Inspired by the Digital Archives of Literacy Narratives, each semester I ask students to compose an audio essay describing how learning–in any form–is significant in their lives. During the composition process, we discuss the affordances of audio–tone, meter, silence, sound effects, and music–and I encourage students to utilize them in their essays. The compositions above all take advantage of these affordances in unique and powerful ways.
In many of my classes, I ask students to create a piece of digital advocacy that focuses on a specific issue or social movement. For example, students in my Gender, Race, and Digital Humanities course traced the development of social issues using TimelineJS. Doing so gives students a concrete understanding of a movement’s chronology and also results in the production of a digital resource for individuals involved or interested in the movement.
Created in conjunction with students at Baylor University, this video explores the role of flashmobs both on and off college campuses. In particular, this video argues that flash mobs have two central purpose: 1) they create community by bringing diverse people together through movement and 2) they are a form of social protest that uses the elements of surprise and entertainment to critique seemingly “normal” aspects of culture.