Bringing it back around to teaching... I can appreciate all of what Susan has to say, and also JT's comment about studies relating learning to student-teacher connections. That's a helpful way to look at it. It doesn't matter so much what we're teaching or how, in the end, but maybe what matters more is the human connection that emerges (which is to some extent out of our hands?).
Question: does anyone have suggestions for hybrid texts that are appropriate/accessible enough for undergraduates? I've been teaching Don't Let Me Be Lonely and Incubation: A Space for Monsters, and the students connect to them to varying degrees. I'd like to add to that list or switch them out-- in an attempt to keep myself from becoming too "settled" in my teaching. Problem is, I haven't had much time for reading lately.
(Although I did recently read Eileen Myles' Sorry, Tree and Dodie Bellamy's Barf Manifesto and Dorothea Lasky's Poetry Is Not a Project... maybe more on those later, as I'm still processing... and those aren't for teaching as much as for writing (for me, at least)...)
I do think that in teaching hybrid texts to undergrads, I run the risk of simplifying these very complex books. I think only a small number of students, in the end, "get" the complexity. The rest probably just discover a different approach to reading and writing. I wonder if it's enough to be happy with that discovery, for them, or if I'm doing the texts a huge disservice? I also have to add that this essay by our own L.M. on her own blog has been SUPER helpful in teaching hybrid texts, and it's the only outside source I bring in (it's really just a composition class, by the way-- "Writing About Literature"). If you haven't read it, I highly recommend it!