• Student-Generated Literary Maps

    Author(s):
    Brian Croxall
    Editor(s):
    Michael Roy
    Date:
    2020
    Subject(s):
    Digital pedagogy, Collaboration, Mapping
    Item Type:
    Course Material or learning objects
    Tag(s):
    DPiH, DPiH Open, DPih Course Material or learning objects, Syllabus, Practice, Tool, Reflection
    Permanent URL:
    http://dx.doi.org/10.17613/rsdh-2z74
    Abstract:
    Curatorial note from Digital Pedagogy in the Humanities: Students in Brian Croxall’s “Introduction to Digital Humanities” read Virginia Woolf’s Mrs. Dalloway and then work in groups to map the movements of characters using Google Earth. The work is then shared to the world via a single Google Earth map that aggregates all of the maps. Since the course explicitly concerns itself with the question of how technology can influence the act of interpreting literary texts, students are also asked to reflect on the work of making these maps and the ways in which they were able to gain insights into the text through this sort of analysis. While the priority here is on the digital method and the insights it produces, the activity of openly sharing the syllabus and resulting data is a secondary but important benefit of moving work outside of the closed course-management systems, allowing for these sorts of experimental practices to be visible to other teachers. Having the student-generated map data live inside the Google Earth application allows for this data to be mixed and matched with other data from other sources.
    Notes:
    This deposit is part of Digital Pedagogy in the Humanities. Digital Pedagogy in the Humanities is a peer-reviewed, open-access publication edited by Rebecca Frost Davis, Matthew K. Gold, Katherine D. Harris, and Jentery Sayers, and published by the Modern Language Association. https://digitalpedagogy.hcommons.org/.
    Metadata:
    Status:
    Published
    Last Updated:
    12 months ago
    License:
    Attribution-NonCommercial
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