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The Literary Hypertext as a Version of the TeacherScholar Model Fall University Teaching and Learnin

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The term was coined by Theodor Nelson in the early 1960s ... early collaborative effort, I designed an Honours English course on hypertext. ... – PowerPoint PPT presentation

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Title: The Literary Hypertext as a Version of the TeacherScholar Model Fall University Teaching and Learnin


1
The Literary Hypertext as a Version of the
Teacher-Scholar Model Fall University
Teaching and Learning Institute August 30, 2002
  • Peter Stoicheff
  • Department of English
  • University of Saskatchewan

2
What is hypertext anyway?
  • The term was coined by Theodor Nelson in the
    early 1960s

3
What is hypertext anyway?
  • The term was coined by Theodor Nelson in the
    early 1960s
  • It refers to a digital or electronic text that
    has links to its different parts (internal) or to
    other texts (external)

4
I became interested in the scholarly
possibilities of hypertext because
  • of the complexity of Ezra Pounds Cantos

5
(No Transcript)
6
The components of that complexity are
  • Its intertextuality

7
The components of that complexity are
  • Its intertextuality
  • Its interdisciplinarity

8
The components of that complexity are
  • Its intertextuality
  • Its interdisciplinarity
  • Its many languages

9
I became interested in the pedagogical
possibilities of hypertext because
  • Graduate students in the English Department,
    responding to a questionnaire, said they wanted
    to work more collaboratively and less in
    isolation (1995)

10
This request got me thinking about
  • How my friends in the sciences work closely with
    other scientists

11
This request got me thinking about
  • How my friends in the sciences work closely with
    other scientists
  • How their graduate students collaborate with each
    other

12
This request got me thinking about
  • How my friends in the sciences work closely with
    other scientists
  • How their graduate students collaborate with each
    other
  • How an offprint of mine looks like this ...

13
(No Transcript)
14
…while offprints in the sciences look rather like
this
15
While I was thinking about collaboration and
offprints and graduate students and Pound and
hypertext I ...
  • Had two graduate students assistants (Sherry Van
    Hesteren and Tim Drake, supplied by the English
    Department) to help me with marking and some
    library research (1996)
  • Was teaching T.S. Eliots The Love Song of J.
    Alfred Prufrock

16
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17
I realized
  • The graduate students were being under-employed
    doing occasional marking and library work

18
I realized
  • The graduate students were being under-employed
    doing occasional marking and library work
  • The first-year students were finding Eliots poem
    difficult because it was highly intertextual,
    interdisciplinary and multilingual

19
I figured
  • The graduate students would be more fulfilled if
    they worked together, and with me, on something
    ...

20
I figured
  • The graduate students would be more fulfilled if
    they
    worked together, and with me, on something …
  • That something could be a digital edition of
    Eliots intertextual poem ...

21
I figured
  • The graduate students would be more fulfilled if
    they worked together, and with me, on something
    …
  • That something could be a digital edition of
    Eliots intertextual poem …
  • The digital edition could be used in the
    first-year classroom.

22
I suggested to the two graduate students that we
  • Learn some basic encoding languages like html
  • Create a website for The Love Song of J. Alfred
    Prufrock (1996)

23
One of the first inspirations for the site was an
image in Edward Tuftes Envisioning
Information Prufrock
24
Encouraged by the success of that early
collaborative effort, I designed an Honours
English course on hypertext. In it, students
planned what a hypertext edition of Mary
Shelleys Frankenstein might look like. Why
Frankenstein? (1997)
  • Because Shelley wrote two versions (1818 / 1831)
  • Because the manuscripts are interesting
  • Because it has been rewritten so frequently
  • Frankenstein

25
That summer (1997) I hired two graduate students,
Jon Bath and Corey Owen, who had been in that
class and together we
  • Gathered the information collected during the
    course
  • Started creating the Frankenstein website
  • Kept track of the editorial challenges the new
    digital platform faced us with, and wrote a
    co-authored paper on it all for Computers and the
    Humanities.

26
That articles title page looks something like
this
  • The Ghost in the Machine Editorial Issues in
    the Design of a Digital Literary Edition
  • BY Jon Bath AND Corey Owen AND Peter Stoicheff
  • Computing in the Humanities XVI October 1999
    301-28.

