Nineteenth-Century Journalism Online—The Market Versus Academia?
2014; Taylor & Francis; Volume: 20; Issue: 1 Linguagem: Inglês
10.1080/13688804.2013.873159
ISSN1469-9729
Autores Tópico(s)Visual Culture and Art Theory
ResumoAbstractIn a climate of fear about funding for libraries and the arts, the preservation of many periodicals and newspapers is under threat. Digitisation is therefore justifiable as a conservation directive however what of those volumes that are not chosen? Are we creating an alternative version of Victorian culture through so selective a gaze? Indeed, who is choosing these titles? There is a question of access, both of what material is available to digitise and also what it is perceived ‘the audience’ want. However, a further question is raised—who are ‘the audience’? What are these archives going to be used for? This article will examine the different forms of nineteenth-century periodical and newspaper archives that are available, how they are organised and who their perceived audience is, before going on to consider the pedagogical utility of such sites. How can we enhance students' understanding of nineteenth-century culture by using these archives in our lecture theatres? And if we do, what are the implications for research in the future?KEYWORDS: Digital archiveresearchersteaching and learningcollaborative provisionlearning communities Notes1. Mussell, ‘Nineteenth Century Newspapers’, 221.2. Brake, ‘Half Full’, 222.3. Mussell, Nineteenth-Century Press, 15.4. The results of my ongoing research are now part of LJMU's Special Collections, Punch and the Victorian Periodical Press Resource. One of the key digital projects is identifying Punch's contributors from 1843 to 1855, though I am in the process of applying for funding to extend this to include the full run of the ledgers through to 1919. More information is available at .5. Brake, ‘Half Full’, 227.6. Cayley, ‘Digitisation’, 210.7. Rabkin, ‘Audience, Purpose and Medium’, 141.8. Martin Conboy, Opening Plenary, ‘Exploring Digital Newspaper Archives AHRC Seminar’, University of Sheffield, January 2011.9. http://www.sciper.org.10. Mussell, ‘On Pedagogy’, 161.11. Ibid., 150.12. See for example, James Mussell and Suzanne Paylor (2005) ‘Mapping the ‘Mighty Maze’: The Nineteenth-Century Serials Edition’, Nineteen: Interdisciplinary Studies in Nineteenth-Century Studies, 1 . Copies of conference papers delivered are available on the NCSE website, . There is also a full chapter, co-written with Suzanne Paylor in Mussell's Nineteenth-Century Press.13. Though discussed in a number of articles by Laurel Brake, this specific debate was considered in a paper entitled ‘“Stuff Happens”: History, Evidence and Newspapers Online’ at the Digitised History Conference held at the British Library, 20 July 2010.14. For further information about JISC see .15. For further discussion of the aims and objectives of JISC's digitisation project see Alistair Dunning ‘The JISC Digitisation Programme: Overview of Projects’ Document No: 526, Version 3.2, March 2009, 4.16. For further information go to .17. Mussell, ‘On Pedagogy’, 175.18. Brake, ‘Half Full’, 224.19. Besser, ‘The Past, Present and Future’, 558.20. Haythornwaite and Andrews, E-Learning Theory, 92.21. For an excellent example of students becoming producers, see Dr Helen Rogers's project on ‘Writing Lives’ http://www.writinglives.org/about/writing-lives-and-the-burnett-archive.22. Haythornwaite and Andrews, E-Learning Theory, 109.23. Kaston Tange, “Exploring Victorian Contexts”, 95–100.24. Houston, Lawrence, and Patrick, ‘Teaching and Learning’, 224.25. Gale Cengage are due to release a new Punch Historical Archive 1841–1992 in June 2014 and this site will have a wider range of support essays, including ones which focus specifically on teaching and learning and planning seminars using the archive.26. For further information ‘about the Victorians, the media and the digital humanities’ see Jim Mussell's blog at 27. Nicholson, ‘Counting Culture’, 243.28. Mussell, ‘On Pedagogy’, 83.
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