Getting on the Map: A Case Study in Digital Pedagogy and Undergraduate CrowdsourcingDHQ-Digital Humanities Quarterly
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AbstractThis case study describes my experience implementing a digital writing assignment in a traditional undergraduate literature classroom at Fairfield University while in a pedagogical partnership with The Map of Early Modern London, an award-winning, peer-reviewed digital humanities mapping project housed at the University of Victoria. I argue that crowdsourcing opportunities can offer a way for faculty at small liberal arts colleges and universities to increase digital literacy among their students. I suggest that such assignments be framed with supporting undergraduate coursework. I then offer a series of preparatory steps and suggestions on how to modify an existing course in ways that meet student learning outcomes pertaining to digital literacy.
Published CitationKelley, Shannon. (2017) Getting on the Map: A Case Study in Digital Pedagogy and Undergraduate Crowdsourcing. DHQ [Digital Humanities Quarterly], 11:3. Available at http://digitalhumanities.org:8081/dhq/vol/11/3/000330/000330.html
Citation InformationShannon Kelley. "Getting on the Map: A Case Study in Digital Pedagogy and Undergraduate Crowdsourcing" DHQ-Digital Humanities Quarterly Vol. 11 Iss. 3 (2017)
Available at: http://works.bepress.com/shannon_kelley/5/