The introduction of DH to students should be gradual. Elementary students should be using deliverables. Technology should be a component of their education. High school students should be made aware of the significance of good resources – separating things like the Perseus Project (real DH) from something akin to this (charlatan.) I’m not an educator, not even an education major, but I think those ideas are pretty uncontroversial. However, as an undergraduate and a student of an Introduction to Digital Humanities course, I think I am uniquely qualified to explicate the reasons DH should be taught to undergraduates.

While DH is a field of study unto itself, it would not exist without the humanities otherwise. DH is undoubtedly deserving of study, but it cannot support itself as a department / major / occupation. The field is entirely interdisciplinary. As a man of literature & linguistics, I can only get so far in DH. I’m good with computers, but I’m no computer scientist. With some training and practice, I could probably get pretty good at it. However, data mining and programming are a little beyond my skill. For our recent project proposals, we had a large portion of the site dedicated to the chemistry of the drugs the Beat Poets used. Without Ken’s contributions, that portion would not have existed. We need to collaborate to make DH. DH can exist solely as an interdisciplinary department. The number of straight DH classes should be minimal. Maybe an introductory course like this one, some more focused seminars. Mostly, however, DH should be a component of every single department. There should be an Art History Computing course. One class of Comp I should cover digital rhetoric. Most courses should be utilizing deliverables. Incorporating DH is the first step toward revolutionizing education is getting away from the ancient format we’ve been using and embracing a future that, God forbid, may not include paper.

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