Edited collection on literary assignments/activities that involve digital technologies (to be published by Bedford/St. Martins)
This collection will be peer reviewed and published by Bedford/St. Martins.
With the rise of the digital humanities, conversations on teaching with technology in English studies that were once most vocally concerned with the composition classroom (Yancey, C. Selfe, R. Selfe, Wysocki, Banks and Hesse) have more recently begun to explore uses in literary pedagogy as well. This increased presence of scholarly discussion alongside the general proliferation of information technologies in the public reveals a growing need to find new ways of involving digital technologies in the various ventures of the literature classroom, including but not limited to textual analysis, discussion, and end of term projects. The overall aim of this collection, therefore, is to provide literature teachers with a repository of contextualized and theorized literature assignments and activities that involve and/or use digital technologies.
As this collection will be focused on classroom activities and assignments, essays are not being requested. Instead, the editor is soliciting assignments and activities that use digital technologies. Again, this collection is being built around assignments and activities and not essays. Each assignment/activity (a copy of the assignment or activity will be published) will be accompanied by a structured discussion that addresses the following areas:
-Background pedagogical and technology theory.
-Information about the assignment/activity (What is the goal of the assignment? What is it trying to do?)
-Resources, technology or otherwise, needed.
-Time needed to properly use the assignment/activity, including prep, technology training, class lead time, and execution.
-How the assignment functions in the classroom: discussion, textual interpretation, end of the semester assignment, etc.
- What class the assignment was used in (literary period, theme, etc).
-Problems/issues/difficulties that people should be aware of when thinking about using the assignment/activity.
Please submit a description (around 250 words) of your assignment, including in what literature class it was used/or could be used, what kind of technology it uses, and what kind of theory it was developed from. Please also include a brief biography, including where you teach and your contact information.
Send proposals to Tim Hetland, at firstname.lastname@example.org by May 18th, 2012.
Drafts of chapters will be due in late Summer of 2012, with an expected publication date of fall 2013.
This is a great opportunity to get work and research you do in the classroom peer reviewed and recognized.
Feel free to contact the editor with any questions you may have about the project.
Washington State University