This syllabus is my fifth version of a course aimed at introducing the digital humanities at an undergraduate level. In consultation with my colleagues, I decided that this year’s version should also include a unit that looked at digital objects with a humanities perspective. The course is organized around four projects, each of which is oriented…[Read more]

This syllabus is my fifth version of a course aimed at introducing the digital humanities at an undergraduate level. In consultation with my colleagues, I decided that this year’s version should also include a unit that looked at digital objects with a humanities perspective. The course is organized around four projects, each of which is oriented…[Read more]

This syllabus is my fifth version of a course aimed at introducing the digital humanities at an undergraduate level. In consultation with my colleagues, I decided that this year’s version should also include a unit that looked at digital objects with a humanities perspective. The course is organized around four projects, each of which is oriented…[Read more]

The relationship between obsolescence and innovation in the digital age is a peculiar one, conveying not past and future but instead demonstrating their eternal simultaneity.

The relationship between obsolescence and innovation in the digital age is a peculiar one, conveying not past and future but instead demonstrating their eternal simultaneity.

The relationship between obsolescence and innovation in the digital age is a peculiar one, conveying not past and future but instead demonstrating their eternal simultaneity.

The relationship between obsolescence and innovation in the digital age is a peculiar one, conveying not past and future but instead demonstrating their eternal simultaneity.

The relationship between obsolescence and innovation in the digital age is a peculiar one, conveying not past and future but instead demonstrating their eternal simultaneity.