All readings can be found on Dropbox here or via the links below. 

Please note that our schedule and readings are subject to change.

Week 0: Welcome to the Course!

Our course has an intense reading schedule each week. We each have a responsibility to be prepared to discuss all of the readings together each week. Miriam Sweeney has some great advice here about how to approach graduate school reading loads–using reading strategies, marginalia and notes, and active, reflective practices while reading. Also, use research tools (abstracts, Wikipedia, Google, etc.) to prime your mind for understanding a given reading or to have access to others’ perspectives on course topics.

Complete the readings for Week 1 before we meet on Monday, Sept. 8.

Week 1: Deciphering Technology
Monday, Sept. 8

• Klein, Stephen J. “What is technology?” Bulletin of Science, Technology, & Society, vol. 1, no. 5, 1985, pp. 215-218, http://dtc-wsuv.org/wp/dtc375-spring15/files/2015/02/Kline-What-is-Technology.pdf. 
• McLuhan, Marshall. “The Medium is the Message,” The New Media Reader, edited by Noah Wardrip-Fruin and Nick Montfort, MIT Press, 2003, pp. 203-209, https://monoskop.org/images/0/0c/McLuhan_Marshall_1964_2003_The_Medium_Is_the_Message.pdf. 
• Bolter, J. David and Richard A Grusin. “Remediation.” Configurations, vol. 4 no. 3, 1996, p. 311-358. Project MUSE, https://dx.doi.org/10.1353/con.1996.0018.
• Kittler, Friedrich, et al. “Gramophone, Film, Typewriter.” October, vol. 41, 1987, pp. 101–18. JSTOR, https://doi.org/10.2307/778332. 
• Singh, Rianka and Sarah Banet-Weiser. “Sky High: Platforms and the Feminist Politics of Visibility.” Re-Understanding Media: Feminist Extensions of Marshall McLuhan. edited by Sarah Sharma and Rianka Singh, Duke UP, 2022, pp. 163-178.

Week 2: Technology and Pedagogy
Monday, Sept. 15

• Cuban, Larry. “Introduction: Reforming Schools through Technology.” Oversold and Underused : Computers in the Classroom. 1st ed., Harvard University Press, 2001, pp. 1-20, https://doi.org/10.4159/9780674030107.
• Cuban, Larry, and Petar Jandrić. “The Dubious Promise of Educational Technologies: Historical Patterns and Future Challenges.” E-Learning and Digital Media, vol. 12, no. 3–4, 2015, pp. 425–39, https://doi.org/10.1177/2042753015579978. 
• Weis, Tracey M., et al. “Digital Technologies and Pedagogies.” Social Justice, vol. 29, no. 4 (90), 2002, pp. 153–67. JSTOR, http://www.jstor.org/stable/29768155.  
• Starkey, Louise. “Teaching in the Digital Age.” Teaching and Learning in the Digital Age, Routledge, 2012, pp. 101-104, https://doi.org/10.4324/9780203117422.  

Week 3: Learning and Literacies
Monday, Sept. 29

• Chiang, Ted. “The Truth of Fact, the Truth of Feeling.” Subterranean Press Magazine, Fall 2013, https://web.archive.org/web/20130901215055/https://subterraneanpress.com/magazine/fall_2013/the_truth_of_fact_the_truth_of_feeling_by_ted_chiang. 
• Thurston, Travis N. et al. Resilient Pedagogy: Practical Teaching Strategies to Overcome Distance, Disruption, and Distraction. Utah State University, 2021, http://resilientpedagogy.usu.edu/.
  • Suggested chapters:
    • Chapter 1: Resilient Pedagogy and Self-Determination: Unlocking Student Engagement in Uncertain Times
    • Chapter 10: Building Online Toolkits to Support the Development of Academic Skills and Digital Literacies
• Williamson, Ben, Jessica Pykett, and Dimitra Kotouza. “Learning Brains: Educational Neuroscience, Neurotechnology and Neuropedagogy.” Pedagogy, Culture & Society, June 2025, 1–21, https://doi.org/10.1080/14681366.2025.2521458. 

