What are digital literacies in today’s world?  Have we moved past information literacy alone?  What other digital skills do our students need for personal, professional, and civic lives in the emerging digital ecosystem that is fundamentally shaped by networks and that is increasingly driven by data and algorithms that personalize information for users and inform human judgment?

What standards or frameworks do you use?  Here are a few examples:

• Information Literacy: Association of College & Research Libraries (ACRL). “Framework for Information Literacy for Higher Education.” Accessed January 4, 2016. www.ala.org/acrl/standards/ilframework
• Data Literacy: Carlson, Jake R.; Fosmire, Michael; Miller, Chris; and Sapp Nelson, Megan R. “Determining Data Information Literacy Needs: A Study of Students and Research Faculty” (2011). Libraries Faculty and Staff Scholarship and Research. Paper 23. docs.lib.purdue.edu/lib_fsdocs/23.
• Multimodal Literacy: See examples here: Kuhn, Virginia. “Multimodal.” Rebecca Frost Davis, Matthew K. Gold, Katherine D. Harris, Jentery Sayers (Eds.), Accessed January 4, 2016. Digital Pedagogy in the Humanities: Concepts, Models, and Experiments. digitalpedagogy.commons.mla.org/keywords/multimodal/ and github.com/curateteaching/digitalpedagogy/blob/master/keywords/multimodal.md
• Multiliteracies: Clement, T.E., 2013. Multiliteracies in the Undergraduate Digital Humanities Curriculum: Skills, Principles, and Habits of Mind, in: Hirsch, B. (Ed.), Digital Humanities Pedagogy: Practices, Principles and Politics. Open Book Publishers, Cambridge, England. www.openbookpublishers.com/reader/161 and
  New London Group, 1996. A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review 66, 60–92.

In the 21st century we face complex problems that cross disciplines and require collaborative approaches. Digital tools and information networks make it feasible to design project-based learning experiences that integrate students into the research process. This session will provide examples of how such projects, when integrated into courses, help students develop skills to work collaboratively, apply appropriate tools, and learn flexible problem-solving skills.  It will also invite participants to share more examples and effective strategies for integrating student digital projects into classes.  How do you break a project down?  How do you access available resources including other people.  How do you ensure students have the right skills?  How big a project is feasible?  How will you evaluate it?

Digital Pedagogy in the Humanities: Concepts, Models, and Experiments, edited by Rebecca Frost Davis, Matthew K. Gold, Katherine D. Harris, and Jentery Sayers, is a dynamic open-access collection currently in development in github (github.com/curateteaching/digitalpedagogy) and on MLA Commons (digitalpedagogy.commons.mla.org/). Each entry in the collection focuses on a keyword in the field of digital pedagogy (ranging from “queer” to “interface” to “professionalization”) and is curated by an experienced practitioner, who briefly contextualizes a concept and then provides ten supporting artifacts, such as syllabi, prompts, exercises, lesson plans, and student work, drawn from courses, classrooms, and projects across the humanities. New keywords will be added in batches throughout 2015-2016, with fifty keywords to be included in the final project. Currently, the second batch of keywords (Failure, Multimodal, Poetry, Professionalization, Project Management, Race, Sexuality, Text Analysis) is in open peer review on MLA Commons: https://digitalpedagogy.commons.mla.org/

The MLA has created a prototype platform for the ultimate publication of this project.  This demo and workshop will give an overview of the project, demonstrate the prototype platform, and invite you to try it out.  Please help us make this digital pedagogy resource as useful to you as possible by sharing your feedback on current and desired functionality. We will also will ask participants to reflect on and share their definition of digital pedagogy, as well as keywords, and artifacts. This crowd-sourced definition will be aggregated and analyzed through Voyant text analysis, with the results presented in our github repository: github.com/curateteaching Participants can also tweet their definition to our hashtag #curateteaching

See also our electronic roundtable session at #MLA16: Sunday, January 10, 2016, 10:15 – 11:30 AM in Lone Start G, JW Marriott: Session 736, “Curating Digital Pedagogy in the Humanities.”  Details are here: github.com/curateteaching/digitalpedagogy/blob/master/MLA2016.md