Context | First Year | Computer Courses
Other Courses | Applications | Resources

 

First Year

While web pages have recently been used to support several first year sections (see Maximiliaan van Woudenberg's list), computer use has not yet been developed systematically for first year courses. At the moment it would be logistically impossible to expect all sections to include computing, but we believe that the Department might help to develop a number of explicit computer-supported first year sections; e.g., we might aim to run 10-15 sections on an experimental basis. These would include some significant computer components for literary study and writing (for example: web searching and evaluation, study of literature on the Internet, web authoring for projects and assignments, a WebBoard discussion group).

Thus first year computing will not be required, but will be adopted by particular instructors on a trial basis. To help prospective students, it might be advisable to signal computer sections in the calendar or through registration procedures.

Computing in the first year will not be an introduction to basic skills (file management, word processing, email); students will seek basic courses elsewhere if necessary.

In the table below we propose a set of options for the use of computers in literary studies and writing; instructors will adopt these according to their course aims and preferences. On the right we outline what a departmental web site for the first year might aim to include. For details of specific applications mentioned here, see the Applications section, or click on a named link.


Individual sections Department web site development
Instructor web site (schedule, handouts, links) First year web site for shared resources
Internet searching for literary studies; evaluating web sites Guides to using the Internet; approved links
Writing instruction, guides, handbooks; use of Editor Develop web-based writing resources where required
Web sites on specific issues, texts, authors (on the model of the Norton) From agreed curriculum, locate web sites and/or create them
Web authoring, so that students can mount a basic web site and locate their assignments and projects on it Offer training sessions (on the model of library induction, but will take 4-6 hours)
Online discussion group (e.g., WebBoard, WebCT)  
Hypertext: fiction, poetry, criticism; how to read, write; theoretical implications Develop web-based overview with links
Web culture: introduction to concept of cyberspace; discussion groups, chat rooms Mount discussion or chat facilities for Year 1 students
Electronic texts: downloading, encoding, searching; bibliographical principles for etexts Web guide to etexts
Electronic concordances and other tools Long term: improve the tools; develop web-based tools, such as HyperPo, that are web-compliant
 

The Departmental First Year Web Site would thus provide access to computer resources that any first year section might use. We suggest that the work required to develop this, including consultation as well as web authoring, indicates the need to hire a competent GRA for one year, with some assistance thereafter to update and maintain the site.

We also suggest that a template for individual sections could be provided, for those instructors who would like a web site for their section but lack the technical skill to produce one. This would provide fields for standard contents such as course schedule, readings, resources, handouts, assessment, regulations, etc., for which instructors would provide word processor documents that would automatically translate into html text. (Requires a back end database.)

Timetabling 10-15 first year sections for computing would require sharing of computer labs and/or smart classrooms. For example, three MWF classes at the same could each be accommodated in the same lab on alternate days; or, one section would use the lab for two weeks, followed by the next section, etc.

Instructors interested in teaching a computer section might require training: we need to be prepared either to allocate resources from within the Department for this purpose (GRA support or course relief for a continuing faculty member). Support might also be available from ATL (see under Services: Programs for Faculty).

In addition, instructors who needed professional instruction for their students would be able to book a short course (e.g., on web authoring), so that instructors would not be obliged to teach this themselves. These courses would, however, be taught by a literary computing specialist, able to demonstrate the integration of technology with literary issues and research methods.

Postscript on schools. The Alberta government is mandating an Information and Communication Technology component in all schools, K-12, which became compulsory this year. If this is effective, we will soon see students from Alberta arriving at university with a consistent and wide-ranging set of skills: see: ICT Program of Studies (http://www.learning.gov.ab.ca/ict/pofs.asp). For example, under Processes for Productivity, it is claimed that students will be able to "compose, revise and edit text . . . organize and manipulate data . . . communicate through multimedia . . . integrate various applications . . . navigate and create hyperlinked resources . . [and] use communication technology to interact with others." Under Communicating, Inquiring, etc., students will "seek alternative viewpoints, using information technologies . . . critically assess information accessed through the use of a variety of technologies . . . [and] use electronic research techniques to construct personal knowledge and meaning." If the ICT program is widely implemented, then in our First Year we will be better able to focus on cultural and technical aspects specific to English studies.

Summary of resource implications:

See Resources section for details.