정보관리학회지 (Journal of the Korean Society for information Management)

  • 제36권4호
  • /
  • Pages.107-128
  • /
  • 2019
  • /
  • 1013-0799(pISSN)
  • /
  • 2586-2073(eISSN)
한국정보관리학회 (Korean Society for Information Management)
권호 표지
DOI QR코드

DOI QR Code

미국 대학의 디지털 인문학 교육 프로그램 연구

A Study on Digital Humanities Education Programs at American Universities

  • 이지수 (고려대학교 민족문화연구원) ;
  • 이혜은 (숙명여자대학교 문헌정보학과)
  • 투고 : 2019.11.17
  • 심사 : 2019.12.19
  • 발행 : 2019.12.30
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구는 미국의 대학, 대학도서관 및 디지털 인문학 센터의 디지털 인문학 교육 프로그램에 대한 사례를 조사한 것이다. 연구의 결과 대학 중심의 교육 프로그램은 타 학과와 연계하여 인문학 및 디지털 기술의 관련된 강좌를 전반적으로 수강할 수 있도록 하는 프로그램을 운영하고 있는 것으로 분석되었다. 또한 디지털 인문학 교육 프로그램은 완전한 학위 과정으로 운영하기 보다는 대학원 수료증 과정으로 운영되며, 이수를 위해서는 사전에 문헌정보학 및 인문학의 대학원 학위를 필수로 요구하는 기관이 대부분인 것으로 조사되었다. 디지털 인문학 센터는 인문학 전공자의 연구지원을 위해 대학 및 대학도서관과 연계하여 대학 내의 교수진 및 박사 후 연구원 등을 중심으로 교육 프로그램을 운영하고 있으며, 프로그램의 유형은 워크숍 또는 수료증 과정이었다. 한편, 대학도서관의 교육프로그램은 대학의 모든 전공의 학생 및 연구자를 대상으로 연구지원의 형식으로 운영하고 있으며, 교육 프로그램의 내용은 이론 중심보다는 디지털 프로젝트를 위한 실습에 중점을 두고 있어 대학도서관은 가장 다양한 이용자를 대상으로 실용적인 디지털 인문학 프로그램을 운영하고 있는 것으로 파악되었다. 디지털 리터러시의 역량을 키우고 디지털 기술을 기반으로 한 연구를 수행할 수 있도록 지원하는 것은 대학도서관의 새로운 역할이 되었고 이를 위하여 도서관이 디지털 인문학 교육에 있어 중심적인 역할을 수행해야 하는 것은 분명하다. 또한 이러한 프로그램을 운영하기 위한 전문가를 양성하기 위하여 문헌정보학과에서 디지털 인문학 교육도 함께 검토되어야 할 것이다.

This study examines cases of digital humanities education programs at universities, university libraries and digital humanities centers in the United States. As a result of the research, it was analyzed that the university-centered education program operates in conjunction with other departments to take courses related to humanities and digital technology in general. The digital humanities education program is not operated as a full degree program, but most programs are operated as graduate certificate programs, and it is required to require a graduate degree in library and information science and humanities in advance. Most of the digital humanities centers run educational programs centered on faculty and postdoctoral researchers in universities in connection with universities and university libraries to support the humanities scholars. Lastly, the university's digital humanities education program is operated in the form of research support for students and researchers of all majors. In addition, the content of the educational program focused on the practice for digital projects rather than theory. Empowering digital literacy and supporting digital technology-based research has become a new role for university libraries, which requires libraries to play a central role in digital humanities education.

