ENGL 283.06E: Transgender in Literature
Meet our Spring 2019 Engaged Learners.
In this engaged learning course, students will study transgender literature and history of the early 20th century and will assist in producing a digital scholarly edition and archive of one such narrative: Man into Woman, the life narrative of Lili Elbe, one of the first persons to undergo a surgical change in sex in 1930. The primary work will be supplemented by essays on transgender history and digital humanities; case studies by sexologists of the late 19th and early 20th centuries; and related early 20th century novels. Students will immerse themselves in this history to better understand and work with the primary text. In addition, all students will be trained in how to encode materials according to TEI (Text Encoding Initiative) standards.
The class format will combine discussions of the readings in transgender history and literature, with training in and work on mark-up languages for the digital portion of the course. All engaged learners are expected to present at the Undergraduate Research and Engagement symposium (April 13th), and will present their projects to the class during the last two weeks of the term. Core-specific objectives for this class include “gaining a broader understanding and appreciation of intellectual/cultural activity (including literature),” and (2) “gaining knowledge of or experience in discipline-specific language, research ethics, skills in research methodologies, and important scholarship” (University Core Curriculum).
course guidelines
guide to reading Man Into Woman - Part 1
guide to reading Man Into Woman - Part 2
Man Into Woman American Edition chapter outline
Pamela L. Caughie, Emily Datskou & Rebecca Parker (2018) “Storm clouds on the horizon: feminist ontologies and the problem of gender,” Feminist Modernist Studies, 1:3, 230-242, DOI: 10.1080/24692921.2018.1505819
Full-length narratives:
Barnes, Djuna. Nightwood (1936)
Hall, Radclyffe. The Well of Loneliness (1928)
Hoyer, Niels, ed. Man into Woman (1933)
Essays:
Amin, Kadji, “Glands, Eugenics, and Rejuventation in Man into Woman (2018)
Stone, Sandy. “The Empire Strikes Back” (1992)
Stryker, Susan. Chapters 1 and 2 from Transgender History (2008)
This module was created for Dr. Pamela Caughie's Spring 2019 ENGL-283 Transgender Literature course and as a contribution to the Lili Elbe Digital Archive. The lessons and exercises constructed for this course incorporate materials from Dr. Elisa Beshero-Bondar's Digital Humanities courses, the Digital Mitford Coding School, the Text Encoding Initiative's learning resources, GitHub Guides, and the GitHub Help resources. This repository is public-facing, therefore, the lessons and exercises herein are licensed under a CC BY-NC-SA license.
Rebecca Parker's Office Hours and Tech. Team Calendar
Getting Started - Welcome Lili Elbe Engaged Learners WIKI
Engaged Learning Tracking Hours Spreadsheet
ENCODING GUIDELINES
<teiHeader> Template Lesson
Project Manager - Emily Datskou - manintowoman@gmail.com [backup email: ecottrell@luc.edu]
This survey helps the Lili Elbe Digital Archive project team assess our students' digital literacy and determine areas of interest/skills related to the project's continual development. Please note, not all of the technologies mentioned in this survey will be prioritized in the engaged learning course; however, it is important that you answer ALL of the questions as honestly as possible in order for us to adjust our course materials. Please know you are not expected to have any experience with digital language/software. We are only surveying the level of the class as a whole.
Please complete this survey by January 22nd.
Tuesday, Feb. 5th
Lesson: Finish MIW narrative discussion AND Working-in-GitHub Course Workflow
Before Class: Get Started with GitHub and Install oXygen
By Next Class: Respond to our classroom community's Declaration of Commitment on the issues board and upload two short documents to the sandbox space following our detailed instructions here. Recommended document types include recipes, short letters, song lyrics, poetry, or short prose excerpts. Your two documents should have "link-able" content -- similar formatting/structure (ie. 2 poems) and/or be contextually relative to each other (ie. song lyrics and an interview with the artist about the lyrics).
Thursday, Feb. 7th
Lesson: Exploring a Document, but Encoding a Text
Before Class: Respond to our classroom community's Declaration of Commitment and upload two short documents to sandbox space
By Next Class: XML Exercise
Tuesday, Feb. 12th
Lesson: Review Example XML AND Schematizing XML: TEI and Project Constraints
Before Class: submit XML Exercise via Sakai
By Next Class: revise and resubmit XML Exercise ; reference our in-class Example XML
Thursday, Feb. 14th
Lesson: Exploring the MIW Project with Emily Datskou, Xiamara Hohman, and Danielle Richards
Before Class: submit revised XML Exercise
By Next Class: work on TEI XML Exercise on your team's assigned issue using Lili Elbe Archival Materials
Tuesday, Feb. 19th
Lesson: Discuss TEI XML Exercise
AND Spend ~30 minutes of Team Time working on TEI XML Exercise
Before Class: start TEI XML Exercise on team's assigned issue
By Next Class:
complete TEI XML Exercise on team's assigned issue using Archival Materials
AND Post 2 discussion questions or 1 question and one response on Issues Board - Let's Discuss "Storm Clouds on the Horizon" Issue #1 after reading “Storm Clouds on the Horizon...”
Thursday, Feb. 21th
Lesson: Discuss “Storm Clouds on the Horizon...”
AND Capturing Metadata in <teiHeader>
Before Class: complete TEI XML Exercise on team's assigned issue
AND post on Let's Discuss "Storm Clouds on the Horizon" Issue #1
By Next Class: begin TEI Header Exercise on team's assigned issue
Tuesday, Feb. 26th
Lesson: Team Encoding
Before Class: begin TEI Header Exercise on team's assigned issue
By Next Class: submit completed TEI Header Exercise via GitHub upload and team response on assigned issue
Thursday, Feb. 28th
Lesson: Team Encoding
Before Class: submit completed TEI Header Exercise via GitHub upload and provide a team response on assigned issue
By Next Class: Reply on Let's Discuss Project Assignments Issue #2
As an academic and professional in an increasingly digital world, it is important to consider our online presence. For students and faculty alike engaging and traversing a variety of digital environments is a powerful professional skill. The open-access nature of GitHub and the powerful version-control of Git has placed GitHub among the most used as well as most useful tools of today's tech. developers. By asking our students to create GitHub profiles and contribute to content on this platform we are placing students in an environment where the opportunities for personal knowledge development are truly extensible. At the same time, we hope to broaden the resources and materials made available on GitHub not just for the tech. developers of the world but for the public more broadly. In this course we are committed to having students engage with the power of version control via the underlying software linked to Github, Git, as well as some of the social/collaborative components of this interface including (our Repo. Wiki and our Issues Board). For those interested in learning more about Git check out git-scm.com. For those interested in learning more about GitHub check out the GitHub guides.
The lessons and exercises constructed for this course incorporate materials from Dr. Elisa Beshero-Bondar's Digital Humanities courses, the Digital Mitford Coding School, the Text Encoding Initiative's learning resources, GitHub Guides, and the GitHub Help resources. This repository is public-facing, therefore, the lessons and exercises herein are licensed under a CC BY-NC-SA license.