• A Public Literary Twitter Role-Play

    Author(s):
    Petra Dierkes-Thrun
    Editor(s):
    Sean Michael Morris, Jesse Stommel
    Date:
    2020
    Item Type:
    Course Material or learning objects
    Tag(s):
    DPiH, DPiH Hybrid, DPih Course Material or learning objects, Open, Digital pedagogy, Composition, Play
    Permanent URL:
    http://dx.doi.org/10.17613/mp0j-p226
    Abstract:
    Curatorial note from Digital Pedagogy in the Humanities: Petra Dierkes-Thrun has run several iterations of the public literary Twitter role-play assignment, having students reenact and inhabit texts like The Portrait of Dorian Gray, Lolita, and Frankenstein. Each experiment uses a different prompt to engage students in her physical class and also virtual participants around the world. Her larger goals focus on “close-reading, critical thinking, and critical writing,” allowing students to comment on the text and also put their readings to use, drawing nonscholars into animated language-play and literary discussion. Dierkes-Thrun does not make students participate openly online but invites them to. When asking students to work on the open Web, it’s important to give thought to student privacy, data, and FERPA (the Family Educational Rights and Privacy Act), but what is most important is that students be given space to make informed choices about how they will occupy the Web.
    Notes:
    This deposit is part of Digital Pedagogy in the Humanities. Digital Pedagogy in the Humanities is a peer-reviewed, open-access publication edited by Rebecca Frost Davis, Matthew K. Gold, Katherine D. Harris, and Jentery Sayers, and published by the Modern Language Association. https://digitalpedagogy.hcommons.org/.
    Metadata:
    Status:
    Published
    Last Updated:
    2 years ago
    License:
    Attribution-NonCommercial
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