At the Southern Historical Association Conference in November 2013, I was asked by Ian Binnington and David Herr, editors of the H-South discussion network and fellow historians of the South, to sit down and talk about digital history, digital tools, scholarship and teaching, and the role of scholarly organizations and conferences in a Digital Age. I was honored to be asked (though I should note I was a last-minute replacement for another scholar who has a terrific book about which it would have been great to hear more), and Ian and I talked for about an hour. David Herr did a great job splitting the footage into discrete clips. [I’ll be honest, though I’m pleased with the conversation, mostly what I see are my own verbal tics, include some painful verbal clutter.] Still, I think Ian and I work through some basic issues and opportunities that historians face these days.
In the History and American Studies 2009 Departmental Strategic Plan my department said that, in addition to other skills and literacies, we wanted all majors to develop the following abilities:
oThe ability to find reliable, scholarly, information on topics:
§Within gated, subscription databases and in the larger, disorganized online world.
§In online archives, museums and institutions of higher education.
oThe ability to assess and evaluate the reliability of online sources bringing to this newer source of information the skills of judicious, critical skepticism that have long been an indispensable historical tool.
oThe ability to produce creative, scholarly materials for the digital world that require the same level of rigor historians have applied to writing and publishing traditional papers, presentations, and monographs
When we developed learning outcomes for the history major, we incorporated these concepts into 8 of the 14 objectives, including the most obvious one:
Ability to utilize technological resources in research, data analysis, and presentation.
Now, we are looking at revising our department’s long standing methods course, HIST 299, into a two semester class (HIST 297 — Colloquium and HIST 298 — Practicum) for a number of reasons, among them the desire to be able to fully integrate all of the aspects we believe necessary to be a successful history major in our upper-level classes, in graduate school, and beyond.
At our last department meeting, the department agreed to include the following ideas, concepts, and assignments into the two classes:
nFinding and evaluating sources online
oHow do we find and evaluate online materials for scholarly uses? How does one begin to sift through the massive content that is available in a systematic and/or creative way? What are the pitfalls and perils, the promises and potentialities of the online information experience?
§Learn library databases
§Advanced scholarly searching
§Evaluating sources online
nDiscuss new forms of scholarly communication and methodology, including digital history projects, collaborative writing, blogs, text-mining/topic modeling, mapping/GIS  nDigital identity
oHow should we present ourselves to the online world (personally, professionally, and intellectually)?
oPublic writing (reflective blogs or individual/group resource sites on historical topics)
oSome kind of public history assignment
nReview, as needed, concepts of source location and evaluation (focusing on primary sources), digital identity, and new forms of scholarly methods and communication.
§Public writing (Research log or resource site on topic)
§Multimedia version of their research project.
§Contribute to a larger digital project in a small way
·Partnered with James Monroe Papers, James Monroe Museum, and/or Library’s Special Collections, students could make small contributions to larger projects, getting a sense for what goes on behind the scenes and contributing to a larger good.
We’ll have to see how it actually plays out in classes, but I’m glad to see our department working on practical ways to implement digital fluency into the core classes of our curriculum.
Here I’m talking about, at minimum, exposure to the complex new approaches to research in the some exposure to the complex new approaches to research in the discipline offered by recent advancements in computing, including text-mining or GIS (if only because that those methods are influencing a new generation of scholarship that students will need to understand to assess). As they become more accessible and widely used, there will be more opportunities for students to also engage in the application of these tools in their own work.
I’ve been wrestling with the notion of an interdisciplinary academic program for undergraduates that engages students in thoughtful consumption of digital media, in production of scholarly and creative work in various forms of digital media, and in exploration and analysis of the implications of such media. In trying to clarify my thoughts before I go talk to people about this idea at my school and elsewhere, I asked for help on Twitter. The following is the conversation that emerged. I’m still analyzing it–I’m clearly still stuck, for example, in my quest to find a term that captures much of what I like about “Digital Humanities”, while including the social sciences and sciences as well–but I thought it might be useful to have the whole thing in one place for me and for anyone else who is interested. I’d welcome any other comments or contributions to the discussion.