This article addresses the absence of substantial and sustained online teaching communities of college literature professors and uses the website Pedagogy & American Literary Studies to illustrate the strategies and challenges involved in building that community. We argue that pedagogy scholarship and public, online work needs more reverence from the literature field.
Pedagogy & American Literary Studies (PALS) and the Development of Sustainable Online Teaching Communities
Brianne Jaquette is a Fulbright Scholar with the Fremmedspråksenteret in Norway. Her two main pedagogical goals are to encourage students to see themselves at the center of their own learning and to contribute to an environment where individual courses/classroom experiences are not isolated events but part of a larger learning community.
Shelli Homer is an adjunct instructor in the Department of Letters at Mira-Costa College in Oceanside, California, and the English program at San Diego City College. Her pedagogy is driven by inquiry, both at the course design stage and in helping students develop their own lines of questioning. She incorporates texts that play with form and genre to expose students to unfamiliar writing that challenges and expands their understandings of literature.
Gregory D. Specter is visiting assistant professor of English at Duquesne University in Pittsburgh, Pennsylvania. In the classroom he is interested in empowering students to acknowledge their inherent ability to be makers of knowledge and meaning. To this end, he seeks pedagogical tools for teaching American literature that draw from digital pedagogy, the digital humanities, and museum studies to aid students in the collaborative creation of knowledge.
Brianne Jaquette, Shelli Homer, Gregory D. Specter; Pedagogy & American Literary Studies (PALS) and the Development of Sustainable Online Teaching Communities. Pedagogy 1 October 2018; 18 (3): 457–481. doi: https://doi.org/10.1215/15314200-6936886
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