New Book: What We Teach When We Teach DH

We are tremendously thrilled to announce that our edited volume, What We Teach When We Teach DH: Digital Humanities in the Classroom, has just been released in glorious print by the University of Minnesota Press. It’s the newest member of the Debates in the Digital Humanities series, which is edited by Matthew K. Gold and Lauren F. Klein, and is now available at all the finest establishments.

Our impetus for compiling this volume was to stage the equivalent of a conference session with a clear focus on pedagogy, allowing us to put a number of people together in one space to say provocative things in short amounts of time. What is more, just as in a conference session, our Platonic and published pedagogical symposium makes space for an audience, readers who might not be as steeply invested in the subject at hand but are hoping to learn. This book provides, we hope, a space for our authors to write about teaching DH as scholarship and, at the same time, a space for readers to imagine themselves teaching DH.

You can read more about the shape and genesis of the volume at either of our websites: and

The volume features exciting essays by some amazing people, as you can see by the Table of Contents:

Part I. Teachers
1. Born-Pedagogical DH: Learning While Teaching (Emily McGinn and Lauren Coats)
2. What Do We Want from the Standard Core Texts of the Digital Humanities Curriculum?
(Gabriel Hankins)
3. Teaching the Digital Humanities to a Broad Undergraduate Population (Alison Langmead and Annette Vee)
4. Teaching Digital Humanities: Neoliberal Logic, Class, and Social Relevance (James O’Sullivan)
5. Teaching from the Middle: Positioning the Non–Tenure Track Teacher in the Classroom (Jacob Heil)
6. Why (in the World) Teach Digital Humanities at a Teaching-Intensive Institution? (Rebecca Frost Davis and Katherine D. Harris)

Part II. Students
7. Digital Humanities in General Education: Building Bridges among Student Expertise at an Access University (Kathi Inman Berens)
8. (Hard and Soft) Skills to Pay the Bills: A Both/And Approach to Teaching DH to Undergraduates (Jonathan D. Fitzgerald)
9. Digital Humanities across the Curriculum, or How to Wear the Digital Halo (Scott Cohen)
10. Rethinking the PhD Exam for the Study of Digital Humanities (Asiel Sepúlveda and Claudia E. Zapata)
11. Pedagogy First: A Lab-Led Model for Preparing Graduate Students to Teach DH (Catherine DeRose)
12. What’s the Value of a Graduate Digital Humanities Degree? (Elizabeth Hopwood and Kyle Roberts)

Part III. Classrooms
13. Codework: The Pedagogy of DH Programming (Harvey Quamen)
14. Community-Driven Projects, Intersectional Feminist Praxis, and the Undergraduate DH Classroom (Andie Silva)
15. Bringing Languages into the DH Classroom (Quinn Dombrowski)
16. DH Ghost Towns: What Happens When Makers Abandon Their Creations? (Emily Gilliland Grover)
17. How to Teach DH without Separating New from Old (Sheila Liming)
18. The Three-Speed Problem in Digital Humanities Pedagogy (Brandon Walsh)

Part IV. Collaborations
19. Sharing Authority in Collaborative Digital Humanities Pedagogy: Library Workers’ Perspectives (Chelcie Juliet Rowell and Alix Keener)
20. K12DH: Precollege DH in Historically Underprivileged Communities (Laquana Cooke and Andrew Famiglietti)
21. A Tale of Two Durhams: How Duke University and North Carolina Central University Are Increasing Access and Building Community through DH Pedagogy (Hannah L. Jacobs, Kathryn Wymer, Victoria Szabo, and W. Russell Robinson)
22. Expanding Communities of Practice through DH Andragogy (Lisa Marie Rhody and Kalle Westerling)
23. What Is Postcolonial DH Pedagogy, and What Is It Doing in Nonhumanities Institutions? Case Studies from India (Dibyadyuti Roy and Nirmala Menon)
24. Finding Flexibility to Teach the “Next Big Thing”: Digital Humanities Pedagogy in China (Lik Hang Tsui, Benjun Zhu, and Jing Chen)
25. What Is Digital Humanities and What’s It Doing in the Classroom? (Brian Croxall and Diane K. Jakacki)