The next question was a short response answer, asking respondents "In your own words, how would you define "Digital Humanities"? What purpose does Digital Humanities serve in the classroom?" All of the respondents shared their thoughts, including some of the following: 

"Online tools for teaching the humanities. These can provide ways to view materials otherwise not available."

"I am honestly not sure--I hear the term from time to time, but I would guess it describes digital artifacts--art, writing, etc. or the role of computers in humanities?

"I don’t consider DH legitimate, only an attempt at branding the Humanities relevant in an info-cyber age. However, approaches to analysis and knowlegemaking using tech have merit."

"Digital Humanities are artifacts (written, visual, audio, mixed-media) that appear in the virtual world. Some may also exist in a physical form, as well, but the digital form may often have variations from physical forms. I use "objects" (still not sure what to call these pieces) in my classes as texts to be explored, included in course content, and reflective of ideas and expressions."

"Literature or art accessed or created digitally/online???"

"I have no idea."

"DH is the application of computational methods, algorithms, digitizing software etc to curate, analyze, create, archive the human record."

"I would define digital humanities as humanities materials that embrace digital technology for artistic, scholarly, and pedagogical purposes. I think DH helps connect students to 21st-century culture and technology and bridges traditional humanities formats with a shifting technological landscape."

"Digital resources and texts- Use to expand access to students and to instructors"

"Using digital media in humanities related courses and projects. For example, multimodal text projects, which may or may not include websites; collaborative writing/editing projects such as contributing to Wikipedia"

"I would say digital humanities are resources that are available outside of traditional physical materials that relate to the disciplines of philosophy, classics, literature, and the like. Those resources allow students to engage with material that would otherwise be difficult to access."

"I honestly don't know."

"I am not familiar with the term digital humanities"

"Unsure. Maybe Humanities information that we access digitally."

The next question was a short response answer, asking respondents "How have you used Digital Humanities in your courses? Please provide specific details about lessons, topics, research, software or websites used, and strategies. Please be as detailed as possible. (If not applicable, please enter N/A.)" All of the respondents shared their thoughts, including some of the following: 

"N/A"

"n/a"

"Sharing ebooks and links to digital displays"

"I use several distant reading approaches as conceived by Franco Moretti with students"

"I'm not sure about the previous question - I may not be thinking about Digital Humanities as strictly research, but more expansively, as the creation of, sharing, and analysis/ research of these items. I teach freshman and sophomore level courses, so we are most often engaged with the objects, and not as much with the theoretical or research being developed by those who have this work in the center of their research work at larger or Ph.D. granting institutions."

"N/a"

"I have taught an intro DH Course at the CC level. Students digitize and tag artifacts, annotate digital editions, reflect on ethical implications of digital recordings, use Omeka to create a micro archive."

"I have had students use interactive literary maps to research authors and works. There is a literary map of London that I use for a discussion board. I also have students use a wide array of digital resources for their major research papers at the end of the semester."

"Using google docs for commenting on readings"

"My courses are almost completely OER, so digital humanities plays an important role in designing curriculum assignments, discussions, etc. It also opens up the way students can respond to/analyze, and/or reflect on these texts."

"I use digital texts for teaching rhetorical analysis and research strategies."

"I have not"

"In literature courses, I have used StoryMap JS to help students map relationships to space and systems of power in the English novel--assisting them in understanding the impact of empire on literature. I've also used Omeka to have students build exhibits showcasing art and other aspects of material culture surrounding understudied texts. I use my exhibits on my own site (under construction), sarahsophiabanks.com, as well as resources like the Women's Print History Project, The Early Caribbean Digital Archives, the SouthHem Project. These sources give students access to archival materials and texts that have been understudied in traditional, canonical lit courses. I also use Omeka in my composition course to allow students to showcase their research and practice compiling metadata to better understand the citation process."

