The Digital Humanities is still an emerging area of scholarship that emphasizes the use and development of digital tools as well as the publication and analysis of multimedia. This collection features manifestos that attempt to give definition to and delineate possible routes for the digital humanities to develop.


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Items in Collection

Name Description Tags

Participatory Conflict

How might multimodal composition mirror democracy’s inherent conflicts? Our goal is to offer a concept of multimodal composition that invites political tension in the strata of its tools, but also in the rhetorical space they create. What would it mean to uncover and nurture modes of political conflict that are coextensive with our tools for political speech? How might we make political conflic... Multimodality, Conflict

Manifesto for an Active Archive

The Manifesto for an Active Archive reimagines archives and archival work as collaborative, decentralized, and active. It imagines new paths toward ownership over archived content, distribution, and promotion. archive

Denton Declaration: An Open Data Manifesto

The Denton Declaration is a collaboratively produced document that establishes invaluable standards for research data management. It valorizes open access and open source technologies, while also compelling the development of a communitarian consciousness of one's research and academic practice. Access, Open

Critical Code Studies

Mark C. Marino's "Critical Code Studies" is the foundation of contemporary scholarship that analyzes code "as a text, as a sign system with its own rhetoric, [and] as verbal communication that possesses significance in excess of its functional utility." The primary characteristic of Marino's "Critical Code Studies" is that one apply critical hermeneutics to the interpretation of code and contex... Critical, Code

We Look Like Professors, Too

Sara B. Pritchard, Adeline Koh, & Michelle Moravec's "We Look Like Professors, Too," explains the activist DH origin of #ILookLikeAProfessor and further articulates the importance of its use. "We Look Like Professors, Too" opposes bias and stereotyping by giving a face to the radical shift the professoriate has undergone over the past half century, calling on readers to recognize how the "civil... #ILookLikeAProfessor

Manifesto for a Post-Digital Interface Criticism

The authors of the "Manifesto for a Post-Digital Interface Criticism" offer six propositions for understanding the function of the interface in a post-digital context. The Digital Humanities, Interface Theory

Manifesto for the Digital Humanities (Mikael Cixous Image)

This manifesto is a poster version of the "Manifesto for the Digital Humanities" produced in France, 2010 at a THATCamp event. The Digital Humanities

The Cape Town Open Education Declaration

The authors of "The Cape Town Open Education Declaration" call for the proliferation of open and collaborative educational spaces that are motivated by new technologies. It develops three propositions which demand that education be freed from corporate interest at every level. Digital Humanities, Open Source

MOOC Manifesto

The author(s) of the "MOOC Manifesto" outlines twenty three directives for organizing and teaching in the MOOC (Massive Open Online Course) format. MOOCs, Digital Humanities, Online Teaching

Pedagogy and Digital Aesthetics: A Manifesto

In his "Pedagogy and Digital Aesthetics: A Manifesto," Kyle Conway argues for an interdisciplinary approach to teaching digital technologies and aesthetics. As such, he theorizes the interrelation of art, composition, and music in digital landscapes. Digital Composition, Digital Aesthetics, Digital Humanities

Bloomsburg U. Undergraduate “Manifesto” on Digital Humanities

Written by a group of fourteen undergraduate students at Bloomsburg University of Pennsylvania, this manifesto argues for a more thorough integration of new and digital technologies into the college classroom. Digital Humanities, Online Learning

Manifesto on Digital Scholarship at Liberal Arts Colleges

Written by a working group created after the Liberal Arts Colleges and Digital Scholarship Pre-conference in 2013, the authors of the "Manifesto on Digital Scholarship at Liberal Arts Colleges" support open access and intends to promote and create generative digital scholarship. Digital Humanities

Art Education 2.0 Manifesto

In his "Art Education 2.0 Manifesto," Craig Roland argues for the incorporation of new media technologies into the arts classroom. Developing a method that incorporates elements of digital aesthetics, media archaeology, and concerns for open access, Roland ultimately calls for a holistic view of technology in arts education. Digital Humanities, Art Education

Digital Literacy Manifesto

In her "Digital Literacy Manifesto," Kate Petty outlines eleven propositions for online learning outcomes in digitally driven class spaces. Overlapping with many tenants that are central to developing a concept of the digital humanities (open access, digital composition, integrative learning), Kate Perry's manifesto exemplifies the hybrid character of online teaching and learning. Creative Commons, Digital Composition, Digital Literacy

A Manifesto for the Humanities in a Technological Age

In their coauthored "A Manifesto for the Humanities in a Technological Age," Cathy N. Davidson & David Theo Goldberg briefly chart the relationship the integration of new technologies into the humanities in the early 2000s. Their primary focus, however, is to argue for the importance of the humanities in a rapidly changing educational climate. Digital Humanities

Online Learning: A Manifesto

In his "Online Learning: A Manifesto," Jesse Stommel outlines thirteen points of departure for the future of online education. He refuses the commodification of online learning, as well as the rise of the for-profit university, in favor of an open educational model. Digital Humanities, Online Teaching, Open Access

A Manifesto for Teaching Online

In his "A Manifesto for Online Teaching," James Lamb outlines an emerging set of pedagogical problems that result from the development of online teaching. By addressing issues as broad as surveillance and assessment, Lamb attempts to give direction to a rapidly changing and growing pedagogical model. Digital Humanities

A Manifesto for Teaching Online (2013 Remix)

The 2013 'Remix' of "A Manifesto for Teaching Online" refocuses the manifesto on the communal elements of online teaching and learning. The remix also underscores the flexibility of online learning environments, demanding that these spaces should be open and experimental. Digital Humanities, Online Teaching

Manifesto for the Digital Humanities

Developed out of a THATCamp in Paris, the authors of the "Manifesto for the Digital Humanities" attempt to define, situate, and guide the study of digital technologies in the humanities. Most pointedly, the authors of the "Manifesto for the Digital Humanities" call for a stronger methodological relation of the humanities to the social sciences. Digital Humanities

A Digital Humanities Manifesto (Precursor to The Digital Humanities Manifesto 2.0)

A "Digital Humanities Manifesto" is the precursor to "The Digital Humanities Manifesto 2.0." It offers a first set of methods and definitions for the digital humanities that are focused on collaboration, open access, and experimentation. Digital Humanities

The Digital Humanities Manifesto 2.0

The authors of the "Digital Humanities Manifesto 2.0" outline a series of focal points for the study of digital technologies and culture in the humanities. It is a historical, theoretical, and creative document. It builds on and refines the ideas and imperatives presented in "A Digital Humanities Manifesto." Digital Humanities