• Katherine Bowers deposited Digital Media Projects in the Dostoevsky Classroom on ASEEES Commons 6 months ago

    This chapter gives an overview of several different projects grounded in digital media approaches or digital humanities methodologies that I assign my students while we are reading Dostoevsky’s novels. In particular, Crime and Punishment is rich for this kind of approach. Projects include a digital mapping project using software like StoryMapsJS or Google Maps, a collaborative digital research project such as a Wiki or virtual exhibit, and a digital reading and interpretation project utilizing social/new media approaches such as Twitter or LiveJournal. For each, I outline the benefits of each type of project, the nuts and bolts of constructing these types of assignments, helpful resources, and new ways of looking at the novel revealed through digital media approaches. Each assignment has its pluses and minuses. Positives in all cases, in my view, outweigh the minuses and I have been significantly impressed at the development of my students’ analytical skills as a result of assigning digital projects in my classroom. However, it is true that introducing digital media projects carries with it some considerations for the instructor doing so, including marking practice, crafting rubrics that judge fairly, and the kind of tools and information students require to successfully and, with as little stress and strife as possible, learn new digital skills for these projects. In each specific discussion of an assignment or tool, the chapter emphasizes general best practices so that, as technology evolves beyond these digital tools, the material will remain potentially useful for future readers and Dostoevsky instructors.