#SI2: What Do We Teach When We Teach DH Across Disciplines Roundtable
What Do We Teach When We Teach DH Across Disciplines?
1Brigham Young University, United States of America; 2Bucknell University, United States of American; 3University of Mary Washington, United States of America; 4Georgetown University, United States of America; 5San Diego State University, United States of America; 6Prairie View A&M University, United States of America
Over the last decade as digital humanities research has flourished, disciplinary conferences have featured 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.
This panel will feature four practitioners from different domains: communication studies, history and urban studies, game studies, and cultural studies. We have chosen these fields in part to carve out a space for digital humanities (and digital humanities pedagogy) against “traditional” literary studies, which is often strongly represented. Our history and urban studies panelist outlines the unique challenges of teaching inter-, multi-, and trans-disciplinary courses within a limited range of available course offerings, and how they require new ways of thinking about including digital methods and tools in pre-existing courses in a department’s course offerings. The panelists will discuss how their pedagogy works against this hegemonic narrative—or whether their praxis simply and artfully sidesteps the literary altogether. As the panelists discuss what teaching digital humanities means within their particular domain, they will also consider how (and when) they can strike a balance between complementary pedagogical modes. Our game studies panelist, for example, approaches teaching games, design, and social justice in terms of process rather than product, which embodies the hacking ethos of the digital humanities. Finally, they will discuss what, specifically, they teach when teaching “Introduction to Digital Humanities,” a course that has flourished over the last 10 years but that depends (as it should) entirely on the context of its teaching–the instructor, her/his department, and the level of the course. As our digital studies practitioner writes, “I use a modular approach in the introductory course where students select their entry points and outcomes, choosing their own intellectual adventures in cohorts of similarly-inclined peers.”
The panel organizers will ensure that the speakers do not exceed their allotted time by more than 60 seconds. We hope that the session will last for 60 or 75 minutes, providing ample time for questions and discussions among the panelists, organizers, and the audience.