Contribute to an MLA Approaches Volume on Shakespeare’s Macbeth

The volume Approaches to Teaching Shakespeare’s Macbeth, edited by David J. Baker and Elizabeth Dixon, is now in development in the MLA series Approaches to Teaching World Literature. Instructors who have taught this work are encouraged to contribute to the volume by completing a survey about their experiences. Information about proposing an essay is available at the end of the survey.

Contribute to New MLA Volumes

The volume Approaches to Teaching Angie Thomas’s The Hate U Give, edited by Brigitte Fielder and Edith Campbell, is now in development in the MLA Approaches to Teaching World Lit­erature series. Instructors who have taught this work are encouraged to contribute to the volume by completing a survey about their experiences. Information about proposing an essay is available at the end of the survey.

You are also invited to submit essay proposals for a new volume in development in the Options for Teaching series, Teaching World Epics, edited by Jo Ann Cavallo. Abstracts must be submitted to the editor by 1 February 2020.

A Digital Future for the New Variorum Edition of Shakespeare

The MLA is excited to announce that the Center of Digital Humanities Research at Texas A&M University (TAMU) will be the new home of the New Variorum Edition of Shakespeare (NVS) series. Texas A&M will make the NVS editions openly available to scholars on a richly resourced, fully networked digital platform and will become the editorial and governance center for the project, under the direction of Laura Mandell. In order to ensure a smooth transition, the MLA is providing onboarding funding for the project.

Started in 1860 and accepted as the only reference editions of their kind, NVS editions offer not only complete text of Shakespeare’s plays but also centuries of scholarly opinion and interpretation, dating, sources, emendations to stage history, and influential interpretations of particular words. Through the resources of the Center of Digital Humanities Research at TAMU, new editions will continue to be produced and editions previously published in print will be available online.

The reimagined digital editions are the result of over two years of consultation and research by the members of the MLA Working Group on the Future of the New Variorum Edition of Shakespeare: Lena Cowen Orlin (Georgetown Univ., chair), Matt Cohen (Univ. of Nebraska, Lincoln), Julia Flanders (Northeastern Univ.), Alan Galey (Univ. of Toronto), and Valerie Wayne (Univ. of Hawai’i). In consultation with the general editors of the NVS series and its editorial teams, the working group sought ways to ensure the future of the NVS. Thanks to their collective efforts, these definitive volumes will be made accessible to a wider audience with the intention of encouraging new forms of digital scholarship.

A proud owner of a copy of the second folio, TAMU is already home to the editorial offices of the World Shakespeare Bibliography and is delighted to use its digital media to make the NVS editions widely accessible to researchers and students.

Contribute to New MLA Volumes

The volumes Approaches to Teaching the Works of James Baldwin, edited by Rich Blint, and Approaches to Teaching the Harry Potter Novels, edited by Cecilia Konchar Farr and Tréza Rosado, are now in development in the MLA Approaches to Teaching World Lit­erature series. Instructors who have taught these works are encouraged to contribute to the volumes by completing surveys about their experiences. Information about proposing an essay is available at the end of each survey.

You are also invited to submit essay proposals for two new Options for Teaching volumes in development: Teaching the Literature of Climate Change, edited by Debby Rosenthal, and Teaching Migration in Literature, Film, and Media, edited by Masha Salazkina and Yumna Siddiqi.

2019 MLA Bibliography Fellows

The Modern Language Association congratulates the 2019 MLA Bibliography fellows who will serve from 2019 to 2022. The MLA International Bibliography staff members work with approximately one hundred field bibliographers, from all parts of the world, who cover subject areas, journals, and languages that cannot be indexed in the New York office. Each spring, five to ten fellowships are awarded to field bibliographers who, on completion of their fellowships, receive a stipend of $500 and a certificate during the awards ceremony at the MLA convention.

