This image, shared from an article at teachthought.com, contends that the digital pedagogue is a particularly open minded individual posited toward inspirational expansion. I, myself, find that I engage with digital interfaces in my classroom and teaching. However, my range of motion therein is limited. That is to say, I know how to make assignments available to my students in a digital realm, but in some ways it ends there. This short quote highlights the principles of the digital humanities that scholars like Jesse Strommel contend are the strengths of a digital pedagogy model in the classroom.
This article highlights four of Strommel’s main points regarding the digital humanities and pedagogy:
1. It centers its practice on community and collaboration
2. Must remain open to diverse, international voices, and thus requires invention to reimagine the ways that communication and collaboration happen across cultural and political boundaries
3. Will not, cannot, be defined by a single voice but must gather a cacophony of voices
4. Must have use and application outside traditional institutions of education
These four principles show how digital pedagogy is less about technology, but more about what technology may have been teaching us since it has come to the forefront of our critical and social engagements in the digital age. This sense of community, openness, plurality, and use not only stands to shift the atmosphere of a classroom, but also aligns with the way we look at (and what we look for in) Literature.
Perhaps, the coolest tool we can gain from conversations surrounding the digital humanities is quite simply a pedagogical model that is both timely and timeless.