In the Classroom

Less a Discussion, More an Invitation

Submitted by Katherine Harris on

You may be interested in the following considering that many Digital Humanities projects have come from Romantic-era studies and considering that we've been skewing some of our discussions here towards digital projects and whatnot. Please consider submitting, dear readers and contributors!

*Electronic Roundtable Demonstrating Digital Pedagogy*

*MLA 2012*
*Seattle, Washington*
*January 5-8, 2012*

Discussions about digital projects and digital tools often focus on
research goals. For this electronic roundtable, we will instead demonstrate
how these digital resources, tools, and projects have been integrated into
undergraduate and graduate curriculum in alignment with the MLA 2012
Presidential Theme: Language, Literature, Learning. Proposals may include
demonstrations of:

-  successful collaboration with undergraduates on your digital scholarly
project;
-  specific assignments, including student learning goals, teaching

Pedagogies Blog Categories: 

Scribd, the Collaborative Classroom, and the Paperless Blake Class

Submitted by Roger Whitson on

Like Kate Singer, I too have been thinking about the rise of the Digital Humanities at MLA 2011. I agree, largely, that making should be a hallmark of identifying as a digital humanist but - like Kate - I wonder if making is limited to coding. Building or making may refer to the construction of scholarly and student communities.  Matt Kirschenbaum in "What is Digital Humanities and What's it Doing in English Departments?" makes the following claim:

Whatever else it might be then, the digital humanities today is about a scholarship (and a pedagogy) that is publicly visible in ways to which we are generally unaccustomed, a scholarship and pedagogy that are bound up with infrastructure in ways that are deeper and more explicit than we are generally accustomed to, a scholarship and pedagogy that are collaborative and depend upon networks of people and that live an active 24/7 life online. Isn't that something you want in your English Department?

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Pedagogy as Poesis? NINES, Omeka, & Exhibit Builders

Submitted by Kate Singer on

I've been thinking a bit about some of the large claims trickling out of this year's MLA digital humanities panels--particularly one about how doing digital humanities means making something. Whether or not that definition holds (and whether or not making something demands a sophisticated knowledge of coding), I can't help but think about how that applies to pedagogy. Deidre's really thought-provoking post, "Poems to Remember (but how?)" led us to discuss how we might manifest and visualize the reading and note-taking experience. That is, reading is remaking a text with your mind, with a pen, and perhaps with a word processor or a wiki.

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Editors and other mediators and re-mediators . . .

Submitted by Deidre Lynch on

I am not nearly as media-savvy as some of the contributors to this blog (Crystal and Roger and Katherine have reaffirmed for me my old-fogey-dom at the same time that they have taught me a lot!).  But I can say with conviction that my undergraduates so far this year have seemed to be at their very best when I ask them to think about Romantic poetry in relation to a Romantic-period history of media, mediation, and re-mediation. Is this the case for other visitors to this blog?

Pedagogies Blog Categories: 

Student Projects and Digital Media in the Romantic Class

Submitted by Crystal B. Lake on

An excerpt of this post was previously published at TechStyle.

Although my course this semester focused on the poetry, art, and science of the Romantic period, the course was also the second in a series freshman composition classes that all students are required to take here at Georgia Tech. These courses aim not only to introduce students to specialized topics of study, but also the communication and research skills that they will need when they enter into science and technology fields. Consequently, courses like mine need to prepare students not only to write and research well, but also to communicate in various mediums, especially in digital mediums.

Pedagogies Blog Categories: 

Poems to Remember (but how?)

Submitted by Deidre Lynch on

As is all too apparent, time got away from me this semester (luckily the undergraduate Romantics course at the University of Toronto is a two-semester course, so I will have plenty of opportunities to make up for my silence). I have a backlog of topics to address. Right now I’m thinking hardest--because I’ve just handed back the first set of papers and because we’ve just had a review session for the “term test” that will conclude this semester-- about my undergraduates’ relation to poetry and the panicky feelings many, though not all, have when invited to understand a poem as something other than a piece of prose arranged eccentrically on the page.

Pedagogies Blog Categories: 

"Teaching Romanticism"

Submitted by Erik Simpson on

I have enjoyed reading this collective blog, and I have anticipated with pleasure making my own contributions. And anticipated, and anticipated.

I've found myself having trouble rustling up a post on teaching Romanticism, however, because I am not teaching Romanticism.  During the week before Thanksgiving break, a typical one in many ways, I taught King Lear in one class, taught White Teeth in another, and worked as department chair to host external reviewers whose visit was the culmination of a self-study.

That was a pretty good week, all in all, but it didn't lend itself to posting fresh insights about teaching Wordsworth. Those insights may come: I do teach a Romanticism seminar in the spring, and I'll go to London next fall to teach a literature-in-place course linked to a colleague's ecology-in-place course.

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