Serendipitous Engagement as Rhetoric Research and Classroom Practice: Three Examples

Serendipitous Engagement as Rhetoric Research and Classroom Practice: Three

ExamplesUniversity of Iowa, October 19, 2013

Jim Ridolfo - University of Kentucky- @ridolfojAssistant Professor of Writing, Rhetoric, and Digital Studies

All materials and supplemental content are available at http://talk.rid.olfo.org

http://talk.rid.olfo.org/

1. I research how people use texts in order to build theory for my discipline, but also to help build useful resources for communities (Influences: Ellen Cushman; Jeffrey Grabill)

2. I’m also interested in collaborative and complementary field intersections between rhetoric and composition and other disciplines (example: Rhetoric and the Digital Humanities, advance contract with University of Chicago Press)

General Research interestsReciprocity and Collaborative Research

Primary Research: Delivery and Rhetorical Velocity/Circulation of Texts

Three Case Examples

Samaritan Example: Project originsBenyamim Tsedaka / בנימים צדקה

• Approximately 760 Samaritans today

• Maintain two liturgical languages: Samaritan Hebrew and Aramaic

• Believe Mt. Gerizim is holy place, not Jerusalem

• Trace roots back as far as 132 high priests (since time of Aaron)

Painting by: Miriam Tsedaka, Holon 2009

Who are the Samaritans?

All human beings are born

Disappeared Samaritan Communities4th Century to 19th Century

Tsedaka, Benyamim. "Samaritan Israelite Families and Households that Disappeared." In _Samaritans: Past and Present_ Eds. Menchem Mor and Fredrich V. Reiterer. 2010

Samaritan neighborhood in Holon, IsraelPopulation: Approximately 400

Samaritan neighborhood in Holon, IsraelPopulation: Approximately 400

Image credit: Google Street View

Mt. Gerizim

Mount Gerizim, Palestinian AuthorityArea B (Village), C (Mountain top), A (Side facing Nablus)

Today: 4000 Samaritan manuscripts in libraries, archives, museums across the

worldRothschild, Jean-Pierre. "Samaritan Manuscripts: a Guide to Collections and Catalogues." The Samaritans. By Alan D. Crown. Tübingen: Mohr Siebeck, 1989. 771-95.

Kiryat Luza on Mt. Gerizim

Top of Mount Gerizim

Image credit: Michael McLeod

Scenic view from Samaritan ruins on top of Mt. Gerizim


نابلسNablus

שכם


نابلسNablus

שכם



Balata Refugee Campمخيم بالطة

(Jacob’s Well)


(Jacob’s Well)

نابلسNablus

שכם

Elon Morehאלון מורה Itamar

איתמר



Huwwara Checkpoint

מחסום חווארהحاجز حوارة

IDFצה"לֹ




(Jacob’s Well)

نابلسNablus

שכם

Elon Morehאלון מורה Itamar

איתמר

Start-up Project Goals (2008-2009)

1. Provide access to digital versions of the codices/scrolls at Michigan State University and other libraries/archives

2. To create a working model of a culturally-sensitive repository of Samaritan texts

3. Support a variety of learning activities including online teaching, learning, and research

4. Follow a model of system development consistent with best practices of user-centered design

Identifying additional project stakeholders

Late High Priest Elazar Ben Tsedaka (2009) : Digitize Samaritan manuscripts abroad

Post-NEH Questions Leading to Fulbright

1.How did these manuscripts leave Samaritan hands? Under what circumstances?

2.Why do Samaritan elders want these manuscripts digitized? What about repatriation?

From DH project to Digital Samaritans

ODH:Prototype +Portions of

three codices2008-09

2010 – Digitized 1145 CE scroll from HUC Cincinnati

NEH Collaborative 2009

NEH Preservation and Access 2010

NEH Implementation 2011

2012 Middle East and North Africa Regional Research

Fulbright for Digital Samaritans

NEH Humanities Collections 2013 (pending)

2012 – Digitized 15th century Pentateuch at

HUCInternal conservation

funding for books at MSU and HUC, 2013

2013 – Samaritan Keyboard for Windows

and OS X

Digitization of Manuscripts

Keyboard for Windows and OS X

Case Example Takeaway

1.Engagement as Research

- In my case, this project starts out by addressing what seemed to be a straight forward stakeholder request

- Research emerges to continue addressing stakeholder requests.

- This is a slow, non-linear, serendipitous, reciprocal process

Case example #2a and #2b: Engaged teaching in a new place

The Available Means of Persuasion

2a. Last name assignment sequence – http://wrd112.rid.olfo.org

2a: Last name assignment sequence – http://wrd112.rid.olfo.org

Problem: I’m new to a place and don’t yet know local community partners, the geography, or histories. I also want students to produce work that’s potentially meaningful to them as well as to other stakeholders.

Experiment 1st semester at UC/1st semester at UK (this semester): Last name assignment sequence – one last name, four major projects.


1.Oral history assignment – what do family members know about the last name? How do they know this?2.Etymology paper – What are some possible meanings for the name? 3.Genealogical research – How is the last name reflected in family history?4.Self-proposed research project continuing a question from the first three papers. Self proposed deliverable to a specific stakeholder audience.


Benefit to me as teacher: I learn more about my new area and place of employment

Benefit to students (I hope): Research across a range of sources (library stacks, databases, oral history, archives and other primary texts); Increased proficiency writing in academic genres; A hopefully meaningful research and writing experience

Benefit to student-identified stakeholders (I hope): A useful deliverable/final product

2b. Zombie Sim – http://civildefensesolutions.com

Zombie Apocalypse Professional Writing CourseIn this course we will explore core issues in rhetoric and professional writing through the lens of a course simulation based on an imaginary zombie apocalypse. After applying for a position at a fake company (http://civildefensesolutions.com), students will work individually and in groups to produce digital writing projects to help save Lexington from the brink of apocalypse.

In the process, students will learn key concepts in rhetorical theory, professional writing, and digital composing and will be prepared to take more advanced courses in Writing, Rhetoric, and Digital Studies.

Zombie Apocalypse Professional Writing Course

2b. Zombie Sim – http://civildefensesolutions.com


1.Engagement as Teaching

- To provide students with a more meaningful research experience via engagement with potential stakeholders – (Trimbur’s 2000 “Composition and the Circulation of Writing).

- To produce texts with cultural currency for students and stakeholders beyond the writing classroom

Case example #3: Engagement as service and (potentially?) research


1.Engagement as service

- Faculty, students, job seekers (and their significant others) find the resource useful. Maybe one day there will be a research project as the resource continues to build?

- Serendipity?

Conclusion

1.Engagement is time in stakeholder relationships and shared projects.

1.Plans may work out, plans may diverge.

2.If you can invest your patience and time, serendipity just might happen. One thing may lead to another and… Who knows?

Conclusion 2/2

If you choose to do engaged work, here’s what I ask myself:

1.Who are potential stakeholders?2.What do we share in common?3.What work might be mutually beneficial and enjoyable for us?4.What are some possible outcomes?5.What can’t I promise. What can I promise.

Serendipitous Engagement as Rhetoric Research and Classroom Practice: Three Examples

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