RMMLA panel on Digital Humanities Microclimates (Click on title to link)
A blog by Paige Morgan, one of the participants at the RMMLA panel on “Digital Humanities Microclimates.” I attended this panel, and it was very helpful to hear about how others are starting digital humanities “microclimates” at their institutions with very little (or no) funding and no infrastructure. Paige’s contribution was especially helpful because she is a PH.D. student in the humanities, like me. Her strategies for finding room for digital humanities in a program with no support was very helpful. Some of my take-aways:
- Present opportunities that grad students do not have to read ahead or prepare for ahead of time. This is limiting, but you will get more participation.
- As much as possible, use existing structures to communicate (i.e. departmental listservs, or facebook or twitter, whatever channels your audience already uses).
- Present opportunities in an inclusive, non-threatening way.
- Find someone to partner with, and don’t get discouraged. Take small steps.
Mapping the Grand Tour | Stanford Department of Classics.
This is a fascinating project, a subset of Stanford’s larger Mapping the Republic of Letters project. I would love to similarly map the intellectual networks of nineteenth century England, especially the intellectual network surrounding George Eliot.
News: The Promise of Digital Humanities – Inside Higher Ed.
I want to play “Desperate Fishwives”!
“While we have been anguishing over the fate of the humanities, the humanities have been busily moving into, and even colonizing, the fields that were supposedly displacing them,” wrote Stanley Fish, the outspoken professor of humanities and law at Florida International University, on his New York Times blog in June.
Some were oriented to teaching history via role-playing games. Heidi Rae Cooley, an assistant professor of new media studies at the University of South Carolina, presented one such project, called “Desperate Fishwives.” The game “intends to introduce students to the kinds of social and cultural practices that would have been in play in a 17th Century British village,” Cooley explained. Students will be tasked with accumulating resources, completing social rituals, and solving some societal ill “before church or state intervene,” she continued. Afterward, students would render a prose account of their experiences — “and thereby learn of the nature and complexities of historiography.”
Lisa Rosner, a professor of history at Richard Stockton College of New Jersey, presented her concept for a role-playing game called “Pox in the City.” The game has similar educational goals to “Desperate Fishwives,” although Rosner’s has to do with public health in 19th-century Edinburgh. Players can assume the roles of doctor, patient, or smallpox virus.