English Studies

What is English Studies? Which areas are included under it? What are research prospects in English Studies?

 

Questions for Research Prospects in English Studies:

1. What do you think are the most pressing issues facing English Studies today? How can researchers in the field address these issues?
2. How do you think English Studies can benefit from interdisciplinary collaboration with fields like computer science, linguistics, and psychology?
3. In what ways can English Studies research be made more accessible and relevant to the wider public?
4. What are some potential ethical concerns related to English Studies research, such as representation in literature, the use of digital tools, or the translation of texts?
5. How do you think English Studies research can contribute to broader societal issues, such as social justice, diversity and inclusion, or environmental sustainability?
6. What are some potential challenges and opportunities for collaboration between English Studies and other language and literature fields in India and other parts of the world?
7. What new research trends and technologies do you think will emerge in the field of English Studies in the next decade?
8. How do you think English Studies research can help address issues related to language policy, language teaching, and language learning in various contexts around the world?

What is English Studies?

English Studies is an academic discipline that focuses on the study of the English language, its literature, and related cultural artifacts. It encompasses a wide range of fields, including literary criticism, linguistics, cultural studies, and creative writing.

English Studies involves the analysis of various types of literature such as poetry, drama, fiction, and non-fiction. It also covers the historical development of the English language, its grammar, syntax, and phonetics. Moreover, it examines the cultural and social context in which literature is produced, disseminated, and consumed.

English Studies has important practical applications. For instance, it helps to develop critical reading and analytical skills, which are crucial in various professions such as journalism, law, teaching, and publishing. It also provides insights into how language is used in various social and cultural contexts, which can be useful in communication and intercultural relations.

Overall, English Studies is a multi-disciplinary field that seeks to understand and appreciate the complex and multifaceted nature of the English language and its literary and cultural expressions.

Does it include English Language Teaching (ELT) also?

Yes, English Studies includes English Language Teaching (ELT) as an important subfield. ELT involves the study and teaching of the English language to non-native speakers. It covers various aspects of language learning, such as grammar, vocabulary, pronunciation, reading, writing, listening, and speaking.

ELT draws on the principles and practices of linguistics, pedagogy, and applied linguistics. It aims to develop learners' language proficiency, communicative competence, and intercultural awareness. ELT also encompasses the use of technology, materials, and assessment methods to enhance language learning and teaching.

As a subfield of English Studies, ELT is concerned with the relationship between language and culture, the role of English as a global language, and the social and political implications of language teaching. It also considers the diverse needs and backgrounds of language learners and the ethical and professional responsibilities of language teachers.

Overall, ELT is an important component of English Studies, as it contributes to the understanding and dissemination of the English language and its cultural significance in global contexts.

Does it include Digital Humanities and Electronic Literature?

Yes, English Studies includes Digital Humanities and Electronic Literature as important subfields. Digital Humanities refers to the use of digital technologies to facilitate research, analysis, and dissemination of humanities scholarship. It involves the application of computational methods and tools to literary and cultural studies, including text analysis, data visualization, and digital publishing.

Electronic Literature, on the other hand, refers to literary works that are created and/or experienced through digital media. This includes works that use hypertext, multimedia, and interactive elements to engage readers in new ways. Electronic Literature is often seen as a form of experimental literature that challenges traditional notions of authorship, reading, and interpretation.

Both Digital Humanities and Electronic Literature are interdisciplinary fields that draw on various disciplines such as computer science, media studies, cultural studies, and literary studies. They offer new ways of analyzing and interpreting literary and cultural artifacts, and they also provide new opportunities for creative expression and engagement.

As subfields of English Studies, Digital Humanities and Electronic Literature expand the boundaries of traditional literary and cultural studies, and they help to address new challenges and opportunities in the digital age.

Does it include Comparative Literature and Translation Studies?

Yes, English Studies includes Comparative Literature and Translation Studies as important subfields. Comparative Literature is a discipline that studies the literary works and cultural expressions of different languages and cultures, and seeks to understand their similarities and differences. It involves the analysis of literary texts from multiple cultural and linguistic traditions, and explores themes, motifs, and cultural references that are shared or unique to particular traditions.

Translation Studies, on the other hand, is concerned with the theory and practice of translating literary and cultural texts from one language to another. It examines the cultural, linguistic, and aesthetic issues involved in the process of translation, and explores the various strategies and techniques that translators use to convey the meaning and style of the original text.

Both Comparative Literature and Translation Studies are interdisciplinary fields that draw on various disciplines such as linguistics, cultural studies, and literary studies. They offer new insights into the cultural and linguistic diversity of the world's literature, and they provide tools and methods for understanding and communicating across linguistic and cultural boundaries.

As subfields of English Studies, Comparative Literature and Translation Studies contribute to the study and dissemination of literary and cultural texts in English and other languages, and they help to foster cross-cultural understanding and appreciation.

Does it include Film Studies?

