Archive for category NEMLA
Director’s Corner (NEMLA Blog Post #8)
Posted by johnacaseyjr in NEMLA, Updates on March 25, 2016
Greetings from Chicago! After a cold, wet day filled with rain and snow, the skies have cleared today and the sun is out. Birds are singing and, dare I say it, Spring feels like it is soon on the way. Hopefully there are signs of Spring wherever you are.
This month’s blog post is dedicated to a recap of the NEMLA 2016 conference, which this year was held in Hartford, CT. My first conference as American/Anglophone Director was an exciting experience as I had the opportunity to participate in and hear panels on a wide variety of topics. Now past-President of NEMLA, Ben Railton, also added to this year’s convention an exciting new element as scholars reached out to the community (especially high school teachers and students) to discuss issues of importance to us as thinkers and educators. These community centered events were mostly held at the beautiful Mark Twain House, just in view of Hartford High School, although a number of scholars went to schools around the city to visit students.
Race, immigration, and the ongoing specter of “terrorism” were common themes across convention panels and special events. Jelani Cobb, Professor of History at the University of Connecticut, gave a powerful keynote address on how the events of the past few years have all but shattered the notion that the United States is a “post-racial” nation. His contextualization of race relations in American culture challenged all of us in the room to find a way to create engaged scholarship that encourages our colleagues and students to move beyond the standard narratives used to describe race in American culture while continuing to work for racial justice.
Academic conferences are so large that each person’s experience of them is unique. Beyond the larger themes I noticed in this year’s convention, there was an undercurrent to the sessions I attended that brought me back to a question central to the study of literature. That question was Why Write?
At the Special Event for the American and British areas of NEMLA, Porochista Khakpour, currently a writer in residence at Bard College, answered that question in a wide variety of ways but kept coming back to the reality that often we write to survive. Creative people, and I would like to think that all of you are creative people, feel a deep need to explain their experiences to others. This desire often presses up against our resistance to explain. In Khakpour’s case that resistance stemmed from her frustration at being constantly asked to explain what it means to be “Iranian” and what it’s really like in Iran. Fearful both of cliche as well as over-exposure of personal treasures too precious to share with just anyone, Khakpour described her writing process as a constant push pull between the stories inside her that demand to be told and the pain of telling those stories. Yet the telling of those stories, as the conversation after the talk made clear, brings us closer together as humans who ultimately have more in common than talk of our ethnic, racial, and sexual divisions might suggest.
Melissa Tantaquidgeon Zobel discussed this issue of writing to survive in a different context. A member of the Mohegan Tribe, Zobel’s life and writing belies the myth, propagated by James Fenimore Cooper among others, that Native Americans are either vanished or in the process of vanishing. Her fiction, most of it aimed at Young Adult readers, works towards the goal of helping young Native Americans of whatever tribe to make sense of their ancestry. Ironically, this is a goal that touches me personally. I shared with Zobel towards the end of her talk that in middle school I went an assembly in the school gym where we heard the stories told by Abenaki historian and writer Joseph Bruhac. If you’ve ever met Bruhac, he is a very engaging storyteller and I couldn’t help but share with my mother how excited I was to hear him tell his tribal tales. She then told me that her mother, my maternal grandmother, was Abenaki from the St. Francis band of the tribe in Quebec. This surprised me greatly at the time and still does. It was another example from my personal history of the problematic concept of “authenticity.” My identity is composed of at least six different ethnic identities, not all of them unambiguously white. Which one is the authentic me? This question is especially difficult as to the eyes of the world I’m just “white.” Zobel’s characters struggle with issues of mixed-identity in their own ways. I look forward to reading more of her work as I’ve just started reading Wabanaki Blues.
I could give many more examples of the ways in which presenters addressed the question of Why Write, but the two above made the most lasting impression on my mind while the others remain shadows at the margins of my memory. If you had a sense of a theme linking the sessions you attended at NEMLA 2016, feel free to comment on this post. As I said before, the experience of a conference as large as NEMLA is highly subjective.
With Hilda Chacon, Professor of Spanish at Nazareth College, now serving as NEMLA President, I look forward to an equally engaging conference in Baltimore, MD in March of 2017. The Call for Sessions is now live for the 2017 conference. If you have a seminar, roundtable, or panel to propose, you can do so here http://www.buffalo.edu/nemla/convention/session.html.
