As posted yesterday, Gale Cengage is providing SUNY colleges with trial access to ECCO (Eighteenth Century Collections Online) and NCCO (Nineteenth Century Collections Online) this fall. Gale Cengage is also sponsoring
essay contests for SUNY students using these tools. This is a great opportunity to test these products, to think about how best to teach with them, and to evaluate students’ responses to them. So how best to introduce these resources?
Thinking about my undergraduate Gothic Novel class this fall, I decided that short videos would be the most effective way to introduce students unfamiliar with eighteenth-century texts to ECCO. I prepared three brief videos (below). I would love to hear how others introduce students to these tools.
There are a number of other videos on using ECCO. Below are a few from Virginia Tech:
- Virginia Tech, Eighteenth Century Collections Online Basic Searching
- Virginia Tech, Eighteenth Century Collections Online Advanced Searching
- Virginia Tech, Eighteenth Century Collections Online Browsing
- Virginia Tech, Eighteenth Century Collections Online Search History
The following essays from The Eighteenth-Century Intelligencer are also helpful. See especially the appendices Eleanor included in her illuminating essay. You may have to scroll through the pdf document to find each individual essay.
- Nancy Mace, “Using ECCO in Undergraduate Survey Courses,” Eighteenth-Century Intelligencer
- Eleanor Shevlin, “Exploring Context and Canonicity: Lessons from the ECCO and EEBO Databases
- Sayre Greenfield, “Undergraduate Use of Search Engines in ECCO and EEBO
- Brian Glover, “EEBO, ECCO, and the Eighteenth-Century Novel Course
For those relatively new to using ECCO in the classroom, the following resources may provide useful background. I will use Gale’s guide as a handout after students have watched the videos.
For those using Burney (which is included in the free trial), our “Preliminary Guide for Using Burney ” may be helpful.
Finally, Laura Rosenthal opened a valuable discussion on this topic in 2009 on Long Eighteenth that may interest readers. I’d love to hear updates to that discussion, particularly ideas for effective teaching assignments. What works? What doesn’t?