This paper focuses on recent work by the TEI Archiving, Preservation, and Access Service
- (TAPAS) on pedagogy with TEI, and specifically on a recent initiative called
- TAPAS Classroom focused on exploring pedagogical uses of TEI. We
- provide some background on TAPAS, describe several case studies involving pedagogical
- partners who used TAPAS in teaching, and finally describe the TAPAS Classroom initiative
+
This paper focuses on recent work by the TEI Archiving, Preservation, and Access Service
+ (TAPAS) on pedagogy with TEI, and specifically on a recent initiative called
+ TAPAS Classroom focused on exploring pedagogical uses of TEI. We
+ provide some background on TAPAS, describe several case studies involving pedagogical
+ partners who used TAPAS in teaching, and finally describe the TAPAS Classroom initiative
and its outcomes.
Introduction and Background
-
TAPAS
.
originated with the needs of
+
TAPAS
.
originated with the needs of
humanities scholars and specifically with the rise (in the first decade of the
twenty-first century) of scholarly interest in text encoding as a core humanities method.
With expertise supported by the proliferation of text encoding workshops aimed at
@@ -169,21 +172,25 @@
type="bibl">Flanders and Hamlin 2013), infrastructure for TEI publication was at
that time (and still remains to some extent) challenging for individual scholars and small
projects, because of the costs and logistics of maintaining servers, developing and
- supporting XSLT stylesheets, and maintaining technical expertise for
- troubleshooting and longer term support. TAPAS was developed to provide an alternative in
+ supporting XSLT stylesheets, and maintaining technical expertise for
+ troubleshooting and longer term support. TAPAS was developed to provide an alternative in
the form of a web-based service for publishing TEI data. It offers a growing
infrastructure of TEI publishing tools, a publishing venue that highlights the value of
- using TEI, and a long-term guarantee of visibility and access to the TEI data. TAPAS was
+ using TEI, and a long-term guarantee of visibility and access to the TEI data. TAPAS was
originally hosted at Brown University and is now hosted at Northeastern University, which
- also provides a guarantee of long-term repository support for TAPAS data. TAPAS has been
+ also provides a guarantee of long-term repository support for TAPAS data. TAPAS has been
generously funded by the TEI Consortium and by an initial planning grant from the
Institute for Museum and Library Services, a digital humanities startup grant from the
NEH, a research and development grant from the NEH, and most recently a digital humanities
- advancement grant which has supported TAPAS Classroom.
+ advancement grant which has supported TAPAS Classroom.
- TAPAS Classroom and TEI Pedagogy
+ TAPAS Classroom and TEI Pedagogy
What do we envision when we think of TEI in the classroom? Three
scenarios are particularly prominent. The first involves students contributing to
TEI projects. Many faculty who lead TEI projects seek to involve students in
@@ -238,8 +245,8 @@
MaybeMaybe
- During the development of TAPAS Classroom, several scholars were already
- experimenting with using TAPAS pedagogically. The following case studies describe how
+ During the development of TAPAS Classroom, several scholars were already
+ experimenting with using TAPAS pedagogically. The following case studies describe how
these different scenarios played out in practice.
Scenario 1: A Course Designed Around Student Participation in a Faculty Research
@@ -247,23 +254,24 @@
Karen Bourrier, Digital Dinah Craik ()
Karen Bourrier is a faculty member at the University of Calgary and has been using
- TAPAS for her project,
Digital Dinah Craik; a presentation at
+ TAPAS for her project, Digital Dinah Craik; a presentation at
TEI 2017 by her research assistant and project editor Kailey Fukushima described the
project’s work in detail. This project includes close to four hundred TEI files
organized into six distinct collections. The project team includes a rotating group of
undergraduate and graduate students who typically have no TEI experience when they start
work, and who transcribe, encode, and add enhanced markup to each text as it proceeds
- through the project’s workflow. They are trained to encode in TEI/XML (using the Oxygen
- XML editor) and to use TAPAS once a completed text is ready to publish. Professor
+ through the project’s workflow. They are trained to encode in TEI/XML (using the Oxygen
+ XML editor) and to use TAPAS once a completed text is ready to publish. Professor
Bourrier’s pedagogical objectives for the course include professionalization of students
through involvement in long-term digital projects, and engaging students in
collaborative relationships with faculty and scholars in their field. (Kailey Fukushima
- reported that TAPAS publication constituted a useful addition to students’ CVs.)
+ reported that TAPAS publication constituted a useful addition to students’ CVs.)
Practically speaking, because of the students’ lack of prior experience with TEI, it was
important to have easy-to-use tools so that students could focus on concepts and gain
fluency, thereby streamlining the process of training students to work on the
project.
