Slow Reading Early Modern Texts (by Giulia Forsythe)


The first iteration of HIST 2F90 is just wrapping up at Brock University. It’s a good time to reflect again online about the course.

One of the challenges of the course has been planning for and then managing the students’ work with primary sources. You can find an earlier post on the subject by clicking here, and we’ll certainly write more about this subject in later posts.

For now we’re sharing Giulia Forsythe’s illustration of the process the students and we went through in transforming publicly available page scans of four 18th-century books on abolition into machine-readable texts. In the process students learned how to read texts slowly using conventional “slow” reading and new forms of text mining using Voyant Tools.

Thanks for sharing this, Giulia!


Teamwork and humility

Putting together a course like ours poses many challenges, but for online teaching newbies like us the most daunting has been learning to design courses effectively for a new medium. The experience has taken us out of our comfort zone. Neither of us were Luddites – indeed, we liked to think of ourselves as being on top of some technologies. But it’s not technology per se that seems to be the issue for us; it’s the array of tools one must learn. There are so many things we need to learn, so many tools to figure out, and in a relatively short period of time. Never mind course design; never mind best practices in online forums; never mind making (and editing!) videos; never mind appropriate visual layouts; and for that matter never mind tools and applications like Scripto and TimelineJS. None of these are minor; indeed, they all warrant some discussion here. But the truly daunting challenges are coming now with our planned digital transcription assignment. Continue reading

Holy Fh!t: Online course design and the Accessibility for Ontarians with Disabilities Act (AODA)

By Mike Driedger

Fun fact: Before about 1800, “s” and “f” looked VERY similar in printed texts but they were clearly distinct letters (sort of like “1”, “l” and “I”, or “O” and “0” today). Here’s an example: In an 18th-century essay Joseph Warton wrote that “the favorite and peculiar pasttime” of Ariel in Shakespeare’s The Tempest is expressed in the following song:

From Warton, Essay on the Genius and Writings of Pope, 4th and corrected [!] edn (London, 1782), vol. 1, p. 235. Available through
This passage is an example of the kind of text that has given us course-planning fits in the past week. Imagine what a blind student using assistive reading technology would hear when trying to listen to this passage! We don’t have to imagine what the OCR (optical character recognition) technology used by does with the passage, because this is what you will actually (no joke) find online at (WARNING: explicit language):

Continue reading