Educator + Infonista + Historian

This week in ENGL 888D: I found Lukens and DiSalvo’s definition of technological fluency incredibly appealing. Fluency, in contrast to literacy, affords creativity. If I am literate in a language, I can read, write, and speak it, but if I am fluent in a language I can write poetry or a novel or use the language in ways the literate cannot. Technological fluency is the ability to be creative with technology;... What drew me in most was how Lukens and DiSalvo used this definition to advocate for a constructivist pedagogical approach in technological education for the Humanities. To an outsider like myself, it seems that frequently university level Humanities instructors only want to educate about their content and expect students to learn the technology and methodology outside of their classroom (either in another discipline or at the previous education level). Utilizing speculative design in coursework moves away from this mentality. Likewise I appreciate that speculative desig

Way back in January I had the opportunity to attend Digital Hu manities Winter Institute (DHWI) host ed by MITH .  I was/am t he grateful recipient of a UMD Libraries Scholarship which paid my registration fees. While attending the course Teaching through Multimedia by Vi rginia Kuhn and Vicki Callahan I had the opportunity to practice with some new soft ware, but hon estly the class was not what I expected . I'm sure the course description was entirely clear to the authors, but its brevity and use of the term multimedia were problematic for most course attendees. T hough , Teaching through Multimedia en ded up being different from what I expected , I still really enjoyed it (and it seemed like the other students did as well). I thought that the course would be more along t he lines of DHSI's " Digital Ped agogy in the Humanities " which I didn't know existed prior to registering for Teaching through Multimedia (ot herwise I probably woul d have realize