Jentery Sayers, with Alyssa Arbuckle, Alison Hedley, Shaun Macpherson, Alyssa McLeod, Jana Millar Usiskin, Daniel Powell, Emily Smith, and Michael Stevens. 2013. Teaching and Learning Multimodal Communications: A Collaborative Book. International Journal of Learning and Media: Cambridge. <http://ijlm.net/node/13300>.
The Database of Early English Playbooks (DEEP) is a freely accessible digital resource which “allows scholars and students to investigate the publishing, printing, and marketing of English Renaissance drama in ways not possible using any other print or electronic resource.” Much like the comprehensive English Short Title Catalogue and the Early English Books project, DEEP is a project whose aim is to systematically allow access to bibliographic information for all early modern printed materials in England, Scotland, and Ireland; unlike those much broader projects, DEEP confines itself to “original playbooks, their title-pages, paratextual matter, advertising features, bibliographic details, and theatrical backgrounds.” The project is perhaps best understood as a highly usable bibliographic database allowing users to find and explore bibliographic information relating to any particular text, author, printer, publisher, company, illustration, paratextual material, etc. While many of these search fields fall outside the realm of traditional bibliographic capture, all are drawn from the original texts themselves. DEEP helps you know what to look for when entering more comprehensive collections like university special collections or Early English Books Online (EEBO).
Read more: http://ijlm.net/node/13300
Daniel Powell and Melissa Dalgleish. Graduate Training in the 21st Century. 2014, ongoing. #Alt-Academy, hosted by MediaCommons. <http://mediacommons.futureofthebook.org/alt-ac/graduate-training-21st-century>.
Graduate Training in the 21st Century aims to further the already expanding scope of #Alt-Academy by focusing on the challenges and the potential of the graduate years that precede the move onto the #altac track. This focus is inspired not only by our own experiences as graduate students and administrators, but also by the discussions about graduate training begun by the “Getting There” and “Careers and Credentials” clusters within #Alt-Academy and by Nowviskie’s broader comments on the #altac movement. The discussion we want to foster about master’s and doctoral training is fundamentally informed by the layered meanings of #altac. While “alternative academic” has become the primary association of the term, the brevity of #altac belies its complexity. The prefix “alternative” suggests, indeed helps to reveal, the multiple, varied, often layered academies contained within the seeming monolith we call “the profession.” No longer (and if we’re being accurate, never) just preparing graduate students to become tenured faculty, graduate training leads students into a variety of alternative academies—the adjunct pool, higher education administration, the tenure track, digital humanities centres, university libraries—and alternatives to the academy—government, not-for-profits, entrepreneurial ventures, and private business. In light of our increasing recognition of these many paths beyond the PhD, what does the idea of #altac mean for the nature of graduate programs, their curricula, and the credentials they grant? How does, and how might, graduate training prepare us for one of these tracks, or for many? What does it mean now to be a graduate student, to map out what life will look like beyond or in an academy that is rapidly changing? If we openly acknowledge that the teaching and research work of the profession is distributed rather differently than it once was, and is done by a few tenure track professors, a majority of contract academic faculty, and a growing body of alternative academics, scholar-administrators, and students themselves, what does the present of graduate education really look like? What should it look like, both for now and for the future? These are questions that invite exploration, rather than answers.
Read more: http://mediacommons.futureofthebook.org/alt-ac/graduate-training-21st-century
Raymond G. Siemens, Karin Armstrong, Barbara Bond, Constance Crompton, Terra Dickson, Johanne Paquette, Jonathan Podracky, Ingrid Weber, Cara Leitch, Melanie Chernyk, Bret D. Hirsch, Daniel Powell, Chris Gaudet, Eric Haswell, Arianna Ciula, Daniel Starza-Smith, James Cummings, with Martin Holmes, Greg Newton, Jonathan Gibson, Paul Remley, Erik Kwakkel, and Aimie Shirkie. 2012, ongoing. A Social Edition of the Devonshire MS (BL Add 17,492). Iter and Medieval and Renaissance Texts and Studies: Toronto and Tempe. Current texts: <http://en.wikibooks.org/wiki/The_Devonshire_Manuscript>. Print edition: In Press.
“Poems produced within a manuscript culture,” Michelle O’Callaghan has argued, “actively participate in the social world in which they were produced and retain the impression of this environment.” The Devonshire Manuscript certainly evidences its origins and circulation within the early Tudor court of Henry VIII, a body that was profoundly concerned with public and private performances of political loyalty and submission. Oftentimes these “performances” were realized in the form of texts produced especially for circulation at various levels within this specialized economy. As Seth Lerer has argued, “courtly verse” and other “literary products” of the early Tudor period routinely
expose confusions and conflations among poetry and drama, private letters and public performances . . . . where the private acts itself before a spectatorial community, and where even the King’s chamber or the Queen’s bed could become the stages for the play of service.
The Devonshire Manuscript reflects this oscillation between public and private, between personal and communal: Within its pages, the private became public, the public was treated as private, and both were treated as deeply political.
Read more: https://en.wikibooks.org/wiki/The_Devonshire_Manuscript
Constance Crompton, Daniel Powell, Alyssa Arbuckle, Raymond G. Siemens, with Maggie Shirley and the Devonshire Manuscript Editorial Group. 2014. “Building A Social Edition of the Devonshire Manuscript.” Renaissance and Reformation / Renaissance et Reforme 37.4. 131-156.
Peer Reviewed Conference Proceedings
Daniel Powell and Raymond G. Siemens, with the INKE Research Group. 2014. “Building Alternative Scholarly Publishing Capacity: The Renaissance Knowledge Network (ReKN) as Digital Production Hub.” Scholarly and Research Communication. 5.4. <http://src-online.ca/index.php/src/article/view/183>.
ReKN will centralize resource discovery, codify peer review practices for digital projects, encourage digital pedagogical practices, and allow for coordinated tool building.As a project similar to NINES, 18th Connect, and MESA, ReKN will deeply affect the way scholarship is produced using early modern online materials in both print and digital form.Although part of ReKN is devoted to aggregating metadata for purposes of discovery, the development or integration of editing, analysis, and pedagogical tools is a vital component of the project and directly related to questions of both form and content in scholarly publishing. Partially, this article is an exercise in searching, cataloguing, and critiquing existing platforms and technologies. Numerous tools for the production of scholarly editions, TEI encoded XML, transcription, secondary source citation, and scholarly composition exist, although they are rarely considered alongside one another or in concert with rspecific area research goals (in this case early modern studies).
Read more: http://src-online.ca/index.php/src/article/view/183