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Teaching with Digital Humanities最新文献

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Putting Students “In Whitman’s Hand” 让学生“掌握在惠特曼手中”
Teaching with Digital Humanities Pub Date : 2018-11-01 DOI: 10.5622/illinois/9780252042232.003.0010
Catherine Waitinas
{"title":"Putting Students “In Whitman’s Hand”","authors":"Catherine Waitinas","doi":"10.5622/illinois/9780252042232.003.0010","DOIUrl":"https://doi.org/10.5622/illinois/9780252042232.003.0010","url":null,"abstract":"Catherine Waitinas leads readers step-by-step through a digital manuscript project on Walt Whitman’s poetry that she created for a variety of courses from general education to graduate seminars. Using handwritten manuscripts digitized in the Walt Whitman Archive, Waitinas’s students meld old and new technologies, placing penmanship in conversation with big data analysis and The Walt Whitman’s Archive’s tools like the archive’s search engine. Waitinas describes how archival assignments like these are infinitely scalable; they can be used in relation to many other archives, and Waitinas gives suggestions for one-day to full-unit versions of the assignment.","PeriodicalId":177323,"journal":{"name":"Teaching with Digital Humanities","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117161659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Melville by Design 梅尔维尔的设计
Teaching with Digital Humanities Pub Date : 2018-11-01 DOI: 10.5622/ILLINOIS/9780252042232.003.0004
Wyn Kelley
{"title":"Melville by Design","authors":"Wyn Kelley","doi":"10.5622/ILLINOIS/9780252042232.003.0004","DOIUrl":"https://doi.org/10.5622/ILLINOIS/9780252042232.003.0004","url":null,"abstract":"Wyn Kelley describes how students in her seminar Mapping Melville use tools developed in MIT’s HyperStudio to make new and surprising discoveries of deeply canonical texts. As students experimented with digital tools for reading, mapping, editing, and comparing texts, they expanded their power to track verbal patterns, share comments, and develop reports and essays. Kelley thinks of her pedagogical methods as a platform for design thinking in the humanities classroom, and she demonstrates how nineteenth-century American literature is especially hospitable to such an approach.","PeriodicalId":177323,"journal":{"name":"Teaching with Digital Humanities","volume":"659 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114843764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
What We’ve Learned (about Recovery) through the Just Teach One Project 我们从“只教一个”项目中学到的(关于康复)
Teaching with Digital Humanities Pub Date : 2018-11-01 DOI: 10.5622/ILLINOIS/9780252042232.003.0007
Duncan Faherty, E. White
{"title":"What We’ve Learned (about Recovery) through the Just Teach One Project","authors":"Duncan Faherty, E. White","doi":"10.5622/ILLINOIS/9780252042232.003.0007","DOIUrl":"https://doi.org/10.5622/ILLINOIS/9780252042232.003.0007","url":null,"abstract":"Duncan Faherty and Ed White describe the history and evolution of their project, Just Teach One, which recovers neglected early American texts and provides free, downloadable editions of out-of-print materials for classroom use. The project also provides an on-site blog for teachers to share resources and discuss their methods for teaching the recovered texts on the site. The chapter analyzes the data about the sixty-five faculty participants who took part in JTO across its first five semesters and imagines the potential evolution of the project, including the development of a new platform to encourage students from multiple institutions to collaborate as they read each JTO text.","PeriodicalId":177323,"journal":{"name":"Teaching with Digital Humanities","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123596951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
DH and the American Literature Canon in Pedagogical Practice 教学实践中的DH与美国文学经典
Teaching with Digital Humanities Pub Date : 2018-11-01 DOI: 10.5406/j.ctv8bt13m.18
Amy Earhart
