Appendix 2A: Possible Strategies for Librarian–Faculty Collaboration
5. Faculty and librarians continue to exist in unequal power re-
lationships. Although there are a growing number of publica-
tions on the power of librarians’ “no,” it is important to note that librarians may not always have the choice of opting out of a kind of faux “collaboration” of doing exactly what a faculty member wants. Both librarians and faculty must understand that refusing to do a “one-shot” session because it doesn’t align with your pedagogical philosophy is not a luxury all librarians have. Librarians should therefore protect themselves by understanding where they can push their institutional hierarchies to improve and where they cannot. Faculty should likewise be aware of the power that they are given by these unequal hierarchies in which we all currently move: beware of exploiting, either on purpose or by accident, librarian colleagues. In the end, faculty and librari- ans need to remember that supporting and empowering students to be flexibly and fearlessly information literate is always the ulti- mate purpose and goal.
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I
n late 2016 we, the authors, were discussing the different ways the digital humanities are taught in our respective libraries. One author, Jessica, frequently guest lectures on digital humanities in other people’s courses, both at her own university and at nearby uni- versities; helps run a four-day summer workshop on digital humani- ties for entering graduate students; and is in the process of develop- ing a graduate digital humanities course that will be officially taught through the Department of History. Another author, Brian, worked with colleagues to develop a series of workshops that offer three dif- ferent subjects in digital scholarship each week for an entire semes- ter, where digital scholarship is defined as including, but not being limited to, digital humanities methodologies and the humanistic study of born-digital objects. Like Jessica, he also makes appearances in courses around campus to discuss digital humanities methods scholarship, projects, or theory, but he does not at the moment teach his own, stand-alone class.Our discussion turned quickly to the many different ways that digital humanities is taught elsewhere in libraries and by librarians. It often takes the form of the ubiquitous, 90-minute workshop, but it has other manifestations as well. Library staff can be embedded in a for-credit course, for example, or librarians can be instructors of record and teach their own course in an academic program or department. We all agreed that, despite how frequent digital humanities teaching has become in libraries, it is an underexamined phenomenon. For example, in the two SPEC Kits produced by the Association of Research Libraries (ARL) on digital humanities— one in 2011 and the other in 2016—pedagogy merits only cursory mentions, with the reports favoring service descriptions, project planning documents, and organizational charts (see Bryson et al. 2011; Mulligan 2016).