Twitter discussion & Review Series (cont.)

We began class last Tuesday evening with a continued discussion of electronic literature - this time on Twitter. A dynamic conversation ensued, spurned by our recent reading of Amanda Starling Gould's "A Bibliographic Overview of Electronic Literature".  Thank you to Prof. Gould for tweeting and sharing her insights with us, and thanks also to new media artist and scholar Stacey Mason, who joined in our conversation as well.

Please read my "Storify" of our different twitter conversation threads - #Elitclass discussion on twitter.  (I did not capture each and every tweet, but I attempted to highlight some of the topics we explored together.)  

I think we all found it inspiring (and exhilarating) to engage experts in the field beyond our own classroom.  This was truly a moment of connected learning.  Thanks to all of you for your thoughtful participation.  As I suggested in class, we might attempt to use twitter again at some point in order to engage e-lit artists about the production/creation/writing of e-lit. While last Tuesday's twitter conversation was more theoretical/conceptual, perhaps next time we can get some technical hands-on advice regarding digital tools and the e-lit creative process.

Next, we continued our Review Series:

Stephanie C. reviewed "Fitting the Pattern" - an interactive memoir incorporating the logic of dress making patterns, layered over a contemplation of identity and overdetermined maternal influence (tension between a mother's insistence on tradition and a daughter's search to find herself on her own terms).  The text features tools (scissors, needles, sewing machine, etc.) which you click to "construct" with (hence the interactivity).  Lexia manifests when you direct those chosen tools on the pattern.  The act of exploring the lexia is punctuated by sound (cutting and stiching sounds for example), and the screen is striking in contrasting bold black and white.  The only use of color is introduced with the lexia that appears when "constructing".  Stephanie illustrated how this text calls you to "play around".  The interactive aspect of "stitching things together" mirrors the piece's thematic concern with the delicate process of constructing an identity.  As Stephanie so aptly put "she feels her clothes should fit her, rather than she must fit her clothes".  The tone of this piece is stark, smart, probing, and cutting (no pun intended).

Vanessa reviewed the lovely "Like Stars in A Clear Night Sky".  This is a flash-hypertext poem.  It is elegant, simple - the screen is a dark night sky with a constellation of stars which become the access point for further poetic lexia.  Readers can explore the sky of interconnected poems at random.  There is an introductory voice-over poem in Arabic (with translation on screen in English).  The text is laced with ambient sounds of wind-chimes, offering the effect of a recollection of a distant place, a place of purity/simplicity, perhaps the "village"  of one's origin.  The tone of the text is soothing, calming, and dreamy - A reflective narrative voice repeats "I am full of stories", perhaps reminding the reader of that universal aspect of our human condition - that we are all "full of stories" - we are all a small universe within the larger universe.  Vanessa presented the this text effectively, pointing to the important theme of connectedness, and the way the text also invokes a sense of the vastness of the world.   

For next week's class:

1.  Read our class "Storify".  #Elitclass discussion on twitter

2.  Please read Kathi Inman Berens' blog post describing this week's exhibition on Electronic Literature at the Library of Congress - E-Literature at the Library of Congress.  This article includes a lot of information about the exhibit.  While reading the blog post you might consider how many of our class thoughts/concerns about the nature of e-lit are also incorporated into the logic/layout of this important exhibit.  In Dr. Berens' post you will also read about the Spine Poetry project.  Please make your own book spine poem - arrange your book spines, snap a pic, and then post it in spinepoetry.com to be included in the Library of Congress exhibit.

Spine poetry example:

3.  Your blog assignment for next week's class - please post your spine poem that you also submitted to spinepoetry.com.

4.  Please read the Project 2 assignment carefully before class next week -

Your next project = a non-hypertext work of digital literature. That leaves a lot to choose from - and hopefully as we continue to read through more e-lit texts via our Review Series you will gather some ideas. 

The idea for Project 2 is to give you another chance to explore - experiment with ideas + digital lit forms. The one requirement not stated on the sheet is that you do something VERY DIFFERENT from what you did for Project 1. The point is to get a range of experiences under your belt - so when you work on your final project - you have some experiences/material to draw from.  We will spend some time exploring/talking about what you can do with software that is readily available as a free download (Audacity, digital story software, etc) or in the "regular" software suites that come with most computers (like powerpoint). The assignment sheet for Project 2 is now also posted on this class blog under "class assignments".  Please note the project schedule, since dates are now coming up quickly.

