For the first part of this multimodal experiment, our group has created a hyperlinked version of Lewis Carroll’s poem, “The Jabberwocky.” You can view that (and add your own two cents in the comment section) here.
If you’d like to know more about how we developed and executed this Web 2.0 marvel, you can read about our creative process here: Hyperlinking “The Jabberwocky.”
Thanks!
Ilana, Allison, Ashlee, and Shannon.
1 response so far ↓
TMD // Jul 18th 2013 at 7:45 am
Dear Ilana, Allison, Ashlee, and Shannon,
Thanks for your work on the hypertextual “Jabberwocky.” I very much like the colour scheme you’ve selected for your site (as Ellis says, the site is beautiful), and you’ve used the features of the blog to contextualize the project very well. The tag line, in particular, is ideal! Your selection of poem, as well, is excellent for this type of project because no reader — even the most expert reader — can have a clear sense of what the imaginary words you’ve selected might mean and therefore all links are bound to be unexpected. In terms of the sources to which you’ve linked, I personally liked the fantastical images because it kept my imagination in the creative world of the poem rather than requiring a shift into a critical stance (which was the case when the link led to an informative article). This is not to say both types of links aren’t worthwhile.
One challenge with linking out to external sources can be dealing with advertising pop ups and the like that interrupt the aesthetic experience. Do you feel it would be worth adding recommendations to assignment instructions suggesting avoidance of sites with extensive advertising, or is encountering such material simply a feature of Internet reading and something to be explored with students in considering their submissions after the fact? As well, over time external links may change, so preservation becomes an issue if the ultimate goal is a legacy project of student’s work. A way to avoid this is to have students create their own materials, or to bring cc materials into their own sets of pages.
As I mentioned to Lisa, Fatima, and Sarra, “an assignment like this one can be focused in several ways: it may be an individual or collaborative effort; links may be to original creative responses (text or image) written by class members or to external related pages on the Internet; and externally linked content may be from scholarly or popular culture sources. Alternately, the focus can be left open and an exercise after the assignments have been submitted could be to have class members analyze what sort of resources their peers most tend to associate with a given poem or set of poems.”
Finally, you speak in your write up about your contemplations in relation to text selection. I suppose one benefit of having a number of groups work with the same text is the opportunity for comparison; a benefit of having groups select their own texts, or work with a set of related texts, is that one can develop a corpus of materials to which students might add through subsequent years.
Thanks again for this creative submission — I look forward to seeing your installation tomorrow!
Best regards,
Teresa
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