{"title":"DH and the American Literature Canon in Pedagogical Practice","authors":"Amy Earhart","doi":"10.5406/j.ctv8bt13m.18","DOIUrl":"https://doi.org/10.5406/j.ctv8bt13m.18","url":null,"abstract":"In this chapter, Amy Earhart shows how the connection between digital humanities and American literature is intimately linked to the historical development of activist DIY digital projects built by scholars to provide alternatives to a predominantly white, Eurocentric canon. Earhart’s students construct a digital archive that puts Texas’s 1868 Millican race “riot” in broader cultural context by using historical newspaper articles about lynchings and editorials about voter rights. As students curate materials related to the Millican “riot,” they help to revive a period in African American literature and history that is being recovered by scholars as a period of resistance. Earhart’s essay shows how structural hierarchies, in the biases of historical newspapers and in the technologies we employ today, can limit access to the literary voices that once animated the period.","PeriodicalId":177323,"journal":{"name":"Teaching with Digital Humanities","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121402111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Trials and Errors of Building Prudence Person’s Scrapbook: An Annotated Digital Edition 构建审慎人物剪贴簿的尝试与错误:一个注释的数字版本
Teaching with Digital Humanities Pub Date : 2018-11-01 DOI: 10.5622/illinois/9780252042232.003.0002
Ashley Reed
{"title":"The Trials and Errors of Building Prudence Person’s Scrapbook: An Annotated Digital Edition","authors":"Ashley Reed","doi":"10.5622/illinois/9780252042232.003.0002","DOIUrl":"https://doi.org/10.5622/illinois/9780252042232.003.0002","url":null,"abstract":"Ashley Reed describes her work with students to create an annotated online edition of a nineteenth-century scrapbook by Prudence Person, a member of a prominent North Carolina family. She outlines the lessons she learned as the project progressed from its first phase in a classroom of nineteen students to an independent study with only two. When the smaller group integrated more field-specific knowledge, the students and the project thrived: they visited historic sites, presented at undergraduate research forums, and took ownership of the content. Reed addresses the difficulties and benefits of launching a context-rich DH project in a general education classroom, and she imagines its future iteration as the centerpiece of an intensive upper-level course on nineteenth-century print culture.","PeriodicalId":177323,"journal":{"name":"Teaching with Digital Humanities","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131018960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Making Digital Humanities Tools More Culturally Specific and More Culturally Sensitive 使数字人文工具更具文化特异性和文化敏感性
Teaching with Digital Humanities Pub Date : 2018-11-01 DOI: 10.5622/ILLINOIS/9780252042232.003.0011
C. Sharpe, Timothy B. Powell
{"title":"Making Digital Humanities Tools More Culturally Specific and More Culturally Sensitive","authors":"C. Sharpe, Timothy B. Powell","doi":"10.5622/ILLINOIS/9780252042232.003.0011","DOIUrl":"https://doi.org/10.5622/ILLINOIS/9780252042232.003.0011","url":null,"abstract":"Celeste Tường Vy Sharpe and Timothy B. Powell describe how they use the design of digital platforms as teachable problems to engage students in a digital humanities course about the stories of Indigenous peoples and the Eurocentric “control over time.” Sharpe and Powell task students with creating a digital project that explores a more culturally specific and nuanced model of Iroquois or Haudenosaunee temporality. In the process, students and teachers alike imagine solutions that may enable digital humanities tools to more accurately represent how Indigenous peoples tell their histories.","PeriodicalId":177323,"journal":{"name":"Teaching with Digital Humanities","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128096930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Teaching Bioregionalism in a Digital Age 数字时代的生物地域性教学
Teaching with Digital Humanities Pub Date : 2018-11-01 DOI: 10.5622/illinois/9780252042232.003.0012
{"title":"Teaching Bioregionalism in a Digital Age","authors":"","doi":"10.5622/illinois/9780252042232.003.0012","DOIUrl":"https://doi.org/10.5622/illinois/9780252042232.003.0012","url":null,"abstract":"Ken Cooper and Elizabeth Argentieri discuss their collaborative project about the Genesee region of Western New York, Open Valley, which invites students not just to think and act locally, but, less obviously, to gather in one location otherwise unconnected types of knowledge: literary, economic, ecological, and historical. Engaging students in archival projects that stretch the possibilities of the academic term, OpenValley invites them to connect with institutions beyond the college campus by collaboratively analyzing commercial documents, building a digital map of nineteenth-century food infrastructure, and editing as-yet unpublished diaries from a local farming family. Combining in real life (IRL) experiences for students in the form of community-engaged service learning with digital humanities pedagogy, students bring local materials to new and wider audiences.","PeriodicalId":177323,"journal":{"name":"Teaching with Digital Humanities","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131900419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Merging Print and Digital Literacies in the African American Literature Classroom 在非裔美国文学课堂上合并印刷和数字素养
