Contributors

Born Digital

 

Teresa M. Dobson and Michael J. Boyce

Teresa M. Dobson, an Associate Professor in the Department of Language and Literacy Education at the University of British Columbia, is one of the co-editors (with Michael Boyce) of this double issue of Media : Culture : Pedagogy. Her areas of research interest are digital humanities, digital literacy, and literary education.

Michael J. Boyce, past Managing Editor of Educational Insights, is author of two novels, Anderson (2010) and Monkey (2004), both published by Pedlar Press. He earned his PhD from Concordia University (Humanities) and works as a freelance writer, editor, and consultant.

Read their article:
Introduction

 

Stéfan Sinclair, Stan Ruecker, Sandra Gabriele, Matt Patey, Matt Gooding, Chris Vitas, & Bartosz Bajer

The Mandala research team is comprised of researchers and assistants from universities across Canada who, collectively, have expertise in humanities computing, multimedia, graphic design, computer science and English. Their interests lie in the analysis, display, and reception of text and graphics through technology.

While the project began in 2003, at various stages of development, the team has had the opportunity to collaborate with a number of researchers, professors and students in the design, programming and testing of the Mandala. The research team at the time of writing of this article consisted of the following:

Investigators:
Stan Ruecker, Associate Professor, University of Alberta, English and Humanities Computing
Stéfan Sinclair, Associate Professor, McMaster University, Communications and Multimedia
Sandra Gabriele, Associate Professor, York University, Design

Research Assistants:
Matt Patey, MA in Communications and Multimedia, McMaster University
Matt Gooding, BSc in Computing Science, University of Alberta
Bartosz Bajer, Candidate, MSc in Computer Science, York University

Read their article:
Meditating on a Mandala in Class: Studying Shakespeare’s Plays with a Visual Exploration Tool for XML Texts

 

Aurelea Mahood

Aurelea Mahood teaches English at Capilano University in North Vancouver BC where she chairs the university’s Liberal Studies BA. Her research interests include British modernism, interwar women’s magazines, digital poetry, and electronic literature. Her current research project explores late modernist collaborations in radio and other emerging technologies. She co-authored Modernism: An Introduction (Edinburgh University Press, 2007) with Mary Ann Gillies.  When not surrounded by piles of printed matter, Aurelea can be found riding and running local trails in the Lower Mainland. For Aurelea on bikes, see her 2009 article in The Capilano Review's Moodyville issue. 
Read her article:
Drink Me: Student Audiences, the Construction of Value, and the Digital Avant-Garde

 

Kirsten C Uszkalo

Kirsten C. Uszkalo is a specialist in seventeenth-century literature, early modern cultural studies, and digital humanities. Her projects look to unpackage the tensions and interplay between diverse spiritualities of 16th- and 17th-century England and their provocative intersections with scientific, medical, and cultural institutions of the period. Her work is interdisciplinary in nature and calls on theoretical approaches taken from cognitive science and social neuroscience as well as the tools and research practices of digital humanities. She is currently writing about the intersections of witchcraft, prophecy, possession, and bewitchment in early modern English culture and developing digital platforms and visualizations to facilitate pattern tracing and user comprehension in university level research.
Read her article:
"The which is also new”: Accessibility, Economics, and Electronic Early Modern Women’s Writing

 

Andrew Klobucar

Andrew Klobucar, assistant professor of English at New Jersey Institute of Technology, is a literary theorist and teacher, specializing in internet research, electronic writing, semantic technologies and Web 3.0. Recent publications include “Between the Pixel and Word: Screen Semantics,” Hyperriz: New Media Cultures (Spring 2010) and “Moodyville: Tweet This, Digg it, Add to del.icio.us, Stumble it,” TCR: The Capilano Review 3.8, (Spring 2009).

His writings on experimental literary forms and genres continue to analyze the increasingly important role technology plays in contemporary cultural practices in both print and screen formats. More recently, looking at semantic technologies for the Web, he has worked on developing software for writing instruction and written on the use of programmable media in classroom instruction.
Read his article:
"The Man Who Mistook His Phone for a Map”: Aesthetics, Knowledge and Information Management

 

J. R. Carpenter

J. R. Carpenter is a Canadian artist, writer, performer and researcher currently based in the UK. A two-time winner of the CBC Quebec Short Story Competition, her short fiction has been broadcast on CBC radio, translated into French, and published in numerous journals and anthologies in Canada, the US, and the UK. Her first novel, Words the Dog Knows, was published by Montreal-based Conundrum Press in 2008 and awarded the Expozine Alternative Press Award for Best English Book. Her collection of code narratives, GENERATION[S], was published by Vienna-based Traumawien in 2011. Her pioneering works of electronic literature have been presented in museums, galleries, journals, festivals, conferences, and collections around the world and can be found on http://luckysoap.com
Read her article:
This City Between Us (Redux)

 

Digital Generation

 

Darren James Harkness

Darren James Harkness currently works as a web developer and project manager for Athabasca University's e-lab, researching and implementing innovative new uses of web-based technology to deliver quality online instruction and research. He is well-versed in social media and web technology, is active in supporting web standards, and has written books and articles on the Apache web server, social media, web design, and Intranet development.

Darren completed his MA in Humanities Computing in 2008, focusing on a theoretical study of the development of online identity in blogging. His research interests continue to be focused on issues of identity and social media.

You can learn more about Darren at http://staticred.com
Read his article:
The Self-Aware Blog(ger): The Cultural Impact of Digital Identity

 

Courtney Lee Weida

Courtney Lee Weida is an assistant professor of Art Education at Adelphi University, where she teaches courses on gender, book arts, and arts research. Her teaching experience in K-12 includes visual art and poetry within schools, camps, museums, and afterschool programs. Recent research addresses gender issues, zines, graphic literature, and cybercultures.
Read her article:
Born from Books: Digital Spaces of Adolescent Art and Echoes of Artists’ Books

 

Shirley Turner

Shirley R. Turner is a faculty associate who works with pre-service teachers in the Indigenous Perspectives Teacher Education Module within the Faculty of Education at Simon Fraser University. She received the Prime Minister's Award for Teaching Excellence in 2009 based on her work with the Duke of Edinburgh Award Program and building questioning capacity using virtual environments with her science classes at Vancouver Technical Secondary School. She is interested in the intersection of science education with media environments and the development of pedagogy that incorporates alternative ways of knowing. She contributed to Becoming a Teacher (Pearson 2010), and is currently exploring pedagogy that bridges indigenous and scientific approaches to knowing nature.
Read her article:
Mind the Gap: Scaffolding Successful Collaboration in an Inner City High School Setting

 

Nicholas Ng-A-Fook

Nicholas Ng-A-Fook is an Assistant Professor of Curriculum Theory within the Faculty of Education at the University of Ottawa. He is the founder of A Canadian Curriculum Theory Project. Dr. Ng-A-Fook is currently working on a collaborative Making Digital Histories pilot initiative that examines how curriculum theorists, educational historians, and pre-service teachers can work together to develop the necessary innovative research methodologies, praxis and respective digital literacies to critically consume, produce and disseminate historical knowledge on the Internet.
Read his article:
Provoking Curriculum Theorizing: A Question of/for Currere, Denkbild and Aesthetics