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i Using Digital Humanities in the Classroom ii iii Using Digital Humanities in the Classroom A Practical Introduction for Teachers, Lecturers, and Students Claire Battershill and Shawna Ross Bloomsbury Academic An imprint of Bloomsbury Publishing Plc LON DON • OX F O R D • N E W YO R K • N E W D E L H I • SY DN EY iv Bloomsbury Academic An imprint of Bloomsbury Publishing Plc 50 Bedford Square London WC1B 3DP UK 1385 Broadway New York NY 10018 USA www.bloomsbury.com BLOOMSBURY and the Diana logo are trademarks of Bloomsbury Publishing Plc First published 2017 © Claire Battershill and Shawna Ross, 2017 Claire Battershill and Shawna Ross have asserted their right under the Copyright, Designs and Patents Act, 1988, to be identified as Authors of this work All rights reserved No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage or retrieval system, without prior permission in writing from the publishers No responsibility for loss caused to any individual or organization acting on or refraining from action as a result of the material in this publication can be accepted by Bloomsbury or the authors British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library ISBN: HB: 978-1-3500-2975-0 PB: 978-1-3500-2974-3 ePDF: 978-1-3500-2977-4 eBook: 978-1-3500-2976-7 Library of Congress Cataloging-in-Publication Data Names: Battershill, Claire, author | Ross, Shawna, author Title: Using digital humanities in the classroom : a practical introduction for teachers, lecturers and students / Claire Battershill, Simon Fraser University, and Shawna Ross, Texas A&M University Bloomsbury Academic Description: London ; New York : Bloomsbury Academic, [2017] | Includes index Identifiers: LCCN 2017003367 | ISBN 9781350029750 (hb) | ISBN 9781350029774 (epdf) Subjects: LCSH: Humanities–Study and teaching | Humanities–Study and teaching–Technological innovations | Digital humanities Classification: LCC AZ182 B37 2017 | DDC 001.3071–dc23 LC record available at https://lccn.loc.gov/2017003367 Cover design by Eleanor Rose Cover image © Damaratskaya Alena / Shutterstock Typeset by Newgen Knowledge Works (P) Ltd., Chennai, India To find out more about our authors and books visit www.bloomsbury.com Here you will find extracts, author interviews, details of forthcoming events and the option to sign up for our newsletters v CONTENTS List of figures ix List of tables x Acknowledgments xi Introduction Who is this book for? What are the digital humanities? Key concepts How to use this book The Web Companion Developing your own digital pedagogy 10 Conclusion 11 Overcoming Resistance 13 Conquering the fear of failure 13 Your own resistance 14 Your colleagues’ resistance 17 Your students’ resistance 19 The best cure is prevention: Establishing good habits 21 Conclusion 23 Further reading 24 Finding, Evaluating, and Creating Digital Resources Why use digital texts (and other assets)? 25 Finding and evaluating digital resources 28 Creating digital resources for your students 31 Creating digital resources with your students 33 A short guide to citation and copyright 34 Conclusion 39 Further reading 39 25 vi vi CONTENTS Ensuring Accessibility 41 Universal Design 41 Facilitating lectures 43 Promoting universal interactivity 46 Providing accessible resources 48 Privacy, safety, and account management 52 Adapting policies for individual students and student bodies 56 Conclusion 57 Further reading 58 Designing Syllabi 61 Course websites 61 A note on domains and web hosting 63 Online syllabi 63 Other digital resources for course websites 66 Should you teach an introduction to DH course? 67 An alternative approach: Choosing your amount of DH 69 Anatomy of a syllabus I: Course information and learning objectives 70 Anatomy of a syllabus II: Course policies 74 Conclusion 77 Further reading 77 Designing Classroom Activities 79 Activities as exploration 80 Activity design: Balancing integration and flexibility 81 Ten-minute exercises 83 Half-hour exercises 85 Whole-class exercises 87 Weeklong exercises 89 Writing effective prompts 91 Conclusion 94 Further reading 94 Managing Classroom Activities 97 Working with existing or free resources 97 Many ways to secure equipment 100 vii CONTENTS vii Troubleshooting 105 In case of total failure 107 Conclusion 110 Further reading 110 Creating Digital Assignments 113 General principles for creating digital assignments 113 Common types of digital assignments 116 Writing effective assignment sheets 123 Conclusion 126 Further reading 127 Evaluating Student Work 129 The importance of explicit assessment criteria 130 Anatomy of a rubric 131 Competencies: A language for indicating success 136 Involving students in evaluation processes 138 Thinking beyond the rubric 140 Coping with failure during assessment periods 141 Conclusion 144 Further reading 144 Teaching Graduate Students 147 The role of technology in twenty-first-century graduate