Set in Stone or Food for Worms: The Stasis of Writing in the Exeter Book Riddles

Symons, Victoria

doi:10.1057/978-1-137-56199-2_5

Cited by 1 publication

(1 citation statement)

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“…Turning from technology to metacognition, Dietrich Bitterli discusses the riddles' metacognitive and metatextual play, their invitation "to think about the very act of riddle-making and riddle-solving, of writing and reading" (Bitterli 2009, Chapter 7, "Silent Speech," 135-150). (For other reflections on the materiality and metatextuality of the riddles, see Shook 1974, Lerer 1991, Bitterli 2009, Symons 2017, and Weaver 2019.) §29 Jessica J. Lockhart sees another one of the writing technology riddles, the Bookmoth riddle, in its meditation on books, reading, and memory, as "a model of reception for the [riddle] tradition as a whole" (Lockhart 2017, 133-135).…”

Section: How Students Respondedmentioning

confidence: 99%

"'A Certain Enemy Robbed Me of My Life': Medieval Riddles, Digital Transformations, and Pandemic Pedagogy"

Bolintineanu

Henderson

Wong

et al. 2022

Digital Medievalist

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This essay examines a Fall 2020 assignment for a second-year undergraduate “Introduction to Digital Humanities” course as a case study of digital experiential learning during the Covid-19 pandemic. The essay is a collaboration between the course instructor (Bolintineanu) and teaching assistant (Henderson), with our student game creators (Alves, Carino, Cho, Du). We situate the assignment, which invites students to transform a medieval riddle into a Twine game, within Digital Humanities (DH) Inquiry-Based Learning (IBL), at the crossroads of archive-centred learning and critical making; and we examine contributions by four student game creators within the pedagogical poetics of the early medieval riddle tradition.

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Section: How Students Respondedmentioning

confidence: 99%