Maintain your disciplinary focus. Incorporate technologies with low barriers to entry – twitter, tumblr, instagram, Google’s nGram viewer…
Rather than try to engage with many DH technologies and theories, focus on just a few and help students think critically, as humanists, about why and how they are using the technology.
Myth of the digital native Students may know how to use digital media, etc. for social reasons and in their daily lives, but they may not know how to use (instagram, tumblr, twitter, etc.) for scholarship. We need to teach students how to engage with digital media, tools, and technology critically.
Tailor DH skills and expectations to students' experience in their programs, previous coursework, etc., just as you do for the content Integrate your course into the fabric of your department, college, and the consortium: share what you're doing with colleagues to see if there is some cross-pollination that could occur with what they're doing in their own programs and courses. Partner with the library, art museums and showcases, and area museums and cultural heritage institutions
Designing digitally infused courses
Digital Scholarship Librarian
Claremont Colleges Library
Spectrum of Digitally-Infused to Digital-Centric Courses:
Sipping on DH: Incorporating digital
media, tools, and digital literacy into an
Swimming in DH: Building a course
around deep engagement with digital
technologies, their underlying theories,
and how they advance disciplinary
knowledge creation and dispersion.
• McClurken, “Incorporating
Digital Literacy into History
• Tona Hangen, “US History II.”
• Davidson College’s Physics
• Cordell, “Texts, Maps,
Networks: Digital Literary
• Miriam Posner, “Digital Labor,
Urban Space, and Materiality.”
• Cameron Blevins, “The Digital
• Begin with a course you currently teach.
• How might you incorporate digital literacy into your class?
• Not sure? Ask a librarian!
• Consider digital projects for assessment
be value-added, not
Critical engagement with a few
digital technologies and theories
• provides an opportunity for students
to apply disciplinary epistemologies
to novel situations
• extends understanding of content
• builds transferrable skills
Go deep, just as you
do with your subject
• still need to learn how to engage
with technology as scholars.
• like “digital immigrants,” have to
stretch to imagine what a
technology might do in relation to
their field of study
• also need to develop their digital
skills, especially for more advanced
projects that will require, for
example, learning a programming or
Your course and the
students learn into
the fabric of your
and the consortium.
1. Start with what you know.
2. Let your teaching drive your technology.
3. Teach a few things well.
4. Scaffold everything.
• Image URLS:
• Flickr User Caspian Blue, “Fat Tabby Cat Drinking Water from a Pond,”
Used under CC-BY-SA-2.0 license.
• Luc Viatour, “A Mandarin Duck,” www.Lucnix.be.
ulata_Luc_Viatour.jpg. Used under CC BY-SA 3.0 license.
• Ryan Cordell, “How Not to Teach Digital Humanities” (February 1, 2015)
• Brett D. Hirsch (Ed.), Digital Humanities Pedagogy: Practices, Principles
and Politics (2012) http://www.openbookpublishers.com/reader/161
• Adeline Koh, “Introducing Digital Humanities Work to Undergraduates:
An Overview” (August 14, 2014)
• Leeann Hunter, et. al., “Digital Humanities Made me a Better
Pedagogue: A Crowdsourced Article,” Hybrid Pedagogy (July 10, 2012)