education 147 Graduate students versus undergraduate students 149 Incorporating DH into graduate course work 150 External opportunities 156 Professionalization and the job market 157 A note on alt-ac careers 162 Conclusion 163 Further reading 164 10 Finding Internal Support Communities 167 A note on the variety of support systems 167 Faculty and staff in humanities, social sciences, and STEM 168 Libraries and special collections 170 IT services 173 viii viii CONTENTS Financial and material resources 175 The ethics of collaboration 177 Conclusion 179 Further reading 179 11 Finding External Support Communities 181 Social media 181 Twitter for the uninitiated 182 Academic organizations 188 Events: Conferences, unconferences, workshops, and institutes 189 Academic publications 191 External grant funding 192 Conclusion 193 Further reading 193 12 Connecting to Your Research 195 Counting more than once 195 Incorporating digital methods in your research 196 Producing research on digital pedagogy 197 Broadening the scope of your research 202 Collaborating with students 204 Conclusion 207 Further reading 207 Conclusion Index 213 209 ix FIGURES 2.1 8.1 8.2 How to create resources with your students 34 A holistic rubric 132 An analytic rubric 133 206 206 USING DIGITAL HUMANITIES IN THE CL ASSROOM When student labor requires a high level of critical thinking and scholarly engagement, think of your student as a collaborator: as a student scholar In this case, offer your student opportunities for coauthoring or copresenting C, for example, has done this with her collaborator Nicola Wilson and an undergraduate work-study student who copresented a poster at the Oxford Digital Humanities Summer School In the case of student work that is published formally—that is, copyright is somehow handed over, even if it is just through a Creative Commons license—you may have to ask students to sign release forms (In the Web Companion, under “Sample student work,” for example, you can access the Student Permissions Form that S created for her students when she asked them to share their course work in the Web Companion.) Other opportunities outside the formal classroom, including study abroad, internships, and scholarships, can be highly beneficial to students regardless of whether they are interested in pursuing further research after their studies Universities often have undergraduate research funds for travel to archives, conferences, or workshops, so seek out these opportunities for students who have shown extraordinary interest in the project or whose work is of exceptionally high quality Use your disciplinary knowledge to identify special opportunities; S, for example, has located study-abroad funds so that a student interested in World War I poetry can participate in the creation of a digital edition out of the texts assembled at a new archive of poet Ivor Gurney Because this student has developed DH skills, she will be able to connect with advanced scholars of World War I literature to whom she would not otherwise have access This is an example of extending to your students the ability to make things count more than once Once you have branched out beyond pedagogical uses of DH tools and into DH research, and you have given students credit for their own original research, you will undoubtedly desire some well-deserved credit for your own labors Making your digital pedagogy and research “count” is a crucial, but somewhat complex, aspect of DH We not wish to delve into the nitty-gritty details here (in the Web Companion materials for Chapter 12, look under the heading “Does digital scholarship count?” to find more information about this issue), we want to reassure that receiving credit for digital work is rapidly becoming the norm in academia Whether you are a graduate student, fellow, adjunct, lecturer, professor, or administrator—you will be able to make your DH work count if you are able to articulate how and why these activities satisfy the contractual terms of your employment As Jason Mittell explains in a blog post, “framing matters,” and so it is crucial “to give departments and committees references and analogues that are more familiar, while highlighting what makes digital scholarship unique and important” (par 13) As you frame your activities in ways that explain how they fit into your service, teaching, or research commitments, consult any set of guidelines produced by professional organizations and higher education institutions in your field for evaluating digital scholarship These 207 CONNECTING TO YOUR RESEARCH 207 guidelines are powerful resources because they forge connections between digital labor and traditional academic labor and they show how to prove the quality and impact of your work A guide to these guidelines is also in the Web Companion, where we also link to S’s blog posts for MLACommons, which may be of interest to scholars in language and literature disciplines Conclusion In