Digital Humanities in Middle and High School: Case Studies and Pedagogical Approaches
While scholarship on pedagogy in digital humanities has been growing, its focus has largely been on graduate and, to a lesser extent, undergraduate education. Yet, digital humanities pedagogy—namely its value for cultivating 21st century literacies tied to the production of knowledge and the ability to interpret digital media and computation—is as valuable, this panel argues, for middle- and high- school students as it is in higher education. Given that we are pursuing what Matthew Kirschenbaum describes as forms of «scholarship and pedagogy that are bound up with infrastructure in ways that are deeper and more explicit than we are generally accustomed to» (60), this panel examines the work of instructors who are beginning to plant the seeds of these new “customs” early on in humanities and social science training.
Using digital humanities pedagogy in the middle- and high-school classroom, panelists argue, can redress gaps in these literacies. It enables students, as Mark Sample suggests, “[to think] through their engagement with seemingly incongruous materials, developing a critical thinking practice about process and product” (405). In this way, the approaches to digital humanities pedagogy in middle and high schools articulated by panelists are not an attempt to teach students particular technical skills, applications, or platforms. Rather, this pedagogical approach enables students to envision a relationship between themselves and knowledge production.
The approaches to digital humanities voiced in this panel are rooted in digital humanities pedagogies in higher education, particularly project-based approaches to humanities knowledge that foster collaboration. As Tanya Clement has argued:
Like pedagogy intended to teach students to read more critically, project-based learning in digital humanities demonstrates that when students learn how to study digital media, they are learning how to study knowledge production as it is represented in symbolic constructs that circulate within information systems that are themselves a form of knowledge production. (366)
In the case studies and pedagogical approaches discussed by panelists, the project form complements more traditional forms of knowledge production and evaluation in the classroom. As Brett D. Hirsch argues, this “introduces a new mode of work that emphasizes collectivity and collaboration in the pursuit and creation of new knowledge” (16). While these new modes can be linked to participatory forms of culture, made possible by low barriers for civic engagement and creative expression online (Jenkins et al. 9), panelists make the case for greater attention to pedagogies that offer instruction to middle- and high-school students in collaborative production.
However, as panelists argue, middle- and high-school pedagogies for digital humanities require attention to the unique needs of students in curricula, the developmental trajectories of the students, and the socio-economic dimensions of these students’ lives. In light of these concerns, what are the biggest challenges to doing digital humanities in middle and high schools? Which methods are most valuable and practically achievable? And how can we effectively prepare teachers to incorporate digital humanities into their teaching practices? In this panel we bring together an international team of researchers and faculty already engaged in answering these questions and implementing curricula in schools of education, digital humanities centers, and high schools. Our goal is both to present models and facilitate discussion with broader digital humanities communities about pedagogical infrastructures, methods, long-term goals, and the exciting possibility of cultivating digital humanities pipelines through intervention in middle and high schools.
Panel moderator: Alex Gil, Columbia University Libraries
Designing Digital Humanities Pedagogy Infrastructures for Teachers
Roopika Risam, Salem State University
While digital humanities pedagogy has increasingly received attention from practitioners who want to teach their own students more effectively, how do we prepare
teachers for the challenging task of engaging with digital humanities in their own classrooms? This talk offers an answer to this question by examining the digital humanities pedagogy infrastructure for middle- and high-school teachers designed at Salem State University. I first discuss findings from a study undertaken with teachers in Massachusetts to identify their attitudes towards digital humanities. The results indicate lack of knowledge about digital humanities but significant interest in incorporating computational approaches to humanities into teaching. Teachers also raised concerns including the time needed to learn technologies and teach them to students, cost of software and hardware, uneven access to computers or the internet in classrooms and for students at home, fear of implementing unsuccessful lessons, and a lack of professional development opportunities for digital humanities.
This talk then considers the interdisciplinary graduate certificate in digital studies that Salem State University designed in response to the study. The program provides professional development while addressing teachers’ perceived obstacles to including digital humanities in their teaching. I discuss the relationship between study results and program design, focusing on development of core courses, selection of elective courses, differentiation of course delivery methods, integration into existing master’s programs, and creation of a directed study for curriculum design. To illustrate the impact of the program, I describe my work advising a team of teachers and administrators in the graduate certificate program who were planning technology needs for a new school building under construction and designing technology-infused curricula in English and History. While core and elective courses gave the teachers and administrators a solid background in digital humanities, a group directed study assisted the team with developing a scaffolded curriculum across middle-school humanities courses, designing classroom technology, and creating a professional learning community to provide in-school pedagogical support for teachers.
Finally, this talk discusses a follow-up study with graduates of the certificate programs that assessed program outcomes. These outcomes include assignments implemented by teachers in their classrooms, exemplar student work, and a marked difference in attitudes and perceptions of teachers who completed the certificate in comparison to those who participated in the initial study. Based on the outcomes and the success of the graduate certificate program, Salem State has begun integrating digital humanities pedagogy directly into its teacher training programs. Consequently, this talk argues, this digital humanities pedagogical infrastructure for teachers serves as an effective model for addressing the barriers to incorporating digital humanities into middle- and high-school curricula for teachers who are already in the classroom and those preparing for teaching careers in the humanities.
Digital Inquiry: The History of Youth
Nina Rosenblatt, Trevor Day School
David Thomas, Trevor Day School
Stan Golanka, Trevor Day School
On September 12th, 2017 Trevor Day School, an Independent School on the Upper East Side of New York City, launched two sections of an advanced history course entitled
Digital Inquiry: The History of Youth. This course was the culmination of seven years of curriculum development work that began with a November 16th, 2010 article in the
New York Times about Humanities 2.0 and the Stanford Republic of Letters Project. After an initial round of research we came to understand that digital projects had a role to play in our High School History curriculum. This realization coincided with our adoption of inquiry-based learning pedagogies. In a fundamental way, we argue, the techniques and disciplines involved in digital humanities allow high school students to conduct their own independent research in digital archives and become producers of history in their own right.
