Based on the success of previous years of digital pedagogy roundtables, aka poster sessions, aka digital demos, the editors of the Digital Pedagogy in the Humanities collection put together a proposal for the Modern Language Association Convention in January 2016, Austin, Texas, where we will continue to keep Austin weird! We have a great line-up of projects and keywords to demo the evolution of digital pedagogy since that first poster session in 2012.
Curating Digital Pedagogy in the Humanities
Curating Digital Pedagogy in the Humanities opens outward one of the most hidden acts of our profession: teaching. Often only students and faculty are privy to the workings of a classroom setting or results of a particular assignment. For this electronic roundtable, we propose to expose, discuss, and demonstrate not just the acts of learning and teaching, but also the interaction between our evolving reliance on digital tools as a way to engage with public humanities. Read more…
Every year, Digital Humanists far and wide across the globe choose a single day to blog about their activities. It started out 6 years ago as a demonstration about all the work that goes into doing Digital Humanities — and 6 years ago (March 2009, March 2010, March 2011, and March 2012), I started blogging about the teaching of Digital Humanities and the use of Digital Pedagogy to demonstrate that our kind of institution can have an impact in this type of scholarly field. (Grad students, I’m teaching a seminar in Digital Humanities to continue work on the BeardStair Project from Spring 2013 in Spring 2016.)
Today, my Dean, Lisa Vollendorf, notified me about receiving the 2015 Research, Scholarly, and Creative Activity Award for the College of the Humanities and the Arts.
I am, honored and ecstatic about the recognition by my colleagues but am most honored to have my work in all of my fields recognized with this award. I’ve blogged about my disciplinary and methodological schisms but have been ever determined to maintain my credentials as a literary scholar of the British Romantics while focusing on history of the book and textual scholarship. My training took me towards scholarly editing and then quite seamlessly into what is now called (or continuously contested as) Digital Humanities. This focus, in turn, led to working in Digital Pedagogy primarily because I work at a teaching institution that values interactions with students above all else. The graduate seminar in Digital Humanities — on the BeardStair Project — marked the turn of implementing what I already knew that I didn’t know: how to collaborate and, by that virtue, how to lead. Read more…
Taking a momentary pause from the tedious work of proofing page proofs and end notes and bibliography entries to reflect on the immensity of being able to publish work that has been percolating for more than a decade, Forget Me Not: The Rise of the British Literary Annual, 1823–1835 (May 2015, Ohio University Press). — not because I put the project down at any moment, but because it took that long to research, visit archives, ruminate on the material, compare over 300 literary artifacts/books, and then peruse, analyze, and ruminate on all of their contents. Each conference paper, each keynote heard/attended, each presentation given, each SHARP or STS conference afforded a solution to dealing with a particular dilemma in writing about such a mountain of information and material. I’m in the process of creating an analytical index of the monograph now (thanks for the help, Alan Liu!) — an opportunity to revisit the fire in my introduction to prove that these literary annuals, this early 19th-century material, this German-born publisher were integral to the later Romantic and early Victorian literary periods. It may as well be written in ALL CAPS! Read more…
California Open Educational Resources Council, chaired by SJSU‘s Dr. Katherine D. Harris (English), just won the award DETCHE Award for outstanding Instructional Technology Website, by extension through COOL4Ed. CA-OER is working on bringing low cost or free etextbooks to students in California Community Colleges, UC, and CSU schools — to reduce student textbook cost by $100-200 per student. The biggest hurdle is rigorous peer review of the OER textbooks and making faculty aware of the massive numbers of OER textbooks that are available from a variety of authors and publishers — AND THEN creating a repository where the peer reviews and links to the OER textbooks can be found. CA-OER makes and implements policy; COOL4Ed represents the public repository. The project is the first of its kind among 3 massive state educational institutions + the State of California. Nine faculty from CCC, UC, CSU working tirelessly for a year in partnership with Gerard Hanley, Leslie Kennedy, and Una Daly (who are the primary agents of COOL4Ed) to implement State Bills 1052 and 1053. So proud!!Please find us on Facebook where we push out all of our updates, including a call for reviewers (with a stipend!), a faculty survey, a call for various focus groups, and news of our Fall pilot project.
Background: CA-OER selected 50 high impact and highly enrolled courses that articulate across CCC, CSU, UC so we could reach the most number of students. Since the concern is governed by two State Bills, we are serving a particular population in the State of California and have geared the course selection towards California institutions of higher ed.
The OER textbooks and their reviews are open and free to anyone for use — CA-OER developed peer review rubrics specific to the feedback we received from faculty at California institutions of higher ed, but anyone will be able to read the reviews and use the OER textbooks. (We’ll publish the review rubric on the COOL4Ed sight soon.) We didn’t author those textbooks because there already exist a great number of well-written OER textbooks already available. Instead CA-OER provides the review process and is working towards helping faculty to adopt and implement the OER textbooks into curriculum.
Tom Wilson invited me to speak at the Alabama Digital Humanities Center in November to my great glee. I had a chance to dive back into the Beardstair Project and graduate course under the guise of teaching collaboration in DH courses (presented Nov. 11, 2014). Special thanks to Emma Wilson for shepherding me around so I could experience her Day in DH.
In 2011, I resolved to reveal my Digital Humanities roots to my students in a more explicit way. But, first, that meant clearly defining the foundation of Digital Humanities, an amorphous field that had become a catch-all for anyone doing anything remotely “digi-savvy” in the Humanities. Armed with Stephen Ramsay’s notion for “screwing around” and experimenting with teaching and assessing collaborative practices, the result became a long-standing, on-going, student-driven project that allowed both graduate and undergraduate students to succeed, fail, and collaborate on a real-world digital project, The Beard-Stair Project. (See below for narratives about the initial guerrilla project and eventual programmatic validation as a graduate course.) By providing students with the opportunity to craft the entire project, from initial Humanistic inquiry to public digital scholarship, the Beard-stair Project illustrates the value of diverse collaboration, diverse approaches to teaching, pedagogy, interaction with physical and digital humanities resources, and the role that special collections and archival programs can play in supporting the growth of Digital Humanities study, research, and scholarship.
After years of research, writing, revising, scanning, searching, connecting, and just plain smelling old books, it’s here! The catalog copy for Forget Me Not! The Rise of the British Literary Annual 1823-1835. Slated to be available with Ohio University Press by June 2015 and will include 60+ images from my collection of literary annuals, almanacs, and more. I couldn’t be more thrilled!
I have to admit, though, I *have* been thinking about what’s next: