If your syllabus looks anything like mine, at least once a semester you’re dusting off your Tennyson and Browning skills and teaching the dramatic monologue. My personal favourites to teach are “My Last Duchess” and “Porphyria’s Lover” (Day One) and then “Tithonous,” “Ulysses,” and “St Simeon Stylites” (Day Two).
In my senior seminar on “The Victorian Bestseller,” we’ve just finished a big class project. When I found out that our Special Collections at the University of Calgary holds both of the periodicals in which Wilkie Collins’s The Moonstone (1868) was originally serialized–Harper’s Weekly in the U.S. and All the Year Round in the UK–the opportunity to get students into rare books and thinking about the material culture of the text was too good to pass up. In conjunction with Special Collections, the assignment I devised asked each student to take on one of the thirty-two parts The Moonstone originally appeared in, and to compare and contrast its publication in Harper’s and All the Year Round. Students selected and annotated about half a dozen images from the periodicals–which could be anything from advertisements, to illustrations, to the articles and fiction that appeared alongside the novel–to make an argument about the difference the publishing context makes to the reading experience. They then used Omeka to mount a digital exhibit showcasing what they had found in the archives. Our class archive now explores 13 out of 32 parts of the novel, leaving room for another class to try this project again.
The results were fascinating. Students found everything from advertisements for diamonds to articles on the colonies and knots and riddles–important contexts for a mystery story about a gem stolen from India! This project was both more work, and I think more rewarding, than the traditional research essay for all involved. It was only possible because of the tremendous support we had from Annie Murray, Kathryn Ranjit, and Catelynn Sahadath at the University of Calgary Library. Here are a few of my takeaways from the project: Continue reading “The Transatlantic Digital Moonstone”→
A couple of years ago, Connie introduced us to The Yellow Nineties Online, a project edited by Lorraine Janzen Kooistra and Dennis Denisoff at Ryerson University dedicated to producing a TEI-edition of late Victorian periodicals including not only the Yellow Book but also periodicals like the Evergreen and the Pagan Review. Since that post, I’ve used The Yellow Nineties Online in two of my courses this past winter term (we don’t even pretend to call it a spring term here in Calgary!), and I thought it would be a good follow-up to blog about my experiences in the classroom here.
For the past few semesters, inspired by Joshua Eyeler’s post on “Teaching with Twitter; or Adventures in Student Engagement,” I’ve had a social media participation component in my classroom. I’ve now used Twitter at all levels, from the freshman writing seminar to the graduate classroom. It’s worked well in all of these settings, but I think I’ve had the most success at the 400-level, with third and fourth year university students studying Victorian literature. The reason for this success, I think, is two-fold. One, third and fourth year students are sophisticated and engaged enough with literature that they get the possibilities of the medium immediately: they use Twitter to respond in real-time to plot developments (there’s a madwoman in the attic!), to comment on versions of Victorian texts that have entered the cultural mainstream (Please sir, can I have some more?), and of course, to raise questions for class discussion. The second reason for this success, I think, is that third and fourth year university students are not yet too worried about formulating identities as professional literary critics on the web, which leaves room for a freewheeling discussion.
Along with other Floating Academy bloggers, including Daniel Martin, I’ve just returned from NAVSA 2014 in London, Ontario. It was a wonderful conference as always, and we all owe a huge thanks to Chris Keep and the conference organizers at Western. I realized that I have now been attending NAVSA for ten years. Where did that time go? I attended my first NAVSA as a graduate student and observer back in 2004, when it was at the University of Toronto. As a Canadian, I have to say that it’s great that NAVSA, the North American Victorian Studies Association, is in Canada every three years or so. Little did I know in 2004 that NAVSA was a young organization at the time, founded in 2002. This year, the presidency was handed over from the inimitable Dino Felluga to Marlene Tromp. As I remarked to a grad school friend, we pretty much came of age in the profession as NAVSA did. Now that I’m a few years out of grad school I value NAVSA not only for the intellectual exchange but also as an opportunity to reconnect with colleagues and scholars I’ve met throughout the years. Though, as I noted back in 2012, it’s a big conference, and if you want to make sure you see people it pays to make plans for coffee or dinner in advance!
A few trends that I noticed at this year’s NAVSA were many papers touching on animal studies (including Gillian Beer’s keynote), the great popularity of Dickens (even more so than George Eliot) and the increased presence of social media. But, rather than trying to summarize the whole conference myself, I thought I’d do something different and make a Storify of all the tweets. Enjoy!
Around 15 of us gathered on the beautiful University of Pittsburg at Greensburg campus in the first week of June to talk about digitizing the literature and letters of popular nineteenth-century woman writer, Mary Russell Mitford. Led by Elisa Beshero-Bondar, the project is currently in a testbed phase to digitize the works of Mitford from 1821 to 1826, a fruitful period for Mitford, who wrote several plays and innumerable letters during this time. Continue reading “Digitizing Women Writers: Part Two”→