**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.


We will meet for four sessions, with the following dates/topics (all meetings from 1-3pm in 409B Thomas Hunter):

14 Feb: Introduction, “Blogs for Teaching and Scholarly Exchange”

21 Feb: Wikis

  • assignments: a) read Jennifer Marlowe, “Wiki Wars”; b) browse my Yoknapedia as an example of a wiki project in the classroom
  • optional: peruse some of the other stuff in the LINKS page on wikis, or anything else you know about/dig up

7 Mar: Bibliographic Software and Collaborative Research

  • homework: sign up for Zotero if you haven’t (I sent an invitation via email) and play with it.  I challenge you to add one cite of any kind (book, article, blog post, YouTube vid, whatever) to our shared folder.
  • reading: a few blog posts/wiki pages will get you up and running (in rough order of usefulness IMO, so read as much as you’ve got time for):
    • 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).

14 Mar: Web Annotation for Scholarship and Pedagogy: Here are a few things to check out, from most to least pressing.  And I’ve also invited you to a site I’ve hacked together so we can do a group project practicing annotations on Friday.  Let me know if you don’t get it.

  • Start with Kathleen Fitzpatrick’s chapter on the WP plug-in CommentPress from her PLANNED OBSOLESCENCE.
  • Second, check out several crude attempts of mine to have students do annotations:
    • Here are two iterations of T. S. Eliot’s “The Waste-Land” using the WordPress plug-in the first emphasizes undigested responses to the poem by first-time readers (all students in two sections of my course, “ABC of Modernism” in 2012), and the second compiles the first wave of critical responses to the poem in the early 1920s and uses them to annotate the poem (also associated with 2012’s “ABC” course).
    • If you’ve got time, check out the galleys for my forthcoming article on a “novel hacks” course I taught a few years ago, along with the audiobook edition of The Strange Case of Dr. Jekyll and Mr. Hyde students produced and an annotated edition of the first chapter of Carroll’s Through the Looking-Glass.
  • Finally, check out two more pop cultural instances of annotation of literary texts (more or less):
    • Rap Genius is a wildly popular site that hosts user-generated uploads of rap lyrics studded with user-generated annotations glossing/interpreting the lyrics.  It’s messy and rude and mixes celebrity worship, fandom, racial “passing,” and strenuous litcrit commentary, but it’s fascinating to see fans doing something that more or less resembles what we teach in our courses in their free time.
    • Ulysses “Seen” is part of an emergent larger project to put public domain literary texts online for free in graphic adaptations.  The graphic versions sits beside a scholarly commentary, which is open to comments from lay readers.  A fascinatingly layered instance of combining experts and lay readers in the same interpretive space.

n.b.: I’m really, really open to having an alternate topic for 3/14 or extending the TSC another week.  We could:

  • extend one of the above topics
  • talk about scholarly/pedagogical uses of Twitter (p.s. I’m @jballred)
  • talk about games and pedagogy (like these)
  • explore a new tool together, like Omeka or something from the excellent collection at Bamboo DiRT
  • or really anything you know a bit about and/or are curious about

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