libraries and digital pedagogy: faculty-librarian partnerships for digital humanities

Libraries and Digital Pedagogy

Faculty-Librarian Partnerships to Teach Digital Humanities

[email protected] @greenharr

Harriett GreenUniversity of Illinois at Urbana-Champaign

Data Driven: Digital Humanities in the LibraryJune 21, 2014

mailto:[email protected]

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



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 [email protected] @greenharr


What is digital literacy?

Digital Literacies

Information

Visual

Media

Cultural

Critical

Operational


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)


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



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/


http://crossroads.georgetown.edu/



http://praxis-network.org/praxis-program.html




http://www.nitle.org/live/events/129-teaching-dh-101-introduction-to-the-digital




http://maker.uvic.ca/about/




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

Omeka

Swahili = “To lay out wares”Omeka software: http://omeka.org Web-hosted Omeka.net: http://www.omeka.net


http://omeka.org/

http://www.omeka.net/


Case Studies

• Landscape Architecture graduate seminar

• Media Studies undergraduate courses

• Rhetoric and Composition 3-section course

• Public History in GSLIS



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

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

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

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

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.

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


http://project500.omeka.net/

http://project500.omeka.net/


Assessment

How to assess?• Ancedotal feedback• Debriefing consultations with faculty• Student post-assignment reflections• Active assessment possibilities?


“The constantly changing practices through which people make traceable meanings using digital technologies.”–Jones and Knobel (2010)


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



Thank you!

Harriett GreenEnglish and Digital Humanities

LibrarianUniversity of Illinois at Urbana-

Champaign

[email protected]: @greenharr