-
Professor Bourrier’s pedagogical experimentation with TAPAS yielded several specific
+
Professor Bourrier’s pedagogical experimentation with TAPAS yielded several specific
design considerations. First, a close linkage between process and outcome is valuable in
motivating students and focusing their effort, so a workflow that permits immediate
publication (and in which the concept of publication and the
@@ -284,7 +292,7 @@
target="http://www.tapasproject.org/dh-190-scholarly-text-encoding-w16"/> with
schedule at )
Mackenzie Brooks is an assistant professor and digital humanities librarian at
- Washington and Lee University, who used TAPAS in two iterations of a one-credit
+ Washington and Lee University, who used TAPAS in two iterations of a one-credit
lab course on scholarly text encoding with TEI, accompanying a
course in French literature taught by Professor Stephen P. McCormick. The course covered
the origins and theoretical orientations of text markup, document analysis, schema
@@ -300,7 +308,7 @@
look like. Framing the digital component as a one-credit lab
course, taught by library faculty, offered a way to integrate digital approaches more
flexibly into the curriculum without creating a burden for disciplinary faculty. In this
- context, a platform like TAPAS enables the instructors to focus on the challenges of
+ context, a platform like TAPAS enables the instructors to focus on the challenges of
teaching text encoding and to reduce the technical overhead for both students and
instructors so that questions relating to editorial theory and practice and literary
interpretation can come to the fore.
@@ -310,23 +318,31 @@
course, she was at UBC Okanagan). She worked with a course that was taught by Michelle
Levy at Simon Fraser University and focused on creating a digital edition of
Wordsworth’s and Coleridge’s Lyrical Ballads. In this case, all
- of the students collaborated on a single edition rather than working on their own. TAPAS
- was one of a range of tools the class experimented with, along with visualization tools
- like Tableau, publication tools like Islandora, and text analysis with R. Part of the
- design of the course was thus to experiment with the encoded TEI data through a
- plurality of tools and to produce a plurality of outcomes. This pedagogical orientation
- reinforces one of the core tenets (and challenges) of TAPAS’s design, which is to avoid
- creating orthodoxies in TEI encoding arising from display outcomes that appear
- authoritative. The diversification of view packages in TAPAS, and TAPAS’s role as one of
- many possible venues for publishing and displaying TEI data, can help encourage students
- of TEI to focus on the informational strength of their encoding rather than solely on
- the appearance of the output.
+ of the students collaborated on a single edition rather than working on their own. TAPAS was one of a range of tools the class experimented with, along with
+ visualization tools like Tableau, publication tools like Islandora, and
+ text analysis with R. Part of the design of the course was thus to experiment with the
+ encoded TEI data through a plurality of tools and to produce a plurality of outcomes.
+ This pedagogical orientation reinforces one of the core tenets (and challenges) of TAPAS’s design, which is to avoid creating orthodoxies in TEI encoding arising
+ from display outcomes that appear authoritative. The diversification of view packages in
+ TAPAS, and TAPAS’s role as one of many possible venues for
+ publishing and displaying TEI data, can help encourage students of TEI to focus on the
+ informational strength of their encoding rather than solely on the appearance of the
+ output.
Mary Isbell, University of New Haven, Digital Editing Projects (Spring 2016; materials
are private)
Mary Isbell is a faculty member at the University of New Haven, where she has been
experimenting with building a program of digital humanities pedagogy using TEI. In
spring 2016 she taught a course on Digital Editing, in which her ten undergraduate
- students created individual digital TEI editions which were published in TAPAS as a
+ students created individual digital TEI editions which were published in TAPAS as a
private collection visible only to members of the project. The course was aimed at
English majors with no encoding background, with a central learning goal of developing
students’ skill in XML and TEI. It also attracted students from History and
@@ -340,7 +356,7 @@
2017), and also serves to empower students as both tool-users and creators of
cultural meaning. Isbell noted that the ability to see their work realized as a readable
edition was a crucial motivator for students in pushing through the process of learning
- and debugging their TEI/XML encoding. Because TAPAS was in beta when Isbell ran the
+ and debugging their TEI/XML encoding. Because TAPAS was in beta when Isbell ran the
course, she resourcefully integrated bug discovery and reporting explicitly into the
course, so that students had some exposure to the processes of digital humanities tool
development and had a sense of participation in that process—an unintended but very
@@ -358,8 +374,9 @@
Digital Scholarship Librarian at Boston College. For this project, Calhoun encoded a
proof-of-concept segment of a nineteenth-century dictionary, together with
proof-of-concept authority lists for persons, organizations, and historical places.
- TAPAS served as the data repository for the encoded files, which were also published
- through a project web site that included an interactive map using CartoDB.
For a
+ TAPAS served as the data repository for the encoded files, which were also published
+ through a project web site that included an interactive map using CartoDB.
For a
more detailed account of the project, see Kijas
(2016).
In addition to the outcomes for Calhoun’s own degree
program and professional development, Kijas had some larger pedagogical objectives from
@@ -367,11 +384,11 @@
center staff) in student teaching and student research, at both undergraduate and
graduate level, and to introduce and support TEI as part of an institution-level
initiative.