In order to motivate students to collaborate and learn unfamiliar working methods, we developed our course around a subject that would engage all students. We wanted a subject that would not require a textbook, was accessible to juniors and seniors in high school, and would lend itself to seminar style classes. In addition, we wanted to be able to supplement the subject matter with texts illuminating the nature of historical narrative, archives, and the use of digital techniques in academic research such as the paper by Lauren Klein, “The Image of Absence: Archival Silence, Data Visualization, and James Hemings” in
American Literature Volume 85, Number 4, December 2013
The resulting course delved into the history of youth, looking at how being young is experienced and imagined differently in different times and places, and what we can learn about a society from its expectations for and attitude towards its youth, while teaching them production and analysis techniques for them to create new representations of that history.
The final consideration was to craft a series of lesson plans to embed a digital humanities knowledge-production laboratory in the class. The course lab was divided into three modules: Digital editions and markup (an introduction to the fundamentals of plain text and markup), digital collections/exhibits (an introduction to the fundamentals of metadata and databases), and cultural analytics (an introduction to the fundamentals of algorithmic thinking and data mining). Through these modules the students were immersed in the process of selection, digitization, mark-up, the creation of a database/archive, data extraction and cleanup and data analysis, all driven by the imperative to create and interpret history.
Technologies taught included, but were not limited to, command line, git, GitHub, plain text editors, Markdown, YAML, Jekyll, Omeka, Python and Voyant Tools. These technologies were directly tied to the variety of ways in which historians collect “data” including using literary, psychological, sociological, statistical, and visual sources, working towards creating our own historical knowledge using the digital tools for collecting, visualizing, mapping, and analyzing the information.
In this panel we will present the results of our two course prototypes, lessons learned, future improvements, and argue for a generalizable model of instruction for high schools in the United States based on our experiences.
Digital Literary Studies in the High School Environment
Eric Rettberg, Illinois Mathematics and Science Academy
What are the challenges of adapting a course in Digital Humanities and Digital Culture from the pedagogical environment of the university to that of the high school classroom? What new challenges arise from asking minors to produce digital and public scholarship, and how can digitally inflected scholars and teachers foster innovative humanities work in school environments bound to pre-existing curricula? In this talk, I use my experience adapting a class in Digital Literary Studies to the high-school level to share unexpected challenges and opportunities and to suggest digital work as a strategy for promoting the humanities to administrators, peers, and students in STEM-oriented high school environments.
In early 2016, I left higher education to teach in the English department of the Illinois Mathematics and Science Academy, a state-funded boarding school for students talented in math and science. Given the immediate appeal of classes combining humanities with computing for STEM-focused students, I naively expected that I might be able to simply bring a college elective for English majors to my high school students. The actual challenges of doing so, however have been instructive: administrators have been less familiar with the existence of the methods of the Digital Humanities, digital assignments have had to be reframed to accommodate shared practice among teachers in my department, my school’s technology environment has needed to be customized to accommodate the software installations that I took for granted before, oversight from administrators, colleagues, and parents has been more intensive, and without the support staff available to me at my higher education institutions, I’ve had to think creatively around constraints. By demonstrating small-scale digital humanities work in core classes, designing a week-long intersession class on a similar topic, and sharing my knowledge of University-level digital humanities, though, I’ve been able to design a class that has colleagues and students excited.
Heeding Ryan Cordell’s call to embed digital humanities instruction in larger narratives beyond “recent scholarly revolution,” I treat digital humanities praxis as one of three major components of change in literary production and study in the digital era. In addition to digital humanities projects centered on historical texts of students’ choice, students read and discuss fictive works that represent cultures of technology in the digital era and computationally enabled works of electronic literature. Throughout the class, students sample digital humanities practice in lab sessions and build small-scale web resources and undertake digital-humanities experiments in group projects. By exploring electronic texts, they begin to more fully recognizes the affordances of digital technologies, and by reading print texts that represent digital culture, they think about their own roles as consumers of and creators of digital tools and cultures. While my school’s student population and focus are especially suited to the STEAM focus that a class like this one offers, my experiences suggest that students at a wide variety of high schools would be engaged by these materials and skills.
Impact od Digital Humanities on High School History and Heritage Teaching and Learning in the Caribbean
Schuyler K Esprit, Create Caribbean, Inc.
The experience of Create Caribbean Research Institute, the first Digital Humanities center in the English Speaking Caribbean tells an interesting story of how digital humanities can covertly and explicitly reshape the curriculum in history and literature of the Caribbean without necessarily requiring a massive paradigm shift of the national and regional curriculum requirements.
In Dominica (where Create Caribbean operates) and the Eastern Caribbean – among other islands – the secondary education curriculum responds to the mandates of the Caribbean Examinations Council (CXC) who sets the CSEC and CAPE syllabi for high school and post-secondary certification in the region. These examinations frame the education curriculum for the five to six years of high school in many islands and many educators in this system find themselves bound to deliver content in limiting and limited methods in order to ensure that students simply meet requirements to excel at subject exams at Caribbean History and English B (Literature), which has a heavy focus on Caribbean Literature.
However, students leave with an abstract and formalized understand of Caribbean history and culture, without a nuanced understanding of its relevance to their own lived experiences and the implications for their future. Create Caribbean uses digital humanities projects to reframe the conversation and disrupt traditional methods for learning. One of these projects uniquely highlights the potential for technology to change the face of education in Dominica and to get students more invested in Dominica’s history and culture. This project, made by students for students, can be found at
www.dominicahistory.org. The college student change-makers of Create Caribbean’s internship program build digital humanities projects with a primary and secondary student audience in mind. The example of dominicahistory.org highlights one way that a collaboration with a national organization has allowed for a broader consideration of the methods of heritage and culture education for students while actually providing solid academic source material for their formal study requirements.
This presentation will discuss the origin, process and impacts of the Dominica History and Imagined Homeland digital projects of Create Caribbean as examples of disruptive secondary education. The presentation will also address the ways in which the projects have attracted the attention of high school teachers and transformed their interests in using technology to revise classroom experiences when they face limitations in adjusting other curricular frameworks.
