September 2018

Monograph plans:

The last revised chapter from my 2013 dissertation, “Thomas Nashe and Early Modern Protest Literature” has been recently published in Marlowe Studies: An Annual. Additionally, The Thomas Nashe Project has, to my great delight, featured additional chapters that I’ve revised as articles in their Bibliography of selected recent works. So, what’s next?

Here’s the “bumper-sticker” version:

My research into “Englishing”  vernacular protest literature from Chaucer’s time to Shakespeare’s has led me to realize that I simply can’t stay away from satire, from classical models, or their medieval and early modern translators and imitators. Presently, I’m developing a book proposal entitled A Tin Age: Englishing Satire (c. 1400- 16??). I will replace the question marks with numerals once I’ve fixed on which arguments from my research I plan to include.

For a comprehensive list of publications, please see my CV. I have also posted selected publications on Moving forward, I will relocate my publications and talks to this site.

2018 Projects-in-Progress

I was delighted to launch The Kit Marlowe Project as one of eight digital exhibits featured at the 2018 Shakespeare Association of America Annual meeting in Los Angeles (3/27/18). The Kit Marlowe Project is a digital space designed to introduce undergraduates with diverse majors to research-based learning and digital humanities practices in the context of studying one of Elizabethan England’s most intriguing literary figures. The site has been designed so that undergraduates may contribute exhibits, encyclopedia entries, and TEI-encoded (Text Encoding Initiative) archival works to a real-world digital project that will be maintained by future classes.

Because I continue creating student-scholar, research-based pedagogical models in my classroom, I need to keep up with my students’ output! I am currently collaborating with students to edit earlier encoding projects for publication on the University of Victoria’s Map of Early Modern London (MoEML) website. I’ve also been co-writing with MoEML’s Janelle Jenstad about our experiences teaching cognate courses at the University of Victoria and Stonehill College – “bibliodigigogy” will be making a comeback! If you are interested in learning more about MoEML’s Pedagogical Partnerships, please visit their site.

In my capacity of Research Partner with Northeastern University’s Women Writers Project, I have recently submitted a web exhibit entitled “Reading Elizabeth I in Women Writers Online” that explores early modern women writers’ treatment of this Tudor Queen. I gave a paper entitled “The Queen’s Two Corpora: Elizabeth I in Digital Contexts” on this work in progress in collaboration with Mary Erica Zimmer at the Women and Culture in the Early Modern World seminar at Harvard University’s Mahindra Humanities Center in February 2017. I’ve also written a blog about this project for NU. Working in the WWO corpora has invited a transatlantic approach to this project that has been extraordinarily exciting. I am eager now to explore the shared points of contact between this project and “Englishing” early literature – across genre, gender, and a giant ocean.






Kit Marlowe Project

Please click on #MetaKitMarlowe, #MarlowesMinion, #TheCatMarloweProject (hashtags courtesy of my colleagues on Facebook) to read updated posts about the evolution of an undergraduate course that teaches students how to be DH “makers.”

Kit Marlowe (the cat) “helping” me edit Kit Marlowe (the project)


Learning Community: Pop Culture and Bibliodigigogy in Early Modern England

The Team (Spring 2016)

Stonehill College: Kristen Abbott Bennett, Katie Joy (TA)

University of Victoria: Janelle Jenstad, Kim McLean-Fiander, Kylee-Anne Hingston

Course Description:
This class integrates bibliographic and digital humanities practices to reflect on the 21st Century shift into virtual worlds in the context of popular, generically diverse early modern texts. We will research early modern print culture and collaboratively publish an encyclopedia entry on a selected stationer (pending peer review). We will also learn how to access early modern digital texts and have the opportunity to publish an introduction to one of your own choosing on the Map of Early Modern London website (pending peer review). Additionally, students will dig deeply into bibliographic details of the popular texts we’ll study and move beyond using pre-fabricated web tools to learn the ins and outs of TEI and CSS encoding. In the culminating project, students will collaboratively apply their learning by encoding and publishing a digital text on the Map of Early Modern London website (pending peer review).

What you’ll do:

Work collaboratively with your classmates * Publish your work on the Map of Early Modern London website * Learn how to read early printed texts with wonky fonts * Touch history with your own hands in the Boston Public Library Rare Book and MS Room * Use oXygen XML encoding software to digitize and publish a book online * Think about the intersections of early modern print culture and 21st Century digital cultures * Prepare yourself for the next generation of digital culture studies!


Sequence of Events:

Unit 1: In the Author’s Absence? Early Modern Print Culture
In our first unit, we’ll work with The Stationers’ Register to learn about printing practices in early modern England. We will also go to the Boston Public Library Rare Book and Manuscript Room to work with material books from the period and learn how to conduct document analyses. You’ll learn about the idiosyncrasies in the spelling and formatting of these works – and how they’re not so different from the ways you text, tweet, Snapchat, and Instagram. (In fact, in 1558, “to twit” meant “to taunt” (OED) – makes us rethink our posts, no?). At the same time, we’ll learn how to navigate Early English Books Online, English Short Title Catalogue, British Book Trade Index, Six Degrees of Francis Bacon, and Shakeosphere. Your culminating project will be carefully research and collaboratively write an essay about one stationers’ output for publication on the MoEML site (pending peer review).

