Curatorial note from Digital Pedagogy in the Humanities: Paul Fyfe provocatively asks, "Can there be a digital pedagogy without computers?" and offers several examples of assignments that treat "the 'digital' in the non-electronic senses of that word: something to get your hands on, to deal with in dynamic units, to manipulate creatively." Rethinking digital pedagogy in this way not only allows students and instructors with varied access to electronic technologies to explore new kinds of assignments but also creates useful linkages between thinking about the materiality of print artifacts and that of digital texts. For example, Fyfe imagines a curatorial assignment where students gather, remix, and analyze physical artifacts rather than images on a screen. Such assignments could be scaffolded with digital assignments that use computational tools to emphasize shared methodological and theoretical principles.

Curatorial note from Digital Pedagogy in the Humanities: Paul Fyfe provocatively asks, "Can there be a digital pedagogy without computers?" and offers several examples of assignments that treat "the 'digital' in the non-electronic senses of that word: something to get your hands on, to deal with in dynamic units, to manipulate creatively." Rethinking digital pedagogy in this way not only allows students and instructors with varied access to electronic technologies to explore new kinds of assignments but also creates useful linkages between thinking about the materiality of print artifacts and that of digital texts. For example, Fyfe imagines a curatorial assignment where students gather, remix, and analyze physical artifacts rather than images on a screen. Such assignments could be scaffolded with digital assignments that use computational tools to emphasize shared methodological and theoretical principles.