POST: Talking About Digital Pedagogy

In a post on the Cultural Heritage Informatics Initiative site, Ashley Wiersma, CHI Fellow and doctoral candidate in history at Michigan State University, examines the digital, the pedagogical, and the location of authority. She concludes:

The power of digital pedagogy lies in its innovative and disruptive nature, which urges scholars to re-examine educational structures long taken for granted. Courses burst out of their original containers as students and teachers alike discover links between and among various bodies of knowledge, thereby undermining arbitrary disciplinary borders.  Most importantly, digital pedagogy compels practitioners to search out new ways to engage students in the creative analysis of subject matter and together with them “discover how to participate in the transformation of [our] world.”

 

RESOURCE: Up and Running with Omeka.net

Looking to explore Omeka? Miriam Posner, coordinator of the UCLA Digital Humanities program, recently published a pair of posts, drawing on her experience teaching an introductory Omeka Workshop at THATCamp Feminisms West. In the first post, Posner sets up an account, adds items, and forms collections; in the second, she creates a digital exhibit.

Omeka is a web publishing platform specifically designed for use in libraries, museums, and archives. Developed at the Roy Rosenzweig Center for History and New Media, Omeka is free and open source. It requires minimal technical skills to get started, which makes Omeka a great tool to use to get started with DH at your institution. See how other institutions are using Omeka.

POST: The CODATA Mission: Preserving Scientific Data for the Future

At Spellbound Blog, Jeanne Kramer-Smith has posted on a session from The Memory of the World in the Digital Age: Digitization and Preservation conference, sponsored by UNESCO in cooperation with the University of British Columbia and held in September 2012 in Vancouver. Untangling the acronyms, Kramer-Smith identifies the Committee on Data for Science and Technology (CODATA) as part of the International Council for Science. CODATA hosts the Data at Risk Task Group (DARTG), which seeks “to preserve scientific data that is in danger of loss because they are not in modern electronic formats, or have particularly short shelf-life.”

In summarizing talks included in the session and helpfully linking out to presenters’ slides, Kramer-Smith also provides an opportunity to consider the implications of data preservation and loss– including for DH and libraries. As she notes in her summary of a presentation by D. R. Fraser Taylor and Tracey Lauriault, of the Geomatics and Cartographic Research Centre at Carleton University, on “The Map as Fundamental Source in the Memory of the World”:

“The 1986 BBC Domesday Book [sic] was created in celebration of 900 years after William the Conqueror’s original Domesday Book. It was obsolete by the 1990s. A huge amount of social and economic information was collected for this project. In order to rescue it they needed an Acorn computer and needed to be able to read the optical disks. The platform was emulated in 2002-2003. It cost 600,000 British pounds to reverse engineer and put online in 2004. New discs were made in 2003 at the UK Archive.

“It is easier to get Ptolomy’s maps from 15th century than it is to get a map 10 years old.”

POST: Learning By Doing: Labs As Pedagogy

Cameron Blevins writes here about the challenges of teaching digital methods in a history classroom. Some of the experiences might ring true with librarians tasked with teaching information literacy, such as this:

My first lab, for instance, spelled out instructions in excruciating detail. Unfortunately, this led to exactly the kind of passive learning I wanted to avoid. I liken it to the “tutorial glaze” – focusing so much on getting through individual tasks that you lose track of how they all fit together or how you would apply them beyond the dataset at hand. The ability to teach early-stage technical skills involves a litany of pedagogical challenges that humanities instructors are simply not used to tackling.

How might librarians partner with faculty to avoid this scenario? What techniques have you discovered to help students from a variety of skill levels remain engaged throughout an instruction session?