Shakespeare and Digital Pedagogy (edited volume)

deadline for submissions: 
July 15, 2018
full name / name of organization: 
Kyle Vitale and Diana Henderson
contact email: 

Kyle Vitale (Yale University) and Diana Henderson (MIT), editors

Shakespeare and Digital Pedagogy is an edited volume comprehensively exploring the newest digital tools, resources, and approaches for teaching Shakespeare to undergraduates. The volume represents a range of diverse international scholar-teachers who have developed and taught with digital resources in emergent pedagogical, technological, institutional, and sociopolitical contexts of Shakespeare studies. Essays integrate useful observations on the design and collaborative development of resources with descriptions of pedagogical use and learning gained. In a field whose reflections on digital pedagogy tend to be uncoordinated and quickly dated, we seek to produce a volume that is wise, comprehensive, and practical, inviting contributors both to reflect on their resources and to provide usable components (syllabus, lesson, web link, data reflecting impact, etc.).

The volume is intended to serve a wide readership, including teaching faculty and graduate students, Shakespeare researchers, undergraduate students, and other practitioners interested in the digital humanities (DH). It was conceived in part through a groundbreaking U.S. initiative led by the Folger Shakespeare Library and the National Endowment for the Humanities in 2016 called “Teaching Shakespeare to Undergraduates,” in which college instructors from across the country built digital teaching tools and discussed how those tools met longstanding teaching challenges.[1] Many essays draw from this program, and many more expand the conversation to international and trans-Atlantic contexts.

At this time the editors seek essay topics that:

  • emerge from British, international, or minority perspectives, including pedagogies and classroom contexts located in those representations either geographically or thematically, and / or,
  • highlight collaborations with and creative opportunities for undergraduate students

-----Abstract and Proposal Information-----

*Abstracts Due: ASAP, but no later than 15 July 2018

 When Submitting Abstract, Please Provide:

  • Name, degree, rank/position and affiliation, and brief bio including teaching and publication summary
  • Best email and mailing address
  • Chapter Title and descriptive sub-header (Chapter Title: “DIY First Folio: Bringing the Printing Press Alive,” and sub-header: DIY First Folio provides fresh book history pedagogy by providing a virtual printing house and faithful color reproductions of First Folio sheets)
  • 400- word summary of content, including perceived need your tool/resource/approach fills, intended audience for tool/resource/approach, pedagogical use, learning goals, and description of usable component
  • Up to 5 pedagogical keywords (for instance: lecture, group work, discussion, editing, active learning) and up to 5 content keywords (for instance, Merchant of Venice, religion, image, performance, history)
  • Description of potential figures or images included in essay
  • Send to Kyle at (in body of email or attachment as .doc) by 15 July 2018


Kyle Sebastian Vitale, Ph.D.

Assistant Director, Faculty Teaching Initiatives

Yale University Center for Teaching and Learning

 301 York St. | New Haven, CT | CTL 122


Diana E. Henderson, Ph.D.

Co-editor, Shakespeare Studies

Professor of Literature and MacVicar Faculty Fellow 

14N-418, MIT

Cambridge, MA 02139

[1] See Folger webpage, “Teaching Shakespeare to Undergraduates”:,_Folger_Institute_NEH_microgrant_project_(2016-2017)