soaking-in and stirring-up

friend Patti and I have driven miles and miles and miles in the last week. across all the states between Indiana and upstate New York. up and around to Toronto, and back, and across and through and along. I'll put up photos eventually. there has been ice cream and yoga and wonderful views and confusing traffic and much adventure.

who was it who told me about David Antin?

{ this is a photograph of northwest Missouri from ten years ago. random, I know. }

it was someone at the Digital Humanities Symposium I went to during finals week, earlier this month. someone was talking about genre and medium and sound recordings. it was someone making a point about what poetry is, and as they did so I wrote down a mis-spelled version of the poet's name on my hand.

reading David Antin poems in pdf does not seem very fun. I will have to consult the library.

in the meantime, when Patti and I are not on our way from here to there in a car, and when I have not been writing article drafts and planning my summer teaching adventures, I have been reading various other things. books I picked up at publishers' exhibit halls, books Patti passed on to me after she read them for the tournament of books, and books that stowed away in Patti's trunk when we left the states.

a list:

Gold, Fame, Citrus (irritating in spots, otherwise good)
So You've Been Publicly Shamed (rambly yet thought-provoking enough)
Between the World and Me (I want my dad to read this)
Go Ahead & Like It (lovely, evocative, simple)
The New World (bewildering and sudden)
Our Souls at Night (sweet. poignant, even)
Bats of the Republic (a puzzle)
Information Doesn't Want to be Free (inspiration-sparking)
The Mermaid's Sister (tedious, vague, bleh)
The Blue Hour (poetry snippets, dark, tattered)

only two of those are non-fiction, everyone. and only one of them can at all be considered research/dissertation-related. but don't worry. I spent three and a half days at a marvelous Computers & Writing conference. I learned so much, took so many notes, resolved to do so many things, and have plenty of whirring ideas caged up for later use. research/dissertation-land will not be abandoned.

this David Antin fellow does not 'write' his poetry. he talks it. oral poetical rambling, recorded and transcribed, and then published.

that sort of poetry is not a thing. it is an event, a production.

but how dare we trap any piece of writing in nouns?

processes. hows, not whats. and I have so many questions about how. why? how? those are where my questioning mind goes. why speak your poetry instead of write, type, paint it?

well, why not?

I was about to wish for my summer to have just as much writing and creating in it as reading and consuming. but how would I measure that, when the reading and soaking-in is part of the writing and building? how would it make sense to compare? I could force it to, I suppose... but it might be more interesting not to.

for now, I have picked up Seanan McGuire's Every Heart a Doorway, another stowaway book from Patti's trunk. its book jacket promises fairy-tale twists in an aloof and mysterious vein, and its first section title seems to be "The Golden Afternoons." I hope it is good.

reflections on teaching online

the online summer class I've been teaching ended last Friday, when all the last final projects got turned in. as of five seconds ago, all the grades are tallied and posted and submitted. hurrah! two weeks til fall classes start...

did any sort of learning happen over those 8 weeks of summer term? on my end, definitely yes. I hadn't taught online before. during the spring and beginning of the summer I attended conference panels galore about online writing instruction. my wonderful mentor Kelli Cargile Cook spoke about the best practices she's developed and studied over her career. friend David Grover from Texas Tech presented on his dissertation research--all about how underprepared graduate students are when they get the chance to teach writing online. at Computers & Writing, I met the brilliant and generous people behind the OWI community website. so many awesome resources and inspirations. it was terrifying, but encouraging.

