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In case my first proposal is too much like what is already being offered, I’ll put forth an alternate proposal:

With many screencasting programs the basics are easy to learn, but most of us did not attend film school.  The hours spent creating a screencast make updating it a chore.  If we could screencast more effectively, we could keep our videos updated and more useful.

• What are some common mistakes that novice screencasters make, and how can we avoid them?
• How can we create a more polished product in fewer takes?
• What are best practices for those who don’t have a dedicated studio space for screencasting?
• Are there times when a rough screencast is better than a polished one?

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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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Digital information becomes separated from its traditional “containers.” To a novice user a journal article, for example, can resemble a book chapter or a conference report.  Even experienced users can find the genre lines blurry in an electronic environment.

• How can we best foster genre awareness in this context?
• Why does genre matter?
• How do we deal with blurred, hybrid, or emerging genres?