The book cover for Lincoln Readings, showing the battle of Lincoln in 1217.

Introducing Lincoln Readings of Texts, Materials, and Contexts: Supplementum to Studies in Medieval and Renaissance Sources

The University’s Medieval Studies Research Group recently took over the editorship of  the peer-reviewed annual, Studies in Medieval and Renaissance Sources (formerly the Journal of Medieval and Renaissance History, est. 1964).  To celebrate and showcase the diverse range of research that we do here on written, visual, and material sources, our first volume included contributions by nine members of University of Lincoln staff. We are delighted to report that this has now been published Open Access by ARC Humanities Press, thanks to the support of the University , especially Professor Stuart Humphries, and to the help of Claire Arrand at Lincoln Cathedral Archives: Lincoln Readings of Texts, Materials, and Contexts (oapen.org)

Edited by Dr Graham Barrett and Prof. Louise Wilkinson, Lincoln Readings of Texts, Materials, and Contexts: Supplementum to Studies in Medieval and Renaissance Sources, features peer-reviewed essays by nine Lincoln classicists, medievalists, and an early modernist. The essays cover topics including early doctrinal controversies, early Church councils, the Greek alphabet, disputes in thirteenth-century Rutland, the charters, letters, and seal of Lady Nicholaa de la Haye, castellan of Lincoln and sheriff, the proprietary queens of Jerusalem’s documents, the law and liturgy of trial by water in early medieval Iberia, a fourteenth-century aisled base-cruck building at Ketsby House Farm, and Mayflower materials in the Wren Library of Lincoln Cathedral.

The Lincoln-based contributors were: Drs Michael Wuk, Giustina Monti, Robert Portass (now Cambridge), Anais Waag (one of our Leverhulme ECRs), Graham Barrett (now Durham), and Profs  Mark Gardiner (with Jenne Pape), Anna Marie-Roos, Louise Wilkinson, and Jamie Wood (with Marta Szada).

The cover of the book, Lincoln Readings of Texts, Materials, and Contexts, showing the Battle of Lincoln in 1217.

What’s in a name? A blog by Annabelle Mansell

What happens when we focus our attention on people who aren’t named in our sources? This is the question that one of our undergraduate students has grappling with over the summer. Annabelle Mansell, a second-year Classical Studies student who had been successful in securing a bursary from the Undergraduate Research Opportunities Scheme (UROS), worked with Hope Williard and Jamie Wood on a project called ‘Invisible Agents: Networks of Learning in Late Antiquity’. Annabelle has written a blog post on the experience:

The aims of this project were to begin to understand how low-status, often unnamed individuals functioned within the broader educational network of Late Antiquity. We examined many of the letters of one well-connected teacher, Libanius, and transferred the key relationships discussed into an Excel spreadsheet, which allowed the creation of visual depictions of Libanius’ networks through graphs. With the information being presented in this digital, visual format, it is possible to do specific enquiries into Libanius’ networks. For example, one could see the centrality of an unnamed pedagogue (an enslaved person entrusted with overseeing the education of their master’s children) within a given family cluster by looking at a specific dossier of letters, or one could investigate the changing shapes of the network chronologically. The data being in this form allows for further investigations and a visual presentation of relationships which was not immediately available before. The graphs that have been generated already from the research begin to show how unnamed individuals’ centrality within a network can shift depending on the size of networks, and have begun to reveal more about the nature of the positions of and attitudes towards pedagogues. This project has started to lay the foundation for this area of enquiry, illustrating the value in transferring texts into data that can support visualisations.

This project presented unanticipated challenges. Learning how to operate Microsoft Excel and ConnectTheDots took more time than expected, and technical issues caused large losses of data on multiple occasions, which massively delayed progress. This had an impact on how targets were set and achieved, as I had to learn to create a flexible schedule which allowed for surprise setbacks. A second issue was the large quantity of data available to me throughout this project, making it difficult to complete analysis of all of the letters that I had initially planned.

 

My supervisors have been invaluable to me throughout this project. The wealth of experience and knowledge they possess (both regarding Late Antiquity and the procedures of research) have been a huge help, and without their guidance and support I could not have achieved as much as I did. Our meetings were always beneficial and encouraging, and even when I was struggling most I was flooded with support and further avenues to explore. It has been a privilege to work on this project together, and an invaluable introduction to collaborative research.

This experience has been a unique opportunity which has allowed me to explore areas I am interested in pursuing further, as well as introducing me to new ideas and burgeoning approaches to handling historical textual data. I have gained technical skills in digital literacy and network analysis tools such as ConnectTheDots. This experience will help with my future study as I have learnt how to extract important data from texts efficiently, and how to use more visual methods to analyse it. It has given me ideas for further possible related research and applications for this data, as we could use it to create maps and timelines, as well as more expansive graphs.

Please click here to download a poster about Annabelle’s project: Annabelle Mansell – poster