Digital, Archival, and Collaborative Approaches in the Undergraduate Victorian Studies Classroom

Abstract: This article describes the development of an upper-division undergraduate course wherein students engage with periodical texts through digital materials, tools, and methods that are used in individual and collaborative projects. Rather than offering a literature survey framed by key contexts, this course requires students to engage with fiction and nonfiction texts in digital facsimile, actively excavating such contexts. The article demonstrates how the digital can be incorporated into different kinds of Victorian studies classrooms at different kinds of institutions, and it models how digital Victorian studies courses can be made attractive and successful at smaller, teaching-focused institutions.