This course examines recent interventions in digital pedagogy in the humanities, with a particular focus on intersections with literary studies, film studies, composition, and creative writing. Today, technological innovation is at once seen as both a hotly contested, ideologically informed subject, and a potential force for creative disruption in higher education: Elizabeth Losh sees a “war on learning” in the age of Turnitin.com and Cathy Davidson sees technology playing a crucial role the radical remaking of how we learn. Rather than focusing on “best practices” for teaching with digital tools, this course will consider the political, social, and cultural underpinnings of various digital pedagogy movements, as well as the way scholars like Clement, Davidson, Losh, and Sayers have framed their work in relation to a rapidly shifting technological and academic context. Assignments will ask students to compose in traditional, written academic genres as well as engage in critically informed digital making, with an emphasis on they might reshape approaches to teaching and learning. No prior knowledge of software or coding skills is assumed or required. Likewise, this course is available to students with any amount of teaching experience.