This essay exemplifies a cognitive approach to literary and film studies, with particular emphasis on fictional reimagining of legal institutions. It draws on research of cognitive scientists who study metacognition—specifically, the difference between reflective and intuitive beliefs—to suggest that courtroom dramas, such as Billy Wilder’s Witne…[Read more]

This essay exemplifies a cognitive approach to literary and film studies, with particular emphasis on fictional reimagining of legal institutions. It draws on research of cognitive scientists who study metacognition—specifically, the difference between reflective and intuitive beliefs—to suggest that courtroom dramas, such as Billy Wilder’s Witne…[Read more]

Zunshine’s essay draws on recent research in developmental psychology and cognitive evolutionary anthropology to examine emotional responses to supernatural events by the child and adult characters of E. T. A. Hoffmann’s The Nutcracker and the Mouse King (1816), as well as to revisit the traditional literary critical view of those responses, acc…[Read more]

Revised (but still draft) version of the 2023 version of Technology, Literacy, & Culture: Narrative Play: Storytelling Games at Home & On Screen, a course that has students do in-depth analysis of tabletop roleplaying games through extended play, close reading of rule systems, and analysis of actual play.

A book’s a book, and numbers are numbers, right? Well, maybe. For the Shakespeare Association of America seminar on “Counting (in) Early Modern Drama,” I proposed to give myself the task of understanding and then communicating the technological underpinnings of a digital facsimile. One specific question I wanted to address, with the help of…[Read more]

According to Fredson Bowers, writing in Shakespeare Quarterly in 1951, we will never know the printer of that section “until we know everything there is to be learned about seventeenth-century types.” 2 Bowers doubted we could ever list the full set of F4’s printers because F4 was printed anonymously, and the volume left few clues about its…[Read more]

Alexa Alice Joubin’s entry expands the global scope of The Chaucer Encyclopedia (4 vols). This entry, in Volume 3, examines the work by the Chinese translator Lin Shu’s (1852-1924). Lin translated and rewrote several key stories from the Canterbury Tales. Joubin argues that Lin’s works exemplify early twentieth-century Chinese imaginaries of medie…[Read more]

Alexa Alice Joubin’s entry expands the global scope of The Chaucer Encyclopedia (4 vols). This entry, in Volume 3, examines the work by the Chinese translator Lin Shu’s (1852-1924). Lin translated and rewrote several key stories from the Canterbury Tales. Joubin argues that Lin’s works exemplify early twentieth-century Chinese imaginaries of medie…[Read more]

Alexa Alice Joubin’s entry expands the global scope of The Chaucer Encyclopedia (4 vols). This entry, in Volume 3, examines the work by the Chinese translator Lin Shu’s (1852-1924). Lin translated and rewrote several key stories from the Canterbury Tales. Joubin argues that Lin’s works exemplify early twentieth-century Chinese imaginaries of medie…[Read more]

In this essay, we examine the invisibility of pedagogical labor in digital humanities. We argue that the complexities of teaching DH require modes of instruction and effort that are unusual, uncounted, and undertheorized. Unlike publications or citation counts, it is difficult to quantify or to review. Why does DH teaching involve so much extra…[Read more]

Alexa Alice Joubin received the Rev. Dr. Martin Luther King, Jr. Award, which recognizes Professor Joubin’s “contributions to social justice and inclusive excellence ” that exemplify “the ideals that Dr. King espoused,” particularly “community-based social justice organizing rooted in non-violence.” The MLK Award comes on the heel of her bell hook…[Read more]

Alexa Alice Joubin received the Rev. Dr. Martin Luther King, Jr. Award, which recognizes Professor Joubin’s “contributions to social justice and inclusive excellence ” that exemplify “the ideals that Dr. King espoused,” particularly “community-based social justice organizing rooted in non-violence.” The MLK Award comes on the heel of her bell hook…[Read more]

Criticism of the Shakespearean canon through adaptation as a genre has the capacity for liberation and social reparation. As a cluster of complex texts that sustains both past practices and contemporary interpretive conventions, Shakespeare provides fertile ground for training students to listen intently and compassionately to other individuals’ v…[Read more]

Stage and screen adaptations of Shakespeare’s plays raise ethical questions – that is, questions about how human beings should act and treat one another. In which contexts might cross-cultural enterprises be naturalising the values associated with Shakespeare to exploit unequal power relations among artists of different backgrounds? Con…[Read more]

All the world’s a stage, but the irony is the rest of the globe often has an easier time understanding William Shakespeare than English speakers. “English audiences are at a disadvantage because the language has evolved and is more and more distant. They need footnotes, props and staging to understand,” said Alexa Alice Joubin, a Shakespeare schol…[Read more]

All the world’s a stage, but the irony is the rest of the globe often has an easier time understanding William Shakespeare than English speakers. “English audiences are at a disadvantage because the language has evolved and is more and more distant. They need footnotes, props and staging to understand,” said Alexa Alice Joubin, a Shakespeare schol…[Read more]

When ChatGPT was launched, Alexa Alice Joubin realized it was here to stay. She views it as her responsibility to teach students how to use it responsibly, not as a shortcut. “This technology is going to be with us, and students need employable skills in terms of curation, editorial repackaging and prompt engineering,” Joubin said. “They need…[Read more]

When ChatGPT was launched, Alexa Alice Joubin realized it was here to stay. She views it as her responsibility to teach students how to use it responsibly, not as a shortcut. “This technology is going to be with us, and students need employable skills in terms of curation, editorial repackaging and prompt engineering,” Joubin said. “They need…[Read more]