Academics produce a lot of content in many media and genres. While the traditional system promotes print monographs and journal essays, there is an increasing awareness of the other modes of scholarship and enagement with the public available. We also recognize that students need new to be literate not only in the usual humanities modes of knowledge production, but in information systems and digital research. We need, then, digital tools that can not only support these new modes of scholarship and learning, but also do not conflict with the humanistic values of shared knowledge, openness, and free-ranging inquiry. My platform of choice is Drupal, a mature, widely-deployed (even the U.S. government uses it) open source content management system with a rich ecosystem of user-contributed modules.
"HASTAC ('haystack') is a network of individuals and institutions inspired by the possibilities that new technologies offer us for shaping how we learn, teach, communicate, create, and organize our local and global communities. We are motivated by the conviction that the digital era provides rich opportunities for informal and formal learning and for collaborative, networked research that extends across traditional disciplines, across the boundaries of academe and community, across the 'two cultures' of humanism and technology, across the divide of thinking versus making, and across social strata and national borders" ("About HASTAC").
viz. is the award-winning blog on visual rhetoric, visual culture, and pedagogy hosted by the DWRL. My work for the site engaged with issues of data preservation, multimodal writing, and the distribution of digital work. I blogged for viz. in the 2010-11 academic year and began working on a redesign to make the site more image-centered than it is currently. I integrated the site's content into social media like Facebook and Twitter, thereby giving the blog a wider reach. I also set up viz. on Google Analytics, to allow analysis of our traffic. Although viz. bloggers cover a wide range of topics, its triple focus ties together the disparate posts while allowing for great freedom in subjects. A few subjects I wrote about were: pictures of fast food, infographics, graffiti, skateboarding culture, Lolita (which I was teaching at the time), and PETA's objectification of women.
As my teaching evolves, I have found myself seeking technologies that will support my pedagogical goals. I have been lucky enough often to teach in computer-assisted classrooms that feature computers for each student and a projector attached to both document camera and computer. These tools, though not necessary, have made it easier for me to promote collaboration, guide research, and encourage student writing in a wide range of genres and degrees of formality. For example, I recently developed a revision exercise that uses Voyeur, an automated text analysis tool.