The collaboration makes sense on many levels, but here are two that surface readily:
- These are complex technologies that function in a complex social and cultural system. We can meet the development needs because we represent institutions with different institutional missions, different (though like-minded) communities, with different resources.
- Our students, who will seek jobs in which they work collaboratively in different institutional missions, from the perspective of different (though like-minded) communities, with different resources, must be prepared to meet these challenges within a network of a the wider DH community.
If we believe in a basic DH tenet that making is a theoretically framed activity that helps deepen our understanding of our cultural artifacts and our modes of knowledge production, we must instill, as Bethany so aptly articulates, “a can-do, maker’s ethos” in students who will feel “empowered to build and re-build the systems in which they and future students will operate.” To further this cause, we must also instill a second basic DH tenet in our community of scholars, makers, and teachers: we must pool our resources, both technical and academic, and develop our technologies (such as the TEI and Omeka) and mentor our students, together.
Both Carin and Zane will blog regularly in this space as the project develops. Onward ho, ya’ll.