February 2011

Down & Dirty Frankenstein

Submitted by Katherine Harris on

I posted a blog last month about re-instating Frankenstein into my British Literature Survey course 1800-present. With most of our blogs here, that one was more fully formed than what I'm about to post. So, this constitutes my foray into brainstorming blogging rather than essaying blogging:

Pedagogies Blog Categories: 

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?

Pedagogies Blog Categories: 

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.

Pedagogies Blog Categories: