Inside Digital Dinah Craik: Feminist Pedagogy, Cognitive Apprenticeship, and the TEI

Kailey Fukushima,Karen Bourrier

doi:10.4000/jtei.2185

Abstract

In this essay, we describe our collaborative work as students and teachers on a TEI edition of Dinah Mulock Craik’s correspondence. Inside Digital Dinah Craik, our pedagogy is collaborative and inclusive, attentive to the material conditions of both the text and our labor, and is reproducible. We follow a cognitive apprenticeship model of education that emphasizes a community of practice where learners become increasingly proficient until, ideally, they are no longer apprentices but genuine collaborators. In this paper, we demonstrate how the five stages of apprenticeship learning—modeling, approximating, fading, self-directed learning, and generalizing (Hansman 2001, 47)—help us to foster what scholars such as Anne Balsamo, Elizabeth Losh, Jacqueline Wernimont, Laura Wexler, and Hong-An Wu call the “foundational ethical principles” (Balsamo 2011, 162–3) and “feminist virtues” (Losh et al. para. 26) of collaboration—confidence, humility, flexibility, integrity, and intellectual generosity.

Highlights

We describe our collaborative work as students and teachers on a TEI edition of Dinah Mulock Craik’s correspondence
We follow a cognitive apprenticeship model of education that emphasizes a community of practice where learners become increasingly pro cient until, ideally, they are no longer apprentices but genuine collaborators
We demonstrate how the ve stages of apprenticeship learning—modeling, approximating, fading, self-directed learning, and generalizing (Hansman 2001, 47)—help us to foster what scholars such as Anne Balsamo, Elizabeth Losh, Jacqueline Journal of the Text Encoding Initiative, Issue 12, 14/08/2019 Selected Papers from the 2017 TEI Conference

Summary

Project Background

10 The rst context for our project was the classroom. Digital Dinah Craik began in Karen Bourrier’s Winter 2015 grad seminar on “Digitizing Women Writers,” where ten graduate students transcribed and encoded thirty letters, and worked together to develop our rst encoding guidelines. In terms of internal funding, two of our research assistants, Kailey Fukushima and Hannah Anderson, won University of Calgary research awards that allow undergraduates to work full-time with a professor over the summer. The PURE awards have been helpful in supplementing the funding pool available for our project They allow our undergraduate researchers to practice writing grant proposals, and enable them to bring their own funding and research interests to Digital Dinah Craik. 13 we may have been able to take on a smaller TEI project, as Bourrier did in her classroom, without this level of funding, securing internal and external funding for Digital Dinah Craik has helped us to make great strides in our project. In the remainder of this paper, we will outline how the apprenticeship model of education has helped us to reach this stage in our collaborative work

Modeling

Approximating

Fading

Self-Directed Learning

Generalizing

Reflection and Conclusions