-
Although supporting student-led research was not on the TAPAS project’s radar as a very
- likely usage scenario during the initial planning and design process for TAPAS
+
Although supporting student-led research was not on the TAPAS project’s radar as a very
+ likely usage scenario during the initial planning and design process for TAPAS
Classroom, it is an important outcome that underscores the potential benefits of having
- access to TAPAS at the institutional level (i.e., as a benefit of TEI institutional
- membership). From the perspective of the library, one important feature of the TAPAS
+ access to TAPAS at the institutional level (i.e., as a benefit of TEI institutional
+ membership). From the perspective of the library, one important feature of the TAPAS
service is that it provides a low-cost but durable infrastructure easy for novices to
master. From the perspective of the student researcher, the important features are the
longevity and stability of the data (enabling continuity of the project through
@@ -380,50 +397,50 @@
Goals and Desiderata
-
Based on these experiments, the TAPAS development team set several important design goals
- for the TAPAS Classroom project, in supporting pedagogy with TEI:
+
Based on these experiments, the TAPAS development team set several important design goals
+ for the TAPAS Classroom project, in supporting pedagogy with TEI: Make the process easier: For faculty who teach with TEI (either for
its own sake or as part of a larger course in digital humanities or humanities), some
- supporting infrastructure is needed. TAPAS can ideally streamline or eliminate the
+ supporting infrastructure is needed. TAPAS can ideally streamline or eliminate the
process of getting access to shared server space, setting up student accounts, and
ensuring that data is stored safely and can be accessed after the course is over.
These functions are valuable for instructors at all levels of technical expertise but
are particularly enabling for instructors familiar with TEI but not with its
- supporting technologies (XSLT, XML databases, web publishing
+ supporting technologies (XSLT, XML databases, web publishing
frameworks).Expose and demystify: The tool experimentation we saw in the Lyrical Ballads course and in Mary Isbell’s Digital Editing course
suggested the value of a publication system that makes it possible to see the
publication apparatus as such, and to look under the surface: for instance by offering
different stylesheets and viewing options and showing that the formatted display of
- TEI is independent of the underlying encoding. TAPAS can offer a multiplicity of
+ TEI is independent of the underlying encoding. TAPAS can offer a multiplicity of
viewing options and an interface that makes it easy to move between them, enabling
students to make direct comparisons between different ways of handling the data and
offering a clear causal view in which changes to the data have a visible effect on the
output (thereby motivating students to experiment with the markup in greater
detail).
- Support the encoding: In these scenarios, TAPAS was used as an
+ Support the encoding: In these scenarios, TAPAS was used as an
end-point and a publication venue, but it is clear that there is pedagogical value in
user-friendly TEI tools earlier in the classroom narrative as well. Mary Isbell, for
instance, noted the potential value of student-level error messages, and Karen
Bourrier observed how students learned from their encounter with the workflow
- management aspects of TAPAS. Through user-friendly validation, interactive ways to
+ management aspects of TAPAS. Through user-friendly validation, interactive ways to
inspect the TEI encoding, and other ways for students to explore their encoding in
- progress from many perspectives, TAPAS has potential value as a source of approachable
+ progress from many perspectives, TAPAS has potential value as a source of approachable
information that can inform the encoding process.
- Under TAPAS Classroom, several major new pieces of TAPAS were developed that
+
Under TAPAS Classroom, several major new pieces of TAPAS were developed that
respond to these desiderata. First, we developed new stylesheets for viewing TEI files,
aimed specifically at pedagogical uses; this grant also gave us an opportunity to develop
a fully modular system for managing these view packages (about which
- more below). Second, we re-examined the ways in which validation functions in TAPAS, and
+ more below). Second, we re-examined the ways in which validation functions in TAPAS, and
began developing tools that present validation to students in a specifically pedagogical
- context rather than as part of TAPAS’s own data management systems. Third, we developed a
+ context rather than as part of TAPAS’s own data management systems. Third, we developed a
set of sample and template files to serve as starting points for students, recognizing
that in short courses where the goal is to get students quickly oriented in a new skill
(as for instance in the Crompton example described above), it could be helpful to have
some pre-established starting points that are well contextualized and self-explanatory.
