SoCal THATCamp 2010: Teaching Digital Humanities

Top ~10

Revised list from the “Teaching Digital Humanities” session at THATCamp SoCal. This is not a definitive list.

  1. Files
    1. Format [ Wiki ]
    2. Management /Manipulation [ Wiki ]
  2. Web Architecture
    1. Search [ Wiki ]
    2. URI/Links [ Simon Willison’s tweet “…URLs and HTML.” Found via Jeremy Keith “The URI is the thing” ]
    3. RSS [ Dave Shea, “What is RSS/XML/Syndication“]
    4. Server [ Wiki ]
    5. Network / WWW [ Wiki ]
    6. Semantic Web/Linked Data [ Sir Tim Berneres-Lee “The Semantic Web” ]
  3. Markup Languages:
    1. HTML5 [ A Book Apart, Jeremy Keith, HTML5 ]
    2. CSS3 [ A Book Apart, Dan Cederholm, CSS3 ]
    3. XML [ W3C School ]
    4. XSLT [ W3C School ]
  4. Web Development:
    1. Web Standards [ Jeffery Zeldman Designing with Web Standards ]
    2. Content Strategy [ A List Apart “The Discipline of Content Strategy“]
    3. Information Architecture [ A List Apart “What’s The Problem“]
    4. User Interface Design [ Companion to the Digital Humanities “So the Colors Cover the Wires“]
    5. Usability /Accessibility / Testing [ A List Apart “Let Them Eat Cake“]
  5. Programming/Scripting
    1. PHP
    2. Javascript
    3. Python
    4. Perl
    5. LISP
  6. Database Structure/Modeling
  7. Analysis:
    1. Mining
    2. Analysis
  8. Mapping/Geographical
  9. Digitizing
    1. Audio
    2. Video
    3. Image
  10. Intellectual Property
    1. Copyright
    2. Ownership
    3. Creative Commons
    4. Security
    5. Privacy
  11. Global Politics/Social
    1. The Web as a Global Community
    2. “Social Media”
    3. Communitas

Core ideas and themes that the campers in the session are for the most part contained in this list. However, there are several core themes that are not implicit in the above list.

  1. Graduate education generally includes a methods class. As a component of such a methods class, all the campers agreed that at the very least one week should be given over teaching some of the basic skills relating to digital humanities. We all, however, agreed that when and where possible every effort should be made to incorporate the use of and demonstration of and “by means of” in digital could be incorporated into the entirety of such methods courses.
  2. Core ideas: list represents, in a dedicated dh course, the intro to; preferably separated into 2 semesters. Futhermore, the campers concurred that some aspect of digital technology should be added to methods courses at the very least in a week or two section. Better yet, the campers seemed to suggest that such digital tech and methods be incorporated throughout the course.
  3. We also agreed that the list represents nuts and bolts tools, much like one would get in a compsci class; however, the campers were adamant that in addition to this trade school teaching, we should also incorporate explicative processes of critical inquiry about how the tools, like databases, represent new modes of humanitic study. In other words, digital as tech and as object of study and how it is reshaping humanistic study. Johanna Drucker suggested that the traditional methods of the humanist have a place along side that of the tech to help explicate the tech and its functions for research and the human condition in general, hence the global politics.