Time Plays among the Speed-Steeped: Approaches to Pedagogy

Proposal Title: 
Time Plays among the Speed-Steeped: Approaches to Pedagogy
Presenter(s): 
Abstract: 

In this presentation, I describe pedagogical approaches that privilege temporality as chief agent in the writing classroom.  I propose speed as the dominant value in traditional and multimodal composing work both in and out of the twenty-first century classroom, and consider how the multiple logics of speed affect classroom practice. My talk argues that what it means to be literate, to be educated, to be an engaged and active writing and composing citizen is enriched when reinterpreted with significant attention to what is valued about temporality.  I provide specific pedagogical examples in order to support my argument.

Proposal: 

In this presentation, I describe pedagogical approaches that privilege temporality as chief agent in the writing classroom.  I propose speed as the dominant value in traditional and multimodal composing work both in and out of the twenty-first century classroom, and consider how the multiple logics of speed affect classroom practice.  I argue that valuing speed culture is not inherently bad, as Paul Virilio might argue nor do I suggest that a return to the nostalgia-ridden vision of technology-free “slow culture” is preferable, as Sherry Turkle has worried.  Rather, what it means to be literate, to be educated, to be an engaged and active writing and composing citizen is enriched when reinterpreted with significant attention to what is valued about temporality.   After laying this foundation, I give examples of assignments and applications through whose use students and instructor may play with, among, and against the constraints of time and the valuation of speed.   These include strategies for thoughtful analytical work of readings and discussion as well as creative composing.  For example, I have developed assignments making use of mobile technologies and Evernote; blog posts and WordPress as well as other applications which I intend to demonstrate in my talk.  Through these pedagogical approaches and building on Fleckenstein, I ask students to identify, demarcate, and, potentially, shift their cultural ways of seeing:  these are time plays among the speed-steeped.

 

Context: 
The conference theme asks for proposals that interrogate how technological innovations affect literacy practices. My presentation sees time and technology as inextricably imbricated and examines how thinking more closely about technological-inflected temporalities and their values may enrich pedagogical practices. This interrogation constitutes an answer to the question of how scholars and teachers might define literacies in the age of the Internet.
Proposal Type: 
individual