Presentation given at Data Driven: Digial Humanities in the Library, College of Charleston, June 21, 2014.

1. Libraries and Digital
Pedagogy
Faculty-Librarian Partnerships to
Teach Digital Humanities
green19@illinois.edu @greenharr
Harriett Green
University of Illinois at Urbana-Champaign
Data Driven: Digital Humanities in the Library
June 21, 2014

2. Today’s Paper
• Faculty-Librarian Collaborations
• Digital Pedagogy and Literacy
• Case Studies: architecture, media studies,
English, public history/LIS
• Implications: Digital literacy learning
outcomes and assessment
green19@illinois.edu @greenharr

3. Why Build Faculty-Librarian
Collaborations
• Lots of literature in information literacy
about collaborations in the classroom
• Subject-specific information literacy:
Beutter Manus (2012) and Holliday and
Rodgers (2013)
• New media and IL: Farkas (2013), Cope
(2012)
• Looking beyond information literacy?
green19@illinois.edu @greenharr

4. What is digital literacy?
Digital
Literacies
Information
Visual
Media
Cultural
Critical
Operational
green19@illinois.edu @greenharr
DigEuLit Project:
“The awareness, attitude and
ability of individuals to
appropriately use digital tools
and facilities to identify, access,
manage, integrate, evaluate,
analyse and synthesize digital
resources, construct new
knowledge, create media
expressions, and communicate
with others, in the context of
specific life situations, in order
to enable constructive social
action; and to reflect upon this
process.”
“Towards a Theory of Digital Literacy,”
Aviram and Eshet-Alkalai (2006)

5. Digital Pedagogy
“digital pedagogy is the use of electronic
elements to enhance or to change to [sic]
experience of education.”
–MLA Digital Pedagogy Unconference
“Students and learners should be central in
mapping the terrain of digital pedagogy.
Educational institutions should dedicate
themselves to supporting this work…. Digital
pedagogy is less about knowing and more a
rampant process of unlearning, play, and
rediscovery.”
—Jesse Stommel, Hybrid Pedagogygreen19@illinois.edu @greenharr

6. Examples from digital
humanities
• American Studies Crossroads:
http://crossroads.georgetown.edu/
• UVA Praxis Program: http://praxis-
network.org/praxis-program.html
• NITLE seminars:
http://www.nitle.org/live/events/129-
teaching-dh-101-introduction-to-the-digital
• Maker Lab in the Humanities at the
University of Victoria:
http://maker.uvic.ca/about/
green19@illinois.edu @greenharr

7. Role of Librarians
• Rapidly growing body of work as digital
collections and scholarship services
develop in libraries
• Courtney and Dalmau (2011): Victorian
Women Writers Project and English
graduate seminar
• 2013 Journal of Library Administration
special issue on digital humanities and
libraries

8. Omeka
Swahili = “To lay out wares”
Omeka software: http://omeka.org
Web-hosted Omeka.net:
http://www.omeka.net
green19@illinois.edu @greenharr

9. Case Studies
• Landscape Architecture graduate seminar
• Media Studies undergraduate courses
• Rhetoric and Composition 3-section
course
• Public History in GSLIS
green19@illinois.edu @greenharr

10. Landscape Architecture
• Final project for graduate
students
Use of
Omeka
• Developed curricular materials
• Evaluate
Collaboration
Mode
• Challenge for grad students to
translate work into media siteObservations

11. Media Studies
• Final project for undergraduate courses
• Teaching tool for digital publishing
Use of
Omeka
• Developed workshop activities
• Sought to teach students to be digital
content creators and curators
Collaboration
Mode
• Maintain strict parameters for site
structure
• Students became invested in their sites
Observations

12. English
• Synthesize essays into a final
exhibit and project
Use of
Omeka
• Developed assignments
• Multiple workshops for 3 sections
Collaboration
Mode
• Effective use of Omeka as a
platform for digital writingObservations

13. Public History
• Final project for graduate students in
distance GSLIS course
Use of
Omeka
• Lecture online
• Workshop with Scholarly Commons
• Forum in LMS to answer questions
Collaboration
Mode
• Omeka was limiting for presenting research
• Teach them to be both historians and LIS
professionals
Observations

14. Characteristics of digital literacy
development (Gillen & Burton,
2010)
• Enhancing cognitive development and
assessment practices through curriculum
interventions that make use of new
affordances of digital technologies.
• Supporting learning communities to work
collaboratively in problem solving and the co-
construction of knowledge.
• Working collaboratively in a multidisciplinary
team to create useful, practical tools.
• Increasing authenticity and overcoming
access issues.

15. Outcomes Seen in Omeka
http://project500.omeka.net
• Discovery and evaluating information in
digital environment
• Critical analysis and synthesis of digital
material for scholarship
• Collaborative learning
• Authentic skill building and tool use in the
digital environment
green19@illinois.edu @greenharr

16. Assessment
How to assess?
• Ancedotal feedback
• Debriefing consultations with faculty
• Student post-assignment reflections
• Active assessment possibilities?
green19@illinois.edu @greenharr
“The constantly changing practices through which
people make traceable meanings using digital
technologies.”
–Jones and Knobel (2010)

17. Future of libraries,
#digped, and digital literacy
“We must develop a participative pedagogy,
assisted by digital media and networked
publics, that focuses on catalyzing, inspiring,
nourishing, facilitating, and guiding literacies
essential to individual and collective life in
the 21st century.”
—Howard Rheingold
green19@illinois.edu @greenharr

18. Thank you!
Harriett Green
English and Digital Humanities Librarian
University of Illinois at Urbana-Champaign
green19@illinois.edu
Twitter: @greenharr