Yes, English Studies includes Film Studies as an important subfield. Film Studies is a discipline that analyzes the art, culture, and history of cinema as a form of artistic expression and mass media. It involves the study of film as a visual and narrative art form, as well as its social, political, and cultural contexts.

Film Studies covers a range of topics, including film theory, history, aesthetics, genre, and criticism. It also explores the relationship between film and other art forms, such as literature, theater, and visual arts. Film Studies draws on a variety of disciplinary perspectives, including literary studies, cultural studies, art history, psychology, and sociology.

As a subfield of English Studies, Film Studies contributes to the understanding and appreciation of cinema as a form of artistic expression and cultural artifact. It provides tools and methods for analyzing and interpreting film texts, and it also offers insights into the social, political, and cultural issues that are reflected in and shaped by cinema.

Moreover, Film Studies offers practical applications in various fields, such as media production, journalism, education, and cultural policy. It helps to develop critical thinking, communication, and media literacy skills, which are increasingly important in the digital age. Overall, Film Studies is an important component of English Studies that enriches our understanding of the cultural and artistic dimensions of cinema as a global phenomenon.

What sort of researches are done in and under English Studies?

English Studies covers a wide range of research areas and methodologies. Some of the key research areas within English Studies include:

Literary Studies: This involves the analysis and interpretation of literary texts, including poetry, fiction, drama, and creative nonfiction. Literary Studies covers various approaches such as close reading, genre analysis, historical and cultural context, and critical theory.

Linguistics: This involves the study of language and its structure, including phonetics, phonology, syntax, semantics, and pragmatics. Linguistics also covers areas such as sociolinguistics, discourse analysis, and psycholinguistics.

Cultural Studies: This involves the study of culture and its manifestations, including media, popular culture, and visual arts. Cultural Studies explores the relationships between culture and society, and the ways in which cultural practices and products shape and reflect social values and identities.

Digital Humanities: This involves the use of digital technologies to facilitate research, analysis, and dissemination of humanities scholarship. Digital Humanities covers various areas such as text analysis, data visualization, digital publishing, and online communities.

Translation Studies: This involves the theory and practice of translating literary and cultural texts from one language to another. Translation Studies covers areas such as the cultural, linguistic, and aesthetic issues involved in the process of translation, and explores the various strategies and techniques that translators use to convey the meaning and style of the original text.

Film Studies: This involves the analysis and interpretation of cinema as a form of artistic expression and mass media. Film Studies covers areas such as film theory, history, aesthetics, genre, and criticism.

Researchers in English Studies use a variety of research methodologies, including qualitative and quantitative research, archival research, textual analysis, ethnography, and case studies. They also use a range of tools and technologies such as digital archives, multimedia resources, and computer-assisted analysis. Overall, English Studies is a dynamic and diverse field that encompasses a wide range of research areas and methodologies.

Does the research methodology in English Studies include Comparative Literature?

Yes, the research methodology in English Studies may include Comparative Literature as a subfield, and researchers in English Studies may use comparative methods to analyze literary texts from multiple linguistic and cultural traditions. Comparative Literature involves the study of literary works from different languages and cultures, and seeks to understand their similarities and differences.

In Comparative Literature, researchers use various methods such as close reading, comparative analysis, and intertextual analysis to explore the relationships between literary texts from different traditions. They may also use theories and approaches from other disciplines such as cultural studies, postcolonial studies, or gender studies to analyze the cultural, social, and historical contexts of the texts they study.

Comparative Literature is an interdisciplinary field that draws on a range of theoretical and methodological approaches to analyze and interpret literary texts. Researchers in English Studies may use comparative methods to analyze the relationships between texts written in English and texts written in other languages, or between literary traditions from different regions of the world. Comparative methods can offer new insights into the literary, cultural, and historical dimensions of literary works, and can help to enrich our understanding of the diversity of human experience across linguistic and cultural boundaries.

What are futuristic research prospects in English Studies?

English Studies is a dynamic and evolving field, and there are several futuristic research prospects that hold promise for the future. Some of these prospects include:

Digital Humanities: The use of digital technologies to facilitate research, analysis, and dissemination of humanities scholarship is a rapidly growing area within English Studies. Digital Humanities methods such as text mining, network analysis, and data visualization are being used to analyze literary texts and cultural artifacts in new ways, and to uncover patterns and connections that were previously hidden.

Environmental Humanities: The intersection of literature, culture, and the environment is an emerging area of research within English Studies. Researchers in this field explore the relationships between human societies and the natural world, and how these relationships are reflected in literary and cultural texts. This field offers promising prospects for addressing urgent environmental challenges such as climate change and biodiversity loss.

Global Englishes: The study of English as a global language is an expanding area of research within English Studies. Researchers in this field explore the various varieties of English spoken around the world, and the cultural and linguistic implications of English as a global language. This field offers promising prospects for understanding the dynamic relationships between language, culture, and globalization.