I was arguably more prepared (on paper, anyhow) for this course than for anything else I've ever taught in my life. most other things I've ever taught involved sticky notes with tentative 6-point outlines and thoughts, all scribbled down mere hours before the lesson. sticky notes don't work for online classes, though. instead, there were dozens of PDFs, a screencast video introduction, a website thing, bits of Blackboard fiddling, many many emails, and many Slack messages.

the slick, fancy Slack messaging app suggested itself as an especially appropriate online teaching tool for professional writing. I'd been hearing about the app on all the podcast advertisements, and I figured my bundle of Business Writing students could benefit from some exposure to it. with help from friend Michael, I poked around and tested things out and got everything set up just how I needed it for the various sections and projects of the class. hosting the whole class within Slack was disorienting for students at first, but most of them caught on quickly and enjoyed the interface. we didn't have quite as much fun as this Zach Whalen fellow seemed to have with his students on Slack, but ah well.

as the course got busier and summer ticked itself relentlessly into the past, I found myself wishing I could be sure my students were reading the announcements I made and the updates I posted. is there such a tracking device? my search just now brought me to this detailed list of Slack shortcuts and tips. there is a way to see who has logged in to Slack-- I'll have to explore that option next semester. it may or may not tell me who has read which channels. this piece might be something to share with students as they set up their Slack accounts for my class--hopefully they'd find it helpful. I need to remember the "reminder" function and the "pin file" function, for important information that students might lose track of too easily. the user-name policy also sounds pretty useful-- one way to maintain a sense of professionalism.

benefits a face-to-face class include students seeing each other and talking to each other a lot more, instead of merely performing for me and my syllabus of requirements. I'm not sure how well my students got to know each other. I did create an "off-topic" channel and let students have it to themselves (I checked now that class is over to find 4 lonely little posts there). our Slack space stayed very to-the-point and business-oriented, a place where work got submitted and readings got "discussed" within minimum wordcounts and with little dialogue. next semester, I'll have to incentivize more student-to-student communication and discussion. this boils down to an odd form of pandering bribery and forced-ness, which my soul squirms and recoils about just a little. I like to think that as an undergraduate student I would have been utterly happy to talk to my fellow students of my own accord (very not true). who needs incentives for that? but that's my vaguely-more-enlightened and far-less-shy gradstudent self talking.

my course was 99% asynchronous, and I so wished that I could have all 17 of my students in one channel at the same time. more focused, immediate discussion could have been way more useful. all the best online courses I've ever taken have included a synchronous Skype or chat-room element. but the way online courses are marketed in this program means students sign up expecting to work at their own paces and not expecting to show up to be counted at any particular time. because of that, I didn't feel like I could design a course with much, if any, synchronous discussion time in it at all. this summer, I asked students to sign up for one-on-one video conferences, so at least there'd be a sliver of synchronous discussion. this worked pretty well. for next semester, I may consider assigning small-group conference meetings, perhaps to discuss peer review work more directly. the institutional constraint here is a challenge to work around. perhaps it deserves to be brought up with my supervisors and program directors. we'll see.

this weekend I talked with a few potential community partners about linking my fall Business Writing assignments to their local, real-world business contexts and needs. it's lovely to know people who run small, local businesses in this lovely college town. wish me luck getting myself organized to incorporate some of those ideas for the next batch of scattered, disembodied online students.

editing work and so-called "educational technologies"

it's not the most important volunteer gig in the world, but I am on the official Board of Copy Editors for a scholarly journal in the field of social work.

see? (I still need to have them update my institutional affiliation, I know. soon.)

the article I'm editing now is about perceptions of social work and advocacy organizations in Ireland. it's pretty interesting. part of the fun of this position is getting to dip my brain into current scholarship from another field, from lots of other perspectives. one of the pieces I previously edited was all about volunteerism-- something not unrelated to my own scholarship.

today I've been combing through this forthcoming article's reference list, checking for completeness and formatting. like most social science journals, this one uses APA style, which I'm thankfully pretty familiar with.

my editing process can be a little haphazard for a project like this. but generally it follows these broad strokes:

1. read through the piece once and make notes about persistent issues or anything else that stands out, tidying up a few of the easy things (commas, spelling, other punctuation) along the way

2. check that everything listed in the references is actually cited in the text, and vice versa (this is something I learned from Dr. Hawkins as part of her teaching in Bibliography & Research Methods many years ago)

3. attend to citation formatting (all the periods in the right spots, capitalization as APA dictates, and so on)

4. make sure all the headings and subheadings are styled properly (and I'd usually check tables and figures here too, but this particular article doesn't have any)

5. draft a makeshift style sheet for any judgement calls I get to make about hyphenation or capitalization of terms (these are always really informal sticky-note things, if that)

6. go through again, adding queries for the author where needed, making decisions and changes for the major issues previously noted, watching for consistency and fluency at the word- and sentence-level.