Next Tuesday we will quickly finish up the remaining lightening round presentations on Project 1, then continue our Review Series with presentations from Joe & Andria.  We will close out our class with a thorough discussion of Project 2.  

Review Series (continued) & Project 1 Showcase

We continued our Review Series this evening with two informative and engaging presentations by 
Debbie and Heather- 

Debbie opened up the evening's discussion with the beautiful flash poem "Faith".  She shared with us that she was drawn to the poem due to its stark simplicity.  As she stated - "Faith" provides clear sense of an ending.  After our earlier experiences exploring hyperlink texts, this poem's recognizable "closure" was just the reassurance Debbie was seeking as a reader (and I am sure she is not alone in this admittance).  But we all soon discovered through Debbie's comprehensive and thoughtful presentation of this work that the perceived simplicity was indeed deceptive.  "Faith" can only be described as "layered" in the literary sense.  This kinetic/animated flash poem thrives on movement and punctuations with sound.  We discussed the allusions to the sacred (read "illuminated manuscript") and the signification implicit in both it's use of font color and audio track.  The flash elements foregrounded a playful exploration of textual logic, and an editor's sensibility.  We agreed it was a beautiful and complex poem.

Heather introduced to us to another beautiful text entitled "In the White Darkness".  This poetic mediation on the nature of memory was a piece that Heather said she was drawn to right away.  The text resonated with her, and she understood it's meaning instinctively.  "In the White Darkness" is a flash poem using pulsating nodes layered over a veiled screen of nature.  The reader is immediately drawn into a gentle but sad world of fleeting references, like the pieces of experienced time and space that we catch glimpses of, and sometimes lose altogether.  Heather shared with us the Japanese aesthetic influences she noticed (and the faded kangi in one nodal link).  The overall effect of this flash text is "a presentation of one person's present" - the fragmented nature of what we can re-member in the present, and the traces of what might be lost (or is being lost).  We agreed that the tone of the piece invokes a kind of sorrow, and it prompts questions about the erasure of identity when our memory cannot contain our experiences throughout time.  Heather did a great job of articulating the power of this text.

I am really enjoying our "Review Series" thus far.  Each one of you is doing a thorough job of taking us through a new discovery in Electronic Literature.

In the second half of class, we had "lightening round" presentations of your hypertext projects. Wow. What great work you did!  Innovative, stretching the boundaries of what hypertexts do, fun!
For those of you who were not in class or have not presented- you will have an opportunity to present your work next week.

Class next week - we will start with a twitter discussion with "guest scholar" Amanda Starling Gould from Duke University.  We will be discussing her article A Bibliographic Overview of Electronic Literature
Please prepare comments and/or questions for Professor Gould who will be tweeting with us for the first hour of class next week (this is your blog assignment for next week - see below).  While tweeting next week, please remember to always use the #elitclass hashtag so we can easily archive our class discussion.  After we finish our discussion with our guest scholar, we will continue our Review Series.  Stephanie C. will discuss "Fitting the Pattern" and Vanessa will discuss "Like Stars in a Clear Night Sky".  We will then have a short "lightening round" of the remaining Project 1 presentations.  With the remaining time left, I will discuss Project 2 as I review the assignment requirements, projected timeline, etc.

Your blog post for next week:
Please write a reflection - your thoughts/questions resulting from reading Amanda Gould's article on Electronic Literature.

Have a great week, and see you next Tuesday.

Hypertext Workshop

Tonight we kicked off our Review Series with two excellent presentations by Luis and Peter.

"Savoir-Faire" seems derivative of the mystery or detective fiction genre.  With its prolific use of "clues" to move the reader through the narrative, is requires a process of complex deduction.  Luis shared with the class that this text challenged his memory, and he quickly learned to take notes (old-fashioned style) in order to navigate the environment more effectively.  I have often thought of reading as detective work, so in the most explicit sense "Savoir-Faire"-as-interactive-detective-fiction seems to emphasize the notion of reading as deliberation, inference, and discovery.  Luis felt that this text was a true "immersion" into a new imaginary world.  In this sense, he was confident that it qualified as "literature".