Posthumanities: The study of posthumanism and posthuman futures is an emerging area of research within English Studies. Researchers in this field explore the intersections of human and non-human life, and the ethical, social, and political implications of emerging technologies such as artificial intelligence, robotics, and biotechnology. This field offers promising prospects for addressing urgent ethical and social challenges that are emerging in the 21st century.

Intersectionality: The study of intersectionality and the multiple dimensions of identity is a growing area of research within English Studies. Researchers in this field explore how social categories such as race, gender, sexuality, and class intersect and interact in complex ways, and how these intersections are reflected in literary and cultural texts. This field offers promising prospects for understanding the diversity of human experience and promoting social justice and equity.

Overall, English Studies is a rich and diverse field that offers many promising research prospects for the future. As the world continues to evolve and change, English Studies will continue to play an important role in helping us to understand and navigate the complex cultural, social, and environmental challenges of the 21st century.

Is there any futuristic research prospects in English Studies for Natural Language Processing (NLP) and Artificial Intelligence like ChatGPT?

Yes, there are several futuristic research prospects in English Studies for Natural Language Processing (NLP) and Artificial Intelligence (AI) like ChatGPT.

One area of research is the development of machine learning models and algorithms that can analyze and interpret literary texts in new and innovative ways. These models can help researchers to identify patterns, themes, and connections across large corpora of literary texts, and to uncover new insights into the relationships between literature, culture, and society.

Another area of research is the development of AI-powered tools and applications that can assist in the analysis and interpretation of literary texts. For example, AI-powered language models like ChatGPT can be used to generate automated summaries, to identify important themes and motifs, and to generate predictions about the content and structure of literary texts.

A third area of research is the use of NLP and AI to facilitate the study of non-English literary texts. Machine translation and cross-lingual NLP tools can be used to translate literary texts from one language to another, enabling researchers to study literary traditions from around the world in new and innovative ways.

Overall, NLP and AI offer exciting prospects for the future of English Studies, and are likely to play an increasingly important role in helping researchers to analyze and interpret literary texts, and to uncover new insights into the cultural, social, and historical dimensions of literature.

How can research projects in English Studies solve real life issues? What sorts of solutions can research in English Studies offer to which types of problems?

Research projects in English Studies can solve real-life issues by offering insights and solutions to a range of social, cultural, and historical problems. Here are some examples of how research in English Studies can address real-world issues:

Cultural Understanding and Dialogue: Research in English Studies can promote cultural understanding and dialogue by exploring the relationships between literature, culture, and society. By studying literary texts from different cultures and traditions, researchers can help to bridge cultural divides and promote cross-cultural communication and understanding.

Social Justice and Equity: Research in English Studies can promote social justice and equity by exploring the ways in which literature reflects and shapes social norms and values. Researchers can analyze how literary texts represent marginalized communities and identities, and how these representations contribute to broader social and political struggles for equality and justice.

Environmental Awareness: Research in English Studies can promote environmental awareness by exploring the relationships between literature, culture, and the environment. Researchers can analyze how literary texts represent the natural world, and how these representations contribute to our understanding of environmental issues such as climate change, biodiversity loss, and environmental justice.

Education and Literacy: Research in English Studies can promote education and literacy by exploring the ways in which literature can be used to promote critical thinking, creativity, and communication skills. Researchers can study the role of literature in education, and how literary texts can be used to engage students and promote lifelong learning.

Mental Health and Well-Being: Research in English Studies can promote mental health and well-being by exploring the ways in which literature can be used to promote empathy, compassion, and emotional intelligence. Researchers can study how literary texts represent mental health issues, and how these representations can promote understanding and reduce stigma.

Overall, research in English Studies can offer solutions to a wide range of real-life issues by promoting cultural understanding, social justice, environmental awareness, education, literacy, and mental health and well-being. By studying literature and culture, researchers in English Studies can help to address some of the most pressing challenges facing our society today.

In this era of STEM and digital revolution, to what extent is researches in English Studies relevant?

In this era of STEM and digital revolution, research in English Studies remains highly relevant, as it offers unique insights into the social, cultural, and historical dimensions of human experience that are not typically addressed by STEM fields. While STEM fields focus primarily on the development of new technologies and scientific discoveries, English Studies focuses on the study of literature, culture, and society, and how these shape and are shaped by human values, beliefs, and practices.

In fact, the rise of digital technologies and the increasing importance of data-driven decision-making have created new opportunities for research in English Studies, as researchers can now use digital tools and methods to analyze and interpret literary texts and cultural artifacts in new and innovative ways. For example, natural language processing (NLP) and machine learning algorithms can be used to identify patterns and themes across large corpora of literary texts, enabling researchers to uncover new insights into the relationships between literature, culture, and society.

