In “Listening in on the Conversations: An Overview of Digital Humanities,” E. Leigh Bonds discusses several examples of digital humanists that have integrated both textual and non-textual projects into their curricula which implement the experimental methodology she describes, with an emphasis on “making” and “doing.” One example she provides saw two professors conducting a short summer course on digital editing, while another had doctoral students experimenting with web-based tools like W-Matrix, corpus analysis and comparison software that allows you to upload your own data and compile searchable frequency lists and concordances, and Wordle, a free service that creates visually stimulating ‘word-clouds’ of provided text. Other instances involved students exploring and critiquing existing digital projects, like the Periodical Poetry Index and the Perseus Digital Library. Bonds also describes a non-textual project, where students used a “free, flexible, and open source web-publishing platform” called Omeka to create online exhibits, becoming digital curators.

Bonds argues that “the critical thinking fostered by working with digital tools and techniques complements traditional humanistic inquiry,” and the projects described above serve to reinforce that notion (151). These projects offer inspiring ways to keep the humanities vital in the digital age, and also potential for other similar projects. Examples like the ones above also serve to work against the assumption put forth by Stephen Brier that teaching and learning are an after-thought for Digital Humanities practitioners, as Bonds points out. Offering students the opportunity to conduct research and present their work in various digital environments provides new and exciting methods for the humanities, while still allowing teachers to “create the ‘authentic situation’ that research in education advocates” (152).

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