Suddenly taking your class online? EMROC can help! Campus coronavirus responses are bringing huge unexpected changes to many classes, forcing us to think about ways of sharing knowledge across distances. We never planned it this way, but what a great opportunity for exploring how early modern people dealt with their own sicknesses, often while coping with the effects of social distancing.
We currently have a number of recipe manuscripts awaiting transcription, and they make for ready-made assignments and fantastic virtual conversations about early modern health. After students take their shot at transcription, they’re often filled with questions about household and family dynamics, medical practices, and views of the body, not to mention about the recipe manuscripts themselves. This recipe about “distillation” of the lungs, for example, opens up questions about medical knowledge and ingredients:
EMROC has been collecting resources on how to use recipe transcription in classes ranging from first-year Composition to Shakespeare to upper-level history seminars. You can find out collection here: https://emroc.hypotheses.org/teaching-transcription. And, with the Folger now providing an interface for searching these transcribed manuscripts through LUNA, students can compare the texts they are transcribing with others that are already searchable. Check out https://emroc.hypotheses.org/search-in-luna. On Twitter, #HistoricPieDay offers useful step-by-step instructions on using Luna, the Folger’s searchable database, which is full of the recipes transcribed through Dromio.
Interested but unsure? We have a team of experiences EMROC transcribers who’d be glad to help with integrating transcription into your class activities. If schedules allow, we’d be glad to zoom in as well! Just let us know via email@example.com.
Two weeks ago the Early Modern Recipes Online Collective (EMROC) hosted their fifth annual Transcribathon. I want to share my Transcribathon experience at the site hosted by the Newberry Library in Chicago, as I learned this event can be a successful community-building exercise in addition to a valuable day for teaching and learning about early modern recipes, manuscript culture, paleography, and digital humanities.
Despite being an avid reader of the EMROC blog and regular transcriber and researcher of recipe books, I had not participated in the Transcribathon prior to this year. Something always seemed to come up on the day, and I was admittedly nervous about using the transcription platform, Dromio (which, as I soon realized, was ridiculous! Dromio is quite user-friendly and intuitive, so don’t be afraid to try it!). This year, however, I was determined to participate in some way.
I figured that tying the Transcribathon into a course was a good first step to get involved, so I incorporated it into a class I was teaching on early modern English cookbooks in the Newberry’s Seminars Program. I also approached the Newberry to propose that they host a site. The Newberry was thrilled to host the Transcribathon, and staff from several centers and departments quickly coalesced to help organize the event including Public Engagement, Digital Initiatives, and the Center for Renaissance Studies.
The Newberry was open as a transcription site for four hours. Approximately sixty participants transcribed and many more people at the library wandered in and out throughout that time. Some participants worked for only thirty minutes, many more for one to two hours, and still others transcribed for over three hours! The library hosted a few speakers: I spoke about early modern English recipe books, Megan Heffernan provided a primer on early modern English manuscript culture and paleography, Jen Wolfe (a former Library Chat guest) highlighted the Newberry’s digital humanities initiatives, and Lia Markey talked about the new Italian Paleography site, a digital project of the Center for Renaissance Studies.
I am still overwhelmed by the incredible response to the Newberry’s Transcribathon. The participants had a wide range of backgrounds and interests. Instructors brought their classes, including one from Arrupe College. Several DePaul University undergraduates were also present, per their instructor’s suggestion. Many Chicago residents simply interested in recipes decided to try their hands at transcribing. I loved answering questions from many of these individuals; they wanted to know everything about paleography, ingredients, and coding! Scholars and graduate students were also on hand; they made exciting observations in the recipes, like shifting from English to French when describing reproductive unmentionables and a panoply of odd ingredients. In many instances, participants with diverse backgrounds shared tables while working, and I couldn’t help but notice a lot of conversation about their transcription experiences.
Participants and visitors seemed particularly conversational about one aspect of the event: the refreshments table. To celebrate English culinary recipes from the period, I baked seven different cake and biscuit recipes prepared from early modern recipes.
Rich Seed Cake, Shrewsbury Cakes, and Chocolate Puffs from Elizabeth Raffald’s The Experienced English Housekeeper (1769)
Most people who sampled the food wanted to talk about it, either with me or one another. The flavors (like rosewater, orange, and caraway) seemed to make early modern England a little more interesting for the students in attendance, while other participants were far more interested in the recipe sources. Suzanne Karr Schmidt, the George Amos Poole III Curator of Rare Books and Manuscripts at the Newberry, even made a surprising connection between the Italian Crusts and a seventeenth-century sonnet series, Enigmes Joyeuses pour les Bons Esprits. It turns out that historic foods can sustain transcribers, create conversation, and forge some curious ties.
After experiencing such a great event and intellectual exercise, I want to encourage other readers to try organizing similar Transcribathon sites at your local libraries and schools in the future. I can’t emphasize enough how exciting it was to meet others who wanted to engage with early modern recipes and begin building that community in Chicago. Additionally, the event was clearly a useful teaching tool for instructors in several disciplines. On the institutional side, I am hopeful the Transcribathon inspired some participants to get involved in other initiatives (digital and otherwise) at the Newberry; several people were eager to learn more about projects specific to the library.
