The place of digital scholarship in academic promotion and tenure is one of the most significant issues facing digital humanists. Digital Humanities
scholars can find it challenging to describe effectively and receive appropriate academic credit for projects containing technical components
that may be well outside the area of expertise of even the most eminent of scholars in one's field. It has been more than a decade since the MLA first released its
Guidelines for Evaluating Work with Digital Media
and Guidelines for Institutional Support of and Access to IT for Faculty
Members and Students. In 2007, the MLA released its report on Evaluating Scholarship for Tenure and Promotion.
Still, the humanities are struggling with how to consider digital projects and their inherent technical, typically pan-disciplinary and often intensely and broadly collaborative
aspects as well as the best ways to provide access to and support for the ever-increasing number of tools available.
Recently, Profession—an MLA publication that "carries articles that focus on the fields of modern languages and literatures as a profession"
(mla.org), released a series of articles solicited in order to "contribute to this continuing dialogue
about recognizing and appropriately rewarding new types of scholarly investigation and communication made possible by digital media" (Professions, 2011). Links to the individual
Matthew K. Gold recently continued to prod this issue at the 2012 MLA convention as part of the Debates in the Digital Humanities panel and followed up
in his blog titled Whose Revolution?
Towards a More Equitable Digital Humanities. The ideas have been carried even further by Adeline Koh in her ProfHacker piece titled
The Challenges of Digital Scholarship. Clearly,
this issue continues to be at the forefront in the minds of academicians in the humanities.