HASTAC at MLA 2015 - Join us!

HASTAC at MLA 2015 - Join us!
Friday, January 9, 2015 - 5:30pm to 7:30pm

 

The MLA Convention in beautiful (rainy) Vancouver is right around the corner. 

Please join us on Friday, January 9th from 5:30-7:30 pm for a meet and greet event!  We would love to meet you in person for the first time, or see you again! 

We’ll gather for drinks and snacks at Mahony & Sons (at Burrard Landing), which is right next to the convention center; see map snapshot below. 

Mahony & Sons Burrard Landing
1055 Canada Pl, Unit 36
Vancouver, BC V6C 0C3
 
 

Please comment with your panel information if you'd like to share with the HASTAC community! 

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7 comments

I'm on two panels!

1) Queer OS: Queerness as Operating System -  Thursday, January 8, 7:00pm, 215, VCC West

1. "The Queer Art of Selfies," Fiona Barnett, Duke Univ.

2. "On Queerness and Informatic Opacities," Zach Blas, Duke Univ.

3. "'I Imagined Many Moons in the Sky Lighting the Way to Freedom': Janelle Monae's Femme Disturbance," Micha Cárdenas, Univ. of Southern California

4. "Compiling a Queer Computation," Jacob Gaboury

Responding: Kara Keeling, Univ. of Southern California

 

2)  Disrupting the Digital Humanities - Saturday, January 10 8:30am, VCC East

Presiding: Sean Michael Morris, Hybrid Pedagogy

Speakers: Fiona Barnett, Duke Univ.; Kathi Inman Berens, Univ. of Southern California; Dorothy Kim, Vassar Coll.; Adeline Koh, Richard Stockton Coll. of New Jersey; Elika Ortega Guzman, Univ. of Western Ontario; Roopika Risam, Salem State Univ.; Jesse Stommel, Univ. of Wisconsin, Madison

For papers, visit www.disruptingdh.com after 18 Nov.

Session Description:

All too often, defining a discipline becomes more an exercise of exclusion than inclusion. This roundtable rethinks how we map disciplinary terrain by directly confronting the gatekeeping impulse of so many academic disciplines. Participants investigate the edges and open the digital humanities more fully to its fringes and outliers.

 

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Come and hear about co-territoriality and memory in digital projects. I hope some of you can come by and say hello on Sunday...

 

746. Coterritorialism and Historical Memory

Sunday, 11 January12:00 noon–1:15 p.m., 18, VCC East

Program arranged by the Discussion Group on Jewish Cultural Studies

Presiding: Benjamin Schreier, Penn State Univ., University Park

1. "Digital Homelands: Refiguring Landscapes and Belonging in 972mag.com and Zochrot," Laini Kavaloski, Univ. of Wisconsin, Madison

2. "A Case Study of an Emerging Jewish Community: The 'Internet Jews' of Saa, Cameroon,"Nathan P. Devir, Univ. of Utah

3. "The Alternative Archive: Cultural Memory of the Holocaust and Colonialism," Zoe Roth, King's Coll. London

 

 

 

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I'll definitely try to come see this! looks great. Will you be posting your talk online before or after the panel?

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Panel 125. Visionary Pedagogies for the Twenty-First Century: Teaching the Humanities with Digital Technology

Thursday, January 8, 2015
5:15–6:30 p.m., West 121, VCC West

A Special Session, Presidential Theme Selection

Presiding: Petra Dierkes-Thrun, Stanford Univ.; Gabriele Dillmann, Denison Univ.

1.      "Fostering Global and Digital Learning with Google+ Hangouts as a Communication and Knowledge-Sharing Tool," Gabriele Dillmann

2.      "How to Do Things with Books and Screens: Literature and Digital Pedagogy," Petra Dierkes-Thrun

3.      "Assignment Riffing: What Happens in DS106 Does Not Stay in DS106," Alan Levine, Univ. of Mary Washington

4.      "Assignments, Assessments, and Makerspace Methods in the Literary Digital Humanities Writing Course," Amanda Starling Gould, Duke Univ.

