Libraries and Digital Pedagogy: Faculty and Librarian Partnerships to Teach Digital Humanities

Presented at the Data Driven in the Library conference at the College of Charleston on June 21, 2014.

Transcript

1. Libraries and Digital Pedagogy Faculty-Librarian Partnerships to Teach Digital Humanities green19@illinois.edu @greenharr Harriett Green University of Illinois at Urbana-Champaign Data Driven: Digital Humanities in the Library June 21, 2014
2. Today’s Paper • Faculty-Librarian Collaborations • Digital Pedagogy and Literacy • Case Studies: architecture, media studies, English, public history/LIS • Implications: Digital literacy learning outcomes and assessment green19@illinois.edu @greenharr
3. Why Build Faculty-Librarian Collaborations • Lots of literature in information literacy about collaborations in the classroom • Subject-specific information literacy: Beutter Manus (2012) and Holliday and Rodgers (2013) • New media and IL: Farkas (2013), Cope (2012) • Looking beyond information literacy? green19@illinois.edu @greenharr
4. What is digital literacy? Digital Literacies Information Visual Media Cultural Critical Operational green19@illinois.edu @greenharr DigEuLit Project: “The awareness, attitude and ability of individuals to appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyse and synthesize digital resources, construct new knowledge, create media expressions, and communicate with others, in the context of specific life situations, in order to enable constructive social action; and to reflect upon this process.” “Towards a Theory of Digital Literacy,” Aviram and Eshet-Alkalai (2006)
5. Digital Pedagogy “digital pedagogy is the use of electronic elements to enhance or to change to [sic] experience of education.” –MLA Digital Pedagogy Unconference “Students and learners should be central in mapping the terrain of digital pedagogy. Educational institutions should dedicate themselves to supporting this work…. Digital pedagogy is less about knowing and more a rampant process of unlearning, play, and rediscovery.” —Jesse Stommel, Hybrid Pedagogy green19@illinois.edu @greenharr
6. Examples from digital humanities • American Studies Crossroads: http://crossroads.georgetown.edu/ • UVA Praxis Program: http://praxis- network.org/praxis-program.html • NITLE seminars: http://www.nitle.org/live/events/129-teaching- dh-101-introduction-to-the-digital • Maker Lab in the Humanities at the University of Victoria: http://maker.uvic.ca/about/ green19@illinois.edu @greenharr
7. Role of Librarians • Rapidly growing body of work as digital collections and scholarship services develop in libraries • Courtney and Dalmau (2011): Victorian Women Writers Project and English graduate seminar • 2013 Journal of Library Administration special issue on digital humanities and libraries green19@illinois.edu @greenharr
8. Omeka Swahili = “To lay out wares” Omeka software: http://omeka.org Web-hosted Omeka.net: http://www.omeka.net green19@illinois.edu @greenharr
9. Case Studies • Landscape Architecture graduate seminar • Media Studies undergraduate courses • Rhetoric and Composition 3-section course • Public History in GSLIS green19@illinois.edu @greenharr
10. Landscape Architecture • Final project for graduate students Use of Omeka • Developed curricular materials • Evaluate Collaboration Mode • Challenge for grad students to translate work into media site Observations green19@illinois.edu @greenharr
11. Media Studies • Final project for undergraduate courses • Teaching tool for digital publishing Use of Omeka • Developed workshop activities • Sought to teach students to be digital content creators and curators Collaboration Mode • Maintain strict parameters for site structure • Students became invested in their sites Observations green19@illinois.edu @greenharr
12. English • Synthesize essays into a final exhibit and project Use of Omeka • Developed assignments • Multiple workshops for 3 sections Collaboration Mode • Effective use of Omeka as a platform for digital writing Observations green19@illinois.edu @greenharr
13. Public History • Final project for graduate students in distance GSLIS course Use of Omeka • Lecture online • Workshop with Scholarly Commons • Forum in LMS to answer questions Collaboration Mode • Omeka was limiting for presenting research • Teach them to be both historians and LIS professionals Observations green19@illinois.edu @greenharr
14. Characteristics of digital literacy development (Gillen & Burton, 2010) • Enhancing cognitive development and assessment practices through curriculum interventions that make use of new affordances of digital technologies. • Supporting learning communities to work collaboratively in problem solving and the co- construction of knowledge. • Working collaboratively in a multidisciplinary team to create useful, practical tools. • Increasing authenticity and overcoming access issues. green19@illinois.edu @greenharr
15. Outcomes Seen in Omeka http://project500.omeka.net • Discovery and evaluating information in digital environment • Critical analysis and synthesis of digital material for scholarship • Collaborative learning • Authentic skill building and tool use in the digital environment green19@illinois.edu @greenharr
16. Assessment How to assess? • Ancedotal feedback • Debriefing consultations with faculty • Student post-assignment reflections • Active assessment possibilities? green19@illinois.edu @greenharr “The constantly changing practices through which people make traceable meanings using digital technologies.” –Jones and Knobel (2010)
17. Future of libraries, #digped, and digital literacy “We must develop a participative pedagogy, assisted by digital media and networked publics, that focuses on catalyzing, inspiring, nourishing, facilitating, and guiding literacies essential to individual and collective life in the 21st century.” —Howard Rheingold green19@illinois.edu @greenharr
18. Thank you! Harriett Green English and Digital Humanities Librarian University of Illinois at Urbana-Champaign green19@illinois.edu Twitter: @greenharr