Furthermore, the study of literature and culture is essential for developing critical thinking, creativity, and communication skills, which are increasingly important in a wide range of professions, including business, law, education, and public service. Research in English Studies can help to promote these skills by fostering an understanding of the cultural, social, and historical dimensions of human experience, and by encouraging students to engage critically with complex texts and ideas.

Overall, research in English Studies remains highly relevant in the era of STEM and digital revolution, as it offers unique insights into the human experience that are essential for developing a well-rounded understanding of our world and for addressing some of the most pressing challenges facing our society today.

In what ways can research within English Studies facilitate and contribute to collaborative research endeavors involving the study Indian Regional languages such as Gujarati, Hindi, Marathi, Bangla, Telugu, Tamil, Malayalam, and Kannada?

Research in English Studies can play an important role in collaborative research with other Indian regional languages by promoting cross-cultural dialogue and understanding, and by fostering a deeper appreciation of the diversity of Indian literature and culture. Here are some ways in which research in English Studies can contribute to collaborative research with other Indian regional languages:

Translation Studies: Research in English Studies can help to promote translation studies, which involves the study of the theory and practice of translation between different languages and cultures. By studying the process of translation between English and other Indian regional languages, researchers can help to bridge linguistic and cultural divides, and to promote cross-cultural dialogue and understanding.

Comparative Literature: Research in English Studies can contribute to comparative literature, which involves the study of the relationships between different literary traditions and cultures. By comparing literary texts from English and other Indian regional languages, researchers can identify similarities and differences in themes, styles, and literary techniques, and can explore how these reflect broader cultural and historical trends.

Cultural Studies: Research in English Studies can contribute to cultural studies, which involves the study of the relationship between culture and society. By studying the cultural practices and traditions of different Indian regional languages, researchers can explore how these reflect broader social, political, and economic issues, and can identify areas of overlap and divergence with English-language cultures.

Digital Humanities: Research in English Studies can contribute to digital humanities, which involves the use of digital tools and methods to study literature and culture. By using digital methods to analyze and compare literary texts from English and other Indian regional languages, researchers can uncover new insights into the relationships between these different cultural traditions, and can identify areas of commonality and difference.

Overall, research in English Studies can play an important role in collaborative research with other Indian regional languages by promoting cross-cultural dialogue and understanding, and by fostering a deeper appreciation of the diversity of Indian literature and culture. By studying the relationships between different literary traditions and cultures, researchers can help to bridge linguistic and cultural divides, and to promote a more inclusive and diverse understanding of Indian literature and culture.

How can scholars in English Studies engage in collaborative research with those studying literature in Indian Regional languages?

There are several possibilities for collaborative research in Indian Regional language literatures under English Studies. Here are a few examples:

Translation Studies: One possibility for collaborative research is in the field of Translation Studies. Researchers can collaborate with scholars and translators of Indian regional languages to translate literary texts from these languages into English and vice versa. This would not only help to bridge linguistic and cultural divides but also provide access to a wider audience for literature in regional languages.

Comparative Literature: Another possibility is in the field of Comparative Literature. Collaborative research could involve the comparison of literary texts from different Indian regional languages with English-language literature. This would help to identify similarities and differences in themes, styles, and literary techniques, and explore how these reflect broader cultural and historical trends.

Cultural Studies: Collaborative research could also be undertaken in the field of Cultural Studies. Researchers could collaborate with scholars of Indian regional languages to explore how the cultural practices and traditions of these languages reflect broader social, political, and economic issues. This would help to identify areas of overlap and divergence with English-language cultures and promote cross-cultural understanding.

Digital Humanities: Finally, collaborative research could be conducted in the field of Digital Humanities. Researchers could collaborate with scholars of Indian regional languages to apply digital tools and methods to study literature and culture. This would help to uncover new insights into the relationships between different cultural traditions and identify areas of commonality and difference.

Overall, collaborative research in Indian Regional language literatures under English Studies has the potential to promote cross-cultural dialogue, foster a deeper appreciation of the diversity of Indian literature and culture, and provide new insights into the relationships between different literary traditions and cultures.

What are the research questions in the field of English Studies?

There are many research questions that can be explored in the field of English Studies, depending on the particular subfield or area of interest. Here are a few examples of research questions that scholars in English Studies might ask:

1. How do literary texts reflect and shape cultural attitudes and values?
2. What are the linguistic and stylistic features of different literary genres, and how do these features contribute to our understanding of the texts?
3. How do language and culture interact, and how do they shape each other?
4. What are the social and political implications of different approaches to literary interpretation and analysis?
5. How can digital tools and methods be used to analyze language and culture, and what new insights can be gained through these approaches?
6. What are the ethical considerations involved in translating literary texts from one language to another, and how can translators negotiate these considerations?
7. How do literary texts from different cultures and traditions compare and contrast with each other, and what insights can be gained from these comparisons?
8. How have the themes and motifs of literary texts changed over time, and what factors have contributed to these changes?
9. How do literary texts represent different social and cultural groups, and what are the implications of these representations?
10. What are the cultural and historical contexts that have shaped the development of different literary traditions, and how have these contexts influenced the texts that have emerged from them?

