I’m teaching Introduction to Digital Humanities for the third time this year, along with Francesca Albrezzi, my wonderful two-time teaching assistant, and I’m really enjoying it. It’s a challenging but rewarding class, with 45 students, a 10-week quarter, and a large number of moving parts. I reworked the syllabus quite a bit for this iteration, and I thought it might be useful to talk about what I’ve done differently and why.
As I’ve taught through the class a few times, its purpose and value have become more clear to me. My version of DH101 is about developing a humanistic attitude toward data. To me, that means the ability to hold in one’s mind simultaneously the value of any particular dataset and its inevitable poverty, compared with the phenomena it purports to describe. I want students to be able to “work” with data — that is, to analyze, visualize, and map it — but also to retain a perpetually critical, interrogative stance toward it.
In the service of this goal, I’ve completely rewritten the students’ final project assignment. The previous assignment, which I first inherited and then adapted, was for students to work in groups to build Omeka projects on topics of their choice. This had the benefit of exposing them to the demands and complexity of Dublin Core metadata, but I felt that the students were spending too much time describing objects and not enough time working directly with data. Since Omeka has no real export function, they weren’t able to do much with the metadata they were creating, besides build exhibits. Continue reading “Rehabbing DH101”