CFP: Digital Technology in the Literature Classroom: Theory and Practice (DUE March 28th, 2011)
Digital Technology in the Literature Classroom: Theory and Practice
An edited collection with preliminary interest expressed by Bedford/St. Martin's.
In English Studies broadly, discussions of teaching with digital technology have almost exclusively concerned the composition classroom. Numerous articles and books have been published during the last thirty years that have examined and reexamined what is at stake by bringing computers and new media into composition education. Many influential composition scholars (Yancey, C. Selfe, R. Selfe, Wysocki, Banks and Hesse,) have the taken the time to ask questions about the role of technology in composition classrooms. This collection aims to engage with these discussions, theories, and important work by involving, building upon and moving them into discussions of the college literature classroom. The overall aim of the collection is to encourage critical discussion on using digital technology in the literature classroom as well as help instructors and professors who are looking to involve digital technology in their literature classrooms find resources and materials.
The collection will be divided into two sections: theory and practice. Though there will certainly be overlap between the sections, it is the goal of the editors to both begin a theoretical conversation about the place, politics and functions of teaching with digital technology in the literature classroom, as well as to provide case studies and pedagogical materials that teachers can use. In this way, pieces may approach the topic by exploring the complex place and/or role of digital technologies in the literature classroom; or pieces may highlight practical and specific ways digital technologies have been used in the literature classroom, by discussing in-class examples and including lesson material. Ultimately, it is not the goal of this collection to examine how electronic literature or digital technologies might be used in a literature classroom as primary texts, but to explore how using digital technologies, like blogs, Twitter, HTML, multimodal composition for pedagogical purpose might change the structure and very nature of the literature classroom.
Contributors may take up any issue involving digital technology and the literature classroom, and /or they may consider the following questions:
1. What are the potential roles of digital technology in the literature classroom?
2. What are the pedagogical applications of digital technology (i.e. discussions, assignments) in the literature classroom?
3. What is the importance of involving digital technology in the literary classroom when examining traditionally non-digital texts?
4. How can digital technology be used to examine and complicate understanding of traditionally non-digital texts?
5. How do digital formats change the reading, interpretation of non/canonical texts?
6. How do issues of race, class, and gender affect the use of technology in the literature classroom?
7. How can digital technologies affect teaching literature in distance learning programs?
Please submit a CV, an abstract of no more than 500 words, and complete contact information to Tim Hetland, at firstname.lastname@example.org by March 28th, 2011. Please note that because of our close contact and work with the publishers, the deadline is very tight. Feel free to contact the editors with any questions you may have about the project.
Please contact the editors:
Washington State University
Washington State University