Congratulations to the following:

  • Virginia M. Adán-Lifante, professor, University of California, Merced
  • Margherita Berti, PhD candidate, University of Arizona
  • Andrea D. Bryant, PhD candidate, Georgetown University
  • Aedín N. Clements, Irish studies librarian, University of Notre Dame
  • Angela Johnson, PhD candidate, Texas Woman’s University
  • Mel Loucks, assistant professor, New Mexico Military Institute
  • Molly Mathias, user experiences librarian, University of Wisconsin, Milwaukee
  • Zsuzsanna Varga, lecturer, Glasgow University
  • Roberta Wolfson, assistant professor, California Polytechnic State University, San Luis Obispo

This year, fellows are learning to use the new MLA International Bibliography production platform, which will provide them with the opportunity to be more integrated in the indexing process. Following attendance at a series of four training webinars, which concluded this month, fellows will schedule individual sessions with MLA Bibliography staff members to fine-tune their indexing practices. We look forward to submissions from them in fields ranging from American literature to Hungarian literature to the teaching of language.

For more information on bibliography fellowships, please visit the MLA Web site or contact Chriselle Tidrick at ctidrick@mla.org.

MLA Members Receive 2019 NEH Grants

Congratulations to the nine MLA members who are among the winners of National Endowment for the Humanities grants announced in August 2019. Their projects include a scholarly edition of Charles W. Chesnutt’s stories; a five-day institute for using digital methods to research digital culture; and a symposium on James Baldwin and Beauford Delaney.

Scholarly Editions and Translations

Stephanie Browner (project codirector), New School

Project title: The Complete Short Stories of American Author Charles W. Chesnutt (1858–1932)

Project description: Preparation of a scholarly edition (in printed volumes) of the short stories of the American writer Charles W. Chesnutt (1858–1932).

Deborah Gussman (project codirector), California State University, Dominguez Hills

Project title: The Letters of American Novelist Catharine Maria Sedgwick (1789–1867): An Online Edition

Project description: Preparation of a digital edition of the complete letters of the early American writer Catherine Maria Sedgwick (1789–1867).

Institutes for Advanced Topics in the Digital Humanities

Lisa Rhody, CUNY Research Foundation, Graduate School and University Center

Project title: Digital Humanities Research Institutes: Further Expanding Communities of Practice

Project description: A ten-day residential institute and follow-up activities for fifteen participants to develop core humanities computational research and project development skills, hosted at the Graduate Center of the City University of New York.

Anastasia Salter, University of Central Florida, Orlando

Project title: Understanding Digital Culture: Humanist Lenses for Internet Research

Project description: A five-day institute for twenty-five participants, organized by and hosted at the University of Central Florida, for using digital methods to research digital culture.

Collaborative Research

Naomi Brenner (codirector), University of Michigan, Ann Arbor

Project title: Below the Line: The Feuilleton, the Public Sphere, and Modern Jewish Cultures

Project description: Two international conferences, a Web site, and digital resources on Jewish culture and the feuilleton, a newspaper insert popular throughout Europe from the nineteenth to the early twentieth centuries.

Maya Vinokour, New York University

Project title: The Post-Soviet Public Sphere: Multimedia Sourcebook of the 1990s

Project description: Preparation of a digital collection of bilingual scholarly essays and an open access Web site with 500 Russian-language multimedia artifacts created just before and after the collapse of the Soviet Union, between 1986 and 2000.

Public Scholar Program

Elizabeth Samet, United States Military Academy

Project title: The Nine Lives of Alexander the Great

Project description: Research and writing leading to publication of a book on Alexander the Great (356–323 BCE) as he has been interpreted in history and literature from antiquity to the present.

Collaborative Research

Amy Elias, University of Tennessee, Knoxville

Project title: In a Speculative Light: The Arts of Writer James Baldwin (1924–1987) and Painter Beauford Delaney (1901–1979)

Project description: A symposium and collection of essays on the American author James Baldwin (1924–1987) and the American visual artist Beauford Delaney (1901–1979).

Institutes for School Teachers

Sean Connors, University of Arkansas, Fayetteville

Project title: Remaking Monsters and Heroines: Adapting Classic Literature for Contemporary Audiences

Project description: A two-week institute for thirty K–12 educators on Frankenstein, Cinderella, and adaptations of these classic texts.

