Publications and Research
Document Type
Book Chapter or Section
Publication Date
2022
Abstract
This essay explores the benefits and challenges of using digital editing as a platform for social knowledge production. First, I discuss the underlying impetus for the project, my choice of Scalar as a digital platform, and a number of specific assignments designed to develop skills toward the final edition. Next, I analyze examples from student work, considering the larger implications of students’ annotation choices and the thematic focus each of them chose for their acts. Finally, I outline some of the potential pitfalls of this course. My aim is to privilege students’ discovery, negotiation, and ownership of ideas. As a result, I intentionally focus on successful student-writing samples, placing the onus of failure on the instructor. While this essay reflects on the value of teaching with digital tools such as Scalar, I propose new ways of thinking about Shakespeare pedagogy more broadly, focusing on what new insights may be drawn from creating a collaborative, context-specific edition of Shakespeare’s plays.
Included in
Digital Humanities Commons, Higher Education Commons, Literature in English, British Isles Commons, Renaissance Studies Commons
Comments
This work was originally published in New Technologies in Medieval and Renaissance Studies.