So, readers, I hope to see you at next year’s Transcribathon, whether you are participating from the comfort of your own home or organizing a site for your local recipes community!
Thanks to everyone at the Newberry Library who was a part of the Transcribathon planning, especially Katie Dyson, Lia Markey, Karen Christianson, Alex Teller, Jen Wolfe, Rebecca Fall, Christopher Fletcher, and Elisa Jones! You can follow the Newberry on Twitter @NewberryLibrary and Facebook @NewberryLibrary. If you’d like to feature a project, scholar, or institution on Around the Table, please email Sarah Kernan.
Interested in bringing transcription into the classroom? It’s easier than you might think, and just as exciting for your students as you might expect! This post describes a locally hosted, teaching-oriented EMROC Transcribathon, and provides some resources for those wishing to host local Transcribathons of their own.
This winter the University of Toronto Mississauga (UTM) hosted Professor Rebecca Laroche to lead a local EMROC Transcribathon. The Transcribathon was made possible by funding from the UTM Graduate Expansion Fund, the UTM Department of English and Drama, and the University of Toronto Scarborough Department of English. Two University of Toronto graduate RAs put time and energy into the event: Melanie Simoes Santos (English Dept.), and Cai Henderson (Centre for Medieval Studies).
The UTM Transcribathon was hosted for the 47 UTM undergraduates in Professor Liza Blake’s 307 Women Writers syllabus W18 (abbreviated for sharing). The course was designed around experiential learning: in addition to the Transcribathon, students also received training in textual bibliography and editorial theory; critically analyzed editorial choices in two women writer anthologies; and each produced an edition of a text of their choosing for a class-wide anthology (conducting bibliographical research, undertaking textual collation, and producing textual and bibliographical introductions for their texts). Students left aware of the work that went into producing their textbooks, and empowered to not just consume but produce those texts themselves.
At the heart of the course’s emphasis on experiential learning, then, was the EMROC Transcribathon, where students gathered together to transcribe, and reflect on the place of transcription in a women’s writing course. For attending and participating in the Transcribathon for at least an hour, and submitting their reflections, students received a grade worth 5% of their final mark.
What does it take to run a local Transcribathon? Not much! The funding sources mentioned above allowed us to fly in and host an EMROC representative (Prof. Rebecca Laroche); reserve a room and provide refreshments; and hire graduate RAs to serve as (paid) organizers and facilitators. But at a minimum, one needs only a designated space and a committed group of transcribers!
Leading up to the event, we talked in class about EMROC, and why so many scholars are invested in transcribing these recipe books. I went over standard transcription conventions, describing the differences between transcribing and modernizing (with a handout), and went over how to mark up transcriptions in Dromio. I also gave them a manuscript “alphabet”—a cheat sheet showing the manuscript’s particular graphs. These handouts were prepared by Melanie Simoes Santos and myself. Jennifer Munroe has also written on helpful tips for easing students into transcription here.
On the day itself, the instructions were simple: show up for an hour and transcribe! One student wrote about the experience, “It gave me a surreal sense of intimacy with a woman who lived in a completely different time,” and another was surprised that “the personal grammatical and expressive preferences of the author became familiar to me; … I didn’t expect something like an old cookbook to possess such a distinct voice.” One student said, “It never occurred to me how much work actually goes into uncovering a work, transcribing it, and publishing it in an anthology,” and this insight prompted larger reflections for another student: “Getting the chance to transcribe something makes me think about the relationship that exists between the original work versus the modernized or edited work we see in our anthologies.” The event allowed one student “to reflect … on why certain texts are privileged and transcribed over others.” Another concluded, “I felt like I was contributing to something bigger than just our course.” There were also extremely practical outcomes: “I learned how to make orange pudding and dry figs!”
Anyone interested in hosting a local Transcribathon of their own is welcome to get in touch with me; I’m happy to share funding materials or answer questions about hosting. In the meantime, I leave you with some parting thoughts and tips.
Flexibility. Though many students cherished the collaboration of the group Transcribathon, some students had irreconcilable work obligations, so I allowed a few to “check in” and “check out” via email, and send copies of their transcriptions, if they couldn’t come in person.
Food. Funding made it possible to have ample refreshments set out for the duration of the event, and many students mentioned how much they appreciated draw of the free lunch.
Prizes. A trip to the Canadian store Dollarama the night before yielded us some cheap prizes: e.g., if someone found the word “spoon” in a recipe, they could win a wooden spoon to add to their own kitchen. These prizes were surprisingly effective motivators for our transcribers, and we’d recommend this practice to others!
Beyond? It might have been exciting to try the recipes themselves out, as other Transcribathonshave done, or to link the Transcribathon more specifically with a same-day research event. Transcribathons that include linked research talks remind participants of what is at stake in their transcribing labor.