> Wednesday, April 1, 2015; 5pm at Marie Mount Hall 1400
Please come to class 5 mins early and be ready to begin our process promptly at 4:01!
Bring your professional bio to display along with your handout.
Bring enough handouts for everyone, with your name and title of project on them, and also an extra to use to mark the space you set up to share your project.
• @ 4:01: 9 mins: set up: create your space with handout as place holder; decide who will be displaying in each session
• 15 mins: everyone silently looks at the handouts, makes notes about the title of the paper, author, other identifying info for feedback
• 30 + mins: session 1: half display, half wander and interact with all displays
• 30 + mins: session 2: switch
• brief break 10 mins around 5:30
• last 45 or so mins of class for feedback, peer review set ups
Basically everyone creates a little space marked by their paper handout. Then we all go around silently and look at the handouts and make notes on what everyone is doing as understood that way.
We do NOT present contents of paper: we emphasize INTERACTION! That's a bit tricky and hard to get ourselves into this as a special practice: I say to folks: tweet at each other! So questions and answers are fine but not at any length! That's hard! we love to be the center of attention rather than actually interacting.
No monologing, yes, tweeting!
Think poster session, only with papers and handouts; think tweeting rather than presenting; think feedback at various ranges of engagement and detail.
ABOUT HANDOUTS: Be sure your handout has your paper's title and your full name on it. It should be able to convey both the conclusions you came to in your paper and how you got there in a quick gestalt, such that we can read all of these in that 15 mins we go around and take notes silently, and others will immediately understand what you are doing!
Yep! Quite a task! A mix of text and visuals are best: not too much detail, but also enough detail to facilitate real engagement with your stuff! People will be interacting with you on the basis of the handout! You will be adding, in the briefest way possible, other details, or exchanging views and interests and thoughts. DO NOT PRESENT! DO INTERACT!
You will be surprised at how much you can convey both on the handout and in the interaction and how much useful feedback you will get in this process!
This will also allow us to consider how best to divvy up who will do peer reviews of papers. Assume you will probably each do 3 peer reviews, so you might be considering who you want to review you, or who you want to review during this process! We will be doing what is called "open peer review" -- nothing is confidential.
A couple of links about peer review if you want to see these at this point: I will bring materials too:
= All four pages here: http://www.elsevier.com/reviewers/reviewer-guidelines
I will bring examples of my own reviews for presses of book projects, articles for journals, etc. And I will bring guidelines I have collected too: from Feminist Studies for example.
With website: 1) you will read everyone's papers after the sessions; 2) we will offer "peer-review" to two other classmates, learning how this is done professionally and feeling out how to offer and receive suggestions; 3) a simple website for the class will function as an online academic journal for the papers produced by our class and put up after class peer-review; 4) you will each curate some form of web-based professional presence, and will link that up to your paper on the class journal website.
Here is a nice example from one of Cathy Davidson's courses at Duke. Enjoy it! Ours can be even more simple: http://dukesurprise.com Or this: http://www.hastac.org/collections/field-notes-21st-century-literacies Check TAB assignment fun for links to possible platforms. Learn one skill at a time, be friendly about it all, everyone learns (don't have the most skilled already person do the work for everyone). Pick something to learn and take it easy!
REVISIT TAB: assignment fun & TAB: communities of practice