- And finally, we developed a community workshops space within TAPAS
+ And finally, we developed a community workshops space within TAPAS
that simplifies the process of setting up a teaching environment, aimed particularly at
instructors teaching shorter workshops that may be repeated over time. In what follows, we
focus on two components in particular: the view packages and our initial forays into
@@ -431,30 +448,31 @@
View Packages
-
The display of TEI files through the TAPAS interface is handled—as with almost all modern
- web display of TEI data—through XSLT stylesheets, and indeed one of TAPAS’s most
+
The display of TEI files through the TAPAS interface is handled—as with almost all modern
+ web display of TEI data—through XSLT stylesheets, and indeed one of TAPAS’s most
important functions is to enable users to transform and view their TEI data without having
- to write or run XSLT on their own. TAPAS’s XSLT stylesheets do not operate in
+ to write or run XSLT on their own. TAPAS’s XSLT stylesheets do not operate in
isolation but as part of a more complex view package that includes
several distinct components:
- One or more XSLT stylesheets which transform the source TEI
+ One or more XSLT stylesheets which transform the source TEI
data into another format (typically XHTML but potentially JSON or other formats that
are particularly suited to some viewing application)A CSS stylesheet that provides styling information
- Optional JavaScript code to produce features of user
+ Optional JavaScript code to produce features of user
interactivity (such as mouse-overs or selection of specific viewing options)
- Optional XProc code which handles the sequential processing of the data by the
+ Optional XProc code which handles the sequential processing of the data by the
individual components of the view packageOptional RELAX NG or ISO Schematron files that formalize any specific data
constraints required by the view package (for instance, a view package for displaying
a bibliography might include a test to ascertain that the file contains a
listBibl)
- Metadata about the view package that supports its use within the TAPAS
+ Metadata about the view package that supports its use within the TAPAS
systemSupporting documentation of the view package, including a manifest that describes
its components and the expectations concerning the kinds of data for which it is best
@@ -464,14 +482,16 @@
that are appropriate for that scenario. For instance, a view package might focus on the
display of heavily revised manuscripts and might offer readers the ability to view
successive revision stages or choose which revisers’ work to make visible. (This interface
- is not currently available in TAPAS but would be a great future project.) In this way,
+ is not currently available in TAPAS but would be a great future project.) In this way,
view packages serve as reading environments rather than as individual stylesheets, and
- they enable TAPAS to group together multiple viewing options that complement one another
+ they enable TAPAS to group together multiple viewing options that complement one another
within a specific usage scenario, such as the ability to alternate between a normalized
- and a diplomatic view of a manuscript source. All view packages are maintained on GitHub,
- and a future goal for TAPAS is to use GitHub as a collaborative tool—enabling community
- members to propose and develop new view packages for inclusion in TAPAS.
-
From the user perspective, TAPAS contributors can specify a default view package for a
+ and a diplomatic view of a manuscript source. All view packages are maintained on GitHub,
+ and a future goal for TAPAS is to use GitHub as a collaborative tool—enabling community
+ members to propose and develop new view packages for inclusion in TAPAS.
+
From the user perspective, TAPAS contributors can specify a default view package for a
given record or collection, so that when a reader visits that material their initial view
of the TEI data reflects the contributor’s choice. For instance, the creator of a
collection of historic letters (such as the
<ref
@@ -479,12 +499,12 @@
choose a view package that handles manuscript features well, while the creator of a
teaching collection aimed at sparking discussion of XML visualization might instead choose
the Hieractivity view package (described below) as the default. However, whatever the
- default setting is, TAPAS readers can select any view package option in the reading
+ default setting is, <ptr type="software" xml:id="R60" target="#tapas"/><rs type="soft.name" ref="#R60">TAPAS</rs> readers can select any view package option in the reading
interface (even if it goes against the grain of the data), and this may offer readers
- additional insight into the TEI data that is shared via TAPAS.</p>
+ additional insight into the TEI data that is shared via <ptr type="software" xml:id="R61" target="#tapas"/><rs type="soft.name" ref="#R61">TAPAS</rs>.</p>
<div xml:id="generic">
- <head>TAPAS Generic View Package</head>
- <p>The basic goal of the TAPAS Generic view package is to handle almost any TEI markup in
+ <head><ptr type="software" xml:id="R62" target="#tapas"/><rs type="soft.name" ref="#R62">TAPAS</rs> Generic View Package</head>
+ <p>The basic goal of the <ptr type="software" xml:id="R63" target="#tapas"/><rs type="soft.name" ref="#R63">TAPAS</rs> Generic view package is to handle almost any TEI markup in
a moderately functional way. It is not intended as a high-function or specialized
display; the term <soCalled>generic</soCalled> signals the fact that it displays TEI
data in a general-purpose manner and can serve as the default stylesheet for almost any
@@ -527,45 +547,48 @@
</div>
<div xml:id="other">
<head>Other View Packages</head>
- <p>TAPAS currently also offers two other view packages: an XML view package which shows
- the XML code and a view that uses the open-source <ref
- target="http://dcl.ils.indiana.edu/teibp/index.html">TEI Boilerplate</ref>
+ <p><ptr type="software" xml:id="R64" target="#tapas"/><rs type="soft.name" ref="#R64">TAPAS</rs> currently also offers two other view packages: an XML view package which shows
