Digital Projects

The Wide, Wide World Digital Edition

Susan Warner’s American novel The Wide, Wide World was a transatlantic success that was steadily reprinted for the next one hundred years. This project brings together, for the first time, the textual and visual variants from 141 reprints of this unstable text to demonstrate how its cultural function and significance shifted with each locale and material reproduction. Since the 1970s, scholars have studied The Wide, Wide World as a landmark example of nineteenth-century sentimentality. Although sentimentalism, broadly defined as the power of feelings to serve as a guide to moral conduct, was first understood as a relatively circumscribed phenomenon, chiefly manifest through popular novels written and read by women, its extensive reach across nineteenth-century culture is now widely recognized. Only recently have scholars begun to examine the sentimental novel’s interactions in an expansive transatlantic marketplace. This edition challenges scholarly assumptions about the gendered and national boundaries of sentimentality through an exploration of the reprinting and the reception of Warner’s novel.

Digital East St. Louis

Digital East St. Louis, funded by a three-year National Science Foundation ITEST grant, is a collaboration between the SIUE STEM Center, the Interdisciplinary Research and Informatics Scholarship Center (SIUE’s digital humanities Center), and the East St. Louis School District. Faculty in English and History who specialize in the digital humanities work alongside middle school teachers to develop a comprehensive three-year summer and after-school program for a group of middle school students. The research component of Digital East St. Louis is assessing how a digital humanities, place-based approach inspires student interest in the computer sciences. Over the three-year program, which launched in the summer of 2015, students will build a comprehensive database and a content-rich digital map showcasing their research into the history and culture of the city and its inhabitants.


D19: Digital Pedagogies and Nineteenth Century American Literatures, Co-edited with Jennifer Travis (in progress)

D19: Digital Pedagogies and Nineteenth Century American Literatures is a collection of essays that explore how digital technology is transforming the teaching of nineteenth-century American literature. The collection is intended to initiate conversations, model practices, develop a shared vocabulary, and investigate how computing can enhance time-honored methods in the discipline. Although there have been a handful of recent collections on pedagogy in the digital age, none have focused exclusively on the study of American literatures and cultures, and only a small number of articles have addressed the unique ways that digital pedagogy can enrich, challenge, and reshape teaching and learning in the field.

Nineteenth-Century Transatlantic Reprinting and the Embodied Book (Routledge, formerly Ashgate, 2014)

This monograph investigates how the conception of the book as an embodied subject, an instrumental metaphor in ideologies of personal and national identity formation, was transformed in the nineteenth century due to the practice of transatlantic reprinting. With no international copyright law between Britain and the United States until the passage of the Chace Act in 1891, publishers were free to edit text, add new illustrations, and substantially redesign a book’s appearance to reach their intended audiences. By studying transatlantic reprints, this monograph examines how the physical book acted as a major form of cultural exchange that called attention to volatile texts and the identities they embodied.

 Last updated April 2016. Design by FCT. Photos by Fotogrph.