Precarity and Practicality: DH, New Media, & Secondary Education
Matt Appegate, Molloy College
Jamie Cohen, Molloy College
In 2015, faculty at Molloy College in Long Island worked with faculty and administrators to found the Baldwin High School New Media Academy, a co-organized effort to bring the study of New Media and Digital Humanities to underserved high school populations in Baldwin, New York. Working collectively, faculty at both institutions have established a curriculum and internship path at Baldwin High School that exposes students to methods of DH praxis and principles of New Media in a variety of means and environments (high school, college, in-person, online).
Our curriculum is based on five modules and two college-credit bearing courses. Our modules include Critical Making, Digital Storytelling, Multimodal Composition, Online Expression, and Social Media. Our college-credit bearing courses are Introduction to New Media and College Composition (the course is taught entirely on the methods of multimodal composition). Each module is integrated into existing high school courses, i.e., Social Studies, English, Wood Shop, etc., where students take college-credit bearing courses in their junior and senior years. Ultimately, the “academy” concept introduces students to DH methods and New Media in a gradated process–students choose their academy prior to entering their freshman year of high school and are enrolled in courses that employ our modules.
Our curriculum is based on principles of social good; it emphasizes both civic engagement and social justice, and provides sample assignments with grading rubrics for each module (Ratto). The civic-minded focus of our curriculum was developed in consultation with Baldwin High School, and fleshed out over 18 months of training. Our curriculum attempts to account for the precarious position women and people of color already inhabited in online spaces and demonstrate how DH methods and New Media principles can be mobilized to empower students via digital tools and languages.
The focus of this paper is to report on our work with underserved high school populations and relay the challenges of bringing this kind of material to a secondary education setting. We focus on the practicalities of bringing DH methods and New Media principles to high school (i.e., funding, time, expertise, bureaucracy), as well as the necessary training that takes places between high school and college faculty (PT days, on campus conferences, and student events). Finally, we discuss the opportunities that working with underserved high school populations provides both politically and pedagogically. In this context, DH operates on a minimal scale, but addresses communal needs.
Matt Applegate is an Assistant Professor of English and Digital Humanities at Molloy College. His work focuses on critical theory, digital humanities, digital literacy, and screen studies. His work as appeared in
Theory & Event,
Telos, and more.
Jamie Cohen is the director, co-founder and assistant professor of the New Media program at Molloy College in New York. Jamie is the author of
Producing New and Digital Media: Your Guide to Savvy Use of the Web
(Routledge 2015) and his published and presented research focuses on memes, YouTubers, populism, VR/AR/MR, and digital media literacy. He is a fellow of the Salzburg Academy on Media and Global Change and the Academy of Television Arts and Sciences.
Schuyler K Esprit is the Director of Create Caribbean Research Institute at Dominica State College, the first Digital Humanities center in the Caribbean. Dr. Esprit holds a PhD in English literature from University of Maryland – College Park. She is a scholar of Caribbean literature and cultural studies, and postcolonial theory. She is now completing her book entitled
West Indian Readers: A Social History and its digital companion, both of which are historical explorations of reading culture in the Caribbean. She is currently Dean of Academic Affairs at Dominica State College.
Stan Golanka is Director of Academic Technology at Trevor Day School. He teaches computer programming and co-teaches Advanced History: Digital Inquiry. He holds a MA in Computing in Education from Teachers College at Columbia University.
Eric Rettberg teaches English at the Illinois Mathematics and Science Academy. He remains an active scholar of modernism, experimental poetry, sound studies, and the digital humanities. His work has appeared in
Comparative Literature Studies and
Roopika Risam is an assistant professor of English and English education at Salem State University. Her research considers the intersections of postcolonial cultures, African diaspora studies, and digital humanities. She is the author of
New Digital Worlds: Postcolonial Digital Humanities in Theory, Praxis, and Pedagogy (Northwestern UP 2018) and her work has recently appeared in
Debates in the Digital Humanities 2016,
Digital Scholarship in the Humanities, and
South Asian Review.
Nina Rosenblatt teaches US History, Art History, and Advanced History: Digital Inquiry at Trevor Day School. She holds a PhD in Art History from Columbia University.
David Thomas is Chair of the History Department at Trevor Day School, he teaches European History, Advanced European History, The History of China, and Advanced History: Digital Inquiry.
- Clement, Tanya. “Multiliteracies in the Undergraduate Digital Humanities Curriculum: Skills, Principles, and Habits of Mind,” in
Digital Humanities Pedagogy: Practices, Principles, and Politics, ed. Brett D. Hirsch (Cambridge: Open Book Publishers, 2012), 365-88.
- Cordell, Ryan. «How Not to Teach Digital Humanities.»
Ryancordell.org, 1 Feb. 2015,
- Hirsch, Brett D. “</Parentheses>: Digital Humanities and the Place of Pedagogy.”
Digital Humanities Pedagogy: Practices, Principles, and Politics, ed. Brett D. Hirsch (Cambridge: Open Book Publishers, 2012), 3-30.
- Jenkins, Henry and Ravi Purushotma, Margaret Weigel, Katie Clinton, Alice J. Robison.
Confronting the Challenges of Participatory Culture: Media Education for the 21
Century (Cambridge, MA: MIT Press, 2009).
- Kirschenbaum, Matthew. “What Is Digital Humanities and What’s It Doing in English Departments?”
ADE Bulletin 150 (2010): 55-61.
- Ratto, Matt. “OPEN DESIGN NOW.”
Open Design Now, Netherlands Institute for Design and Fashion and Waag Society, opendesignnow.org/index.html%3Fp=434.html.
- Sample, Mark. “What’s Wrong with Writing Essays?”
Debates in the Digital Humanities, ed. Matthew K. Gold (Minneapolis: University of Minnesota Press, 2012), 404-5.