+ the XML code and a view that uses the open-source <ptr type="software" xml:id="R98"
+ target="#teiboilerplate"/><rs type="soft.name soft.url" ref="#R98"><ref
+ target="http://dcl.ils.indiana.edu/teibp/index.html">TEI Boilerplate</ref></rs>
stylesheets.<note><p>TEI Boilerplate: <ptr
- target="http://dcl.ils.indiana.edu/teibp/index.html"/>. See <ref
- target="#walsh2013" type="bibl">Walsh and Simpson (2013)</ref>.</p></note> The XML
+ target="http://dcl.ils.indiana.edu/teibp/index.html"/>. See <rs type="soft.bib.ref" ref="#R94"><ref
+ target="#walsh2013" type="bibl">Walsh and Simpson (2013)</ref></rs>.</p></note> The XML
view is not remarkable in itself, but it is pedagogically useful within the overall
ecology of the view packages because it allows students to see the direct connection
between the markup and the different outcomes in the other view packages. It is also
- helpful for troubleshooting and for comparing results with other students. The TEI
- Boilerplate view package was originally included because it offered an easy-to-install
- viewing option early in the TAPAS development process, but it has shown its value in
+ helpful for troubleshooting and for comparing results with other students. The <ptr type="software" xml:id="R95"
+ target="#teiboilerplate"/><rs type="soft.name" ref="#R95">TEI
+ Boilerplate</rs> view package was originally included because it offered an easy-to-install
+ viewing option early in the <ptr type="software" xml:id="R65" target="#tapas"/><rs type="soft.name" ref="#R65">TAPAS</rs> development process, but it has shown its value in
other ways as well: it offers several proof-of-concept viewing options that help
demonstrate the versatility of display through simple changes in CSS, and in the future
- it might offer a way for TAPAS to accommodate user-contributed CSS and control over
- document display by that means. It also connects TAPAS to other strands of research and
+ it might offer a way for <ptr type="software" xml:id="R66" target="#tapas"/><rs type="soft.name" ref="#R66">TAPAS</rs> to accommodate user-contributed CSS and control over
+ document display by that means. It also connects <ptr type="software" xml:id="R67" target="#tapas"/><rs type="soft.name" ref="#R67">TAPAS</rs> to other strands of research and
development for TEI publication.</p>
</div>
</div>
<div xml:id="validation">
<head>Validation</head>
- <p>Validation was a key outcome for TAPAS Classroom and proved more challenging than we
- anticipated, for reasons that have to do with the way TAPAS data is ingested into the
- Fedora repository component and how it is handled once ingested. There are three basic
- functions validation can potentially play in TAPAS: <list>
+ <p>Validation was a key outcome for <ptr type="software" xml:id="R68" target="#tapas"/><rs type="soft.name" ref="#R68">TAPAS</rs> Classroom and proved more challenging than we
+ anticipated, for reasons that have to do with the way <ptr type="software" xml:id="R69" target="#tapas"/><rs type="soft.name" ref="#R69">TAPAS</rs> data is ingested into the
+ <ptr type="software" xml:id="R96"
+ target="#fedora"/><rs type="soft.name" ref="#R96">Fedora</rs> repository component and how it is handled once ingested. There are three basic
+ functions validation can potentially play in <ptr type="software" xml:id="R70" target="#tapas"/><rs type="soft.name" ref="#R70">TAPAS</rs>: <list>
<item>To test files upon ingestion to ensure they are XML documents, and specifically,
- TEI; this is a gatekeeping function with a simple yes or no answer. TAPAS currently
+ TEI; this is a gatekeeping function with a simple yes or no answer. <ptr type="software" xml:id="R71" target="#tapas"/><rs type="soft.name" ref="#R71">TAPAS</rs> currently
uses validation in this way.</item>
<item>To provide users with a more detailed profile of their data once it gets into
- TAPAS. This function would go beyond the simple gatekeeping function to give users
+ <ptr type="software" xml:id="R72" target="#tapas"/><rs type="soft.name" ref="#R72">TAPAS</rs>. This function would go beyond the simple gatekeeping function to give users
information about where their TEI data matches or fails to match a given schema. The
first step in this detailed profiling would be to provide a more detailed validation
- report based on validation against the TAPAS schema (currently
+ report based on validation against the <ptr type="software" xml:id="R73" target="#tapas"/><rs type="soft.name" ref="#R73">TAPAS</rs> schema (currently
<ident>tei_all</ident>), but a further (and extremely valuable) step would be to
support this with more detailed validation reporting against user-supplied schemas.
- TAPAS is currently developing a validation reporting feature, described in more detail
+ <ptr type="software" xml:id="R74" target="#tapas"/><rs type="soft.name" ref="#R74">TAPAS</rs> is currently developing a validation reporting feature, described in more detail
below.</item>
<item>To test a given file or set of files against a specific functional scenario. For
- instance, in the context of TAPAS view packages, validation could be used to discover
+ instance, in the context of <ptr type="software" xml:id="R75" target="#tapas"/><rs type="soft.name" ref="#R75">TAPAS</rs> view packages, validation could be used to discover
and report on whether a given TEI file will work appropriately within a given view
package, and if not, what is missing from the encoding.</item>
</list> For pedagogical purposes, validation serves a very specific set of needs. First,
@@ -582,25 +605,26 @@
settings, the schema may be accorded the status of a standard to be achieved, while in
others it may function in more complex and dialogic ways as a hypothesis about texts to be
tested and revised.</p>
- <p>To support these pedagogical functions, TAPAS plans to treat validation in a somewhat
+ <p>To support these pedagogical functions, <ptr type="software" xml:id="R76" target="#tapas"/><rs type="soft.name" ref="#R76">TAPAS</rs> plans to treat validation in a somewhat
novel way, using the view package technology to situate validation as a
<soCalled>view</soCalled> of the document itself through the lens of a schema.