Peter reviewed "The Cape" - a melding of visual art with a truly literary sensibility.  Themes explored in the text include geology, memory, sound waves, water flow, erosion of time & space, etc.  The text is an intriguing combination of official records (geological, cartographic, weather forecasting) with the remaining traces of personal memory (blurred or obscured photographs, reminders of moments in time with people now left behind).  Peter pointed out that one of the final links in the text includes a link to the author's personal narrative of her artistic process in producing/writing "The Cape".  He felt that this "back story" really opened up his engagement and understanding of this beautiful yet somewhat elusive text.  We reflected on the implications of including a reference to authorial intent in the artistic text itself. 

Thanks to both Luis and Peter for their thorough and informative presentations tonight.

I want to remind you all that you are all each other's "best resource" for figuring out the tech elements that support your creative work for our class.  Share what you have figured out, ask for support from classmates who seem to have familiarity or confidence with certain software, and try to build collegial connections/friendships with your classmates when working on your projects.  The workshop sessions are meant to foster this kind of class culture.  When Heather and Maria shared their anecdote of reading The Jew's Daughter together, I thought their account provided everyone with a great model for proceeding with class work.  I encourage you all to share your knowledge and support each other.

I have enjoyed speaking with you all about your process with the Hypertext project thus far. You now have the week of Spring Break to finish up your project.  When we meet on March 19th, be prepared to have your project open and ready for others to explore/read/discover.

For your March 19th blog (Blog #5) please post the following:

• a short introductory statement or “abstract” to characterize what your text “does”
• any instructions or suggestions for readers to have a successful experience
• a link to the readable/playable version of your hypertext

Please remember that you should each have four completed blog posts by now.  On March 19th you will submit your 5th blog post which should include the above listed content and the link to your hypertext.  Based on your recent blog posts and our discussion tonight, I am really looking forward to March 19th when we will all read through your finished projects. We will start off class with review presentations from Debbie & Heather.  Then we will proceed through a showcase of each of your Hypertext Projects.

Have a great Spring Break and see you in two weeks.

Planning for both Review & Hypertext Assignments

Last night each of you spoke up for the texts from the Electronic Literature Collection that you wanted to review. We looked over the Review Assignment Sheet (posted on this blog) to cover the expectations for the assignment, and you spoke up for the following pieces:

Review Assignment Schedule
March 5  "Savoir Faire" - Luis; "The Cape" - Peter
March 19 "Faith" or "Dawn" - Debbie; "In the White Darkness" - Heather
March 26 "Fitting the Pattern" - Stephanie C; "Like Stars in a Clear Night Sky" - Vanessa
April 2 "Whom the Telling Changed" - Joe; "Girls Day Out" - Andria
April 9 "Inanimate Alice" - Kimberley; "Nio" - Susan
April 16 "Strings" - Esther; "Red Riding Hood" - Stephanie M.
April 23 "Show of Hands" - Rafiqa; "Galatea" - Maria
**Julio - You still need to identify your text for review, and we will settle upon an appropriate date for your presentation.

We discussed Disappearing Rain - noting how the exhaustively clear navigation both eliminated the frustrations and ambiguities we experienced reading some of the other hypertexts, and (as observed both by the class and critics) seemed to make this work more like print text - in that it could be read clearly from beginning to end with little doubt about how the pieces fit together. We agreed it was easier in this text to apprehend an overall "map" of one's own reading experience.  We collectively expressed that we didn't experience the immediate disorientation (feeling of becoming "lost") like we might of experienced with our earlier hypertext readings.  A reader of DR might easily identify which links were visited, which one's had yet to be explored, etc.  But despite these important observations, we also noted that a clear sense of narrative closure was not really apart of our overall reading experience.  There was still a lingering sense of a mystery unsolved, .... much was left unresolved.  In this way the reading did have similarities with our earlier hypertext examples.

Here is a summary of the structure of the hypertexts we've read for class so far:

-12 Blue presents a home page with links to eight pages, each of which have 12 links. There are also links embedded within the texts on the 12 linked pages that take the reader deeper, and may cross to one of the other eight pages (in limited ways).

-FAQ about Hypertext, like Disappearing Rain, allows the reader full access to all available links. In contrast to Disappearing Rain, some features that gives this text increased electronic literariness is that it parodies both an existing electronic genre, and critical traditions for discussing those genres.

The Jew's Daughter is not really a hypertext - but a flash document that gives the illusion of a linked text. The structure is pretty much linear/overlapping, though the reader has freedom (as in a print text) to read forward and back by screen.  Heather and Maria shared an important account of their reading experience of TJD.  They read as "partners" in a collaborative and playful fashion.  They stated that their tag-team approach to exploring the text definitely aided them both in opening up more meaning in the text.  Through an informal comparative consultation, they shared their reading strategies with each other, and in the process they seemed to gain more appreciation for the overall complexity and nuances of the text.  Reading as partners can be both fun and helpful in the textual discovery process.