Week 4: Educational Technologies in General and at CUNY
Monday, Oct. 6

• Fletcher, Curtis.”Educational Technology and the Humanities: A History of Control.” Debates in the Digital Humanities 2019, edited by Matthew K. Gold and Lauren F. Klein, University of Minnesota Press, 2019, https://dhdebates.gc.cuny.edu/read/untitled-f2acf72c-a469-49d8-be35-67f9ac1e3a60/section/ed3d53dd-d7aa-4369-a41f-1098a121e41b#ch30. 
• The GC Teaching and Learning Center. “Chapter 7: Educational Technology.” The Teach@CUNY Handbook Version 6.0, https://cuny.manifoldapp.org/read/title-page/section/9b18a087-d8fb-41ec-9e29-9701a0ed5afe.  
• McGowan, Catherine, Britt Paris, and Rebecca Reynolds. “Educational Technology and the Entrenchment of ‘Business as Usual.’” Academe Magazine, Winter 2024, https://www.aaup.org/academe/issues/winter-2024/educational-technology-and-entrenchment-business-usual. 
• Cummings, Robert. “Post-pandemic digital writing instruction will be Resilient, Open, and Inclusive.” Journal of University Teaching & Learning Practice, vol. 20, no. 2, 2023, pp. 1–18, https://doi.org/10.53761/1.20.02.11. 

Week 5: Internet and Computers
Tuesday, Oct. 14 (Classes follow Monday schedule)

• Bush, Vannevar. “As We May Think.” The Atlantic, July 1945, pp. 101-108, https://cdn.theatlantic.com/media/archives/1945/07/176-1/132407932.pdf. 
• Turner, Fred. “Where the counterculture met the new economy: the WELL and the origins of virtual community.” Technology and Culture, 2005, vol. 46, issue 3, pp. 485-512, http://www.jstor.org/stable/40060901.  
• McPherson, Tara. “U.S. Operating Systems at Mid-century: The Intertwining of Race and UNIX.” Race After the Internet, edited by Lisa Nakamura and Peter A. Chow-White, Routledge, 2012, pp. 21-37.
• Raley, Rita. “Code.surface || Code.depth.” Dichtung Digital, no. 36, 2006, pp. 1-24, https://doi.org/10.25969/mediarep/17695. 

Week 6: Cyborgs
Friday, Oct. 24 (Classes follow Monday schedule)

• Gibson, William. “Burning Chrome.” OMNI, July 1982, pp. 72-77, 101-107, https://archive.org/details/omni-archive/OMNI_1982_07/page/n37/mode/2up. 
• Haraway, Donna. “A Cyborg Manifesto: Science, Technology, And Socialist-Feminism In The Late Twentieth Century.” Simians, Cyborgs and Women: The Reinvention of Nature, Routledge, 1991, pp. 149-181, https://wayback.archive.org/web/20120214194015/http://www.stanford.edu/dept/HPS/Haraway/CyborgManifesto.html.
• Hayles, N. Katherine. “Toward Embodied Virtuality.” How We Became Posthuman: Virtual Bodies in Cybernetics, Literature, and Informatics, University of Chicago Press, 1999, pp. 1-24.
• Russell, Legacy. Glitch Feminism: A Manifesto. Verso, 2020, https://legacyrussell.com/GLITCHFEMINISM.
  • Chapter 7: GLITCH IS ANTI-BODY
  • Chapter 8: GLITCH IS SKIN

Week 7: DH Beginnings and Evolution
Monday, Oct. 27 

Literature Review is due.

