19th
Century British Pamphlets:
Simple and
down to the point.
Space of the
homepage. (open-access website/no ads)
Why
digitizing? Why this website?
From
physical to digital.
Collections: out of date/limited access.
Guidelines
for teachers.
At the Circulating Library:
Another
simple down to the point.
Paper-like
homepage.
No
commercials.
Started in
2007 (as a grant). Constant updates.
Biographical
and bibliographical data.
Modeling,
physical/digital.
Dickens Journals Online:
Long
homepage. (forces the reader to browse the contents of the main tags)
Emphasis on
“free.”
Offers a
personal account.
Why
digitizing? Why this website? (Promotional video and audio)
Interaction
features. (The Tale of Two Cities Project/Facebook and Twitter)
Wider
audiences. (text-to-speech)
Access.
Community
projects. (Correction/Moderation)
Internet Library of Early Journals:
Space in the
homepage. (the latest news box, which shows the website is being updated often,
or is it?)
A finished
project.
Scanned
images. (OCR, Optical Character Recognition)
Nineteenth-Century Serials Edition:
Another
simple down to the point homepage.
Facsimiles,
searchable and downloadable.
Beta.
Editorial
commentary.
Metadata and
TEI. (Musslle)
History of
the project.
Old Bailey Online:
Open-access
website with ads.
Rich
collection with frequent updates.
Tutorial videos.
API. (application
programming interface)
Guidelines
for students and teachers.
Corrections.
Victorian Women Writers Project:
Another
simple down to the point homepage.
Turned
digital.
Text
Encoding Initiative (TEI) language.
Up to date.
Access. (Text Mode, Image Mode, Entire Document,
PDF, XML)
Discussion
Questions: (but not
limited to)
1) In the websites for tonight, we have seen
restricted access and limited and/or unlimited access to the contents of those
websites, in terms of viewing, searching, downloading etc. Based on your own
experience in reading/browsing those websites, how do you define an open-access
website?
2) Numbers of the websites seem to spend a great
deal thinking about the type of visitors (audience) who visit them. Do you see
that those websites target specific audiences or larger audiences, bearing in
mind that some of them address researchers, teachers and students? Do you think
the targeted type of audiences determine how and/or why this particular website
is an open-access website?
3) With ncse, Mussell explains, “we proposed
leaving the transcripts uncorrected in the index, but providing an elaborate
set of metadata that could compensate for the way this transcript represented
the article” (136). On the other hand, Fyfe questions “the fate or future of
copyediting” and the “tasks of verification and correction,” and justifies,
“[m]y argument is not that we are ignoring error but rather that we have not
sufficiently considered error correction as a structural feature and
theoretical premise within the transition to digital publishing” (206). On both
ends of the two arguments, how do you see them manifest in the websites we
looked at, especially with data viewing/encoding?
4) Tonight, we have seen metadata, beta, statistics, OCR, TEI, API, XML and even a “finished” website. Let’s simply talk about them.
Websites:
19th Century British Pamphlets
http://www.britishpamphlets.org.uk/
At the Circulating Library
http://www.victorianresearch.org/atcl/
Dickens Journals Online
http://www.djo.org.uk/
Internet Library of Early Journals
http://www.bodley.ox.ac.uk/ilej/
Nineteenth-Century Serials Edition
http://www.ncse.ac.uk/index.html
Old Bailey Online
http://www.oldbaileyonline.org/
Victorian Women Writers Project
http://webapp1.dlib.indiana.edu/vwwp/welcome.do
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