How Internet Rambling Made My Thesis

Like my lovely colleagues, I find it difficult at times to stay focused purely on the subject at hand. Much of my time spent “researching” on the Internet is spent tumbling down a rabbit hole of Netflix, tumblr, various message board forums, and other, shall we say, “distraction” websites.

I tend to try and justify my time on these websites because of the nature of my research project–as I formulate and write my own opinions on the message of women and power within the Song of Ice and Fire/Game of Thrones universe, I find it interesting (and useful, even) to read the opinions of others. In fact, my thesis project was born from my ASOIAF/GoT Internet wanderings–first by rambling incoherently on tumblr, then by writing (and failing to maintain, she whispered sheepishly) a WordPress blog. But adding my commentary to tumblr posts and reading the commentary were crucial to the development of my thesis, because they provided me a space to develop my own thoughts and to realize that I had quite a lot to say beyond my ramblings.

Technology has continued to be integral to my thesis project as well. As ASOIAF and GoT are fairly recent, a lot of my research (with the exception of some of the theory work) comes from the Internet, whether it be online fantasy and science fiction journals, eBooks,  (reputable) blogs, or interviews with George R. R. Martin (or his own blog posts).

In terms of where I could stand to use technology a little more–it would have to be in the research capacity. I’m a pen n’ paper type of gal. I like having physical rough drafts, books full of Post-It notes, and printouts covered in pen marks and highlighter. But I realize that for a project of this scope (or of a larger scope), it’s just not practical. I need to work to incorporate resources such as Zotero into my research and writing process to make life easier in the long run. Here’s to hoping this quasi-Luddite can do it!

The Process of Tinkering and the Study of English

Jentery Sayers’ “Tinker-Centric Pedagogy in Literature and Language Classrooms” discusses the method of “tinkering” in the teaching and learning of English literature. Sayers argues that tinkering, a method used originally by engineers and computer scientists, can be applied to the researching, reading, and writing processes of students of language and literature in this digital age.

The practice of tinkering itself is the antithesis if the stereotype of the humanities scholar alone at the desk surrounded by books–or, as Sayers puts it, the “lone scholar.” Tinkering places an emphasis on collaborative and communal learning and working processes, opening literature and language students to new modes of tactical and experimental learning. Tinkering in the classroom would resist the traditional ways of teaching language and literature, favoring the constant rearranging of ideas, encouraging adaptability in students.

At first, I have to say I wasn’t particularly impressed with Sayers’ argument on the importance of incorporating tinkering into literature and language classes. From my understanding, tinkering already does happen in literature classrooms, just independent of digital media (for example, in the process of drafting, writing abstracts, etc.). But when I got to her examples of classroom exercises with tinkering and literature, I began to understand its value, particularly when it came to the discussion of teaching coding to literature students as language. Aside from the practical value of learning coding, it is undeniable that digital media provides a unique way for students to research and present their work; teaching coding as language (as opposed to the way it is taught in computing disciplines) should be essential in this digital age.