Digital Humanities Pedagogy: Practices, Principles and Politics

We are pleased to announce the publication of Digital Humanities Pedagogy: Practices, Principles and Politics (Cambridge: Open Book Publishers), December 2012, edited by Brett D. Hirsch (University of Western Australia). This book features a chapter describing “The PhD in Digital Humanities”, at King’s, by Professor McCarty. The entire volume, comprising 16 chapters, is free to read in its entirety online, at http://bit.ly/RHzhX7. Of course, libraries and individuals are also able to purchase the collection in print (paperback and hardback) and in various digital formats (PDF, epub, mobi).

The following is taken from Hirsch’s announcement as circulated on Humanist.

"Digital Humanities Pedagogy is a compelling and important
collection of work on different aspects of pedagogy in the digital
humanities, raising an extremely timely set of questions for
instructors, advisors, and administrators alike." ~ Kathleen
Fitzpatrick, Director of Scholarly Communication, Modern Language
Association.

Academic institutions are starting to recognize the growing public
interest in digital humanities research, and there is an increasing
demand from students for formal training in its methods. Despite the
pressure on practitioners to develop innovative courses, scholarship
in this area has tended to focus on research methods, theories and
results rather than critical pedagogy and the actual practice of
teaching.

The essays in this collection offer a timely intervention in digital
humanities scholarship, bringing together established and emerging
scholars from a variety of humanities disciplines across the world.
The first section offers views on the practical realities of teaching
digital humanities at undergraduate and graduate levels, presenting
case studies and snapshots of the authors’ experiences alongside
models for future courses and reflections on pedagogical successes and
failures. The next section proposes strategies for teaching
foundational digital humanities methods across a variety of scholarly
disciplines, and the book concludes with wider debates about the place
of digital humanities in the academy, from the field’s cultural
assumptions and social obligations to its political visions.

Digital Humanities Pedagogy broadens the ways in which both scholars
and practitioners can think about this emerging discipline, ensuring
its ongoing development, vitality and long-term sustainability."