Table Of ContentShakespeare and
Digital Pedagogy
i
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Shakespeare and
Digital Pedagogy
Case Studies and
Strategies
Edited by Diana E. Henderson
and Kyle Sebastian Vitale
iii
THE ARDEN SHAKESPEARE
Bloomsbury Publishing Plc
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1385 Broadway, New York, NY 10018, USA
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BLOOMSBURY, THE ARDEN SHAKESPEARE and the Arden Shakespeare
logo are trademarks of Bloomsbury Publishing Plc
First published in Great Britain 2022
Copyright © Diana E. Henderson, Kyle Sebastian Vitale and contributors, 2022
Diana E. Henderson, Kyle Sebastian Vitale and contributors have asserted their right under
the Copyright, Designs and Patents Act, 1988, to be identifi ed as the authors of this work.
Cover image: William Shakespeare collage by Oscar Vila Nieto
(© Lebrecht Music & Arts / Alamy Stock Photo)
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iv
CONTENTS
List of Figures viii
Notes on Contributors ix
Foreword Michael Witmore xiv
Introduction 1
Diana E. Henderson and Kyle Sebastian Vitale
Part One Teaching Academic and Digital Literacy
1 Shakespeare Students as Scribes: Documenting
the Classroom through Collaborative Digital
Note-taking 13
Cyrus Mulready
2 The Shakespeare CoLab : A Digital Learning Environment
for Shakespeare Studies 25
Rachael Deagman Simonetta, with Melanie Lo
3 ‘Read[ing] Strange Matters’: Digital Approaches to Early
Modern Transnational Intertextuality 38
Kathryn Vomero Santos
Part Two Teaching Diversity, Equity and Inclusion
4 (Early) Modern Literature: Crossing the ‘Sonic
Color Line’ 51
David Sterling Brown
v
vi CONTENTS
5 Diversifying Shakespeare: Intersections of Technology and
Identity 63
Meg Lota Brown and Kyle DiRoberto
6 The British Black and Asian Shakespeare Performance
Database: Reclaiming Theatre History 78
Jami Rogers
7 Reading Interculturality in Class: Contextualizing Global
Shakespeares in and through A|S|I|A 89
Eleine Ng-Gagneux
Part Three Teaching with Traditional and
Modern Archives
8 Shakespeare at Basecamp 107
Kristen Poole, with Jake Cohen
9 The Victorian Illustrated Shakespeare Archive : Art to
Enchant 120
Michael John Goodman
10 Student-Curated Archives and the Digital Design of
Shakespeare in Performance 132
Marcia McDonald, Joel Overall and Jayme M. Yeo
Part Four Teaching in Hybrid and Online
Learning Environments
11 Performance and Pedagogy: The Global Shakespeares
Online Merchant of Venice Course 147
Sarah Connell
12 Translating Shakespeare from Scene to Screen, and Back
Again: Digital Tools for Teaching Richard III 159
Loreen Giese
CONTENTS vii
13 Dividing the Kingdoms: Interdisciplinary Methods for
Teaching Shakespeare to Undergraduates 172
Jaime Goodrich, with Sarah Noble
Part Five Teaching in Web 3.0
14 Mapping the Global Absent in Shakespeare: Lessons
Learned from a Student–Faculty Collaboration 185
John S. Garrison, with Ahon Gooptu
15 Shakespeare Reloaded’s S hakeserendipity Game:
Pedagogy at the Edge of Chaos 198
Liam E. Semler
A Closing Note 211
Diana E. Henderson and Kyle Sebastian Vitale
Index 213
FIGURES
1.1 ‘Evil Kermit’ Shakespeare Meme (created by Dylan Perles). 20
4.1 Voyant word cloud: T itus Andronicus , Act 4, Scene 2 entire dialogue
and stage directions as corpus. 55
5.1 Screenshot of TouchCast presentation. 66
7.1 Screenshot of pie-chart display page. 95
7.2 Screenshot of the Points of Reference data display and ‘Shakespeare’
sub-fi eld of the Yohangza Theatre Company’s A Midsummer Night’s
Dream data-map. 98
8.1 Screenshot of Basecamp site, showing discussion threads; University
of Delaware, 5 May 2021. 109
8.2 Screenshot of Basecamp progress view; University of Delaware,
5 May 2021. 111
11.1 An example question from the M erchant course. 150
14.1 Filtering a search for absent elements in T he Merchant of Venice on
the mapping tool. 191
15.1 Screenshot of S hakeserendipity online game page for Richard III
with four fl ipped cards. 205
viii
NOTES ON
CONTRIBUTORS
Meg Lota Brown is Professor of English and Director of the Graduate
Center at the University of Arizona. She is the author or editor of four books
on early modern women, Donne, the global Middle Ages and Renaissance,
and early modern discourses of conscience. She has published articles on
Renaissance science, art and theology; Reformation politics; and authors
from Christine de Pizan to Shakespeare. She has won nearly every major
teaching award at the university.
David Sterling Brown – a Shakespeare and premodern critical race studies
scholar – is Assistant Professor of English at Binghamton University. His anti-
racist research, which centres on how racial ideologies develop and circulate
in and beyond the early modern period, is published or forthcoming in W hite
People in Shakespeare , Literature Compass , Shakespeare Studies , Hamlet:
The State of Play , Shakespeare Bulletin and other venues. His forthcoming
book project examines how whiteness and anti-blackness operate in
Shakespearean drama.
Jake Cohen is a student at the University of Delaware, where he majors in
Spanish Studies and Art. He plans to enter the fi eld of graphic design.
Sarah Connell is the Assistant Director of the Women Writers Project and
the NULab for Texts, Maps, and Networks at Northeastern University. Her
research focuses on text encoding and computational text analysis, medieval
and early modern historiography, and pedagogies of digital scholarship. Her
current projects include a text encoding and analysis project on early modern
narratives of national identity and an NEH-funded seminar series on
research and teaching with word embedding models.
Kyle DiRoberto is Associate Professor and Program Director of English at
the University of Arizona, Sierra Vista. She has received funding from the
NEH and the Folger Shakespeare Library and has published articles and
chapters on early modern literature, sacred parody, social media and
pedagogy, gender studies and, most recently, ‘Corrupting the Curriculum:
The Abject in J-Horror, Shakespeare, and Digital Games’. She is completing
a book entitled T he Rhetoric of Reformation: Robert Greene in Context .
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