This site functions as an interdisciplinary resource for anyone seeking guidance and basic information about digital “genres” developed and/or used by digital scholarship practitioners to create and disseminate knowledge in the digital realm. The samples and guidelines provided here aid in learning to navigate and evaluate digital scholarship in the humanities and social sciences, especially for

• hiring committees,
• promotion and tenure committees,
• dissertation advisors,
• directors of graduate study and
• administrators

As such, the site presents a dynamic blueprint that can be adapted locally, beyond the general guidelines published by organizations such as the MLA or AHA (see Resources).

Digital scholarship, if understood not only as researching and learning with digital methodologies and tools but also as communicating and publishing beyond print media, challenges the traditionally trained humanist: how is the evaluating humanities scholar to navigate the plethora of media and media affordances? What about the variety of literacies or skills required to read, interpret and measure such scholarship? How to negotiate the possible semiotic playing fields? And how to make sure such scholarship is recognized, appreciated, and rewarded by those who make pivotal career decisions about the digital scholar?

Digital scholarship methodologies and practices demand specific digital, literacy, and communication skills to translate between digital and analog epistemologies in humanities research. Such translation work also requires an understanding of meta-languages whose elements, while still at odds with each other, promise rich and sustainable results:

• design theory and practice,
• creativity (building) and
• critical thinking and analysis (deconstruction).

This project was created by Anke K. Finger (University of Connecticut). The project is ongoing, and the site is under continuous construction.

Please direct any questions or suggestions to anke.finger(at)uconn.edu – if you have sites, titles, audio or stories that can help our readers, we are eager to include them.

Authors (in alphabetical order):

Anke Finger, University of Connecticut and Shelley Rose, Cleveland State University

This work is licensed under a Creative Commons Attribution 4.0 International License.