Sessions are welcome in any area. As American/Anglophone Director, I’m always looking for a wide variety of sessions that reflect as much as possible the full range of scholarship in American Literature today. Of particular interest to me at this year’s convention are sessions on these topics:
- Fictional Depictions of the United States Civil War (especially those involving Baltimore or the “Border States”)
- Scholarship on the life and works of Frederick Douglass
- Maritime History as it relates to American Literature
- Relationships between music and poetry
- Scholarship on the life and works of Edgar Allen Poe
- Depictions of urban race relations in American fiction.
Sessions on other topics, of course, are welcome. NEMLA is also committed to creating an inclusive environment that welcomes scholars regardless of their affiliation or employment status. If you are a High School teacher, Independent Scholar, or Contingent Faculty member, please consider proposing a session on a topic of interest to you that you believe might have a broader interest among scholars.
The deadline for session proposals is APRIL 29. Calls for papers to include in these sessions will begin at the end of May or beginning of June.
I hope to see some familiar faces from Hartford in Baltimore and look forward to meeting new scholars at NEMLA 2017.
My next blog post will return to a teaching related theme, Why Read?, and share some of the insights from the roundtable session I chaired at NEMLA 2016 on teaching American Literature with Digital Texts.
Until next time….
John
Director’s Corner (NEMLA Blog Post #6)
Posted by johnacaseyjr in Higher Ed, NEMLA, Updates on January 28, 2016
Greetings from Chicago! It’s cloudy and cold outside today as I sit and write this blog post but unlike the east coast there’s no snow on the ground here. Perhaps I’m crazy, but I kind of miss the snow cover. Haven’t had a chance to drag out my cross country skis at all this year.
My last blog post was written before Christmas. I hope you’ll forgive me for taking the month of December off as I was focused on visiting my family and trying to wrap up a bunch of projects that had collected on my desk over the fall semester. In that November post I examined the use of electronic texts. This post will cover the topic of Educational Technology.
I first became aware of the term “Educational Technology” through Twitter, specifically the tweets of Audrey Waters. Before reading some of her posts on Hack Education, I had never heard of the term but I was well aware of the programs and services the term described. Most familiar to me is Blackboard, the Course Management System (CMS) used at UIC. I was also familiar with the various products such as MyWritingLab that Pearson had long been promoting amongst writing faculty on campus. Apparently they have a version of this My(fill in the blanks here)Lab for every discipline taught on campus.
Most faculty entering the market for Educational Technology are either lost in a field of options made more confusing by technical jargon or are simply content to accept whatever technological tools are provided to them by their employer. Few of us have the time or inclination to ask what types of technology are cost effective and, more importantly, what tools will actually enhance what we do in the classroom.
I experimented with several different types of educational technology in my First Year Writing classroom during the Fall semester of 2012. The course I was teaching (ENGL 160) is designed to teach students short genres of writing such as the argumentative essay and proposal writing. At the time, the course was balanced between academic and non-academic genres. You can find a link to the syllabus under the Teaching Materials tab of my website. It’s called “First Year Writing:Genre and Argument.”
I chose the Profile genre as well as that of the Manifesto to help students practice writing in a public context. Since many of these non-academic genres are published online, I decided to have them work on the text of their assignments in Microsoft Word but then import that content into Google Sites for the Profile and Tumblr for the Manifesto. Neither of these tools are typically considered educational technology, but that is part of my point. Marketers have software and services that they claim are designed with your classroom in mind. But any technology can become educational technology if you provide the proper pedagogical context for it.
In the case of the Profile, Google Sites was chosen as a simple web design tool that would allow students to craft an online Profile for the person they interviewed. This person was someone on campus at UIC that they felt others should know. My favorite example was the student project that focused on a custodian in her dorm complex. The hope with this writing assignment was that students would not only learn basic rhetorical techniques associated with the Profile genre since its creation but also would learn how to translate those analog skills into a digital environment. It worked generally OK. My one frustration was with my choice of platform. Google Sites proved easy to me, but not my students who struggled to figure out its design interface. Tumblr was a different story. Most of my students had already used Tumblr before and some had profiles on the site. They also like the photographic emphasis of the platform as opposed to the text heavy set up of Google Sites. They used Tumblr effectively to create a Fashion Manifesto (based on the popular Sartorialist blog) that was designed to teach UIC students how to be fashion savvy on campus.