this chapter, we have outlined a natural progression from digital pedagogy to DH research From publishing on your teaching experiences to publishing research as you apply your DH pedagogy skills to your disciplinary work, and from finding ways to involve students in DH research to treating your students as fellow researchers and collaborators, there are many ways to connect your explorations in teaching with new technologies with your disciplinary research Although good teaching does not require an active research agenda, many teachers feel additionally rewarded by their efforts to use DH in the classroom when they apply these labors to scholarship And remember that making these connections will not only help your career or further your research agenda: it will also strengthen your students’ knowledge of how your discipline works and how they can apply their work in the humanities to other courses and to their future educational and vocational endeavors Further reading Anderson, Deborah Lines, editor Digital Scholarship in the Tenure, Promotion, and Review Process Routledge, 2015 Anderson, Katrina, et al “Student Labor and Training in Digital Humanities.” Digital Humanities Quarterly, vol 10, no 1, 2016, www.digitalhumanities.org/ dhq/vol/10/1/000233/000233.html Battershill, Claire, et al Scholarly Adventures in Digital Humanities: Making the Modernist Archives Publishing Project Forthcoming, Palgrave, 2017 Clement, Tanya, et al “Collaborator’s Bill of Rights.” Off the Tracks: Laying New Lines for Digital Humanities Scholars, MediaCommons P, 2011, p. 10, mcpress media-commons.org/offthetracks/ Cohen, Daniel J., and Tom Scheinfeldt, editors Hacking the Academy: New Approaches to Scholarship and Teaching from Digital Humanities, U of Michigan P, 2013 Davidson, Cathy N “What If Scholars in the Humanities Worked Together, in a Lab?” The Chronicle of Higher Education, May 28, 1999, chronicle.com/article/ What-If-Scholars-in-the/24009 Di Pressi, Lisa, et al “A Student Collaborators’ Bill of Rights.” UCLA Digital Humanities, www.cdh.ucla.edu/news-events/a-student-collaborators-bill-of- rights/ 208 208 USING DIGITAL HUMANITIES IN THE CL ASSROOM Ede, Lisa, and Andrea A Lunsford “Collaboration and Concepts of Authorship.” PMLA, vol 116, no 2, 2001, pp 354–69 Gardiner, Eileen, and Ronald G Musto “Appendix: Digital Tools.” The Digital Humanities: A Primer for Students and Scholars Cambridge UP, 2015, pp 183–217 Gold, Matthew K., editor Debates in Digital Humanities U of Minnesota P, 2012, dhdebates.gc.cuny.edu/ Holland, Kathryn, and Jana Smith Elford “Textbase as Machine: Graphing Feminism and Modernism with OrlandoVision.” Reading Modernism with Machines, edited by Shawna Ross and James O’Sullivan, Palgrave Macmillan, 2016, pp 109–34 Keralis, Spencer D. C “Milking the Deficit Internship.” Disrupting the Digital Humanities, Jan 6, 2016, www.disruptingdh.com/milking-the-deficit-internship/. Punctum Books, 2017 Konkol, Margaret “Public Archives, New Knowledge, and Moving Beyond the Digital Humanities/Digital Pedagogy Distinction.” Hybrid Pedagogy, Sept 8, 2015, www.digitalpedagogylab.com/hybridped/public-archives-and-new- knowledge/ Matteson, Paul “Ten Ways to Maximize Your Google Drive.” Tech Republic, Feb 25, 2013, www.techrepublic.com/blog/google-in-the-enterprise/ten-ways-to- maximize-your-google-drive/ Mittell, Jason “Evaluating Digital Scholarship, or Confessions of an External Reviewer.” Just TV, Mar 23, 2014, justtv.wordpress.com/2014/03/23/ evaluating-digital-scholarship-or-confessions-of-an-external-reviewer/ Nowviskie, Bethany “Evaluating Collaborative Digital Scholarship (Or, Where Credit Is Due).” May 31, 2011, nowviskie.org/2011/where-credit-is-due/ Peck, James “A Note from the Editor: Special Issue on Practice-Based Research.” Theatre Topics, vol 23, no 2, 2013, pp. ix–xi Ross, Shawna “A Bechdel Test for #MLA: Gendered Acts of Care on Academic Twitter.” Journal of Interactive Pedagogy, vol 9, June 2016, jitp.commons gc.cuny.edu/a-bechdel-test-for-mla16-gendered-acts-of-care-on-academic-twitter/ Ross, Shawna, and Randa El-Khatib “Digital Theme Analysis: Revitalizing Traditional Methods.” Digital Humanities for Literary Studies: Theories, Methods, and Practices, edited by James O’Sullivan Forthcoming, The Pennsylvania State P, 2017 Siemens, Lynne “It’s a Team If You Use ‘Reply All’: An Exploration of Research Teams in Digital Humanities Environments.” Digital Scholarship in the Humanities, vol 24, no 2, 2009, pp 225–33, llc.oxfordjournals.org/content/24/ 2/225 209 Conclusion Now that you have found new ways to incorporate digital technologies thoughtfully into your humanities courses, let us consider what your classroom might look like today A cluster of students has gathered around a computer, conducting spur-of-the-moment research This group occasionally turns to a student, sitting nearby, to offer new ideas for searches to conduct on an online archive Another student breaks