These are just a few examples of the kinds of research questions that scholars in English Studies might explore. The specific questions that researchers ask will depend on their particular interests and areas of expertise, as well as the subfield of English Studies that they are working in.

With reference to this discussion, can you suggest PhD Research topics for English studies?

1. "Exploring the Intersection of Digital Humanities and English Studies: A Case Study of Electronic Literature"
2. "Comparing Narrative Structures in English and Indian Regional Language Literatures: A Comparative Study"
3. "English Language Teaching in the Digital Age: An Examination of the Effectiveness of Digital Tools and Methods in Language Learning"
4. "Translating Cultural Concepts in Indian Literature: An Ethical Analysis"
5. "Redefining Shakespearean Tragedy in Contemporary Literature: An Analysis of Postmodern Adaptations"
6. "Reimagining the Gothic in Postcolonial Literature: An Exploration of the Use of Gothic Elements in Works by Writers of the Indian Subcontinent"
7. "The Politics of Language in Literature: A Study of How Language is Used to Represent Power Dynamics in Contemporary Fiction"
8. "Globalization and the English Language: An Analysis of the Impact of English as a Global Language on Local Cultures and Languages"
9. "Fostering Multilingualism in English Language Teaching: An Investigation of the Use of Multilingual Approaches in Language Learning"
10. "Queer Theory and Literature: A Study of the Representation of Queerness in Contemporary Literature"

These are just a few potential research topics - the specific focus of a PhD research project will depend on the interests and expertise of the individual researcher. However, I hope these examples can serve as inspiration for those interested in pursuing PhD research in English Studies.

Summary:

English Studies is an interdisciplinary field that encompasses the study of literature, language, and culture. It is a diverse field that includes many subfields such as literary theory, linguistics, cultural studies, film studies, digital humanities, and translation studies. In this discussion, we explored the scope and relevance of English Studies in the modern world, as well as the potential for collaborative research with other Indian regional languages.

We began by discussing the historical evolution of English Studies, which has undergone significant changes over the years. From a focus on traditional literary analysis to the incorporation of new fields like cultural studies and digital humanities, the study of English has become more interdisciplinary and diverse in recent years. Today, English Studies encompasses a wide range of subjects and approaches, from close reading of literary texts to the use of digital tools and methods to analyze language and culture.

One of the key strengths of English Studies is its ability to provide insights into the cultural, social, and political contexts in which literature and language are produced. By studying literature and language in their historical and cultural contexts, English Studies can offer unique perspectives on the world we live in. For example, by examining the language used in political discourse or media, English Studies can shed light on the ways in which power is constructed and maintained in society.

We then went on to discuss some of the subfields of English Studies in more detail. Comparative Literature, for example, involves the study of literary texts from different cultures and languages, allowing researchers to identify common themes and motifs across different literary traditions. Film Studies, on the other hand, involves the analysis of film as a cultural artifact, exploring the ways in which film reflects and shapes social and cultural attitudes.

Digital Humanities is another subfield that is becoming increasingly important in English Studies. By applying digital tools and methods to the study of literature and culture, researchers can uncover new insights into the relationships between different cultural traditions and identify areas of commonality and difference. For example, by analyzing large corpora of texts using natural language processing techniques, researchers can identify patterns and trends in language use over time and across different cultures.

We also discussed the potential for collaborative research between English Studies and other Indian regional languages. Translation Studies, for example, involves the collaboration of scholars and translators of Indian regional languages to translate literary texts from these languages into English and vice versa. This not only helps to bridge linguistic and cultural divides but also provides access to a wider audience for literature in regional languages.

Overall, English Studies is a rich and diverse field with many subfields and approaches. It offers unique perspectives on the world we live in and has the potential to solve real-life issues by shedding light on the cultural, social, and political contexts in which literature and language are produced. With the increasing focus on interdisciplinary research and collaboration, English Studies is likely to remain relevant and important in the modern world.

Dissertation Writing

 

Research Project Writing: Dissertation Writing

Course Objectives:

The learning objectives for writing a dissertation can be organized using Bloom's Taxonomy, which categorizes educational goals into six levels:

1.       Remembering: recall relevant information from memory, such as key concepts and theories related to the dissertation topic.

2.       Understanding: comprehend the meaning of the information and how it relates to the dissertation topic.

3.       Applying: use the information to solve problems or make decisions relevant to the dissertation topic.

4.       Analyzing: break down the information into component parts and understand how they relate to each other and to the dissertation topic as a whole.

5.       Evaluating: make judgments about the value or quality of the information and its relevance to the dissertation topic.

