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This case study describes my experience implementing a digital writing assignment in a traditional undergraduate literature classroom at Fairfield University while in a pedagogical partnership with The Map of Early Modern London, an award-winning, peer-reviewed digital humanities mapping project housed at the University of Victoria. I argue that crowdsourcing opportunities can offer a way for faculty at small liberal arts colleges and universities to increase digital literacy among their students. I suggest that such assignments be framed with supporting undergraduate coursework. I then offer a series of preparatory steps and suggestions on how to modify an existing course in ways that meet student learning outcomes pertaining to digital literacy.


Copyright 2017 Shannon Kelley, archived here with a Creative Commons Attribution Non-commercial No Derivatives License 3.0.

Published by Alliance of Digital Humanities Organizations.

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DHQ-Digital Humanities Quarterly

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Kelley, Shannon. (2017) Getting on the Map: A Case Study in Digital Pedagogy and Undergraduate Crowdsourcing. DHQ [Digital Humanities Quarterly], 11:3. Available at

Peer Reviewed