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\"Virtual Victorians offers new ways of thinking about issues of representation, technology, and media change in nineteenth-century literary culture, with specific deference to the emerging field of the digital humanities. The opening section, 'Navigating Networks,' deals with digital resources and asks how they are shaping the field of Victorian studies; the second, 'Virtual Imaginings,' considers Victorian technologies of virtual experience. As a whole, this volume demonstrates that understanding the aspirations and anxieties that attended Victorian virtuality will illuminate contemporary scholarly practice--and vice versa\"--Provided by publisher.

Debates in the Digital Humanities brings together leading figures in the field to explore its theories, methods, and practices and to clarify its multiple possibilities and tensions. Together, the essays—which will be published later as an ongoing, open-access website—suggest that the digital humanities is uniquely positioned to contribute to the revival of the humanities and academic life.

The field of Digital Humanities is becoming more exciting as the number of low-cost or free mobile and desktop applications flood the market allowing users to accomplish tasks that only a few years ago were either not possible or required complicated coding or high-end computing power. The range of these applications provides access to digital communications, advanced visualization, data storage and retrieval at unprecedented levels. Digital Humanists are incorporating these tools as part of our teaching, research, and creative expression. This research volume approaches the topic from a perspective that will be attractive to those just beginning, through the step by step guides to set up and use of a variety of tools with accompanying objectives, and to those who are more advanced, through more challenging applications and their use for teaching and research. Furthermore this text will be of interest to administrators or those sceptical about the Digital Humanities, as the essays will highlight studies and research by experts in the field while maintaining the particular perspective on literary studies and Digital Africana Studies. This volume includes an introduction to the Digital Humanities and chapters on The Social Web, Communications, Visualization and Collaboration.

Academic institutions are starting to recognize the growing public interest in digital humanities research, and there is an increasing demand from students for formal training in its methods. Despite the pressure on practitioners to develop innovative courses, scholarship in this area has tended to focus on research methods, theories and results rather than critical pedagogy and the actual practice of teaching. The essays in this collection offer a timely intervention in digital humanities scholarship, bringing together established and emerging scholars from a variety of humanities disciplines across the world. The first section offers views on the practical realities of teaching digital humanities at undergraduate and graduate levels, presenting case studies and snapshots of the authors’ experiences alongside models for future courses and reflections on pedagogical successes and failures. The next section proposes strategies for teaching foundational digital humanities methods across a variety of scholarly disciplines, and the book concludes with wider debates about the place of digital humanities in the academy, from the field’s cultural assumptions and social obligations to its political visions. Digital Humanities Pedagogy broadens the ways in which both scholars and practitioners can think about this emerging discipline, ensuring its ongoing development, vitality and long-term sustainability.

While the tale of Roberto Busa and the Index Thomisticus has become an origin myth for Digital Medieval Studies, less attention has been paid to the critical role of the World Wide Web as a platform and impetus for this digital turn. This volume focuses on early Medieval Studies research created with, operating through, and dependent upon the internet itself, profiling ground-breaking projects that define the genres of internet-based scholarship we now take for granted, including sourcebooks, searchable databases, digital editions and corpora, and born-digital medieval scholarship. The collection reveals how internet-based products rely upon and support a more collaborative model of research, teaching, and learning in Medieval Studies than the more individualistic, discrete one that defined earlier work in the field.

Laying the Foundation: Digital Humanities in Academic Libraries examines the library’s role in the development, implementation, and instruction of successful digital humanities projects. It pays special attention to the critical role of librarians in building sustainable programs. It also examines how libraries can support the use of digital scholarship tools and techniques in undergraduate education. Academic libraries are nexuses of research and technology; as such, they provide fertile ground for cultivating and curating digital scholarship. However, adding digital humanities to library service models requires a clear understanding of the resources and skills required. Integrating digital scholarship into existing models calls for a reimagining of the roles of libraries and librarians. In many cases, these reimagined roles call for expanded responsibilities, often in the areas of collaborative instruction and digital asset management, and in turn these expanded responsibilities can strain already stretched resources. Laying the Foundation provides practical solutions to the challenges of successfully incorporating digital humanities programs into existing library services. Collectively, its authors argue that librarians are critical resources for teaching digital humanities to undergraduate students and that libraries are essential for publishing, preserving, and making accessible digital scholarship.