6.       Creating: use the information to generate new ideas, designs or theories related to the dissertation topic.

For example, a dissertation on the impact of social media on political participation, the learning objectives could be:

1.       Remembering key theories of political participation

2.       Understanding how social media affects political participation

3.       Applying data analysis techniques to study the relationship between social media and political participation

4.       Analyzing the impact of social media on different groups' political participation

5.       Evaluating the strengths and limitations of existing studies on the topic

6.       Creating new hypotheses or theories about the relationship between social media and political participation.

For more examples, visit study material website > https://sites.google.com/view/maengmkbu2020/

 Description

 

Marks: 70 | Hours: 60 | Credit - 4

 

• The dissertation of 75 to 100 pages or 20,000 to 25,000 words shall be submitted to the University.

• The format of writing dissertation shall be as given below:

• Font Size: 16 - Main Title of the Chapter > 14 Sub-titles within the chapter > 12 for main content.

• Line Space: 1.5 line space.

• Print: On both sides of the pages

• Bind: Spiral 

• The dissertation shall be approved by the Department teacher/s and duly forwarded through the Head of the Department.

The evaluation of the dissertations shall be done by internal and external examiners similar to that of answer books of MA – English programme.

Internal evaluation in form of presentation shall be carried out at the Department in presence of the Head of the Department and/or concerned teacher / supervisor. 

 

Continuous Internal Evaluation

Presentation - 25 Marks

Seminar / attendance - 05 Marks

Written Test - 00 Marks

Note:

Integration of ICT for blog, presentation, video resources will be integral part of CIA. All works produced by the students for internal evaluation shall be presented as digital portfolio.

Course Specific Learning Outcome:

1.   Remember: Students will be able to recall key concepts, theories, and research methods related to dissertation writing.

2.   Understand: Students will be able to explain the purpose and significance of their research topic, as well as the research methods they plan to use.

3.   Apply: Students will be able to use appropriate research methods to collect and analyze data for their dissertation.

4.   Analyze: Students will be able to critically evaluate and interpret their data, and integrate it with existing literature to make original conclusions and recommendations.

5.   Evaluate: Students will be able to assess the limitations and implications of their research, and consider potential future directions for further study.

6.   Create: Students will be able to compose a well-written, coherent dissertation that effectively communicates their research findings and conclusions.

These course-specific learning outcomes focus on the cognitive process of dissertation writing and how students will be able to demonstrate their understanding of the subject matter, and the skills they've acquired by the end of the course.

Suggesting Reading List:

1. Film Adaptation of a Literary Text

2. Feminist Reading of a Literary Text

3. Eco-critical Reading of a Literary Text

4. Comparative Literature Studies

5. 
   

 "Guru-Diksha: A Journey towards Hybrid Class and Blended Learning for Sainik School Teachers"

The Indian Institute of Teacher Education in Gandhinagar, Gujarat recently conducted a faculty development programme named Guru-Diksha, which was specifically designed for teachers of Sainik Schools across India. As a trainer, I was given the responsibility of making teachers proficient in live demonstrations and collaborative tools for blended learning, along with the hybrid class concept.

The programme was conducted over 9 batches throughout the year 2022, with each batch inviting a group of 80-100 teachers from different states of India. The objective was to provide teachers with the latest knowledge and skills in blended learning and hybrid class, so that they could impart quality education to their students.

The experience of serving as a trainer in Guru-Diksha was an enriching one, as I got to interact with teachers from all over India. The programme provided a platform for exchanging ideas, learning from each other, and coming up with innovative teaching strategies.

In conclusion, Guru-Diksha was a successful initiative aimed at empowering Sainik School teachers through blended learning and hybrid class. The training sessions helped to create a more interactive and engaging learning environment for students and paved the way for a bright future in education.

Session: Hybrid Class: Live Demo & Blended Learning: Collaborative Tools
Resource Person: Dilip Barad, Prof. and Head, Dept. of English, M K Bhavnagar University, Bhavnagar

In these sessions, a presentation was made on the integration of technology in education, specifically in the digital era. The session covered the importance of technology integration in education and the outcome of a survey on being a teacher in the digital era, which included the necessary tools in a teacher's tool kit. The presentation also highlighted the concept of Hybrid Classroom, Blended Learning, and their demonstration with the required technology and tools. Furthermore, the pedagogical outcomes of hybrid class and blended learning were discussed. The concept of "digital native" and the readiness of teachers for the 21st century academic scene was also touched upon, along with the tools and techniques used in digital pedagogy such as LMS/CMS, digital communication links, online assessment, and digital portfolio. The presentation concluded with the demonstration of hybrid class and blended learning with the use of various tools and technology.

Finally, the need for a digital portfolio as a learning outcome in the digital era was also emphasized in the presentation. The digital portfolio was seen as the ultimate assessment of continuous internal evaluation and term-end examinations, playing a crucial role in the pedagogical outcome of hybrid class and blended learning. The use of technology and digital tools in education was demonstrated to help students showcase their learning journey and progress in a more interactive and engaging manner. The digital portfolio was emphasized as a crucial aspect of digital pedagogy and necessary for 21st-century learners and teachers.

