Digital Humanities Pedagogy is a compelling and important collection of work on different aspects of pedagogy in the digital humanities, raising an extremely timely set of questions for instructors, advisors, and administrators alike.
— Kathleen Fitzpatrick, Director of Scholarly Communication, Modern Language Association
This collection makes an important contribution to DH pedagogy’s coming out and may help transform it from forgotten stepchild of the DH movement to the more appropriate and elevated status it deserves.
— Stephen Brier, Literary and Linguistic Computing, July 2013
I really appreciate it because of its richness and carefulness, and for the deep insights provided. I would certainly suggest it to anybody involved in teaching digital humanities at university level.
— Giuliana Dettori, British Journal of Educational Technology, 45.2, 2014
Overall, this collection is a much-needed resource for the digital humanities community. Not only does it introduce the field to many professors and students who might not know the digital humanities at all, but it also provides real-world, step-by-step accounts of how programs using the digital humanities have been put in place and implemented across various institutions.
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.
The University of Western Australia Research Development Award has generously contributed towards the publication of this volume.
The University of Western Australia Research Development Award has generously contributed towards the publication of this volume.
Digital Humanities Pedagogy: Practices, Principles and Politics
Brett D. Hirsch (ed.) | December 2012
448 | 35 colour illustrations | 6.14" x 9.21" (234 x 156 mm)
Digital Humanities Series, vol. 3 | ISSN: 2054-2410 (Print); 2054-2429 (Online)
ISBN Paperback: 9781909254251
ISBN Hardback: 9781909254268
ISBN Digital (PDF): 9781909254275
ISBN Digital ebook (epub): 9781909254282
ISBN Digital ebook (mobi): 9781909254299
DOI: 10.11647/OBP.0024
BIC subject codes: JNT (Teaching skills and techniques), H (humanities), JNM (Higher and further education, tertiary education); BISAC subject codes: EDU037000 (EDUCATION / Research), TEC000000 (TECHNOLOGY & ENGINEERING / General); OCLC Number: 874358623.
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Introduction
</Parentheses>: Digital Humanities and the Place of Pedagogy
Brett D. Hirsch
Part 1. Practices
The PhD in Digital Humanities
Willard McCarty
Hands-On Teaching Digital Humanities: A Didactic Analysis of a Summer School Course on Digital Editing
Malte Rehbein and Christiane Fritze
Teaching Digital Skills in an Archives and Public History Curriculum
Peter J. Wosh, Cathy Moran Hajo, and Esther Katz
Digital Humanities and the First-Year Writing Course
Olin Bjork
Teaching Digital Humanities through Digital Cultural Mapping
Chris Johanson, Elaine Sullivan, Janice Reiff, Diane Favro, Todd Presner and Willeke Wendrich
Looking for Whitman: A Multi-Campus Experiment in Digital Pedagogy
Matthew K. Gold
Acculturation in the Digital Humanities Community
Geoffrey Rockwell and Stéfan Sinclair
Part 2. Principles
Teaching Skills or Teaching Methodology?
Simon Mahony and Elena Pierazzo
Programming with Humanists: Reflections on Raising an Army of Hacker-Scholars in the Digital Humanities
Stephen Ramsay
Teaching Computer-Assisted Text Analysis: Approaches to Learning New Methodologies
Stéfan Sinclair and Geoffrey Rockwell
Pedagogical Principles of Digital Historiography
Joshua Sternfeld
Nomadic Archives: Remix and the Drift to Praxis
Virginia Kuhn and Vicki Callahan
Part 3. Politics
They Have Come, Why Don’t We Build It? On the Digital Future of Humanities
Jon Saklofske, Estelle Clements and Richard Cunningham
Opening Up Digital Humanities Education
Lisa Spiro
Multiliteracies in the Undergraduate Digital Humanities Curriculum: Skills, Principles and Habits of Mind
Tanya Clement
Teaching Digital Rhetoric: Wikipedia, Collaboration and the Politics of Free Knowledge
Melanie Kill
Bibliography
© 2012 Brett D. Hirsch et al. (contributors retain copyright of their work).

Some rights are reserved. The articles of this book are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported Licence. This license allows for copying any part of the work for personal and non-commercial use, providing author attribution is clearly stated. Attribution should include the following information:
Brett D. Hirsch, Digital Humanities Pedagogy: Practices, Principles and Politics. Cambridge, UK: Open Book Publishers, 2012, https://doi.org/10.11647/OBP.0024.
Details of allowances and restrictions are available at: http://www.creativecommons.org/licenses/by-nc-nd/3.0

Some rights are reserved. The articles of this book are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported Licence. This license allows for copying any part of the work for personal and non-commercial use, providing author attribution is clearly stated. Attribution should include the following information:
Brett D. Hirsch, Digital Humanities Pedagogy: Practices, Principles and Politics. Cambridge, UK: Open Book Publishers, 2012, https://doi.org/10.11647/OBP.0024.
Details of allowances and restrictions are available at: http://www.creativecommons.org/licenses/by-nc-nd/3.0