Many of you have asked for an update about my wiki experiment of last year, and I held off on responding because it didn’t go very well, and I don’t really blame the wiki itself as a medium.
To review, what I did with my British Literature survey wiki was to ask students to research a topic of cultural, political, sexual, or economic history in Britain between 1600 and 1800. They were supposed to find a few good sources and sum up what they found in a brief and informative wiki article with citations, so that their peers could easily glean a great deal of interesting information about, for example, Restoration fashion, the Gunpowder Plot, or the social position of Jews in London in the mid-18th. If we had time, we could have revised, sharpened, and interlinked the articles to create a very interesting and useful resource.
I chose that assignment because I had done something similar when I was taking Nigerian Lit as an undergrad. The course was so packed with novels and plays that the professor did not really have time to lecture on the entirety of postcolonial Nigerian history and culture, so each member of the class developed a one-page annotated summary of a particular topic, which we briefly presented and provided for our classmates. It was an excellent wake-up call to me as an English-centric student that What We Do is so deeply tied into matters of history, political science, religion, and philosophy that we have to be able to do research in other fields just to be able to understand what we’re reading. We can’t just wait for a professor to give us all the context we need.
With a similar purpose, I asked my students to go to the library and look up things about their topics. I gave them names of books I knew might be good. I helped them get access to primary sources from the special collection I worked in. As far as I knew, everything was going swimmingly.
But when the time came for me to check in on the wiki, I was dismally disappointed to see that only a handful of them followed the directions. The ones who did produced interesting, lovely little summaries, often with visual aids and excellent sources. But most of them cited only websites (which I’d explicitly banned so they’d go to the library), simply copied paragraphs out of encyclopedias (again, banned, and, well, plagiarism), or did not do the assignment at all.
Grades plummeted. What happened here? I gave explicit directions, which several people were able to follow without incident. But when 2/3 of the class simply cannot do an assignment at a passing level, I have to assume that there is something wrong with the assignment. Because the resource they created was so poor as a whole, none of them read their classmates’ work, and no one bothered to create links between articles. As a wiki, it was not functional.
The following semester, I made this assignment extra credit, and, again, several of the articles I received were excellent, but many received no extra credit at all. In the end, the extra credit only ended up benefiting those who were sure to receive A’s anyway, which was proof enough to me that it was a failure as an assignment.
I asked, both semesters, what had gone wrong. The main answers I got were that they had no idea how to summarize (not surprising, given that an analytical summary is a pretty sophisticated rhetorical skill most students aren’t asked to do until grad school) and that they had no idea how to skim sources. I got many emails asking the repeated question, “Are you saying I have to read three 500-page books???” I’d say, no, you have to look in the index or table of contents, find the relevant information, and figure out what would be important for your classmates to know, regarding your chosen topic. Many of my students did not know how to find information in non-fictional texts. They are English majors, and they’re used to reading every word.
In addition, I fear that asking them to post to a website was just one more hassle on top of scholarly/rhetorical hassles that created an inappropriate amount of stress. All of these skills are important, and I wish I could say that I could teach all these skills in my class, but in the context of a Renaissance-to-Modernism survey, I just don’t have time to teach rhetoric, research, and reading at that level.
When I taught the class this summer, I dumped the wiki assignment, which was clearly going nowhere and was not helping the students it was designed to help. I refocused my efforts on getting my students to practice analytical summary (which, by hook or by crook, I’m going to teach them) and research. This time, I asked them to write a three-page summary of a significant critical article on a poem or poems from the syllabus, and another one on a prose work from the syllabus.
This assignment got them to isolate for themselves (a) what literary criticism is, and (b) what a literary-critical argument does, as well as (c) how that relates to their own reading of a work. I know this sounds very basic, but I’m not sure it’s something they think about when they’re writing run-of-the-mill research papers. Many of my students have somehow gotten through most of their coursework without really seeing that literary criticism is not about “facts” and “opinions” but about arguments that open texts up for more interesting and engaged reading.
The responses I got from this assignment were, on the whole, really magnificent. My students said they struggled with the summary mode, but the assignment was do-able, and they were happy to see how this would improve their research papers at the end of the semester. A few students turned in summaries of study guides on the literature, which was depressing, but depressing things in isolation are not as depressing as an entire class of depressing things. Most of them found really fascinating articles, and many of my more excellent students developed a strong attachment or aversion to the article they found, which often became the basis of a fabulous paper at the end of the semester.
This is where the wiki comes in. I was so thrilled by the work they were doing this summer that I’d like for them to turn their summary essays in to the wiki. This would create a genuinely useful resource for the class, helping them to see what kinds of literary-critical work is out there, and what a broad range of journals they could dip into. Of course, there is the mild concern that they will merely read a fellow student’s summary of an article and not look into the article itself, but there are easy ways of making sure they know that is not sufficient.
The point of a wiki, after all, is to get my students to have an attitude of collaboration, rather than competition, which is extremely difficult to instill in a population like Queens College, which doesn’t have dormitories or a “campus” mentality. I often fear that many students show up to school every day thinking about how they can beat out another student for a grade, as if it worked that way, mostly because they then get in their cars and drive home, out of the city. I feel like much of my work as a teacher, throughout CUNY, has been trying to convince my students that the sea of camaraderie raises all ships, and that I’m not interested in just focusing on a few brilliant students in the front row and leaving the rest behind. With the wiki, I’ve been hoping to allow them to see their classmates not just as personalities, but as other minds in the classroom who have something to offer them.
We shall see, we shall see. I’ll let you know how it goes. I’m not ready to abandon the idea of my class producing content for one another, so I will keep trying.