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href="https://web.archive.org/web/20210125031346/http://www.adwmainz.de/impressum.html">Impressum</a></li> </ul></nav> </div> </div> </div> </header> <div id="main" class="single-post"> <div id="content"> <article class="article"> <header class="heading-holder"> <h1><a href="https://web.archive.org/web/20210125031346/https://dhd-blog.org/?p=13991">Ärmel hochgekrempelt! – Kompetenzen in den Digital Humanities und im Forschungsdatenmanagement</a></h1> <div class="meta"> <span class="counter "><a href="#comments" title="Zu den Kommentaren">0</a></span> <span>Veröffentlicht von <a href="https://web.archive.org/web/20210125031346/https://dhd-blog.org/?author=247">Jonathan D. Geiger</a> am <time datetime="2020-06-30">30. Juni 2020</time></span> </div> </header> <p><i>Leitfragen der Session: Was sind DH-FDM-Skills? Welche Kompetenzen werden benötigt? Gibt es Best Practices? Was gehört in ein Data Literacy Curriculum? Was muss ein/e traditionelle/r Geisteswissenschaftler/in wissen, um mit einem Digital Humanist zusammenzuarbeiten?</i></p> <p>Nachbericht zur Session 2.1 des Barcamp „<a href="https://web.archive.org/web/20210125031346/https://dhd-blog.org/?p=12806" target="_blank" rel="noopener noreferrer">Vermittlung von Data Literacy in den Geisteswissenschaften</a>“ auf der DHd 2020 in Paderborn.<br>Übersichtsblogpost zum Barcamp: Ulrike Wuttke, Marina Lemaire: „<a href="https://web.archive.org/web/20210125031346/https://dhd-blog.org/?p=13748" target="_blank" rel="noreferrer noopener">Offen, vielfältig und kreativ. Ein Bericht zum Barcamp Data Literacy #dhddatcamp20 bei der DHd 2020</a>“, 08.06.2020, DHd Blog.</p> <p>Autor:<br><a href="https://web.archive.org/web/20210125031346/http://www.adwmainz.de/mitarbeiterinnen/profil/jonathan-d-geiger.html">Jonathan Geiger</a>, Digitale Akademie, Akademie der Wissenschaften und der Literatur | Mainz *</p> <h2>Digitale Forschungskompetenzen</h2> <p>Zentrales Thema des <a href="https://web.archive.org/web/20210125031346/https://dhd-blog.org/?p=12806">Barcamps</a> der <a href="https://web.archive.org/web/20210125031346/http://dig-hum.de/ag-datenzentren">DHd-AG Datenzentren</a> auf der <a href="https://web.archive.org/web/20210125031346/https://dhd2020.de/">DHd-Konferenz 2020 in Paderborn</a> war der Komplex „Data Literacy“. Mit dieser Thematik eng verbunden ist die Frage nach den Kompetenzen, über die ein/eine Digitaler Geisteswissenschaftler*in insbesondere in Bezug auf Forschungsdatenmanagement verfügen sollte. Genau dieser Frage widmete sich die Session „DH-FDM-Skills“, deren Diskussionshorizont sich von den Kompetenzen an sich bis hin zur institutionellen und curricularen Verankerung derselben erstreckte und implizit stets um die Frage nach einem eigenständigen Data Literacy-Curriculum zirkulierte.</p> <p>Die Frage danach, welche Kompetenzen Digitale Geisteswissenschaftler*innen brauchen, ist zunächst die Frage danach, mit welchen Gegenständen im weitesten Sinne und mit welchen Methoden in diesem Arbeitsbereich operiert wird. Forschungsdaten können insbesondere in den DH sehr unterschiedliche Formen annehmen, doch es scheint in erster Linie die Komplexität der Daten zu sein, die die Achse der Kompetenzen aufbaut bzw. sich hierfür anbietet. Bereits in Bezug auf die grundsätzliche Verfasstheit von Daten, d. h. letztlich auch auf Datenmodelle, -strukturen und -formate sowie deren aktive und passive Produktion bedarf es bereits einiger Grundkompetenzen und eines digitalen Grundverständnisses. Weiterhin können Felder der datenbezogenen Methoden und der Vermittlungsmethoden unterschieden werden. Komplexere Formen verknüpfter Daten bedürfen beispielsweise eines statistischen Wissens, zudem spielt die Einbettung und die Bedeutung von Daten im Forschungsprozess insgesamt eine wichtige Rolle und erfordert Wissen und Fähigkeiten unter anderem in Bezug auf Open Access und Open Data. Schnell lässt sich auch ein Bereich der „Metakompetenzen“ identifizieren und abgrenzen, der zum Beispiel Aspekte digitaler Ethik umfasst.</p> <h2>Digitale Kompetenzen in Curricula</h2> <p>Es gibt eine ganze Reihe von verschiedenen Daten-Kompetenz-Konzeptionen, die alle vor etwas unterschiedlichen historischen Hintergrundfolien gewachsen sind und daher auch die Schwerpunkte etwas anders setzen bzw. gesetzt haben: „Statistical Literacy“, „Information Literacy“ oder eben auch „Data Literacy“. Eine Analyse und Gegenüberstellung dürfte interessante Aspekte gewinnbringend zu Tage fördern, grundsätzlich scheint aber prima facie eine Unterteilung in grundlegende und (darauf aufbauende) spezielle Datenkompetenzen sinnvoll zu sein. Wechselt man mit diesem Befund die Perspektive hin zu Lehrinstitutionen, stellt sich die Frage, welche Kompetenzen von welchen Bildungseinrichtungen (z. B. Schulen, wo Data Literacy häufig unter dem Begriff „Medienkompetenz“ anzutreffen ist und Hochschulen) abgedeckt werden – de facto und idealerweise – und inwiefern die Curricula aufeinander aufbauen (können): Mit steigender Komplexität der Daten müssen auch die Kompetenzen wachsen, so dass relevant ist, was die Hochschulen als Basics voraussetzen können und was nicht. Zudem muss überlegt werden, welche (digitalen) Kompetenzen bereits so speziell sind, dass sie selbst in der Hochschullehre deplatziert und damit erst in der Forschung situiert werden sollten.