Technically, the process involves: <list>
- <item>running a validation process in XProc</item>
- <item>running an <ptr type="software" xml:id="XSLT" target="#XSLT"/><rs type="soft.name"
- ref="#XSLT">XSLT</rs> stylesheet that integrates the validation output with the TEI
+ <item>running a validation process in <ptr type="software" xml:id="R97"
+ target="#xproc"/><rs type="soft.name" ref="#R97">XProc</rs></item>
+ <item>running an <ptr type="software" xml:id="R77" target="#xslt"/><rs type="soft.name"
+ ref="#R77">XSLT</rs> stylesheet that integrates the validation output with the TEI
document</item>
- <item>running an <ptr type="software" xml:id="XSLT" target="#XSLT"/><rs type="soft.name"
- ref="#XSLT">XSLT</rs> stylesheet that transforms the whole thing into HTML for
- display (with <ptr type="software" xml:id="JavaScript" target="#JavaScript"/><rs
- type="soft.name" ref="#JavaScript">JavaScript</rs> as needed to support interaction
+ <item>running an <ptr type="software" xml:id="R78" target="#xslt"/><rs type="soft.name"
+ ref="#R78">XSLT</rs> stylesheet that transforms the whole thing into HTML for
+ display (with <ptr type="software" xml:id="R79" target="#javascript"/><rs
+ type="soft.name" ref="#R79">JavaScript</rs> as needed to support interaction
such as navigation between the error report and the document itself).</item>
</list> Along the way, the process substitutes error messages that are more intelligible
to novices and also more reassuring and detailed, and collapses multiple occurrences of a
given error message into a single instance. The result is to position the validation view
less as an authoritative and fearsome report of failure and more as an informational
report that describes the relationship between the document and the schema that has been
- invoked. An initial version of the validation view package was developed for TAPAS
+ invoked. An initial version of the validation view package was developed for <ptr type="software" xml:id="R80" target="#tapas"/><rs type="soft.name" ref="#R80">TAPAS</rs>
Classroom and is scheduled for release in 2020.</p>
</div>
<div xml:id="conclusion">
@@ -609,16 +633,16 @@
TEI plays in a particular classroom setting. In some cases, the goal may be to learn TEI
and to excite students about its potential as a digital humanities tool. In other cases,
the goal may be to use TEI as a way of framing a conversation about digital editing, data
- modeling, or data visualization. TAPAS (and the features developed through the TAPAS
+ modeling, or data visualization. <ptr type="software" xml:id="R81" target="#tapas"/><rs type="soft.name" ref="#R81">TAPAS</rs> (and the features developed through the <ptr type="software" xml:id="R82" target="#tapas"/><rs type="soft.name" ref="#R82">TAPAS</rs>
Classroom project) offers a platform for TEI display and publication that allows the
complexities of TEI encoding to take a back seat—through encoding templates and a simple
upload and publication workflow—in cases where expertise in TEI is not the main goal of
the class. But at the same time, it offers the ability to look beneath the surface of
those systems at any time, to gain greater insight into the encoding, and to explore what
- happens if the code or the display choices are changed. TAPAS also supports varied roles
+ happens if the code or the display choices are changed. <ptr type="software" xml:id="R83" target="#tapas"/><rs type="soft.name" ref="#R83">TAPAS</rs> also supports varied roles
for students that give them different forms of scaffolded authority: as contributors to
real-world publications, as creators of their own projects, as collaborators and
- experimenters in public spaces. TAPAS thus supports a vision of digital humanities
+ experimenters in public spaces. <ptr type="software" xml:id="R84" target="#tapas"/><rs type="soft.name" ref="#R84">TAPAS</rs> thus supports a vision of digital humanities
pedagogy that is experiential, experimental, and collaborative.</p>
</div>
</body>
@@ -631,13 +655,14 @@
<biblScope unit="volume">24</biblScope>: <biblScope unit="page">467–481</biblScope>.
<ptr target="https://doi.org/10.1080/10691316.2017.1326331"/>; <ptr
target="https://repository.wlu.edu/handle/11021/33912"/>.</bibl>
- <bibl xml:id="flanders2013"><author>Flanders, Julia</author>, and <author>Scott
- Hamlin</author>. <date>2013</date>. <title level="a">TAPAS: Building a TEI Publishing
+ <bibl xml:id="flanders2013"><ptr type="software" xml:id="R86"
+ target="#tapas"/><rs type="soft.bib.ref" ref="#R86"><author>Flanders, Julia</author>, and <author>Scott
+ Hamlin</author>. <date>2013</date>. <title level="a"><rs type="soft.name" ref="#R86">TAPAS</rs>: Building a TEI Publishing
and Repository Service. Journal of the Text Encoding
Initiative5. ; DOI: 10.4000/jtei.788.
