Journal of Interactive Technology and Pedagogy, no. 27

Edited by Patricia Belen, Stefano Morello, Gregory J. Palermo, Danica Savonick, and Brandon Walsh

“More students in a single classroom; fewer instructors to engage them. Extravagant AI contracts; shrinking teaching budgets. Publish more articles; spend less time on lesson plans. So often, more exists alongside less. Now, more than ever, digital humanities practitioners are under pressure to think about the scale of their work with fewer resources to sustain them. In this context, this special issue explores minimalist digital humanities pedagogy, a broad approach to teaching and learning in DH that works within significant technological, infrastructural, resource, or pedagogical restrictions—whether undertaken intentionally or as a response to circumstance. Vendors and Silicon Valley would offer one-size-fits-all technical solutions for all problems, but minimal pedagogy depends on local contexts and needs.”