Disappearing Rain is an example of networked fiction, in that the story connects the reader to the internet itself both in its plotline and in its form (though since the work is old - most of the links are broken).

We ended class with a consideration of your Hypertext Assignment (Project One).  I have asked you to continue to think about how you might approach your hypertext piece. We reviewed the assignment requirements.  At the close of class I suggested you proceed by developing two working elements while building your hypertext project:

1.  A file which contains all your creative "lexia" docs.  This is your creative writing file which should include some of the writing pieces you will eventually include in your overall textual puzzle (i.e. written texts, "lexia", or textual elements you might link together in some way).

2.  A Demo GoogleSite - so that you can play around with creating a website with a particular infrastructure that might facilitate your eventual effort to create a hypertext narrative.  Your demo site will be a space to explore and discover the various features of GoogleSites.  You need to learn the capacity of GoogleSites, and the best way to do this is to play around with a demo site first.
_________
For next week:

Do some work on your hypertext! Keep the requirements of the assignment in mind as you work. In class you will have some time to talk about your project - and to work on it - so be sure to have your files & demo site ready to explore with in class.

Blog:  Write about your work on the Hypertext Assignment thus far.  Post a map of your site (so far) and your writing/plans for how you are going to create your hypertext. The more you post - the more your classmates and I can give you feedback on.

Next week's class will be a workshop. I strongly suggest that you work as far as you can - to a place where you are stuck - or would like to do something more elegant but don't know how.  Then in class you can network and hopefully someone will have your answer.

Reminder:  I will be formally reading/providing feedback for your blogs after next week's class - if Blogs 1, 2, 3, & 4 are not posted by next Tuesday, you probably will not be getting full credit for your blog thus far.

Continuing to Contemplate Hypertext Fiction

The Jew's Daughter, her advocates and her relatives.....

If you felt frustrated about not being able to find the "meaning" or "story" in Twelve Blue, I am guessing that The Jew's Daughter is not a "good read" for you.  As a way to think about how to "read" TJD, you might take a look at Lori Emerson's "My Digital Dickinson" in Vol 17.2 of The Emily Dickinson Journal (available through Project Muse on the Kean Library databases). Emerson suggests that digital reading strategies (such as those demanded by TJD) are pervasive and that they are changing the way we read texts in general.

Or you might consider TJD's ideology and focus are descendants of movements from both print (the Nouveau Roman) and film (French New Wave or Le Nouvelle Vague).

In the Nouveau Roman, writers such as Claude Simon, Michel Butor, Alain Robbe-Grillet more or less ditched traditional narrative lines and characters and devoted themselves to creating works that explore context, effects of time and space, and the form of the "novel" itself. (For example, see Michael Delahoyde's discussion of Robbe-Grillet's Jealousy.

Within film, the French New wave movement also moved away from standard story forms. According to Craig Phillips discussion of New Wave on Green Cine, the form favored:
"jump cuts: a non-naturalistic edit, usually a section of a continuous shot that is removed unexpectedly, illogically; shooting on location; natural lighting; improvised dialogue and plotting; direct sound recording; long takes" and other representational innovations that created a different "reality" that what was being set forward by Hollywood. These new film-making techniques placed new demands on viewers and were the impetus for new interpretive conventions = conventions for going with the flow and making the kind of local, particular interpretations that fit with postmodern texts and readings. 

You might also take a look at screen 402 in TJD - for a "summary/outline" of events. You might shift the paradigm in your own approach by "playing" with the text - as opposed to "reading" it. For example - try placing "page numbers" in the search box above the text. It goes way too fast but it can give a quick overview of the "shape" of the text.

Confessions regarding my own reading experience of TJD- Even on this second read, I come away with images and ideas, but I have a hard time remembering the text (words) that engendered those ideas. Taking notes (or building a map) feels counter intuitive (the wrong way?) to track a text that "flows". . . please let me know what you are coming up with by blogging about your own experience.

For next week:

Hypertext assignment: The link for the hypertext assignment is on this blog's home page under "Course Materials & Assignments".  Please take note of the important dates on the bottom of the assignment   If you have questions - bring them to class or post them on your blog.  Remember - this is an English class - not a Technology class - so if you can plan your site - we will work together to get it onto the screen. What is important for you to do now is to do some brainstorming, freewriting, talking to friends about ideas for a hypertext project. Try to plan something that you could not do as a paper (non-hyperlinked) text. The link structure needs to be essential to your meaning or the experience of your work.