off from the cluster to communicate the fruits of their labor to a trio drawing tables and figures on the whiteboard Once the whiteboard fills, a group runner comes to you, bringing you over to inspect their work You offer a few suggestions, walk over to the group at the computer to praise their research, then return to your own station to display a video clip that a shy student, having been working quietly in a corner, has shared on your course Twitter stream Another group rushes into the room, brandishing smartphones on which they have taken photographs that the team at the whiteboard had sent them off to take As the students leave for the day, they chat about their plans to complete the assignment over the weekend as you take pictures of the tables and figures on the whiteboard and upload them onto your course wiki By now, this sample class session—which incorporates a broad palette of approaches elaborated in this book—should seem fairly natural, even if it is a departure from your previous analog methods Admittedly, perhaps none of these configurations quite capture the social and spatial features of your own teaching experience Maybe instead of a bright, well-stocked room designed to facilitate discussion, you’re assigned a cramped room in a basement, where squirrels can easily climb in through the windows and, in the December gloom, there is an aspect to the light that makes the students drowsy Sometimes, a projector bulb will burn out just as you begin to explore a nifty visualization, or an activity will produce results that you are quite eager to erase from the board But because you have learned how to react flexibly and constructively to the constraints and opportunities that inevitably emerge in each course session, and because you have learned how 210 210 USING DIGITAL HUMANITIES IN THE CL ASSROOM to take advantage of the resources you have available, you have no doubt begun to integrate exciting new classroom activities and assignments In this book, we have tried to give you the tools to so by grounding general approaches and abstract concepts in practical examples, sample templates, and troubleshooting techniques The ideas shared here, which introduce different intellectual configurations through the use of tools and technologies readily available to nearly everyone, are meant to offer opportunities for vibrant learning that satisfy your pedagogical goals and expand your teaching philosophy You may be satisfied to restrict your engagement with new digital tools to adopting and adapting activity prompts and assignment sheets or perhaps to following our instructions about building a course website If you want to go further than this introductory volume has led you, we hope that you will take up some of the many opportunities for experimentation that exist in this field Furthermore, don’t forget that exploring the pedagogical strategies described in this book can energize not only your course sessions but also reach beyond the walls of the classroom itself, transforming your own research and making your processes more efficient Having learned practical tips for incorporating digital humanities (DH) into your classroom from this book, experimentation and invention are the next steps Although the very act of using new DH tools in ways you’ve never done before is itself an act of experimentation, as we’ve discussed, you can take your own practice even further by pursuing training in more advanced digital skills (such as coding, textual encoding, physical computing, and GIS mapping) In order to facilitate creativity and innovation in course design, assignment implementation, and DH activities, you’ll probably want to learn more than we discuss here about what’s “under the hood” of various webpages, programs, and applications Taking online or in-person courses on programming, app design, and archive building can even help you to create your own more sophisticated projects from scratch Return, if necessary, to the options for external resources for skill building related in Chapter 11, “Finding external support communities”—a chapter that we particularly hope will act as a springboard for your own deeper explorations in DH Such innovation and experimentation can lead you in new directions for your own research S, for instance, has developed a suite of research on Henry James based on the skills and tools she asks her students to use in her survey of English literature She is using the processes she originally developed for her DIY Digital Edition assignment sheet (available in the Web Companion) to create a digital edition of the prefaces Henry James wrote for the collected edition of his works This process made her interested in textual studies, so she is now researching the print history of James’s fiction; textual studies may not immediately seem to constitute a “digital humanities” field in and of itself, but she would not have pursued this avenue of research without