27
In a graduate course the following year (1998) we
designed a hypertext edition of William
Faulkners The Sound and the Fury because … its
narrative structure is very complex.
28
That summer (1998) I got some funding to hire my
doctoral student, Allison Muri, to begin
programming the design arrived at by the students
during the course.
29
The following summer (1999) I got some more
funding and hired a new M.A. student, Joel
Deshaye (you just heard from him), to continue
the digital work Allison began. I also hired a
continuing M.A. student, Maria Truchan-Tataryn,
to do Faulkner-related research for the
site. The Sound and the Fury
30
Meanwhile ...
  • The T.S. Eliot site was getting 1,500 hits per
    month

31
Meanwhile ...
  • The T.S. Eliot site was getting 1,500 hits per
    month
  • I had hired an undergraduate student (David
    Mitchell) to continue working on it (1999)

32
Meanwhile ...
  • The T.S. Eliot site was getting 1,500 hits per
    month
  • I had hired an undergraduate student (David
    Mitchell) to continue working on it (1999)
  • The Frankenstein site was getting 3,000 hits per
    month

33
Meanwhile ...
  • The T.S. Eliot site was getting 1,500 hits per
    month
  • I had hired an undergraduate student (David
    Mitchell) to continue working on it (1999)
  • The Frankenstein site was getting 3,000 hits per
    month
  • We were getting a lot of responses to the two
    sites from scholars and students around the
    world.

34
Also in the meantime, various combinations of
graduate students previously and presently
involved in the projects gave talks and invited
papers to ...
  • The Changing the Climate graduate conference at
    the University of Saskatchewan

35
Also in the meantime, various combinations of
graduate students previously and presently
involved in the projects gave talks and invited
papers to ...
  • The Changing the Climate graduate conference at
    the University of Saskatchewan
  • The English Department faculty

36
Also in the meantime, various combinations of
graduate students previously and presently
involved in the projects gave talks and invited
papers to ...
  • The Changing the Climate graduate conference at
    the University of Saskatchewan
  • The English Department faculty
  • The University graduate student community

37
Also in the meantime, various combinations of
graduate students previously and presently
involved in the projects gave talks and invited
papers to ...
  • The Changing the Climate graduate conference at
    the University of Saskatchewan
  • The English Department faculty
  • The University graduate student community
  • An Association of Canadian Colleges and
    University Teachers of English (ACCUTE)
    conference in Ottawa

38
Also in the meantime, various combinations of
graduate students previously and presently
involved in the projects gave talks and invited
papers to ...
  • The Changing the Climate graduate conference at
    the University of Saskatchewan
  • The English Department faculty
  • The University graduate student community
  • An Association of Canadian Colleges and
    University Teachers of English (ACCUTE)
    conference in Ottawa
  • Three Humanities Research Unit conferences

39
Also in the meantime, various combinations of
graduate students previously and presently
involved in the projects gave talks and invited
papers to ...
  • The Changing the Climate graduate conference at
    the University of Saskatchewan
  • The English Department faculty
  • The University graduate student community
  • An Association of Canadian Colleges and
    University Teachers of English (ACCUTE)
    conference in Ottawa
  • Three Humanities Research Unit conferences
  • Graduate hypertext courses

40
By the end of last summer (2001) Joel Deshaye
and I had mostly finished the Sound and Fury
website. (It was recently recognized as one of
the five best scholarly Faulkner sites on the
WWW.)
41
In the last three years, four of the graduate
students who collaborated on these hypertext
projects wrote theses and dissertations on
hypertext-related work
  • Corey Owen, A Hypertext Edition of the Seafarer
    (M.A. 1999)
  • Jon Bath, The Well-Coded Urn Authorial Design
    in the Hypertext Fiction of Stuart Moulthrop and
    Michael Joyce (M.A. 2000)
  • Maria Truchan-Tataryn, Benjy Resurrected The
    Deconstruction of the Idiot in The Sound and the
    Fury (M.A. 2000)
  • Allison Muri, The Enlightenment Cyborg Aspects
    and Origins of the Postmodern Man-Machine
    Metaphor (Ph.D. 2001)

42
Along the way we learned that
  • A good literary hypertext edition will recognize
    what advantage there is to its existence that
    is, it will be developed with a full
    understanding of what it provides that a
    book-based critical edition does not or cannot.
    It will not be developed simply because the
    opportunity is there to create a hypertext
    edition. Instead, it will be developed because
    something significant to our understanding of the
    text will be yielded.

43
Joel Deshaye and I turned all of that into a
talk titled The Visual Display of Literary
Complexity in a Hypertext Critical Edition of
William Faulkners The Sound and the Fury
  • University of Regina invited lecture, April 2001
  • NYU Conference of the Association for Computing
    in the Humanities invited paper, June 2001

44
About four years ago, when Corey Owen and Jon
Bath and I were designing the Frankenstein site
we began to think about the page ...
  • Werent we simply reproducing the two-dimensional
    page on the computer?
  • Shouldnt the computer be able to create a
    writing space that is different from the paper
    page as we know it?

