Tip of the Week! - March 28, 2008


 

How to Conduct a ‘Paper Slam’ By Stephanie Schlitz, Bloomsburg University, PA Last year, I attended a digital humanities conference at which the highlight was something called a “Poster Slam.” I’d never heard of a “Poster Slam” and had no idea what to expect. It turned out to be a conference session devoted to sharing information about the various posters that would be on display during the poster session. Each poster session participant had created one slide (in PowerPoint or a similar format) depicting the principal content of his or her poster and had one minute to entice conference participants to visit it during the designated poster session. If a presenter spoke beyond the allotted minute, the session organizer rang a bell, and in good humor the presenter was stopped and the next in line ushered forward. I decided the idea had merit for my classes and shortly thereafter began conducing “Paper Slams” on the days when student papers were due. I reasoned that students spend a good deal of time and energy on these papers and that their work deserved a broader audience. Students could be learning from each other and the “Paper Slam” offered an innovative and unique venue for that learning. Toward the end of each semester as paper due dates draw closer, I explain the “Slam” requirements to my students. I ask them to develop one slide that highlights the key ideas explored in their papers, and I require them to prepare a 60- to 90-second oral narrative that explains their work to their peers. They are free to use images and color and to explore various modes of composition. Students take advantage of this and use their creative energy to prepare intriguing slides. Being asked to prepare a slide and oral synopsis that effectively distills their work encourages student authors to think carefully about the content, organization, and delivery of their message—both in their “Slam” materials and in their papers as well. Students email their slides to me in the days before the “Slam,” and I organize them alphabetically by last name to determine the presentation order. I then compile the slides into a single slideshow. Finally, I create a text document that lists the students’ names and their topics in order. I distribute copies to the class so that everyone can follow along and take notes during the “Paper Slam.” On the day of the “Slam,” I seat students in alphabetical order and appoint a timer who holds up a “stop” sign when a presenter exceeds his or her allotted time. The “Slam” advances as I scroll through slides and students move to the front of the room to present when their slides are displayed. Some students prepare and read note cards while others extemporize in response to prompts built into their slides. Either way, the students convey their ideas to their peers, and the process is as fun as it is illuminating. Students have much to learn from one another’s research, but too often the opportunity to exchange ideas is missed. A “Paper Slam” can rectify this by inviting students to present their research in a way that acknowledges the importance of their work and continues the academic tradition of sharing work with peers. Contact Stephanie Schlitz at sschlitz@bloomu.edu.