Explanation of the chart:

The data shows that only a small proportion of the 618 teachers surveyed have established their own digital content sharing platforms. Only 59 teachers have a personal YouTube channel, 14 have a blog, and 7 have a website. This low adoption of digital tools suggests that many teachers may not fully understand the importance and benefits of using technology in their teaching practices.

The limited number of teachers with personal digital content sharing platforms implies that there is a need for increased professional development opportunities for teachers to develop their knowledge and skills in using technology for educational purposes. Such professional development could help teachers to create their own digital content and share it with their students in a more effective and engaging way.

In conclusion, the data highlights a significant gap in the use of digital tools by teachers. To ensure that teachers are able to effectively integrate technology into their teaching, it is crucial to provide them with opportunities to learn about the use of digital tools in pedagogy.

Inferences from about explanation:

It is not necessary for teachers in the 21st century to have their own video sharing channel and content sharing platform, but it can be beneficial. Having a presence on these platforms can provide teachers with an additional means of reaching and engaging with students and can also help to showcase their expertise and experience. However, it is important to note that not all teachers have the skills or resources to create and maintain these types of channels and platforms, and other methods of teaching and communication, such as in-person instruction or email, can still be effective. Ultimately, the tools a teacher uses will depend on their individual teaching style, their students' needs, and their school or organization's resources and policies.

In today's digital world, it is important for teachers to have a basic understanding of technology and its applications in education. Some of the key skills and competencies that teachers should aim to develop include:

Digital literacy: the ability to effectively use and navigate technology, including computer software, educational technology tools, and the internet.

Media and information literacy: the ability to critically evaluate and effectively use information from a variety of sources, including digital media.

Technology integration: the ability to effectively integrate technology into the curriculum and use it to support student learning.

Collaboration and communication: the ability to effectively communicate and collaborate with others using technology, including students, colleagues, and parents.

Data literacy: the ability to collect, analyze, and interpret data to inform instructional decision-making and evaluate student learning.

These skills can be developed through professional development opportunities, workshops, and online courses. Additionally, incorporating technology into the classroom and modeling its use for students can also help teachers develop these skills while supporting student learning.

Important observations:

Creating and sharing video resources and maintaining a blog or website can demonstrate a high level of digital literacy and technology competency for a teacher. However, it is important to note that these skills are not the only indicators of a teacher's technology proficiency. Other factors, such as the effective integration of technology in the classroom to support student learning, the ability to critically evaluate and use digital media and information, and the ability to collaborate and communicate with others using technology, also play important roles in determining a teacher's level of technology competency.

Moreover, it is also important to remember that not all teachers may have the skills or resources to create and maintain a YouTube channel or a website, and having these tools alone does not guarantee that a teacher is highly proficient in using technology to support student learning. The most important factor is how the teacher uses technology to enhance student learning and achieve educational goals.

Analysis of Survey Outcome:

I had the chance to get to know the teachers of Sainik School during the '2022 training year'. This was achieved through a survey conducted while preparing for session presentations. Out of the 850 teachers trained in 9 batches, 618 provided responses. The survey results are presented in various charts, with a breakdown and analysis of the outcomes shown below each chart.

The chart suggests that a significant number of teachers (90%) are using some form of an LMS, which requires a certain level of digital literacy and competence. The fact that 68% are using Google Classroom specifically could indicate that these teachers have a good understanding of how to use this specific platform. However, it's important to note that the data only provides information on teachers' use of LMS platforms and doesn't give a comprehensive picture of their overall digital skills and literacy.

The chart shows the usage of video conferencing tools by teachers during the COVID-19 lockdown and after normalcy has resumed. During the lockdown, almost all teachers used some form of video conferencing tool. After normalcy, however, a smaller proportion continued to use these tools.

The chart breaks down the usage of specific video conferencing tools, with 51% of teachers using Google Meet, 18% using MS Teams, 16% using Zoom, and the remaining using other platforms such as WebEx and Skype. This data suggests that a majority of teachers preferred to use Google Meet for video conferencing, followed by MS Teams and Zoom.

It's worth noting that this data only provides a snapshot of the usage of video conferencing tools by teachers and doesn't give a comprehensive picture of the reasons behind their usage or the challenges they may have faced while using these tools.

From this chart, we can infer the following:

• Teachers widely used digital platforms to share course content, schedules of online sessions, and links to online tests.

• WhatsApp was the most popular choice among teachers for sharing digital content, followed by Google Drive.

• Other platforms such as Google Groups, individual emails, MS One Drive, Drop Box, LMS platforms, and websites were also used by a significant proportion of teachers.

This data suggests that teachers are embracing digital tools to facilitate the delivery of their courses and to keep students engaged and informed. However, it's important to note that this data only provides a snapshot of the usage of these digital platforms by teachers and doesn't give a comprehensive picture of their overall digital proficiency or the challenges they may have faced while using these tools.

