"What is digital humanities and why should I care?" "I don’t have time to learn anything else or do more than I’m already doing." "Our admin made us learn Omeka once and we all hated it." These are some of questions and comments heard through water cooler chat as the new digital scholarship librarian prior to undertaking an undercover DH skill development series among faculty and staff. There were plenty of barriers, it seemed, to embracing DH, including time, energy, perceived skillsets/competencies, negative past DH experiences, and a lack of internal professional development opportunities; all of these challenges were navigable through some creative workshop design, without any real budget required. In this interactive, takeaway-driven session, I’ll share strategies, tools, and curricula for shoring up digital skills among those who do not identify as DHers, the digitally resistant, and self-identified luddites. Handouts and digital resources include: * A Presentation & Pitch Strategy: What is "Digital Humanities” & Why Should I Care?: Inclusive Definitions & Practices of DH * An Intro-Level Digital Skill Lesson Curriculum with Wide Appeal: Life Hacks from a Librarian: Savin’ Time & Gettin’ Organized * A Digital Handout: Make It Beautiful, Make It Useful, or Better Design for Busy People * A DH App/Tool Directory: Quick Wins: 12 Great (and Easy!) Tools for DH in the Academy You’ll leave this session better prepared to become an ambassador for digital scholarship at your own institution with some successfully tested strategies in-hand for building buy-in and enthusiasm for digital scholarship practices and its vast possibilities. No tears— just fun and practical tools for making DH accessible for everyone.

The increased visibility of transgender students has brought trans issues into the school environments as never before. This prominence has also brought to the forefront significant and new questions about the role of teachers, parents, and administrators when it comes to the education and learning experiences of transgender students. We propose that these questions must be coupled with queries about equity, diversity, ethics, and social justice curriculum and pedagogy. Accordingly, the purpose of our presentation is to share research and teaching strategies that promote diversity in regard to gender and sexual orientation. Specifically, we address two goals to strengthen knowledge: 1) explore specific topics through research and 2) create a professional learning environment that support research literacy. We develop these two research goals in relation to trans gender studies and connect the knowledge to student learning and the development of digital pedagogical strategies that demonstrate sensitivity and care of inclusive art and art education practices. Research Goal 1: First, based on our research explorations and publication on trans/gender studies, we introduce core concepts of gender identity and gender expression, trans-affirming etiquette/ethics, and strategies to become allies of LGBQ and transgender students to improve the school climate and student success. We also explore visual culture and the work of artists whose trans/gender identity mediate their creative output in relation to art and visual studies education. Research Goal 2: Next, we introduce a web-based LGBTQ-affirmative curriculum that we created for undergraduate pre-service art educators. This platform creates a professional learning environment that support research literacy related to gender and sexuality inclusive art education, structured for immediate use by K-12 educators via a freely accessible website. Participants can expect to leave this session with ideas and educational materials to re-think heteronormative conceptions of gender identity and expression, strategies to become socially responsible allies, and research/teaching ideas that promote modes of engagement that foster diversity and inclusivity for all students.

While the Digital Humanities community espouses the values of openness, collaboration, collegiality, and diversity (Spiro, “‘This Is Why We Fight’: Defining the Values of the Digital Humanities.” Debates in the Digital Humanities, ed Matthew K. Gold, U of Minnesota P, 2012), resource barriers make it difficult for scholars without Digital Humanities centers and infrastructure to engage in digital humanities scholarship. We propose that Digital Pedagogy offers the prospect of a more accessible Digital Humanities because teaching is an activity common across all types of higher education institutions and because of the open online sharing of teaching materials, ideas, and assignments. With hands-on exercises, participants in this workshop will engage with Digital Pedagogy in the Humanities (eds., Davis, Gold, Harris & Sayers) currently available in Github; forthcoming in 2019 from MLA) to explore a range of concrete examples of the materials that make up successful digital pedagogy practices based on the core concepts of Digital Pedagogy: collaboration, play, open, student agency, practice, and identity. In total, across 59 keywords, the collection provides 573 unique pedagogical artifacts that are both direct samples of digital pedagogy in action and models of teaching ideas that can be reused and remixed. This collection explicitly addresses ways to break down barriers. Consider, for example, the hashtag syllabus which perforates the walls between academia and the public, illustrated by the artifacts, “#Brexit Syllabus” in the keyword, “Affect," “#BlackLivesMatter” in “Collaboration," “#Lemonade Syllabus” in “Hashtag," “#Ferguson Syllabus” in “Race," and “#Pulse Orlando Syllabus” in “Sexuality." This open, collaborative knowledge production brings voices outside of academia into the traditional academic structure of the syllabus. Other relevant keywords include “Intersectionality,” which explicates the interplay of identity categories, while keywords like “Diaspora," “Digital Divides," “Disability," “Futures," “Gender," “Indigenous," “Queer," “Race," “Sexuality," and “Social Justice” explore the intersection of these categories with the digital and each other. By searching through the collection, attendees will discover assignments, syllabi, rubrics, and more, to aid immediately in their integration of digital technologies into their courses. The workshop, taken as a whole, will document the richly-textured culture of teaching and learning that responds to new digital learning environments, research tools, and socio-cultural contexts. Workshop participants will practice inclusivity by working openly in a google doc on the following activities: 1. Icebreaker: Define digital pedagogy for self and think/pair/share 2. Present: Introduction to digital pedagogy, its key concepts, & common barriers 3. Activity: Articulate student learning goals 4. Activity: Model use of DPiH; participants choose keywords or assignment to work on (small group work) 5. Activity: Fork/Remix/Revise “bloom and fade” activity from DPiH (individual) 6. Activity: What barriers do groupmates see for this bloom and fade activity (small group work) 7. Activity: Full group discussion: How do you overcome barriers? 8. Activity: Reflection: validate or revise your initial digital pedagogy definition (individual)