Digital Humanities katika Shule ya Kati na ya Upili: Uchunguzi wa Kisa na Mbinu za Pedagogi Wakati elimu juu ya pedagogy katika masomo ya kibinadamu ya dijiti imekuwa ikikua, lengo lake limekuwa kwa kiasi kikubwa juu ya kuhitimu na, kwa kiwango kidogo, elimu ya shahada ya kwanza. Hata hivyo, elimu ya kibinadamu ya dijiti - yaani thamani yake ya kukuza ujuzi wa karne ya 21 uliounganishwa na uzalishaji wa maarifa na uwezo wa kutafsiri vyombo vya habari vya dijiti na kompyuta - ni muhimu, jopo hili linasema, kwa wanafunzi wa shule ya kati na ya juu kama ilivyo katika elimu ya juu. Kwa kuzingatia kwamba tunafuatilia kile Matthew Kirschbaum anaelezea kama aina ya <unk> scholarship na pedagogy ambayo ni bound up na miundombinu kwa njia ambayo ni ya kina na wazi zaidi kuliko sisi ni kawaida ya <unk> (60), jopo hili inachunguza kazi ya walimu ambao ni kuanza kupanda mbegu ya <unk> desturi mpya <unk> mapema katika elimu ya kibinadamu na sayansi ya kijamii. Kutumia elimu ya kibinadamu ya dijiti katika darasa la shule ya kati na ya sekondari, waandishi wa jopo wanasema, inaweza kurekebisha mapungufu katika ujuzi huu. Inawawezesha wanafunzi, kama Mark Sample anapendekeza, <unk> [kufikiri] kupitia ushiriki wao na vifaa inaonekana incongruent, kuendeleza mazoezi ya kufikiri muhimu kuhusu mchakato na bidhaa <unk> (405). Kwa njia hii, mbinu za elimu ya kibinadamu ya dijiti katika shule za kati na za sekondari zilizoelezwa na washiriki wa jopo sio jaribio la kuwafundisha wanafunzi ujuzi maalum wa kiufundi, maombi, au majukwaa. Badala yake, mbinu hii ya ufundishaji inawawezesha wanafunzi kufikiria uhusiano kati yao wenyewe na uzalishaji wa maarifa. Njia za elimu ya kibinadamu ya dijiti zilizotolewa katika jopo hili zina mizizi katika elimu ya kibinadamu ya dijiti katika elimu ya juu, haswa mbinu za msingi wa mradi kwa maarifa ya kibinadamu ambayo huendeleza ushirikiano. Kama ilivyoelezwa na Tanya Clement, kama vile elimu ya elimu inahusu kuwafundisha wanafunzi kusoma kwa njia muhimu zaidi, kujifunza kwa msingi wa mradi katika masomo ya kibinadamu ya dijiti inaonyesha kwamba wakati wanafunzi wanajifunza jinsi ya kusoma vyombo vya habari vya dijiti, wanajifunza jinsi ya kusoma uzalishaji wa maarifa kama inavyowakilishwa katika miundo ya ishara inayosambaa ndani ya mifumo ya habari. Katika masomo ya kesi na mbinu za ufundishaji zilizozungumziwa na washiriki wa jopo, fomu ya mradi inasaidia fomu za jadi zaidi za uzalishaji wa maarifa na tathmini katika darasa. Kama Brett D. Hirsch anasisitiza, hii <unk>huanzisha njia mpya ya kazi ambayo inasisitiza ushirikiano na ushirikiano katika kutafuta na uundaji wa maarifa mapya<unk> (16). Ingawa njia hizi mpya zinaweza kuunganishwa na aina za ushiriki wa utamaduni, kufanywa iwezekanavyo na vizuizi vya chini kwa ushiriki wa kiraia na kujieleza kwa ubunifu mtandaoni (Jenkins et al. "Miongoni mwa mambo ambayo yanahusu masomo ya msingi, ""Mafunzo ya Ufundi"" ni moja ya masomo ya msingi ambayo huelekezwa kwa wanafunzi wa shule ya sekondari na ya sekondari katika ufundi wa ufundi wa ufundi." Hata hivyo, kama wasemaji wanasema, elimu ya shule ya sekondari na ya sekondari kwa ajili ya elimu ya kibinadamu ya dijiti inahitaji tahadhari kwa mahitaji ya kipekee ya wanafunzi katika mtaala, trajectories ya maendeleo ya wanafunzi, na vipimo vya kijamii na kiuchumi vya maisha ya wanafunzi. Kwa kuzingatia wasiwasi huu, ni nini changamoto kubwa kwa kufanya elimu ya kibinadamu ya dijiti katika shule za kati na za sekondari? Ni mbinu zipi zenye thamani zaidi na zinazoweza kutimizwa kwa njia halisi? Na tunawezaje kuwaandaa walimu kwa ufanisi kuingiza masomo ya kibinadamu ya dijiti katika mazoea yao ya kufundisha? Katika jopo hili tunaleta pamoja timu ya kimataifa ya watafiti na walimu ambao tayari wamejihusisha na kujibu maswali haya na kutekeleza mtaala katika shule za elimu, vituo vya kibinadamu vya dijiti, na shule za sekondari. Lengo letu ni kuwasilisha mifano na kuwezesha majadiliano na jamii pana za kibinadamu za dijiti kuhusu miundombinu ya ufundishaji, mbinu, malengo ya muda mrefu, na uwezekano wa kusisimua wa kukuza mirija ya kibinadamu ya dijiti kupitia uingiliaji katika shule za kati na za sekondari. "Mwanzo: Alex Gil, Mkurugenzi wa Chuo Kikuu cha Columbia, Maktaba ya Columbia, ""Kujenga Miundombinu ya Ufundishaji wa Sayansi ya Dijiti kwa Walimu"" Roopika Rism, Chuo Kikuu cha Jimbo la Salem: ""Wakati elimu ya sayansi ya dijiti imepata umakini zaidi kutoka kwa watendaji ambao wanataka kufundisha wanafunzi wao kwa ufanisi zaidi, tunawaandaaje walimu kwa kazi ngumu ya kushiriki na sayansi ya dijiti katika madarasa yao?" Mkutano huu hutoa jibu kwa swali hili kwa kuchunguza digital elimu ya kibinadamu elimu ya