From this chart, we can infer the following:

• The majority of teachers (almost all) used some form of digital means to conduct online tests, indicating their digital skills and proficiency in using digital modes for testing or assessment.

• The most widely used digital tool for conducting online tests was Google Form-Quiz, with 92% of teachers opting for this platform.

• The remaining teachers used a variety of other web tools for conducting online tests.

This data suggests that the majority of teachers have a good understanding of how to use Google Form-Quiz, and are effectively using digital tools to conduct online assessments. It's crucial to keep in mind that this information only offers a brief glimpse into how teachers are utilizing these digital tools for online testing. It does not provide a complete understanding of their overall digital competency or the difficulties they may have encountered when utilizing these tools.

From this chart, we can infer the following:

• The majority of teachers (91%) are not aware of the Open Broadcaster Software (OBS), and 94% are not aware of the app Droid Cam.

• Awareness of these digital tools is seen as an indicator of teachers' proficiency in digital skills and their ability to effectively engage students in online, hybrid, blended, or flipped classrooms.

• The fact that more than 90% of teachers are not aware of these tools is a cause for concern, as it suggests that a significant proportion of teachers are not equipped to teach in an online or hybrid environment.

• This highlights the need for ongoing professional development and training for teachers to ensure they have the necessary digital skills and competencies to support student learning in the digital age.

Overall, the data implies that while most teachers are using digital tools for various aspects of teaching and learning, they may not have a full understanding of the potential of these tools and how to use them effectively. This raises concerns about the quality of education provided in online or hybrid environments.

The Digital Portfolios can be a very useful assessment tool for several reasons:

• Comprehensive view of learning and growth: Digital portfolios provide a comprehensive view of students' learning and growth over time. It allows teachers to see how students are progressing and what areas they need to improve in.

• Authentic and meaningful assessment: Digital portfolios offer a more authentic and meaningful assessment of students' knowledge and skills. They provide a platform for students to showcase their work and reflect on their learning process, which can provide deeper insights into their understanding of the subject.

• Multimedia-rich: Digital portfolios can include a variety of multimedia resources, such as videos, audio recordings, images, and documents. This can provide a more engaging and interactive assessment experience for students.

• Easy to share: Digital portfolios can be easily shared with teachers, classmates, parents, and other stakeholders, making it a convenient tool for communication and collaboration.

However, it's important to note that the effectiveness of digital portfolios as an assessment tool depends on the way they are implemented and used. Teachers need to have a clear understanding of their potential benefits, as well as the necessary skills and resources to create and use them effectively.

From the about chart on ‘Awareness about digital portfolio’, we can infer the following:

• The majority of teachers (85%) are not aware of digital portfolios and their potential as an assessment tool.

• Despite the potential benefits of digital portfolios, there is a significant lack of awareness and understanding of its use among teachers.

• None of the teachers who are aware of digital portfolios use it as an assessment tool.

• This highlights a need for education institutes to invest in teacher training and professional development programs that focus on digital portfolio creation and assessment.

• This will not only increase teachers' awareness and understanding of digital portfolios, but also provide students with a more meaningful and authentic assessment of their learning and progress.

Overall, the data suggests that while digital portfolios have the potential to provide a comprehensive view of students' learning and growth, there is a significant gap in teachers' awareness and understanding of their use, and a lack of implementation as an assessment tool in educational institutes.

Summary:

Here is a summary of the discussion:

• In the data provided, it was found that almost 90% of teachers used Learning Management Systems (LMS) and 68% used Google Classroom. This reflects that a large majority of teachers are proficient in using digital tools for conducting classes.

• Another chart showed that most teachers used video conferencing tools during the Covid-19 lockdown, with 51% using Google Meet and 18% using MS Teams. This shows that teachers were able to quickly adapt to online teaching during the lockdown.

• The data also showed that most teachers shared course content and online test links through digital platforms like WhatsApp and Google Drive. This reflects the teachers' digital literacy and their ability to use technology for teaching purposes.

• Another data point showed that almost all teachers used digital tools for online testing, with 92% using Google Forms-Quiz. This demonstrates the teachers' proficiency in using technology for assessment purposes.

• On the other hand, the data also showed that a significant majority (91% and 94%) of teachers were not aware of tools like Open Broadcaster Software (OBS) and Droid Cam, which could potentially be useful for online and hybrid teaching.

• Finally, the data showed that 85% of teachers were not aware of digital portfolios, and none of them used it as an assessment tool. This suggests a lack of understanding and implementation of digital portfolios as an assessment tool in educational institutes.

Overall, the data reflects that while teachers have been able to adapt to using digital tools for teaching and assessment purposes, there is still a need for improvement in their understanding and use of certain tools and technologies, particularly those related to hybrid classroom, blended teaching practice and digital portfolios.