By Carys Brown, James Baker, Richard Deswarte, Adam Crymble
Originally posted on the Defining Effective Mentorship in Digital History site.
What factors are preventing academics from learning the digital skills that could enhance their research? A diverse group of twenty scholars consisting of postgraduate students and academic staff, assembled in Cambridge this past month to find out. Together, they critiqued a range of learning opportunities and they have identified the following challenges that must be overcome to encourage further growth in new skills acquisition amongst students and colleagues. The list is not exhaustive, but we hope it provides a useful starting point for those seeking to promote digital history and who are in a position to lower the barriers to access for learners.
By Fred Smith
The British Library is overflowing with young, frappuccino-supping undergraduates more interested in checking Facebook and watching Netflix than carrying out ‘serious’ research. At least this is the impression one might take from reading an article in The Times newspaper last month. Several prominent academics, including former professor of Renaissance literature at the University of Leeds, David Lindley, have voiced concerns over the overcrowding of an institution they believe should be reserved for individuals with a genuine research interest – individuals who currently struggle to find a seat and face ever-increasing waiting times for books. They believe that the once-exclusive library has become a trendy meeting place for London’s students to socialise over a cup of coffee and take advantage of the free wi-fi.