John F. Barber, PhD

Fall 2021 Courses

DTC 375 Language, Texts, Technology
TTH, 12:05-1:20 PM, VMMC 111

DTC 478 Usability & Interface Design
M, 1:30-4:10 PM, VMMC 115

2022 Digital Humanities Summer Institute Courses

Digital Storytelling
*** June 2022

Resources

In addition to course specific resources, I maintain many general resources for my teaching, research, and scholarship. See the "Resources" menu tab, above.

Teaching Philosophy

My teaching philosophy is straight forward: Transform lives and build communities.

In practice, this philosophy is informed by action research (Stefano M. Vannotti) and "transformative pedagogy" (belle hooks 36). Vannotti calls action research "systematic inquiry conducted though the medium of practical action, calculated to devise or test new, or newly imported, information, ideas, forms, or procedures and to generate communicable knowledge" (Vannotti 55). LEARN more.

Transformative pedagogy, says hooks, involves student-centered, holistic, and praxis-oriented approaches that allow students to create their own knowledge. Transformative pedagogy involves, as hooks suggests, a "revolution of values" (hooks 23) and embraces Martin Luther King's notion of the "shift from a 'thing'-oriented society to a 'person'-oriented society" (hooks 27).

What does this teaching philosophy look like in my classrooms? Students engage in rapid iterative practices to test new ideas, information, forms, or procedures, and communicate new knowledge. In this way students learn to think critically and theoretically about their practice (Vannotti). Additionally, as hooks notes, this "engaged pedagogy" (hooks 21), empowered by process, promotes the union of body, mind, and spirit in a "holistic approach to learning" that seeks enlightenment along with acquisition of new knowledge (hooks 14).

Embedded in my teaching practices is encouraging students to formulate a research question, consider multiple answers, choose the one best aligned with the expected outcome, and then proceed with design and solution development. Students document their process and share it with others. In this sharing, and discussion of choices made, additional learning can occur. As Vannotti notes, all "theories, principles, and ideas reside in the artifacts we create" and "build the ground for further investigation" (Vannotti 56). This approach is also, according to hooks, transformational, empowering students by their engagement in the process of solution implementation.

Both action research and transformative pedagogy involve collaboration and critical thinking. With regard to collaboration, research supports more pronounced learning outcomes when learners are engaged in interpersonal activities like talking, building materials things, and sharing with one another. Working alone, we cannot see our own way of paying attention.

Critical thinking comes from people learning to apply their knowledge and skills to problems and then analyzing the outcome(s). Comprehending news ideas is a good start, but more productive is helping learners check and discern between opposing ideas, consulting alternate information sources, communicating their thoughts and ideas, collaborating with others to solve problems (see above), making decisions, and dealing with the results.

Can it work? Why not? Almost everything in the contemporary university is based on the medieval educational system refocused for the industrial age. Attention, timeliness, metrics, standards, these key words promote stereotypes and nostalgia. But, we have revolutionary legacy.

Western culture has experienced four information revolutions. The first was the invention of writing (4000 BC). The second was the invention of moveable type (10th century China; 15th century Europe). The third was the invention of mass printing (18th century). The fourth was the introduction of the Mosaic web browser (April 1993). Each of these revolutions was a moment of change. Its arrival was untimely, unsettling. Each prompted examination of many aspects of scholarly endeavors.

Presently, at this digital turn, resistance comes from institutions trying to control what people should read, in the face of a population of people who can and do read for themselves, in a world of textual abundance, in a world where one can think and do without need for editors. Future success will be based on our willingness to change as teachers, and our willingness to force the university to change as well.

The sort of work described here is like a magic trick where substance appears to be created from thin air. It cannot be quantified in standardized ways. There are no metrics. Teachers will understand and appreciate the sense of a solo performance with an unfamiliar instrument, the anxiety and mystery of not knowing the outcome(s). We must undo traditions to even begin thinking about new ways of assessing learning. We can do this through action research, transformative pedagogy, collaboration, dialogue, making, productivity, and by feeding back the learning of new uses of technology into future learning.

Works Cited

hooks, belle. Teaching to Transgress: Education as the Practice of Freedom. Routledge Press, 2014.

Vannotti, Stefano M. "But How Can We Produce Knowledge by Designing Interfaces?" Interface Cultures: Artistic Aspects of Interaction. Edited by Christa Sommerer, Laurent Mignonneau, and Dorothée King. New Brunswick, NJ, 2008, pp. 51-60.

Teaching Goals

LEARN

Facilitate collaborative inquiry and learning via activity-centered projects with students
Example: Students in my DTC 478 Usability and Interface Design class designed and developed The Collaboratory, a social media platform for communication and collaboration among their CMDC colleagues. This project extended over several semesters and involved multiple iterations, providing opportunities for students, past and present, to collaborate and create shared knowledge.

