This seven page guide contains a curated collection of digital humanities sites, authentic materials and openly licensed design resources. In addition to a number of examples, the guide also provides teachers with search tips for finding these sites on their own!
This course examines the theory and practice of using computational methods in the emerging field of digital humanities. It develops an understanding of key digital humanities concepts, such as data representation, digital archives, information visualization, and user interaction through the study of contemporary research, in conjunction with working on real-world projects for scholarly, educational, and public needs. Students create prototypes, write design papers, and conduct user studies.
Welcome to our community curated collection of digital humanities, authentic material, and OER project sites. We welcome your collaboration! In order to understand where to place a site, please review the definitions below each category.
Digital Humanities Sites take collections of video, text, audio or other artifacts and transform them into something that is widely accessible online. While some sites are just virtual collections of content, the best sites showcase this information in new and interesting ways.
Authentic Materials or realia are real-life examples of language used in everyday life. Here are some examples:
- TV shows, news segments, documentaries, movie clips and trailers, online videos, and commercials
- Radio broadcasts, songs, and podcasts
- Photographs, artwork, signs, postcards, maps, and advertisements
- Magazines, letters and emails, news articles, brochures, websites, blogs, and social media posts
- Recipes, circular ads, food labels, bus and train schedules, menus, and price tags and product descriptions
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Would you like to incorporate interactive sites, commercials, artwork, menus, social media posts, and more into your world language classroom? In this one hour webinar, we’ll highlight some of our favorite digital humanities and authentic resources sites full of engaging materials to spark student’s curiosity and immerse them in the target culture. We’ll also share some of our strategies for finding these sites, including a searchable, community-built repository!
Slides: https://docs.google.com/presentation/...
Click Here! Guide: https://simplebooklet.com/clickhere#p...
Contribute a Site: https://docs.google.com/forms/d/e/1FA...
Connect with the Pathways Project on Social Media:
- Instagram: https://www.instagram.com/boisestatep...
- LinkedIN: https://www.linkedin.com/groups/9178362/
- Twitter: https://twitter.com/PathwaysBSU
Digital Humanities & Authentic Materials by Kelly Arispe and Amber Hoye is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
http://creativecommons.org/licenses/b...
Acknowledgement
The Pathways Project is grateful to provide this professional development opportunity thanks to a recently awarded National Endowment for the Humanities Digital Humanities Advancement Grant.
About the National Endowment for the Humanities
Created in 1965 as an independent federal agency, the National Endowment for the Humanities supports research and learning in history, literature, philosophy, and other areas of the humanities by funding selected, peer-reviewed proposals from around the nation. Additional information about the National Endowment for the Humanities and its grant programs is available at: http://www.neh.gov
License
Creative Commons Attribution license (reuse allowed)
Academic institutions are starting to recognize the growing public interest in digital humanities research, and there is an increasing demand from students for formal training in its methods. Despite the pressure on practitioners to develop innovative courses, scholarship in this area has tended to focus on research methods, theories and results rather than critical pedagogy and the actual practice of teaching.
The essays in this collection offer a timely intervention in digital humanities scholarship, bringing together established and emerging scholars from a variety of humanities disciplines across the world. The first section offers views on the practical realities of teaching digital humanities at undergraduate and graduate levels, presenting case studies and snapshots of the authors’ experiences alongside models for future courses and reflections on pedagogical successes and failures. The next section proposes strategies for teaching foundational digital humanities methods across a variety of scholarly disciplines, and the book concludes with wider debates about the place of digital humanities in the academy, from the field’s cultural assumptions and social obligations to its political visions.
Digital Humanities Pedagogy broadens the ways in which both scholars and practitioners can think about this emerging discipline, ensuring its ongoing development, vitality and long-term sustainability.
A Digital Project Preservation Plan is designed to help with organizing preservation efforts for digital projects. Initially drafted as a companion guide meant to fill the gap on best methods for preserving digital scholarship or digital humanities projects, it can also be applied to digital projects outside the humanities. This preservation plan is most beneficial to those digital humanities (DH) project creators who need guidance on how to start a digital project with preservation in mind. Although the DH community has shared resources and case studies, the examples available tend to focus on DH development, and less on DH preservation. These resources are also located in disparate locations. The Digital Project Preservation Plan is a singular guide, focusing on DH preservation, as a starting point with references to more resources and related DH practices. This is a working document, available to practitioners in whole or part; ideally, it will be used in the early stages of project planning and consulted and revised regularly. The preservation infrastructure should be designed and built as a collaborative effort from the beginning of the project. As priorities, methods and technologies change, the preservation plan will need to be updated and modified accordingly.
