Training in digital humanities tools and methodologies

"Allow users to write manuals, because they're the only ones who truly understand what they do." (Ex 1, 1c-A)

"Being able to find content is key. Being able to discover existing tools is key. Being able to learn how to use available tools is key. Develop particular kinds of interfaces that are standardized for canonical activities in A&H scholarship. Glue that cuts the learning-about-tools barrier for A&H scholars. Recognition that "standard" does limit function, but if the entry-point is easier and more sophisticated (in terms of functionality) that would be a win." (Ex 1, 1c-C)

""faculty development" -- understand not ust that db's exist but that they're useful. not always clear that the effort will save time down the road. difficult to educate people on why tech is useful. db as a form for new media." (Ex 1, 1d-C)

"Level of digital literacy at my university was quite low among departments, level of understanding of what could be done wasn't there yet among most -Show them the things they don't know they need to know, but they do need to move forward" (Ex 1, 1d-E)

"Aggregate resources/info guide/teach others" (Ex 2, 1a-E)

"Simply be playful, to discover new ways of doing things. Look, explore in order to be surprised, in order to get inspired, to produce something" (Ex 2, 1a-E)

"one on one with faculty to address teaching needs (also humanities research); helping to use software, hardware, designing Websites for scholars" (Ex 2, 1d-C)

"Like a course site but it's a faculty site. They train ea other, group leader for each project. Entails 3 things; sharing syllabus and assignnent, important advice, and modeling their own course sites w/ a peer review process of their own course site. Past work doesn't serve me now. Used to working w/ individual authors and reviewers, a lot now done in different ways now." (Ex 2, 1d-D)

"It is Open-ness not Generational. Post-tenure, mid career faculty are doing most of the important work - as mentors." (Ex 6a, 1b-E)

"quite accurate. In new hires, it takes a long time... it takes them twice as much time to prepare a lecture as for me. No mastery of tools. They have a better sense of connectedness and integration, but short on mastery and shortcuts. Traditionally, our library offers sessions [information literacy] on how to use the library. Intro to what kinds of databases we have & how to use them. Maybe there's another layer having to do with new tools & software. Junior faculty will not approach librarians to ask how to use new tools. One reason: librarians don't know themselves anymore. Nobody has much to say to YouTube generation. Ongoing reconciliation between subject bibliographers -- iterative relationship -- and faculty." (Ex 6a, 1c-A)

"Need for graduate students to have more training in the variety of available tools to know what they can use for the work. Need for interdisciplinarity in tools. How can they work better together? How can they work more effectively together? More training in technologies for graduate students and young scholars. Great investment in the UK in training graduate students in the humanities. Some training is generic (how to present a paper, etc.) Others in more specific straits. But what is missing is training in interdisciplinary technologies. Need a concerted investment by universities to train in technologies. Training is broadly interpreted as "anything that's good for you," need for specificity. Students seem to be technologically aware but there is no second level in specific technologies. There should be a different intuition in how to navigate in virtual environments. Perception among students that they understand technology, though there is a lack of specificity. Students are a bit afraid of technology. What's there and what might be changing? Important that students are made aware of this. Information technology is used according to specific tools, and when such a tool is supplanted they are unaware of the switch and how to use a new tool. Need to approach this problem, but it's quite difficult to teach technologies on a large scale. So students don't know HTML, but can use a tool to produce HTML. What's so bad about that? "It would be good to know that your car isn't driven by magic." They don't need to know the details, but they should be able to troubleshoot in the details if it's necessary. Interest in getting students to think about structured information. Need to create things for environments. If one doesn't understand how new environments work, how can that happen? Is it necessary for a humanities scholar to understand how a book is printed. Not the right question, more of us are content providers now, so we need to have an idea how content environments circulate. Perhaps there was a time when printing knowledge was necessary. As we move into new environments, knowledge of these details are necessary. Putting stuff on the web and the like are tasks that are increasingly self-reliant. Used to give what would be on the web to a technology specialist, but this is changing. People are producing and posting their content directly. As people learn how to use interface without understanding what's behind the interface, they can't use the tool very effectively." (Ex 6a, 1c-B)

"Lack of knowledge among younger students, new hires in specialist tools. More specific knowledge of general tools like Google and such, without knowledge of specialties. Archaeology - Work tends to be collaborative, so there needs to be knowledge of specialist tools. English on the other hand being solitary, there's a lack of collaborative knowledge" (Ex 6a, 1c-B)

"The MLA, AHA are starting to run courses for grad students to develop these skills to be more marketable. Focused on using audio/video and images in teaching, "going beyond Powerpoint". Newer faculty/post-grads, more than willingness, want to challenge hegemony of scholarly article. Want poster sessions, rich media applications, databases but worried about their career" (Ex 6a, 1c-C)

"most of the digital research they do isn't designing web sites, but using things like GIS systems. Need programs to train them." (Ex 6a, 1d-C)

"at our university, Library used to be the only source of support for the library. IT people only supported the sciences; that has since changed. coming from a small school, it's interesting to see problems of big schools. We have lots of classroom technology, but 0 support for research. No one can help me with XML or XSLT. But we've dumped tons of money into teaching facilities" (Ex 6a, 1d-C)

