Shakespeare and Digital Pedagogy

Diana E. Henderson is the Arthur J. Connor Professor of Literature at MIT, USA. She teaches, publishes and edits widely in the fields of Shakespeare, media studies and early modern studies, and is a dramaturg, designer of online educational modules and documentary producer. Kyle Sebastian Vitale is Associate Director at Temple University’s Center for the Advancement of Teaching, USA.

To read this volume is to encounter the richly generative creativity and expansive pedagogical imagination of scholar-teachers who have gathered at the nexus of Shakespeare and Digital Pedagogy. Carefully curated by Henderson and Vitale, the essays collected here provide inspiring case studies and generalizable strategies of wide interest to literary scholars and practitioners in educational development. The volume illuminates the many affordances of digital technologies in the classroom (physical and virtual) while asserting the winning claim that Shakespearean pedagogies are at their best when active, co-creative, and fully inclusive—indeed, one of the advantages of digital technology is the potential to diminish hierarchies of power and inspire co-creative action as a path to meaningful and persistent interpretation. The volume will be warmly welcomed and widely embraced.

• List of figuresNotes on contributorsForeword Michael Witmore (Folger Shakespeare Library, USA)Introduction Diana E. Henderson (MIT, USA) and Kyle Sebastian Vitale (Temple University USA)Part One Teaching Academic and Digital Literacy1. Shakespeare Students as Scribes: Documenting the Classroom through Collaborative Digital Note-takingCyrus Mulready (SUNY New Paltz, USA)2. The Shakespeare CoLab: a Digital Learning Environment for Shakespeare Studies Rachael Deagman Simonetta, with Melanie Lo (both University of Colorado, Boulder, USA) 3. ‘Reading Strange Matters’: Digital Approaches to Early Modern Transnational Print History Kathryn Vomero Santos (Trinity University, USA)Part Two Teaching Diversity, Equity, and Inclusion4. (Early) Modern Literature: Crossing the ‘Sonic Color Line’ David Sterling Brown (Binghamton University USA)5. Diversifying Shakespeare: Intersections of Technology and Identity Meg Lota Brown and Kyle DiRoberto (both University of Arizona, USA)6. The British Black and Asian Shakespeare Performance Database: Reclaiming Theatre History Jami Rogers (University of Warwick, UK)7. Reading Interculturality in Class: Contextualising Global Shakespeares in and through A|S|I|A Eleine Ng-Gagneux (National University of Singapore, Singapore)Part Three. Teaching with Traditional and Modern Archives8. Shakespeare at BasecampKristen Poole with Jake Cohen (University of Delaware, USA)9. The Victorian Illustrated Shakespeare Archive: Art to Enchant Michael John Goodman (Cardiff University, UK)10. Student-Curated Archives and the Digital Design of Shakespeare in PerformanceMarcia McDonald, Joel Overall, and Jayme M. Yeo (all Belmont University, USA)Part Four Teaching in Hybrid and Online Learning Environments11. Performance and Pedagogy: The Global Shakespeares Online Merchant of Venice Course Sarah Connell (Northeastern University, USA)12. Translating Shakespeare from Scene to Screen, and Back Again: Digital Tools for Teaching Richard IIILoreen Giese (Ohio University, USA)13. Dividing the Kingdoms: Interdisciplinary Methods for Teaching Shakespeare to UndergraduatesJaime Goodrich (Wayne State University, USA), with Sarah Noble (Berkley, Michigan, USA)Part Five Teaching in Web 3.014. Mapping the Global Absent in Shakespeare: Lessons Learned from a Student-Faculty CollaborationJohn S. Garrison with Ahon Gooptu (both Grinnell College, USA)15. Shakespeare Reloaded’s Shakeserendipity Game: Pedagogy at the Edge of ChaosLiam E. Semler (University of Sydney, Australia)A Closing Note Diana E. Henderson and Kyle Sebastian Vitale