Unit 2: Early Modern Pop Culture
Have you heard the hit tune: “A Looking-Glass for Lascivious Young Men”? Well, in this unit, thanks to the English Broadside Ballad Archive, you will! We’ll read rarely studied texts to get a real idea about what people actually read at the turn of the seventeenth-century. In addition to ballads, we’ll read how-to books, pre-Googlemaps directions about the best route from York to London, plus plague and punishment proclamations, and funny laws about wool-winding. For your culminating project, you will write an introduction to a little known text you find using EEBO and edit it carefully for publication on the Map of Early Modern London website.

Unit 3: Thomas Dekker’s “The Wonderful Year” (NOT)
In this unit we’ll read, transcribe, collate, and use TEI and MoEML guidelines to encode Thomas Dekker’s popular pamphlet “The Wonderful Year (1603): Wherein is showed the picture of London ly-ing sicke of the plague” in partnership with our colleagues at the University of Victoria for publication on the MoEML website (pending peer review). At the unit’s close, you’ll write a metacognitive reflection essay about how your encoding experience changed, illuminated, and informed the way you digest digital information.

Kit Marlowe Project

The Kit Marlowe Project is a digital space designed to introduce undergraduates with diverse majors to project-driven, research-based learning, and digital humanities practices in the context of studying one of Elizabethan England’s most intriguing literary figures. The site has been designed so that students may curate an open-source collection of Marlowe’s works, contribute exhibits, encyclopedia entries, and TEI-encoded (Text Encoding Initiative) archival works to a real-world digital project that will be maintained by future classes. Excepting the “Teaching Resources,” all content has been student-generated.


The Kit Marlowe Project was brought to life by undergraduates enrolled in Stonehill College’s Fall 2017 team-taught Learning Community entitled “A Rogue’s Progress: Mapping Kit Marlowe’s Social Networks.” But our team extended well beyond instructors Kristen Abbott Bennett and Scott Hamlin. We had much help from Scott Cohen and his students at Stonehill’s Collaboratory for Innovative Design, plus our TAs Jenny Carion (’19) and Casey Lyons (’19).

The class was inspired by its eponymous forerunner, as well as “Pop Culture and ‘Bibliodigigogy” in Early Modern England,” that Janelle Jenstad and I initially developed to run in tandem with her Spring 2016, ENG 362, “Popular Literature in the Renaissance” course. Janelle and I developed pedagogies that support rigorous research-based learning practice as a way to introduce students to unfamiliar material – then the history of early English book trades. The MoEML team, especially Kim McLean-Fiander and Martin Holmes, later helped my class use Text Encoding Initiative methods (TEI) to transcribe, encode, and edit Thomas Dekker’s The Gull’s Hornbook. My experiences designing pedagogy to support the MoEML project, and later, workshops designed around the Folger Shakespeare Library’s digital anthology of Early Modern English Drama (EMED), showed me how effectively “student-scholar” teaching models can help pupils with little to no prior knowledge of a subject engage their critical imaginations and create meaningful contributions to scholarship.

One goal of my initial collaborations with MoEML was to help students generate publishable scholarship that would stand up to peer-review. But the strictures of a semester-long course did not give us enough time for rigorous review and revision. My early-semester students had generated terrific material, yet it wasn’t ready for publication. Initially, I thought I could edit students’ contributions myself, but with 25 students in each class, each semester, that idea quickly became unrealistic.

My solution was to force-multiply the concept of “Learning Community” and extend the student collaborations across semesters. For example, students in the Spring 2017 course wrote encyclopedia entries about Marlowe’s known associates and, when possible, mapped their locations to MoEML’s Agas Map. These entries were good, but many were too lengthy for publication, required minor fact-checking, or needed to be revised for clarity. By assigning students in the subsequent Fall 2017 section editorial responsibilities, they not only learned about writing for new media and the rigors of fact-checking, but this activity also introduced them to Marlowe’s life and times. As editors, students discovered a new-found sense of responsibility for not only their work, but their peers’. They took pains to do well, if not for themselves, then for others and the greater project at hand. In sum, the initial challenge posed by student-generated research in need of revision has been transformed into an extraordinary opportunity for students to learn from one another, collaborating over time.

The Kit Marlowe Project is an admittedly ambitious title for a class project, but also one that inspires students to rise to the occasion. The student-generated web-exhibits reflect the class’s enthusiastic exploration of “Marlowe” on the internet. I designed two online scavenger hunts, one that was open to whatever they found, and one that introduced them to Marlowe scholarship. Almost every student was drawn to the conspiracy theories surrounding Marlowe’s death and the outlandish suggestions that Marlowe was “really” Shakespeare. After settling down into small groups, they expanded their horizons and dedicated themselves to learning about one element of Marlowe’s life that they were interested in. Their projects, notably those requiring comprehensive knowledge about Marlowe, may only have scratched his story’s surface, but faithfully represent students’ interests. My goal is to continue to refine and build these exhibits with future classes.

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