| Though listed in the course catalog as Literature and the Other Arts, these courses get labeled Literature and the Arts by me. I'm not sure why the other is necessary. In fact, if I had to apply my own label, I would probably go with something like reading and writing across media. In these courses covering music, photography, film, and literature the focus is on strategies for critically engaging a range of materials. For instance, the playlist assignment conducted in many of these classes gives students an opportunity to "read" songs. Students select songs to create a playlist that tells a story or sheds light on a character. In making these selections, they must identify sonic elements (like tempo, melody, or instrumentation) that connect with points they wish to make. Students don't need to be music majors to develop musical literacies. We take a similar approach with photographs and films, using criteria like framing, arrangement, emphasis, and so on. The final step is translating that emphasis on flexible approaches to media and texts to the production side by composing using audio, images, and video. | Versions | Highlights |
 Dayblend |
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 Litflow |
Podcasts: |
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 Litgarden (red or green) |
| Rhetorical Theory and Practice is the pedagogy course for instructors preparing to teach first year writing classes at UNC. The course explores rhetorical theories and emphasizes practical issues and methods. My versions of the course tend to focus on instructional technologies and the ways new media composing can be integrated into the writing classroom. The projects developed in the course consist of class materials--syllabi, lessons plans, and policy statements. Class activities range from mock teaching to the construction of Web sites. | Versions | Highlights |
 compshop |
Teaching playlists | |
 composition issues & teaching |
Social Construction and First Year Composition |
These first year seminar courses operate with a strong focus on the public nature of learning. Early instances of the course are of note for their deployment of social networking Web tools to support instruction. The Pivot course represents one of my first attempts at using the drupal content managment system to develop an online teaching space. That course and others that followed made use of blogging features to conduct peer review. The course also featured a mix of assignments calling for composition using text, voice, images, and video. Subsequent courses have extended this model. The Soundings course emphasized new media composing. The Websampler course operated on the premise of empowering students to discover and make use materials from the Internet. The Litcasting course represents a further extension of the public teaching and learning approach, culminating in portfolios composed for outside readers. |
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 litcasting |
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 websampler |
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 soundings |
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| These literature courses represent some of my most traditional teaching. These classes feature a good deal of discussion as well as regular lectures. Of note is the use of social networking andcourse spaces to enhance a sense of community. Additionally, these courses extend familiar approaches to reading and discussing works of literature with new media writing assignments including playlists, podcasts, and videos. As I've gotten more literature courses under my belt, I've become comfortable holding discussions or offering lectures. I've also started to integrate films into the courses, exploring the intertextuality of literary texts and film adaptations. In these courses I continue to explore issues of cannonicity and coverage. We work with common course texts but also with assignments that allow students to choose their own texts and topics. | Versions | Highlights |
 itsfiction |
The Yellow Wallpaper hypertext | |
 fictioncamp |
YouTube film reviews | |
 nowlit |
Live podcasts |
These courses feature projects associated with the low bridge approach to multimedia pedagogy. The approach seeks to turn students from consumers to producers of media by relying on entry-level technologies. The approach also makes use of found materials, streamlining the media production process and introducing concerns of intellectual property, Additionally, the teaching model fosters creativity and motivation by blending traditional assignments--e.g., a character analysis--with unfamiliar writing modes--e.g., a playlist or collage. |
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 wlma |
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 litstudio 128 |
This first year composition course expresses a mixed media studio philosophy of teaching. Course activities involve lots of hands-on work composing new media writing assignments. These sessions are complemented by reflection through course topics and class interactions. Most of my courses use portfolio assessment to further enhance the studio teaching approach. |
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 summermix |
This course represents the need to continue experimenting as an instructor. My first site developed using drupal, this course featured class blogging and portfolios and the development of a playlist assignment that foregrounds composing by mixing Web materials and by selecting and sequencing songs to deliver a message, |
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 newmedialit |
These courses from 2001 and 2002 were developed while teaching Advanced Composition and Rhetorical Theory, a training course for future K-12 writing teachers. Class activities featured the creation of Web assignments and the composing of digital videos concerning education. |
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 iWill |
Prosumer approach to new media composing |
The course site for this Writing for Business class was built around the premise of creating an online training resource for electronic communication. Through tutorials and online instruction, the site provides skills training while guiding students through business writing tasks (2000 and 2001). |
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 iTeach |
This course represents my initial foray into teaching first year seminars. The class looked at the ways technology influences the study of literature. This course site features online editions of literary texts created in the fall of 1999. |
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 annotexts |
My first graduate course, Storyforms, Pedagogy and Digital Composition looked at ways of using the Web to teach and study literature. Activities were focused on scripting and editing annotatable Web editions (1998). |
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 storyforms |
The Country of the Pointed Firs Hypertext |
A course developed in my first year of teaching at UNC, Professional Writing in Three Disciplines featured online assignments and activities for a first-year writing course focusing on the social sciences, business, and the humanities. A good example of a late '90s stand alone Web site built to support a single course |
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 12spring98 |
The Open Boat Hypertext |
These literature courses were built around student-constructed online editions of literary texts. While constructing these texts, students explored issues of canon formation. Through these courses, students constructed the American Literature Survey Site. The site anticipates later efforts to conduct project-based activities through the Web. The last iteration of the site combined Web materials from two sections of the course. |
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 amlit |
These sites from 1995 and 1996 carry some impulses of hypertext forward into courses developed through the Web. The Becomings text, for instance, used perl scripts to create collaboratively-authored literary hypertexts. The student projects similarly represent early efforts to compose using HTML. These compositions show the translation of familiar writing modes into a new medium. Compositions, for instance, range from informational to persuasive projects. The projects also represent early attempts to integrate non-textual media into Web compositions. |
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 hyperwriting |
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 highbeam |
Bladerunner Essays |
This first-year writing course from 1994 offers an early example of student Web composition. The projects rely on the basic move of linking related pages. The movement of teaching into the medium of the Web can be traced in the mix of teacher- and student-created information. The space contains hybrid materials--transcripts from chats conducted on a local network, stamp-sized video clips, a few student projects. |
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 Compsite |
Early Web compositions |