Panel & Paper Descriptions:

Visionary Pedagogies for the 21st Century: Teaching the Humanities with Digital Technology

As MOOC fever recedes yet the debate about online learning’s future chances and challenges becomes both more realistic and pressing, the humanities urgently need to get more creative and reflective about imagining their future in higher education. This session will discuss concrete ideas and best practices for embedding digital pedagogy assignments and tools into four different kinds of classrooms and courses (foreign language, literature, storytelling, and writing), not only to memorialize and simply transpose what we already do into a different medium, but in order to harness unique affordances of new tools and connected ways of learning that widen the scope of what and how we teach for the 21st century. If we want our students to become mindful global citizens with a sound mastery of digital skills appropriate for this day and age and connect these with the knowledge memories and critical thinking skills that a solid humanities education provides, we need to harness technology in pedagogically creative ways and bring the humanities back into the heart of an increasingly digitally connected society.

Gabriele Dillmann’s talk “Fostering Global and Digital Learning with Google+ Hangout as a Communication and Knowledge Sharing Tool” launches our session with the example of using Google Hangouts in the German language and culture classroom to connect with other students and teachers worldwide. With new cloud-based technologies and a sharp increase in hybrid teaching models, innovative, technology-enhanced teaching and learning projects within a global connections context have become more readily realizable. Specifically, in the language and culture classroom, Google+ Hangout with its multifunctional interaction tools (screen sharing, chatting, whiteboards, presentation software, etc.) has made online hybrid learning uniquely intuitive, inexpensive, inviting and “human” for both students and teachers. We need to teach students more than the technology itself, however: they need to learn digital and dialogue etiquette, how to be effective team players and members of a learning community, and develop group and leadership competencies within a digital context. Dillmann will present concrete examples and offer teaching and learning materials from her intermediate level internationally connected German language and culture course that show both how to use this tool to enhance linguistic and cultural proficiencies, as well as digital competencies that can be applied in any teaching and learning context.

Petra Dierkes-Thrun’s paper “How To Do Things with Books and Screens: Literature and Digital Pedagogy” offers three concrete examples of digital pedagogy in the literature classroom that newly engage students and bring traditional humanities contents and methods to a larger public. An assignment she pioneered in 2012, a popular literary Twitter role play for Wilde’s The Picture of Dorian Gray, playfully reimagines this classic novel and posits reading and interpreting literature as creative social functions. In her second example, an Image and Sound Interpretation (using only images, audio, video, but no words, to interpret a poem), students create a collaborative synesthetic digital space that expands traditional close reading methods and goals. Dierkes-Thrun’s third example is a final assignment that replaces the term paper with a teaching sequence, student-produced pedagogical rationale and teaching materials developed by students, for other students or community organizations, which illustrate a new pedagogical paradigm of “critical contribution” online (Cathy Davidson’s term for students’ productive contribution to society via knowledge sharing). The unique new affordances of digital media also increase motivation, Dierkes-Thrun argues: teaching and learning collaboratively and playfully, integrating critical contribution and public outreach into traditional literature course, and giving students (and teachers) a larger sense of purpose and audience for their work.

Alan Levine’s talk “Assignment Riffing: What Happens in DS106 Does Not Stay in DS106” expands our session’s conversation beyond the course, unit, or a particular institution. Unlike MOOCs (of c and x variety),  his open digital story course ds106 uniquely stands as more than one course, but as overlapping ones from multiple institutions with a cloud of open participants. Its Internet radio station and Daily Create challenges offer opportunities outside the course. An open assignment bank not only gives flexibility to choose assignments, but also invites participants to add new ones, a living example of the “adjacent possible” in a course. It may appear ludicrous to house assignments for editing images of famous paintings to include fat cats, creating poetry from titles of songs, or putting fast food in the hands of internet pioneers, but the media created are not the end goals in ds106. Participants open their apertures of creative interpretation, incorporate works of others in a constructive fashion, and narrate their creative process. A frequent spirit of spontaneous "riffing" occurs, not unlike that of improvisational jazz musicians, that ripples far beyond the confines of one course.

