A Pedagogical Experiment in Crowdsourcing and Enumerative Bibliography
Abstract
Faced with increasing marginalization within English studies by the explosion of literary criticism in the 1970s, professional bibliographers began to defend their subdiscipline on pedagogical grounds. More recently, the digital revolution in the academic humanities has prompted a further revaluation of methods and outcomes in training graduate students. The digitization of the humanities, in fact, offers a productive point of reentry into the teaching of and teaching with bibliography. One case in point, readily transferrable to other courses and disciplines, is the author's own experiment with incorporating a crowdsourced, digital, annotated, enumerative bibliography into a graduate seminar on Victorian literature.
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