Scholarly Editing: The Annual of the Association for Documentary Editing is a peer-reviewed, open-access journal for the advancement and promotion of editorial theory, practice, and pedagogy. Revived in 2020, the journal was edited by Amanda Gailey and Andrew Jewell from 2012 to 2017. From 1979 to 2012, the Association for Documentary Editing published the journal's predecessor, Documentary Editing, a print publication that evolved from a newsletter format to a quarterly and then annual journal.
The editors in chief of Scholarly Editing invite essays, reviews of print and digital editions, and small-scale editions of understudied authors and texts that reflect our diverse and multifaceted cultural heritage.
The journal intends to represent contributions from all countries and cultures, across disciplines and from outside the academy, including but not restricted to educators, community groups, local genealogists, families seeking ancestors, researchers, scholars, historians, archivists, curators, editors, information professionals, students, and digital humanists. We particularly welcome contributions from and about Black, Latinx, and Indigenous peoples; Asian Americans and Pacific Islanders, women, LGBTQ+ individuals, and the people and cultures of the Global South.
Scholarly Editing publishes essays on decolonizing analyses and practices and on the theory and practice of recovering the voices and cultures of Black, Latinx, and Indigenous peoples; Asian Americans and Pacific Islanders, women, LGBTQ+ individuals, and the people and cultures of the Global South. Such contributions may also explore the digital tools and contexts that enhance this work.
Scholarly Editing reviews letterpress and digital editions, digital projects, and the digital tools that enhance recovery of, and expand access to, primary-source materials. In accordance with our Statement of Purpose, we review materials that amplify the work of diverse voices and celebrate the contributions of underrepresented and silenced communities. While we do not accept unsolicited reviews, we welcome proposals from readers who would like to serve as reviewers as well as recommendations of work that may be appropriate for review.
We invite all explorations of the intersections between recovery and pedagogy at the university level. Potential areas of inquiry may include theoretical approaches to teaching scholarly editing and other forms of digital recovery, the use of primary source materials in the classroom and in public outreach programs, teaching with print editions and/or born digital projects, and training student members of editorial projects. Collaborative essays are welcome, including those that advance their argument through case studies and with materials such as assignments, course syllabi, and excerpts from students' work (with appropriate permission).
Scholarly Editing is a home to sustainable small-scale editions of interesting and understudied texts. Such editions may range from a single document to 130 short documents or to two variants of a single text. We encourage those who wish to propose a micro-edition to consult the executive editorial team in advance of forwarding their proposals.
The purpose of the K-12 Teaching and Learning section is to support and promote high-quality curricula in which primary sources help students analyze and engage with the historical past. These pieces may illuminate any period from ancient civilization up to contemporary times, with a focus on bringing to light marginalized, overlooked, and understudied perspectives and those who have been subject to colonization, both in history and historiography.
In working with primary sources, students develop critical thinking skills, understand historical events from the perspectives of those who lived them, and learn not just what we know about the past but how we know it. Students at all levels, from kindergarten through high school, can benefit from exposure to a wide variety of primary sources that reflect a diversity of voices and perspectives.
With these goals in mind, the K-12 Teaching and Learning section highlights primary sources that help educators teach history in new and innovative ways. We welcome contributions that complement existing curriculum materials but offer contrast in perspective or voice. Special consideration will be given to pieces that contrast two sources from the same historical context.
We publish transcripts of conversations and interviews with recovery practitioners. We invite those who wish to propose conversations and interviews to consult the executive editorial team in advance of forwarding their proposals.
Shelby Brewster, Reviews Editor
Lona Dearmont, Copy Editor
Silvia Glick, ADE Director of Publications and Consulting Editor
Stephen Guerriero, K-12 Teaching and Learning Editor
Jenifer Ishee, Assistant Managing Editor
Eric Lamore, College and University Classrooms Editor
Rocío Méndez and Elaine Walker, Assistant Technical Editors
Robert Riter, Managing Editor
Raffaele Viglianti, Technical Editor and Micro-Editions Co-Editor
Christine Woody, Micro-Editions Co-Editor
Heather Bamford, George Washington University
Dale S. Brenneman, University of Arizona; Office of Ethnohistorical Research, Arizona State Museum
Erica Cavanaugh, University of Virginia
Mark Cheathem, Cumberland University; Papers of Martin Van Buren
Thomas Coens, University of Tennessee; Papers of Andrew Jackson
A. E. B. Coldiron, Krafft Professor, Florida State University; Honorary Professor, University of St Andrews (UK)
James Cummings, Newcastle University
Jessica DeSpain, Southern Illinois University Edwardsville; Co-Director of SIUE’s IRIS Center
Amy E. Earhart, Texas A&M University
Tom Elliott, New York University; Institute for the Study of the Ancient World
Amanda Gailey, University of Nebraska-Lincoln; Co-Editor, Scholarly Editing (2012-2017)
Robb Haberman, Columbia University; John Jay Papers
Katherine D. Harris, San José State University; Co-editor, Digital Pedagogy in the Humanities
Andrew Jewell, University of Nebraska-Lincoln; Willa Cather Archive; Co-Editor, Scholarly Editing (2012-2017)
Patricia Larson Kalayjian, California State University, Dominguez Hills; Letters of American Author Catharine Maria Sedgwick (1789-1867): An Online Edition
Verna Kale, The Pennsylvania State University; The Hemingway Letters Project
Bob Karachuk, University of Mary Washington; Papers of James Monroe
Sara Martin, Massachusetts Historical Society; The Adams Papers
Kenneth M. Price, University of Nebraska-Lincoln; The Walt Whitman Archive; The Charles Chesnutt Digital Archive
Wesley Raabe, Kent State University; Textual Editor, The Collected Works of Harriet Beecher Stowe
David Ramsey, University of West Florida; Papers of Roger Brooke Taney
Gimena del Rio Riande, CONICET
Roopika Risam, Salem State University
Jennifer Stertzer, University of Virginia; Director, Center for Digital Editing; Director, Washington Papers
Nikolaus Wasmoen, University of Buffalo
Adrian S. Wisnicki, University of Nebraska-Lincoln; Director, Livingstone Online
Greg W. Zacharias, Creighton University; Center for Henry James Studies