Awesome presentation! I really like how in your "Redefines" section, you address that this is writing for the 21st century. Based on some of the hesitations we've read about, it seems scholars believe writing will always (and should always) remain in traditional print-based forms, rather than embracing digital platforms. I'm curious, then, what kind of resistance you predicate this hack will receive. WSU seems like a rather digital-savvy school, but, in the bigger picture, how do you think this hack will be received by both the DH and traditional Humanities communities? How could you, using methodologies and theories, argue for this as a relevant practice in the classroom? Thanks for the post!
Thank you so much for sharing your "What is Your Hack?" Presentation! I very much appreciate the way in which you put a lot of critical weight on the absence of any specific verbiage in WSU's existing guidelines for the Junior Writing Portfolio. On the surface, that absence might communicate a rather open system that welcomes any and all projects regardless of the medium or modality in which it is composed. However, as you point out in your presentation, the Writing Program does not necessarily have any instructions in place to help students understand how to submit projects that are not composed in written media or written modalities, and, more importantly, there are no transparent evaluation criteria by which students might understand how these sorts of projects will be assessed. I agree with you that these moves (or lack thereof) create the terms by which administrative bodies can artificially and implicitly construct a fault line of sorts around student projects that are composed in written media and written modalities. The questions that I have in terms of this move away from this exclusively "written" or "textual" ecology are more practical than anything else. Beyond making a few edits on the Writing Program Web site, how might administrators circulate and deliver these new guidelines to students and instructors in meaningful ways, so, in ways that actually encourage and provide internal scaffolding for instructors to construct assignments sheets for these projects and invite students to compose them? Thank you again for sharing your presentation! Have a wonderful day!
Hola Lucy,
ReplyDeleteAwesome presentation! I really like how in your "Redefines" section, you address that this is writing for the 21st century. Based on some of the hesitations we've read about, it seems scholars believe writing will always (and should always) remain in traditional print-based forms, rather than embracing digital platforms. I'm curious, then, what kind of resistance you predicate this hack will receive. WSU seems like a rather digital-savvy school, but, in the bigger picture, how do you think this hack will be received by both the DH and traditional Humanities communities? How could you, using methodologies and theories, argue for this as a relevant practice in the classroom? Thanks for the post!
Lacy
Lucy,
ReplyDeleteThank you so much for sharing your "What is Your Hack?" Presentation! I very much appreciate the way in which you put a lot of critical weight on the absence of any specific verbiage in WSU's existing guidelines for the Junior Writing Portfolio. On the surface, that absence might communicate a rather open system that welcomes any and all projects regardless of the medium or modality in which it is composed. However, as you point out in your presentation, the Writing Program does not necessarily have any instructions in place to help students understand how to submit projects that are not composed in written media or written modalities, and, more importantly, there are no transparent evaluation criteria by which students might understand how these sorts of projects will be assessed. I agree with you that these moves (or lack thereof) create the terms by which administrative bodies can artificially and implicitly construct a fault line of sorts around student projects that are composed in written media and written modalities. The questions that I have in terms of this move away from this exclusively "written" or "textual" ecology are more practical than anything else. Beyond making a few edits on the Writing Program Web site, how might administrators circulate and deliver these new guidelines to students and instructors in meaningful ways, so, in ways that actually encourage and provide internal scaffolding for instructors to construct assignments sheets for these projects and invite students to compose them? Thank you again for sharing your presentation! Have a wonderful day!
Mark