I am the latest of the late in joining this discussion and have found a tremendous amount to think about in what has already been said. I’d like to echo and expand on some of the questions that have already been raised:
1. How can we make better, more nuanced and expert use of collaboratively sourced material? In other words, how can we turn “crowd-sourcing” into something more focused and less scattershot, particularly in a pedagogical context? I’m particularly interested in having students work in consequential ways to annotate and add value to online resources (whether Shakespeare or other texts). What kinds of information or annotation work can students most effectively tackle, and what kind of pedagogical context is needed to make this work successful (both from a learning perspective and from a data perspective)?
2. How can the online medium help us look more closely at small numbers of texts, as well as more “distantly” at large numbers of text? While acknowledging the interest and value of scale as a hallmark of the digital medium, I’d also like to keep close reading in view, particularly in light of Christie Carson’s question about the use of computers and the role of quantitative methods. Leaving aside the current crop of interfaces, which may not really support this kind of work, what could a digital Shakespeare do to bring us closer to the text, in ways that aren’t possible with print?
3. Is there a pedagogical space for digital Shakespeares that represent textual and editorial history? How might we use, for instance, a digital variorum in the classroom?
Looking forward very much to the workshop!