Too often, teaching and research are seen as polar opposites of what we do. One of the things that the end of HEFCE funding and the increasing pressure of research assessment exercises have done is draw a wedge between the two income streams. So those of us who teach are increasingly set apart from those who research, and the teaching of ‘research methods’ becomes a separate thing from ‘teaching’.
Scoopit; Storify; Instapaper; Evernote; Reddit, RefME, OneNote Point out the analogy between the work of the collector, the curator and the assembler of the bibliography.
https://slowlorisblog.wordpress.com/category/the-state-of-the-humanities/ One of the first things I learned as an undergraduate was the joy of the bibliography. As a PhD student, bibliographies became sometimes the only thing I read in a book. Has anything new been cited? No? Only stuff I already have consumed? Don’t need this then.
One of the first things we teach our first years is how to produce a bibliography. They see this as a fetish. But what we want them to do is learn research, not just the Harvard system! Susan Stewart (2007) On Longing: Narratives of the Miniature, the Gigantic, the Souvenir, the Collection. North Carolina: Duke University Press.
Reframing. What things look like as objects. The difference of attention they are given. What difference does the frame make?
Resource Lists Online: trying to collapse the reference and the text, the souvenir with its place. What is lost in the gap? The traditional wander through the library. The serendipitous flip through the card catalogue, the browse of the shelf. The student lament: ‘there’s nothing in the library’. So how do we get them to go about finding things?
The Graphic Canon Vol.3 ed. Russ Kick. Newcastle: Seven Stories Press, 2013. Illustration by Lisa Brown, The Three Panel Review.
Mcintire, Gabrielle (2012) Modernism, Memory and Desire: T.S.Eliot and Virginia Woolf. Cambridge: Cambridge University Press.
teaching research memory
‘The collection replaces history with
classification, with order beyond the realm
of temporality. In the collection, time is not
something to be restored to origin; rather, all
time is made simultaneous or synchronous
within the collection’s world’ (Stewart 2007:
The research task
You will research, design and produce an electronic
presentation on a relevant topic approved by your tutor.
You will need to produce a brief presentation (on
Powerpoint, Prezi, Storify or as a podcast, for instance)
and a written report giving evidence of your research
practice and findings. Particular credit will be given to
presentations that deal with less well-known (non-
A’level syllabus) texts, writers and topics. You are
O To carry out independent research on an ‘off-syllabus’
text or writer/s
O To document your research findings effectively in a
report which must be submitted in hard copy
O To successfully complete an electronic presentation
of your work
The written report should be concise, and although there is not
a fixed word limit on this, 750-1000 words should be more
than sufficient to show your research practice and comment on
your findings. With the electronic presentation, because
people are using varying formats, it is again difficult to give
exact word limits and timings, but probably a five-minute
podcast, or 10 carefully edited Powerpoint slides or equivalent.
You need to be highly selective about what you include in your
presentation. You can represent all the research you have
done in your report. The presentation is a distillation of your
most valuable and focused findings.
Remember: it is not the word-limit here that is significant,
but the quality of the independent research, and your
ability to organise, document and communicate your
‘when researching an author I never even
considered that Twitter would be a good
resource but it turned out to be an amazing
way of finding discussions and quotes which
lead me to another site or another story or
something interesting that I might not have
found in a standard Google search. I kept
stumbling across more stories I wanted to
‘Overall I think that I found out some absolutely
fantastic information about Munro and have
definitely added a new author to my favourites.
Her work has definitely encouraged me to read
around the modules more and this task will help
me considerably with my dissertation next year
which I am sure was a big objective of this
assessment. For myself, I wanted my
presentation to encourage others to read
Munro's work and I like to think that I have
Lily stepped back to get her canvas – so – into perspective. It
was an odd road to be walking, this of painting. Out and out
one went, further, until at last one seemed to be on a narrow
plank, perfectly alone, over the sea. And as she dipped into
the blue paint, she dipped too into the past there. Now Mrs.
Ramsay got up, she remembered. It was time to go back to
the house – time for luncheon.
Woolf, Memory & Desire
The logic of remembering consists in part of desire to revisit
the past as place; the lighthouse is the place that Mrs
Ramsay knew as the future, as promise, and as an object of
comfort for her son. For Mr Ramsay and the children to
return there years later is to return to an object of Mrs
Ramsay’s anticipation (Mcintire 2012: 179).