This plan puts student into groups of three or four and asks them to collaborate on generating a coherent analytical reading of a New Yorker cover image. The students present their readings to the class and then trade images and present a re-reading.
By creating their own Twitter accounts and finding accounts to follow that are related to their research topic, students learn the difference between library resources and online resources like daily news, blogs, and opinion.
We’re coming up on the midway point of this semester, and as we’re all currently planning the weeks ahead after Spring Break, I thought I’d take a moment here and share what I’m currently doing for my course’s final assignment.
In this assignment students use the Oxford English Dictionary to make individual mindmaps of the multiple definitions of related words, then the class together creates a constellation of meanings surrounding a seemingly simple topic that becomes more and more complex.
In this lesson, students created Dipity timelines that allow them to integrate multi-media content into a temporal-sequential order. Taking the sources from their first essay, students reflect on the benefits of the multimedia/chronological presentation.
My class used Twitter for a few general purposes and then for two specific assignments. For our general goals, we used Twitter to share resources among one another and to familiarize ourselves with various conversations that are important to people in the digital humanities.
Using the free digital timeline website, Dipity, students can organize and annotate their sources chronologically. This enables students to visualize the sequence of events and better address how particular texts interact with or talk past each other.