For next week, we will continue reading examples of hyperlinked texts - and talking about the kind of "writing" you will do for Project 1.  Keep working on your idea/concept for your hypertext piece and post your writing to your blog. You might begin to map out scenes or think about how many links you will have and how you will use them. Remember - this is primarily a hypertext piece - like we have been reading so far - which means it is "texty" and that the users primary interaction will be through choosing links. The more writing you have the farther along you will be when we get to the "doing" part.

1.  Read Disappearing Rain. http://www.deenalarsen.net/rain/ We are reading this work as an example of hypertext - and to think about some of the issues of networked fiction (see Larson's discussion with "unsolved mysteries" about linking their site to her story ).

2.  Please familiarize yourself with how to use Google Drive and Google Docs - here is a free online tutorial that takes you through the basics: http://www.gcflearnfree.org/googledriveanddocs .  In addition, we will start to explore "Google Sites" in anticipation of the hypertext assignment. Here is a  comprehensive guide to Google Sites including video tutorials, and here is another link to different Google Sites Tutorial.  You are encouraged to experiment with Google Sites- i.e. create your own "demo" site and play around with the possible infrastructure/links- use links to some of your Google Docs (which should be located on your own Google Drive).  For further directions for Google Sites, you can click the help button, or check out http://www.steegle.com/Home. The "How to" and "FAQ" links may be useful. In many ways using software is like reading electronic literature - you just have to spend some time with it.  I realize this is the first foray into using tools to create text.  Have fun, spend some time exploring, and we will follow up with all of this next class.

3.  Blog:  A) Post your early ideas for the Hypertext Assignment (Project 1).  B)  Post your experiences with your demo google.site thus far - try to identify what kind of help you are going to need.  C)  Also, start to collect images you might want to incorporate into Project 1.  Think of this week as the "image blog" -start collecting images on your Google Drive.

Reading E-Literature

"12 Blue Isn't Anything, Think of Lilacs When They are Gone." 

Twelve Blue = a reading experience; a "story"; a conceptual exploration.

• Themes/Motifs: reading & flowing; water- upstream/downstream, stillness & turbulence, fluid and changing; memory; color; nature/seasons; traces; generations (young vs. more mature); history; perception (looking); multiple paths/multiple meanings; "skyways" (routes, infrastructure, mobility); self-referencial elements
• Character, plot and relationships: there are relationship "networks" but there was definitely some confusion - and each of us had information that the rest of us did not have.
• Reading strategies:   Some of us decided to follow a particular thread, some chose to click on threads or the hyperlinks randomly, some decided to stick by a certain thread color, others discovered the titles for each of the lexia and used this as an attempt to "frame" possible meanings.  Some attempted  basic "note taking" and/or "mapping" in an attempt to discern patterns or meanings.  We all expressed early frustration, and many felt a sense of exploration and discovery emerge after some more time spent with the text.  We all recognized an "overall flow" in the experience of reading, and some of us agreed it was pleasurable once the initial resistance was let go.  That said, we all speculated on the effect of a lack of any discernible ending or closure.  
• Assessment: 12 Blue reminds us all of the active role of the reader in creation; Reminds us of abstract art; some likened the reading experience to wandering through the MOMA; We all shared an awareness of an underlying structure that cannot/couldn't be apprehended; We struggled to apprehend an ending (lack of closure was deemed truly unsatisfying); Some of us agreed there is true beauty in the fragments.

I would like to share with you some critical/review articles. These articles give you an idea of how critics/scholars write about a text like 12 Blue:

• Selected Bibliography of Hypertext Criticism:  http://journals.tdl.org/jodi/article/viewArticle/115/114
• Postmodern Culture, Volume 8, Number 1, September 1997
• Don't Believe the Hype: Rereading Michael Joyce's Afternoon and Twelve Blue by Anthony Enns (2001 in Currents in Electronic Literature)

In class we discussed the "E-Lit review assignment" which is available on this blog in the "Course Materials & Assignments section.  Please explore ELC vol. 1 & 2 to identify a few texts you might like to review.  You  will all be "signing up" for both an e-lit text and a presentation date over the course of the next two class periods.  The first presentations of your E-lit reviews will start on March 5th.

