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Teaching Literature with Digital Technology
First EditionTim Hetland©2017
Engage your students with digital assignments.
Teaching Literature with Digital Technology is a collection of digital assignments, each created by a contributor in the fields of literature and composition. Edited by Seattle-based scholar and teacher Tim Hetland and available as a print text or PDF e-book, this resource for instructors invites students to become knowledge-makers as it introduces creative uses of social media, digital tools, podcasts, multimodal assignments, and digital archives to learn about literature. Sample assignments can be viewed in the Professional Resources folder on the Macmillan English Community site.
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Table of Contents
2. Writing on the Wall: Using Facebook’s Timeline for Literary Analysis Jennifer Parrott, Clayton State University Students work on a Facebook Timeline to create interactive and multimedia reading guides for the pieces of literature they are studying.
3. Wiki Critical Editions: Collaborative Learning in the Literature Classroom Angela Laflen, Marist College Students use a wiki to annotate a brief literary text.
4. Writing a Wiki Resource Guide for a Literature Survey Course Rochelle Rodrigo, Old Dominion University Instead of rushing through a bunch of readings in a literature survey course, students engage in deep, active, collaborative learning by filling in an entire empty wiki as the course textbook.5. More Perfect Unions: Literary Studies, Blogging, and the Multigenre Essay Eric Reimer, University of Montana Students explore music and literature through a multi-genred, hypertextual blog essay.
6. Engaging Students with Literature in Virtual Spaces: Second Life
Johansen Quijano, University of Texas at Arlington Students watch a live performance of a literary text in Second Life and reflect on a number of topics afterwards.
7. "Hath he not twit'?": Twitter and Shakespeare
Toria Johnson, St. Andrews University Groups of students perform a scene from a Shakespeare play via Twitter.
8. A Digital Approach to Teaching Postmodern Literature
Jason Parks, Ball State University Students work collaboratively via Twitter to formulate interpretations of a highly enigmatic and disorienting postmodern novel. Part II Assignments: DIGITAL TOOLS
9. 2B or n2B: Texting about Literature
Abigail G. Scheg, Elizabeth City State University
Students conduct a class discussion about a literary work, using text messaging.
10. Visualizing Literary Arguments with Digital Mapping Tools Kathryn E. Crowther, Georgia Perimeter Students choose a text, or a part of a text, and "map" it in a digital format.
11. Mapping Literature, Cultural Artifacts, and Communities: Reveal the Living Map of Latin@ Letters Charli G. Valdez, University of New Hampshire Students tag and pin image artifacts on Google Maps, creating a meshwork of cultural resources relating to specific works being studied or larger cultural concepts in literature.
12. Text Meets Hypertext: An Online Approach to Teaching Poetry Vicki Pallo, Virginia Commonwealth University Students build a hyperlinked version of a poem or other literary text using research and analysis to inform their links and ideas (i.e., an in-depth annotation exercise meets multiple modalities).
13. Inventing Literary Dialogues: Students as Creators and Distributors of Knowledge Debora Stefani, Georgia Perimeter College Using goanimate.com, students invent a dialogue between two American authors of their choice and explore the connections between the authors in terms of themes, genre, or style.
14. Witness Collation and Close Textual Analysis David Large, University of Sydney Atilla Orel, University of Using Juxta software (juxtasoftware.org), students find brief extracts from multi-versioned texts (such as Whitmanʼs Leaves of Grass or a Shakespearean play in quarto and folio editions) and then use Juxta to transcribe, collate, and discuss the texts.
15. Textual Treasure Hunting: Using Geocaching to Teach the Art of Close Reading Jana Mathews, Rollins College Students use geocaching—a GPS-based treasure hunt--to highlight the status of the quest in literary genealogy; the architecture of "the text;" and the role of technology in the production of literary narratives.
Part III Assignments: Podcasts
16. "We hoyd the author died somewhere around here, see": Repurposing Radio Genresas Digital Literary Criticism Podcasts Liberty Kohn, Winona State University Students use podcast recording technology, and, through a popular aural genre of their choice (a form of radio show, for example) script a podcast that puts literacy or literary theories in dialogue with each other.
17. Podcasts, Rebellion, and Into the Wild — Engaging Students in the tale of Chris McCandless via the Podcast News & Talk Show Christina Braid, University of Toronto Students increase their critical reading and creative composing skills when they respond to biographical non-fiction by co-writing podcast transcripts.
