Fyfe, Paul. “Digital Humanities Unplugged,” Digital Humanities Quarterly. 5.3: 2011.

For Fyfe, the dichotomy between digital and analog is false; a digital pedagogy should be defined on its own terms, with respect to concepts [theory], methods and practices (apart from tools.) This is desirable to avoid a narrow, unreflective (non-transformative) tool-driven ethos [think powerpoint]. Fyfe cites Lathem's assertion that cultural studies doesn't really fulfill its promise until technology is used to "sort, resort contingent, rare, popular and heterogeneous materials into dynamic critical narratives" -- a practice which Fyfe implies can be expanded to other disciplines and project types BUT ALSO be practiced independently of digital tools.

For Fyfe, Dan Piti's introduction of "markup" practices via brainstorming of a recipe card, or Brad Paanek's analog "text-mining" of Pride and Prejudice using high-lighters are to be celebrated because they "defamiliarize[...] the act of reading" and "offer insights that might not exist solely in either [analog/digital] realm."

????? It's worth discussing then how something like Ramsey's "no [pre] reading Fridays" can be effective? What are the kinds of key practices (analog or digital) our class has explored????

Reflect on Fyfe's conclusion: while it is irresponsible to teach without technology, "it is [also] irresponsible to teach with technology without a digital pedagogy. And there are lots of wayt to construct a powerful digital pedagogy, one power approach begins with pulling the plug."

Brier, Stephen. DebatesWhere’s the Pedagogy? The Role of Teaching and Learning in the Digital Humanities

In 2012, or at least S.B. claims, the research focus of digital humanities almost completely excludes "implications of [DH] for how we teach in universities and colleges and how we prepare the next generation of graduate students..."

For S.B., when DH is rethought and meshed with pedagogy, we can achieve a true digital-pedagogy rather than simply teaching with technology. Drawing on the *scholarship of teaching*, the article proposes that teaching with technology describes the static pursuit of existing goals with different technology.
Projects he finds noteable are:

- WAC using blogs@baruch and buddypress to bring a social media dimension to writing within an institution.

- American Social History, collaboration with teachers to develop lesson plans integrating visual and primary source materials.

- CUNY Tech and Pedagogy Doctoral certificate, workshops in the theory and practice of DH teaching for TAs.

- Looking for Whitman, a four college research project collaboration among NY /NH area colleges co-creating a collaborative research site.

???? What are the common denominators in these projects that would allow us to flesh out S.B.'s implicit definition of truely digitized pedagogy????