miundombinu kwa ajili ya walimu wa shule ya kati na ya sekondari iliyoundwa katika Chuo Kikuu cha Jimbo la Salem. Kwa mfano, utafiti uliofanywa na waalimu wa Massachusetts ulionyesha jinsi wanavyohisi kuhusu elimu ya kibinadamu. Matokeo yanaonyesha ukosefu wa maarifa kuhusu sayansi ya kibinadamu ya dijiti lakini maslahi makubwa katika kuingiza mbinu za kompyuta kwa sayansi ya kibinadamu katika kufundisha. Walimu pia walitoa wasiwasi, ikiwa ni pamoja na wakati unaohitajika kujifunza teknolojia na kuwafundisha wanafunzi, gharama ya programu na vifaa, upatikanaji usio sawa wa kompyuta au mtandao katika madarasa na kwa wanafunzi nyumbani, hofu ya kutekeleza masomo yasiyofanikiwa, na ukosefu wa fursa za maendeleo ya kitaaluma kwa wasomi wa dijiti. Kwa mfano, katika utafiti wa utafiti wa digital, Chuo Kikuu cha Salem State kiliandaa cheti cha kuhitimu katika masomo ya digital. Programu hiyo hutoa maendeleo ya kitaaluma wakati wa kushughulikia walimu 'kuonekana vizuizi kwa kujumuisha digital humanities katika kufundisha yao. Mimi kujadili uhusiano kati ya matokeo ya utafiti na mpango wa kubuni, kuzingatia maendeleo ya kozi ya msingi, uteuzi wa kozi elective, tofauti ya kozi ya utoaji mbinu, ushirikiano katika mipango ya sasa ya uzamili, na uundaji wa utafiti ulioelekezwa kwa ajili ya muundo wa mtaala. Ili kuonyesha athari za programu hiyo, ninaelezea kazi yangu ya kushauri timu ya walimu na wasimamizi katika programu ya cheti cha kuhitimu ambao walikuwa wakipanga mahitaji ya teknolojia kwa jengo jipya la shule chini ya ujenzi na kubuni mtaala wa teknolojia katika Kiingereza na Historia. Wakati kozi za msingi na za kuchagua zilitoa walimu na wasimamizi na msingi thabiti katika masomo ya kibinadamu ya dijiti, utafiti ulioelekezwa kwa kikundi ulisaidia timu hiyo kuendeleza mtaala wa masomo ya kibinadamu ya shule ya kati, kubuni teknolojia ya darasa, na kuunda jamii ya kujifunza ya kitaaluma kutoa msaada wa ufundishaji wa shule kwa walimu. Mwishowe, hotuba hii inazungumzia utafiti wa kufuatilia na wahitimu wa programu za vyeti ambazo zilichunguza matokeo ya programu. Matokeo haya ni pamoja na kazi zilizotengenezwa na walimu katika madarasa yao, kazi ya mfano ya wanafunzi, na tofauti kubwa katika mitazamo na maoni ya walimu ambao walimaliza cheti ikilinganishwa na wale walioshiriki katika utafiti wa awali. Kwa kuzingatia matokeo na mafanikio ya programu ya cheti cha kuhitimu, Salem State imeanza kuunganisha elimu ya kibinadamu ya dijiti moja kwa moja katika programu zake za mafunzo ya walimu. Kwa hivyo, mazungumzo haya yanadai, miundombinu hii ya elimu ya kibinadamu ya dijiti kwa walimu hutumika kama mfano mzuri wa kushughulikia vizuizi vya kuingiza elimu ya kibinadamu ya dijiti katika mtaala wa shule ya kati na ya sekondari kwa walimu ambao tayari wako darasani na wale wanaojitayarisha kwa kazi ya kufundisha katika masomo ya kibinadamu. "Nina Rosenblatt, Mwalimu wa Shule ya Siku ya Trevor, na David Thomas, Mwalimu wa Shule ya Siku ya Trevor, na Stan Golancz, Mwalimu wa Shule ya Siku ya Trevor, walitoa taarifa ya ""Utafiti wa Dijiti: Historia ya Vijana.""" "Mwaka huu wa masomo ulikuwa mwisho wa miaka saba ya kazi ya maendeleo ya mtaala ambayo ilianza na ""Mwezi Novemba 16, 2010"" makala katika New York Times kuhusu Humanities 2.0 na Stanford Republic of Letters Project." Baada ya raundi ya kwanza ya utafiti tulikuja kuelewa kwamba miradi ya digital ilikuwa na jukumu la kucheza katika mtaala wetu wa Historia ya Shule ya Upili. Utambuzi huu ulipatana na kupitishwa kwetu kwa pedagogi za kujifunza zinazotegemea uchunguzi. Kwa njia ya msingi, tunasema, mbinu na taaluma zinazohusika katika elimu ya kibinadamu ya dijiti huruhusu wanafunzi wa shule ya sekondari kufanya utafiti wao wenyewe wa kujitegemea katika kumbukumbu za dijiti na kuwa wazalishaji wa historia kwa haki yao wenyewe. Ili kuwafanya wanafunzi wajifunze na kujifunza mbinu za kazi zisizojulikana, tulitengeneza kozi yetu kuzunguka somo ambalo lingehusisha wanafunzi wote. Tulitaka somo ambalo halingehitaji kitabu cha masomo, lilikuwa linapatikana kwa wanafunzi wa sekondari na wa sekondari, na lingetumika kwa madarasa ya mtindo wa semina. "Kama sehemu ya utafiti wa utafiti wa kisayansi, utafiti wa kisayansi na utafiti wa kisayansi, Lauren Klein, ""The Image of Absence: Archival Silence, Data Visualization, and James Hemingway"" katika American Literature, Volume 85, Desemba 4, 2013 inaonyesha jinsi vijana wanavyojisikia na kuonekana tofauti katika nyakati na maeneo tofauti, na kile tunaweza kujifunza kuhusu jamii kutokana na matarajio na mtazamo wake kwa vijana." Mawazo ya mwisho yalikuwa ya kutengeneza mfululizo wa mipango ya masomo ya kuingiza maabara ya utengenezaji wa maarifa ya