Poetics of Scribal Culture in Inner-Biblical Oralities of Allusive Redaction-Echoes, and Stuff

My main research focus, when I can get to it, concerns literary allusion in the Bible (also called “inner-biblical interpretation,” or “inner-biblical exegesis”).

Insofar as I have a Big Idea, it mostly involves running around like Chicken Little and yelling that the field of biblical studies isn’t producing a coherent conversation about “inner-biblical allusion” because we quarantine ourselves (as we so often do) from the secular ancillary scholarship (in this case, on the poetics of literary allusion).

What disturbs and intrigues me recently is, I think that there is another scholarly context to which I’ll need to tether my continuing work in biblical allusion. You know it well, and most recently, it looks something like this.

Upside: maybe I get to blow the dust off my Akkadian again. Downside: Hier werden deutsche.

[Poetics of Scribal Culture in Inner-Biblical Oralities of Allusive Redaction-Echoes, and Stuff was written by G. Brooke Lester for Anumma.com and was originally posted on 2012/01/16. Except as noted, it is © 2012 G. Brooke Lester and licensed for re-use only under CC BY-NC-ND 3.0.]

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Plagiarism Paralysis

I’ve want to write a post about plagiarism, with reference to an excellent series of educational “what-is-plagiarism?” posters that I recently discovered.

But, the company publishing the posters won’t return my emails asking for permission to reproduce them.

[Plagiarism Paralysis was written by G. Brooke Lester for Anumma.com and was originally posted on 2011/04/06. Except as noted, it is © 2011 G. Brooke Lester and licensed for re-use only under CC BY-NC-ND 3.0.]

Day in the Life of the Digital Humanities 2011

Along with everything else in life that you’ve been missing, the Day in the Life of Digital Humanities (“Day of DH”) 2011 came and went a couple of weeks back. What are the “Digital Humanities,” you ask? You could settle for me telling you that it’s humanities accomplished digitally, or you could ask the Wikipedia about it; or best of all, you could simply hear the explanations offered by those who have self-identified over the last three years as working in “digital humanities.” Here are just a few:

Digital Humanities is the application of humanities methodologies and theories to modern technology research. -Andy Keenan, University of Alberta, Canada

Under the digital humanities rubric, I would include topics like open access to materials, intellectual property rights, tool development, digital libraries, data mining, born-digital preservation, multimedia publication, visualization, GIS, digital reconstruction, study of the impact of technology on numerous fields, technology for teaching and learning, sustainability models, and many others. -Brett Bobley, NEH, United States

I think digital humanities, like social media, is an idea that will increasingly become invisible as new methods and platforms move from being widely used to being ubiquitous. For now, digital humanities defines the overlap between humanities research and digital tools. But the humanities are the study of cultural life, and our cultural life will soon be inextricably bound up with digital media. -Ed Finn, Stanford University, USA

On the Day of Digital Humanities, hundreds of folks who see their work in this way agreed to write a blog post about what they were doing that day, March 18, 2011. (This was the day that I became aware of the term, “digital humanities,” because the Day nosed its way onto my Twitter feed, whereupon I followed the tag #dayofdh for the rest of that day and the next.)

You will be excited to know that I’ve saved the best news: Because the fine folks at Day of DH have made the RSS feeds for the blog posts available as an OPML file (or, to translate, “Because blah blah the internet is cool”), I have been able to place the blog posts on my public NetVibes page! And you have a whole year to peruse them before Day of DH 2012!

[Day in the Life of the Digital Humanities 2011 was written by G. Brooke Lester for Anumma.com and was originally posted on 2011/04/05. Except as noted, it is © 2011 G. Brooke Lester and licensed for re-use only under CC BY-NC-ND 3.0.]

More Active Reading: How to Read a Textbook Chapter

A week or so back, I wrote here about exercises in “active reading.” There, I included links to a number of blank worksheets that students could use to help them read actively (Bull’s Eye organizer; Fish-bone organizer; K-W-L sheet; and more).

As an exemplar to the class, I “actively read” a scholarly essay: I wrote a short phrase next to every paragraph in the essay, and also filled in each of the worksheets. I then called attention to this in class and posted it to their Blackboard.

The next weekend, while supervising a local chess tournament, I came upon a kind of “active reading” poster in the middle-school library (Flickr):

THIEVES, an acronym for Title, Heading, Everything I want to know, Visuals, End-of-section material, So what?

