Author Archives: Rebecca L. Harris

Feminism, Flaming, and Digital Pedagogy

As part of a project I am working on right now about feminism, digital spaces, and the first year writing classroom and as research for my committee work revising our online Comp I course, I read an article entitled “Incendiary Discourse: Reconsidering Flaming, Authority, and Democratic Subjectivity in Computer-Mediated Communication” by Timothy Oleksiak.  Oleksiak argues that rather than treating the practice of “flaming” as inappropriate behavior or as the failure to internalize the rhetoric of classroom authority, we as instructors should see it as a moment of rupture, where the force of democratic subjectivity cracks the facade of the carefully constructed and carefully mediated classroom space.  Flaming, according to the article, should be treated by the instructor and the community as a legitimate form of critique and frustration.

Since reading the article, I’ve been drafting a blog post about it that tries to think through some of Oleksiak’s challenges to professors and instructors about how they manage online space (particularly discussion boards) and understand their own authority.  His example of the flame statement “You’re gay,” leveled at another student, is taken in the piece not as an insult born out of hate, but as a moment of rupture where the student who does the “flaming” feels that there is no other way to express himself (the author uses ‘him’ intentionally throughout the piece because of research he found that claimed men are more likely to engage in flaming than women). I have been chewing on these challenges, but more so on his example, since I read the piece.

As a feminist, I want my classroom to be a safe space where there is no discriminatory language or hate speech.  I even have a statement to that effect in my syllabus.  This article, however, made me rethink the way I have handled moments of “flaming”–in person or online–in the past.  Coming from the very conservative school where I did my PhD, a school ranked in the top 10 most LGBT unfriendly campuses in the country, I wondered if it was possible for me to take a position where I did not immediately shut down speech or discussion that was discriminatory or demeaning to LGBT individuals in the class or at the school in general.  This particular example of flaming used by Oleksiak in the article has been tough for me to wrap my mind around because of the way I have experienced hate and bigotry related to LGBT people and subject matter in the past.  I’m still working through it, trying to think about how I might merge my two allegiances together, an allegiance to maintaining a safe classroom space and to allowing for exploration and frustration.  I am hoping to get the post up in the next week or so, but I really would welcome any advice or suggestions for reading from folks who have dealt with the issue of “flaming” in their classrooms or their online spaces.

Course Management

At my institution, we work with the Canvas course management software.  I really love this CMS and it is by far the best I have ever used.  The Wiki pages function is particularly helpful because it allows me to to create information pages based on the unit work we are doing, and it also allows students to edit pages.  We have a collaborative class notes page where students can type or upload their notes from a given day and share them with their classmates.

CMS

I also like that I can upload PDFs and documents and the students can preview them right in the wiki page, so that they do not have to keep switching back and forth between screens while we are discussing things in class.  Currently, I’m working on building a collection of links to help them with drafting and with writing introductions and thesis statements.

Here’s what I’m dealing with right now though.  Zoe hates work.

 

 

Teaching Drafting Tools and Methods

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This morning my students and I were discussing strategies for drafting as they moved from the annotated bibliography to their research essay.  I demonstrated several ways of approaching drafting digitally, including web services and apps that could help them organize their information.

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One of the things I emphasize is that most people use multiple methods of drafting, both digital and text-based.  The strategies I discussed included mind-mapping, outlining, journals, task lists, and crowdsourcing.  I discussed the ways that drafting is often a multimedia enterprise, and to see their doodles not as distractions, but as their brain organizing information.

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I like to demonstrate a lot of different tools and give links to examples of ways I or others have used that tool so that students can make it applicable to their individual process.  I myself am a “task master” and like to complete projects in discrete increments, something I share with students.  However, I want them to make use of and remix lots of different types of tools–digital and print–that work for them in their writing process.

Then I take questions. 🙂

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Many thanks to Shawn Moore, who sat through my class, observed, and took the photographs.