Some concepts I read about, such as the emerging spirit of interdisciplinary collaboration that is occurring in the field, challenge my past approach to and understanding of English studies (Kirschenbaum, 55). As Price and Siemens note in their ‘Introduction’ to “Literary Studies in the Digital Age”, the emerging practice of open peer-review presents another challenge to past approaches to English studies, and plays “a role in the process of vetting new contributions”.
Despite what can evolve into a practice of demand-supply academics, there is present support in the form of tools such as “the group DLS Anthology”, mentioned in Price and Siemens ‘Introduction’. It allows users to upload drafts to a community of collaborators in order to offer feedback without waiting for a call for papers. These drafts become part of the MLA Common’s public archive and can potentially be included in the next edition of Literary Studies in the Digital Age. The evolving manuscript format that materializes from this sort of platform completely defies the former logic that had governed publishing of academic scholarship, which dictated that “editorial work [had] frequently … been dismissed as precritical” (Price and Siemens).
Overall, my readings uncovered a plethora of emergent resources available for students conducting research in the digital humanities, including “symposia, colloquia, workshops, and special sessions” (Kirschenbaum, 55) such as the Digital Humanities Summer and Winter Institutes located at the University of Victoria and hosted at the University of Maryland Institute for Technology in the Humanities (MITH), respectively, as well as the Nebraska Forum on Digital Humanities (Price and Siemens). My readings, so far, have brought me to the understanding that I can utilize these tools and resources in the future to expand comprehension of and approach to English studies.