Digital Humanities: Pedagogy

2014 Chronicle of Higher Education article about digital scholarship in the classroom.

Launched in 2011, Hybrid Pedagogy is "a digital journal of learning, teaching, and technology."

Published since 2012, "the mission of The Journal of Interactive Technology and Pedagogy is to promote open scholarly discourse around critical and creative uses of digital technology in teaching, learning, and research."

A collection of essays inspired by a 2010 New School conference on teaching and learning with digital media.

The DH Education Zotero group "includes syllabi and curriculum planning documents, as well as as articles about open education, networked pedagogies, and more."

Created at the University of Victoria, Pedagogy Toolkit is a website and repository of teaching documents focused on digital approaches to teaching composition, rhetoric, and literature.

Created by the Wikipedia Education Program, this brochure explains how to design and assess an assignment using Wikipedia.

A summer 2015 Mountaintop Initiative project led by Professor Scott Gordon. Students transcribed, translated, and analyzed original documents housed at the Moravian Archives in Bethlehem, PA, and then worked with Lehigh's Library and Technology Services to create a website to disseminate their findings.

Harlem Echoes was created by a group of graduate students as part of Professor Edward Whitley and Professor Amardeep Singh's fall 2015 "Introduction to Digital Humanities" Class.

An Omeka website produced by graduate students in a University of Maryland English class taught by Matthew Kirschenbaum.

A Scalar book produced by undergraduates in a UCLA Asian American Studies class. The class was taught by Anne Cong-Huyen.

"Students participate in digital scholarship by transcribing a document for DIY History, a crowdsourcing project to make handwritten texts computer-searchable from the University of Iowa Libraries. Students then hone research and analysis skills by composing a blog post, screencast, and presentation that demonstrate the document’s rhetorical construction and its place in history."

"The project engages classes at four academic institutions–New York City College of Technology (CUNY), New York University, University of Mary Washington, and Rutgers University-Camden–in a concurrent, connected, semester-long inquiry into the relationship of Whitman’s poetry to local geography and history."