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Notes on the State of Digital American Studies Scholarship, Publishing, and Teaching: A Response to Werner Sollors et al.

Ingrid Gessner, Marc Priewe


Seiten 45 - 53

DOI https://doi.org/10.33675/AMST/2019/1/6


open-access

This publication is distributed under the terms of the Creative Commons License Attribution - NonCommercial - NoDerivatives 4.0. (CC BY-NC-ND 4.0)



In this response to Werner Sollors’s article on the use of digital technology in research and teaching scenarios, we ask how some of the observations made by Sollors and his colleagues apply specifically to a German American Studies context. We are particularly interested in further discussing questions of access to and availability of digital material, the impacts of computers on teaching environments and methods of digital pedagogy, the need for increased data literacy in the humanities, and the chances and limitations of transdisciplinary research collaborations that often inform digital scholarship in American Studies.

1 “Information and Media Literacy.” SKILL.de. Universität Passau, 7 Apr. 2019. Web. 14 May 2019. http://www.skill.uni-passau.de/lehrprojekte/information-and-media-literacy/.

2 Reich, Justin, and José A. Ruipérez-Valiente. “The MOOC Pivot.” Science 363.6423 (Jan. 2019): 130-31. Web. 18 Dec. 2019. https://doi.org/10.1126/science.aav7958.

3 SHRIMP: Social Hypertext Reader & Interactive Mapping Platform. American Studies Leipzig, n. d. Web. 18 Dec. 2019. http://www.shrimpp.de/.

4 Siewert, Stephanie, and Nils Reiter. “The Explorative Value of Computational Methods.” Amerikastudien / American Studies 63.2 (2018): 199-230. Print.

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