In Spring 2015, I collaborated with my colleague, Sara Steger, at the University of Georgia, to team-teach two sections of the upper-level English Department course, Writing for the Web. That course is meant to provide a writing-intensive workshop experience in which students compose texts in and for the World Wide Web. With Sara’s background in digital humanities (DH) scholarship, we wanted to introduce students to some of the concepts and techniques used in DH – to give them some experience, in a fairly simple and introductory way, to things like mapping, Dublin Core metadata, and HTML5. We also sketched out…
Author: Aubrey Schiavone
Dr. Elizabeth Davis’s fourth and final Hack and Yack Series post. Enjoy! In my previous post, I talked about how the process of accumulating, inventorying, and arranging work for portfolios helps students identify connections and themes among seemingly disparate projects and texts. In Darren Cambridge’s formulation, Web 2.0/3.0 tools and techniques like blogs, social media, and metadata foster a “networked” learning style that makes the learning process, in all its messiness, visible. The result is a more complex landscape of material that can be connected, analyzed, and made sense of. It also allows for the learning process to remain in…
Dr. Elizabeth Davis’s third Hack and Yack Series post. Enjoy! One of my duties as the Coordinator of the Writing Certificate Program at the University of Georgia is teaching a one-hour course for certificate students in which they compose the eportfolio that serves as their capstone project for the certificate. The required “Eportfolio Workshop” is the end point for the nineteen hours of coursework in writing intensive courses that students in the program take in order to earn the certificate. Though they can take the course more than once, generally most students take it during their last or next-to-last semester…
Welcome back to Dr. Elizabeth Davis’s Hack and Yack Series. In Technologies of Wonder, Susan Delagrange argues for hypermedia as “an alternative to the linear, rational, univocal, scholarly article or student essay” because of its surface-spatial orientation and the way that creates “an alternative that makes it easier to recognize and incorporate alternative voices and forms of evidence and to create multiple perspectives, and to do so in a way that promotes inquiry and thoughtful judgment rather than a sequential march of traditional logocentric sources in support of a foregone conclusion” (128). Such hypermediated texts create experiences – as…