Turning Tweets into Stories
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This document provides guidance for a research task that requires students to research and present on an off-syllabus text, writer, or topic. It instructs students to carry out independent research, document their findings in a 750-1000 word report, and create a 5-10 minute electronic presentation to summarize their key findings. Examples are provided of previous student work, including a Storify presentation on Alice Munro and a student's reflection on using Twitter to aid their research. Guidance emphasizes selecting the most valuable research findings for the concise presentation.
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Turning Tweets into Stories
- 1. The Collector teaching research memory
- 4. ‘Content Destroyed’ ‘The collection replaces history with classification, with order beyond the realm of temporality. In the collection, time is not something to be restored to origin; rather, all time is made simultaneous or synchronous within the collection’s world’ (Stewart 2007: 151).
- 7. The research task You will research, design and produce an electronic presentation on a relevant topic approved by your tutor. You will need to produce a brief presentation (on Powerpoint, Prezi, Storify or as a podcast, for instance) and a written report giving evidence of your research practice and findings. Particular credit will be given to presentations that deal with less well-known (non- A’level syllabus) texts, writers and topics. You are required to: O To carry out independent research on an ‘off-syllabus’ text or writer/s O To document your research findings effectively in a report which must be submitted in hard copy O To successfully complete an electronic presentation of your work
- 8. Further guidance The written report should be concise, and although there is not a fixed word limit on this, 750-1000 words should be more than sufficient to show your research practice and comment on your findings. With the electronic presentation, because people are using varying formats, it is again difficult to give exact word limits and timings, but probably a five-minute podcast, or 10 carefully edited Powerpoint slides or equivalent. You need to be highly selective about what you include in your presentation. You can represent all the research you have done in your report. The presentation is a distillation of your most valuable and focused findings. Remember: it is not the word-limit here that is significant, but the quality of the independent research, and your ability to organise, document and communicate your findings.
- 10. Shannon’s reflection ‘when researching an author I never even considered that Twitter would be a good resource but it turned out to be an amazing way of finding discussions and quotes which lead me to another site or another story or something interesting that I might not have found in a standard Google search. I kept stumbling across more stories I wanted to add …’
- 11. ‘Overall I think that I found out some absolutely fantastic information about Munro and have definitely added a new author to my favourites. Her work has definitely encouraged me to read around the modules more and this task will help me considerably with my dissertation next year which I am sure was a big objective of this assessment. For myself, I wanted my presentation to encourage others to read Munro's work and I like to think that I have achieved this.’
- 12. Nostalgia Lily stepped back to get her canvas – so – into perspective. It was an odd road to be walking, this of painting. Out and out one went, further, until at last one seemed to be on a narrow plank, perfectly alone, over the sea. And as she dipped into the blue paint, she dipped too into the past there. Now Mrs. Ramsay got up, she remembered. It was time to go back to the house – time for luncheon.
- 13. Woolf, Memory & Desire The logic of remembering consists in part of desire to revisit the past as place; the lighthouse is the place that Mrs Ramsay knew as the future, as promise, and as an object of comfort for her son. For Mr Ramsay and the children to return there years later is to return to an object of Mrs Ramsay’s anticipation (Mcintire 2012: 179).
- 15. Private Eye 27th April 2015
Editor's Notes
- Too often, teaching and research are seen as polar opposites of what we do. One of the things that the end of HEFCE funding and the increasing pressure of research assessment exercises have done is draw a wedge between the two income streams. So those of us who teach are increasingly set apart from those who research, and the teaching of ‘research methods’ becomes a separate thing from ‘teaching’.
- Scoopit; Storify; Instapaper; Evernote; Reddit, RefME, OneNote Point out the analogy between the work of the collector, the curator and the assembler of the bibliography.
- https://slowlorisblog.wordpress.com/category/the-state-of-the-humanities/ One of the first things I learned as an undergraduate was the joy of the bibliography. As a PhD student, bibliographies became sometimes the only thing I read in a book. Has anything new been cited? No? Only stuff I already have consumed? Don’t need this then.
- One of the first things we teach our first years is how to produce a bibliography. They see this as a fetish. But what we want them to do is learn research, not just the Harvard system! Susan Stewart (2007) On Longing: Narratives of the Miniature, the Gigantic, the Souvenir, the Collection. North Carolina: Duke University Press.
- Reframing. What things look like as objects. The difference of attention they are given. What difference does the frame make?
- Resource Lists Online: trying to collapse the reference and the text, the souvenir with its place. What is lost in the gap? The traditional wander through the library. The serendipitous flip through the card catalogue, the browse of the shelf. The student lament: ‘there’s nothing in the library’. So how do we get them to go about finding things?
- The Graphic Canon Vol.3 ed. Russ Kick. Newcastle: Seven Stories Press, 2013. Illustration by Lisa Brown, The Three Panel Review.
- Mcintire, Gabrielle (2012) Modernism, Memory and Desire: T.S.Eliot and Virginia Woolf. Cambridge: Cambridge University Press.