kibinadamu ya dijiti katika darasa. Mafunzo ya majaribio yaligawanywa katika moduli tatu: Toleo la dijiti na alama (kuanzisha misingi ya maandishi ya kawaida na alama), makusanyo ya dijiti (kuanzisha misingi ya metadata na hifadhidata), na uchambuzi wa kitamaduni (kuanzisha misingi ya kufikiri kwa algorithmic na uchimbaji wa data). Kupitia moduli hizi, wanafunzi waliingizwa katika mchakato wa uteuzi, digitization, markup, uundaji wa hifadhidata, uchimbaji wa data na uchambuzi wa data, wote unaongozwa na umuhimu wa kuunda na kutafsiri historia. Teknolojia zinazofundishwa ni pamoja na, lakini hazikuwa na kikomo, mstari wa amri, Git, GitHub, wahariri wa maandishi ya kawaida, Markdown, YAML, Jekyll, Omeka, Python na Vifaa vya Voyant. Teknolojia hizi zilihusiana moja kwa moja na njia mbalimbali ambazo wanahistoria hukusanya data, ikiwa ni pamoja na kutumia vyanzo vya fasihi, kisaikolojia, kijamii, takwimu, na kuona, kufanya kazi kuelekea kuunda maarifa yetu ya kihistoria kwa kutumia zana za dijiti za kukusanya, kuona, ramani, na kuchambua habari. Katika jopo hili tutatoa matokeo ya mifano yetu miwili ya kozi, masomo yaliyopatikana, maboresho ya baadaye, na kujadili mfano wa jumla wa mafundisho kwa shule za sekondari nchini Marekani kulingana na uzoefu wetu. "Eric Rettberg, Mtaalamu wa Sayansi na Hisabati wa Chuo Kikuu cha Illinois, anasema: ""Kuna changamoto gani za kubadilisha kozi ya elimu ya kibinadamu ya dijiti na utamaduni wa dijiti kutoka mazingira ya elimu ya chuo kikuu hadi darasa la shule ya sekondari?" Ni changamoto gani mpya zinazotokea kwa kuwauliza watoto wachanga kutoa masomo ya dijiti na ya umma, na jinsi gani wasomi na walimu walio na mwelekeo wa dijiti wanaweza kukuza kazi ya ubunifu ya kibinadamu katika mazingira ya shule iliyofungwa kwa mtaala uliopo hapo awali? Katika hotuba hii, ninatumia uzoefu wangu wa kurekebisha darasa la Mafunzo ya Fasihi ya Dijiti kwa kiwango cha shule ya sekondari kushiriki changamoto na fursa zisizotarajiwa na kupendekeza kazi ya dijiti kama mkakati wa kukuza masomo ya kibinadamu kwa wasimamizi, wenzao, na wanafunzi katika mazingira ya shule ya sekondari ya STEM. "Mwaka 2016 niliacha masomo ya juu na kuanza kufundisha katika idara ya Kiingereza ya Chuo cha Hisabati na Sayansi cha Illinois, shule ya bweni inayofadhiliwa na serikali kwa wanafunzi wenye talanta katika hisabati na sayansi.""" Kwa kuzingatia upendeleo wa mara moja wa madarasa ya kuchanganya masomo ya kibinadamu na kompyuta kwa wanafunzi wa STEM, nilitarajia kwa busara kwamba ningeweza kuleta tu chuo kikuu cha kuchagua kwa ajili ya majors ya Kiingereza kwa wanafunzi wangu wa shule ya sekondari. Hata hivyo, changamoto za kufanya hivyo zimekuwa za kufundisha: wasimamizi wamekuwa na ufahamu mdogo wa kuwepo kwa mbinu za Digital Humanities, kazi za dijiti zililazimika kuundwa upya ili kukidhi mazoezi ya pamoja kati ya walimu katika idara yangu, mazingira ya teknolojia ya shule yangu yalilazimika kubadilishwa ili kukidhi mitambo ya programu ambayo nilichukua kwa kawaida kabla, usimamizi kutoka kwa wasimamizi, wenzangu, na wazazi imekuwa kali zaidi, na bila wafanyakazi wa msaada wa kutosha kwangu katika taasisi zangu za elimu ya juu. Kwa kuonyesha kazi ndogo ya kibinadamu ya dijiti katika madarasa ya msingi, kubuni darasa la wiki moja la mfululizo juu ya mada kama hiyo, na kushiriki maarifa yangu ya kibinadamu cha dijiti ya kiwango cha Chuo Kikuu, ingawa, nimeweza kubuni darasa ambalo lina wenzake na wanafunzi wamefurahi. Kufuata wito wa Ryan Cordell wa kuingiza mafundisho ya kibinadamu ya dijiti katika hadithi kubwa zaidi ya "mapinduzi ya hivi karibuni ya kitaaluma", mimi hutumia mazoezi ya kibinadamu ya dijiti kama moja ya vipengele vitatu vikuu vya mabadiliko katika uzalishaji wa fasihi na utafiti katika enzi ya dijiti. Kwa kuongezea miradi ya kibinadamu ya dijiti, wanafunzi husoma na kujadili kazi za uwongo ambazo zinawakilisha tamaduni za teknolojia katika enzi ya dijiti na kazi za elektroniki zilizowezesha kompyuta. Katika darasa, wanafunzi sampuli digital kibinadamu mazoezi katika vipindi vya maabara na kujenga ndogo-scale rasilimali za mtandao na kufanya digital kibinadamu majaribio katika miradi ya kundi. Kwa kuchunguza maandishi ya elektroniki, wanaanza kutambua zaidi uwezo wa teknolojia za dijiti, na kwa kusoma maandishi yaliyochapishwa ambayo yanawakilisha utamaduni wa dijiti, wanafikiria juu ya majukumu yao wenyewe kama watumiaji na waundaji wa zana na utamaduni wa dijiti. Wakati idadi ya wanafunzi wa shule yangu na lengo ni hasa yanafaa kwa lengo STEAM kwamba darasa kama hii moja inatoa, uzoefu wangu zinaonyesha kwamba wanafunzi katika aina mbalimbali ya shule za sekondari ingekuwa kushiriki na vifaa hivi na