7. spot check one last time for the things on the style sheet, review the queries and comments to make sure they make sense, and then send the whole thing off after appending my initials to the filename.

if it's work for hire, I'll prep an invoice and send that along with my edits. I've done a huge amount of editing for hire this summer, it seems like. dissertation proposals, articles about orthodontics, computer graphics, and GPS, and even several book chapters about analytic software programs. but for this particular job I'm only getting paid in collegial respect and academic clout. it makes a nice line on my CV and boosts my ethos as a person with practical, ongoing experience editing. plus, I enjoy it.

there's about a day or two more of work left on the piece. the references and headings are sorted, so all that's left, roughly, are steps 5 through 7. from this point on, I shouldn't need to keep opening and closing the section on APA style at the Purdue OWL. it's down to the less tedious part of the job now. I could, I know, be a lot more meticulous about how I approach the work and how I track the time I spend on it. for now, this is what works for me.

the tedium of citation-tidying, I'll add, is pretty pleasant tedium. actually one of my favourite things about editing scholarly work like this is replacing all the default hyphens with en-dashes in all the page ranges of the references that have them. APA doesn't strictly care about that detail, but the beautiful differences between hyphens and dashes were irrevocably drilled into me back when I worked with the more comprehensive Chicago style at Texas Tech University Press.

style guides like Chicago and APA and resources like the OWL that grow up around them all count as educational technology, don't they? sure, the term is burdened with connotations of electronics, computers, digital connectivity, and such, but books are technologies too. I'd count these guides' paper-based versions as technologies just as much as I'd count their websites at https://www.chicagomanualofstyle.org/home.html and https://apastyle.apa.org/.

the Purdue OWL has always been a website, though its offline home, the regular Purdue Writing Lab, predates it by almost twenty years.

educational technologies. any technology that serves a process of education, right? well, one would hope.

about a year and a half ago, the dear Purdue OWL entered into a partnership with a purveyor of so-called educational technologies called Chegg. shortly thereafter, citation generator banners appeared all over every page of the OWL, offering quick and easy auto-citations in MLA or APA style. I reacted with great disappointment and irritation at the time. and so did plenty of other people.

since then, the powers-that-be over at the OWL have toned it down a bit. the citation generation tools are still there, but not on every single page. still, it feels odd. one tool, the OWL, gives students valuable reference information and examples and helps them learn to apply that knowledge in their writing. the other just black-boxes it all away and says, more or less, "trust us, we'll handle it, you don't have to think too hard. or at all."

I guess there are probably times when not having to think too hard about some process or technology is perfectly okay, but in academia? it seems thoroughly wrong. this kind of thing doesn't really serve education. does it?

such over-reliance on technology goes beyond students, too. a related "educational technology" here is plagiarism-detection software like Turnitin and other such tools. these companies give lip service to academic integrity and education, but their true goal is profit. they're invested in manufacturing some kind of vague ethical crisis so they can sell software subscriptions.

using software to catch students "cheating" is not education. it's barely relevant to education by any stretch of the imagination. and if you have to rely on such tools to figure out if your students are cheating on their writing assignments or not, then you haven't given your students or their writing enough of your attention, and you haven't designed very good writing assignments.

what has bugged me most about Turnitin and the like is the fact that it copies piles and piles of student work for its own databases and uses those copies as a core part of its function. and I suppose they think that because their terms of service say this is all perfectly fine to do, it is.