• Posner, Miriam. “Digital Humanities,” The Craft of Criticism: Critical Media Studies in Practice, edited by Mary Celeste Kearney and Michael Kackman, Routledge, 2018, pp. 331-346, https://escholarship.org/uc/item/1558k4vg.
• Gold, Matthew K. and Lauren F. Klein. “Introduction: The Digital Humanities, Moment to Moment,” Debates in the Digital Humanities 2023, University of Minnesota Press, 2023, https://dhdebates.gc.cuny.edu/read/debates-in-the-digital-humanities-2023/section/a7fa1e96-e1cb-4b98-9ce1-37a3152010db. 
• Noble, Safiya Umoja. “Towards a Critical Black Digital Humanities.” Debates in the Digital Humanities 2019, edited by Matthew K. Gold and Lauren F. Klein, University of Minnesota Press, 2019, https://dhdebates.gc.cuny.edu/read/untitled-f2acf72c-a469-49d8-be35-67f9ac1e3a60/section/5aafe7fe-db7e-4ec1-935f-09d8028a2687#ch02. 
• Chambliss, Julian. Reframing Digital Humanities: Conversations with Digital Humanists. Michigan State University, 2021, https://open.umn.edu/opentextbooks/textbooks/1305.
  • Choose one or two articles of interest to you and/or relate to your discipline of study to discuss during the seminar. 
• Viola, Lorella. “The Humanities in the Digital.” The Humanities in the Digital: Beyond Critical Digital Humanities, Springer Nature, 2023, https://doi.org/10.1007/978-3-031-16950-2. 

Week 8: COVID and the “Post-Pandemic”
Monday, Nov. 3

Final Project Prospectus is due.

• Yee, Sharon. “‘A Change Is Gonna Come’: Pedagogical Shifts in a Post-COVID World.” Teachers College Record, vol. 126, no. 6–7, 2024, pp. 78–90, https://doi.org/10.1177/01614681241282175.  
• Rapanta, Chrysi, et al. “Balancing Technology, Pedagogy and the New Normal: Post-Pandemic Challenges for Higher Education.” Postdigital Science and Education, vol. 3, no. 3, 2021, pp. 715–42, https://doi.org/10.1007/s42438-021-00249-1.  
• Ladson-Billings, Gloria. “I’m Here for the Hard Re-Set: Post Pandemic Pedagogy to Preserve Our Culture.” Equity & Excellent in Education, vol. 54, no. 1, 2021, pp. 68-78, https://doi.org/10.1080/10665684.2020.1863883. 
• Singh, Jitendra et al. “Establishing Social, Cognitive, and Teaching Presence in Online Learning—A Panacea in COVID-19 Pandemic, Post Vaccine and Post Pandemic Times.” Journal of Educational Technology Systems, vol. 51, no. 1, 2022, pp. 568–585, https://doi.org/10.1177/00472395221095169.  

Week 9: Grading and Gamification
Monday, Nov. 10

• Stommel, Jesse. “An Introduction to Ungrading.” Undoing the Grade: Why We Grade, and How to Stop, Hybrid Pedagogy, 2023, n.p., https://hybridpedagogy.org/undoing-the-grade/. 
• Kohn, Alfie. “Speaking My Mind: The Trouble with Rubrics.” English Journal, vol. 95, no. 4, Mar. 2006, pp. 12-15.
• Burnett, Rebecca E., et al. “A Programmatic Ecology of Assessment: Using a Common Rubric to Evaluate Multimodal Processes and Artifacts.” Computers and Composition, vol. 31, 2014, pp. 53–66, https://doi.org/10.1016/j.compcom.2013.12.005. 
• Gee, James Paul. “Good Video Games and Good Learning.” Phi Kappa Phi Forum, vol. 85, no. 2, 2005, pp. 33-37.
• Crocco, Francesco. “Critical Gaming Pedagogy.” The Radical Teacher, no. 91, 2011, pp. 26-41.
• Hughes, Michael J. and Jeff Lacy. “‘The sugar’d game before thee’: Gamification revisited.” Portal: Libraries and the Academy, vol. 16, no. 2, pp. 311-326, https://doi.org/10.1353/pla.2016.0019. 

Week 10: Privacy and Online Agency
Monday, Nov. 17

• Sujon, Zoetanya. “Cambridge Analytica, Facebook, and Understanding Social Media Beyond the Screen.” Social Media in Higher Education : Case Studies, Reflections and Analysis, edited by Chris Rowell, Open Book Publishers, 2019, pp. 117-130, https://directory.doabooks.org/handle/20.500.12854/59530.  
• Schneier, Bruce. “The Psychology of Security.” AFRICACRYPT 2008, LNCS 5023, Springer-Verlag, 2008, pp. 50-79, https://www.schneier.com/wp-content/uploads/2016/02/paper-psychology-of-security.pdf. 
• Hartman-Caverly, Sarah. “What is Privacy Pedagogy for? Situating Privacy in the Purpose of the University.” Information and Learning Sciences, vol. 126, no. 5-6, 2025, pp. 383-400, https://doi.org/10.1108/ILS-06-2024-0073.
• Electronic Frontier Foundation. EFF’s Surveillance Self-Defense. https://ssd.eff.org/. 