ujuzi. Utafiti wa Utamaduni wa Dijiti katika Historia ya Shule ya Upili na Ufundishaji wa Urithi katika Karibea - Schuyler K. Esprit, Create Caribbean, Inc. Uzoefu wa Taasisi ya Utafiti ya Karibea, kituo cha kwanza cha Kihumani cha Dijiti katika Karibea ya Kuzungumza Kiingereza, inaelezea hadithi ya kuvutia ya jinsi kibinadamu cha dijiti kinaweza kuficha na wazi kuunda upya mtaala wa historia na fasihi ya Karibea bila kuhitaji mabadiliko makubwa ya kanuni ya kitaifa na kikanda. Katika Dominica (ambapo Create Caribbean inafanya kazi) na Karibea Mashariki - miongoni mwa visiwa vingine - mtaala wa elimu ya sekondari unajibu amri za Baraza la Mtihani la Karibea (CXC) ambaye huweka mtaala wa CAPEC na CSE kwa shule ya sekondari na vyeti vya baada ya sekondari katika mkoa huo. Mtihani huu ni sehemu ya mtaala wa miaka mitano hadi sita ya shule ya sekondari katika visiwa vingi na walimu wengi katika mfumo huu hujikuta wamelazimika kutoa maudhui kwa njia ndogo na ndogo ili kuhakikisha kuwa wanafunzi wanakidhi mahitaji ya kufanikiwa katika mitihani ya somo la Historia ya Karibea na Kiingereza B (Kihistoria), ambayo ina lengo kubwa la fasihi ya Karibea. Hata hivyo, wanafunzi kuondoka na ufahamu abstract na rasmi ya historia ya Caribbean na utamaduni, bila ufahamu nuanced ya umuhimu wake kwa uzoefu wao wenyewe kuishi na athari kwa ajili ya siku zijazo. Kuunda Caribbean hutumia miradi ya kibinadamu ya dijiti kurekebisha mazungumzo na kuvuruga mbinu za jadi za kujifunza. Moja ya miradi hii inasisitiza uwezekano wa teknolojia ya kubadilisha uso wa elimu katika Dominica na kuwafanya wanafunzi wawekeze zaidi katika historia na utamaduni wa Dominica. Programu hii, iliyoundwa na wanafunzi kwa ajili ya wanafunzi, inaweza kupatikana katika www.dominicahistory.org. Wanafunzi wa chuo kikuu wa kubadilisha programu ya ufundi wa Create Caribbean hujenga miradi ya kibinadamu ya dijiti na watazamaji wa wanafunzi wa msingi na sekondari akilini. Mfano wa DominicHistory.org unaonyesha njia moja ambayo ushirikiano na shirika la kitaifa umeruhusu kuzingatia kwa upana zaidi mbinu za elimu ya urithi na utamaduni kwa wanafunzi wakati kwa kweli kutoa nyenzo thabiti za chanzo cha kitaaluma kwa mahitaji yao ya masomo rasmi. Maonyesho haya yatazungumzia asili, mchakato na athari za Historia ya Dominica na Miradi ya Dijiti ya Imagined Homeland ya Kuunda Karibea kama mifano ya elimu ya sekondari ya kuvuruga. Maonyesho hayo yatazungumzia jinsi miradi hiyo imevutia walimu wa shule za sekondari na kubadilisha maslahi yao katika kutumia teknolojia kurekebisha uzoefu wa darasani wakati wanakabiliwa na mapungufu katika kurekebisha mifumo mingine ya mtaala. "Mwanzoni mwa mwaka wa 2015, chuo cha Molloy katika Long Island, New York, kilianzisha ""Baldwin High School New Media Academy,"" juhudi za pamoja za kuleta utafiti wa New Media na Digital Humanities kwa idadi ya shule za sekondari katika Baldwin, New York." Kwa kushirikiana, walimu katika taasisi zote mbili wameweka mtaala na njia ya ufundi katika Shule ya Upili ya Baldwin ambayo inawafunua wanafunzi kwa mbinu za mazoezi ya DH na kanuni za Media Mpya katika njia na mazingira mbalimbali (shule ya upili, chuo kikuu, mtu binafsi, mtandaoni). Mtaala wetu unategemea moduli tano na kozi mbili za kuhitimu chuo kikuu. Moduli zetu ni pamoja na Critical Making, Digital Storytelling, Multimodal Composition, Online Expression, na Media ya Jamii. Kozi zetu za chuo kikuu-kredit ni Utangulizi wa Vyombo Vipya vya Habari na College Composition (msomo huo unafundishwa kabisa juu ya mbinu za uundaji wa multimodal). Kila moduli ni kuunganishwa katika kozi zilizopo shule ya sekondari, yaani, masomo ya kijamii, Kiingereza, Wood Shop, nk, ambapo wanafunzi kuchukua chuo-mkopo kubeba kozi katika junior na senior miaka yao. Hatimaye, dhana ya "akademia" inawajulisha wanafunzi kwa mbinu za DH na Media Mpya katika mchakato wa kiwango - wanafunzi huchagua chuo chao kabla ya kuingia mwaka wao wa kwanza wa shule ya sekondari na wamejiandikisha katika kozi ambazo hutumia moduli zetu. Mtaala wetu unategemea kanuni za wema wa kijamii; inasisitiza ushiriki wa kiraia na haki ya kijamii, na hutoa kazi za mfano na rubrics za kupima kwa kila moduli (Ratto). Mtazamo wa elimu ya umma wa mtaala wetu ulibuniwa kwa kushauriana na Shule ya Upili ya Baldwin, na kuendelezwa zaidi ya miezi 18 ya mafunzo. "Mtaala wetu wa masomo unajaribu kuelezea nafasi ya wasiwasi ya wanawake na watu wa rangi ambao tayari wanaishi katika nafasi za mtandaoni na kuonyesha jinsi mbinu za DH na kanuni za Media Mpya zinaweza kuhamasishwa kuwezesha wanafunzi kupitia zana za dijiti na lugha.""" Lengo la karatasi hii ni kuripoti juu ya kazi yetu na idadi ya shule za sekondari zisizo na