Teaching and Learning as Making

ajuhasz's picture

I will be beginning my talk for the Re:Humanities, an undergraduate conference on Digital Humanities run by students at Swarthmore, Bryn Mawr and Haverford, with these observations. There are certainly reasons that the digital humanities lend themselves to an integrative pedagogic method (including both undergrad media production and research):

  • the field is new: so there is still not a lot of original research, and there’s room for undergraduates
  • it is digital and therefore young people’s “native status” qualifies them to do work that many more “qualified” experts can not or will not
  • web 2.0 is characterized by a diminishing of the power of expertise with a linked growth in access to voice (through both production tools and distribution platforms)
  • since digital literacy includes reading and writing beyond the word, the production of sounds and images becomes critical
  • working with digital tools allow us to stay within the vernacular of what we critique while modelling the methods, ideas, and norms we wish to see on the Internet

(this video won best in show for the Learning from YouTube 2012 video about YouTube popularity that was also a good video for school).

Filed under: critical pedagogy, digital media form, media studies, praxis, web 2.0 Tagged: digital humanities, re:humanities

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