In line with the first Mellon planning grant goal (" To learn about best practices for digital humanities teaching in the liberal arts context"), I will focus on in-class learning strategies using (or not) digital tools to engage with Digital Humanities. During the Fall semester, I blogged for WW Norton Publishers (http://www.fairmatter.com/katherine-harris/) about two traditional literature courses that I converted into Digital Humanities courses by employing open access tools as well as digital literary media.  I walked into many of the class meetings and asked students to go off and do something -- as a test to see how many of them were truly "digital natives." Some of the digital tools were incredibly helpful while others were not. Twitter and tweeting as a character was one of their favorite assignments by far; not far behind was creating a pastiche from a ripped up novel and then posting that pastiche to their blogs. 

1. Austin College Digital Humanities Colloquium
It's Not About the Tools:
Weaving Digital Humanities into Literature
Courses
Katherine D. Harris
Dept. of English & Comparative Literature
San Jose State University
katherine.harris@sjsu.edu
@triproftri
Twitter Hashtags: #acdhcoll

2. Student Perspective
Re:Humanities 2012
ws.haverford.edu/blogs/rehumanities/2010/12/08/video-rehumanities-undergraduate-sy

3. The Digital Humanities
or digital humanities?
http://chronicle.com/article/Stop-Calling-It-Digital/137325/

5. Whatever else it might be then, the digital humanities today is about a
scholarship (and a pedagogy) that is publicly visible in ways to which we are
generally unaccustomed, a scholarship and pedagogy that are bound up with
infrastructure in ways that are deeper and more explicit than we are generally
accustomed to, a scholarship and pedagogy that are collaborative and depend
on networks of people and that live an active 24/7 life online. Isn’t that
something you want in your English department?

6. 2012

7. A Day in the Life of a Digital
Humanist 2012

8. 2009 & 2012

12. Risk & Play in Student Work

13. How to get DH/dh into assignments
3 Levels of DH-inflected Courses
•Single day (bloom & fade)
•Single assignment(s)
•Entire course (scaffolded)

14. Bloom & Fade

15. Bloom & Fade:
Sacrilege to the Book
http://www.fairmatter.com/2012/11/sacrilege-to-the-book.html

16. Bloom & Fade:
Results of Sacrilege

17. Single Assignments:
Tweeting as a Literary Character
http://triproftri.wordpress.com/2012/11/02/tweeting-as-a-character/

18. Take it to the limit: Collaborative Play
Heroes in Diablo III

19. Using Your Tools: Visualization on White
Board
Old-School Infographic of A Clockwork Orange
http://www.fairmatter.com/2012/10/old-fashioned-visualizations.html

20. Collaborative Project:
The Men’s Melange authors a wiki page on Sheridan
http://triproftri.wordpress.com/2012/12/03/collaborative-project-on-19th-century-materials-assignment/

22. But how do you grade collaboration?
http://www.aacu.org/value/rubrics/pdf/teamwork.pdf

23. Public
Scholarship:
Graduate Students
create digital
scholarly edition to
• Follow our progresspeer
submit for on Twitter
#beardstair
review
• Check the blog:
• http://beardstair.wordpress.com

24. Challenges: Smaller Issues
(1) Crafting learning outcomes for courses, syllabi &
assignments: High Impact Practices & assessing them;
(2) Professional documentation for both student & faculty
requires “doing the risky thing,”
committing to playfulness, & documenting failure
(3) Collaboration vs. group work: students as “learners”;
grading collaboration - see rubric pdf;
(4) Daily digital pedagogy using tools: NINES Collex,
Wordle, Tapor;
(5) Scaffolding within a single course;
(6) What are your challenges?

25. Lessons Learned: Great!
• Students appreciate freedom to explore
• Students enjoy collaborative moments
• Students embrace interdisciplinarity
• Students want ownership of their projects
• Students revel in becoming the “experts”
• Students understand the rigors of public
scholarship
• Students are willing to become Digital Humanists

26. Lessons Learned: Challenges
• Students need guidance & project management
• Students require boundaries with scaffolded
assignments
• Students need to work towards completion inside the
curriculum

27. Finding the Right Tool

28. What to do Next?
http://triproftri.wordpress.com/2012/06/01/upsworkshop/

29. Also, show off!
MLA 2014 CFP
The Discussion Group on Computer Studies of Languages and
Literature will host a showcase session to highlight
innovative work by undergraduate and graduate students in
the digital humanities. This session aims to demonstrate how
students, at different levels and from a range of institutions,
are expanding their research horizons by engaging in digital
projects. Submissions might address any aspect of student
work on DH projects, related course work, digital theses, and
more. Each accepted panelist will have a workstation at
which to demonstrate and discuss their project. We welcome
proposals that include a collaborator or advisor. Please email
150-word abstracts to the group’s chair, Amy Earhart
(aearhart@tamu.edu), by March 15, 2013.

30. Resources for the Digital Humanist or Digi-Curious
• Digital Humanities Summer Institute: http://dhsi.org/)
• Digital Pedagogy Resources, DHSI:
http://web.uvic.ca/~englblog/pedagogydhsi/
• Digital Humanities Winter Institute:
http://mith.umd.edu/announcingdhwi/
• NITLE: http://www.nitle.org/live/events/129-teaching-dh-101-
introduction-to-the-digital
• DH Commons, match.com for DHers: http://dhcommons.org/
• DH Answers: http://digitalhumanities.org/answers/
• NINES: http://www.nines.org/
• 18Connect: http://www.18thconnect.org/
• Bamboo DIRT Tools: http://dirt.projectbamboo.org/
• MLA Guidelines for Digital Scholarship:
http://www.mla.org/guidelines_evaluation_digital