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Engaged research-led teaching: composing collective inquiry with digital methods and data

Research output: Contribution to journalArticlepeer-review

Jonathan Gray, Liliana Bounegru, Richard Rogers, Tommaso Venturini, Donato Ricci, Axel Meunier, Michele Mauri, Sabine Niederer, Natalia Sanchez-Querubin, Marc Tuters, Lucy Kimbell, Anders Munk

Original languageEnglish
JournalDigital Culture and Education
Issue number3
Published7 Jul 2022


  • ComposingCollectiveInquiry

    Gray_etal_2022.pdf, 11 MB, application/pdf

    Uploaded date:11 Jul 2022

    Version:Final published version

    Licence:CC BY-NC-SA

King's Authors


This article examines the organisation of collaborative digital methods and data projects in the context of engaged research-led teaching in the humanities. Drawing on interviews, field notes, projects and practices from across eight research groups associated with the Public Data Lab (, it provides considerations for those interested in undertaking such projects, organised around four areas: composing (1) problems and questions; (2) collectives of inquiry; (3) learning devices and infrastructures; and (4) vernacular, boundary and experimental outputs. Informed by constructivist approaches to learning and pragmatist approaches to collective inquiry, these considerations aim to support teaching and learning through digital projects which surface and reflect on the questions, problems, formats, data, methods, materials and means through which they are produced.

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