Hemingway in the Digital Age

Description

Remarkable connections between Hemingway's time and our own digital era How can we convince readers, and especially students, to slow down to the crawl that is often necessary to see the real power in the compressed language Hemingway uses to tell a story? Are there qualities of digital age life that make students, somehow, more connected to Hemingway's life and his writing? How can we compare the 21st-century "transhumanist" interest in making ourselves into "something more than merely human" with Hemingway's characters like Nick Adams, Jake Barnes, Frederic Henry, Catherine Barkley, Pilar, Robert Jordan, or Santiago, all of whom similarly wrestle within the bounds of their own mortality? Laura Godfrey has assembled a group of scholars who speak eloquently to these questions. Hemingway's characters are seen trying to live life "all the way up," the way Hemingway's bullfighters did-so which characters do we see as most engaged with the world around them? Which characters pay closest attention to others and to their environments? And did Hemingway seem to assign value to those people who paid close attention? Within this framework, Hemingway's work emerges in stark relief as being about the value-indeed, the necessity-of thoughtfully trying to consider, to observe, and possibly even to understand and connect with people and places. And so, in this 21st-century "digital age" and its increasing vocabulary about the importance of being mindful, present, intentional, and engaged, Hemingway's writing has become relevant for readers and students of all ages in exciting new ways. Hemingway in the Digital Age makes available to high school, college, and university teachers a wide selection of the emerging techniques and contemporary digital tools for teaching Ernest Hemingway's life and writing, as well as discussions of Hemingway's relevance to digital humanities projects.

Informations

• Publié par: The Kent State University Press
• Date de parution: 13 août 2019
• Nombre de lectures: 0
• EAN13: 9781631013751
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