The Routledge Companion to Digital Humanities and Art History offers a broad survey of cutting-edge intersections between digital technologies and the study of art history, museum practices, and cultural heritage. The volume focuses not only on new computational tools that have been developed for the study of artworks and their histories but also debates the disciplinary opportunities and challenges that have emerged in response to the use of digital resources and methodologies. Chapters cover a wide range of technical and conceptual themes that define the current state of the field and outline strategies for future development. This book offers a timely perspective on transdisciplinary developments that are reshaping art historical research, conservation, and teaching. This book will be of interest to scholars in art history, historical theory, method and historiography, and research methods in education.

Career choices are shaped by students’ experiences, knowledge, and skill sets across time, reflecting not only disciplinary interests but also exposure to evolving fields such as data science (DSC). Despite a surge in interest and enrollment in data science degrees, the United States faces a growing demand for data literacy across multiple sectors. Online learning environments have become entry points for students’ initial engagement with DSC, offering accessibility and supporting workforce needs. Nevertheless, the interdisciplinary essence of DSC means that clear career paths remain ambiguous, especially for those applying DSC knowledge within various disciplines. While national data sources provide valuable overviews of degree distributions, more granular analysis at the course level is warranted to understand nuanced student trajectories. Project-based online learning, though proven valuable in in-person settings, remains underexplored in online DSC education. This study employs curriculum analytics and Sankey diagram visualizations to investigate course enrollment patterns and career trajectories among students after enrolling in an introductory online project-based DSC course. We built a longitudinal dataset by following 35 students between Fall 2022 and Spring 2024, tracking their subsequent course enrollments over time. Demographic and academic data were sourced from institutional enrollment records, allowing subgroup analysis based on major, gender, race, first-generation status, and achievement. Our exploratory analysis reveals patterns indicating that continued DSC course enrollment appears prevalent among nonwhite, male, STEM-major, and academically proficient students, whereas first-generation students exhibit no persistence. We illustrate how Sankey diagrams, though not establishing causality, provide actionable insights for program and curriculum development in DSC education.

An illuminating volume of critical essays charting the diverse territory of digital humanities scholarship The digital humanities have traditionally been considered to be the domain of only a small number of prominent and well-funded institutions. However, through a diverse range of critical essays, this volume serves to challenge and enlarge existing notions of how digital humanities research is being undertaken while also serving as a kind of alternative guide for how it can thrive within a wide variety of institutional spaces. Focusing on the complex infrastructure that undergirds the field of digital humanities, People, Practice, Power examines the various economic, social, and political factors that shape such academic endeavors. The multitude of perspectives comprising this collection offers both a much-needed critique of the existing structures for digital scholarship and the means to generate broader representation within the field. This collection provides a vital contribution to the realm of digital scholarly research and pedagogy in acknowledging the role that small liberal arts colleges, community colleges, historically black colleges and universities, and other underresourced institutions play in its advancement. Gathering together a range of voices both established and emergent, People, Practice, Power offers practitioners a self-reflexive examination of the current conditions under which the digital humanities are evolving, while helping to open up new sustainable pathways for its future. Contributors: Matthew Applegate, Molloy College; Taylor Arnold, U of Richmond; Eduard Arriaga, U of Indianapolis; Lydia Bello, Seattle U; Kathi Inman Berens, Portland State U; Christina Boyles, Michigan State U; Laura R. Braunstein, Dartmouth College; Abby R. Broughton; Maria Sachiko Cecire, Bard College; Brennan Collins, Georgia State U; Kelsey Corlett-Rivera, U of Maryland; Brittany de Gail, U of Maryland; Madelynn Dickerson, UC Irvine Libraries; Nathan H. Dize, Vanderbilt U; Quinn Dombrowski, Stanford U; Ashley Sanders Garcia, UCLA; Laura Gerlitz; Erin Rose Glass; Kaitlyn Grant; Margaret Hogarth, Claremont Colleges; Maryse Ndilu Kiese, U of Alberta; Pamella R. Lach, San Diego State U; James Malazita, Rensselaer Polytechnic Institute; Susan Merriam, Bard College; Chelsea Miya, U of Alberta; Jamila Moore Pewu, California State U, Fullerton; Urszula Pawlicka-Deger, Aalto U, Finland; Jessica Pressman, San Diego State U; Jana Remy, Chapman U; Roopika Risam, Salem State U; Elizabeth Rodrigues, Grinnell College; Dylan Ruediger, American Historical Association; Rachel Schnepper, Wesleyan U; Anelise Hanson Shrout, Bates College; Margaret Simon, North Carolina State U; Mengchi Sun, U of Alberta; Lauren Tilton, U of Richmond; Michelle R. Warren, Dartmouth College.