Archive 2.0: What Composition Students and Academic Libraries Can Gain from Digital-Collaborative Pedagogies
Pedagogy
Participation in digital archives and collaborative digital environments, according to Vetter, can lead to increased student motivation, rhetorical awareness, and an increased awareness of library resources and the concepts of public information, while serving as stewards of the genesis and preservation of public knowledge. The research project began through the desire to produce and evaluate an assignment that designed and measured “collaborative-digital pedagogy,” directly engaging composition students with library services and special collections with the aim of increasing student awareness and usage of library services, and special collections for future research. Vetter constructed the study with the hypothesis that Kenneth Bruffee’s concept of peer learning, a cornerstone of composition pedagogy, could be enacted and extended through the design and implementation of activities that utilize collaborative technologies in the classroom and eventually engage a broader network of collaborators in an online environment like Wikipedia. Citing one particular student’s experience as a case study, Vetter attempts to illustrate the pedagogic value of providing students with the opportunity to collaborate with multiple individuals during the course of a service learning project. Vetter also discusses the potential of such exercises to teach the rhetorical situation, notably the concepts of authority and authorship, as well as the factors of motivation that accompany such unique learning models and environments.
Vetter, Mathew
2014
Foley, Christopher
Journal Article
Archives and Recordkeeping: Theory Into Practice
Pedagogy
Caroline Brown’s text Archives and Recordkeeping is made to understand the importance of archives and the roles it holds in society by presenting detailed explanations and presentations. Archives are the preservation of past, present and future materials. Recordkeeping is what keeps archives in constant check with the data they hold. Brown delivers her information by chapters and separating her content, so it is understandable and easy to navigate. She approaches archives by defining and understanding the concept of them. Every detailed explanation she offers deems itself as an important factor to creating and stabilizing archives. The influence that Brown describes is by combining archives and records, and the significance that it provides in practice. Archives are essential with their extensive content and ethics. This book acknowledges Brown’s thoughts and words to understand the precise definition of archive. Archives hold many sections that go into making them stable and functionable, so it contains perfect management. Brown brings strategies on how to uphold these values for long term archives that are practical.
The e-book holds valuable information towards archives. Archives are collections of documents and data that is preserved, bringing back the importance of archives is important so people can be informed on what these archives offer for future references.
Caroline Brown
e-Book
2013-11-23
Janet Jaimes
ISBN: 9781856048255. 9781783303083. 9781783300044.
Claiming the Archive for Rhetoric and Composition
Pedagogy
Susan Wells’ "Claiming the Archive for Rhetoric and Composition" is broken into three sections where she outlines the “gifts” of “resistance,” “freedom,” and “possibility” that digital archiving technology affords composition and rhetoric students, and scholars. Her concept of resistance involves the tendency for archives to complicate, and challenge a researchers’ hypotheses forcing them to critically engage the(ir own) process of inquiry. She continues by offering the gift of “freedom,” where she argues that the proliferation of resources and archives pertaining to the humanities, and composition and rhetoric in particular serve as justification of the field, while challenging traditional conceptions of “text” and “scholarly” work. She defines the gift of “possibility” by suggesting that archives can, and should be used to review and revise the substance, and political positioning of composition and rhetoric departments in the face of reduced budgets, and the dismissal of the field as merely a service to other “legitimate” scholarly subjects. She further posits that archives allow for the emergence of new and important dialogistic relationships, seeing archives as a place for the voices of “others” to be discovered, studied, and engaged. She uses Jacqueline Jones Royster’s Traces of a Stream as an example of an archive of “other” voices, the study of which she suggests should lead to new perspectives of our own voices, and situations.
Wells, Susan
2002
Foley, Christopher
E-Book
ISBN-13: 978-0809324330
Content Strategy for the Web 2nd Edition
Digital Humanities
Halvorson writes about a new position in the job market called content strategist. Content strategists’ role description is hard to pin point and define because it depends on the circumstances and the organization they work for. They are more than just editors and writers, but they are in charge of sending forth the message or rhetoric. If you focus the two words individually, then you will get that content means what the users/audience will come across and the information relies upon someone’s ethics or credibility. The word strategist means someone skilled in executing an objective through methods and guided decisions. They need to be a leader in a collaborative environment or project. Halvorson provides advice on how to make your business better, especially including a content strategist. Halvorson provides the concept “Do Less, Not More,” which focuses on two objectives: supports a key business objective and fulfills your users’ needs.
