Scholarly Reflections
Elizabeth A. Pollard and Pamella R. Lach, “Visualizing Time in Ancient Roman History,” in Visualizing Objects, Places, and Spaces: A Digital Project Handbook, eds. Beth Fischer and Hannah Jacobs (2020): https://handbook.pubpub.org/pub/assignment-time-ancient-rome/release/1. (Refereed)
Elizabeth Ann Pollard and Pamella R. Lach, "DH Reboot through Backward Design and Micro-Scaffolding," presented at the Lilly Conference: Teaching for Active and Engaged Learning, San Diego, February 27-29, 2020, https://www.lillyconferences-ca.com/.
ABSTRACT
Over the last several years, a history professor and digital humanities librarian partnered to reboot an upper-level history class using DH interventions. Informed by iterative, evidence-based practices, the two collaborated to redesign the course using backwards design principles and micro-scaffolding methods. The history professor entirely revamped her syllabus to integrate multiple small- and large-scale digital assignments that would assist students in historical research, while the librarian scaffolded the technical skills, resulting in a seamless integration of digital and historical methods. This session provides an overview of that process.
Presentation available at:
Pamella R. Lach and Elizabeth Ann Pollard, “Visualizing History in the Classroom: A Faculty-Librarian Partnership in the Digital Age,” New Review of Academic Librarianship 25, no. 2-4 (2019): 335-356. https://doi.org/10.1080/13614533.2019.1627562 (Themed Issue: Innovations in Learning and Teaching in Academic Libraries. Refereed.)
ABSTRACT
Productive, equitable, and reciprocal librarian-faculty partnerships are difficult to establish for a range of reasons. This case study describes a long-term collaboration between a Digital Humanities librarian and a History professor. We trace our two-year partnership from inception and test-run in a small undergraduate seminar to a scaled-up and carefully-designed DH intervention for visualizing spatial and temporal historical arguments in a course with three-times the students. The article chronicles our process and analyzes the data from the assessment model we designed for reflecting on the efficacy of the intervention and the success of the partnership. Our collaborative model suggests the value of a partnership built over time, based on shared pedagogical values (in this case, student learning outcome-driven pedagogy and scaffolded instruction) and transparent labor practices.
"Visualizing Scholarship: Teaching Historiography in the Digital Age," presented by Pamella Lach at "Collaborating to transform undergraduate research: Evolving modes of scholarly practice in the digital age," the concluding conference of the Mellon-funded "From Evidence to Scholarship: Transforming Undergraduate Research in the Digital Age," Reed College, Portland, OR, March 16, 2018.
"Digital Tools for a Connected World History," presented by E.A. Pollard at the annual meeting of the Northwest World History Association at Seattle University on February 18, 2018.