Scholarly Editing and K-12 Teaching

The open-access, peer-reviewed journal Scholarly Editing offers a section devoted to the theory and practice of using recovery projects and scholarly editions in the classroom. College and University Classroom Essays Editor Serenity Sutherland, and Editor-in-Chief Noelle Baker take a capacious view of what constitutes a classroom. From the traditional college and university undergraduate classroom, to graduate student mentorship, to adult learners, to K-12 pedagogy, and beyond—this section seeks to feature contributing educators and to diversify the journal’s audience with a wide range of pedagogical approaches.

Our statement of purpose can be found below, as well as featured on our home page:

“The journal is committed to all aspects of textual scholarship and recovery, including the preservation of texts and artifacts that represent and celebrate the lives of and contributions from and about Black, Latinx, and Indigenous peoples; Asian Americans and Pacific Islanders; women; LGBTQ+ individuals; and peoples of the Global South. In addition to projects that illustrate the traditional range of editorial methodologies and practices, we welcome those that feature rare or marginal texts, texts that dislodge the single-author model, oral histories and tales, community recovery, creative works of “rememory,” and the decolonizing of artistic works, archives, records, and editions for the discoverability of racialized and underrepresented stories and cultural artifacts.”

We invite you to become part of our readership and to contribute your own K-12 pedagogical approaches and educational strategies to the journal. We welcome syllabi, lesson plans, successes and failures, and more! For more information, please feel free to reach out to section editor Serenity Sutherland at serenity.sutherland@oswego.edu.

Other useful links:

To browse this most recent issues pedagogy section’s offerings, please visit https://scholarlyediting.org/issues/42/ and search for “College and University Classroom.

Readers interested in K-12 education may find the following Scholarly Editing resources useful.

1. Efforts to incorporate visual literacy into K-12 educational and outreach efforts at the Library Company of Philadelphia: an essay entitled “Visual Literacy, Close Looking, and a Pivot to the Virtual: The Library Company of Philadelphia’s Urban In-sights Workshop” by Erika Piola, Sarah Weatherwax, and Anne Verplanck https://scholarlyediting.org/issues/40/visual-literacy-close-looking-and-a-pivot-to-the-virtual/ 2.An interview with Kathleen Barker and Debra Fowler, co-founder of History Unerased, a nonprofit that provides K-12 LGBTQ-inclusive and intersectional US history curriculum to supplement mainstream courses and incorporate LGBTQ+ materials in classrooms. Barker and Fowler elaborate on the varied ways in which History UnErased can help educators tackle challenges and embrace opportunities to integrate LGBTQ+ primary-source-curriculum into K-12 education: https://scholarlyediting.org/issues/41/history-unerased-an-interview-with-deb-fowler-and-kathleen-barker/

For our rolling call for submissions: https://scholarlyediting.org/call/