I appreciated speaking with you all last Monday about individual experiences with research in the past, as well as the notion of an ever-evolving research identity. I also appreciated hearing a bit more about your own concerns/challenges as you each set out to design your own research agenda for the Writing Studies program. Have your own intuitive inquiries felt thwarted in the context of academic expectation in the past? Have you experienced the “liminality” that was alluded to in our former reading by Purdy & Walker? These are reflections that I feel are worthwhile to engage in as you set out to define your own work. We all seek to find a balance between our inherent passions/interests and the demands of professional tradition and expectation. In many ways, this course will be about thinking through and navigating that balance.
We have identified people who will design the interactive discussion for each night of class, so the schedule is starting to take shape. In addition, each of you has identified a topic that you would like to pursue (in terms of finding specific research articles that will influence your future methodologies). I will continue to look for material that might aid some of you (**i.e. Stephanie – research on social justice in the writing classroom; Katherine – examples of how to develop a quantitative/qualitative inquiry or data-bearing studies; Mary Kate – research when writing young adult fiction, Hope – research paradigms for creative writers; Hailey: digital humanities research). In addition to my own search into these topics (as I refer to my own library and files), please do start a search on your own as well. Remember the reference librarians are also there to aid you in this kind of effort and can help with the “narrow down”. Next week we will continue to fill up the schedule with actual articles that will fill out our proposed Reading Roster. **Please remember that we need to have all articles that end up on our final Reading Roster in PDF format, so that w
can add them here with ease as we continue to annotate together via Hypothes.is.
Regarding the Hypothes.is tool for social annotation: I have installed the digital tool into our course site here, so you should be able to use it to take public notes on and aspect of this website. I have created anther tab/page on our site called Reading Roster, when we will place all final required reading selections for the course. At the moment, please read the Purdy & Walker with the Hypothes.is tool.
In order to do this, all you need to do is set a basic account by clicking on the Hypothes.is link. Then you can annotate any page on this course website. Here is a tutorial to get you started as well. Please note, since I have installed Hypothes.is on to this website, you do not need to get the “chrome extension”. Just sign up, and start to tinker on any page from this website that you want to annotate.
So the “to do list” for next class:
1. Please read the Purdy & Walker with the Hypothes.is tool.
2. Please blog about the reading and your first experience using Hypothes.is. You can also discuss you process so far in looking for your own contributions to our final reading roster list.
3. Please tweet your blog to our #WritingResearch hashtag
4. Choose your assigned readings for your discussion lead evening and prepare PDF files of your selections so that we can complete our course calendar.
See you soon,
Ps. I want to mention that I posted another resource for all of you in our Shared Resources and Collaborative Docs section of the course. The resource is entitled Guide to Online Academic Research as seems quite useful to me. I invite you to check the site out for your future reference.