Teaching with Digital Humanities Pub Date : 2018-11-01 DOI: 10.5622/illinois/9780252042232.003.0015
Tisha M. Brooks
{"title":"Merging Print and Digital Literacies in the African American Literature Classroom","authors":"Tisha M. Brooks","doi":"10.5622/illinois/9780252042232.003.0015","DOIUrl":"https://doi.org/10.5622/illinois/9780252042232.003.0015","url":null,"abstract":"Tisha Brooks writes about a digital anthology assignment in her 200-level African American literature survey in which students act as “knowledge curators.” Brooks’s assignments use literary and visual texts to “bridge multiple literacies and historical gaps,” and to encourage students to think critically about representations of violence against black bodies. Student work culminates in a group digital anthology project that helps them “move from mere consumers of knowledge to critical thinkers who use the archive to make meaning of its artifacts and the history and literature connected to them.” By selecting multimedia artifacts across periods, students become adept at representing the historical continuities between past and present.","PeriodicalId":177323,"journal":{"name":"Teaching with Digital Humanities","volume":"81 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132969361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Uncle Tom’s Cabin and Archives of Injustice 《汤姆叔叔的小屋》和《不公正档案》
Teaching with Digital Humanities Pub Date : 2018-11-01 DOI: 10.5622/ILLINOIS/9780252042232.003.0014
Edward Whitley
{"title":"Uncle Tom’s Cabin and Archives of Injustice","authors":"Edward Whitley","doi":"10.5622/ILLINOIS/9780252042232.003.0014","DOIUrl":"https://doi.org/10.5622/ILLINOIS/9780252042232.003.0014","url":null,"abstract":"Ed Whitley’s chapter describes a project in which students study the curatorial work of Harriet Beecher Stowe in The Key to “Uncle Tom’s Cabin” alongside current examples of digital activism to understand how groups mobilize and share information to effect change. Students “reverse engineer” the composition of Uncle Tom’s Cabin by searching through digital archives of abolitionist texts and images to discover how Stowe’s inclusion of some materials and exclusion of others shaped her novel. Students then consider how social activists similarly sort, organize, select, and reject the documentary record of social injustice appearing online in real-time. As students compare historical periods and media forms, they reflect on the processes through which texts are created, disseminated, structured, stored, and used to change the world.","PeriodicalId":177323,"journal":{"name":"Teaching with Digital Humanities","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130465605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Kaleidoscopic Pedagogy in the Classroom Laboratory 课堂实验中的万花筒教学法
Teaching with Digital Humanities Pub Date : 2018-11-01 DOI: 10.5622/illinois/9780252042232.003.0001
Ryan Cordell, Benjamin Doyle, E. Hopwood
{"title":"Kaleidoscopic Pedagogy in the Classroom Laboratory","authors":"Ryan Cordell, Benjamin Doyle, E. Hopwood","doi":"10.5622/illinois/9780252042232.003.0001","DOIUrl":"https://doi.org/10.5622/illinois/9780252042232.003.0001","url":null,"abstract":"Ryan Cordell, Benjamin Doyle, and Elizabeth Hopwood’s essay seizes a nineteenth-century invention, the kaleidoscope, as a model and metaphor for pedagogical practices and learning spaces that encourage play and experimentation. Through examples that involve setting letterpress type, the Text Encoding Initiative (TEI) encoding of nineteenth-century texts as an interpretive process, and the collaborative creation of Wikipedia pages, the authors describe how experiments with contemporary technologies help students claim scholarly agency over the texts and tools central to their study of the nineteenth century. Kaleidoscopic pedagogy encourages students to discover how C19 competencies like close reading and contemporary methods of coding and data analysis have the potential to be mutually constitutive, inspiring a more nuanced understanding of both periods.","PeriodicalId":177323,"journal":{"name":"Teaching with Digital Humanities","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128306968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
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