How might the digital humanities support academic writing and meaning-making in disciplinary specific contexts?

As a teacher and RIT Writing Commons director, I’m interested in the ways that the digital humanities and digital literacies provide us with opportunities for new and/or different ways of making meaning with academic texts in disciplinary contexts. In my advanced writing course, I require students to take one of their academic papers, preferably written in for a course in their major, and remediate it in another medium. Students are then required to write a reflective essay that explores the affordances and constraints of their chosen medium(s), their understanding of how their choices provide access to new forms of knowledge, how the medium reflects their rhetorical goals, and how this medium provides access to new disciplinary and non-disciplinary audiences. I’m interested in exploring how we might leverage resources and approaches in the digital humanities to support our understanding of writing and literacy in disciplinary contexts. How might we leverage the digital humanities in writing courses in ways that support new ways of thinking about academic texts? How might we provide students opportunities to learn and convey complex concepts through interactive media and mediums that support their understanding of both traditional academic discourses and alternative kinds of knowledge and meaning-making? How might remediation projects support this process?

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About Rachel Chaffee

I love researching how girls and women learn and develop identities in STEM in multiple contexts and through a variety of literacy practices.