For this session of THATCamp Digital Writing, I would like to stage a conversation about the ways digital writing can be taught, encouraged, and evaluated in the classroom. What type of assignments and class activities do you set up in your class that produce innovative and original digital composition? What grading criteria/rubrics have you come up with to assess the work of your students? How do we model a process of digital writing in ways that merely reproduce earlier modes of composition pedagogy?
I will kickstart the session by sharing my own experience in teaching an “Introduction to Multimedia” course this spring semester at Rutgers University and will relate the various ways in which my experience as a composition and English literature instructor came to inform my approach to teaching “digital writing.” I will share course materials I used this past semester and I am curious to see what other students and teachers have used in the past to either evaluate others or their own work (maybe by the end of the session we can have a general grading rubric that lays out the core principles we see as being necessary when dealing with the wide-ranging concept of digital writing). On a larger scale, I am also interested in discussing the ways inquiry into the very difference (whether in scale, medium, or process) of producing digital writing can be woven into discussion, assignments and the very structure of courses that deal with digital writing.