Now accepting proposals for a panel on Second-Generation Cognitive Approaches to Literature at NeMLA 2016, to be held March 17-20, in Hartford, Connecticut.
From Jerry Lewis's nutty chemistry professor to Heinrich Hertz's experiments with sending and receiving radio waves, audiovisual media's technoscientific basis profoundly shapes its content and form. This panel investigates how scientific research and media arts mutually influence each other. Artists find new expressive tools via scientific innovation, whereas science, as Stephen Wilson observes in Information Arts, can be "as profitably analyzed for its subtexts, its association to more general cultural forces, and its implications" (3) as art.
In Yale Professor Noah Porter's 1870 guide to finding "successful methods of Reading," he argues that young women "suffering for the want of a little direction [...] read themselves down into an utter waste and frivolity of thought, feeling and purpose. The trashy literature in which they delight, becomes the cheap and vapid representative of their empty minds, their heartless affections, and their frivolous characters." To save their souls from "utter barrenness and waste," he defines and categorizes books and courses of reading that will be useful and formative.
The relationship between cinema and architecture has been the subject of numerous works and research projects. It is, however, often the case of discussing the representation of the city, of the built environment, past or exiting, real or imagined. For this series of panels, we would like to propose to shift the focus on to the potential meaning of cinema in and for architecture. How the new semantic fields generated by the moving image have influenced the architectural production of the past century, from a dialectic with reality through to an experimentation with the visual and the landscape at large.
Digital Humanities (DH) is often understood in grand terms as a project to build and maintain electronic archives or software capable of the "distant reading" (called for by Franco Moretti) of vast bodies of texts. However, for most scholars in the humanities what counts as DH is learning how and how not to use digital texts in the classroom. This roundtable invites proposals for short presentations (5-10 minutes) that examine the ways that digital texts have entered our classrooms, particularly those of faculty who teach general education courses and surveys of American literature.
Our focus is on the South, but for the 2015 Symposium, we are particularly interested in the intersection of art, particularly photography, and creative writing. How does the visual impact the written word?
We are accepting proposals for readings in fiction, poetry, and creative nonfiction as well as panel discussions and workshops.
Writing Workshops: Propose a workshop that gives Symposium attendees practical writing advice that enhances their writing. All genres and geographic locations welcome.
Presentation/Panel Discussion Sessions: Pitch a panel or presentation that explores any aspect of creative writing from the idea to the marketplace.
Disability Studies provides a shining example of how interdisciplinary scholarship at its best might operate. Yet within literary studies this mode of analysis still struggles to gain pride of place. One reason for this is the fear of disability. Unlike most forms of identity, the markers of disability (a loss of bodily and/or mental integrity) are permeable and someday might be applied to any person. Additionally, able-bodied members of society are unsure how to interact with the disabled in a way that will not cause offense. Both of these fears help marginalize what otherwise would be a valuable tool for analyzing creative expression.
America's unique—and largely implicit—system of racial identification is one of many complex institutions that newly arrived immigrants must navigate. Recent literature about immigration (e.g., Adichie, Americanah , Sharma, Family Life ) highlights this steep learning curve alongside more overt challenges like language and customs. Please submit abstracts of no more than 300 words about narratives from any period in which immigrants negotiate racial categories in the United States.
This panel will be part of the 47th annual Northeast Modern Language Association Convention in Hartford, CT (March 17-20, 2016).
The deadline for abstract submissions is September 30, 2015.
The 21st World congress of the International Comparative Literature Association will be held in Vienna, Austria, July 21-27. Proposals are now being accepted for this group session through Aug 30, 2015:
17342 - Digital Fluency, Research, and Pedagogy
Organizer(s): Marchant, Anne (Shenandoah University, Winchester, USA)
We invite you to participate in our session "Women's Words: Female Instruction in the Medieval British Isles" at the 2016 meeting of the International Congress of Medieval Studies, May 12 – 16, Western Michigan University in Kalamazoo, MI.
Our session invites papers which explore the relationship between teaching texts and learning women in conjunction with the language, locations, and spaces of female education. Submissions may include discussions of vernacular and Latin learning, spiritual and non-religious feminine instruction, the iconography and depiction of female learning, and the presentation and exchange of educational materials in a manuscript culture.
This roundtable will explore how podcasts like Sarah Koenig's Serial enable professors to change the pedagogical game of the communications narrative. We welcome 5- to 10-minute presentations that take a theoretical and/or practical approach in assessing the impact of the podcast in the composition/literature classroom. Areas of discussion can include, but are not limited to, how podcasts can successfully integrate into the curriculum, increase student engagement, teach students about intended and authentic audience, showcase critical thinking and real-world application, and broaden/challenge student ideas about the communications narrative.
Literature and Art of Reconciliation
Instructors for introductory composition classes know too well the difficulty of preparing students to write academically: they attempt to close the ever-growing gap between secondary standards and post-secondary expectations without leaving their students despairing. The use of direct instruction as a pedagogical approach often adds to the challenge and can lead to increased intentional and unintentional plagiarism. This roundtable seeks to explore alternative methods that promote student participation and student writing during class: writing workshop strategies, effective student and peer editing practices, student / instructor conferencing, and any other best practices that promote student learning and engagement.
This roundtable will examine how the Latin American novel has evolved since the publication of McOndo. Have the McOndo and "Crack" generations completely stepped out of the shadows of the writers of the 'Boom' generation? The roundtable seeks to clarify the similarities and dissimilarities between the 'Boom' and Post 'Boom' generations in Latin American literature through a detailed examination of the works of Gabriel García Márquez, Carlos Fuentes, Mario Vargas Llosa, Julio Cortázar, Roberto Bolaño, Alberto Fuguet, Jorge Volpi, Patricio Pron, and others.
The unique nature of 9/11's real and imagined threats, of both domestic "sleeper cells" and foreign terror, recall the Cold War's dangers but without the placating certainty of an identifiable enemy state. Both here and there, the adversary appears to be stateless and faceless. This menace is especially relevant to the detective genre, which traffics in the fraught business of identifying, categorizing and neutralizing disruptions to the status quo. This panel seeks papers that address tradition and innovation in the post-9/11 detective genre. How do such works reflect and reflect upon the cultural moment in which they are produced?