28, no. 3 (Spring 1997): 51-52
|
|
|
|
MLA Statement on Computer Support
Computer technology is quickly becoming indispensable for teaching and research in language, literature, writing, and linguistics. Electronic media are already essential for the representation, storage, and transmission of knowledge generally and for knowledge in the language- and text-centered humanities particularly. Computer technologies make possible ways of learning, teaching, writing, and conducting research that have never before been available. Specific types of text-based research and literary and linguistic analysis rely on computers for concordances, searches, statistical analysis, modeling, and access to literary or linguistic databases. Computers with speech and interactive-video capability are increasingly useful for the language laboratory, as are classrooms with word-processing and text,sharing capabilities for the teaching of writing. The increasing availability of electronic texts and of dramatic literature in videodisc format makes the computer equally useful to the teacher of literature. In addition, word-processing facilities both for scholarship and for the preparation of teaching materials are no longer a luxury, since the computer greatly facilitates manuscript preparation, including the creation of indexes, bibliographies, and camera-ready copy. Insofar as resources permit, colleges and universities should recognize and support these changes.
Guidelines for Access and Support
- Personal computer and printer . A shared computing facility is usually not an adequate substitute for a personal computer or workstation in the office. Faculty members in language, literature, writing, and linguistics also require connections to international networks and easy access to nearby printers. Routine maintenance and replacement of outdated equipment in a timely and cost-effective manner are essential.
- Choice of hardware and software . Faculty members should play a major role in decisions about equipment and software purchases. The hardware and software configuration should be in line with the state of the art and appropriate to the needs and preferences of the faculty member. Among the tools that humanities scholars may need are high-performance computers, scanners, digital and optical storage devices, audio devices, and special software and hardware suitable for multiple languages or specialized applications.
- Technical support and training . Faculty members and students need access to basic training and support in using electronic technologies. Institutional support should go beyond strictly technical training. As Brian Hawkins suggests, “This means providing support by people who understand both the technology and the methodologies and disciplinary content of a given faculty member. This would constitute a new kind of support person in most of our computing organizations” (31).
- Computer networks . All members of the academic community, from undergraduates to senior faculty members, should have access to computer networks, which facilitate use of electronic text repositories, library catalogs and materials, databases, electronic mail, and professional bulletin boards.
- Integrating technology into teaching and learning . Where possible and appropriate, colleges and universities should begin designing, implementing, and preparing for routine administration of electronic classrooms, including multimedia classrooms, starting with equipment that can he wheeled into a traditional classroom for the teaching of language, composition, and literature. Students deserve to be taught using the technologies widely available outside the university. Just as important is equitable student access to the computer facilities necessary to coursework.
- Development of educational materials and tools . Because faculty members are in the best position to know what software tools are appropriate for humanities education and research, colleges and universities should actively encourage them to participate in the development of computer-based educational and professional materials. Integral to the development process should be a realistic assessment of the human and other resources required.
- Recognition of contributions by faculty members . Faculty members who develop computer-based educational applications and scholarly works should be recognized for their curricular, pedagogical, and scholarly contributions. Electronic material should be evaluated, as other comparable materials would be, through external review by experts as part of the review process. Colleges and universities should develop a written policy concerning the evaluation of electronic publications in the tenure and promotion process so that faculty members can make decisions about appropriate ways to distribute their research (see Burstyn). In addition, if faculty members are expected to provide computer support within the department, they should be appropriately compensated or rewarded.
- Responsibility for graduate student training . Graduate students should be trained in the potential uses of electronic technology as an aid to teaching and research, including (as appropriate) desktop publishing, database and spreadsheet programs, computer-assisted language learning, authoring systems and tools, hypertext, telecommunications, and access to the networks and to databases. Such training should also include the use of electronic technology as a tool for language and text analysis.
Generating, gathering, and analyzing texts electronically is becoming a necessity for all education, especially for the contributions made by the humanities. Therefore, while immediate implementation of all these recommendations may not be feasible at small colleges or at schools facing financial difficulties, all institutions of higher education should develop long-term plans for working toward these goals.
Burstyn, Joan N., ed. Desktop Publishing in the University . Syracuse: Syracuse UP, 1991.
Hawkins, Brian L. “Preparing for the Next Wave of Computing on Campus.” Change Jan.-Feb. 1991: 24–31.
© 1997 by the Association of Departments of Foreign Languages. All Rights Reserved.
ADFL Bulletin 28, no. 3 (Spring 1997): 51-52 |
|
|---|
