(This paper was presented at the University of British Columbia in a joint session of the Canadian Society for Renaissance Studies and the Canadian Society for Digital Humanities at Congress 2019. You can download the complete slideshow as a PDF, here.)
So it’s official, now: I’m teaching with Twitter in my English 205 (Shakespeare) course this fall.
How? By requiring all students to submit questions that the reading material provokes in them, after they’re finished reading a text. I’m explicitly not encouraging multi-tasking, or tweeting while reading; on the contrary, I underscore the benefits of solitude, of focus, of (as Milton put it) “the quiet and still air of delightful studies.” Continue reading “Teaching Shakespeare with Twitter”