It might snow Sunday, and that means it’s time to start to select texts for spring classes.
Our campus bookstore wanted selections by mid-October, and while I’d like to accommodate the corporate giant, it will have to wait. Two courses I’m teaching in spring, E-Rhetoric and Weblogs and Wikis, benefit from using the most recent texts and addressing some of the most current ideas. And I’m still looking for the right texts, and will be right through the US Thanksgiving.
For E-Rhetoric, I’m considering a look at digital and new media poetics. Our Creative and Pro Writing BFA students don’t get much exposure to the work that’s going on in poetry and short prose in the electronic world. While an e-literature course might be best, E-Rhetoric can take a look at current electronic modes and productions. A new literature brings with it a new rhetoric: a new set of affordances, a new way of making and articulating meaning. The difficulty in this section of the course might be keeping a focus on the rhetorical dynamics of the object rather than the object as an expressive artifact. But digital products tend to be collaborative ventures, which moves us away from self-expression and towards semiotics.
In the same vein, I want to look at digital- print hybrids and social- digital mapping. There are projects possible. I’m thinking of having students annotate a journey or two through the campus or sections of downtown. Students from the visual arts department have done a little of the preliminary work for this, chalking some of the academic buildings, and annotating the doors.
While it would be nice to have everyone with an iPhone or a laptop post to geo-located walls using something like graffitio, we might be able to do this as a mapping hybrid along the line of the proboscis projects. The idea of leaving text annotations at the particular site is interesting. The next move is a rhetoric of geo-cacheing.
The rhetorical angle: Look at the places students choose to define as noteworthy, the contexts they place those places in, the language they use to give them importance. If rhetoric is calling attention to something, then inscribing it with a building name or sticking a 3X5 card on it is a starting point. Annotating makes the campus into a campuscape, a gallery, a narrative, an argument.
The rhetorical choices behind social scape annotation starts to stand out when we compare citizen annotation of the campuscape with the authorized labeling: building names (former faculty and presidents for academic buildings, tree species for student residences), the Deputy Arch, the names of scientists carved into stone on Sattgast, campus maps, advertising banners, even labels on some of the benches. There’s more going on than first seen.
Mobile Learning. A lot is just about to happen with mobile technologies and learning in the field. E-Rhetoric’s interest would involve how language is used and shaped to suit onthefly learning. Perhaps by annotating the urban landscape.
Persuasive Technologies. I get blank stares when I mention captology to students. How does your car persuade you to slow down? The E-Rhetoric students can benefit from a brief look at captology, less as a field of study and more as a way of thinking about technologies in the world.
For Weblogs and Wikis: Jill Walker Rettberg has a new text on blogging (Yes!) that addresses it as a social- and professional act. I’ve been making that up-hill argument for six years, and it’s good to have back up. Students tend to view blogging more as diversion than substance; faculty at large tend to see it more as daily diaries from amateurs. Faculty with a stake in print place it as a diversion from the Real Work of writing and publishing. No editors! Certainly second-rate writing.
I’m still waiting for / writing the similar text for wikis. But I reckon I’ll be able to slide laterally to apply Rettberg’s observations on weblogs to wikis. And I’d bet I can do the same with Wikipatterns: use it to apply to weblogs, especially collective weblogs.
What’s in my bookbag?
I wait until the snow flies to make the final choice, designing a syllabus around the texts I have in mind to see how it all might fit together.
Education doesn’t need to be driven by the self-serving deadlines of bookstores.