Digital Public Humanities: Pedagogy and Praxis, Notes and Errata

Note: This post informs my contributions to a roundtable on “Digital Humanities Pedagogy and Praxis” at the 2018 Digital Humanities Conference (#DH2018) in Mexico City, Thanks to the conference organizers and to my roundtable conveners and collaborators (Brandon Walsh, Lisa Rhody, Matt Gold, Amanda Heinrichs, James Malazita, Miriam Peña Pimentel, Paola Ricaurte Quijano, Adriana Álvarez Sánchez, and Ethan Watrall). You can find more thoughts from these roundtable participants via this Twitter thread (thanks Brandon!). 

Introduction

When the John Nicholas Brown Center for Public Humanities and Cultural Heritage at Brown University (JNBC) announced that it was in need of a Postdoctoral Fellow in Digital Public Humanities in the spring of 2015, it was also announcing that there was apparently something called “Digital Public Humanities” and that there were people who were specialists who could share their professional perspectives on the theory and practice of Digital Public Humanities in the classroom. The digital humanities work I’d been most interested in as a graduate student at Northeastern was committed to a notion of “Public, First,” (to borrow a phrase from Sheila Brennan), but I hadn’t thought of naming these investments in the particular way that “Digital Public Humanities” does. I joined the JNBC in the fall of 2015, and I quickly realized that part of my job was to help the Center figure out the implications of this act of naming at the levels of pedagogy and praxis. Unlike digital humanities labs, centers, or certificate programs, the JNBC’s focus is public humanities, and DH (or digital initiatives tied to other names or methodologies) is a component of this larger set of aims and interests.

The JNBC institutionally resides in Brown’s American Studies department, and it offers a two-year Master’s Degree program in Public Humanities as well as a graduate-level certificate in Public Humanities. Our program notes our emphasis on “collaborative, applied, and experiential learning” as one of its major selling points, and we offer opportunities for these forms of learning in coursework as well as through student internships and independent studies. In addition to our course offerings, the JNBC creates and supports public humanities projects with faculty and community partners, and we offer a range of programming including exhibitions, lunch talks, conferences, and workshops. Our MA students are interested in a range of professional contexts and research interests: the museum sector, historic preservation, sites of informal education, cultural heritage organizations, archives, libraries, cultural policy (among many others). I’m providing this context to explain what’s been informing my work, and I hope that these thoughts are useful to anyone who is considering how to teach about, develop, and support public-facing digital humanities initiatives.

My pedagogical investments are documented via the web sites for the three graduate-level courses I’ve taught at Brown: “Digital Public Humanities” (Spring 2016), “Digital Storytelling” (Spring 2017), and “Digital Public Humanities” (Fall 2017). But these syllabi, reading lists, and blog posts are only part of the story. Because that story is particularly long (three years long!), I’ve decided to provide some “Scenes from Teaching Digital Public Humanities” below. I’ll wrap up with some thoughts on what it’s like to be a postdoc in this particular position and what the JNBC and institutions like it might consider in terms of scaled-up and long-term investments in the teaching of digital public humanities.

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New Project: Public Work, a public humanities podcast

A few weeks ago Amelia Golcheski and I launched Public Work, an interview-style public humanities podcast that features lots of voices from Brown University’s John Nicholas Brown Center for Public Humanities and Cultural Heritage . Amelia and I have been working on Public Work since the Fall of 2017, and we’re excited to have an actual podcast out in the world after all that time. You can hear us on iTunes and on SoundCloud, and you can get updates on new and upcoming episodes @PublicWorkPod on Twitter.

Are you thinking about starting a podcast at your institution? What follows is an overview of some of the work that went into this project, with attention paid to some of the resources needed to pull it off and some thoughts on project longevity. There are lots of resources online for folks interested in doing podcasts, so I’m thinking of these reflections as more thoughts that might resonate primarily with people working in academic contexts: students, faculty members, librarians, postdocs, etc.

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New Project: Day of Public Humanities (#DayofPH)


I’m excited to announce my involvement in Day of Public Humanities (#DayofPH), a public humanities initiative about public humanities. So meta! When I started working at the John Nicholas Brown Center for Public Humanities and Cultural Heritage, I inevitably got questions from friends in and beyond academic contexts about what this “public humanities” thing is and what kind of work I do. Many of us here get these questions, so myself, Robyn Schroeder (Postdoctoral Fellow and Director of Graduate Studies in Public Humanities), and Inge Zwart (graduate student in Public Humanities) decided to spend the past year researching the term, its uses, its limits, its past, present, and future. While doing this work, we became particularly interested in how and why public humanities practitioners came to embrace the term “public humanities” and what forms of labor they do on a daily basis. Like the Day of Digital Humanities (#DayofDH) initiative, #DayofPH asks practitioners to make their labor visible, reflect on the field and where it’s going, and show people what cool things they’re up to. We hope you can join us on May 9th, 2017!

You can learn more about #DayofPH on our web site. Specifically, you can find suggestions for how to participate on May 9th, blog posts highlighting some of the day-to-day work we do here at the JNBC, and recommendations for further action before and after May 9th. We also talk about the project on the JNBC blog. We’re excited to see what other people are working on, what “public humanities” means to them, and how we might all learn to become better Public Humans.

I’m happy to answer any questions you might have about this project on Twitter (@JimMc_Grath) or via email (james_mcgrath[at]brown). And if you’re attending NCPH next week, I’ll be there too, so please get in touch if you’d like more info!

 

Digital Public Humanities: Reflections On Teaching A Graduate-Level Course in Digital Humanities and Public History

I recently wrapped up teaching duties on a course in Digital Public Humanities, a class offered via Brown University’s Public Humanities M.A. program. You can view the course site, which includes our syllabus, major readings, and a blog, here. This class was both my first digital humanities course and the first class I ever taught as part of a graduate program. I wanted to debrief (and maybe also decompress) here, in the hopes that thinking out loud about the shape and outcomes of the course might help me as well as other people interested in digital humanities, public humanities, public history, and/or graduate-level teaching (among other topics).

Before diving into the debrief, I’d like to thank the students who took this course, because they were all great. Thanks again to Dylan Cole-Kink, Bárbara Elmudesi, Nico Larrondo, Eddie Robles, Caroline Stevens, Sandra Strauch, and Liza Yeager. Thanks also to Alyssa Anderson, Andrea Ledesma, Reya Sehgal, and Marley-Vincent Lindsey for stopping by at various points in the semester and for contributing to class discussions. I’d also like to thank Susan Smulyan for her comments on my syllabus and for our (continuing!) conversations on how the Public Humanities program and the John Nicholas Brown Center for Public Humanities and Cultural Heritage (JNBC) might support students interested in digital humanities tools and topics. Jim Egan and Steve Lubar patiently helped me think through ideas related to the course. The Brown University Library Center for Digital Scholarship supported our class with access to the library’s new Digital Studio, and Bruce Boucek, Brian Croxall, Elli Mylonas, and Patrick Rashleigh graciously took time to meet with students and provide recommendations for digital tools and resources.

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