I am so bad at creating things. Beyond my love for writing, I hate having to create anything. I am the epitome of a Pinterest fail. So, with that in mind, it’s probably pretty obvious that this assignment has been the most difficult for me this semester. When considering the purpose of Digital Humanities and what type of DH project I would create if I were given a grant, I kept thinking about what would be useful for me as a teacher and for my students. As I’ve alluded to in other posts throughout the semester, I do not have a traditional pedagogy for literacy skills in my English 12 classes. I do not teach whole-class novels and I do not teach the classics. Instead, I teach reading skills and students apply them and are assessed on them by reading books independently at a pace that’s appropriate for them individually and of books of interest to them. These books are mainly Young Adult and I use book talks as a way to generate excitement for titles and my extensive knowledge of the Young Adult genre to match books to students. Having seniors, I’ve often wondered about how students will select their own books next year in “the real world” without my book talks and guidance. I’ve created such independent readers and thinkers, but how easily will they be able to identify what interests them in the vast seas of a bookstore or a library? These questions are the driving force for my Digital Humanities project. Continue reading “Young Adult Cloud”
This week’s readings were particularly interesting to me as we begin to wrap up this course. I’ve been thinking lately about how much I will reflect on Digital Humanities as I continue my degree program, in my current role as a teacher, and in my intended future role as a writer. As we’ve discussed ad nauseum this semester, the reach of DH and its uses are vast. As such, it is often difficult to tell exactly what DH is and how it impacts our lives as students, professionals, and consumers of information. As the final section of Debates in Digital Humanities focused on the future of Digital Humanities, I wonder what all of you see the role of DH in your lives being once this course is over. I’d love to hear your reflections!
The rest of my ideas on this week’s readings are various and sundry and many seem to lack any connectivity one to another, still, I find them worth posing to the group, so bear with me as I work through my thoughts, and I hope at least some of my musings spark conversation!
I know it’s not necessarily my turn to post, but I have too many feelings about Macroanalysis to keep quiet.
Evaluating Digital Humanities has proven to be a difficult undertaking for me. As we’ve read about Digital Humanities for the past few weeks, I think we all have seen how ambiguous and nebulous the field is. I think this is due in part to the relative infancy of the field in comparison to other realms of the humanities, and I think this ambiguity and vaguery is freeing to the field as it allows for the field to take on many different shapes rather than be tethered to one singular set of standards, it also makes the process of legitimizing and evaluating products of the field to be somewhat of an arduous task.
One reason this is such a difficult task, as Dr. Schocket mentioned, is the myriad of Digital Humanities projects that exist. As I began reviewing the lists of DH projects to evaluate, there seemed to be a little bit of everything listed from things I have familiarity with like EverNote and Tumblr, to things I had never heard of (but wish I had!) such as Cornell Notes PDF Generator and QuarkXPress. While all of these products are very unique, useful for humanities in a variety of ways, promote and illustrate the scholarship of their creators, and have some connection to politics, or social power of users and creators– just some of the categories for DH as discussed in Debates in Digital Humanities— these projects are so widely different it’s difficult to be comparative of them with any objectivity to truly and fairly evaluate them.