Digital Pedagogy 2017 Recap

by Julia Polyck-O’Neill

What do Trap music (a regionally-specific subgenre of Southern hip hop that emerged from the Southern United States) and digital pedagogy have in common? Moreover, why is this intersection an important pedagogical consideration within the context of 21st century learning? When ethnographer Joycelyn A. Wilson took the stage as the closing plenary speaker of the 2017 Digital Pedagogy Institute (DPI) at Brock University, her audience was eager to discover how the Virginia Tech researcher and alumni fellow of the Harvard HipHop Archive brings music, social justice, and digital learning together. As it turns out, by combining her passion and knowledge of music (both as a scholar and industry insider) with community engagement and digital humanities in the classroom, Wilson is able to show students and researchers alike how bridging emerging research methods with popular culture and civic engagement allows for under-represented communities to find new relevance in their studies.

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Speaking the Languages of Digital Scholarship: Translating Data for the Yellow Nineties Personography

This post is part of an ongoing Digital Scholarship Ontario series which highlights the scholarship and teaching experiences of Ontario’s digital scholars.

by Alison Hedley

At DH@Guelph 2016, the topic of translation (specifically and broadly construed) became a recurring theme in panels, conversations, and in the TEI workshop on which I assisted for Dr. Jason Boyd. I’ve often thought that a fundamental challenge of undertaking humanities work with digital tools is one of language and translation. Lexical barriers can make knowledge and critical use of digital tools pretty daunting. Specific tools and types of data analysis have their own lexicons. Then there’s the lexicon of the media theorists, social critics, and computer scientists who have influenced humanities thinking about computers and their relationship to human cultures. And then there’s the practical and theoretical language of computing that shapes the everyday discourse of digital humanities scholars—words like flatten and nest; parse, granulate, and render; encode, make, and model. The language of specific humanities research fields adds another lexical layer to DH discourse—historical periods, textual genres, and critical paradigms.

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Mapping CanLit and Austin Clarke

This post is part of an ongoing Digital Scholarship Ontario series which highlights the scholarship and teaching experiences of Ontario’s digital scholars.

by Paul Barrett

My current research is driven by the perplexing problem of trying to understand Austin Clarke’s marginalization in Canadian Literature. Clarke is one of our earliest, most prolific, and one of our most awarded authors. He has written 11 novels, many short stories, poetry collections, and his archives at McMaster (where I work) are extensive. Despite all this, however, there is very little scholarship on Clarke — even after winning major awards for The Origin of Waves and The Polished Hoe, Clarke’s writing still have not received much scholarly attention. My current research uses digital humanities research to explain this absence in Canadian literary scholarship and to offer new methods of interpreting Clarke’s work.

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Looking Back – Digital Pedagogy Institute 2015: Improving the Student Experience

by Paulina Rousseau

On August 19th – 21st 2015, the University of Toronto Scarborough (UTSC) Library, in collaboration with Brock University and Ryerson University, hosted the second iteration of the Digital Pedagogy Institute: Improving the Student Experience, at UTSC’s Instructional Center. (The third iteration of the conference was recently hosted by the University of Guelph in May, 2016.)

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