Links

**GE participants in June 2014: note that the site was originally built for a prior group, so ignore dates, references to the “four sessions,” etc.

 

Here I’ve organized links that are relevant to each of the four meetings:

  • Blogs:
  • Wikis:
    • Let’s all read “Wiki Wars,” Jennifer Marlowe’s self-professed “failure narrative” about teaching with wikis for 2/21.
    • and take a close look at my Yoknapedia, a recent project for a single-author course on William Faulkner’s work.
    • the British Literature Wiki is, like mine, a kind of messy student-centered encylopedic resource from the U of Delaware; see also the Merchant of Venice reader’s guide at the  the U of MD, Baltimore Co.
    • Hunter astronomy prof. Kelle Cruz brought her wiki astrobetter to my attention: it is a wonderful resource for astronomers at all levels of training and exemplifies the flexibility of this kind of tool to do more than just present information encylopedically (if that’s a word).
    • Lostipedia and the House of Leaves wiki are interesting examples of how wikis sometimes foster the “prosumer” ethos Marlow referenced.  The former is a site of/by/for ordinary fans of the erstwhile TV show Lost and is essentially a messy “crowdsourced” grab-bag of information (people, places, events in the fictional world) and interpretations (predictions of what would happen in future episodes, unpacking of allusive names like “the Dharma initiative” or “John Locke”).  The latter is dedicated to Mark Danielewski’s novel and similarly contains a wide range of readings and discussions with widely ranging degrees of sophistication and sobriety.
  • Collaborative Research/Bibliography
    • Here’s a group folder I’ve set up on the free, open-source bibliographic tool Zotero. I recommend that you all join the service (it’s free, designed by/for academics, and completely noncommercial) and download the “standalone” software as well.
    • Useful secondary readings:
      • Sharon Howard has an excellent wiki on Zotero with a section on using it for collaborative projects.  If you’ve got time, there are lots of other links to explore…
      • Mark Sample’s “Sharing Research and Building Knowledge through Zotero” is a thoughtful piece not so much about the tool’s capabilities but why one might use it.
      • For description of actual Zotero projects undertaken in classrooms, see Ann-Marie Dieterling’s post and Brian Croxall’s two part post.
      • For wonkier descriptions of what one can do with the tool, see this description and this slide show (latter more oriented towards librarians, FYI).
      • The Public History Career Resource group folder shows how the tool might help scholars collaborate and share resources on a biggish scale.
      • For more far-out uses of Zotero, see Zach Whalen’s RSS feed of recent additions to his library, which appears to auto-update on his blog, and especially Paper Machines, which allows one to process the data embedded in one’s Zotero library in various ways (follow links in the “comments” section if you want to go down the rabbit hole).
  • Blogging and Annotation:
    • Web Writing at Trinity College is an excellent storehouse of writing on the topic as well as an example of how to use the CommentPress plugin to enable marginal commentary on a primary text or set of texts.
    • For other pioneering uses of CommentPress, see Kathleen Fitzpatrick’s manuscript of Planned Obsolescence, where she solicited comments from her extensive scholarly community as she drafted.
    • And Mackenzie Wark’s Gamer Theory, which does something similar.
    • Boston College’s Digital Dubliners project is a staggeringly good example of how to collaborate with students in producing a new, web-based edition of a book.
    • Here are the galleys for a forthcoming article on a course I did a couple of years ago called “Novel Hacks” that discusses annotation and pedagogy.
    • You’ll find links to a few simple student projects using digress.it (from my courses) here.
    • For two exciting, newer annotation platforms, see MITs Annotation Studio and UVAs Prism.
    • For collective annotation of .pdfs, and other fixed forms like .jpgs, see a.nnotate, and Jack Kenigsberg’s post on pros/cons of teaching with it.
    • We can also think about multimedia forms of annotation:
      • SoundCloud is an easy-to-use hosted service that allows for recorded comments or narratives; see what Prof. Els de Graw has done with it in a course here.
      • And VoiceThread, which CUNY faculty can use via BlackBoard or autonomously for free, allows for annotations of all kinds on all kinds of media, including video and photos.
    • Two pop cultural instances of annotating literature might be interesting to explore together:
      • Rap Genius is a company that provides a platform for upload and annotation of rap lyrics.  The annotation tool is phenomenal, and the enormous user base provides copious exegeses of lyrics.  Fascinating example of how the literary critical work we think of as strictly academic can pass over into popular realms.
      • Ulysses “Seen” is part of a series of graphic adaptation of public-domain texts.  The adaptation is pretty amazing, but for our purposes I want to call attention to a) the presence of a “reader’s guide” authored by Joyce experts and b) the forum below the official guide where ordinary readers can log in and comment.  Here’s Guide author Mike Barsanti’s blog post on the project.
  • Broader vistas:
    • Digital Humanities Pedagogy: Practices, Principles and Politics (2012, Bret Hirsh, ed.) gives an overview of how DH is changing teaching.  It’s usefully divided between “practices,” “principles,” and “politics,” and includes helpful examples of projects, though some of the topics/projects will seem formidable to the novice.
    • Hacking the Academy (2012, Cohen and Scheinfelt, eds.) is divided (like our circle) between teaching and scholarship and includes a section on “hacking institutions,” which thinks more broadly about how DH engages the status quo in long-lived institutions, like universities, libraries, and archives.
    • Finally, there’s the open access version of the essential Debates in the Digital Humanities volume edited by CUNY’s own Matt Gold, which is the definitive statement of the field at present (and for the next 10 minutes, at least).
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3 thoughts on “Links

  1. Pingback: Bit of “homework” for Guided Exploration participants for FITT | web writing

  2. Pingback: The Incredible Potential of Google Docs and WordPress: Now Commonly Used But Un-Maximized Tools! | web writing

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