Abstract
This article offers methods for implementing what Diane Jakacki and Katherine Faull identify as a digital humanities course at the assignment level, specifically one using TEI in college and university literature classrooms. The author provides an overview of his in-class activities and lesson plans, which range from traditional instruction to in-class laboratory exercises, in order to demonstrate an approach to teaching TEI that anticipates students’ anxieties and provides a gradual means of learning this new approach to literary texts. The article concludes by reflecting on how TEI in the classroom complicates critiques of the digital humanities’ proclivity to endorse neoliberal education models. By challenging simplistic renderings of the field and its tools, and by offering interconnections between TEI and traditional humanities practices, the author aims to supply a conscientious approach to designing TEI assignments to those interested but hesitant to include such assignments.
Highlights
This article o ers methods for implementing what Diane Jakacki and Katherine Faull identify as a digital humanities course at the assignment level, speci cally one using TEI in college and university literature classrooms
The author provides an overview of his in-class activities and lesson plans, which range from traditional instruction to in-class laboratory exercises, in order to demonstrate an approach to teaching TEI that anticipates students’ anxieties and provides a gradual means of learning this new approach to literary texts
By showing that my TEI assignment shares the principles of humanities pedagogy, the article provides an evaluation of the merits and value of this assignment to instructors who are interested in developing a TEI assignment
Summary
Re ecting upon the deployment of a TEI assignment at the University of Guelph and at Medicine Hat College, I found that both implementations were successful, but there were lessons I learned from observing the di erences and lingering issues. The students’ level of study should be kept in mind, as I could safely presume that a fourthyear English class with a DH focus would be able to transcribe thirty-line passages and deal with more complicated matters like page breaks Students in such a class could view the entirety of the EEBO facsimile and comprehend what they were tagging. For these reasons, I limited the focus of the second-year college and university students to tagging verse, prose, xml:ids, font style, alignment, margins, and non-English languages. My students may not have gained the same robust knowledge that a student might achieve in a DH course, they acquired a familiarity with text encoding that could be enhanced in the future, or they at least learned something new
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