huduma na kuwasiliana na changamoto za kuleta aina hii ya vifaa kwenye mazingira ya elimu ya sekondari. "Tunazingatia mambo ya vitendo ya kuleta mbinu za DH na kanuni za Media Mpya kwa shule ya sekondari (yaani, fedha, wakati, utaalam, udhibiti), pamoja na mafunzo muhimu ambayo hufanyika kati ya shule ya sekondari na chuo kikuu (siku za PT, mikutano ya chuo kikuu, na matukio ya wanafunzi).""" Mwishowe, tunazungumzia fursa ambazo kufanya kazi na idadi ya shule za sekondari zisizo na huduma hutoa kisiasa na kielimu. Katika muktadha huu, DH inafanya kazi kwa kiwango kidogo, lakini inashughulikia mahitaji ya jamii. Matt Applegate ni Profesa Msaidizi wa Kiingereza na Digital Humanities katika Chuo cha Molloy. Kazi yake inazingatia nadharia muhimu, elimu ya kibinadamu ya dijiti, ujuzi wa dijiti, na masomo ya skrini. Kazi yake kama ilionekana katika Nadharia na Tukio, Telos, na zaidi. Jamie Cohen ni mkurugenzi, mwanzilishi mwenza na profesa msaidizi wa programu ya New Media katika Chuo cha Molloy huko New York. Jamie ni mwandishi wa Uzalishaji wa Media Mpya na Dijiti: Mwongozo wako wa Matumizi ya Savvy ya Mtandao (Routledge 2015) na utafiti wake uliochapishwa na kuwasilishwa unazingatia memes, YouTubers, populism, VR, AR, na ujuzi wa vyombo vya habari vya dijiti. Yeye ni mwanachama wa Salzburg Chuo cha Media na Global Change na Chuo cha Television Sanaa na Sayansi. Schuyler K. Esprit ni Mkurugenzi wa Taasisi ya Utafiti ya Karibea ya Create katika Chuo Kikuu cha Jimbo la Dominica, kituo cha kwanza cha Kihumania cha Dijiti katika Karibea. Daktari Esprit ana PhD katika fasihi ya Kiingereza kutoka Chuo Kikuu cha Maryland <unk> College Park. Yeye ni msomi wa fasihi ya Karibea na masomo ya kitamaduni, na nadharia ya baada ya ukoloni. "Kama ilivyoelezwa katika kitabu chake cha ""West Indian Readers: A Social History"" na ""Digital Companion,"" kitabu hiki kinaelezea historia ya kusoma katika eneo la Karibea." Yeye kwa sasa ni Dean wa Masuala ya Kiadimu katika Dominica State College. Stan Golanka ni Mkurugenzi wa Teknolojia ya Chuo katika Shule ya Siku ya Trevor. Yeye anafundisha programu ya kompyuta na co-anafundisha Advanced Historia: Digital Inquiry. Ana shahada ya uzamili katika Kompyuta katika Elimu kutoka Chuo Kikuu cha Walimu katika Chuo Kikuu cha Columbia. Eric Rettberg anafundisha Kiingereza katika Chuo cha Hisabati na Sayansi cha Illinois. Yeye bado ni msomi hai wa kisasa, mashairi ya majaribio, masomo ya sauti, na sayansi ya kibinadamu ya dijiti. Kazi yake imeonekana katika Mafunzo ya Fasihi ya Kulinganisha na Roopika Risam ni profesa msaidizi wa Kiingereza na elimu ya Kiingereza katika Chuo Kikuu cha Jimbo la Salem. Utafiti wake unazingatia makutano ya tamaduni za baada ya ukoloni, masomo ya diaspora ya Kiafrika, na elimu ya kibinadamu ya dijiti. Yeye ni mwandishi wa New Digital Worlds: Postcolonial Digital Humanities in Theory, Practice, and Pedagogy (Northwestern UP 2018) na kazi yake imeonekana hivi karibuni katika Debates in the Digital Humanities, Digital Scholarship in the Humanities, na South Asian Review. Nina Rosenblatt anafundisha Historia ya Marekani, Historia ya Sanaa, na Historia ya Juu: Uchunguzi wa Dijiti katika Shule ya Siku ya Trevor. Ana PhD katika Historia ya Sanaa kutoka Chuo Kikuu cha Columbia. David Thomas ni Mwenyekiti wa Idara ya Historia katika Trevor Day School, anafundisha Historia ya Ulaya, Historia ya Ulaya ya Juu, Historia ya China, na Historia ya Juu: Uchunguzi wa Dijiti. - Clement, Tanya. <unk>Multiliteracies katika Undergraduate Digital Humanities Curriculum: Skills, Kanuni, na Tabia ya Akili,<unk> katika Digital Humanities Pedagogy: Mazoezi, Kanuni, na Siasa, ed. "Britt D. Hirsch, ""Cambridge: Open Book Publishers,"" toleo la mwaka 2012" - Cordell, Ryan. "Hii ni kwa sababu ya ""Uhuru wa Kihistoria"" (Uhuru wa Kihistoria) na ""Uhuru wa Kihistoria"" (Uhuru wa Kihistoria) na ""Uhuru wa Kihistoria"" (Uhuru wa Kihistoria) na ""Uhuru wa Kihistoria"" (Uhuru wa Kihistoria)." "Britt D. Hirsch, ""Cambridge: Open Book Publishers,"" toleo la mwaka 2012" - Jenkins, Henry na Ravi Purushotma, Margaret Weigel, Katie Clinton, Alice J. Robison. "Kupambana na changamoto za utamaduni wa ushiriki: Elimu ya Vyombo vya Habari kwa Karne ya 21 (Cambridge, MA: MIT Press, 2009).""" - Kirschenbaum, Mathayo. "Kuna ""Digital Humanities"" na ""What is it doing in English Departments?"" katika ADE Bulletin 150 (2010): 55-61. - Ratto, Matt. Open Design Now, Taasisi ya Uholanzi ya Ubunifu na Mtindo na Waag Society, opendesignnow.org.html%3Fp=434.html - Mfano, Mark. <unk>Ni nini kibaya na Kuandika insha?<unk> Mjadala katika Digital Humanities, ed. Matthew K. Gold (Minneapolis: Chuo Kikuu cha Minnesota Press, 2012), 404-5.