I say not. if students had any real choice in the matter, then maybe. but given the power dynamics of your typical college classroom, they don't. if their professor says upload your work via this tool, then students are more or less forced to do so, whether or not they care about the implications.

copyright is a whole mess in itself, but any logical understanding of intellectual property should acknowledge that students own their creative work, even within the relatively convoluted confines of formal education. for a third-party technology company to copy that work and profit from its application is pretty clearly unfair. unjust. messed up. all because some teachers are so worried about cheating they're willing to outsource part of their job to a for-profit company rather than design more robust assignments and trust their students half an inch.

for further reading:

"A Guide for Resisting Edtech: the Case against Turnitin."

"Plagiarism Policing and Profit: Great news! Our students produced $1.75 billion in profit! Too bad they won't get any of it."

"Re-Thinking Plagiarism as Unfair Competition."

fall semester, 2015

is it only Tuesday?

the rhythms of rushing about from class to class to meeting to office feel all huge and different still. I'll get used to them. in a few weeks this will be all-encompassing and almost as unthinking as skin.

you'd think by this point I'd have fewer and fewer classes to list. I got through prelims, so coursework should be almost over too. it is. almost. one more linguistics requirement next semester, I think, and I'll be all done. then what rhythms will carve themselves into my brain when next fall arrives?

let's not worry about that. here are this year's brain-stretching periods: Mondays, Tuesdays, and Thursdays. two seminars and a practicum. (there's also a research gig and an hourly assistant position, but those don't quite fit my pattern of semesterly documentation so well.)

Posthumanism, with Dr. Thomas Rickert
I don't need this class for anything really. but I couldn't not take it. critiquing all the definitions of "human"? yeah. decentering our models of the universe and thinking beyond all the lines between this and that, body and mind, organic and technological, wildness and artifice? yeah. I'm going to love this crazy class.

Computers in Language and Rhetoric with Dr. Samantha Blackmon
not sure what to think about this one yet. it's tying together pedagogy and technology and writing... our first readings are going to be interesting old articles (from 1986!) about the first word processing programs ever. should be fun.

Professional Writing Practicum, with Dr. Michael Salvo
my undergraduate professional writing classes changed my life, I think it's safe to say. learning how to teach those sorts of things--learning how to push students to create specific, relevant, rock-solid ideas-in-action writing--is going to be great. it's about time I took up this opportunity.

English 420, Business Writing, with... me.
new subject to teach! new students who are not freshmen! our first day went pretty well. it's an early morning class, and even so only one kid came in a tiny bit late.

sheep shearing

I spent a little more than 48 hours in Flagstaff the other weekend. gorgeous weather. wonderful wool and fiber festival (even if my very favorite vendor couldn't be there this year). also, as always, the most excellent traveling companions. so grateful to those lovely humans. 

on Sunday, the last day of the festival, I spent 3 hours teaching a little lacemaking workshop and it was wonderful! just 6 enthusiastic students, plenty of time, plus friend Shannon helping out as unofficial assistant, and it all went so well. I'm so glad everyone came ready to learn and practice and struggle with the weirdness that is tatting and tatted lace. I hope they all keep going with it. and maybe some of them will join The Lace Coven too.

the days since then have felt like a dragging two-dimensional swamp, somehow. I think I need more rest.

since summer 2024 I've been prioritizing the whole weekend of Flag Wool, every June, for a getaway with fiber friends. (this year the festival dates conflicted with my favorite academic conference and I confess it was not quite a difficult choice even though I do miss Computers & Writing and all its fun community a good bit.) a different house rental each time. some shuffling of who attends. so much gratitude that I get to be included in the fun. 

at some point along the way I was handed a copy of this book, The Lost Flock, by Jane Cooper. a meandering autobiographical style, very well researched, and fascinating to read. will I ever find myself tending sheep on a remote Scottish island? highly unlikely. more than happy to read about it though. storms and mud and diseases and all, it sounds pretty romantic.

