3. The Digital Monograph?

Open Book Publishers, pp. 35–48

Abstract

Since defending her own digital dissertation in 2005, Virginia Kuhn has honed a loosely established rubric, refined in collaboration with a group of students, with which to assess digital theses. Three areas, ‘Conceptual Core, Research Component, Form + Content’, each feature three additional foci that leave ample room for epistemological play and space beyond a traditionally alphabetized, linear text-only dissertation. For example, digital scholarship need not be ‘thesis-driven prose’, it can establish a ‘controlling idea’ presented in media other than text. Any kind of rubric or assessment measure, Kuhn warns, also requires a rethinking of review formats, however: annotation and feedback, too, will necessitate multimodal features such that radical scholarship and deep collaboration, echoing Ball’s and Fitzpatrick’s terms, become part of evaluative considerations, and feedback formats allow for non-linear, creative interruptions.

Authors 1

1. Virginia Kuhn corresponding Aachen

   Leiden University · Monash University · University of Delaware · Michigan State University · University of Pennsylvania · Harvard University · Philipps University of Marburg · University of Connecticut · Université Toulouse - Jean Jaurès · University of Music and Performing Arts Graz · Lettres, Langages et Arts - Création, Recherche, Émergence en Arts, Textes, Images, Spectacles

   Affiliation as printed

   PhD from Leiden University

   Cultural Studies at the University of Connecticut

   Data & Digital Scholarship at the University of Pennsylvania

   Faculty of Education, Monash University, Melbourne, Australia

   Harvard University's Center for Italian Renaissance Studies

   Institute of Media Studies, Philipps University Marburg, Germany

   LLA-CRÉATIS at Toulouse-Jean Jaurès university

   Michigan State University

   Research, University of Music and Performing Arts Graz. He holds

   University of Delaware Library, Museums