"we tend to hire library science people rather museum people for their technology schools. can't make too many generalizations about any one group. Libraries can really be the engine. when trying to hire someone for library to work on both public services with subject expertise, but also work with faculty on digital practices. Hardly had anyone to interview. Wound up taking a chance on someone who didn't have much subject expertise, but did have good curiosity. Will have to train him on how to do collection building, etc. at our university library use grad students and undergrads. Grad students come in with subject area knowledge. Undergrads work with faculty on digital media projects. Humanities research centers are another place where people can learn how to do digital work on these projects." (Ex 6a, 1d-C)

"Different results in different disciplines. In library schools, looking for people who can contribute to informatics. Are competing with computer science programs for grad students and hire. Many grad students are international - many of whom have better math and tech. skills that US students" (Ex 6a, 1d-C)

"I lose my best students to computer science. Everything there is open access, everything online. More appealing to my students. Center of classics not being done in classics, but in various computer departments. We may not be training people for today even. What are the goals of the field in the world? Resentment from depts. Those that are very senior have a bias toward the world they grew up in. Some humanities disciplines have large body of peoples from the '70s and '80s. People actively dissuaded from thinking about problems down the road. Students being conditioned to be less progressive." (Ex 6a, 1d-E)

"not enough to teach the tech but must combine with theoretical aspects to understand relevance. problem i see is more with the faculty, need to make them aware of the need for using db's." (Ex 6a, 1d-E)

"would like to see incoming grad students be put through boot camp in fields important to them; learn what resources library provides for those fields; concerted effort by librarians across insts. who work in same fields to build dynamic (drupal) research portals rather than static pages; goal is to bring people up to speed on tools already available" (Ex 6a, 1d-E)

"Looking for new hires want 2 skill sets (humanities and CS), but where will graduate students learn the skills for documentary editing? they'll learn computers on their own -- therefore excitement and concern" (Ex 6a, 1d-G)

"Instant understanding of all available technology so that I can evaluate which are most useful and appropriate" (Ex 6b, 1c-B)

"In technology-enhanced learning [TEL], we've run workshops for years. Kind of like conferences where academics go to show off, but allows graduates and researchers to illustrate how they use tools to younger students. Every field in which we're very strong has a summer-school program. Chicken & egg program. In order to learn, they have to know whether the project/question is accepted. " (Ex 6b, 1c-B)

"Money for professional development opportunities (release time) for faculty to learn how to use and apply technology for research and teaching." (Ex 6b, 1d-A)

"Graduate training, though possibly outside the scope of Bamboo. Or training for an older generation? Or early career researchers? Asked by colleagues to bring up sort of training? Training to use a tool isn't necessarily useful, so perhaps training to understand relevant technologies. Training of transferable skills and knowledge" (Ex 7, 1c-B)

"Idea of mentoring, in a different direction (younger people > older people). Provide these opportunities for mentoring, not just in our institution but another institution too - fabric for connecting people across universities" (Ex 7, 1d-D)

"creation and constant updating of a humanities bootcamp course. british, canadian colleagues may be doing better. digital humanities as a discipline. danger is that it becomes ever more complex. example of curriculum for GIS with 40-some modules; how to do if you have 1 hour vs. if you have 5 hours? funding an entity to have custodianship of scope, inclusion. different people in different fields can contribute modules ("classical word", "china and japan", etc.) serves double purpose of helping remain aware of what colleagues are doing" (Ex 7, 1d-E)

"design workflow between scholars and publishers with new technology CAN'T RELEARN EVERYTHING EVERY TWO YEARS" (Ex 7, 1d-E)

"We have faculty who don't see a way forward: no one to teach them how to do something. Desire but not a way to do it." (W2, Scholarly Networks, group notes)

"Want to be able to connect w/team that Bamboo represents: want to hear from people solving their problems, librarians, IT. Network has to connect us. That's v. important. Faculty are communicating w/one another quite nicely. Around digital humanities challenges, around anything they want. Needs to have a more educational aspect. Educating on how to use collaborative tool, esp. w/in intelligensia." (W2, Scholarly Networks, group notes)

"3-minute videos on what wikis and blogs are. Animations. Maybe a video. What is social networking, done at a level of abstraction? Cartoony. The people who did these will do them for other things. Demonstrator request: find what other people have done to explain social networking @ a high level in video and information format. Give it to us. When do we need that by to go to faculty and get feedback." (W2, Scholarly Networks, group notes)

"Democratize by simplifying [service framework] and lower the bar to allow scholar's to jump in. How to manage the gap between the different spectrum of age/training." (W2, Service Framework, questions and concerns, group 6 notes)

"In English and the Comparative History of Ideas at the UW, students are trained to examine and critique the ways in which technology is culturally embedded, how it influences aesthetics, and how it shapes our understanding of the humane. However, these same students rarely have the opportunity to learn the technical skills required to produce the very objects they study. In Geography at the UW, there is a similar trajectory, yet in nearly the opposite direction: students often learn technical skills in geographic information systems (GIS) without becoming well-versed in qualitative or critical GIS, fields that consider technology to be value-laden. As such, we are designing a digital humanities curriculum that asks undergraduates to approach the concept of "mapping" in the digital humanites from two different perspectives." (SN-0042, Mapping the Digital Humanities, Jentery Sayers, Matthew W. Wilson)

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