English 883C: Electronic Literacy
| Department of
English | The Ohio State University
Course
Work
In class, we will work out the logistics of the course assignments
(deadlines, topics, format, and so on). However, I can specify discrete kinds
of course work that I will ask seminar participants to do and the purposes associated
with each kind. Throughout the course, I ask that participants construct
- Responses
- Seminar meetings will be taken up mostly with discussion, presentations
by participants, and, to a lesser extent, studio workshop sessions devoted
to Web authoring and to work in the MOO. In preparation for class discussions,
I will ask that students prepare critical responses to our readings and related
resources (we will determine the number and frequency of those responses in
class). Responses will be shared with other members of the seminar via email
before the material to which they respond is discussed, and, after discussion
and revision, with a wider audience via our class web site.
Relations
In print, we note links among texts through our critical engagement with and
citation of others' work. Because we will be writing in a hypertext environment,
I ask that students also explore the rhetoric of linking, making explicit
connections among the web of texts created by seminar participants and other
texts on the net.
Resources
Readers often turn to the web for information (insofar as information can
be distinguished from, say, sustained critical argument). Anticipating readers
visiting our Web site for that purpose, I ask that each seminar participant
design and construct an informational resource related to their study of electronic
literacy: a glossary of key terms, an annotated bibliography, links to related
information on the Web.
Research Projects
As long as it concerns electronic literacy, I am open to just about anything--theory-building,
interpretive studies, case studies, classroom-based action research, and so
on. I ask that participants meet with me to discuss their research plans.
During the course of the seminar, I will also ask participants to share with
the seminar a written proposal for their research, a list of key terms (with
provisional definitions), and an annotated bibliography. Collaborative projects
are welcome.
Reflections
Finally, I ask seminar participants to keep informal, personal logs concerning
their processes of learning to write and read in digital environments. These
primarily private logs will, I hope, provide a source of insight for our collective
learning.
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Last Updated March 28, 2000 8:20 AM
H. Lewis Ulman