 

the book cover itself (not to mention the setting and the sheep and the land and all that too) reminded me of Pratchett's The Wee Free Men.

sheep and shepherds. cheese and fleece. community and stories. the books are not that similar at all but you can see the echoes across the two covers I'm sure. blue sky or sea. green hills. close-up on a fleecy sheep with beady ovine eyes. more fleecy sheep wandering the hills in the background.  

I don't reread books that often, but maybe I'll revisit these two again sometime soon. the whole Tiffany Aching series is splendid and poignant and worthy of deep attention. maybe I should acquire a boxed set of them. hmmm.

has anyone in the world of the wee free men considered teaching them how to perfectly shear a sheep? I can't remember.

sheep shearing is a dying art, they say. a strange little niche profession, so delicate and demanding. too bad we don't have any magical little dudes to help out with it. sometimes I wonder if I would or could ever learn. such a prospect feels almost as far-fetched though, most days. 

sheep need shearing. I'm glad that at least a few other humans out there still know how to shear them. the shearer who typically demonstrates at Flag Wool is Mick Hofmann. my guild friends who have fleecy animals hire him every spring to come shear for them too. 

 

there weren't many nice fleeces for sale at this year's festival. even if there had been though, I remain uninterested in acquiring any raw fleece to process myself. carding 6 batts of Finn two summers back was tedious enough, I promise. 

if the apocalypse arrives and all the industrial fiber mills become defunct and I need to process wool by hand, I'll get over the tedium and hopefully also make friends with someone who can teach me shepherding and shearing too.

favorite conference

last week, my time was taken up by another academic conference.

I presented on semi-academic podcasts and how awesomely they seem to cultivate discussions about scholarly things for the consumption (and perhaps participation) of non-scholarly audiences. such a thing seems pretty rare, but maybe it's less rare than I'm making it out to be. after all, 

“Podcasting’s bridging of knowledge barriers in an intimate manner is one of its key, and most readily apparent, properties. Thanks to the medium’s wide accessibility— given its general affordability and portability— knowledge in diverse domains can be shared by individuals and groups around the world. Thanks, as well, to their intimate, personal and often-conversational natures, podcast episodes can help individuals of different educational levels cross disciplinary boundaries easily. Audience members need not be enrolled in an educational system in order reap their benefits” (Swiatek, 2018, p. 177-178).​

how's that for a minimalist literature review, eh? Swiatek's chapter is in the collection I used as a textbook for my introductory podcast course last year. good stuff.

bridging knowledge barriers can happen across all kinds of lines, not just those of formal higher education, of course. academia is only one of many domains of learning. 

but for my presentation, I concocted a fairly narrow set of criteria for the four examples I showcased. to fit in properly with what I wanted to talk about, the podcast needed to be...

- officially made by/with credentialed, institutionally-affiliated academics ​
- making use of the ethos and/or expertise of their degrees at least a little
- purposefully talking to and/or translating for non-academic audiences ​to some extent

I also limited my examples to humanities/communication-y topics, because that's my discipline, and a 15-minute conference talk cannot be much more comprehensive than that anyway. I am curious to look at other podcasts in this vein though. eventually. Huberman Labs would count. and probably plenty of others I haven't heard of yet.

my observation, as a fairly high level podcast fangirl, has been that most scholarly podcasts don't bother talking beyond their own discipline, much less beyond the academy in general. in a sense, that might be what "scholarly" means-- by, for, and of scholars. but I also knew of a few counter-examples. a few podcasts that managed to feel more openly, accessibly, publicly academic.

for this little starting-place of a conference talk, I looked at these four: Material Girls; Lingthusiasm; Think Fast, Talk Smart; and Professors Play. 

according to my proposal for the event, I wanted "to highlight these as particularly valuable examples of public scholars demonstrating from the ivory tower how playfulness, connection, and personality are key ingredients for learning, teaching, and thriving as 21st-century humans."

want to see my little digital handout with transcribed bits from each show? there's a link to my slides from there too, which in turn have a few painstakingly chosen, hopefully entertaining-ish, audio clips. 