18. Reviving an Oral Tradition: Using Podcasting to Teach Ancient LiteratureChristine Tulley, The University of Findlay Students make audio podcasts of short passages from Plato, Cicero, etc. and then broadcast them on college radio stations, ITunes, or PodcastAlley. 19. Dialogism in the Classroom: Creating Digital Audio Books to Teach Literary TheoryJenne Powers, Wheelock College Students digitally record a group audiobook or podcast. They then listen to the book and, using their experience as narrators and listeners, compose an essay on the question of whether or not this extended first-person narrative was essentially dialogic or monologic.Part IV Assignments: MULTIMODALITIES
20. Lit Recipes: Creating Recipes for Literary CharactersAmanda Hill, University of Central Florida Students create a "Literary Recipe" by identifying personal traits of a character from literature; they then organize and present those traits in the form of a multimodal digital recipe.21. Multimodal Anthology Foreword AssignmentLisa Whalen, North Hennepin Community College Students create a multimodal foreword to a literature anthology.
22. Exploring Multimodality through Film and Textual Analysis Andrew Bourelle, University of New Mexico Tiffany Bourelle, University of New Mexico Students conduct research on a book and a movie and then create a multimodal project discussing the two texts.
23. From Page to Stage: Using Technology to Demonstrate an Understanding of Literature Melissa Vosen Callens, North Dakota State University In groups of 3-4, students take a short story studied earlier in the semester and turn it into a play or dramatic scene. They write, perform, and record their work.
24. Restaging Shakespeare through Multimodal ComposingJacob Hughes, Washington State University Tim Hetland, North Seattle Community College Students prepare a digital performance of a key scene from Shakespeare by using multimodal compositional and interpretive strategies.
25. Remapping World Literature through MultimodalityClay Kinchen Smith, Santa Fe College Students create a 2-3 minute audio/video media project that could be disseminated to large,nontraditional audiences through social and/or broadcast media (e.g. Facebook, YouTube, Website, radio program, or other non-paper venues).
26 Digital Research and the Public Performance of Scholarship: Web Site Creation within the Literature ClassroomMiranda Garno Nesler, Ball State University Students create a website by engaging in a semester-long project composed of smaller assignments that are spaced and assessed throughout the term.
27. Beyond Fanfiction: Creating Remixes in an Advanced Literature Course Emily Wierszewski, Seton Hill University Students arrive at an understanding at what "literature" is, and the implications of technology and literature by reading literature and literary remixes, and then creating their own literary remix. 28. Hybrid Bodies and New Media Narratives: Critical Media Literacy in the Literature Classroom Rochelle Gold, University of California, Riverside Kimberly Hall, University of California, Riverside Students explore a specific cultural ideology, anxiety, or norm by piecing together a hybrid body. They can use a gaming platform, Photoshop, or digital drawing software as well as collage or bricolage practices to develop a narrative that gives the body a voice. Then, they write a critical reflection on their processes.29. Student as Critic in the Classroom: Arguing about Literature, Conducting Peer Review, and Presenting in a Digital Environment
Lesley Broder, Kingsborough Community College – CUNY Students choose a literary author or text and make case for their significance. In an online setting, they draft, and based on feedback, revise a persuasive, which they then remix into a persuasive webcast. Part V Assignments: ARCHIVES30. Special Collections for All: Open, Digital Archives to Public Writing in the Literature Classroom Ryan Cordell, Northeastern University Students use The History Machine archives to research and write an episode that springs from a historical observation drawn from their reading of a literary text.31. Reading With Your Ears: Using Poetry Sound Archives Corey Frost, New Jersey City University Karen Weingarten, Queens College, CUNY Students explore how using sound archives, especially those related to poetry, can help them interrogate texts by writers including Emily Dickinson and Walt Whitman. 32. Into the Archives: Using Early English Books Online in the Early Modern LiteratureClassroom Nichole DeWal, McKendree University Using the Early English Books Online (EEBO), students search, select, transcribe, and write about one archival text that seems to participate in the same conversation as an assigned canonical text.
33. Thinking Through Making: Curating a Victorian Poem in the Context of its Cultural MomentLorraine Janzen Kooistra, Ryerson University Students select a Victorian poem and analyze it in relation to a visual/material object and/or cultural practice, using the Networked Interface for Nineteenth-Century Electronic Scholarship(NINES; www.nines.org).