having experimented with digital tools Additionally, she has combined her interest in Twitter with her interest in James to write a series of papers on 211 CONCLUSION 211 the relationship between James’s writing style and contemporary writing practices in social media All of C’s experiments in DH have come with a healthy dose of skepticism about the field and a general tentativeness about adopting digital methods Indeed, she remains quiet on Twitter and still frequently uses flip chart paper just as often as Google Docs Her first minimal foray into digital pedagogy involved constructing course websites for her contemporary fiction classes (which were the first classes she taught as a graduate student) Having discovered the pleasure and excitement that students got out of features like the online gallery of student work and the extra readings and web resources she posted on the site, she began to think further about how the digital could involve itself in her teaching and research in a way that enhanced, rather than distracted from, her core disciplinary interests Since those first straightforward websites she has found tremendous advantage in collaborating with students on large-scale digital research projects (crucially allowing for collaboration across international borders between colleagues and students all over the United Kingdom, the United States, and Canada) and in creating scholarly digital editions with students C still sees herself as first and foremost a writer and book historian, but DH continues to revitalize and expand the possibilities she can offer her students in terms of accessibility, diversity of assignments, and classroom experience Just as you’ll want to make full use of your digital explorations and apply your new skills to new contexts— perhaps even personal as well as professional— encourage your students to so as well A software application they downloaded to satisfy your course requirements could be used to streamline their studying habits, add a new dimension to projects for another class, or add a new skill to their CV that can give them an advantage in the job market They could continue using the digital methods for collaboration that you have taught them in order to complete group work for another class, stay connected to friends and family, or facilitate their work for an internship If they have posted course work publicly online, they could cite this work in graduate school applications, use it as proof of their writing and design skills during an interview, or expand this digital resource into a full-fledged digital portfolio of their work As your course draws to a close, urge your students to brainstorm further and future uses for their DH skills, outputs, tools, software downloads, and digital accounts, ensuring that the lessons learned in your class will continue to help them well after graduation We would like to leave you with two thoughts First of all, we hope you will be inspired to explore the Web Companion and follow the many suggestions in it that gesture far beyond the pages of this book and even beyond the immediate concerns of any one class you might be teaching We hope you’ll get out there, meet new colleagues both inside and outside of your institution, both in real life and on social networks online, and learn from them And once you have developed a robust network that can support 212 212 USING DIGITAL HUMANITIES IN THE CL ASSROOM your efforts, you’ll have all the tools you need to be truly bold about your teaching and, in turn, to allow others to benefit from your experiences and knowledge Second, we hope that in the midst of all that exploring, you’ll always remember that when it comes to teaching, DH approaches are most useful when they bring you back to your own pedagogy In other words, the digital humanities work best when they affirm the goals and facilitate the experiences that you want most for your students Ultimately, then, it’s not about mastering a particular encoding standard or acquiring a certain piece of equipment, but about finding new ways to put your teaching philosophy into action, pushing your own pedagogy further, and using DH approaches to enrich your discipline 213 INDEX Academia.edu 159, 182, 183 academic competencies 136 academic journals, reviews in 30 academic publications 191–2, 201 Academic Twitter 188 accessibility issues, and amount of DH 73 resources, provision of 48–52 Universal Design 41–3 account management 52–6 activities 79 and amount of DH 72 design 81–3 exercises, half-hour 85–7 as exploration 80–1 ten-minute exercises 83–4 weeklong exercises 89–91 whole-class exercises 87–9 writing effective prompts 91–4 activities management 97 classroom/curricular development funds 104–5 comparable classroom activities 108–9 computer labs 102 departmental equipment 103–4 existing/free resources, working with 97–100 flexible and modular course scheduling 109–10 laptops, students’ 101–2 library labs