On marking up Henry VIII

F1-tnThis week I submitted the F1 old-spelling transcription of Henry VIII to ISE. To be specific, I submitted a light mark-up to an already thorough one undertaken by ISE's research assistants. All of the hardcore TEI had already been done (character id's, line numbering, indication of long s's, and much more); I was responsible for going through the file, adding stage directions and props, identifying verse or prose mode where I could, things like that. It was one of those projects that made me grateful for my dual monitor set-up: I had the file open in Oxygen on one monitor and the F1 facsimile open in the other. Continue reading On marking up Henry VIII

Longer than a Tweet, Shorter than a Post

It's been a strange few months. Flying back last night from an Open Annotation conference I realized that I've really struggled with how to represent myself on this site. I've used it mainly as vehicle to articulate teaching experiences and some research work - but I've been very conscious of treading carefully due to being on the job market.

My hope is that the space will be one where I can consider larger research questions and reflect at more length on the work that I will be doing at Bucknell. So over the coming weeks (and glorying in the craziness of moving, teaching at DHSI, and starting a new job) I'll experiment anew with my voice and how to use it here.

Watch this space.

The Quick Write and the Coke Machine …

... or, How I Learned to Love the Google Doc

Google Drive image, from Google website
Google Drive image, from Google website

This semester the subject of my English 1102 course is "The Rhetoric of Digital Media and Interaction Design." I've wanted to teach this for a while: not only does it allow me to flex my DH muscles in a way I haven't in the last few semesters, but I also believe there is a real need for Georgia Tech students to understand how and why they respond to digital media and how they can become better developers of well-crafted software.

Early indicators suggest that I've struck a nerve. This is the first semester I haven't lost a single student in the drop/add period and I'm still getting emails asking if I'll consider a course override. Several students have come up to me at the end of class and actually squee'd - something I haven't experienced at GT at the start of Shakespeare-related courses. I'm working to incorporate as many meta-lessons as possible, encouraging students to break the tools and texts we're using. And so the breaking has begun. Continue reading The Quick Write and the Coke Machine …