Evaluation

Participation (cumulative) (20%)

Participation will be graded based on attendance, productive engagement in class discussions, evidence of having completed readings, and contributions to the class timeline. Students will be expected to add at least three items to the timeline, in addition to those demanded by other assignments. Items should draw on or expand on class readings and discussions.

Seminar Presentation (by sign-up) (20%)

At the beginning of the course, students will choose one reading in which they will be responsible for leading discussion. Seminar leaders will come to class ready to lead a productive and inclusive conversation about their chosen reading; they may want to bring audiovisual aids or props, point to other possible readings or sources on their chosen topic, or otherwise demonstrate intellectual leadership for their peers. Seminar leaders must create one new timeline item related to their presentation. Seminar leaders should be prepared to facilitate at least half an hour of discussion. Presentations will be evaluated through a combination of instruction feedback, peer evaluation, and seminar leader self-evaluation.

PUB801 seminar peer evaluation

PUB801 seminar self evaluation

Project Proposal (February 3) (10%)

After our field trip to Special Collections, each student will “adopt” one of the objects (book, magazine, poster, etc.) that we looked at. Based on that selection, the student will write a short project proposal that answers the following questions: What object did you select, and why? What research questions do you have about your chosen object? What is your research plan for discovering what you need to know about your chosen object? How do you think you might go about remediating, reimagining, or recirculating your chosen object?

Research Paper and Lightning Presentations (February 24) (20%)

Based on the project proposal, each student will write a research paper that offers answers to the questions outlined in the project proposal. The content of the research paper will thus be tailored to both the object the student chose and the research questions they set for themselves. Papers should be rigorously researched and clearly written. They don’t need to be long (maybe 1500 words). On the day these papers are due, students will each give a lightning presentation of 2 minutes max briefly summarizing their research findings and pitching their final project ideas to their peers. Students must also created one new timeline item related to their research. Peers will be given the opportunity to ask questions and give feedback on pitch ideas.

Final Project (April 5) (30%)

This project calls upon students, either alone or in groups, to devise a way to remediate, recirculate, or otherwise republish their chosen object(s). The goals of this project are twofold, providing students with the opportunity to experiment with nontraditional forms of publishing (zines, posters, podcasts, scrapbooks, digital timelines and exhibits, etc.) and to participate in the process of telling some aspect of the history of publishing. Projects will be evaluated based on collectively developed rubrics, to be created in class on March 10.