and facilities 102–3 resources housed in other departments 104 smartphones, students’ 101 total failure situations 107–10 troubleshooting 105–7 activity design 51 adopting technologies 17–18 Alliance of Digital Humanities Organizations (ADHO) 189 alt-ac (alternative-academic) careers 162–3 American Library Association (ALA) 71 analytic rubrics 131 Anderson, Virginia Johnson 143 AnnotationsX tool 121 Annual Conference of the Alliance of Digital Humanities Organizations 190–1 applied skills competencies 136 ArtStor 45 assessment, see student work evaluation assignments and amount of DH 72 assignment design 51 assignment sheets 123–6 Attribution-Noncommercial-No Derivatives (CC BYNC-ND) 38 audio-based course materials 49 audiobook 47 audiovisual (A/V) setup issues 98 Bain, Keith 43 Basecamp 199 Basson, Sarah 43 Beasley-Murray, Jon 87 benefits of digital methods, explaining to colleagues 18 Bentham Project 30 Blackboard 62 Blaney, Jonathan 35 blogs/blogging 30, 32, 118–19, 123, 200 Boggs, Jeremy 76, 158 Bond, Richard E. 142 British Film Institute 45 British Library 29, 45 214 214 Burdick, Anne 71 BuzzFeed 84 bylines 205 Canvas 62, 121 CC BY-SA license 124 Cecire, Natalia 162 centerNet 189 Chicago Manual of Style, 16th ed. 38 citation standards 34–5 class discussion 50 ClassCraft 45 ClassDojo 45 classroom activities, see activities Clement, Tanya 140 Clements, Estelle 98 close-reading activity 108 cloud storage 198 Codecademy 16 coding knowledge 16, 20 cold calling 177 collaboration and project management 199 collaboration ethics 177–9 being respectful when asking for support 177–8 facilitating mutually beneficial collaboration 178–9 giving credit to students 178 collaborative approaches in mapping project 32 in research 197 in thinking 81 in video annotation 89 Collaborators’ Bill of Rights 204–5 collective image annotation 85 competencies 136–7 computer department 18 computer labs 102 content management systems (CMSs) 32, 122 copyright 28, 32 public domain guidelines by country 37 regulations 36–8 Cordell, Ryan 69 core competencies 136 corpus analysis 27 cost concerns 19 Index course information 70–4 course materials, diversification of 39 course policies 74–7 course readings 51 and amount of DH 72 course scheduling, flexible and modular 109–10 course sessions 51 course websites 61–3 digital resources for 66–7 platforms for 64–5 course-specific social media groups and streams 116–17 Creative Commons licensing 36, 38–9, 66 creativity 210 crowdsourcing 33 Cunningham, Richard 98 curriculum development funds 177 custom site 65 database approach, to research 203 debates 87– delicious (platform) 182, 183 departmental equipment 103–4 device 15 Dictation software 43 digital archive 116, 122–3 exploration 86–7 digital assignments creation blogging 118–19 course-specific social media groups and streams 116–17 digital archives 116, 122–3 digital editions 116, 121–2 digital mapping platforms 119 encountering fear 113–14 general principles 113–16 image annotation 121 most-frequent-word (MFW) analysis 117 multimedia timelines 119–20 natively digital genres 120 one-platform principle 114 openness–structure balance 115 textual annotation 120–1 wikis 117–18 writing effective assignment sheets 123–6 Digital Edition assignment 122 215 Index digital events 87 digital exhibition 32 digital filing system 22 digital forms, polls, and quizzes 84 digital humanities (DH) 1, 2, see also specific entries characteristics of courses by amount of 72–3 conquering the fear of failure 13–14 definition of 3–4 key concepts 4–6 teaching 67–9 Digital Humanities Summer Institute (DHSI) 190 digital literacy 71 basic 20 digital pedagogy 15 development of 10–11 Digital Pedagogy Lab 16 digital project 152–3 Digital Public Library of America (DPLA) 29, 163 digital resources for course websites 66–7 creating, for students 31–2 creating, with students 33–4 finding and evaluating 28–31 reasons for using 25–8 digital salon group 176 digital text capture 90–1 digitization 26–7 Dillinger 91 distant reading 27 distraction minimization tool 199 Dolmage, Jay 47 domains 63 Doodle 84 Dragon Naturally Speaking software 43 Dropbox 53, 66, 198 dropped curb example, of Universal Design 42 Drupal 65, 122 e-mail hours 70 e-Speaking software 43 ed tech staff 174 elective competencies 136 electronic texts, see digital resources Ello 182, 183 215 EndNote 22 equipment, securing 100 equitable use 41 evaluation, and amount of DH 72 Evernote 198 exercise, half-hour digital archive/edition exploration 86–7 variant analysis 86 exercise, weeklong collaborative video annotation 89 digital text capture 90–1 maps and timelines 90 textual encoding 91 exercises, half-hour collective image annotation 85 most-frequent-word (MFW) analysis 85–6 exercises, ten-minute digital forms, polls, and quizzes 84 N-gram analysis 83–4 word clouds 83 exercises, whole-class character role play/debate 87–8 digital events 87 field trips 88–9 exhibitions 191 existing