The editors of The CEA Critic recently accepted our proposal for a special issue on Digital Humanities Pedagogy (Spring 2014). We imagined having this special issue move beyond digital humanities theory to practical application with articles addressing pedagogical approaches to introducing undergraduates to one or more aspects of digital humanities:
- transcribing, metadata writing, annotating, and basic TEI coding in conjunction with a startup or established digitization project
- datamining: creating narratives of digital texts based on searched terms or defining search terms for future researchers
- using digital editions to teach students paratextual influence
- analyzing and evaluating the vitality of and scholarly rigor within digital editions with ancillary editorial apparatuses versus open-source digital libraries (e.g. Project Gutenburg, Internet Archive, Google Books, Gale databases)
- using TEI tags to enhance research skills and develop annotation awareness as both creator and user
- writing hyperlinked annotations as a tool to increase scholarship and boost students’ researching skills
- collaborating across disciplines to engage the non-humanities major in digital humanities projects
Proposals for the 3,000-5,000-word articles should not exceed 500 words. Please submit proposals to firstname.lastname@example.org by 15 June 2013.
All queries should also be sent to the aforementioned email address. Please consult The CEA Critic site for formatting guidelines: http://www.cea-web.org/index.php?option=com_content&view=article&id=15&Itemid=30
High profile treatment of digital humanities scholarship and pedagogy in the New York Times: http://topics.nytimes.com/top/features/books/series/humanities_20/index.html
The long awaited Earhart/Jewell collection of essays, The American Literature Scholar in the Digital Age, is now available. See http://press.umich.edu/titleDetailDesc.do?id=353224
CALL FOR SUBMISSIONS
TEACHING DIGITAL MEDIA
Guest Editor: Mary McAleer Balkun
The editors of Transformations seek articles (5,000 – 10,000 words) and media reviews (books, film, video, performance, art, music, etc. – 3,000 to 5,000 words) that explore the uses of digital media in all pedagogical contexts and disciplinary perspectives.
Submissions should explore the application or impact of any form of digital media on teaching and learning, including but not restricted to digital/digitized materials, specific software, social media, virtual environments, audio or visual media, and the internet. We welcome essays from all disciplinary and interdisciplinary perspectives. Transformations publishes only essays that focus on pedagogical praxis and/or pedagogical theory.
Possible topics for pedagogy-related articles:
Teaching digital media as a subject Distance Learning
Digital texts Mapping software/ Social geography
Creation of new knowledge Collaboration
Virtual worlds Digital storytelling
Unintended consequences of using digital media Authorial/ Ownership issues
Creative commons Ethics and digital media
Access issues Social media/social networking
Technologies of plagiarism Libraries in the digital age
Email and the historical record Politics of knowledge
Globalization and digital media Faculty development
Portability of learning materials Censorship/ Self censorship
Class/race/gender and digital media Digital media and the arts
Personal vulnerability in the digital world Creating digital media
Immediacy/Ubiquity of information Discipline shifts
Deadline: November 30, 2010
This roundtable will consider how digital tools and digital methodologies are shaping eighteenth-century studies. Participants might reflect on the following questions, applied to both students and faculty:
- What sorts of new research and teaching models are emerging in the digital age?
- What drawbacks should scholars and teachers be wary of as we are confronted with these new possibilities?
- How are collaborative, interdisciplinary projects affected by the digital humanities?
- What lessons might we learn for our use of twenty-first-century technologies from eighteenth-century observations about print technology’s influence upon learning, knowledge, and communication?
- Conversely, in what ways does the media culture of the twenty-first century shape our understanding of the eighteenth?