The semester is rapidly coming a close at Hampshire College! Yesterday, Intro to DH published its final project, a Digital Humanities LibGuide that the class collaboratively created during the the…
It takes a village to teach intro to DH. I firmly believe that digital humanities is a team sport where faculty, technologists, and librarians play an equal part. This orientation…
A few weeks ago, I had a wonderful conversation with Alex Galarza for the Gradhacker Podcast. We talked about Eduhacker, digital humanities, and working in a liberal arts context. If…
Digital Humanities Pedagogy: Practices, Principles and Politics is a freely available title published by OpenBooks. The free version is available online and for about $8.00, you may purchase a downloadable…
Looking for a new web publication of all things digital humanities? Check out A Guide to Digital Humanities, from the Center for Scholarly Communication & Digital Curation at Northwestern University.
Here’s a link to a post “Risk Being Awesome,” that I wrote for Collegiate Collaborations. We talk about collaboration and doing cool projects, but what are the barriers stopping us? And, are those barriers real or perceived? Don’t wait for the opportunity to come along. Bring your awesome and do something.
Written by Matthew Windsor, Visiting Librarian at Hendrix College.
Austin College Humanities Division faculty recently hosted a Digital Humanities Colloquium, bringing together digital media experts from around the country (and Hong Kong) to facilitate a discussion on the intersection of the digital world with the humanities. For those of you who were unable to attend I have assembled a few of the highlights of the conference. This is by no means an exhaustive reference, but rather an aggregation of links and main points of the lectures.
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We are now three weeks into our intro to dh course! I appreciated this comment from my first blog post introducing the series:
“This is pretty exciting – I look forward to seeing how the course moves forward. I’m also very interested to hear what the students expect from the course, and how that lines up with what we expect them to expect from the course.”
It made me think of the engaging conversations I’ve enjoyed with Carla Martin over the past few months about pedagogy and inclusiveness. One of my major takeaways from those conversations is the idea of building a shared understanding in the classroom collectively, rather than simply relying on students’ previously acquired knowledge, which is something that can marginalize different students for a variety of reasons.
Hi! I’m Caro Pinto and I’m the Critical Social Inquiry Librarian at Hampshire College in Amherst Massachusetts. I think of myself as a five-tool librarian (a baseball metaphor there – go Red Sox!) who oversees collections, teaches research education classes, pushes the boundaries of technology in libraries, wrangles workflows, and meets with rad students. I’m also a digital humanities (DH) enthusiast who is committed to bringing DH ideas and practices into the classrooms at Hampshire College. As a faculty-staff associate, I have the opportunity to teach semester long courses at the College; this semester, I have the pleasure of co-teaching Hampshire’s Intro to Digital Humanities course with history professor Jim Wald. It’s a unique set-up having a librarian/technologist collaborating with a faculty member, a model worth considering as classes move out of the seminar/lecture model. Throughout the semester, I’ll be sharing dispatches from CSI-267, starting with these reflections from our first session on Wednesday 23 January:
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Using Google's Fusion Tables and the new network graph feature, I created a visualization of The Hobbit, The Fellowship of the Ring, The Two Towers, and The Return of the…