resources, working with 97–100 experimentation 13–14, 210 external support 181 academic organizations 188–9 academic publications 191–2 conferences 189–90, 191 grant funding 192–3 institutions 189, 190 social media 181–2 for teaching grad student 156–7 unconferences 191 workshops 190, 191 Facebook 88, 120, 160, 182, 183, 184 faculty, internal support 168–70 Faculty Library Guide 171 failure during assessment, coping with 141–3 fair pay and labor 205 fair use 36, 37 fear of failure, conquering 13–14 216 216 Index FemTechNet, Center for Solutions to Online Violence 52 FERPA (Family Educational Rights and Privacy Act), USA 52, 53, 58 field trips 49, 103 financial resources 175–7 Fitzpatrick, Kathleen 156 flexible use 41 Flickr 85, 121, 182, 183 framing activities 206 free, open-access electronic resources 25 free resources, working with 97–100 Functional Requirements for Bibliographic Records (FRBR) 151 funds 104–5 Galleries, Libraries, Archives, and Museums (GLAM) sector 20 gamification 45 Gardiner, Eileen 81 Geller, Anne Ellen 87 GitHub 62, 66 Gooblar, David 123 Google 159 Google Books 28, 31 Google Docs 22, 66 Google Drive 22, 53 Google+ 182, 183 Google Sheets 66 grade/grading 144 digital literacy 20–1, see also student work evaluation graded assignments 50 graduate student teaching for, see teaching graduate students versus undergraduate 149–50 grant funding 192–3 group annotation 120–1 group work 99 resistance from students 21 guest lectures 170 Harlem Shadows 28 HASTAC (Humanities, Arts, Science, and Technology Alliance and Collaboratory) 189 HathiTrust 28, 31 Help desk policies, and amount of DH 73 Heppler, Jason 3 holistic rubrics 131 HSTRY platform 120 Humanist listserv 189, 204 Hypothes.is 108, 121 Ida Lovelace Day 87 IdeaMâché 121 image annotation 121 image management 198 image-based course materials 49 in-class activities, for graduate students 150 in-class presentations 50 in-class review sessions 130 infographic 15 information technology (IT) department 18, 63, 173–5 innovation 81, 210 inspiration lab 103 Instagram 120, 160, 182, 183, 184 intellectual property 39, 66 internal support collaboration ethics 177–9 faculty and staff 168–70 financial and material resources 175–7 IT (Information Technology) services 173–5 libraries and special collections 170–3 for teaching grad student 156–7 Internet Archive 28 invention 210 iterative learning 140 IVONA 46 Jekyll plus GitHub 65 job documents 161 job market 157–62 journals 30, 200 Knight, Kim 54 Kozinski, Alex 39 laptops 101 late-work policies, and amount of DH 73 laws and rules 52 217 Index Lawson, Konrad 66 Learning Management System (LMS) 22, 62–3, 75, 118 learning objectives 70–4 lectures 49 lectures facilitation 43 speech-to-text tools 43–4 libraries 151, 152, 170–3, 191 as digital resources 30–1 Faculty Library Guide 171 as funding sources 71 labs and facilities 102–3 as material resources 171 personalized advice and consultation 171 public library system 29, 103 reading room policies 172 support for teaching 171 as training courses and workshops sources 171 library days 49 LibraryThing 182, 183 LibriVox 47 life cycle, for a new tool or method 196, 202 Listicles 120 LISTSERV 169 local thinking, about digital skills 69 Lucchesi, Andrew 47 Mace, Ronald 41 Map of Early Modern London, The 30 MapBox 119 mapping activity 119 Mapping the Republic of Letters 30 maps and timelines activities 90 Mark Twain Project Online 30 material considerations 22 material resources 175–7 from library 171 McClurken, Jeffrey 58 McGann, Jerome 26, 27 Mina Loy Online 28 Mittell, Jason 206 Modern Language Association (MLA) 191 Modernist Archives Publishing Project (MAPP) 28, 151, 205 217 Modernist Journals Project 28, 30 Modernist Versions Project 28 ModNets 30 modular course design 109 Morrison, Aimée 177 most-frequent-word (MFW) analysis 28, 85–6, 104, 117 multiliteracies 140–1 multimedia competencies 136 multimedia projects 50 Multimedia Timeline activity 90 multimedia timelines 119–20 multimedia tools 44–5 multisensory tools 44–5 Musto, Ronald 81 National Film Board 45 natively digital genres 120 NeoSpeech 46 network graph 27–8 New York Public Library (NYPL) 29, 30, 45 N-gram analysis 83–4, 101 NINES 30 note taking tools 198 offline presentations 45 Omeka 32, 122 OmmWriter 199 online presence 158–9, 160 online repository 22 online syllabi 63–6, see also syllabi Open Modernisms Project 28 Open Researcher and Contributor ID (ORCID) 159 Orlando Project 30, 197 OrlandoViz 30 out-of-class engagement 51 Oxford Digital Humanities Summer School 190 PBWorks wikis 118 peer review 30 Periscope 184 personal website 159, 160 Piktochart 90 Pinterest 120, 121, 182, 183 policies for individual students and student bodies 56–7 218 218 poster presentation sessions 191 PowerPoint 2, 18 PowToon 45 practice-based and practice-led research 200 prior knowledge of technology, and amount of DH 73 privacy 52–6, 52 Privacy Act, Canada 53 process-oriented evaluation 140 