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I’d like to have a conversation with like-minded folks who support classroom pedagogy about the library/ed tech role in teaching DH to undergraduates. I suspect there are more of us at smaller liberal arts colleges than at larger institutions, but I welcome and hope for surprise. Some initial question:

• How are DH competencies taught to students at our institutions, and what is (or should be) the library’s role in that?
• How does this role mirror or diverge from our more traditional involvement in teaching and pedagogy? How should it?
•  How best do we teach undergraduate students to think in the terms of DH methodologies? Is embedment a better model than single-sessions? Do we collaborate with faculty beyond (or in lieu of) class sessions? How?
• Where’s the line between library support and educational technology support for DH pedagogy? Where should it be?

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Sure, the fun part is actually doing the project – digging into the data, creating cool models and maps, driving the discussion and exploration of a chosen topic. But what happens after the project concludes? How are the products created during the project managed? What about the documentation and systems used? The responsibility for a digital project humanities project does not end when the final product is created and shared. Libraries are uniquely placed to provide support not only during a project, but afterward as well. I’d like this session to explore ways that libraries can create and market the services needed to support digital humanities projects when they’ve reached their end. At what point should libraries become involved in the project? Should DH projects consider the limitations of library information systems when being planned, or should libraries be flexible to handle a wide range of data and products?