TEXT ENCODING AND DIGITAL SCHOLARLY EDITING

The course is part of the Master’s Degree Programme in ‘Digital and Public Humanities’ and is connected to the Venice Centre for Digital and Public Humanities (VeDPH) in the Department of Humanities.

1. Knowledge and understanding:
- Knowledge of of textual theories and editorial practices in digital textual scholarship.
- Knowledge of tools, methods and standards for digital scholarly editing.
2. Ability to apply knowledge and understanding:
- Ability to apply the methodologies and standards of text encoding.
- Ability to solve problems connected to the adoption of digital tools and technologies for encoding and publishing texts in digital format.
3. Judgement skills:
- Ability to critically analyse digital textual resources.
- Ability to develop critical thinking skills with reference to digital technologies, academic and social practices.
4. Communication skills:
- Ability to interact with the peers and the professor and communicate the outcomes of the student’s work.

There are no pre-requirements.

1. Text, Textuality and Textual Criticism (Theories and Traditions)
2. Text Encoding (XML/TEI/EPIDOC), Annotation (Methods and Practices)
3. Digital Scholarly Editing: facsimile editions, (hyper-) diplomatic editions, critical editions, genetic editions, comprehensive editions, progressive editions, social editions etc.
4. Digital tools and publication workflows (data creation, enrichment, analysis, visualisation)

Patrick Sahle, “What Is a Scholarly Digital Edition (SDE)?”. In: Digital Scholarly Editing: Theory, Practice and Future Perspectives, ed. by Matthew Driscoll and Elena Pierazzo (Cambridge, UK: OBP, 2016), 19–39. Online: http://www.openbookpublishers.com//download/book/527 , doi:10.11647/OBP.0095.

Elena Pierazzo, Digital Scholarly Editing: Theories, Models and Method, Farnham, Surrey (UK): Routledge, 2015. Preprint online version: http://hal.univ-grenoble-alpes.fr/hal-01182162/document .

Lou Burnard, What is the Text Encoding Initiative?, Marseille: Open Edition Press, 2014. Online: https://books.openedition.org/oep/426 .

Matthew J. Driscoll, "The Words on the Page: Thoughts on Philology, Old and New". In: Creating the Medieval Saga: Versions, Variability, and Editorial Interpretations of Old Norse Saga Literature, ed. by Judy Quinn & Emily Lethbridge (Odense: University Press of Southern Denmark, 2010), pp. 85-102. Online available at: http://www.staff.hum.ku.dk./mjd/words.html .

The assessment will be based on the following components:
1. Final oral exam.
2. Participation to class discussions.
3. Assignments and course activities.

Attendance is strongly recommended. Non-attending students should contact the professors to complete the program of the oral exam with additional readings.

Classes with activities in and outside the class, and interaction between professors and students.
Attendance is strongly recommended.
The didactic material will be made available through the Moodle e-learning platform.

Inglese

Accessibility, Disability and Inclusion.
Accommodation and support services for students with disabilities and students with specific learning impairments:
Ca’ Foscari abides by Italian Law (Law 17/1999; Law 170/2010) regarding support
services and accommodation available to students with disabilities. This includes students with mobility, visual, hearing and other disabilities (Law 17/1999), and specific learning impairments (Law 170/2010). If you have a disability or impairment that requires accommodations (i.e., alternate testing, readers, note takers or interpreters) please contact the Disability and Accessibility Offices in Student Services: disabilita@unive.it.

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