THINK

Encourage students to think critically about how to use their knowledge and skills
Example: Students in my DTC 354 Digital Storytelling class create digital transmedia narratives to provide backstories for re-enactments of historic radio dramas. Students examine their practices compared to desired results. They question how digital media can be used most effectively to expand narrative and storytelling opportunities. Through systematic inquiry, students devise and test new procedures, solutions and applications for a developing body of knowledge.

BUILD

Provide opportunities for students to create their own knowledge and develop problem-solving skills
Example: Student in my DTC 338 Special Topics: Internet Radio and DTC 478 Usability and Interface Design classes, developed an interactive, online interface through which users could interact with locally produced music on an international scale. I mentored this effort and arranged meetings with local web development and venture capital companies regarding getting the project to market. Students shifted their thinking from a "thing" to something that someone would actually use.

Teaching Results

Graduates find gainful employment.

90% of CMDC graduates, with a B.A. in Digital Technology and Culture, find gainful employment in Vancouver, and Clark County, Washington, and Portland, Oregon. Graduates contribute to the economic and community development of our region. Some elect to pursue graduate studies. Georgetown University, Carnegie Mellon University, Simon Fraser University, University of California, Portland State University, and University of Washington have accepted program graduates, often with full scholarships. Most graduates remain in the area. They become engaged community members. They put learned knowledge and skills into practice via civic engagement, often directed toward social justice and diversity.

Example Student Projects

Students create projects for my classes to demonstrate their learning. Use the "Capstone Project" links on either my DTC 375 Language, Text, and Technology or DTC 478 Usability and Interface Design course webpages to explore student projects. You can also explore example projects from my DTC 354 Digital Storytelling and DTC 338 Special Topics courses.

Teaching Reviews

2019

Abbreviated Review, "Satisfactory," no comments required

2018

Your Zambezi Radio Bridge is an awesome project! I love the way you position yourself as scholar-teacher-artist and I really appreciate the clarity with which you frame your work/scholarship. It can't be recognized if not understood!!
Dr. Kelly Ward
Vice Provost for Faculty Development and Recognition
Professor, College of Education
Washington State University
17 May 2018
LEARN more

I've come to appreciate the depth of your commitment to being a faculty member in the best sense of the phrase. As I think (hope?) you know, you've helped me to see the untapped possibilities for sound in an era awash in visual imagery. I know you do something of the same as a teacher—from getting to observe your class, and this past semester your reading, I have seen a real commitment to being engaged with what your students are thinking and learning.
Dr. Todd Butler
Chair, English Department
Washington State University
2 May 2018

2017 Annual Review

Barber continued his strong work in scholarship/creative activity and teaching this year. The form of which continued to display the range of Barber's talents, which include print publications (multiple journal articles and book chapters), media broadcasts, and juried (i.e. "peer reviewed" and competitive) multimedia exhibits. In 2017 these exhibits were all international, a fact that, along with his regular turns as an external program reviewer and presenter at international conferences, testifies to his continuing prominence in the field. As reflected in both student evaluations and my own Fall 2017 observation, Barber continues his strong teaching for the Creative Media & Digital Culture Program at WSUV, where he also concentrates his service commitments in program development and student mentoring.

2016 Annual Review

Barber's scholarly and creative activity in 2016 continues to reflect a wide variety of forms and media. He published at least four print essays and had several others accepted for future publication. At the same time Barber also had a wide variety of material from his creative sound program included or featured in jury-reviewed exhibits in not only the U.S. but also Canada and Europe (Ireland, Spain, Germany, Estonia, and Portugal). When placed together with his active presentation schedule at both national and international conferences, this work demonstrates a strong scholarly/creative profile of depth and creativity.

2015 Annual Review

Barber's scholarly and creative activity spanned a wide range of forms and locations in 2015. Most prominently, he had six installations/exhibits of his creative sound program, work that is comparable to written publication when it is (as in this case) jury-reviewed and highly visible. He also had seven presentations (all international, national, and regional). Though they will be formally assessed upon their publication, he also has a strong pipeline of material in press or under submission, and he has several presentations already scheduled for 2016.

2013 Annual Review

John’s research productivity remained steady with showcased and published works. As Chair of the Diversity Council, he continues to provide high-impact service to the campus community. Notable teaching contributions were his development of a new class on internet radio and his two new course preparations. John is an engaged member of the CMDC program, WSU Vancouver campus, and the community.

2012 Annual Review

John's archive project on American writer Richard Brautigan continues to have strong impact on Brautigan scholarship. He remains engaged in the work of archiving and curating the online database for The Brautigan Library housed at the Clark County Historical Museum. In 2012, he has a book chapter and journal article accepted for publication. He published several book reviews and had seven sound art works showcased via international radio art stations, festivals, installations, and exhibits.

