Linda Nicole Blair
Editorial Notes
Coordinated by Sofia Kitromili (University of Southampton)
Abstract
This research concerns how instructors can empower student learning through three types of technology: 1) the hyperlinked syllabus, 2) a reading and annotating platform called Hypothes.is, and 3) through a professional digital exhibit platform called Omeka.
- "Between the Acts: The Art of Historiographic Metafiction." http://blair.ds.lib.uw.edu/TheModernNovel/exhibits/show/metafiction-across-the-mediums/between-the-acts-art-within-aGoogle Scholar
- ClioVis Syllabus Generator. https://cliovis.com/syllabus-generator/Google Scholar
- "Evolution of the Modern Novel." https://harmoncm.wixsite.com/evolutionofthenovelGoogle Scholar
- Fitzsimmons, Gemma, et al. "The Impact of Hyperlinks on Reading Texts." PLoS, 19;14(2), Feburary 6, 2019. https://journals.plos.org/plosone/article?id Google ScholarCross Ref
- Morais, Dominic. "Doing history in the Undergraduate Classroom: Project-Based Learning and Student Benefits." History Teacher, 52:1. November 2018. 49 -- 76. https://digitalcommons.trinity.edu/cgi/viewcontent.cgi?article=1059&context=busadmin_facultyGoogle Scholar
- OmekaProject: https://omeka.org/about/project/Google Scholar
- "Whispers of Discontent: Women of Metafiction Comment on Their Place in the World." https://readfold.com/read/mary721/whispers-of-discontent-women-authors-of-metafiction-comment-on-their-place-in-the-world-ofHyMTe7Google Scholar
- Woodlief, Ann. "Changing the Paradigm: Hypertext and Interactive, Student-Centered Learning." Horizon: The Technology Source, 1997. https://archive.vcu.edu/english/engweb/home/horizon.htmGoogle Scholar
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