+ >10.4000/jtei.788.
Hswe, Patricia, et al. 2017. A Tale of Two Internships: Developing Digital Skills Through Engaged
Scholarship. Digital Humanities Quarterly
@@ -648,11 +673,13 @@
travaux linguistiques des missionnaires. Boston College
Libraries Newsletter. .
- Walsh, John, and Grant Leyton
- Simpson. 2013. TEI Boilerplate. <ptr type="software" xml:id="R85"
+ target="#teiboilerplate"/><rs type="soft.bib.ref" ref="#R85"><author>Walsh, John</author>, and <author>Grant Leyton
+ Simpson</author>. <date>2013</date>. <title level="a"><rs type="soft.name" ref="#R85">TEI Boilerplate</rs>. Journal of Digital Humanities2 (3). .
+ target="http://journalofdigitalhumanities.org/2-3/tei-boilerplate/"/>.
diff --git a/data/JTEI/13_2020-22/jtei-cc-pn-kuhry-188-source.xml b/data/JTEI/13_2020-22/jtei-cc-pn-kuhry-188-source.xml
index 7631ac6c..8ab301c6 100644
--- a/data/JTEI/13_2020-22/jtei-cc-pn-kuhry-188-source.xml
+++ b/data/JTEI/13_2020-22/jtei-cc-pn-kuhry-188-source.xml
@@ -374,35 +374,46 @@
the apparatus, ability to display different versions of the work-in-progress edition
(corresponding to the text of different manuscripts), and handling of editions encoded
with rdg or lem elements in the apparatus. Those needs are met by the
- TEI Critical Apparatus Toolbox, which she created.Marjorie
- Burkhart et al., TEI Critical Apparatus Toolbox,
- accessed June 3, 2021, . I
+ TEI Critical Apparatus Toolbox, which she created.Marjorie
+ Burkhart et al., TEI Critical Apparatus Toolbox,
+ accessed June 3, 2021, . I
would add another prior and very basic need: finding help to encode the edition. Indeed,
the task of encoding is described as the main difficulty confronted by TEI users, partly
because of the lack of user-friendly tools (Burghart and Rehbein 2012). One can find tools to annotate images and
- transcribe sources,Such tools include Transkribus (from READ-COOP SCE, accessed
- June 3, 2021, ) and Archetype
- (previously called the DigiPal framework, now supported by King’s Digital Laboratory,
- King’s College London, accessed June 3, 2021, ). but these tools do not enable the scholar to encode variants and the
+ transcribe sources,Such tools include Transkribus (from READ-COOP SCE, accessed
+ June 3, 2021, ) and Archetype
+ (previously called the DigiPal framework, now supported by King’s Digital Laboratory,
+ King’s College London, accessed June 3, 2021, ). but these tools do not enable the scholar to encode variants and the
critical apparatus as specified in the TEI Guidelines. They are therefore purely
document-centered tools, and we have seen above (see ) that there is a general demand for text-oriented digital scholarly
editions designed to be critical. Collation of several manuscripts can also produce an
automatically encoded critical apparatus using the TEI parallel segmentation method, by
- means of CollateX or Juxta software, provided one already has the separate
- transcriptions at one’s disposal.Interedition Development Group, CollateX –
- Software for Collating Textual Sources, accessed June 4, 2021, . For a history of collation tools and especially of
- the developments leading to CollateX, see Nury and Spadini (2020). Juxta is no longer maintained; it has been replaced by two
- programs both developed by Performant Software Solutions: Faircopy (accessed June 4,
- 2021, ), a transcription interface
- producing TEI encoding, and TextLab (accessed June 4, 2021, ), which seems to be more focused on genetic
- editing. However, a legacy version of Juxta, accessed June 4, 2021, can be found at
- . Roeder (CollateX or Juxta software, provided one already has the separate
+ transcriptions at one’s disposal.Interedition Development Group, CollateX –
+ Software for Collating Textual Sources, accessed June 4, 2021, . For a history of collation tools and especially of
+ the developments leading to CollateX, see Nury and Spadini (2020). Juxta is no longer maintained; it has been replaced by two
+ programs both developed by Performant Software Solutions: Faircopy (accessed June 4,
+ 2021, ), a transcription interface
+ producing TEI encoding, and TextLab (accessed June 4, 2021, ), which seems to be more focused on genetic
+ editing. However, a legacy version of Juxta, accessed June 4, 2021, can be found at
+ . Roeder (2020) provides a survey of three web-based
tools offering automated collation. As such, the result is not a proper
critical edition, as no selection of variants has been made to produce a critical text
@@ -414,23 +425,27 @@
encoding. So the second part of the project consists in creating a panel of tools for
the encoding of ancient textual sources in TEI XML. These tools will enhance existing
software, and not create it from scratch.
