Assignments

BioPosts on “Our People”

After a group discussion of common pitfalls with digital communication, the class collaboratively established the desired aesthetic, font, and expectations for the site generally and their individual posts specifically.

Resources: Images edited with Canva.com

BlogPosts on“Timeline,” “Map” and “Posts”

Students are invited to choose a topic that interests them, within the following parameters: the topic must be able to be plotted on a timeline and a map, must have images and/or video to accompany it, and must clearly relate to Virginia Woolf, her work, or the time period in which she lived.

Resources: Students meet with experts in primary historical research and in digital storytelling

Visualization Projects on “Visualization”

Students, working in groups, use appropriate digital tools to represent each group’s conception of one of Virginia Woolf’s novels, effectively making a visual argument about, for example, the spatial layout of the story world, the framework of the novel itself, or the novel’s non-linear storytelling.

Resources: Prezi, ThingLink, and Canva
Consultations with the Learning Centers tutors on digital composition

Bloomsbury Bios on “Woolf’s People”

This page was developed by the course professor, Siân White, using Woolf’s own language to describe her most intimate friends and family. She welcomes corrections or feedback to any portion of the website.

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In addition to being a resource for visitors to the website, the practice of creating the website is a resource for the contributors themselves, fulfilling several educational purposes:

  • To develop students’ skills in historical research, using primary sources to contextualize Woolf’s published works and characters, and to consider the author, the works, the characters’ story world as historically and geographically situated;
  • To invite students to engage in a multi-media environment that significantly expands their textual experience: they conceptualize non-linear digital storytelling, mapping the literary text’s historical and social contexts temporally and spatially, and thereby gain a fuller understanding of the texts by engaging with a variety of conceptual frameworks.
  • To encourage students to think about their web presence by discussing the value of concision and of considering audience when making choices about visual presentation;
  • To cultivate in students the skills to assess and judge texts delivered in multi-media form, and (just as importantly) to learn to work productively in that environment. Helping students learn to “read” the increasingly complex digital environment prepares them far better to resist its seductive influence.
  • To convey to students the value of producing and evaluating professional digital content, which will serve them beyond the classroom.