Abstract
In this chapter I distill some of the benefits that can be realized in the undergraduate literature classroom by replacing one or more traditional writing assignments with group (crowd-sourced) or individual projects employing Digital Humanities (DH) techniques of analysis, visualization and interpretation of narrative. I describe a modest mapping exercise in a course about London novels, with a frank account of the start-up effort required and the surprising cognitive gains realized by its incorporation into a traditional English syllabus. In a brief account of a pedagogically focused Digital Humanities Initiative at a small liberal arts college, I show how undergraduates gain a digital skill set and more acute engagement with narrative texts by participating in Text Encoding Initiative markup of a digital edition of a medieval epic poem. I refer to colleagues’ DH projects, for example involving undergraduate students in research that maps characters’ movements in space, leading to new interpretations of canonical texts. The centerpiece of the chapter shares an original discovery about the sources and influences on Joseph Conrad’s The Secret Agent that came out of DH pedagogy.
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Notes
- 1.
On the impact of mental visualizing, see Dan R. Johnson; on narrative empathy, see Keen, Empathy and the Novel (2007).
- 2.
See for example, Alan Richardson, The Neural Sublime (2010: 54–55).
- 3.
See Barry, Knudson, Sprenkle and Youngman, ‘Launching the Digital Humanities Movement at Washington and Lee University: A Case Study’ (2014).
- 4.
Youngman and his student collaborators describe their project and its interpretive results in ‘Visualizing the Railway Space in Fontane’s Effi Briest’ (2016).
- 5.
On the open-source Neatline’s development and uses, see Bethany Nowviskie, ‘Neatline and Visualization as Interpretation’ (2014).
- 6.
Established in 1987 by a consortium (formalized as an international organization in 1999), TEI intended from the outset to develop standard methods for encoding humanities data electronically. It ensures both the longevity of digitally marked-up materials (for preservation purposes) and their accessibility as platforms change over time. See TEI: Text Encoding Initiative at http://www.tei-c.org/index.xml
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Keen, S. (2018). Digital Humanities in the Teaching of Narrative. In: Jacobs, R. (eds) Teaching Narrative. Teaching the New English. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-71829-3_9
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