Teaching Early Modern English Literature from the Archives
- Editors: Heidi Brayman Hackel, Ian Frederick Moulton
- Pages: xii & 274 pp.
- Published: 2015
- ISBN: 9781603291552 (Hardcover)
- ISBN: 9781603291569 (Paperback)
Teaching Literature Book Award Honorable Mention
—Idaho State University
“[A] superb resource for anyone teaching in the early modern period, whether in undergraduate or graduate classes, in specialized courses or surveys, or in any type of institution.”
—Studies in Medieval and Renaissance Teaching
The availability of digital editions of early modern works brings a wealth of exciting archival and primary source materials into the classroom. But electronic archives can be overwhelming and hard to use, for teachers and students alike, and digitization can distort or omit information about texts. Teaching Early Modern English Literature from the Archives places traditional and electronic archives in conversation, outlines practical methods for incorporating them into the undergraduate and graduate curriculum, and addresses the theoretical issues involved in studying them. The volume discusses a range of physical and virtual archives from 1473 to 1700 that are useful in the teaching of early modern literature—both major sources and rich collections that are less known (including affordable or free options for those with limited institutional resources).
Although the volume focuses on English literature and culture, essays discuss a wide range of comparative approaches involving Latin, French, Spanish, German, and early American texts and explain how to incorporate visual materials, ballads, domestic treatises, atlases, music, and historical documents into the teaching of literature.
Honorable Mention in the Idaho State University Teaching Literature Book Award
Jennifer Bowers
Sheila Cavanagh
Simone Chess
Angelica Duran
Joshua Eckhardt
Jeremy Ehrlich
Patrick M. Erben
Patricia Fumerton
Tassie Gniady
Peter C. Herman
W. Scott Howard
Janelle Jenstad
Peggy Keeran
Erin Kelly
Rebecca Laroche
Zachary Lesser
Shawn Martin
Kris McAbee
Laura McGrane
Irene Middleton
Joseph M. Ortiz
Katherine Rowe
Marjorie Rubright
Arnold Sanders
Gitanjali Shahani
Evelyn Tribble
Phillip John Usher
Sarah Werner
Heather Wolfe
Georgianna Ziegler
Acknowledgments (xi)
Introduction (1)
Part I: Introducing Archives
Bringing Undergraduates into the Archives (15)
Manuscripts and Paleography for Undergraduates (22)
Images, Texts, and Records: Electronic Teaching in a Confusing Landscape (32)
The Work of the Book in an Age of Digital Reproduction (39)
The Death of the Editor and Printer: Teaching Early Modern Publishing Practices to Internet-Raised Undergraduates (45)
The Translingual Archive (54)
Virtual Theater History: Interpreting the Space of Play in a Shakespeare Class (64)
Part II: Building Archives
Teaching the Metadata: Playbook History in the Undergraduate Classroom (75)
Engendering the Early Modern Archive (82)
The English Broadside Ballad Archive: From Theory to Practice (90)
Restoring Place to the Digital Archive: The Map of Early Modern London (101)
Part III: Teaching Texts
“Magic in the Web”: Online Resources for Undergraduate Shakespeare Courses (115)
Early Modern Women in the Archives (125)
Opening Up The Roaring Girl and the Woman Question with EEBO (133)
Teaching Verse Miscellanies (145)
Archives on Trial: Executing Richard II and Eikon Basilike in the Digital Age (152)
Not Either-or but Rather Both-and: Using Both Material and Electronic Resources (162)
Part IV: Beyond Literature
Teaching the Early Modern Music Archive (173)
Typefaces and Title Pages: Archives in Undergraduate Courses (181)
Online Emblems in the Classroom (191)
Charting New Worlds: The Early Modern World Atlas and Electronic Archives (201)
News and Material Culture in Early Modern and Restoration England: Using and Making Digital Archives (212)
Historical Resources for Students of Early English Literature (221)
Part V: Resources
Finding Archives Online (239)
Notes on Contributors (263)
Index (269)
“The volume brilliantly combines the visionary and the pragmatic and is a gold mine of great ideas about how to engage students in the production of knowledge. It is a remarkably timely project.”
—Michael Schoenfeldt, University of Michigan, Ann Arbor
