Digital scholarship promotes the use of digital methods to both enhance and critique traditional practices of scholarly communication from inquiry to research to curation, publication, and presentation. In her July 11 report "New-Model Scholarly Communication: Road Map for Change", former director of the Scholarly Communication Institute at the University of Virginia, Abby Smith Rumsey, defines digital scholarship as part of "new-model scholarly communication":
What is new-model scholarly communication? By scholarly communication we mean the authoring, publishing, stewardship, and use of scholarship. Digital scholarship is the use of digital evidence and method, digital authoring, digital publishing, digital curation and preservation, and digital use and reuse of scholarship. And new-model scholarly communication is what results when we put those digital practices into the processes of production, publishing, curation, and use of scholarship. The goals of scholarly production remain intact, but fundamental operational changes and epistemological challenges generate new possibilities for analysis, presentation, and reach into new audiences. The changes also pose serious challenges to existing organizations, professions, and business models.
Digital humanities is often used interchangeably with digital scholarship, however it refers to a more focused use and development of computational methods to undertake and present research in fields such as the arts, religion, history, music, philosophy, etc.
The purpose of digital scholarship services at the DiMenna-Nyselius Library is to help students, faculty, and staff in using emerging technologies and digital methodologies to undertake and present research. Such methodologies can include crowdsourcing, digital mapping and timeline creation, digital publishing and exhibition, text analysis, network and data visualization, collaborative annotation, and digital storytelling. Information literacy-driven digital scholarship can give students especially deep insights into and experience with information creation, authority, and the scholarly conversation as both consumers and producers.