Abstract
Many humanities instructors seek to incorporate digital humanities (DH) projects into the classroom to give students vital experience in modern research methods and communication mediums, introducing concepts and skills that will serve them in academic endeavours, in future careers, and in better understanding our digital world (Spiro; Bonds; Hangen; Varner). Often these experiences rely on common content management platforms such as Omeka and Scalar, which facilitate initial adoption, allowing the students and instructor to interact with the platform using a familiar web-based administrative interface. However, this can result in a “buttonology” approach to instruction where students learn the specifics of a single visual interface, clicking through forms and buttons, without gaining the fundamental web and data literacies instructors want to teach (Russell and Hensley). Furthermore, these platforms also require extensive server infrastructure and ongoing maintenance that can limit the sustainability (or even the possibility) of the projects.
In 2021–2022 the authors convened a team of librarians and teaching faculty from University of Idaho (U of I) and University of Oregon (UO) forming the Learn-Static initiative to explore alternatives informed by a minimal computing philosophy. These approaches strip away complex infrastructure by using static web-based templates to refocus learning on fundamental concepts and increase sustainability. Static web approaches have a number of appealing benefits and possibilities (Wikle et al.), however, instructors will find few resources specifically geared to creating projects for the classroom and can often be daunted by the initial learning curve. To help fill that gap, Learn-Static seeks to bring together open source static web templates, open access learning resources, and instructor-focused materials in adaptable packages ready for use in the classroom. These open educational resources can be integrated into the curriculum to expand learning and research opportunities for both students and instructors. This paper introduces the concepts behind Learn-Static, reports on the pilot program that tested Learn-Static DH projects in the classroom, and reflects on the potential for future development of the initiative.