it is perhaps silly to turn my little presentation from last week into a blog post here, but (now that I'm halfway through doing it anyway) it does seem to match the spirit of my whole point— academia doesn't need to keep all of its cool conversations to itself.

on top of making that point, my other goal with the talk was to have fun introducing whoever showed up at my 11:00am panel to a few very engaging podcasts. I called it "Public Scholarship as Playful Pedagogy," but the title easily could've been shuffled into “Playful Scholarship as Public Pedagogy”— I'm still not sure which sounds better. the lines between all these things are fairly slippery at the best of times.

the lofty version of my whole argument is something like this: podcasts are conversations, usually quite public ones that can shape the cultures and communities of the world we live in. sometimes they even create new communities, which in turn have their own world-shaping power. so it matters who gets to be part of the conversation. it matters how the conversations are designed. 

Computers & Writing is one of the best conferences. next year it'll be in Athens, Georgia. will I get to be there and keep talking about podcasts as scholarship or pedagogy or public pedagogical artifacts or anything like that? we shall see.

east carolina and back

last month I got to attend the 2022 Computers & Writing conference, hosted on the charming East Carolina University campus. this year, it was a hybrid virtual/in-person event, which means that on top of the eight in-person sessions I inhaled one after the other while I was there, I also still have at least 12 tabs open from the online program, just waiting for me to spend proper time with some of the virtual presentations. one of them is this one about academic twitter and such, which features none other than friend Patti!

friend Patti is, as I write, gallivanting gloriously around in Portugal or somewhere similarly awesome thereabouts. from her instagram missives, it all looks terribly fun.

traveling for this conference was fun, but stressful. I used to love airports and the shock of new places. maybe I'm getting old and tired, or maybe the pandemic times have just cast shadows over it all. or maybe some of both. all the airports-- Phoenix, Charlotte, Raleigh/Durham, Detroit-- they were all crowded, hectic arenas. were they just as crowded, before? I can't remember.

here are some photos of the little creek I walked by on my way to-and-from the conference events that week.

and one of the lovely pathway itself, through the tall green trees.

while I was in North Carolina for conference reasons, I took some time to explore downtown Raleigh before I had to come home. it was pretty cool. 

I don't know what this tall reflectively blue building is, but it surprised me as I wandered. I felt ambushed by it in somewhat the same way I did by the Eiffel tower. only this was bright daylight. 

through the gaps between trees and buildings there, you can see the white tents of an arts festival. I had just enough time that afternoon to browse four or five booths, let the live music wash disjointedly over my ears, and wish for more time to souvenir-shop.

I did manage to acquire a nice belt from these recyclers-of-bicycle-tubes, for Jeremiah, before hurrying to return a rental car and resubmit to the circus of the airport. little did I know just how much of a merry-go-round the Raleigh/Durham airport would become for me that fateful Sunday. 

but that's a whole other story, and perhaps too complainingly for here, anyway.

subscription snacktime

a week or so before our roadtrip to New York for 1. the Computers & Writing conference, 2. friend Fernando's wedding and 3. randomly exploring Toronto and waving at Patti's relatives inbetween 1 and 2, I tried out a subscription box of snacks from Naturebox. I figured it'd be good for roadtrip munching. I was right.

the other week I caved in and ordered a second box, just cuz. it's the busy time of the semester. snacks are good for keeping my brain awake.

these cheddar lentil loops were pretty much the most glorious crunchy thing I've eaten in all of recent memory. I loved them.

the dried peaches were almost equally wonderful. and every handful of gummy watermelon stars I rationed out for myself made me smile a bit. I wasn't so much in love with the peanut butter nom noms or the trail mix, though they were okay. the salt-and-vinegar veggie crisps were alright, but I confess I can't handle too much salt-and-vinegar after a while. it overwhelms me.

if you want to try Naturebox, here is a handy referral link for you: http://fbuy.me/eyIL_. you get free snacks, I get credit for more lentil loops and more chocolate nom noms. awesome, eh?