Our conversation about 12 Blue was truly smart and engaging.  Unfortunately, the time remaining did not allow us a chance to read Frequently Asked Questions about Hypertext.  I thought I would include here some material prepared for class.  Below are some questions generated to prompt your reflections on this text.  If you are so inspired, you can check the text out on your own time (please note this is not a requirement for next class)-

• What does "FAQ about Hypertext?" do?
• What is it about?
• What information do you have to be familiar with to "get" it?
• If we read FAQ about Hypertext as narrative - what do we come up with?
• If we read this as a conceptual statement - what is the concept?
• How does the "experience" of this text contribute to its meaning?
• If we try to read this as parody, what is it parodying?

Theory:


FAQ about Hypertext may well be best appreciated by lit crit nerds who read journals such as: Criticism, The Journal of Popular Culture, and Diaspora

For next week:

1. Continue exploring the ELC Vol 1 & 2 and come to class ready to talk about some of the pieces that interest you for the Review Assignment.

2. Read approximately 60 screens of A Jew's Daughter.

3.  Blog #2:

• Write about some of the pieces you have been exploring in the ELC.  
• Also, create an imagined "self" or character and develop at least three scenes and two discussions/reflections that will reveal layers of the character or "self".  Make an outline. (This will be the beginnings of a basis for Project 1.)
 

Thanks for another great class and see you next week.

Introduction to E-Lit "genres"

We talked through Hayles classification for Electronic Literature. There are probably lots of systems for classifying these texts. Hayles identifies: hypertext fiction, network fiction, locative narratives, installation pieces, "codework," generative art, and flash poems. If you use these terms to search the table of contents of the Electronic Literature Collection, Volume 1 you can find more examples. Please take a look at the "keywords" list in the ELCv1 to learn more about the world of electronic literature. What we covered in class tonight represents the genres that Hayles decided to foreground, but there are many more aspects of e-lit to discover and the keyword list there is helpful as a discovery tool.

As we talked about the classification, we also began a discussion about reading strategies - and we agreed that if we bring our expectations from print literature to electronic literature - we are going to feel frustrated. Electronic texts often have meaningful elements in the images, sounds or movements; they are not necessarily text or even word-based, and "what electronic texts are about" often connects to the experience of "reading" rather than to what is read. Many electronic texts are interactive - or connected to the network or the physical world - in ways that print texts are not. The reader's interactions may simply determine the organization of the text - or they may operate in some ways to *create* the text by limiting or changing the possibilities for further interactions. Clearly - the participant's choice of reading strategies will influence his/her experience of electronic texts.

For Wednesday - read Navigating Electronic Literature by Jessica Pressman. Though we have covered much of this in class discussion, her essay pulls together some of what we said - and gives you some examples from outside our collection.

I asked you to "journal" some of your initial reactions to these different categories of e-lit, and to consider for the kind of text you might like to create for your final project (whether or not we can cobble together the technical skills to do so). Whatever you choose - we will find a way to create some approximation of your idea using the software we as a class can figure out.

For next week:

1. Set up our own blog for the class on Blogger and send me your link (mzamora@kean.edu). I will place all of your links on our class blog so you can read each other's commentary/work.

2. Read Pressman's article (link above).

3. Spend some more significant time reading/exploring Michael Joyce's Twelve Blue.

4. Blog assignment #1: Describe some of the strategies you used to "read" Twelve Blue. Indicate what you did + what you hoped to achieve - and what you got out of doing whatever you did. I am hoping you will dig around in this text long enough to try out more than one strategy.

In class next Tuesday we are going to talk about both what the text is "about" and what it was like reading it, and how and whether the navigation - and the larger experience of reading this text - work together to create its meaning.

The #elitclass twitterfeed is off to a fantastic start! Let's keep up this commentary throughout the course of the semester together. Remember that every class throughout our semester is an open invitation to tweet reflections about our ever-evolving discovery of e-lit. In addition, you can tweet an #elitclass comment anytime you feel compelled to (outside of our class time together). See you next week!

 

Some technical support for this week:

   
Here is a clear YouTube tutorial for setting up your own blog on blogger:

Another Blogger Tutorial:  http://danielcraig.wikispaces.com/file/view/Blogger+Tutorial.pdf

Wondering how to use Google Drive and Google Docs?  Here is a free online tutorial that takes you through the basics:   http://www.gcflearnfree.org/googledriveanddocs