Digital technologies are redefining the landscapes of cultural expression, experiences, and performances, while also transforming the ways we study historical artefacts, communities, and societies. This course provides an in-depth exploration of how conceptual, critical, and theoretical understandings within humanities fields—including philosophy, history, and cultural and literary studies—are responding to these digital transformations. It also examines the insights these fields provide into the operations of digital technologies, how they should work, and how they might be used to advance knowledge and justice in contemporary society.

Students will engage with key theories and debates in Digital Humanities, such as the relationship of historical and contemporary technologies and power relations to digital practices and platforms; the transformative impact of "Artificial Intelligence" technologies on understandings and experiences of agency, creativity, and community; the ethical issues surrounding digital collections and data usage, including questions of bias, privacy and legitimacy. Additionally, the course explores intersections of digital technologies and data visualisation with social justice and activism. Students will hear presentations from engaging guest speakers and experts in digital humanities research from across the ANU and Canberra's cultural organisations, gaining diverse perspectives on the leading-edge critical and conceptual frameworks and challenges.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. engage with and critically assess key debates and theories in digital humanities, especially relating to intersections of technology, identity, cultural practices and power;
2. apply key critical debates and theories in digital humanities to investigate and analyse research questions relating to past and present human artefacts, practices, experiences and cultures;
3. analyse the political, cultural and socioeconomic contexts that shape digitisation and data use, and examine how digital technologies are employed to effect social and cultural change;
4. engage with, and critically assess, ethical issues in digital humanities, including data ownership, the politics of archives, artificial intelligence, and digital activism; and
5. cultivate the ability to work autonomously and collaboratively, engaging in reflective practices and problem solving activities in individual and group contexts.

Research-Led Teaching

The digital humanities respond to and emerge from significant changes over the past two decades in terms of how the humanities engage with and understand technology in relation to its scholarship. From rethinking information as data or content to the computational analysis of research topics not typically associated with computation, the digital humanities also signal a variety of critical opportunities—and risks—for the humanities. This course introduces students who may or may not already be familiar with digital humanities methods to some of the debates and theories that have shaped, and continue to shape, the field. We adopt a largely chronological approach to learning about the digital humanities by tracing its early-21st-century institutionalisation to the field’s present; in doing so, we consider a wide range of topics pertaining to digital scholarship as well as to “the digital” more broadly. For the course also takes a diverse view of what scholarship counts amongst the digital humanities, it includes talks from experts on a range on topics, from those concerning the field itself, to otherwise humanistic approaches to key digital issues. 

Field Trips

N/A

Additional Course Costs

N/A

Examination Material or equipment

N/A

Required Resources

Students will require at least a computer capable of accessing Canvas and to view reading materials as well as to submit assessments, but require no other resources. 

Recommended Resources

N/A

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	30 Mar – 3 AprPreparatory reading; prepare for Assessment 2: group debates	Refer to Canvas for all recommended reading and debate groupings, topics, and positions
2	6 Apr – 10 Apr Preparatory reading; prepare for Assessment 2: group debates	Complete group debate plan (ungraded) by Friday 10 April 5pm
3	13 Apr - 17 AprWeek-long intensive (Monday to Friday, 9:30am – 4:30pm)Themes:Day 1 – Introduction: What are the digital humanities and what is DH? Day 2 – The road to critical DH: From hack vs. yack to hack and yack Day 3 – Diverse DH: Humanities approaches to digital topics Day 4 – AI and beyond critical DH Day 5 – The digital humanities’ past and future	Students are expected to actively participate in class discussions. After Day 1, Assessment 2: group debates take place during each Day’s final session: Day 2: groups 1 and 2 Day 3: groups 3 and 4 Day 4: groups 5 and 6 Day 5: groups 7 and 8
4	20 Apr – 24 Apr Prepare Assessment 3: Final essay abstract and annotated bibliography
5	27 Apr – 1 May  Prepare Assessment 3: Final essay abstract and annotated bibliography
6	4 May – 8 May Submit Assessment 3: Final essay abstract and annotated bibliography	Submit Assessment 3: Final essay abstract and annotated bibliography by Monday 4 May 5pm
7	11 May – 15 MayCheck-in/consultations for Assessment 4: Final essay
8	18 May – 22 MayCheck-in/consultations for Assessment 4: Final essay
9	25 May – 29 MaySubmit Assessment 4: Final essay	Submit Assessment 4: Final essay by Friday 29 May 5pm

Tutorial Registration

This class includes a one-week intensive (8-12 April) in which all enrolled students are expected to participate, with preparation and assessment preceding and following that period. 

