Discovery, access and use of information in a “digital ecosystem”

This was a response to the presentations of a panel titled: “Setting Directions for Libraries and Archives in the Digital Age” at the Humanities Forum sponsored by the Boston University Humanities Center, October 5-7, 201

Collaborative Digital Humanities Training: the CHASE Arts and Humanities in the Digital Age Programme

No abstract available

Collaborative Digital Humanities Training: the CHASE Arts and Humanities in the Digital Age Programme

No abstract available

Mixing Methods: Practical Insights from the Humanities in the Digital Age

The digital transformation is accompanied by two simultaneous processes: digital humanities challenging the humanities, their theories, methodologies and disciplinary identities, and pushing computer science to get involved in new fields. But how can qualitative and quantitative methods be usefully combined in one research project? What are the theoretical and methodological principles across all disciplinary digital approaches? This volume focusses on driving innovation and conceptualising the humanities in the 21st century. Building on the results of 10 research projects, it serves as a useful tool for designing cutting-edge research that goes beyond conventional strategies

Concentration in the Humanities

Concentration in the Humanities is a three-part project that helps Humanities students deal with digital distractions. The Concentration in the Humanities Project will serve as a pilot. Weber State's Composition Program (which one of the grant participants directs) will integrate the pilot's best practices into its curriculum. Concentration in the Humanities will also catalyze campus conversations about the problem of distraction in the digital age and the importance of learning how to focus when attempting to read or write

Teaching Digital Humanities: How Technology Can Empower Humanities Students And Educators

In Fall of 2017, Religion in the Digital Age debuted as an elective for Religious Studies students interested in Digital Humanities. The curriculum consisted of introductory lectures and demonstrations of the application of several digital technologies—Google Sheets, Google Trends, Google Ngram Viewer, GSS Data Explorer, IBM Watson Analytics— in Religious Studies research. While a class like Religion in the Digital Age may not pose a complete solution to the problem the Humanities face in an increasingly digitized and market-driven academic and professional worlds, it does offer the potential for a more integrated, timely, a conscientious approach to teaching Religious Studies and Humanities research. From the integration of digital technologies into religious studies curriculums we can learn more about the evolving place and importance of the humanities in our changing world. Many questions remain to be answers, but unanswered questions, and questions yet to be effectively framed, are exactly where the humanities excels. There is no question that embracing, rather than neglecting, the organic intersection of religion, humanities, and data will lead to students who are better prepare to answer and ask the right religious studies questions and will generate more sophisticated, and therefore employable, graduates.

Knowledge and skills requirements of National University of Lesotho librarians in meeting information needs of humanities undergraduate students in the digital age

This study attempted to ascertain what knowledge and skills are required for NUL librarians to meet the information needs of humanities undergraduate students in the digital era academic library environment. To address the objective of this study, the following research questions were generated: what are the library related information needs of NUL humanities undergraduate students in the current digital age?; what knowledge and skills are required of NUL librarians in meeting the library related information needs of humanities undergraduate students in the current digital age?; to what extent has technology affected the roles and functions of NUL academic librarians?; to what extent are NUL librarians readily adapting to and embracing technological changes affecting academic library resources and services?; and, what type of education and training are required for NUL librarians to effectively meet the information needs of humanities undergraduate students in the digital age academic library environment? The study was supported by organizational learning theory. It employed a convergent parallel mixed methods approach within a pragmativist paradigm for the collection of both quantitative and qualitative data to respond to the research questions guiding the study. A case study design was adopted in identifying humanities undergraduate students' information needs and concurrently ascertaining knowledge and skills requirements of NUL librarians. The target population included NUL librarians and humanities undergraduate students. Non-probability purposive sampling was employed to collect qualitative data (from the librarians) whist probability stratified random sampling was adopted to obtain quantitative data (from humanities undergraduate students). Data were collected via face-to-face semi-structured interviews with librarians and a structured questionnaire for students. In concluding, the study presents, inter alia, a blend of required disciplinary, generic and personal competencies for NUL librarians to meet the library related information needs of humanities undergraduate students in the current digital age. It recommends, inter alia, the adoption of effective organizational learning to build on NUL librarian's existing knowledge and skills so that they may more easily adapt to rapidly evolving technology and more fully meet the information needs of humanities undergraduate students