Finally, Amanda Starling Gould’s “Assignments, Assessments, and Makerspace Methods in the Literary Digital Humanities Writing Course” offers her Augmenting Realities Duke university undergraduate course as an example of how one might enact a literary digital humanities writing course, detailing the method, motive, and several tested modes for digital project assessment. Because syllabi and course assignments can be as instructive as methodological explanation, the main focus of this presentation will be a hands-on introduction to several digital humanities assignments in the course. Assignments as Digitally Annotating the Graphic Novel, the Final Transmedia Essay & Collaborative Web Journal, Creating Dynamic Digital ePortfolios, the Impossible One-Slide Presentation, and a grand Google Glass Literary App Challenge, invite audience attendees to explore the assignment specifics, tools used, and the students’ final products, and understand their integration within the narrative of the course. Gould’s case study, as well as our special session’s as a whole, aims at sparking critical innovation for integrating the digital into all humanities disciplines and to encourage experimentation that resists the traditional boundaries of contemporary pedagogy in order to facilitate rigorously creative digital learning environments.

These papers are likely to provoke a lively discussion ranging from exchanges of concrete pedagogical ideas and best practices of yesterday and today, to more conceptual, fundamental, and controversial reflections on the challenges and opportunities of teaching language, literature, writing and storytelling digitally today and tomorrow.

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 Saturday, 10 January
516. Gendering the Public Intellectual

12:00 noon–1:15 p.m., West 220, VCC West

Program arranged by the MLA Committee on the Status of Women in the Profession

Presiding: Kate Flint, Univ. of Southern California

Speakers: Daphne Ann Brooks, Princeton Univ.; Cathy N. Davidson, Duke Univ.; Lauren M. E. Goodlad, Univ. of Illinois, Urbana; Jack Halberstam, Univ. of Southern California; Marilee Lindemann, Univ. of Maryland, College Park; Sharon Marcus, Columbia Univ.

Panelists discuss how discourse in the public sphere is gendered, both in terms of overall representation and in the assumptions and expectations inherent in its framing, and consider interaction with different publics inside and outside institutions, professional self-representation, news and feature journalism, op-ed writing, radio and TV appearances, book reviewing, and social media.


The following audiovisual request(s) was/were made for your session: Projection equipment for a computer

keywords: public intellectual, gender, current debate, public humanities

 

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If anyone is going to be there early, I'll be presenting on the media ecology of Saigon South in Vietnam!

19. Generic Interventions: Print and Media Narratives of Global South Cities Thursday, 8 January, 12:00 noon–1:15 p.m., 120, VCC West

A special session Presiding: Sabine Haenni, Cornell Univ.

1. "Saigon / Ho Chi Minh City; or, The Aspirational Socialist-Oriented Southeast Asian City," Anne Cong-Huyen, Univ. of California, Los Angeles

2. "The Port City in the Arabic and French Imaginary," Gretchen Head, Univ. of California, Berkeley

3. "Rogues in the Postcolony," Stacey Balkan, Graduate Center, City Univ. of New York

Responding: Leigh Anne Duck, Univ. of Mississippi

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The MLA is offering one-on-one consultations on careers beyond the classroom (variously referred to as alt-ac, post-ac, or industry careers). I'll be available on Friday from 1:30-3:30. Consultations will also be available on Thursday from 2-4pm, Friday from 9-11am and 11:30am-12:30pm, and Saturday from 9-11am.

This is a great service! Sign up in advance for a 20-minute slot at the Job Information Center (in the Fairmont Waterfront). We'll be happy to talk with you, review your CV/résumé, and answer questions about our own paths.

More info: http://infotech.commons.mla.org/2014/consultations-on-alt-ac-and-nonacad...

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