Upon completion of DIG 220, students will be able to:
- Analyze electronic literature through close reading and procedural literacy
- Connect avant-garde aesthetics to mainstream popular culture
- Engage in intellectually valuable discussions about creative expression and technology
- Evaluate how conventional literary and aesthetic categories apply to new media environments
- Create original multimodal work that takes advantage of the unique aesthetic and literary affordances of digital environments
Reading and Other Course Material
There is one book to purchase for DIG 220 from the college bookstore:
- Scott Rettberg, Electronic Literature (2018)
In addition, there are several games and apps to purchase, download, or borrow for the class, including:
- Sam Barlow, Her Story (2015)
- Samantha Gorman and Danny Cannizzaro, Pry (2015)
- Amaranth Borsuk, Kate Durbin, and Ian Hatcher, Abra: a living text (2017)
The required work for DIG 220 takes several forms:
- Weekly blogging. Each student will post to the class blog five times a semester, plus an additional “synthesis” post. Blogging is worth 20% of your final grade.
- Choose Your Own Adventure analysis. This analysis is worth 20% of your final grade.
- Tracery combinatory project. This project is worth 20% of your final grade.
- Let’s Play-style video. This video is worth 20% of your final grade.
- Fractured Fairy Tale. This final project in Twine is worth 20% of your final grade.
In addition to these five graded projects, I will also consider your engagement in the course. Engagement refers to your involvement in the course, both in and outside of the classroom. Factors include preparation, participation, focus, use of office hours, and so on. It is essential that everyone has carefully considered the day’s material, attends class, and participates. I also expect students to bring the day’s readings to class, well-marked up with notes and annotations. Every three absences for reasons not recognized by Davidson will lower your final grade by one step (A B+ becomes a B, a B becomes a B-, etc.). Religious observation, medical emergencies, or college-sanctioned commitments count as excused absences.
I am committed to the principle of inclusive learning. This means that our classroom, our virtual spaces, our practices, and our interactions be as inclusive as possible. Mutual respect, civility, and the ability to listen and observe others carefully are crucial to inclusive learning.
The college welcomes requests for accommodations related to disability and will grant those that are determined to be reasonable and maintain the integrity of a program or curriculum. To make such a request or to begin a conversation about a possible request, please contact the Office of Academic Access and Disability Resources, which is located in the Center for Teaching and Learning in the E.H. Little Library: Beth Bleil, Director, email@example.com, 704-894-2129; or Alysen Beaty, Assistant Director, firstname.lastname@example.org, 704-894-2939. It is best to submit accommodation requests within the drop/add period; however, requests can be made at any time in the semester. Please keep in mind that accommodations are not retroactive.
Students at Davidson College abide by an Honor Code. The principle of academic integrity is taken very seriously and violations are treated gravely. What does academic integrity mean in this course? Essentially this: when you are responsible for a task, you will perform that task. When you rely on someone else’s work in an aspect of the performance of that task, you will give full credit in the proper, accepted form.
Another aspect of academic integrity is the free play of ideas. Vigorous discussion and debate are encouraged in this course, with the firm expectation that all aspects of the class will be conducted with civility and respect for differing ideas, perspectives, and traditions. When in doubt (of any kind) please ask for guidance and clarification.
While this course embraces the digital world it also recognizes that digital tools and environments complicate personal interactions. Studies have shown that students who use laptops in class often receive lower grades than those who don’t. Even more worrisome are studies that show laptop users distract students around them. I permit laptops and tablets in class, but only when used for classroom activities, such as note-taking or class readings. Occasionally I may ask students to turn off all digital devices.
Messaging or other cell phone use is unacceptable. Any student whose phone rings during class or who texts in class will be responsible for kicking off the next class day’s discussion.
Late arrivals or early departures from class are disruptive and should be avoided.