키워드

참고문헌

  1. Kim, Hyun (2013). Digital humanities: Cooperative scheme between humanities and cultural contents. Human Contents of Association, 29, 9-26.
  2. Kim, Hyun, Lim, Young-Sang, & Kim, Baro (2016). Introduction to digital humanities. Hankuk University of Foreign Studies.
  3. Moon, Sang-ho, Kang, Ji-hoon, & Lee, Dong-Yeon (2016). Understanding of digital humanities. Arambook.
  4. Lee, Ji-su (2017). Definition and research status of digital humanities: Focusing on digitization of knowledge information in japanese studies. The Japanese Language Literature Association of Korea, 74, 41-62. https://doi.org/10.18704/kjjll.2017.09.74.41
  5. Alexander, B., & Rebecca, F. D. (2012). Should liberal arts campuses do digital humanities?. Process and Products in the Small College World. In Debates in the Digital Humanities, edited by Matthew K. Gold. Minneapolis: University Of Minnesota Press. Retrieved from: http://dhdebates.gc.cuny.edu/debates/text/25
  6. Berry, D. M. (2012). Understanding digital humanities. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan.
  7. Berry, D. M., & Fagerjord, A. (2017). Digital humanities: Knowledge and critique in a digital age. Cambridge, UK: Polity.
  8. Burdick, A., Drucker, J., Lunenfeld, P., Presner, T., & Schnapp, J. (2012). Digital_humanities. Cambridge, MA: MIT Press.
  9. Buurma, R. S., & Anna, T. L. (2016). The sympathetic research imagination: Digital humanities and the liberal arts. In Debates in the Digital Humanities, edited by Matthew K. Gold and Lauren F. Klein. Minneapolis: University of Minnesota Press. Retrieved from: http://dhdebates.gc.cuny.edu/debates/text/74
  10. Clement, T. (2012). Multiliteracies in the undergraduate digital humanities curriculum. In Digital Humanities Pedagogy: Practices, Principles and Politics, edited by Brett D. Hirsch, 365-88. Retrieved from http://www.openbookpublishers.com/product/161/digital-humanities-pedagogy-practices-principles-and-politics.
  11. Cornell University Library의 Digital humanities scholarship. Retrieved from: https://digitalscholarship.library.cornell.edu/workshops
  12. Duke University(Digital Humanities Initiative). Retrieved from: https://digitalhumanities.duke.edu/
  13. Higgins, S. (2011). Digital curation: The emergence of a new discipline. International Journal of Digital Curation, 6(2), 78-88. https://doi.org/10.2218/ijdc.v6i2.191
  14. Honn, J. (2015). A guide to digital humanities: Values methods. Northwestern University Library. Retrieved from: https://web.archive.org/web/20150919224700/http://sites.northwestern.edu/guidetodh/values-methods/
  15. Indiana University. Retrieved from: https://ils.indiana.edu/programs/specializations/index.html
  16. Locke, B. T. (2017). Digital humanities pedagogy as essential liberal education. A Framework for Curriculum Development by Digital Humanities Quarterly, 11(3). http://www.digitalhumanities.org/dhq/vol/11/3/000303/000303.html
  17. Mackey, T. P,, & Jacobson. T. E. (2014). Metaliteracy: Reinventing information literacy to empower learners. College & Research Libraries, 72, 62-78. http://crl.acrl.org/content/72/1/62.full.pdf https://doi.org/10.5860/crl-76r1
  18. McGrail, A. B. (2016). The 'whole game': Digital humanities at community colleges. In Debates in the Digital Humanities, edited by Matthew K. Gold and Lauren F. Klein. Minneapolis: University of Minnesota Press. Retrieved from: http://dhdebates.gc.cuny.edu/debates/text/53
  19. National Endowment for the Humanities (NEH). Retrieved from: https://www.neh.gov
  20. NC State University. Retrieved from: https://dh.chass.ncsu.edu/grad/
  21. Pratt Institut. Retrieved from: https://www.pratt.edu/academics/information/advanced-certificates/digital-humanities/
  22. Presner, T. (2010). Digital humanities 2.0: A report on knowledge, emerging disciplines. ed. Melissa Bailar. Houston: Rice University Press, 63-86.
  23. Rosenblum, B., Frances D., Tami, A., & Wade G. (2016). Collaboration and coteaching librarians teaching digital humanities in the classroom. In Digital Humanities in the Library: Challenges and Opportunities for Subject Specialists, edited by Arianne Hartsell-Gundy, Laura Braunstein, and Liorah Golomb, 151-175. Association of College and Research Libraries.
  24. Schnapp, J., & Presner, P. (2009). Digital humanities manifesto 2.0. http://www.humanitiesblast.com/manifesto/Manifesto_V2.pdf
  25. Selisker, S. (2016). Digital humanities knowledge: Reflections on the introductory graduate syllabus. In Debates in the Digital Humanities, edited by Matthew K. Gold and Lauren F. Klein. Minneapolis: University of Minnesota Press. Retrieved from: http://dhdebates.gc.cuny.edu/debates/text/68
  26. Senchyne, J. (2016). Between knowledge and metaknowledge: Shifting disciplinary borders in digital humanities and library and information studies. In Debates in the Digital Humanities, edited by Matthew K. Gold and Lauren F. Klein. Minneapolis: University of Minnesota Press. Retrieved from: http://dhdebates.gc.cuny.edu/debates/text/81
  27. Spiro, L. (2011). Knowing and doing: Understanding the digital humanities curriculum. Presented at Digital Humanities 2011. Stanford University. Retrieved from: https://digitalscholarship.files.wordpress.com/2011/06/spirodheducationpresentation2011-4.pdf
  28. Spiro, L. (2012). "This is why we fight": Defining the values of the digital humanities. In Debates in the Digital Humanities, 16-35. edited by Matthew K. Gold. Minneapolis: University of Minnesota Press.
  29. Spiro, L. (2012). Digital humanities pedagogy: Practices, principles and politics. Opening up Digital Humanities Education, 331-363.
  30. Sula, C. A. (2013). Digital humanities and libraries: A conceptual model. Journal of Library Administration, 53(1), 10-26. https://doi.org/10.1080/01930826.2013.756680
  31. Terras, M. (2006). Disciplined: Using educational studies to analyse humanities computing. Literary and Linguistic Computing, 21(2), 229-46. https://doi:10.1093/llc/fql022
  32. Terras, M. (2011). Quantifying digital humanities. UCL Centre for Digital Humanities. Retrieved from: https://www.ucl.ac.uk/infostudies/melissa-terras/DigitalHumanitiesInfographic.pdf
  33. University of California, Los Angeles. Retrieved from: https://dh.ucla.edu/
  34. University of Missouri. Retrieved from: https://sislt.missouri.edu/certificates/digital-humanities/
  35. University of Nebraska(Center for Digital Research in the Humanities) (CDRH). Retrieved from: https://cdrh.unl.edu/
  36. University of North Carolina at Chapel Hill. Retrieved from: https://cdh.unc.edu/programs/dh-graduate-certificate/
  37. University of South Carolina(Center for Digital Humanities). Retrieved from: https://sc.edu/about/centers/digital_humanities/
  38. Varner, S. (2016). Library instruction for digital humanities pedagogy in undergraduate classes. In Laying the Foundation: Digital Humanities in Academic Libraries, edited by John W. White and Heather Gilbert, 205-22. Notre Dame, Ind: Purdue University Press.
  39. Vedantham, A., & Dot, P. (2016). Spaces, skills, and synthesis. In Digital Humanities in the Library: Challenges and Opportunities for Subject Specialists, edited by Arianne Hartsell-Gundy, Laura Braunstein, and Liorah Golomb, 177-198. Association of College and Research Libraries.
  40. Yale University, DHLab. Retrieved from: https://dhlab.yale.edu/