• Prototyping Texts

    Author(s):
    Jentery Sayers
    Editor(s):
    Annette Vee
    Date:
    2020
    Subject(s):
    Design
    Item Type:
    Syllabus
    Tag(s):
    DPiH, DPiH Iteration, DPih Syllabus, Practice, Assignment, Student work, Remix, Iteration, Digital pedagogy, Play
    Permanent URL:
    http://dx.doi.org/10.17613/02vj-6r90
    Abstract:
    Curatorial note from Digital Pedagogy in the Humanities: In this course, Jentery Sayers invites both undergraduate and graduate students to push against notions of digital humanities as instrumental, ahistorical, or noninterpretive. Students perform “interpretation through alteration” of the texts under scrutiny by “prototyping” them in metadata, plaintext or markup, typography, forms, glitch, and repair. To alter, prototype, and iterate these texts, they “substitute words, change formats, rearrange poems, remediate fictions, juxtapose images, bend texts, and reconstitute book arts” (Sayers 1). In so doing, students learn how making and iterating can be a form of criticism and reinvigorate the now-depoliticized concept of iteration itself. Student examples include handmade books, overlapping Word documents, Twitterbots, and even a knitted interpretation of Queneau’s One Hundred Thousand Billion Poems. Student examples: Tiffany Chan’s Act Natural: Prototyping Autodidacticism, Forging the Self Allison Murphy’s Prototyping Personism
    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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