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Saturday, February 29 • 2:30pm - 3:45pm
Expanding DH for Undergraduates

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Chair: Joelle E. Thomas

Kristen Abbott Bennett,and Hedda Monaghan, "Creating Rams Write, a student-generated, public, online writing resource"
In Fall 2018, we initiated a collaboration between the Library and the English Department to create a model of digital student-scholarship that has resulted in Rams Write (https://libguides.framingham.edu/rams_write), an open-access, online guide designed by first-year writing students at Framingham State University to help their peers write strong academic essays. In these writing classes, students initially self-identified writing challenges before working in groups to research, design, and create copy for web exhibits addressing specific topics for public in the Henry Whittemore Library’s Research Guides (aka “LibGuides”) section of their website. Public-facing, student-generated digital humanities projects like Rams Write offer students the ability to experience knowledge-making in action. Students learn research, web design (here, in the LibGuides editor), and writing skills they need to make real-world, public-facing contributions to our knowledge base. Our primary learning outcomes from these projects are twofold. One has been that students develop “metaliteracies,” a pedagogical framework conceived by Trudi E. Jacobson and Tom Mackey that synthesizes cognitive, behavioral, affective, and metacognitive learning outcomes (see www.metaliteracies.org). The other is to deepen students’ facility with online information by drawing inspiration from the ACRL (Association of College and Research Libraries) Framework for Information Literacy for Higher Education (http://www.ala.org/acrl/standards/ilframework). This paper presentation offers an overview of the project’s driving pedagogies, learning outcomes, and a walk-through of the site itself.

Kelly Mahaffy, Tina Huey, and Karen Skudlarek, "Digital Humanities in the Classroom: The Pedagogical Ethics of Digital Approaches to Scholarship"

Digital humanities, and digital tools, represent some of the most exciting and engaging work being done in graduate and undergraduate humanistic classrooms. While these tools are tremendously useful, we must consider how instructors, as those with power in a classroom, can require or demand participation in a digital environment in which we often struggle to safeguard the circulation of student work.

We hope that, by opening our discussion to instructors at all stages of their careers and who rely on digital tools differently, we can begin to work against what Toby Coley describes as “uncritical acceptance of digital media technologies” which “inculcates something in our students’ psyches” and can have effects on their social lives outside the classroom community (100). To develop solutions to some of the most pressing questions in teaching with digital tools we hope to include conversations about: the intention behind digital tools in the classroom; the effect of the institution, particularly in their contracts with tech giants like Google or Microsoft for student email services; and how we can balance convenience and practicality with bigger picture privacy as well as what information we should share with our students about digital circulation. We hope to put ethical concerns at the center of the digital humanities discussion and insist that it belongs there. Given the many clear affordances of digital technologies, and that we are committed to continuing to create a safe space for our students, even online, we hope that this discussion will generate ideas about how to make the continued use of digital tools exciting, safe, and intentional for both students and instructors.

Marina Hassapopoulou, "
Expanding DH through multimedia scholarship"
This workshop will consist of: a) a showcase of a range of multimedia scholarship and classroom projects, from digital and interactive to analog; b) an introduction to some DIY and easily accessible tools for digital modes of writing; c) suggestions for archiving practices that attempt to counter the ephemerality of digital work, along with some practical recommendations for ethically sharing content containing copyrighted material.
The projects and tools presented aim to provide an expanded understanding of the epistemological potential of DH practices, beyond typical uses of computational tools and data-driven approaches; the focus is on expanding traditional methodologies and writing platforms, rather than replacing them.



Speakers
KA

Kristen Abbott Bennett

Framingham State University
HM

Hedda Monaghan

Framingham State University
KM

Kelly Mahaffy

University of Connecticut
TH

Tina Huey

University of Connecticut
KS

Karen Skudlarek

University of Connecticut
MH

Marina Hassapopoulou

New York University


Saturday February 29, 2020 2:30pm - 3:45pm EST
Phelan Lab