This academic year our program has begun shifting to primarily academic forms of short writing. I haven’t taught this particular course in a while so I’m not sure how that would shift my choice of educational technology. One thing is for sure, however, I like choosing and shaping the tool I want to use rather than simply taking something given to me by an educational technology designer. This saves students money but is also gives me flexibility as an instructor to shift from platform to platform as I see fit rather than being locked into a deal with a major publisher or software developer whose staff don’t fully understand the needs of my class. The downside to this approach, as I’m sure you’ve already guessed, is that it does take a bit of time to create your own context. Perhaps that’s why I’ve stepped back from the process of platform selection in the last few semesters to more traditional pedagogical tools. I’ve even tried, Lord help me!, to make Blackboard work to my advantage. No luck on that yet. It still serves mainly for me as a clunky version of Dropbox.
Faculty on campuses around the world are doing some excellent work with their students creating their own educational technology. Two that come to mind are Chuck Rybak at the University of Wisconsin Green Bay and Jeff McClurken at the University of Mary Washington. There are many more. What these faculty have in common is a desire to learn the logic behind technological tools and create a context for them in the work they do in the classroom. Again, this takes time. It also takes money and at the very least a minimal amount of institutional support. Unfortunately, at my institution security concerns and legal liability issues trump the desire for experimentation. As I often joke with colleagues, the answer to any question asked of our university computing center is “Blackboard.”
For anyone reading this post who’s interested in delving into the world of educational technology I recommend first finding a partner to work with. This could be either another faculty member in your department who shares some of your interests, a colleague in a department such as computer science who would be interested in collaborating with a humanities scholar, or a librarian willing to help you create your own educational tool. Not only will this save you time, but it will address the issue of funding, which is always a concern with new projects. Free online tools are abundant but not always easy to find. Adapting these tools might also cost you some money for things like hosting fees and access to advanced editing tools.
What I don’t recommend is simply taking the tools offered by educational companies and using them in your classroom. Blackboard is useful. Especially the announcements, file sharing, and grade book. But using it teaches me nothing. Nor does it teach my students. All it does is deliver content. The point of educational technology should be more than content delivery. It should be the act of learning how to deliver content through an electronic medium (a.k.a. digital literacy).
I hope you all find the tool that works best for you and don’t get distracted by technology that you don’t need. If you are a faculty member and have some tools that you particularly like or educational technology projects you’re proud of and would like to share with my readers, feel free to comment on this post.
My next post is going to shift from pedagogy to research. I’ll be sharing with you some of the themes associated with my next book project. A work very much “in progress.”
Until next time…
John Casey
Director’s Corner (NEMLA Blog Post #5)
Posted by johnacaseyjr in NEMLA, Updates on December 1, 2015
I hope that you all had a Happy Thanksgiving and are on track for a successful end to your fall semester. After getting back from a visit with my in-laws in Springfield, Illinois, I find myself swimming furiously in a sea of student papers, articles and manuscripts in need of peer review, and revision of my own writing. There’s also the constant rush of students in and out of my office now that they’ve discovered (belatedly) the location of my office as well as my posted office hours. Ah, the glamorous life of the academic. ; )
In my last blog post, I focused on the use of Twitter for academic purposes. This month I’d like to discuss the use of electronic texts in the classroom. Among my colleagues at UIC, there is a robust debate over whether it is appropriate at all to invite the use of electronic devices in the undergraduate classroom. Some faculty choose to prohibit phones, tablets, and laptops from their classrooms and require students to purchase hard copies of books and print out articles for discussion in class. Other faculty on campus only use electronic texts, print sources than have been scanned or coded into an electronic format or sources that only exist electronically.
