This chapter reviews the current online resources available to learn the TEI Guidelines for structured data in the humanities, as well as the theory that drives their construction and continued improvement. It focuses on the Epi-Doc community as a positive example of a specialist community of practitioners who take a flexible approach to TEI instruction that meets both the shared and individual needs of scholars (cf. Bodard and Stoyanova, q.v.). We also address some of the barriers to multilingual contribution to the online digital Classics, and report on a case study in which we discuss the experience of Masters-level students trained in non-digital Classics methods with the translation and transcription of texts via the Perseids platform (cf. Almas and Beaulieu, q.v.). We consider how templates revealing the TEI markup allow students to gain comfort and familiarity with the XML, as well as to enable their own work to serve as a model for future contributors. However, we also note the pedagogical limitations of contribution without direct instruction as seen in this case study, and posit that a mixed model of experiential education combined with interpersonal guidance might better serve students hoping to contribute machine-actionable data in the digital Classics.

Participants conducted academic or research activities in a broad range of historic and modern languages, with diverse alphabets and temporal frames of use. In addition to the Learning the TEI in a Digital Environment

As part of the proceedings of the Citizen Cyberscience Summit 2014, this brief summarizes the presentation given by the Open Philology Project on its goals, work, and collaborators. With a focus on the interface between 21st-century philology and citizen science, this paper reviews the data we collect, why we gather that data, and the cohort that we engage for assistance with data production. The paper presents the work of the Historical Languages eLearning Project and the incorporation of pedagogy into resources for participatory philology and reviews a case study of a class at Tufts University that supports the viability of our approach. Above all, we seek to demonstrate the deep similarities of technical infrastructure and research processes between participatory philology and citizen science, despite fundamental differences in a humanistic versus a scientific approach to the subject matter. In so doing, we hope to help lay the foundation for increasing contribution by the humanities to the fields of citizen science and human computation.

No abstract