The conceptual ecology of digital humanities

Purpose The purpose of this paper is to dissect key issues and debates in digital humanities, an emerging field of theory and practice. Digital humanities stands greatly to impact the Information and Library Science (ILS) professions (and vice versa) as well as the traditional humanities disciplines. Design/methodology/approach This paper explores the contours of digital humanities as a field, touching upon fundamental issues related to the field’s coalescence and thus to its structure and epistemology. It looks at the ways in which digital humanities brings new approaches and sheds new light on manifold humanities foci. Findings Digital humanities work represents a vital new current of interdisciplinary, collaborative intellectual activity both in- and outside the academy; it merits particular attention from ILS. Research limitations/implications This paper helps potential stakeholders understand the intellectual and practical framework of the digital humanities and “its relationship” to their own intellectual and professional work. Originality/value This paper critically synthesizes previous scholarly work in digital humanities. It has particular value for those in ILS, a community that has proven especially receptive to the field, as well as to scholars working in many humanities disciplines. Digital humanities has already made an important impact on both LIS and the humanities; its impact is sure to grow.

Teaching a Socially Controversial Scientific Subject

This chapter explores teachers' and students' acceptance and understanding of evolutionary theory by using conceptual ecology (Toulmin, 1972) as a theoretical lens. Demastes, Good, and Peebles (1995) describe the conceptual ecology for evolutionary theory. Acceptance of evolutionary theory is part of this conceptual ecology, and this conceptual ecology also contains the following five components: (1) prior conceptions related to evolution (understanding of evolutionary theory); (2) scientific orientation (degree to which the learner organizes his/her life around scientific activities); (3) view of the nature of science; (4) view of the biological world in competitive and causal terms as opposed to aesthetic terms; and (5) religious orientation. A complex web of connections among components of conceptual ecology for evolutionary theory influences one's acceptance and understanding of evolutionary theory. Therefore, studying the relationship between acceptance and understanding of evolutionary theory as a part of the conceptual ecology for evolutionary theory is more promising than studying acceptance of evolutionary theory in isolation. Moreover, studying acceptance of evolutionary theory as an integral part of the conceptual ecology may enable us to explain why some teachers and students show a high degree of acceptance and others show a low degree of acceptance.

Teaching a Socially Controversial Scientific Subject

This chapter explores teachers’ and students’ acceptance and understanding of evolutionary theory by using conceptual ecology (Toulmin, 1972) as a theoretical lens. Demastes, Good, and Peebles (1995) describe the conceptual ecology for evolutionary theory. Acceptance of evolutionary theory is part of this conceptual ecology, and this conceptual ecology also contains the following five components: (1) prior conceptions related to evolution (understanding of evolutionary theory); (2) scientific orientation (degree to which the learner organizes his/her life around scientific activities); (3) view of the nature of science; (4) view of the biological world in competitive and causal terms as opposed to aesthetic terms; and (5) religious orientation. A complex web of connections among components of conceptual ecology for evolutionary theory influences one’s acceptance and understanding of evolutionary theory. Therefore, studying the relationship between acceptance and understanding of evolutionary theory as a part of the conceptual ecology for evolutionary theory is more promising than studying acceptance of evolutionary theory in isolation. Moreover, studying acceptance of evolutionary theory as an integral part of the conceptual ecology may enable us to explain why some teachers and students show a high degree of acceptance and others show a low degree of acceptance.