Hemingway in the Digital Age
TEACHING HEMINGWAY
Mark P. Ott, Editor
Susan F. Beegel, Founding Editor
Teaching Hemingway’s The Sun Also Rises
EDITED BY PETER L. HAYS
Teaching Hemingway’s A Farewell to Arms
EDITED BY LISA TYLER
Teaching Hemingway and Modernism
EDITED BY JOSEPH FRUSCIONE
Teaching Hemingway and War
EDITED BY ALEX VERNON
Teaching Hemingway and Gender
EDITED BY VERNA KALE
Teaching Hemingway and the Natural World
EDITED BY KEVIN MAIER
Teaching Hemingway and Race
EDITED BY GARY EDWARD HOLCOMB
Hemingway in the Digital Age: Reflections on Teaching, Reading, and Understanding
EDITED BY LAURA GODFREY
Hemingway in the Digital Age
Reflections on Teaching, Reading, and Understanding
Edited by Laura Godfrey
The Kent State University Press     Kent, Ohio
© 2019 by The Kent State University Press, Kent, Ohio 44242
All rights reserved
Library of Congress Catalog Card Number 2019014329
ISBN 978-1-60635-381-3
Manufactured in the United States of America
No part of this book may be used or reproduced, in any manner whatsoever, without written permission from the publisher, except in the case of short quotations in critical reviews or articles.
URLs published in the print edition and hyperlinks included in the ebook edition of this book are provided as a convenience and for informational purposes only; they do not constitute endorsement or approval by the publisher. The publisher bears no responsibility for the accuracy, functionality, legality, or content of the URLs and hyperlinks.
Library of Congress Cataloging-in-Publication Data
Names: Godfrey, Laura Gruber, editor.
Title: Hemingway in the digital age : reflections on teaching, reading, and understanding / edited by Laura Godfrey.
Description: Kent, Ohio : The Kent State University Press, [2019] | Series: Teaching Hemingway | Includes bibliographical references and index.
Identifiers: LCCN 2019014329 | ISBN 9781606353813 (paperback)
Subjects: LCSH: Hemingway, Ernest, 1899-1961--Study and teaching--Technological innovations. | American literature--20th century--Study and teaching--Technological innovations.
Classification: LCC PS3515.E37 Z6186 2019 | DDC 813/.52--dc23
LC record available at https://lccn.loc.gov/2019014329
23 22 21 20 19      5 4 3 2 1
For Bruce
Contents
Foreword
MARK P. OTT
Acknowledgments
Introduction: Hemingway in the Digital Age
LAURA GODFREY
Virtual Hemingways
Virtual Papa: Ernest Hemingway’s Digital Presence
LISA TYLER
Beyond the Photographs: What the Images of Hemingway’s Fish Don’t Tell Us
MICHAEL K. STEINBERG AND JORDAN CISSELL
A Meme-able Feast: Teaching Modernist Citationality and Hemingway Iconography through the Internet’s Most Infectious Replicator
KIRK CURNUTT
Hemingway for Digiphiles
How to Not Read Hemingway
BRIAN CROXALL
“Concrete Particulars”: The Suggestive Power of Physical World Details in Across the River and into the Trees
MARK EBEL
Putting the Medium and the Message in Perspective: Teaching The Sun Also Rises in the Digital Age
NICOLE J. CAMASTRA
Digital Resources for Teaching Hemingway
Using Digital Mapping to Locate Students in Hemingway’s World
RICHARD HANCUFF
Stories in the Land: Digital “Deep Maps” of Hemingway Country
LAURA GODFREY AND BRUCE R. GODFREY
Using Digital Tools to Immerse the iGeneration in Hemingway’s Geographies
REBECCA JOHNSTON
Teaching Hemingway through the Digital Archive
MICHELLE E. MOORE
Teaching Materials
Appendix A: English 482, Hemingway: End-of-Term Writing Prompts and Student Responses
LAURA GODFREY WITH KELLY OWENS, RICKY BALDRIDGE, LEE J. BRAINARD, MARSHALL J. PALMER, AND ALLISON GNECKOW
Appendix B: The Sun Also Rises I-Search Project
NICOLE J. CAMASTRA
Appendix C: English 296: Major Figures (Hemingway) Midterm Presentations
LAURA GODFREY
Appendix D: Interdisciplinary Studies 250 Syllabus
LAURA GODFREY AND ED KAITZ
Appendix E: INTR 250 Physical and Virtual Environments: Class Calendar
LAURA GODFREY AND ED KAITZ
Appendix F: Directing Students toward Hemingway’s “Concrete Particulars” and Intergenerational Connections
MARK EBEL
Appendix G: How to Not Read Hemingway
BRIAN CROXALL
Appendix H: Digital Resources for Teaching Hemingway
COMPILED BY LISA TYLER
Works Cited
Contributors
Index
Foreword
Mark P. Ott
How should the work of Ernest Hemingway be taught in the twenty-first century? Although the culture wars of the 1980s and 1990s have faded, Hemingway’s place in the curriculum continues to inspire discussion among writers and scholars about the lasting value of his work. To readers of this volume, his life and writing remain vital and meaningful and are still culturally resonant for today’s students.
Books in the Teaching Hemingway series build on the excellent work of founding series editor Susan F. Beegel, who guided into publication the first two volumes, Teaching Hemingway’s A Farewell to Arms, edited by Lisa Tyler (2008), and Teaching Hemingway’s The Sun Also Rises, edited by Peter L. Hays (2008). In an effort to continue to be useful to instructors and professors—from high schools, community colleges, and universities—the newest volumes in this series are organized thematically, rather than around a single text. The series now includes Teaching Hemingway and Modernism (2015), edited by Joseph Fruscione, Teaching Hemingway and War (2016), edited by Alex Vernon, Teaching Hemingway and Gender (2016), edited by Verna Kale, Teaching Hemingway and the Natural World (2018), edited by Kevin Maier, and Teaching Hemingway and Race (2018), edited by Gary Edward Holcomb. This shift opens Hemingway’s work to more interdisciplinary strategies of instruction—through divergent theories, fresh juxtapositions, and ethical inquiries, and often employing emergent technology to explore media beyond the text.
Laura Godfrey’s Hemingway in the Digital Age: Reflections on Teaching, Reading, and Understanding speaks to fresh, pressing issues of intense interest to students and scholars today: How do we employ the emergent tools of the digital age to more deeply engage students with Hemingway’s work? And how do we teach his writing to new generations of students, who often cannot put away their smartphones for the length of a class period? Hemingway never anticipated a world of “digiphiles,” yet Godfrey’s volume provides a range of pedagogical approaches to teaching Hemingway’s writings to a generation that may prefer a digital text—and perhaps a digital world—to holding a paper text in their hands.
However, these digital tools can be used in exciting ways to bring Hemingway’s work to life for a new generation of students. The expertise and insight Godfrey brings to this topic is manifest throughout this volume. These essays illuminate new strategies for employing digital photographs, archives, and maps to ignite students’ curiosity in “Hemingway country,” and the geographies that inspired texts as In Our Time, The Sun Also Rises , and Across the River and into the Trees . Godfrey brings forth a diverse range essays that not only explore Hemingway’s fiction through the lens of the digital age but also revise our understanding of the complex cultural web that stimulated his imagination and his writing. Readers will quickly recognize that these digital tools create opportunities for enriching the textual experience and expanding the imagination of students.
Indeed, this volume demonstrates that Hemingway’s work is being taught in more thoughtful, creative, and innovative ways in today’s classrooms and lecture halls than ever before and that his work inspires vigorous debate and insightful discussion now more than ever.
Acknowledgments
Thanks must go first to the contributors within this volume for sharing their enthusiasm, their humor, and their astounding scholarly and pedagogical creativity. I am also deeply grateful for my colleagues at North Idaho College for their inspiration and support in creating the interdisciplinary course, INTR 250: Physical and Virtual Environments, in which the idea for this book first emerged: Lita Burns, Larry Briggs, Ed Kaitz, Lloyd Duman, Liz Adkinson, and Molly Michaud.
Special kudos also go to the brave students who took those original INTR 250 courses—as well as the students in my North Idaho College and University of Idaho Hemingway seminars—for their insights, their wit, their humor, and their intellect. This book would also not have been possible without the generous support of my home institution, North Idaho College, which awarded me a sabbatical leave as I completed the editing process.
Thanks also to Mark Ott, series editor for the Kent State University Press Teaching Hemingway volumes, who was encouraging and enthusiastic about this project from the beginning. At Kent State University Press, I owe a debt of gratitude to Susan Wadsworth-Booth, Will Underwood, Mary Young, Erin Holman, and Richard Fugini for working with me as the book moved through the channels to publication.
And last, thanks most of all to my family—my parents, William and Nancy Gruber, my husband, Bruce, and my two lovely daughters, Natalie and Julia, for always cheering me on every step of the way.
Introduction
Hemingway in the Digital Age
Laura Godfrey
The idea for this collection of essays came to me several years ago, when I team-taught an interdisciplinary capstone course at North Idaho College, titled “Physical and Virtual Environments.” A member of the college’s philosophy department (Ed Kaitz) and I created a reading list comprising major works of literature and philosophy, meant to help our students see the ways some of the world’s greatest writers and thinkers have expressed what it means to be in the world. We chose readings that we hoped would help illuminate the ways that our ideas about being in (as well as our perceptions of) physical environments were shifting in the so-called digital age. To help define what we mean when we speak