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Class participation	10 %	17/04/2026	1, 2, 3, 4, 5
Student debates	20 %	17/04/2026	1, 3, 4, 5
Abstract and annotated bibliography	20 %	04/05/2026	1, 2, 4, 5
Critical essay	50 %	29/05/2026	2, 3, 4, 5

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Extenuating Circumstances Application
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Canvas’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

See Assessment task 1 for details

Examination(s)

N/A

Assessment Task 1

Class participation

Attendance. All students are expected to attend the intensive or provide the convenor and instructor, in writing, justification for their non-attendance. Students who miss more than 50% of classes (i.e., 3 or more out of 5 days of class) without providing a valid reason will receive a nil participation score. 

Engagement. All students are expected to actively engage in class discussions as well as with their fellow students and guest speakers throughout various sessions during the week-long intensive to attain an excellent mark for this assessment. Attendance is a minimum requirement and guarantees only a passing score. 

Assessment Task 2

Student debates

In groups, students will conduct structured debates over statements that represent various views on DH as a field in academia. A total of 4 debates will occur over Days 2 to 5 of the week-long intensive, and each debate will involve 2 groups, arguing for and against a given statement; students will be assigned to 1 of the 8 groups and thus given a statement and their group’s position on its claims. Groupings, statements, and stances as well as recommended reading will be made known to students at least a fortnight prior to the week-long intensive. Students are expected to start preparing for their debates once they have been notified of their assignments. Each group will be provided with a private forum on Canvas in which they can engage in discussion and collaborate on a debate plan: each group must submit (via Turnitin) this debate plan of around 500 words as part of their assessment; this plan is not graded but serves as a milestone and to guide their performance in class. As debates occur during the last sessions of Days 2 to 5 and are also closely related to each day’s themes, students are strongly encouraged to take note of any lesson material that may bolster their debate plan. There will also be a session on Day 1 dedicated to debate preparation. Debates are recorded to facilitate marking and moderation. 

Assessment Task 3

Abstract and annotated bibliography

This assessment is intended to facilitate the preparation of final critical essays. Students are expected to plan a critical essay and submit a relevant abstract (up to 300 words excluding title) and an annotated bibliography of 5 key secondary sources (up to 120 words per entry excluding a bibliographic reference to the item). As well as a title, the abstract should clearly state an argument or thesis statement, the critical relevance of the chosen topic, a pertinent methodology, any case studies involved, and why the topic is significant to the field of DH. The annotated bibliography should not only include a summary of the chosen materials but also indicate exactly how each secondary source will be used to advance the essay’s arguments: refer to assessment instructions on Canvas for required citation system and a submission template. Students’ submissions for this assessment will be used to guide instructor feedback and consultation for the final critical essay, as well as to determine if topic changes may be necessary. At least one session during the week-long intensive will be dedicated to imparting the academic skills needed for this assessment. 

Assessment Task 4

Critical essay

Students are expected to submit an essay (around 3000 words, excluding cover sheets and bibliography) which sustains a single coherent argument on a critical topic of their choice relating to theories and debates in DH. Critical essay should identify an area of the student’s interest relative to the topics discussed in class but are not restricted to their scope: students may develop topics around, for example, the theme of a day during the week-long intensive, but need not limit themselves only to what was discussed then. Further, it is imperative that essays submitted for this course adopt a principally argumentative rather than empirical or experimental mode given the course’s overarching emphasis on criticism; at the same time, students should not need to practically execute computational methods in preparing their essays. There will be a session on Day 4 dedicated to instructing students on how to write critical essays and what academic skills are required. Finally, essay topics should correspond closely if not exactly with those submitted toward the previous assessment: students must consult the course instructor if deciding to significantly deviate from their previously assessed topics; if in doubt about whether deviations are minor or major, students should seek their instructor’s advice. Significant variations that have not been approved will not be assessed. 

 

Students currently working towards a thesis for their Masters qualifications can use this for topic development with the approval of their supervisor and the course convener. However, essays must be entirely original: submissions to this course cannot have been previously submitted for other coursework or for publication, nor can they reproduce ongoing work for a concurrent course (and vice versa)—i.e., a student may write on similar topics across two courses, but cannot submit the same work to both. Research projects and essays should be based on independent research and include references: refer to assessment instructions on Canvas for required citation system and a submission template. You should feel free, and are encouraged, to refer to the set readings in preparing your essay. Essays should be submitted via Turnitin.  

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

For this course, all submissions made to Turnitin are also expected to include the ANU’s official assignment cover sheet as well as a course-specific declaration of AI use. See individual assessment instructions on the course’s Canvas page for further details. 

For submission of project files (data visualisation, websites, 3D models) see details on Canvas and speak to convener if unsure. 

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records. 

Late Submission

Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations. 

Refer to University policy on administering late assessment task submissions. 

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.

Returning Assignments

Assessment will be returned with comments within 2 weeks of due date if submitted on time.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

Students who fail may discuss an alternative assessment option with the course convener. 

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Accessibility for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students