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Diane K. Jakacki

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    • Digital Pedagogy: Select Readings

Do You Teach DH? This Survey Is For You!

Brian Croxall and I are excited to announce the launch of a research study: “Who Teaches When We Teach Digital Humanities?” With this study, we hope to learn more about 

  1. the training and preparation of those who teach digital humanities
  2. the for-credit and informal teaching that DH teachers do

“I teach DH!” you say. “How can I participate in this study??” We’re glad (really glad) you asked. You can participate by taking our short survey. 

The survey should take approximately 10 minutes for you to complete. Your participation in the survey will be anonymous; to this end, we have ensured that our survey instrument will not record your IP address. You will not, we are afraid, be compensated for your participation in the study.

This study grew out of our work on Debates in Digital Humanities Pedagogy and we look forward to publishing some of what we learn in that venue, as well as in conference presentations. 

The survey will be open until 1 September 2019. Please take it soon, and please share this announcement with any and all you think may be interested.

Posters at DH2019

I’ll be presenting two posters at DH2019:

“Encoding the ‘Floating Gap’”: Linking Cultural Memory, Identity, and Complex Place” (with Katherine Faull, Bucknell University): In this poster the authors present a model for encoding what ethnographers term the “floating gap” when constructing an historical gazetteer of place names. This step is especially crucial as scholars make intersections and linkages between place-based, data-driven research projects. The authors argue that the concepts for Event and Place used to encode semantic relationships overlook the fact that it is the Actor or Agent who names the events, and thus by extension names the places at which those events occurred. Place names connected with those events must correspond to those agents. In the brave new world of linked data, the vagaries of named places constitute a vexed problem, and attempts to resolve the messiness and fuzziness of place, time, and perspective run the risk of eliding the floating gap of cultural memory.
(if you’re at the conference, this poster can be viewed at #45 – we’ll publish the poster after the conference.)

“Who Teaches When We Teach DH?” (with Brian Croxall, Brigham Young University): In this poster, we will present the work we have done to develop a survey of those teaching digital humanities throughout the world. First, we will discuss the development of the survey. Second, we will outline the methodology we ascertain how and who these teachers are. Third, we will begin in real time the data collection at the conference.have employed in developing the survey in order to best.
(If you’re at the conference, this poster can be viewed at #46 – the results of the survey will be published in 2020.)

Resolving the Polynymy of Place: or, how to create a gazetteer of colonized landscapes

This is the abstract for a paper I co-presented with Katie Faull at DH2018 in Mexico City on June 28, 2018.

The slides and notes for the talk are deposited on Humanities Commons: https://hcommons.org/deposits/item/hc:19929/.

Conference abstract: This paper will explore the problem of creating a gazetteer of colonized landscapes, specifically those of the mid-Atlantic in the 18th century, in which the name of a place (toponym) changes depending on the person or political entity who is describing that place. In colonized landscapes, there can be multiple names for one place. Maps of this period are veritable palimpsests of conquests and defeats; and travel diaries, mission records and letters contain accounts of human experience of places that are multiply identified. The task is made more complicated still when one factors time into the equation: when competing spatial identities persist across generations. The paper proposes a two-phased approach to developing the Moravian Lives gazetteer, which will expand geographically to places beyond North America and will need to resolve polynymic complexities in Central Europe, the Arctic areas of Greenland and Newfoundland, the Caribbean, South Africa and Australia.

CFP for MLA 2019: What Do We Teach When We Teach DH?

What Do We Teach When We Teach DH?

(A special session on digital humanities pedagogy at MLA 2019)

Over the last decade as digital humanities research has flourished, the MLA convention—as well as other venues—has witnessed increasingly vigorous discussions about teaching digital humanities. We now find ourselves in a discipline that is not so new (acknowledging, of course, that DH is as old as the computer itself) and simultaneously at a moment when we need to talk formally about teaching and learning. As such, if the unacknowledged debate that sits at the heart of discussions about digital humanities is always, “What is digital humanities?”, it’s important to acknowledge how that question is always already related to the question of how we teach digital humanities.

We are interested in proposals that tackle one or more of the following three broad subjects:

  • The academic integration of digital humanities
    • effective class sizes and the use of lab-like structures in place of / addition to “normal” course sessions
    • tensions between breadth and depth in teaching digital humanities
    • who, exactly, has the bona fides to teach digital humanities
    • how digital humanities pedagogy might differ for undergraduate and graduate students
  • Ethical ramifications of teaching digital humanities
    • the line between students’ experiential learning and student labor
    • the complicated status of so much digital humanities pedagogy being performed by graduate students, staff, and non-tenure-track faculty
    • the invisible labor of teaching in a field that is still developing
    • the privileges inherent in teaching digital humanities (e.g., which schools have the resources to afford a DHer and/or the equipment that might be necessary)
    • student labor, invisible labor, complicated status, accessibility, closed/open pedagogies & software, privilege viz DH
  • DH pedagogy across languages and literatures

Given the nature of the conversation we hope to host, this session will not focus on the following:

  • Expositions of assignments and/or syllabi
  • Institutional models for support (funding, human resources, infrastructure)

Details

The panel will be made up of 3 papers of 10-15 minutes each, followed by a response by the organizers, and then discussion with the audience.

Drafts will be shared internally for comment and review on 1 November 2018. Final papers will be posted publicly on 1 December 2018 for comments and discussion leading up to the Convention in Chicago.

Send 250-word abstracts and CVs to dkj004@bucknell.edu and brian.croxall@byu.edu by 15 March 2018.

How we Teach? Digital Humanities Pedagogy in an Imperfect World

I was honoured to give this keynote at the CSDH/SCHN conference at Congress in Calgary on Wednesday.

I would like to start by thanking Susan Brown, Jon Bath, Michael Ullyot, and CSDH for inviting me to speak here. I’m sorry Susan isn’t here because I wanted her to hear this, too, so would someone tweet out to her that it is a particular honor for me to be here because #myDH (as the hashtag goes) is Canadian. Many of the people in this room have been directly responsible in ways they will never know for shaping my relationship to the Digital Humanities and my identity as a Digital Humanist – my training, my professionalization, my research and publication agenda. But more important, you have epitomized for me the possibilities for progressive, collaborative, thoughtful DH, and why that is crucial to the ways in which global DH should be conducted. You have also taught me that those possibilities come with responsibility, and that that responsibility cannot be taken lightly. And so I take this talk very seriously and personally. [Read more…] about How we Teach? Digital Humanities Pedagogy in an Imperfect World

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Diane K. Jakacki

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