Teaching a Literature Course Online??

 

So, it has finally happened.  I am faced with the task of teaching a literary course online. I knew one day it would come to this, but I never imagined it would come so soon. 

Now, I know there are plenty of instructors who do this everyday.  I know composition course are regularly taught online or in hybrid classrooms.  I know many of the for-profit institutions offer online degrees.  I think its wonderful for those seeking access to education.  My course on Voodoo and Visual Culture had low enrollment this term and thus, it was canceled. The alternative I have been given, however, is to teach the course online in the spring. I was a bit hesitant to accept, but after a meeting with the instructional technology team I am excited more than ever to try this out!

With all the technology that is available to colleges and universities, it isn’t surprising that online courses are being offered more and more. I can narrate my power point slides, hold live chat sessions with voice integration, still make use of course reserves at the university library, and employ a plagiarism fail safe for all the written assignments.  Best of all, I can do all of the above without showing up to a half empty classroom twice a week (that is a definite plus!). I am excited about jumping into this new arena and figuring out if this is really something that works for me.  I  mean, there are certainly some pedagogical challenges that present themselves when considering my approach to teaching a literature course.

For instance, how will I shift from a discussion-based teaching style to one that is more lecture oriented to accommodate and make use of the available technology? Will something get lost in translation as I lecture to my laptop microphone about the oral and folk elements of the introduction to Mama Day? How can I be sure to cover topics that I may not find interesting or important about a text, but which my students are dying to investigate? How can I have an interactive discussion about a single passage from Praisesong for the Widow in an online forum?  I’m not sure how I will navigate these obstacles, but I do have plenty of time to develop a strategy. 

The truth of the matter is that students of all shapes, sizes, learning styles, and colors are demanding online learning to accommodate their lifestyles.  Many students are working one or more part time jobs to make ends meet. Online courses simply work better for them.  If I am going to stay current in the profession, then that means trying out and integrating new learning tools into my teaching repertoire. There aren’t many institutions that have not gotten on board the online teaching wagon.   I’m not at all sure how this will work, but I am up for the challenge and ready to expand my teaching arsenal. The future is present.

African American Literary Studies and the Digital Humanities: Finding an Entrance

 

On my application for the NEH Summer Institute on Contemporary African American Literature I articulated my desire to think through and discover how African American literature could lend itself to a digital humanities project. I hoped to come away from the institute with a better understanding of what such a project would look like. I was anxious and excited to engage visiting lecturer Howard Ramsby on this very issue.  

I broached the subject with my fellow summer scholars, but as with other sessions we filled the time with phenomenal dialogue (on this particular day it was about Howard’s lecture on Afro-Futurism) that my inquiry did not receive much rotation. Maryemma Graham offered one response by extended an invitation to the group to attend the 2013 MLA Convention in Boston, at which three panels dedicated to this very topic will be on the program.  This was reassuring.  I’m glad to know that others in the profession have taken note of the absence of African American literature and culture among all of the hullabaloo over the digital humanities—more importantly, though, they are doing something about it.

I suppose I am invested in the answer to this question, not for my own research interests—though I certainly would like to delve into this new, sexy techno-savvy field—but more so for the sake of the tradition itself.  African American literature and culture as a field of study has endured its share of ambivalence among the more “traditional” academic disciplines.  It was not so long ago that it was considered unworthy of intellectual consideration.  I fear that if we—scholars who profess an expertise in African American literary studies—do not make our presence felt in digital scholarship then we will be left behind and perhaps even be placed in the position where we must, again, prove our worth.

As technology continues to advance and we are faced with virtual classrooms, interfacing with the cloud, and e-books, African American literature (and African American/Black/African Diaspora Studies for that matter) will have to fight our way across the digital divide.  I know that there are scholars out there doing the work, but across the board digital humanities is deficient in scholarly output that centers the history, literature, or cultural production of black folk. 

That is not to suggest that we are being denied access.  On the contrary, I believe there is ample opportunity and ample research funding to support projects that combine humanities scholarship with emerging technologies.  The question is why aren’t more of us doing this type of work? What are the obstacles standing in the way, if there are any? What type of projects can we conceive and feasibly see to completion? With whom should we be collaborating?

I am challenging myself to develop a digital humanities project.  I’m very unclear about what it will look like at this point, but I am committed to inserting African American literature into this trending discipline. Technology is the new frontier and its time for African American Literature to get on the bus.