This pretty much exactly corresponds to what I tell students about how to read the chapters from their textbook:

  • Read the chapter’s introductory paragraph. List the keywords in the margin of that paragraph.
  • Read the major headings (“Jeremiah and the Deuteronomists”; turn them into questions (“What do the Deuteronomists have to do with Jeremiah?”).
  • Look at the graphics: photographs, tables, timelines, maps. What do they make you think of? What questions do they make you ask? Write these in the margins of the chapter’s first page.
  • Ask yourself: What sorts of things do you already know about the topics coming up in this exercise?
  • Read the concluding paragraph and any study questions or glossaries at the end of the chapter. Plan to search out the answers to these as you read the chapter.
  • Read one (1) major section in the chapter. For each paragraph, jot the main points into the margin, in your own words. At the end of the section, describe aloud what that section communicated to you. Repeat this for each section. This should take several sittings, probably one sitting for each major section.
  • Bring this chapter into conversation with your life. What difference does this information make? How does it challenge things you already knew or believed? How does it help answer or solve questions you have had in the past? What does it make you want to try to discover next?

This may seem time-consuming, but in practice it is an incredible time saver: with interactive reading, you can read the chapter once instead of several times, because you retain the content at a much higher rate than through passive reading. Also, by breaking the reading up over several sittings, the subject matter can “percolate” for you, making unexpected connections to your other studies or activities.

Students, do you already do any of these kinds of things when reading? Profs, do you offer any kind of guidance or instruction in active reading?

[More Active Reading: How to Read a Textbook Chapter was written by G. Brooke Lester for Anumma.com and was originally posted on 2011/03/18. Except as noted, it is © 2011 G. Brooke Lester and licensed for re-use only under CC BY-NC-ND 3.0.]

Links for SBL10 Workshop Presentation

“‘To Those Far and Near’: the Case for Community at a Distance.”

The Background:

A Community of Scholarship, Emory’s Candler School of Theology.

Episode CXXVIII of the Endless Thread, Pharyngula.

Losers of Friday Night on Their Computers, Twitter search. [link fixed]

SBL Annual Conference 2010 (#sbl10), Twitter search. [link fixed]

Intro to OT Online Group Paper (concluding summary), Wetpaint.

Dissecting Community: Example from Sociology:

Community, Infed (Informal Education).

The Project:

Bible and Teaching Blogs via feeds, NetVibes.

Collaborative Wiki on the Hendel Affair, Wetpaint.

[Links for SBL10 Workshop Presentation was written by G. Brooke Lester for Anumma.com and was originally posted on 2010/11/22. Except as noted, it is © 2010 G. Brooke Lester and licensed for re-use only under CC BY-NC-ND 3.0.]

Little Help: The Old Testament in the New Testament

Do you have any favorite resources concerning allusion to the Hebrew Bible in the New Testament? It could be books, essays, or articles.

I’m thinking of things like Richard Hays’ Echoes of Scripture in the Letters of Paul (Yale, 1989) or J. Ross Wagner’s Heralds of the Good News: Isaiah and Paul ‘in Concert’ in the Letter to the Romans (Brill, 2002), or Thomas R. Hatina’s In Search of a Context: The Function of Scripture in Mark’s Narrative (Sheffield, 2002).

Do you have any favorites about the OT in the NT? And if so, what makes them good?

Open Access Intro to OT

This post concerns my ideas for a particular kind of open-access Introduction to the Hebrew Bible (Old Testament).

I recently floated a Tweet (and Facebook status update) that asked around about any open-access Introduction to the Old Testament. I have an idea for such a project, and wanted to see if anything was already out there (knowing pretty well that there is not).

Akma proved (as I knew he would) to be an eager conversation partner, and his responsive post has generated some discussion. I follow up there with some remarks about what I have in mind.

What I plan to try for is an Introduction to the OT that:

  • is freely available online;
  • is historical- and literary-critical in focus (as is a Coogan or a Collins, say; in other words, not a “theological introduction” narrowly reflecting the concerns of faith communities or other readerly social contexts);
  • is authored by a socially diverse body of contributors.

With the “open source” aspect, I mean to respond to a clear need. I would like my own students to have a freely-available, critical Introduction. (I’d actually like them to have several, as well as several open-access Hebrew and Greek grammars, and so on.)

With the authorship and content that I have in mind, I mean to address a situation in the field. During the time that historical criticism was held to be in decline, traditional historical-literary introductions continued to be ceded to the white male authors, while women and people of color wrote works intended to supplement such introductions. Now, though, the recognition of the biblical authors as among the “Others” to whom we try to listen earnestly has prompted some rehabilitation of the historical-critical approaches. It is well past time to have “traditional” historical-literary-critical Introductions to OT that reflect genuine diversity of authorship. (What holds together such an Intro would be a shared commitment to grounding one’s historical-literary claims in publicly-shared evidence and lines of reasoning; what makes it diverse would be the unpredictable range of possible perceptions and assessments regarding that evidence.)

Akma had the excellent idea that such an Intro could be “modular”: after the initial publication, if somebody wanted to offer a supplemental chapter, zie could do so as long as the controlling body agreed that the supplemental work fit the scope and formatting of the project.

I will be writing up an outline delimiting the methods, outline, and scope of the project, and will also be having discussions with possible contributors. I am at a very early stage on this, so you will have to stay tuned a while to hear more about what takes shape.