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Posted by siteslab on December 21, 2012

Cradl member Kelsey Hammer recently returned from the 2013 International Conference on Information Literacy. Hammer, CRaDL faculty member, Daniel Anderson, and fellow UNC undergrad and English major Nathan Moore presented their work--and their peers'--and talked about digital shifts in learning and the literature classroom.

Alec’s Hamlet Video

Kelly’s Watchmen Video

Kelsey’s Hamlet Video

Nathan’s Watchmen Video

Check out a few of the videos. And if you're thinking about submitting something for a conference, below is their successful proposal:

Despite recent buzz related to the digital humanities, innovations in instructional technology and English studies historically have played out in the disciplines of rhetoric and composition rather than in classes focused on the study of literature. The past two decades have seen increased experimentation in modes of composing that feature images, motion, and sounds (New London Group). Students similarly have enjoyed an increasing array of digital affordances and opportunities for expression in their social and personal lives (Pew Reports). However, a typical literature course (particularly at the post-secondary level) still consists of familiar read, repeat back paradigms and assignments asking students to respond to literature primarily in print modes. This presentation explores an alternative approach: a literature class in which the bulk of the activity is centered on student responses--responses composed as videos using the new media rhetorical strategies of the screen. This paradigm unsettles typical attitudes toward classroom literacies; binaries like serious/playful, author/reader, or public/private are brought into tension; assignments designed to focus on authentic composing recast the roles of students and instructors; and students refine their understandings of literature, communication strategies, and education through the practice of digital composing. The panelists will present case studies capturing the issues at stake and the experiences of students when digital technology is invited to transform the space of the literature classroom. Speaker one will present an instructor’s perspective, outlining pedagogical and rhetorical concerns in terms of literacy instruction. Speakers two, three, and four will offer student perspectives, focusing on digital video responses to literature that allow for non-linear arguments as well as multiple media formats (music, moving image, text, and performance). Presenters will explore these projects in terms of educational approaches and digital literacies.