Halvorson, Kristina; Rach, Melissa
New Riders
Ortiz, Samuel
Book
ISBN: 0132883244, 9780132883245
Digital History
Pedagogy
This website contains multigenre, immersive educational experiences to engage with digitial history and the humanities. It offers interactive approaches to primary source documents that enable users to explore, analyze, and engage with the material. For educators, the website offers handouts, lesson plans, pre-made quizzes, discussion topics, and inquiry questions.
Mintz, Steven
McNeil, Sara
Wolf, Casey
Website
Digital_Humanities
Digital Humanities
Burdick centers her book on what is digital humanities? Digital humanities is a vague term. As an emerging field, Burdick takes on the challenge in uncovering a more specific definition of what it is. But she also mentions how people use this field through projects. She has a section at the end of the book where she provides various examples of the structure and methodology digital humanities project takes on. Her goal is to give more insight on how this field works within academia and outside as well. It is the duty of the humanists to make something out of this emerging field and sustain its existence. Without taking the time to know what this field consists and contains, then the field will lose its meaning and purpose.
Burdick, Anne
MIT Press
Ortiz, Samuel
Book
ISBN: 0262018470, 9780262018470
Educating Educators with Social Media
Pedagogy
Have you ever been in collaboration and needed to get quick information sharing within your group, incorporating the social media as a tool? Wankel includes reports that discuss the importance technologies have been to educate educators on the use of social media, gaining creativity and effective ways to gain new knowledge. This book provides how social media has been used as a pedagogy to progress the education of others such as those in developing countries. A few technological tools or applications are wikis, blog, Linkedin, Facebook, Twitter, text messaging, Flickr, YouTube, Diigo, and other Web 2.0 technologies.
Wankel, Charles
Emerald Group Publishing
Ortiz, Samuel
ISBN: 0857246496, 9780857246493
From Text to Tags: The Digital Humanities in an Introductory Literature Course
Pedagogy
The class, titled “Introduction to Literary Study,” helps students build the foundational skills commonly used for the study of literature, including close reading, textual analysis, attention to genre and form, and attention to material and historical contexts. These are all skills that experts working in the digital humanities use to produce projects like digital scholarly editions, tools for large-scale analysis, and visual representations of texts and intertextual relationships. However, my students (largely sophomores), needed to work on honing those skills rather than applying them to a large-scale project or series of complex texts. With that in mind, I designed a digital humanities unit made up of a series of small assignments oriented towards experimenting with digitization and text analysis in a fairly low-stakes environment.
The unit starts with identifying key elements of physical texts (rare books from the university library) and how those might translate into a digital environment. It then moves through digitization and into the ways that computers impact our reading and analysis of texts, focusing on some introductory text analysis tools and text markup. Though my assignments revolve around computers and bytes more than paper and highlighters, they share the goal articulated by Paul Fyfe in “Digital Pedagogy Unplugged”: “to keep students’ attention on the critical labor that digital resources seem to dissolve” (par. 12). By introducing my students to the process of creating familiar products like a digitized text or a word cloud, I hoped to demonstrate to them that the act of building a digital product or working tool is always an act of interpretation. (Provided by author)
Ficke, Sarah
John Hopkins University Press
2014-07
Eaddy, Brionna
Journal Article
Googling the Archive: Digital Tools and the Practice of History
Digital humanities
Solberg suggests that new digital environments have the “potential to reorient us—both physically and conceptually,” allowing new methods and possibilities for research, and new opportunities to socio-politically reposition the field of rhetoric and composition. She charts the beginning of these opportunities by referencing a colleague who was at a meeting during the genesis of Google, then her realization of the power of emergent technologies while researching Frances Maule. Solberg continues that to preserve, and guide the field we must train students and faculty members to become experts in the use, and design, of digital information systems if we wish to produce responsible, and capable stewards of the field of the history of rhetoric and composition. She outlines a heuristic for using new digital tools defined by “affective,” “geographical,” and “virtual proximity,” with which she defines the links between self (researcher) positioning, and the technological tools utilized by the researcher.
Solberg, Janine
2012-01
Foley, Christopher
Journal Article
Hacking the Field: Teaching Digital Humanities with Off-the-Shelf Tools
Pedagogy
This article is concerned with how access to free and open-source software—as well as tools that can be purchased, downloaded, and/or accessed directly online—enable classroom engagement with digital humanities scholarship. Detailing the alternate approach to education implemented by the City University of New York, the author uses this as a case study to examine the importance of access, collaboration, and methodology to digital humanities research and scholarship.
Klein, Lauren
Penn State University Press
2011
Wolf, Casey
Journal Article