New Media Pedagogies

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New Media Pedagogies

As computer technology develops and becomes cheaper and more accessible, more media forms will undoubtedly be incorporated into the teaching process, accompanying the traditional written word and oral discussion.  We are currently at the key transitional period where the next decade or so could see a radical change in pedagogical structure.  Incorporating digital technology into certain fields of study, such as the humanities, can add several new layers of research and information, as well as, create new ways of presenting this information through multimodal channels of media.  The budding field of the Digital Humanities is currently attempting to sort out the future of this technology and its  co-evolution with humanities research and pedagogy.

Matt Gold’s, Debates in the Digital Humanities, is an interesting anthology of authors attempting to define what is, and what is not, “Digital Humanities,” and how the humanities in general can benefit from including digital technology.  Interesting work has been done in several fields of the humanities, and below is a brief list of resources and readings to help get a feel for what Digital Humanities is in its current form, and the possible future for the direction of the discipline.

Fields: Digital Humanities, Computers and Composition, Rhetoric and Composition, Education

Scholars: Cathy Davidson, N. Katherine Hayles, Elizabeth Losh, Matthew Gold

Resources:

CUNY Graduate Center Digital Commons

HASTAC – Humanities, Arts, Science and Technology Alliance and Collabotory Blog

Sophie, Future of the Book

New site for Comprehensive DH Resources from Alan Liu

CUNY Digital Humanities Resource Guide

Miriam Posner, How Did They Make That?

Kathleen Fitzpatrick, Planned Obsolescence

Matt Gold, Debates in the Digital Humanities

-both Matt Gold’s and Kathleen Fitzpatrick’s books have been published in a digital, open access, and open peer review format, allowing for an open, online, and social conversation structured by the book.

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