A collection of essays on early modern digital humanities by leading scholars in the field.
 
This collection of essays focuses on teaching at the intersection of early modern literature, book history, and digital media. It considers how teaching different fields and methods of study can be enhanced and facilitated by digital technologies. The volume provides a snapshot of current thinking on digital pedagogy as practiced by leading scholars in the field and offers a series of models that may be adapted, personalized, and repurposed by future teachers seeking to bring digital methodologies to their classrooms. Supplementary materials for this title are available on the Iter Press website (iterpress.org): see under Books/Supplementary Materials.
 

This study uses a series of medieval texts to address a set of urgent critical issues in Humanities centring on categories of L/literature, history, periodization, languages, and descriptions of script. These categories are inherited from the foundation of modern disciplines and fields of study, superimposed on what could be more flexible modes of scholarship. They are reinforced by modern academics in ways that hinder nuance, intellectual nimbleness, and new interpretative possibilities. Readers and researchers of English Language, Literature, Book Historical/Media Studies, and History are obliged by delimiting labels to navigate problematic foundational approaches and sources that confine and frustrate scholarly investigation. Through a series of cogent case studies, all situated from 1050 to 1250, the book highlights how restrictive and hierarchical modern scholarly categories can sometimes be.

DJing isn’t just about mixing tracks; it’s a social process, an urban history, and a radical form of community learning in the heart of New York’s club scene.

DJing in New York offers a rare, behind-the-scenes look at how underground Electronic Dance Music DJs in New York learn their craft, build careers, and navigate the ever-shifting world of nightlife.

Through immersive research, Eva J. Egolf reveals how DJing is more than a technical skill—it’s a deeply social process, rooted in friendships, enculturation, and access to professional networks. From honing beatmatching techniques to navigating the politics of club culture, these DJs rely on community as much as individual talent. Situating DJ learning within broader conversations on race, gender, and LGBTQ+ identities, this book expands our understanding of popular music education and the role of electronic music in shaping urban cultural history. It will be an illuminating resource for music educators, scholars of EDM and club culture, and those fascinated by the intersection of music, identity, and underground nightlife.
 

Drama in the Language Classroom weaves together cutting-edge research and practices from the fields of theater and TESOL. After providing an overview of how drama can be used in the language classroom, Carmela Romano Gillette (a TESOL expert) and Deric McNish (an expert in actor training) present a collection of resources teachers need to begin using drama, including practical classroom-tested and evidence-based techniques. They show how theater, performance, and improvisation can help students build confidence, develop a deeper context for speaking, and create authentic opportunities for language use. In addition, they outline the para- and extra-linguistic techniques that can improve expression and meaningful communication. Each section includes sample activities, such as script analysis for improving fluency, and assessment suggestions. Readers do not need to have experience with performance or drama to learn how to incorporate these practices into the ESL classroom.