I looked at the survey and discussion about this at EMOB today, and found that technology-triumphalism notwithstanding, there is an interesting range of responses to technology going on within 18c studies. (And I believe that the triumphalism itself is largely imagined or feared by those who don’t actually engage in the difficult work of DH).
What struck me, however, was the generational diversity of the ASECS respondents, with what seemed to be roughly equal cohorts for those whose membership had lasted 2 yrs, 2-5 yrs, 11-15 yrs, 16-20 yrs., and 20+ yrs. Unsurprisingly, there was also a similar range and diversity of social networking tools in use, from Twitter and Facebook to blogs like the Long 18th and EMOB to traditional email listservs like C18-L. But there doesn’t seem to be a single favored approach to scholarly communication among ASECS members, at least among these respondents.
The other aspect of this report that surprised me was the strong showing of pedagogy and teaching practices in the list of DH topics people want to learn more about. We’ve featured discussions like this in the past at the Long 18th, as has EMOB, but it seems as if the demand for this kind of information goes beyond what our blogs have offered so far.
I’d be curious whether those following the Long 18th or EMOB would like to see more pedagogy posts, perhaps in a variety of formats. For my part, I enjoy writing these, but I tend to discuss the strategies used in my own teaching.
For my part, I’d love to see how different instructors use ECCO or EEBO in different kinds of courses (I know that Eleanor has done so in a History of the Book course, but I’d like to see how it might work differently by genre or other organizational schema), or at different levels of the undergraduate or graduate curriculum. If anyone out there would like to share additional information about their own assignments or strategies, or about what works and what hasn’t for them, I would be happy to have them post here. Just let me know, either in the comments here or offline at DMazella at UH.EDU.