As someone that is new to this field, I’m particularly interested in discussing and sharing ideas that have helped you (as a DH enthusiast/librarian/coordinator/faculty member) cultivate habits of mind that encourage collaboration with, and across different knowledge bases. Have you incorporated collaboration into your pedagogical structure as a learning objective or do you see collaboration as being an important part of digital pedagogy?

I would love to hear from anyone who is actively engaged with other members of their DH community on how they created that relationship and how they continue to build upon it. I would also love to hear from those who are just beginning to form those relationships. Did you find it difficult to reach out to other areas of scholarship? Do you find that having collaboration as a facet of digital pedagogy has improved your work/research/etc.?

Barry Mauer and John Venecek

We are developing curating projects teachers can use as part of their normal curricular activities. When students curate exhibits, they enhance their discovery, learning, and engagement with their disciplines. Curating also offers the following benefits:

1. Improving archival literacy: Many students do not know how to use archives, including digital archives, effectively. Curating across the curriculum offers students opportunities to access and use archival materials for public presentations. Our models of curricular curating follows the Association of College and Research Libraries (ACRL) “Standards for Literacy” as well as the “ACRL Standards for Technological Literacy.”
2. Adapting to new technologies: Technological and social changes have shifted the focus of communicative practice from speech and writing to curating. Many archives are multimedia and contain documented sounds, images, and written texts. These documents can be fragmented, manipulated, juxtaposed, and synthesized in endless configurations. Also, digital platforms can be adapted to include student participation in ongoing discussions about key issues of public significance. Training students to manage public forums and to curate electronic texts helps them adapt to technological shifts.
3. Addressing emergent problems: As public crises emerge, such as those affecting the environment, public health, civil rights, and the economy, we need a citizenry that can access many types of digital archives and participate in discussions that address these problems. Therefore, we intend that curating across the curriculum will help train students to consult on emergent problems by providing critical archival materials to the public.
4. Providing multiple and overlooked perspectives: Student curators can provide unique perspectives on archival materials otherwise missed by trained professionals. Curating offers the possibility of multiple “frames” for understanding various materials, such as historical, technological, discursive, philosophical, and aesthetic frames. By encouraging groups of students to approach course materials using different frames, the class as a whole can appreciate multiple perspectives. Students may combine frames, add others, or create their own frames based on their research.

We invite people with an interest in archives and exhibits to join us for an open discussion about curating across the curriculum. During this session, we hope to identify innovative ideas for curricular activities that involve curation as a means towards attaining the goals described above.

Here at RICHES in the UCF History Department, we have been converting RICHES Mosaic Interface (the search engine for our historical database) to be Section 508 compliant.  Along the way we have found that it’s not simply about semantic markup and using text instead of pictures.  It’s a whole world of best practices and usability features that improve the user experience for everyone, and addresses your entire web site including your documentation and tutorials.