Week 11: AI
Monday, Nov. 24

• Doroudi, Shayan. “The Intertwined Histories of Artificial Intelligence and Education.” International Journal of Artificial Intelligence in Education, 4 Oct. 2022. https://doi.org/10.1007/s40593-022-00313-2.  
• Miller, Robin Elizabeth. “Pandora’s Can of Worms: A Year of Generative AI in Higher Education.” portal: Libraries and the Academy, vol. 24 no. 1, 2024, pp. 21-34, https://doi.org/10.1353/pla.2024.a916988.  
• Bearman, Margaret, and Rola Ajjawi. “Learning to Work with the Black Box: Pedagogy for a World with Artificial Intelligence.” British Journal of Educational Technology, vol. 54, no. 5, Sept. 2023, pp. 1160-1173, https://doi.org/10.1111/bjet.13337. 
• Christoforaki, Maria, and Oya Beyan. “AI Ethics—A Bird’s Eye View.” Applied Sciences, vol. 12, no. 9, May 2022, pp. 1-17, https://doi.org/10.3390/app12094130.
• Hardinges, Jack, Sarah Pearson, and Rebecca Ross. “From Human Content to Machine Data: Introducing CC Signals.” Creative Commons, 2025, https://creativecommons.org/wp-content/uploads/2025/06/Human-Content-to-Machine-Data_Final.pdf. 

Week 12: Intellectual Property
Monday, Dec. 1

• Rife, Martine Courant. “The Fair Use Doctrine: History, Application, and Implications for (New Media) Writing Teachers.” Computers and Composition, vol. 24, no. 2, 2007, pp. 154-178, https://doi.org/10.1016/j.compcom.2007.02.002. 
• Gurak, Laura J. “Technical Communication, Copyright, and the Shrinking Public Domain.” Computers and Composition, vol. 14, no. 3, 1997, pp. 329-342, https://doi.org/10.1016/S8755-4615(97)90004-9. 
• Westbrook, Steve. “What We Talk About When We Talk About Fair Use: Conversations on Writing Pedagogy, New Media, and Copyright Law.” Copy(Write), edited by Martine Courant Rife and Shaun Slattery, Parlor Press, 2011, pp. 159-177, https://wac.colostate.edu/books/perspectives/copywrite/.  
• Hollich, Shanna. “The Unrealized Promise of OER: An Exploration of Copyright, the Open Movement, and Social Justice.” Using Open Educational Resources to Promote Social Justice, edited by C.J. Ivory and Angela Pashia, Association of College and Research Libraries, pp. 3-21, https://open.umn.edu/opentextbooks/textbooks/1257. 

Week 13: Case Studies
Monday, Dec. 8

• Gray, Kellie and Steve Holmes. “Tracing Ecologies of Code Literacy and Constraint in Emojis as Multimodal Public Pedagogy.” Computers and Composition, no. 55, 2020, pp. 1-26, https://doi.org/10.1016/j.compcom.2020.102552.   
• Jiang, Jialei. “When Generative Artificial Intelligence Meets Multimodal Composition: Rethinking the Composition Process through an AI-Assisted Design Project.” Computers and Composition, no. 74, 2024, pp. 1-13, https://doi.org/10.1016/j.compcom.2024.102883. 
• Students should find one case study on their own from the technology section of TechStyle, a publication of the Brittain Fellows in Georgia Tech’s Writing and Communication Program focusing on pedagogy, research, and professionalization, or The Journal of Interactive Technology and Pedagogy to share with the class one week in the discussion forum one week before class. Everyone should take a look at each other’s case studies before we discuss them this week. 

Week 14: Final Presentations
Monday, Dec. 15

Final Project is due.