"Films on Demand, TED Talks, websites about mindfulness including videos, audio resources with short talks and interviews"

"Arguably, DH is a field that is still being defined as we navigate the contemporary world of technology; hence, students in my courses utilize the Blackboard LMS system to access, download assignment descriptions, upload assignment submissions, check their grades (automatically entered into the digital gradebook as assignments are graded), use GALILEO to research supporting documents for essays, and write these same essays using their computer. In the past, students have created multimedia presentations digitally based on their research papers."

"Using databases to find information, using word processing software/apps to record ideas, using various technologies to present ideas--word processing, spreadsheet, and presentation software/apps, using DuckDuckgo to confirm the information for sources students used in their essays (searching for DOIs or the actual articles outside of GALILEO, for examples), and using Morguefile to find images that would help illustrate concepts in my weekly announcements in Blackboard. But, since I'm not fully familiar with D. H., I can't assume that any of this falls under the D. H. category. Most of this seems more like digital literacy, right?"

"Argumentative Essays require research which can consist of digital sources."

"No"

"Links to various websites that provide background or critical material in an author or work. Plus I make My Own YouTube videos-I’ve got around 50–that are lectures with image-heavy PowerPoints that I use to provide context and provoke discussion."

"I used Joy Harjo Living Nations; Living Worlds"

"Unsure"

The next question was a short answer question which asked respondents to "Please provide examples of how non-canonical authors are explored in your class. (If not applicable, please enter N/A.)" Responses included the following: 

"N/A"

"intentionally adding women's voices"

"The literature course I taught was subtitled 'difficult differences,' and we focused on underrepresented voices, so that was the whole purpose of the course, although some canonical writers were included (i.e. Maya Angelou, Lucille Clifton, Lorraine Hansberry, W.H. Auden, Langston Hughes). It is an introduction to literature course for English majors, so we practiced using some of the basic literary analysis and discussion tools with texts by writers who are marginalized in some way."

"I use the Flash Fiction International anthology to supplement Norton and Longman."

"All my courses extend beyond the "canon" and that concept is also discussed/debated/interrogated as part of my classes."

"I use both fiction & nonfiction. With the nonfiction, I typically assign summary essays to check for comprehension at developmental levels & rhetorical analysis essays (eg How persuasive were the author’s rhetorical techniques?) at more advanced levels."

"I'm not sure what you mean by this, but the last literature class I taught was Diverse Women Writers, and we definitely covered authors who were not part of 'the canon' when I was an undergraduate. I was in graduate school when the Norton Anthologies were "expanded" to include more diverse authors, and I'm not sure if those women and POC are now considered canon. The 'canon' has been in a state of flux since I started graduate school (1990 -- ok, it's actually been in a state of flux since the idea of a literary canon came into existence), and as far as I know it is still unsettled. Is Joy Harjo canon? Natasha Trethewey? These women have both been Poet Laureate of the United States. Is Toni Morrison, a Nobel Laureate, canon? What about Ursula K. Le Guin? I'm teaching her in a Gender Studies class this semester. I think anyone who teaches any manner of contemporary literature reaches outside 'the canon' of necessity -- but I'm still not sure what constitutes "canonical" or "non-canonical" authors these days."

"I don't much explore authors based on their status in 'the canon'. We talk about literature as literature, exploring the themes and techniques various authors use to interrogate and illuminate what it means to be a human in (or out of) a society."

"My Science Fiction class uses all authors who are women, POC, and/or LGBTQ+, as just one example."

"n/a"

"I teach an intro to literary analysis course whose theme focuses on 'difficult differences,' so we work to bring in voices that are traditionally underrepresented in US culture"

"While I generally include some canonical texts/writers in my courses, I deliberately focus on non-canonical writers through the the idea of expanding/ignoring the canon. I teach diversity courses which make this easy to do. While I never seek to push a particular agenda on my courses/students, I do aim to expand their ideas of what 'good' literature is, and even what constitutes literature itself."

"Choosing diverse selections from the reader."

"We use the internet in class to find viewpoints to add to existing texts we're reading. Then, we evaluate them and consider their perspectives."

"I encourage students to think of texts broadly and choose texts that reflect their own identities, interests, and cultures. I ask them to respond critically to those texts as they would a canonical text. The result is often a mix of media, genres, authors, and representative time periods. I often encourage students to compare a contemporary work with a traditional canon text to find recurring themes and literary techniques across time and culture."