MLA Members Win MacArthur Fellowships

We are pleased to announce that three MLA members are among the 2019 Fellows honored by the MacArthur Foundation. Congratulations to the following:

Saidiya Hartman, literary scholar and cultural historian
Department of English and Comparative Literature, Columbia University

Jeffrey Alan Miller, literary scholar
Department of English, Montclair State University

Emily Wilson, classicist and translator
Department of Philosophy, University of Michigan

MLA Teaching Institutes on Reading and Writing at Access-Oriented Institutions

The first two MLA Teaching Institutes—aimed at strengthening the teaching of English at access-oriented institutions—were offered this summer in Seattle and Amherst. The institutes are funded by The Andrew W. Mellon Foundation.

This year’s thirty-two participants, a mix of faculty members at access-oriented institutions and advanced doctoral students at regional universities, received $2,500 stipends to support their attendance at the five-day institutes. Pedagogical research projects developed by participants during the institute will be conducted during the fall of 2019 and presented at the MLA Annual Convention in January 2020. Participants’ convention travel will be covered by the grant. Completion of the institute, the research project, and the convention presentation will qualify the participants to receive the MLA Certificate in Reading-Writing Pedagogy at Access-Oriented Institutions.

Institute Teachers

The institute teachers were Stacey Donohue, professor of English at Central Oregon Community College, member of the MLA Committee on K–16 Alliance, and former president of the Association of Departments of English; Howard Tinberg, professor of English at Bristol Community College, former chair of the Conference on College Composition and Communication, and coeditor of Deep Reading: Teaching Reading in the Writing Classroom; and Nicole Wallack, director of the Undergraduate Writing Program at Columbia University, senior associate at the Institute for Writing and Thinking at Bard College, and author of Crafting Presence: The American Essay and the Future of Writing Studies.

Institute Participants

University of Washington Institute

Andrew Hillen Clark Coll.
Multallip Anwar Highline Coll.
Peggy Baldwin Seattle Central Community Coll.
Marc Barrington Green River Coll.
Curtis Harty Washington State Univ.
Nanya Jhingran Univ. of Washington
Paul Kratwell Univ. of Oregon
Jason Lester Univ. of Oregon
Sara Lovett Univ. of Washington
Bronwyn Malloy Univ. of British Columbia
Christopher Martin Highline Coll.
Leah Rubinsky Univ. of Washington
Jennie Snow Seattle Central Community Coll.
Carrie Walker Central Oregon Community Coll.
Yan Wang Univ. of Washington
Ariel Wetzel Highline Coll.

University of Massachusetts Institute

Kerry Carnahan Univ. of Connecticut
Megan Crotty Boston Coll.
AnnMarie DeMichiel Univ. of Rhode Island
Rebecca Griffin Cape Cod Community Coll.
Rachel Heffner-Burns Norwalk Community Coll.
Ryan Hitchcock Brandeis Univ.
Nicole Lawrence Univ. of Connecticut
Arpita Mandal Univ. of Connecticut
Nell McCabe Berkshire Community Coll.
Sarah Moon Univ. of Connecticut
Kaylee Mootz Univ. of Connecticut
Annika Nerf Univ. at Albany (SUNY)
Jasmine Ortiz Quinsigamond Community Coll.
Lauren Rocha Merrimack Coll.
Alison Ruch Bunker Hill Community Coll.
Enzo Surin Bunker Hill Community Coll.

Proposed Constitutional Amendment

Earlier this year, the Delegate Assembly forwarded a proposal for a constitutional amendment to the Committee on Amendments to the Constitution. The amendment establishes a 1 September deadline for the submission of motions and creates a new category of emergency motions. The next step in the amendment process is for the Delegate Assembly to consider the proposed amendment at its meeting during the January 2020 convention in Seattle. The official notice of the proposed amendment, including the text of the amendment, has now been posted on the Web site.