{"id":347,"date":"2021-04-30T22:08:01","date_gmt":"2021-04-30T22:08:01","guid":{"rendered":"https:\/\/adhc.lib.ua.edu\/astrea\/?page_id=347"},"modified":"2021-08-07T17:29:06","modified_gmt":"2021-08-07T17:29:06","slug":"course","status":"publish","type":"page","link":"https:\/\/adhc.lib.ua.edu\/astrea\/course\/","title":{"rendered":"Course"},"content":{"rendered":"\n

Interested in using these materials for a future course? Want to know about my other Digital Pedagogy<\/a> endeavors? Get in touch<\/a>!<\/p>\n\n\n\n

Overview<\/h2>\n\n\n\n

Elizabeth E. Tavares, editor<\/em><\/p>\n\n\n\n

In the spring of 2021, the US continued to be impacted by the global coronavirus pandemic. Protecting students and instructors alike necessitated a synchronous online environment. In order to embrace the opportunities such a learning environment could afford, this course attempted to lean-in to the scenario of online learning to facilitate online writing, bringing literary research to public humanities audiences. It also happened to be the 350th anniversary of the first performance<\/a> of a play by Aphra Behn.<\/p>\n\n\n\n

The course that evolved was taught under the auspices of a three-credit college course designed for upper-division undergraduates, “EN 334: Seventeenth Century Literature<\/a>.” Research and analytical skills were developed with the final deliverable being a podcast episode rather than a research paper. Podcasts are well-suited to help students develop a suite of curatorial skills, including selecting, arranging, and synthesizing specialized archives and knowledge for non-specialized auditors. As Kimbro et al.<\/a> (2019) contend, podcasting \u201cis a vibrant poetic medium\u201d in the Greek sense of poeisis<\/em>, \u201cto make,\u201d due to its capacity to facilitate the analytical muscles of curation. <\/p>\n\n\n\n

Informed by Bullock and Sator\u2019s<\/a> (2015) \u201cmaker pedagogy,\u201d in the course students explored Restoration womens\u2019 writing while troubling the assumptions about literary biography that can derive from a Shakespeare-centered curriculum. Students worked in teams to create a podcast series, taking as their occasion the performance anniversary and the gap in the market of public-facing podcasts that tend to frame Behn in terms of speculative biography rather than surviving work.<\/p>\n\n\n\n

One pedagogical potential of student-produced podcasts is the ability to facilitate the curatorial skills necessary for public-facing humanities work, including research, storytelling, how to frame a scalable question, as well as considering the limitations digital dissemination poses to accessibility. As Greenberg<\/a> (2021) argues of podcast pedagogy, \u201cthe choice of activities, like the amplification of diverse voices, works to authorize students\u2019 as co-creators of knowledge.\u201d <\/p>\n\n\n\n

Alongside the final deliverable of the limited series, I make available here the course materials so that they may offer a framework for others considering employing the podcast as a tool for active learning in and beyond the Shakespeare classroom. Like all the elements developed as part of this podcast series, these teaching materials are licensed under a Creative Commons Attribution-NonCommercial 4.0 International License<\/a>, which means you can share and adapt for non-commercial purposes as long as credit is provided.<\/p>\n\n\n\n

Syllabus<\/h2>\n\n\n\n
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