"I use archival materials from the sites mentioned above, as well as the study of material cultural objects like scrapbooks, letters, newspapers (like the Lady's Magazine) and other ephemera to access more perspectives on the time periods we are studying. It's important to look beyond published texts to give students an understanding of the diverse voices making up a given period."

"I use authors who write about the immigrant experience from first hand experience or through historical fiction; other authors I have students read are from our library collection of novels"

"I specialized in Gothic Literature for the majority of my MH English degree. That said, many contemporary paranormal novels, short stories, and romances are left out of the canon prescribed as "Gothic." By including these works (i.e., Midnight in the Garden of Good and Evil as part of my nonfiction selection list in one of my courses), students are exposed to literature that has not been defined by other institutions. Additionally, Gothicism inherently explores, critiques, and illustrates social inequities, obscurities, and issues within its elemental framework. Outside of Gothic Literature, I also provide short stories and other artifacts from sites such as poetryfoudation.org and americanliterature.com."

"When teaching the Narrative Essay for ENGL 1101, I try to find authors I think my students might not be familiar with."

"I choose texts around themes and then seek out authors (other than white males) that represent these themes."

"I added in writers like Zitkala-la, DuBois and Carver, Curtis Sittenfeld, and Karen Russell in an American lit class. In a Brit lit survey, I added in Elizabeth Gaskell among others."

"We focus on global themes like revolutions or love or migration."

"I bring essays, poems, and short fiction, written by non-canonical authors, into the classroom for study & discussion."

"I try to bring in modern essays or short stories with every required canon reading. Where I have to use the traditional straight, white, cis-gender male voices (Beowulf, Chaucer, etc) I pair the stories with essays by historically-underrepresented authors on socio-economic concerns, the danger of only reading voices from the standard power structure, etc."

"I often give students non-canonical authors for the textual analysis essay to keep them from looking up the works in sparknotes or whatnot."

"I have recently taught Jesmyn Ward’s novel, Tommy Orange’s novel, and a survey course in fairy tales that examine the pieces from a contemporary feminist perspective."

The next question was a short answer question which asked respondents to "Please list some non-canonical diverse authors who have been explored in your courses." Responses included the following: 

"N/A

Zora Neal Hurston

Jesmyn Ward, Warsan Shire, Carolyn Forche, Clint Smith, Claude McKay, Terrance Hayes, Juan Felipe Herrera, Ada Limon, Louise Erdrich, Gene Luen Yang

See anthology. https://wwnorton.com/books/Flash-Fiction-International/

Rather than giving you a long list, my courses include at least 1/3 (and at time much more) of the reading / topics / literature from non-canonical, diverse authors.

Lorraine Hansberry, Bryan Stevens, Sonia Nazario, Ted Chiang, Junot Diaz

I don't know if these authors are non-canonical. Many of them are pretty well-known. They probably fit your idea of diverse:

Octavia E. Butler, Ursula K. Le Guin, Larissa Lai, Kiese Laymon, Glora Anzaldúa, Jamaica Kincaid, Cheryl Clarke, Carmen Maria Machado, Solmaz Sharif, Natasha Trethewey, Joy Harjo, Toni Morrison, Layli Longsoldier, James Tiptree, Jr.

see above

NK Jemisin, Yoon Ha Lee, Kameron Hurley, Ann Leckie, Becky Chambers, Nnedi Okorafor.

Maria Dahvana Headley, John Gardner, Zadie Smith, Chimamanda Adichie

Octavia Butler, Noviolet Bulawayo, Audre Lorde

n/a

Jesmyn Ward, Jimmy Santiago Baca, Toni Cade Bambara, Clint Smith, Terrance Hayes, Juan Felipe Herrera, Ada Limon, Gene Luen Yang, David Henry Hwang, Dominique Morisseau

Here is a wee sampling from 2020-present: Gloria Anzaldúa, Traci Chee, Eric Gansworth, Kim Johnson, Matt Mendez, Daniel Nayeri, Ashley Hope Pérez

Toni Cade Bambara, Amit Magmudar, and others

The authors I pull from the internet differ, so no names stick with me.

