digital humanities resources, embedded librarianship, instructional support, pedagogy, reference
This article explores best practices for supporting digital humanities (DH) activity and pedagogy in the undergraduate classroom on campuses without a DH center in the library. By examining specific aspects of librarians' curricular engagements, with a particular focus on reference and instructional activity, we discuss how reenvisioning these services aids in the development of effective support for both faculty and students engaged in DH. An included case study illustrates how redefining “traditional” librarian liaison roles and shifting expectations of faculty from one-shot instruction sessions to embedded librarianship models can be put into practice in undergraduate classrooms with a DH focus. The article concludes with a discussion of the librarian as digital humanist and how this role can positively impact undergraduate curricula.
Citation / Publisher Attribution
College & Undergraduate Libraries, v. 24, issue 2-4, p. 452-466
This is an Accepted Manuscript of an article published by Taylor & Francis in College & Undergraduate Libraries on 23 May 2017, available online: http://www.tandfonline.com/10.1080/10691316.2017.1325346.
Scholar Commons Citation
Griffin, Melanie and Taylor, Tomaro I., "Shifting Expectations: Revisiting Core Concepts of Academic Librarianship in Undergraduate Classes with a Digital Humanities Focus" (2017). Special Collections Faculty and Staff Publications. 41.