Critical Digital Pedagogy

My pedagogy and overall values center around transparency, documenting and valuing process, subverting normalized cultural and social narratives, vulnerability, collaboration, justice, and cross-disciplinary conversations. In my classrooms and research, I merge digital humanities and #transformDH, writing studies, digital writing studies methodologies, fan and media studies, rhetorical genre studies, and critical digital pedagogy.

Digital Pedagogy Project: remiXML

Inspired by digital pedagogy and the notion of coding as writing, the First Year classrooms I create center around utilizing a self-designed XML schema inspired by how fanfiction writers approach the texts they love. The schema is currently in its second version, heavily revised from the first version. The RelaxNG schemas and the XSLT stylesheets are available on my GitHub page.

The first version, which I used in my Fall 2017 semester First Year Writing course, had more generalized elements that did not encourage specific categories. There was also an element, called feedback, which encouraged peer revision techniques. Student writers in the classroom used the remiXML version 1 to mark up published texts by authors like Roxane Gay, Claudia Rankine, and Shirley Jackson. They also used the remiXML to mark up each others’ essays as an attempt to bridge the gap between “professional” writer and themselves. The version was successful in encouraging peer review, but most student writers used the and tag on each others’ work. The focus became more on “review” than “engagement.” To find more documentation about remiXML version 1.0, please visit the version1 folder on my GitHub page.

Based off this experience, remiXML version 2.0 focused more on creative approaches to reading and attempting to categorize types of reading more explicitly. For example, the element became and several attributes values were added. Several elements were in the original version (restory was called transform, however); with the extra attributes, though, I have hoped to inspire student writers to use these attributes in more specific and pointed ways (the new attributes were borrowed from Ebony Elizabeth Thomas and Amy Stornaiuolo's article "Restorying the Self"). For example, the element has an attribute value called “bending,” which asks the student user to bend the identity of a particular character. This is inspired by racebending, queerbending, genderbending, and other types of identity bending practices that fanfiction writers take on in their work.

The feedback element was also erased in the second version, as I decided to assign the remiXML for student writers to mark up professional authors’ texts instead of both professional authors’ and their peers’ work. I began referring to “peer review” as “peer engagement,” as well, to encourage a focus on reading as active and excited readers, rather than reading to review. For more documentation about remiXML version 2.0, please visit the version2 folder on my GitHub page.

Women Writers Vector Toolkit

For the Women Writers Vector Toolkit, I designed three different assignments that can be implemented in classroom settings. The first is a basic introduction to word vector analysis and the Word Vector Interface. The second looks specifically at the clustering function as a method for discovery. The final assignment asks learners to compare literary centuries based on the corpora. To read these assignments and use them in your course, visit the Women Writers Vector Toolkit assignments page.