly, collaboratively, collectively and symbiotically to explore existing or to carve out new research and scholarly areas across disciplines (Battershill and Ross, 2017;Cordell, 2016;Hirsch, 2012;Johanson and Sullivan, 2012;Kuhn and Callahan, 2012;Mahony and Pierazzo, 2012;Rehbein and Fritze, 2012;Rockwell and Sinclair, 2012;Saklofske et al, 2012).…”
Section: Introductionmentioning
confidence: 99%
“…Scholars recommend that innovative DH pedagogy hew to a project-based approach (Clement, 2012;Rehbein and Fritze, 2012;Rockwell and Sinclair, 2012). They favor employing discipline-specific examples and exercises (Mahony and Pierazzo, 2012) in areas such as programming (Ramsay, 2012), text analysis (Bjork, 2012;Kill, 2012;Sinclair and Rockwell, 2012), text mining (Bjork, 2012), blogging (Gold, 2012;Owens, 2012) and project management (Rockwell and Sinclair, 2012). Further questioning of and experimentation with graduate training in DH will illuminate key DH topics and good practices (Rockwell and Sinclair, 2012;Spiro, 2012).…”
Section: Introductionmentioning
confidence: 99%