2010 Annual Review

In their written comments, students comment positively on his availability and willingness to help them master material, the usefulness of his assignments and projects, and his constructive approach. John was one of 20 recipients of a National Endowment for the Humanities Fellowship to attend the Humanities Gaming Institute at the University of South Carolina. A direct outcome of this fellowship is "'Walking-Talking': A Vision for Mobile Digital Narrative Flaneur Experiences" which was accepted for publication in Mobile Media Narratives (Ed. Jason Farman. University of Minnesota Press, forthcoming). John is actively involved in service to the program, the campus, and the community. In 2010 he represented CLA and the DTC program at numerous campus promotional events for students, such as Gear-Up, and Mosaic. He participated in every Preview Day and Roar Event, has made presentations at Research Showcase and, working with the Office of Student Affairs, for various community and school groups. His service to the campus included participation on the University Leadership Committee, Student Media Board, the Service and Activities Facilities Fee Allocation Committee, and the faculty advisor for KOUG radio, the student radio station on campus. In 2010, he completed two years of negotiation between The Clark County Historical Museum and the estate of Richard Brautigan to move The Brautigan Library to Vancouver. This collection of nearly 400 unpublished manuscripts representing a very unique approach to democratic literacy is now a permanent, interactive exhibit within the collections of the Historical Museum.

2007 Annual Review

Dr. Barber has just finished his second of full-time employment at WSU Vancouver as a visiting professor in DTC and English. During that time he has contributed to the campus and the DTC program in a variety of ways. Dr. Barber’s courses are full to capacity. He receives high evaluations from students. In their written comments, students comment positively on his availability and willingness to help them master material, the usefulness of his assignments and projects, and his openness to their ideas. In his first year at WSU Vancouver, Dr. Barber published a book on Brautigan’s work and life. (Brautigan was a Washington native, born in Tacoma.) His knowledge of Brautigan brought Dr. Barber to the attention of those working to place foreign Fulbright scholars in the U.S. This fall a Fulbright scholar from the Ukraine will be on campus working with Dr. Barber. He is extremely collegial and takes an active interest in CLA and campus affairs.

Teaching History

Writing and Literary Studies

Prior to my arrival at Washington State University Vancouver, in Fall 2006, I taught a variety of courses at the graduate and undergraduate level focused on expository writing, technical and professional writing, writing for online contexts, literature, and literary studies.

Creative Media & Digital Culture

Since 2006, as a faculty member of the The Creative Media & Digital Culture (CMDC) program I have taught the following courses.

Professional Service

As service to the profession, I teach week-long courses at the Digital Humanities Summer Institute (DHSI), University of Victoria, Victoria, British Columbia, Canada. This is an invited, non-compensated, volunteer effort. I have done this since 2012.

Hosted by the Electronic Textual Cultures Lab (ETCL) and The University Library and Archives at The University of Victoria, DHSI is the world's leading professional gathering for international digital humanities researchers, scholars, faculty, and graduate students aligned with research centers, libraries, and academic departments. DHSI convenes for two weeks every June to share ideas and methods and develop expertise in applying advanced technologies to teaching, research, dissemination, and preservation activities. Participants engage in intensive, collaborative, multi-disciplinary classes and seminars ranging in subject matter from text encoding basics to strategies for large project management. Based on my DHSI teaching, I was invited to become an ETCL Research Associate.

My DHSI courses are
Digital Storytelling (2019, 2018, 2017, 2016, 2015)
Course focus includes literacy with approaches to digital storytelling, fluency with resources, and making individual or collaborative digital stories. Course topics include storytelling as a fundamental human activity, combining storytelling techniques and computational technologies, organizing and managing digital storytelling projects, and using digital storytelling for digital humanities scholarship and pedagogy. LEARN more.

Sound and Digital Humanities (2019, 2018, 2017, 2016, 2015, 2014)
Course focuses on opportunities/approaches for sound in digital humanities scholarship and pedagogy. Emphasis is practice-based research and/or creative expression. Topics include sound utilization, forms, and associated intellectual rights in digital humanities contexts. LEARN more.

Mobile App Design and Development (2013, 2012)
Collaboratively taught with faculty of the Creative Media & Digital Culture program. Course goals . . .
1). Conceptualize the space and special features of mobile devices.
2). Develop the architecture, design, and multimedia content production for a mobile project.
3). Understand the coding and programming requirements for mobile devices.

Teaching Resources

In addition to course-specific resources included on the webpages for courses I teach, these resources support my teaching and creative practices. Each is designed to jumpstart your thinking. Follow the links to access further information.