Sandra Cisneros, Ta-Nehisi Coates, Trevor Noah, Tupac Shakur, Kendrick Lamar

The Travels of Hildebrand Bowman (anonymous), Henry Derozio, Sarah Sophia Banks, Mai, Tupaia, Jeanne Baret, archival materials on maroon communities in the Caribbean, The Woman of Colour, other texts from the various DH site listed above--just a few examples from 18th and 19th century lit course

Luis Alberto Urrea, Luis J Rodriguez,

J Berendt, and others as students select their own artifacts to study from the websites listed above.

I have used Judith Ortiz Cofer, David Sedaris, Kristi Gansworth, Malala Yousafzai, and Mindy Kaling in past classes. They might not be non-canonical, but who exactly IS canonical? And how do we define "diverse"--non-white, non-straight, learning or behaviorally or mentally or physically challenged, non-cis non-males? When will "diverse" no longer be "diverse"--when every voice is heard, even those we disagree with or do not understand? Your topic sounds intriguing! I hope we hear your findings once you have compiled them! :-)

Fannie Flagg

Jamaica Kincaid, Sherman Alexie, Khaled Hosseini, Salman Rushdie

See previous answer

Leslie Marmon Silko, Maxine Hong Kingston, Joy Harjo

Children's writers who are AZ authors. Writers who work in other fields, but have written children's books.

Julia Alvarez. Yan Lianke. Amitav Ghosh. Roberto Bolano. Cixin Liu. Mariano Azuela.

Eve Ensler, Zadie Smith, Angie Thomas, etc.

Chimamanda Adichie, The Folger Library podcast African Americans and Shakespeare, Angie Thomas, Kim Stanley Robinson

Some examples include Enheduanna, the Sumerian Poet and James Franco, who is not well known for his literary works.

Answer is above

When asked to share "any other feedback or ideas regarding the use of Digital Humanities to expand the literary canon and/or the instruction of literature in the classroom," 15 (or 32) respondents posted thoughts such as the following: 

"I know a couple of my colleagues are more familiar with this, and they teach more literature courses; I am forwarding this to them!"

"The definition of canonical is to exclude diversity and nonsanctioned voices."

"Honestly, there is not enough time in a short survey to address this question, and I am surprised by the assumption inherit in asking this that it could be. There are entire fields of study in multiple subfields that have been exploring the avenues, purposes and pedagogical actions that can expand the literary canon."

"The paywall problem is currently the biggest one."

"Thank you for your work! Best of luck."

"I would love to keep bringing in more current literature (last 10 years)."

"I have much to learn about digital humanities, but I look forward to learning more. Thank you for your time and efforts."

"I encourage study of multimedia texts, including a focus on visual rhetoric and graphic design, not just a focus on the written word."

"I have no thoughts - I hope you share your work as fodder for our own ideas, though!"

"Having access to literature from ancient lands to contemporary continents via sites such as Internet archive, a free United States library, opens up a host of opportunities for the classroom. Having access to ancient and modern documents that have been scanned in and available for electronic loans is invaluable to students of literature and composition. Added to that, I am not a fan of being told what is and is not literature by others."

"We need to first redefine the Canon OR establish a 'Classic Canon' and a 'Modern Canon' to differentiate the voices. Technically, the ancient Greeks, Romans, Chinese, Japanese, and Arabs in the Classic Canon are diverse, right? Maybe not by gender, but otherwise, yes. We need to codify requirements for 'canonical' to ensure the credibility of the 'Modern Canon' does not include anyone who TikToks or Tweets."

"N/A"

"If DH is also about using digital technology to explore and actively learn about the humanities, the. I have used DH. But most researchers seem focused on big data uses. Interesting stuff in terms of composition pedagogy seems to be focused on AI assisted writing."

"One idea could be to have schools host a professional development session regarding including the digital humanities into the courses."

"None"