April 16, 2010 — How have the practice and teaching of close analytic skills been changed by the advent of various digital tools?
Three award-winning teachers will address this and related questions in a symposium, free and open to the community. "Close Reading and Pedagogy in a Digital Age" will be held on April 23 at 11 a.m. in the Commonwealth Room in the University of Virginia's Newcomb Hall.
Patricia O'Connor, associate professor of English at Georgetown University, will give remarks on "Teaching with Hypertext." She is former director of its writing program and has been co-director of the Georgetown University Service Learning Institute. For more than 25 years, she directed Georgetown's Prison Outreach Program and published "Speaking of Crime: Narratives of Prisoners." Her publications appear in the Journal of African American Men, Pragmatics, Discourse & Society and in several edited volumes.
Marcel Cornis-Pope, professor of English and director of the interdisciplinary Ph.D. program in media, art and text at Virginia Commonwealth University, will talk about "Interactive Strategies of Reading in the Age of Hypertextual and Networked Communication." His publications include "Hermeneutic Desire and Critical Rewriting: Narrative Interpretation in the Wake of Poststructuralism" and "Narrative Innovation and Cultural Rewriting in the Cold War Era and After." He is also widely recognized for a series of publications on new media and the teaching of writing, including "The Rereading/Rewriting Process: Theory and Collaborative Online Pedagogy."
E. Thomas Ewing, associate professor in history at Virginia Tech, will speak on "Teaching Close Reading of Historical Sources in a Digital Age." He was the project director for the Digital History Reader and the online resource, "Virginia Schools in the Great Depression." His articles have appeared in the Journal of Women's History, Perspectives on History, published by the American Historical Association and the newsletter of the Organization of American Historians. His books include "The Teachers of Stalinism: Policy, Practice and Power in Soviet Schools in the 1930s" and, as editor, "Revolution and Pedagogy: Transnational Perspectives on the Social Foundations of Education."
The symposium is sponsored by the National Endowment for the Humanities, U.Va.'s Teaching Resource Center and the U.Va. College of Arts & Sciences.
Three award-winning teachers will address this and related questions in a symposium, free and open to the community. "Close Reading and Pedagogy in a Digital Age" will be held on April 23 at 11 a.m. in the Commonwealth Room in the University of Virginia's Newcomb Hall.
Patricia O'Connor, associate professor of English at Georgetown University, will give remarks on "Teaching with Hypertext." She is former director of its writing program and has been co-director of the Georgetown University Service Learning Institute. For more than 25 years, she directed Georgetown's Prison Outreach Program and published "Speaking of Crime: Narratives of Prisoners." Her publications appear in the Journal of African American Men, Pragmatics, Discourse & Society and in several edited volumes.
Marcel Cornis-Pope, professor of English and director of the interdisciplinary Ph.D. program in media, art and text at Virginia Commonwealth University, will talk about "Interactive Strategies of Reading in the Age of Hypertextual and Networked Communication." His publications include "Hermeneutic Desire and Critical Rewriting: Narrative Interpretation in the Wake of Poststructuralism" and "Narrative Innovation and Cultural Rewriting in the Cold War Era and After." He is also widely recognized for a series of publications on new media and the teaching of writing, including "The Rereading/Rewriting Process: Theory and Collaborative Online Pedagogy."
E. Thomas Ewing, associate professor in history at Virginia Tech, will speak on "Teaching Close Reading of Historical Sources in a Digital Age." He was the project director for the Digital History Reader and the online resource, "Virginia Schools in the Great Depression." His articles have appeared in the Journal of Women's History, Perspectives on History, published by the American Historical Association and the newsletter of the Organization of American Historians. His books include "The Teachers of Stalinism: Policy, Practice and Power in Soviet Schools in the 1930s" and, as editor, "Revolution and Pedagogy: Transnational Perspectives on the Social Foundations of Education."
The symposium is sponsored by the National Endowment for the Humanities, U.Va.'s Teaching Resource Center and the U.Va. College of Arts & Sciences.
— By Anne Bromley
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April 16, 2010
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