Diane K. Jakacki

Latest

Early Modern Performance ‘Events’ and Linked Open Data

The following is a description of the project I will be pursuing at the University of Guelph as a Fulbright Canada Research Chair in Digital Humanities, 2022-3.

This project develops and implements a new data model that makes discoverable REED London archival information to the semantic web. Working at the University of Guelph, with the Canadian Writing Research Collaboratory (CWRC) and Linked Infrastructure for Networked Cultural Scholarship (LINCS) teams and researchers will allow me to build upon complex understandings of ‘events’ in cultural and historical contexts that were heretofore not possible; through this project I will contribute to larger efforts to develop new ways for scholars and students across the humanities to establish connections across research subjects in the humanities.

[Read more…] about Early Modern Performance ‘Events’ and Linked Open Data

REED London Online

REED London Online project website: http://cwrc.ca/reed

The REED London Online project aims to bring together documentary evidence of pre-modern London-centric theatre, performance, and music from 1100 to 1650. Growing from the transformational Records of Early English Drama (REED) project that has over four decades changed scholarly understandings of performance culture in England, Scotland, and Wales, REED London Online establishes an openly accessible online collection of archival, editorial, and bibliographic materials. Invaluable to theatre historians, these records have significant value as well to cultural, political and religious historians as well: due to the nature of performance in that period, the records included in the collection are drawn from legal documents, ecclesiastical and household records, personal and diplomatic correspondence. Thus, REED London offers a rich and complex narrative of London city life as well as information about the business of performance.

[Read more…] about REED London Online

‘he could undumpish her at his pleasure’

This chapter from my dissertation represents my earliest fascination with the Elizabeth clown Richard Tarlton and his impact upon English performance, society, and politics during his meteoric shot to fame in the 1580s and long after his death. It provides the footprint for my book project.

https://docs.google.com/document/d/e/2PACX-1vSxZkXTeAhukWvfpZCY5jYCiguHjez-wSQa6uHvbhNll12d37rT4jDISMJcTKG0vtxmjAgFYCRTNVzs/pub

Building a Better Digital Edition with REED

This is an essay meant for publication in a volume celebrating the Records of Early English Drama; the volume has not to-date been published, and so I am making this version of the essay available here. My intention is to include an expanded and updated version of the essay in my book project on Richard Tarlton.

https://docs.google.com/document/d/e/2PACX-1vQRXBvlQxO55YAQ2V6FmEl7VKBRJBVOWM-NYIOtmHUOQKNVZ1npIvyU0G6hqAZyi6wtefDDDdxlZXDp/pub

Do You Teach DH? This Survey Is For You!

Brian Croxall and I are excited to announce the launch of a research study: “Who Teaches When We Teach Digital Humanities?” With this study, we hope to learn more about 

  1. the training and preparation of those who teach digital humanities
  2. the for-credit and informal teaching that DH teachers do

“I teach DH!” you say. “How can I participate in this study??” We’re glad (really glad) you asked. You can participate by taking our short survey. 

The survey should take approximately 10 minutes for you to complete. Your participation in the survey will be anonymous; to this end, we have ensured that our survey instrument will not record your IP address. You will not, we are afraid, be compensated for your participation in the study.

This study grew out of our work on Debates in Digital Humanities Pedagogy and we look forward to publishing some of what we learn in that venue, as well as in conference presentations. 

The survey will be open until 1 September 2019. Please take it soon, and please share this announcement with any and all you think may be interested.