45
Who better qualified to re-think the concept of
the page than graduate and undergraduate
students? While Ive been reading books ...
46
(No Transcript)
47
The students have been … PLAYING COMPUTER
GAMES!
48
This idea about the page resulted in
  • A collaborative talk to a Humanities Research
    Unit conference at the U of S by Allison Muri
    (Ph.D. candidate), Jon Bath (M.A. candidate),
    Andrew Taylor (English prof) and me on the
    history and future of the page

49
This idea about the page resulted in
  • A collaborative talk to a Humanities Research
    Unit conference at the U of S by Allison Muri
    (Ph.D. candidate), Jon Bath (M.A. candidate),
    Andrew Taylor (English prof) and me on the
    history and future of the page
  • The creation of a scholarly website on the
    history and future of the page Architectures,
    Ideologies and Materials of the Page (AIM)

50
This idea about the page resulted in
  • A collaborative talk to a Humanities Research
    Unit conference at the U of S by Allison Muri
    (Ph.D. candidate), Jon Bath (M.A. candidate),
    Andrew Taylor (English prof) and me on the
    history and future of the page
  • The creation of a scholarly website on the
    history and future of the page Architectures,
    Ideologies and Materials of the Page (AIM)
  • A conference called The Future of the Page

51
This idea about the page resulted in
  • A collaborative talk to a Humanities Research
    Unit conference at the U of S by Allison Muri
    (Ph.D. candidate), Jon Bath (M.A. candidate),
    Andrew Taylor (English prof) and me on the
    history and future of the page
  • The creation of a scholarly website on the
    history and future of the page Architectures,
    Ideologies and Materials of the Page (AIM)
  • A conference called The Future of the Page FOP
    site
  • A book of essays (including two by graduate
    students) on The Future of the Page appearing
    shortly with U of T Press

52
The University has the goal of "supporting and
facilitating individual, collaborative and
multi-disciplinary research by cultivating a
productive research climate at the University of
Saskatchewan."
  • "Increasing Research Intensiveness at the U of S"
    (Research Committee of Council, Feb. 2000)

53
"In a university, an obligation rests on every
individual faculty member to embody the role of
teacher-scholar by participating in research and
scholarly activity and by engaging students
through instruction. No faculty member can opt
out of either task."
  • "Increasing Research Intensiveness at the U of S"

54
The profound interrelation of teaching and
research can be highlighted and encouraged by the
University, as adopted in the teacher-scholar
model. Ways of doing this include
  • encouraging faculty members to involve students,
    both undergraduate and graduate, in their
    research.
  • identifying research themes that extend across
    disciplines and draw on the research strengths of
    many sectors of the University.

55
Hypertext activities in the English Department
have
  • Permitted and encouraged collaborative work among
    graduate students, undergraduate students and
    faculty

56
Hypertext activities in the English Department
have
  • Permitted and encouraged collaborative work among
    graduate students, undergraduate students and
    faculty
  • Involved graduate and undergraduate students in
    the creation of scholarly and pedagogical sites
    that are still accessed by thousands of users
    each month

57
Hypertext activities in the English Department
have
  • Permitted and encouraged collaborative work among
    graduate students, undergraduate students and
    faculty
  • Involved graduate and undergraduate students in
    the creation of scholarly and pedagogical sites
    that are still accessed by thousands of users
    each month
  • Joined in a genuine way the unique skills of
    graduate students, undergraduates and faculty
    (including, as well, Prof. Lisa Vargo and Allison
    Muri)

58
Hypertext activities in the English Department
have
  • Permitted and encouraged collaborative work among
    graduate students, undergraduate students and
    faculty
  • Involved graduate and undergraduate students in
    the creation of scholarly and pedagogical sites
    that are still accessed by thousands of users
    each month
  • Joined in a genuine way the unique skills of
    graduate students, undergraduates and faculty
  • Provided a way for graduate students and faculty
    to present significant research results at
    conferences

59
Hypertext activities in the English Department
have
  • Permitted and encouraged collaborative work among
    graduate students, undergraduate students and
    faculty
  • Involved graduate and undergraduate students in
    the creation of scholarly and pedagogical sites
    that are still accessed by thousands of users
    each month
  • Joined in a genuine way the unique skills of
    graduate students, undergraduates and faculty
  • Provided a way for graduate students and faculty
    to present significant research results at
    conferences
  • Provided a way for graduate students and faculty
    to co-author papers

60
Collaborative work has also encouraged students
to ...
  • Be skeptical of what they hear me say from the
    front of a more traditional classroom…
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