Comments on: What Doesn’t Fall Under the DH Umbrella?

By: Ulysses

Ulysses — Mon, 11 Aug 2014 06:07:53 +0000

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By: Jenny Ross

Jenny Ross — Wed, 30 Jan 2013 22:42:53 +0000

These are my questions too, Dan. I wonder whether students see school/personal life boundaries in the same way we do on the other side of the desk? I think I’m inclined to agree that some self-reflection on our use of media is necessary if we are to call it “doing DH,” but that leads to its own paradox: If our students grow up using digital communication and thought processes intuitively, can re really communicate with them on that level if we are actively attending to, monitoring, and curating our use of those supposedly intuitive environments?

By: Dan Kason

Dan Kason — Wed, 30 Jan 2013 19:55:28 +0000

The question of what constitutes building is certainly important, and (from the readings) hasn’t been answered definitively yet. Perhaps it isn’t in simply using Twitter, Facebook, or Instagram that makes us DHers, but HOW these tools are used. This would imply there is a right way and a wrong way to make use of social networking when it comes to DH, which also implies setting up boundaries, but perhaps this is unavoidable. At the end of the day, humanistic inquiry (not just the use of the tools themselves) is essential to DH, so if we aren’t asking these types of questions, presumably we aren’t DHers, much as the field wants to pronounce its open-ended nature.

By: Susie Compton

Susie Compton — Wed, 30 Jan 2013 02:53:20 +0000

I like your idea about comparing DH to a movement/era/methodology like Impressionism. Perhaps a discussion of DH as theory will further this comparison–so far we’ve been defining DH and classifying DHers, but I’m curious about the “theory” side of things–and how can we can apply DH theory to other realms of our work. Perhaps then, even if we aren’t “builders,” we can still use DH theory.