This book has been used in humanities (history) and media courses but is applicable to any course that has digital/web project components.
The Table of Contents for this publication includes:
Summary, Project Charter, Digital File Inventory, Additional Considerations, Preservation Plan-A Summary and Checklist, References/Plan Resources, Appendix A: Project Charter, Appendix B: Digital File Inventory, Appendix C: Project Profile, Appendix D: Collaborators Web Publishing Agreement, Appendix E: Universal Design Checklist, Appendix F: Preservation Guidance Checklist, and the Glossary.
Digitize Me, Visualize Me, Search Me takes as its starting point the so-called ‘computational turn’ to data-intensive scholarship in the humanities. What Digitize Me, Visualize Me, Search Me endeavours to show is that such data-focused transformations in research can be seen as part of a major alteration in the status and nature of knowledge. It is an alteration that, according to the philosopher Jean François Lyotard, has been taking place since at least the 1950s, and involves nothing less than a shift away from a concern with questions of what is right and just, and toward a concern with legitimating power by optimizing the social system’s performance in instrumental, functional terms. This shift has significant consequences for our idea of knowledge.
This fluent and comprehensive field guide responds to increased interest, across the humanities, in the ways in which digital technologies can disrupt and open up new research and pedagogical avenues. It is designed to help scholars and students engage with their subjects using an audio-visual grammar, and to allow readers to efficiently gain the technical and theoretical skills necessary to create and disseminate their own trans-media projects.
This is the collaborative group library of the DARIAH-DE project. It contains several collections of bibliographic items relevant to specific aspects of the Digital Humanities. Please feel free to contact us with any questions, comments or suggestions!
Items in the collection are tagged using a closed vocabulary of activities (what research activity is being treated) and objects (to what research objects is it being applied), following the TaDiRAH taxonomy.
This workshop aims to help students and teachers of Humanities and Social Science learn the basics of text-mining using Python. It is meant as an introduction to the use of computational techniques for analysing data for Humanists and Social Scientists. It contains a "Jupyter Notebook", which is basically a website where students will be taught how to write and execute code that will help them solve research problems that Humanists and Social scientists face. Additionally, this lesson also contains a video that demonstrates how to use that website. The total expected time to use this resouce is around 2 hours.
Over the past ten years, researchers, institutional leaders and policymakers have begun to speak more and more about infrastructure. As more voices join the conversation, however, it can sometimes become more difficult, rather than less, to understand what exactly research infrastructure is and does. In particular in the humanities, and the digital humanities, the term is used to cover a lot of different projects, resources and approaches.
To address this gap, the PARTHENOS cluster of humanities research infrastructure projects has devised this series of training modules and resources for researchers, educators, managers, and policy makers who want to learn more about research infrastructures and the issues and methods around them.
The modules, which released on a rolling basis from late 2016, cover a wide range of awareness levels, requirements and topic areas within the landscape of research infrastructure. Parthenos provides training modules for independent learners and for instructors looking to incorporate this material into existing courses.
The Programming Historian en español publica tutoriales revisados por pares dirigidos a humanistas que quieran aprender una amplia gama de herramientas digitales, técnicas computacionales y flujos de trabajo útiles para investigar y enseñar. Estamos comprometidos en la promoción de una comunidad diversa de editores, autores y lectores.
The Programming Historian en français publie des tutoriels évalués par des pairs destinés aux humanistes qui souhaitent apprendre un large éventail d'outils numériques, de techniques de calcul et de flux de travail utiles pour la recherche et l'enseignement. Nous nous engageons à promouvoir une communauté diversifiée d'éditeurs, d'auteurs et de lecteurs.
This annotated bibliography provides an overview of how static websites can be used for scholarly purposes. It includes publications representing a variety of communities, including libraries, digital humanities, and open source software. The citations included in this bibliography –with few exceptions– focus on librarians and scholars who use static websites for their work.
We will doggedly ask two questions in this class: "What is history?" and "How do you do it in 2010?" In pursuit of the answers, we will survey a variety of approaches to the past used by historians writing in the last several decades. We will examine how these historians conceive of their object of study, how they use primary sources as a basis for their accounts, how they structure the narrative and analytical discussion of their topic, and the advantages and limitations of their approaches.
This subject examines some of the many ways that contemporary historians interpret the past, as well as the multiple types of sources on which they rely for evidence. It is by no means an exhaustive survey, but the topics and readings have been chosen to give a sense of the diversity of work that is encompassed in the discipline of history.