Before the semester I really had no idea what digital humanities was. Then, after our first class meeting, I went from knowing absolutely nothing about digital humanities to becoming extremely overwhelmed. At this point, after making my way through some of the readings over the past couple of weeks, I feel like I'm starting to have a little better understanding of what the term means and what the field consists of. I have also quickly learned that the field of DH is extremely broad and reaches many different disciplines, but also offers lots of opportunities for interdisciplinary connection.
The readings for this week include the introductions to The Emergence of the Digital Humanities and Doing Digital Humanities. I read The Emergence of the Digital Humanities first and was a little surprised at the detail and attention given to 3D Printers. And while I may not have completely understood the whole point the author was trying to make, one particular idea did resonate with me. Jones connects the subject of 3D printers and the humanities by pointing out that 3D printers create physical objects from digital files, whereas, digital humanities digitizes physical objects. I thought this was a particularly interesting way of looking at things.
Additionally, Jones states his thesis: "I think that the cultural response to changes in technology, the eversion, provides an essential context for understanding the emergence of DH as a new field of study in the new millennium" (5). I'm assuming we're going to be reading more from this book in the coming weeks, and his explanation of his purpose makes me eager to read and learn more about how the changes and advances in technology have influence the development of this field.
The Introduction to Doing Digital Humanities, points out that DH has traditionally been limited to graduate programs. However, it also indicates that one of the essays within the text show how undergraduate programs can "improve students' digital literacy, research skills, and historical engagement" (6). This point particularly rang true to my experience and led me to ask why. Why are the digital humanities not a bigger part of the undergraduate curriculum? Why is the study of DH usually limited to graduate work? With all the benefits that apparently come with studying DH, it seems like it would only make sense to begin incorporating it into the undergraduate curriculum more.
Crompton, Constance, Richard J. Lane, and Ray Siemens, editors. Doing Digital Humanities: Practice, Training, Research. Routledge, 2016.
Jones, Steven E. The Emergence of the Digital Humanities. Routledge, 2014.
The readings for this week include the introductions to The Emergence of the Digital Humanities and Doing Digital Humanities. I read The Emergence of the Digital Humanities first and was a little surprised at the detail and attention given to 3D Printers. And while I may not have completely understood the whole point the author was trying to make, one particular idea did resonate with me. Jones connects the subject of 3D printers and the humanities by pointing out that 3D printers create physical objects from digital files, whereas, digital humanities digitizes physical objects. I thought this was a particularly interesting way of looking at things.
Additionally, Jones states his thesis: "I think that the cultural response to changes in technology, the eversion, provides an essential context for understanding the emergence of DH as a new field of study in the new millennium" (5). I'm assuming we're going to be reading more from this book in the coming weeks, and his explanation of his purpose makes me eager to read and learn more about how the changes and advances in technology have influence the development of this field.
The Introduction to Doing Digital Humanities, points out that DH has traditionally been limited to graduate programs. However, it also indicates that one of the essays within the text show how undergraduate programs can "improve students' digital literacy, research skills, and historical engagement" (6). This point particularly rang true to my experience and led me to ask why. Why are the digital humanities not a bigger part of the undergraduate curriculum? Why is the study of DH usually limited to graduate work? With all the benefits that apparently come with studying DH, it seems like it would only make sense to begin incorporating it into the undergraduate curriculum more.
Works Cited
Crompton, Constance, Richard J. Lane, and Ray Siemens, editors. Doing Digital Humanities: Practice, Training, Research. Routledge, 2016.
Jones, Steven E. The Emergence of the Digital Humanities. Routledge, 2014.
Absolutely, Sara! Why not undergraduate curricula and, for that matter, community colleges? DH is conspicuously absent from both. However, that trend has begun to change in recent years. We have some good readings on that front.
ReplyDeleteI have to echo both you, Sara, and Shannon's questioning of why DH isn't a bigger part of the undergrad curricula. Granted it, I didn't know much about the field prior to this class, but as an easily burnt out undergrad, had I noticed a field called DH I know I would have researched and likely enrolled in it. It provides such fresh perspectives and ways of thinking, I really think it would be so beneficial to really promote this course for undergrads- and I'm glad the trend it started to change to do just that.
ReplyDeleteExcellent post!
-Stephanie Franklin