</p> <p>Dies sind ganz praktische Fragen, die auch Implikationen für die Curriculumsgestaltung und -entwicklung von DH-Studiengängen haben. Eine exhaustive Analyse von Datenkompetenzen und Data Literacy in den Curricula bzw. Modulhandbüchern deutscher DH-Studiengänge steht bis dato aber noch aus (siehe hierzu auch <a href="https://web.archive.org/web/20210125031346/http://webdoc.sub.gwdg.de/pub/mon/dariah-de/dwp-2013-1.pdf">Sahle 2013</a>). Zudem ergeben sich auch in diesem Zusammenhang die generellen Schwierigkeiten bei der Curriculumskonzeption, unter anderem welchen Vollständigkeitsanspruch das Curriculum haben soll und welche Kompetenzen subtrahiert werden, wenn neue addiert werden. Als weitere Option wäre außerdem eine Art allgemeines oder besser generisches Data Literacy-Curriculum für alle DH-Studiengänge denkbar, wobei sich hierbei natürlich wieder die Fragen nach der Deutungsmacht stellen. Naheliegenderweise sollte ein solcher “Kanon” an Data Literacy-Kompetenzen ein Konsens in der Fachcommunity sein. Im Anschluss an die DH-Studiengänge schließen sich überdies auch Überlegungen hinsichtlich der Anpassungen „traditioneller“ geisteswissenschaftlicher Studiengänge an, sodass auch künftige Geisteswissenschaftler*innen ohne eine „Digitalkomponente“ in derselben Sprache mit Digitalen Geisteswissenschaftler*innen kommunizieren und kooperieren können.</p> <h2>Fazit: Ein andauernder Diskurs</h2> <p>Zusammenfassend lässt sich festhalten, dass die Fragen nach Kompetenzen an sich, Kompetenzen im digitalen Bereich und der Einbettung von Kompetenzen in Curricula und Weiterbildungsmaßnahmen durchaus komplex sind. Neben den üblichen begrifflichen Unschärfen stellen insbesondere das Changieren zwischen Allgemeinheit und Spezifik der Literacy-Konzepte und die Abgrenzung der Niveaus hinsichtlich hierarchischer Bildungseinrichtungen die zentralen Herausforderungen dar. Zudem müssen sämtliche Überlegungen vor dem Hintergrund ressourcen- und zuständigkeitsbasierter Möglichkeiten und Unmöglichkeiten gedacht werden. Weiterhin ist speziell in den DH der schnelle Wandel der Digitaltechnologie zu berücksichtigen, der durchaus tiefgreifende Implikationen für die Curriculumsgestaltung hat bzw. haben sollte, weshalb der Diskurs um Data Literacy und Datenkompetenzen – nicht nur, aber vor allem – in den DH sinnvollerweise nur ein andauernder sein darf.</p> <p>* Vielen Dank gebührt <a href="https://web.archive.org/web/20210125031346/http://www.adwmainz.de/mitarbeiterinnen/profil/aline-deicke.html">Aline Deicke</a> von der ADWL Mainz für die zahlreichen produktiven inhaltlichen und formalen Korrekturvorschläge für diesen Blogpost.</p> <div class="social-share"> <div class="addthis_toolbox addthis_default_style addthis_32x32_style"> <a class="addthis_button_preferred_1"></a> <a class="addthis_button_preferred_2"></a> <a class="addthis_button_preferred_3"></a> <a class="addthis_button_preferred_4"></a> <a class="addthis_button_compact"></a> <a class="addthis_counter addthis_bubble_style"></a> </div> <script 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href="https://web.archive.org/web/20210125031346/https://dhd-blog.org/?m=201112">Dezember 2011</a></li> </ul>  </div><div id="linkcat-2" class="widget widget_links"><h3>Blogroll</h3> <ul class="xoxo blogroll"> <li><a href="https://web.archive.org/web/20210125031346/http://clairewarwick.blogspot.com/" title="Thoughts about Digital Humanities, academia, research, running things, and being a woman with too much to do.">Claire Warwick's blog</a></li> <li><a href="https://web.archive.org/web/20210125031346/http://www.gcdh.de/en/projects/dh" title="Göttinger Verbundprojekt zu DH" target="_blank">DH Forschungsverbund</a></li> <li><a href="https://web.archive.org/web/20210125031346/http://www.dh2012.uni-hamburg.de/">DH2012 Hamburg</a></li> <li><a href="https://web.archive.org/web/20210125031346/http://dhdhi.hypotheses.org/">Digital Humanities am DHIP</a></li> <li><a href="https://web.archive.org/web/20210125031346/http://dhi.intd.cnam.fr/">Digital Humanities International</a></li> <li><a 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