Digital Literary Pedagogy: An Experiment in Process-oriented Publishing

Roger Whitson, Kimon Keramidas, and Amanda Licastro

Digital Literary Pedagogy: An Experiment in Process-Oriented Publishing

What classroom roles do journal editors have in the digital age? Roger Whitson invited JITP editors Amanda Licastro and Kimon Keramidas into his class on “The Nineteenth-Century Novel” to explore how editors can supplement traditional classroom instruction and investigate the purpose of design and digital publishing in literary period courses. The course involved a history of reading and book-design in the nineteenth century, along with assignments that encouraged students to experience reading and writing in different modalities. Over the course of twenty months this project has resulted in a wide variety of content, both formal and informal. To display that process and those materials, the authors have designed this project in the form of the interactive timeline below, which gives the scope of the project as a whole. Included in the timeline are date markers of specific milestones and events that took place during the process but don’t link to any specific product, links to documents and multimedia elements created in the evolution of that process, and links to the final formal articles published in the journal.

In the timeline, the authors have presented the website Whitson made for his class; the site designed by the students for the final project; a final reflective Google Hangout between the JITP editors, Whitson, and his class; drafts of the authors’ work in progress on Google Docs; and links to the final written pieces for the journal. The two articles by Whitson, Keramidas and Licastro reflect on the process and products of this collaboration. Whitson’s “Digital Literary Pedagogy: Teaching Technologies of Reading the Nineteenth Century” explores the unique way literary studies can contribute to digital pedagogy by highlighting the historical and cultural contexts of editorial and publication practices in the nineteenth century and comparing them to similar media shifts occurring today on podcasts, in blogs, and on streaming video. Keramidas and Licastro’s “Practicing Collaboration in Process and Product: A Response to ‘Digital Literary Pedagogy’” frames the class from the perspective of journal editors who contributed to the teaching of the course and illustrates the complications of teaching students to combine audience awareness, multimedia design, and period-specific literary content. Together these separate elements reflect different stages and manifestations of the process of instruction, reflection and production that occur as teachers and students consider and execute the role of technology in pedagogy and publication.
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Comments

  1. Love the interactive timeline! I so appreciate the interactivity and visual components offered. Great way to utilize the venue. :)

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