My approach is a hybrid of these two poles. Certain books I prefer to have students buy in hard copy or print out. These are typically sources that we will be reading closely or analyzing multiple times. Other resources, mostly contextual in nature, I prefer students to access electronically as needed. The rationale behind this decision does have some research to back it up, but is based largely on my teaching experience as well as feedback I have received from students. “Close reading,” “Analytical Reading,” “Hermeneutics,” call it what you will, depends upon a form of deep concentration that it is hard for us to achieve when we are scrolling up and down a computer screen. True (as Franco Moretti points out) readers have been engaged in superficial readings of texts for as long as humans have been writing language down. However, it is just too easy for me to shift to Facebook, Twitter, or another document when reading an electronic text or skim rapidly across the words on the screen without registering much beyond the “gist” of what I have read. With a book or article in hand, I feel pressure to go back over text my eyes have lazily gazed over and highlight/annotate the parts of the text that seem significant.
Students in my courses have generally agreed with this assessment. Contra Cathy Davidson whose most recent book, Now You See It, champions the benefits of distraction, students on the UIC campus have complained to me about how hard it is to focus with their phones buzzing and pinging with updates and notifications from various apps. They have also found the technological limits of wifi, software compatibility, and device battery life a challenge. We joked in my Introduction to Literary Criticism and Theory course several semester’s ago that the main vulnerabilities of the codex as interface are water and fire. Other than that, as long as you don’t lose the book or print article, you’re good to go.
These significant drawbacks to the electronic text have often left me skeptical about the best way to use them (if at all). As I mentioned earlier, the main ways in which I have found electronic texts useful have been contextual in nature. This includes bringing historical documents such as newspaper articles, letters, photographs, and maps into the classroom. These supplementary texts help us better understand the social background of the writings we are analyzing. Another effective use of electronic texts has been when a work is otherwise unavailable in print for students to read. Most of the authors I teach and research are now part of the public domain, making their work freely accessible for all to distribute in whatever way they see fit. What better way to appreciate the literary context that influenced an author’s aesthetic than to read the works of his or her contemporaries for comparison.
Perhaps the greatest source of influence in my decision on whether or not to assign an electronic text, however, has not been pedagogical at all. Instead it has been driven by the rising cost of student textbooks. The anthology I used in my Introduction to Literary Criticism and Theory cost students on average $115 to buy. Renting the book lowered the cost to around $70. This might not seem like much in comparison to texts in other courses that can cost significantly more or software programs that students are required to buy for majors in the architecture and the sciences. Yet the cost adds up over time. Whenever I assign a print book or article, I make sure that we are in fact going to read the text exhaustively. That it is in ever sense a “required” text for the course. Anything that might even be vaguely considered supplemental, reference oriented, or “recommended” is assigned in an electronic format to save costs.
Now at this point it is worth acknowledging the hidden and often not so hidden cost of e-texts. Publishers come by my office on a near constant basis around this time of the year, particularly Pearson. They are more than eager to sell my students access to proprietary websites that mediate between them and the things they will be reading. One example is MyReadingLab. The allure of such technology is that it lessens my workload in and out of the classroom. But is it worth the cost? To me, at least, it isn’t. I would rather find online resources that are either free or more affordable and link students to them via our course management site, Blackboard. There is also the transfer of costs to students in printing fees, my xerox budget has been cut dramatically by my department, as well as the cost of buying a device to read electronic texts on. Sure, a sizable number of our students have smartphones today, but who wants to read a novel on a iPhone? Even youthful eyes are strained reading that tiny print.
The only honest way to conclude a discussion of electronic texts in the classroom is to admit that the data is mixed. Their are numerous disadvantages to moving away from print texts but there are also many benefits. I hope to have a fruitful discussion on both during my round table presentation in Hartford on “required texts” and “authoritative” editions of literary works. In the meantime, if you have been using electronic texts successfully or unsuccessfully in the literature classroom, let me know. If you haven’t tried using them at all, experiment with a few this spring. Teaching and scholarship after all are a great adventure. Why else would we keep slogging along through the seemingly endless writings by students and colleagues that call for our attention on an almost daily basis?
In my next blog post, I intend to revisit my comments on Pearson and other educational resource providers (including Blackboard). What should scholars know when they enter the market for educational technology? How can we choose the tools that make sense for our pedagogy when we are limited by lack of knowledge, money, and sometimes institutional bureaucracy?
Until next time….
John Casey
John A Casey Jr 