Until the Chace Act in 1891, no international copyright law existed between Britain and the United States, which meant publishers were free to edit text, excerpt whole passages, add new illustrations, and substantially redesign a book's appearance. In spite of this ongoing process of transatlantic transformation of texts, the metaphor of the book as a physical embodiment of its author persisted. Jessica DeSpain's study of this period of textual instability examines how the physical book acted as a major form of cultural exchange between Britain and the United States that called attention to volatile texts and the identities they manifested. Focusing on four influential works"Charles Dickens's American Notes for General Circulation, Susan Warner's The Wide, Wide World, Fanny Kemble's Journal of a Residence on a Georgian Plantation, and Walt Whitman's Democratic Vistas"DeSpain shows that for authors, readers, and publishers struggling with the unpredictability of the textual body, the physical book and the physical body became interchangeable metaphors of flux. At the same time, discourses of destabilized bodies inflected issues essential to transatlantic culture, including class, gender, religion, and slavery, while the practice of reprinting challenged the concepts of individual identity, personal property, and national identity.

Jennifer Travis and Jessica DeSpain present a long-overdue collection of theoretical perspectives and case studies aimed at teaching nineteenth-century American literature using digital humanities tools and methods. Scholars foundational to the development of digital humanities join educators who have made digital methods central to their practices. Together they discuss and illustrate how digital pedagogies deepen student learning. The collection's innovative approach allows the works to be read in any order. Travis and DeSpain curate conversations on the value of project-based, collaborative learning; examples of real-world assignments where students combine close, collaborative, and computational reading; how digital humanities aids in the consideration of marginal texts; the ways in which an ethics of care can help students organize artifacts; and how an activist approach affects debates central to the study of difference in the nineteenth century. A supplemental companion website with substantial appendixes of syllabi and assignments is now available for readers of Teaching with Digital Humanities.

Jennifer Travis and Jessica DeSpain present a long-overdue collection of theoretical perspectives and case studies aimed at teaching nineteenth-century American literature using digital humanities tools and methods. Scholars foundational to the development of digital humanities join educators who have made digital methods central to their practices. Together they discuss and illustrate how digital pedagogies deepen student learning. The collection's innovative approach allows the works to be read in any order. Travis and DeSpain curate conversations on the value of project-based, collaborative learning; examples of real-world assignments where students combine close, collaborative, and computational reading; how digital humanities aids in the consideration of marginal texts; the ways in which an ethics of care can help students organize artifacts; and how an activist approach affects debates central to the study of difference in the nineteenth century. A supplemental companion website with substantial appendixes of syllabi and assignments is now available for readers of Teaching with Digital Humanities.