process-oriented tool building 14 productivity tools 22 professionalization 157–62 programming knowledge 16 Project Gutenberg 28 Project Lab 30 prompts 91–4 public domain 36, 38, 45 guidelines by country 37 public humanities projects 172–3 public writing assignment 115 quizzes 50, 120 Ramsay, Stephen 15, 100 reading group 169 recording devices 45–6 Reddit 182, 184 reference management tools 198 Refworks 22 research collaboration with students 204–7 on digital pedagogy 197–202 done by students 201 incorporation of digital methods in 196–7 scope of 202–4 research assistant (RA) 205 resistance colleagues’ 17–19 to DH 14–17 students’ resistance 19–21 resources housed in other departments 104 Rockwell, Geoffrey 136 role play 87–8 rubrics 130 anatomy of 131–6 Index benchmarks setting 134 evaluation criterion 131 and grading 131, 132–3 role of effort 135 unprofessionalism and error 134–5 safety 52–6 Saklofske, Jon 98 Sample, Mark 115 Scalar 122 SCALE-UP principles 104 ScannerPro activity 122, 123, 198 science, technology, engineering, and mathematics (STEM) course 104 Scrivener 199 Semenza, Greg 152 semester 33–4 seminar paper 152–3 short assignments 151–2 Siefring, Judith 35 simple and intuitive use 41 Sinclair, Stéfan 136 site visits 49 Slack 66, 67, 199 slideshows 49 smartphones 101 Smith, Kevin 52, 58 Smith, Sidonie 148 social competencies 136 social media 29, 30, 120, 160, 181–2 special collection support 172–3 speech recognition software, see speech-to-text tools speech-to-text tools 43–4 Spiro, Lisa 13–14 Squarespace 64 staff, internal support 168–70 student archives 173 student work evaluation 129–30 competencies 136–7 coping with failure 141–3 explicit assessment criteria 130–1 iterative learning 140 multiliteracies 140–1 process-oriented evaluation 140 rubrics 131–6 students involvement in 138–40 StumbleUpon 182, 184 219 Index Style Lab 117 successful work, providing examples of 125 support systems 167–8, see also external support; internal support Survey Monkey 84 syllabi 61 adding DH to existing courses 69–70 anatomy 70–7 construction 51 course information and learning objectives 70–4 course policies 74–7 course websites 61–3, 66–7 coverage 16 introduction to DH course 67–9 online syllabi 63–6 repository 32 workshop 169 sync.com 198 teaching graduate students 147 alt-ac (alternative-academic) careers 162–3 DH advice 153–6 digital project and seminar paper 152–3 external opportunities 156–7 in-class activities 150 professionalization and job market 157–62 role of technology in 147–8 short assignments 151–2 versus teaching undergraduate students 149–50 team-taught course 170 tech support 174 technical competencies 136 technology, role in twenty-first-century graduate education 147–8 text analysis 27 Text Encoding Initiative (TEI) 151 text-based course materials 49 text-to-speech tools 46–7 textual annotation 120–1 textual encoding 91 Textual Encoding activity 102 219 theoretical competencies 136 TimeGlider 90 timeline for troubleshooting 99 topic modeling 27 troubleshooting 105–7 Tumblr 65, 88, 120, 121, 182, 184 Turnitin 2 Tweets 120 Twitter 30, 35, 88, 117, 120, 160, 182, 184–5 undergraduate students research experience 201 teaching for 149–50 Universal Design 41–3 definition of 41 and interactivity in classroom 47 objections to 42 principles, implementation of 48 Universal Design for Learning (UDL) approach 47 universal interactivity 46 text-to-speech tools 46–7 Universal Design 47 university web space 64 university website 159, 160 variant analysis 86 Venngage 90 video annotation 89 VideoAnt activity 89 video-based course materials 49 videoconferencing 170 virtual guest lectures 170 virtual peer-review sessions 130 visually impaired users of digital texts 46 voice recognition technology, see speech-to-text tools Voyant 16, 117, 202 Wadewitz, Adrianne 87 Wald, Mike 43 Walvoord, Barbara E. 143 web comics 120 Web Companion 9–10, 211–12 web hosting 63 Weebly 65, 159 220 220 Index Wesch, Michael 80, 143 Whalen, Zach 66 Wideo 45 Wiki 65 Wikipedia 35, 118 Wikipedia Edit-a-thon 87 wikis 117–18, 123 Wikispaces 118 Williams, George H. 43 Wix 64 word clouds 83 WordPress 16, 32, 62, 63, 64, 66, 119, 122, 159 workshops 16 Writers Artists and Their Copyright Holders (WATCH) database 37 writing effective prompts 91–4 writing tools 199 Yale Literary Lab 28 YouTube 45, 88, 182, 184 Zotero 22, 196, 198 ...i Using Digital Humanities in the Classroom ii iii Using Digital Humanities in the Classroom A Practical Introduction for Teachers, Lecturers, and Students... 23 Further reading 24 Finding, Evaluating, and Creating Digital Resources Why use digital texts (and other assets)? 25 Finding and evaluating digital resources 28 Creating digital resources... For us, digital humanities simply represents a community of scholars and teachers interested in using or studying technology We use humanities techniques to 4 USING DIGITAL HUMANITIES IN THE CL
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