| 主題 Topic | Bridging the Gap? Digital Media in the Literature Classroom 拉近距離？文學課堂上的數位媒體 |
| 代表作品 Title | |
| 作者 Author | |
| 出版社 Publisher | Cameron McFarlane and Kristin Lucas, Nipissing University |
| 出版年 Year | 2016 |
| 語言 Language | English |
| 裝訂 Binding | □ 平裝 Paperback □ 精裝 Hardcover |
| 頁數 Pages | |
| ISBN (10 / 13) | |
| Bibliography Reference | (STC, Duff, GW . . .) |
| 來源網址 Web Link | http://call-for-papers.sas.upenn.edu/cfp/2016/09/07/ bridging-the-gap-digital-media-in-the-literature -classroom-essay-collection |
| 撰稿者 | 郭如蘋 |
| 撰寫日期 Date | Oct. 25, 2016 |
A. 簡介 Introduction (within 500 words, Chinese or English)
近來學者對於媒體和技術的關注應證了致力於充滿活力的教室之努力，同時也豐富了大學中文學的教學和學習。但是，長期以來對媒體的興趣，將它視之與學生之間的傳遞手段，剛好指出了目前在這方面研究的缺乏。為了彌補這缺口，我們邀集一系列論文，將教學實踐與一批判性問題一起考慮：媒體除了作為文學課堂上的印刷文本之外，還有什麼其他的作用？我們帶學生參加「環球劇院」的虛擬之旅或觀看《都鐸王朝》的片段影片，目標是什麼？其中一個最常見的類比是將這樣的媒體視為一種橋樑，幫助學生連接到文本。但是，橋樑的類比儘管引人注目，但它也是潛在的誤導。橋樑（電影、視頻遊戲、電視系列、數位環境）的性質是什麼？它是否使我們暫時地遠離第一個目的地，即文本？一旦我們承認這座橋具有作為內容的地位，是否橋就不再是橋了？我們如何知道這座橋是成功的，而學生們都與文本產生了連結呢？本專輯提供一個從實務與批判的角度探討媒體在文學課程與教室的角色，並徵求從古典時代到21世紀分析媒體運用於文學教學的專章論文。 [Original CFP] Recent critical focus on media and technology maps efforts to create a dynamic classroom that at its best enriches the teaching and learning of literature at the university. But the long-standing interest in media as a means to reach students and enhance delivery also points to an absence in current scholarship, which has not been attentive to that same media as content in the literature classroom. To remedy this absence, we seek to bring together a series of essays that merge pedagogical practice with a critical consideration of the question: What is the role of media other than the printed text in the literature classroom? When we have students take a virtual tour of The Globe Theatre, watch a clip from The Tudors, make a vid in response to The Lord of The Rings, listen to a podcast, or blog about a text, what is the goal? One of the most common analogies, even when it is not used expressly, suggests that such media serves as a kind of bridge that helps students to connect with a text. But while the bridge analogy is common and compelling, it is also potentially misleading. What is the nature of a bridge (film, video game, television series, digital environment) that turns us, at least temporarily, away from our first destination, the text? To what extent does the bridge not simply enable engagement but delimit and determine the terms of that engagement? Does the bridge cease to be a bridge once we acknowledge its status as content? How do we know the bridge has been successful, and students are engaged with the text? Cognizant of the earliest lessons of Media Studies—one can’t separate form and content, media and message—this edited collection will provide a practical and critical consideration of the role of media in literature courses and classrooms. We solicit proposals for chapters that analyze the place of media in teaching a broad range of literatures, from the Classical era to the 21st century. Suggested topics include (but are not limited to): • digital media in the undergraduate literature class • digital media in the graduate literature seminar • digitizing the Ancient World and teaching Classical literature • media-based medievalism and teaching medieval literature • gaming/LARP/ARG in the literature or philosophies of literature classroom • the pedagogical and creative-intellectual value of virtual environments to teach theatre • digital media and teaching literature and the environment/animal studies/Anthropocene • digital media as a bridge to connect students to pre-1800 literatures. Does it mitigate or distort historical distance? • the role of digital media in teaching contemporary literatures • assignments and evaluations incorporating digital media • digital media that comes into our classes “through the back door” e.g. SparkNotes, Wikipedia, enotes, etc. • digital media and the expectations regarding course delivery and program structure • reconciling the sense of speed and immediacy associated with digital media and the inevitable slowness of reading and studying literature • the place of digital media in teaching literatures in languages other than English • cognitive science and media-based learning
B. 延伸閱讀 Extended Reading
台灣西洋古典、中世紀暨文藝復興學會 