Monthly Archives: November 2011

How to Not Read a Victorian Novel

This exercise in distant reading or “not reading” uses a set of accessible and freely-available text analysis and visualization tools on the web to encourage students to build their own methods of interpretation. It is structured as a paper assignment, but essentially works like a humanities lab report. Students are given a defined set of […]

Creativity and Digital Pedagogy in the English Composition Classroom

At Georgia Tech we are encouraged to teach composition as multimodal and to design assignments that incorporate all aspects of communication.  Gone is the mandated five-paragraph essay and in its place is the possibility of creating a blog, a Dipity time-line, a word cloud, or a Prezi.  My assignments frequently set up a series of […]

Putting Edmonton on the (Google) Map

In this demo, we will describe and analyze English 486, “Producing the City” (taught Fall 2009). An experimental course co-taught between Dr Heather Zwicker, Associate Professor of English, and Dr Maureen Engel, E-Learning Manager for the Faculty of Arts, English 486 is a hands-on, theoretically grounded capstone course in multimedia installations that takes the city […]

Google Maps and Censorship History

During the fall 2010 semester at the University of Texas at Austin and in affiliation with the Digital Writing and Research Lab, I designed and taught an English course on the theme of girlhood in twentieth-century banned novels.  I challenged students in the class to examine the censorship history of the novels under discussion, including […]

Session Proposal

At the “History and Future of Digital Humanities” panel at the 2011 MLA, Stephen Ramsay discussed the perennial problem of defining what “counts” as work within the digital humanities. Taking what he knew would be a provocative stance, Ramsay declared, “Personally, I think Digital Humanities is about building things. […I]f you are not making anything, […]

Collaborating on Geospatial Timelines with Students

While many debate the definition of the digital humanities, whither its political concerns lie (see Liu), and indeed “who’s in and who’s out” (Ramsay), what has largely escaped examination is how the digital has the potential to alter pedagogy.[1] As transformative as Franco Morretti’s distant reading and Paula Findlen, Dan Edelstein, and Nicole Coleman’s “Mapping […]