-
The tools include XSLT stylesheets that convert styled Word or
+
The tools include XSLT stylesheets that convert styled Word or
LibreOffice documents to TEI XML.Sample transformations can already be made using
- OxGarage (accessed June 4, 2021, ), and
- XSLT stylesheets can be found in the TEI Consortium’s GitHub repository,
- accessed June 4, 2021,.
+ OxGarage (accessed June 4, 2021, ), and
+ XSLT stylesheets can be found in the TEI Consortium’s GitHub repository,
+ accessed June 4, 2021,.
Pre-encoding a text in a word processor can be useful, but frequently a deeper level of
encoding is needed, which is difficult to reach working only on the text document. So a
second category of tools is a series of frameworks or encoding environments made through
customization of two widely used XML editors:
- XMLmind XML Editor
- (XXE),Accessed June 4, 2021, . Customization of this editor is a
+ XMLmind XML Editor
+ (XXE),Accessed June 4, 2021, . Customization of this editor is a
central part of the work of the Document numérique team of Maison de la Recherche
en Sciences Humaines (MRSH) de Caen (see the Métopes workflow, accessed August 14,
- 2021, ). XMLmind XML Editor was
+ 2021, ). XMLmind XML Editor was
used in the team’s collaboration with the Biblissima Equipex (Equipment of
Excellence project funded by the French National Research Agency – ANR), for which
an encoding environment for ancient library catalogues was issued: Digital
@@ -441,12 +456,18 @@
allows one to display the document in different views thanks to the use of CSS
stylesheets, and to automate and speed up the encoding tasks with custom
commands.
- Oxygen XML Editor,Accessed
- June 4, 2021, . which supports
- right-to-left scripts, unlike the current version of XXE (however, recent steps have
- been made in this direction by the developers of XXE). A framework similar to XXE’s
- was developed for Oxygen’s Author mode, to be used by projects focusing on Hebrew or
- Arabic sources.Since version 15.1, Oxygen has handled RTL scripts quite
+ Oxygen XML Editor,Accessed
+ June 4, 2021, . which supports
+ right-to-left scripts, unlike the current version of XXE (however, recent steps have
+ been made in this direction by the developers of XXE). A framework similar to XXE’s
+ was developed for Oxygen’s Author mode, to be used by projects focusing on Hebrew or
+ Arabic sources.Since version 15.1, Oxygen has handled RTL scripts quite
effectively in author mode (but not text mode). See discussions about this issue
on the Epidoc and TEI listservs: Hugh Cayless, RTL texts, MARKUP mailing list archives, February 13,
@@ -487,8 +508,10 @@
Each framework can be customized to the structure specified by the project, which is
helpful for scholars with limited previous knowledge of XML and TEI, who could be
confused by the myriad possibilities of the TEI All schema. Nevertheless, the raw
- encoding can be verified at any moment by switching to the text mode in Oxygen or to
- the tree view in XXE.
+ encoding can be verified at any moment by switching to the text mode in Oxygen or to
+ the tree view in XXE.
A framework can be configured to offer guidance for the use of elements and attributes,
@@ -502,16 +525,19 @@
In the encodingDesc element of the teiHeader,
defining a list of values for the place attribute of the note
- element (Oxygen framework).
+ element (Oxygen framework).
-
In the Oxygen framework, inside the text element, the insertion of tags for
+
In the Oxygen framework, inside the text element, the insertion of tags for
which the typology of attribute values has been described in the teiHeader (and
registered as available in drop-down menus) generates a drop-down menu listing these
values, thanks to the use of XPath.
In the corpus, choosing one of the defined values for the
- place attribute of the note element (Oxygen framework).
+ place attribute of the note element (Oxygen framework).
The same principle is used for references to witnesses in the critical apparatus, by
@@ -528,21 +554,25 @@
type="bibl">Burnard 2019).
The challenge in developing encoding frameworks is not so much technical, as they use
features available in each application. Frameworks consist of command configuration and
- CSS files, sometimes XSLT files. They provide an economic, versatile way
+ CSS files, sometimes XSLT files. They provide an economic, versatile way
to provide scholars with customized tools for digital scholarly editing.The
- Ediarum framework for Oxygen has been developed at the Berlin-Brandenburg Academy of
- Sciences and Humanities to help scholars create digital editions of historical
+ Ediarum framework for Oxygen has been developed at the Berlin-Brandenburg Academy of
+ Sciences and Humanities to help scholars create digital editions of historical
documents in TEI XML. However, this framework does not enable one to encode variant
readings and is therefore not designed for critical editing of medieval sources. See
- Mertgens (2019) and the Ediarum website:
- .
- The Caen team Pôle Document numérique has since published a framework for critical
- editing in TEI Parallel Segmentation based on XMLmind XML Editor software: see Mertgens (<ref target="#mertgens19" type="bibl">2019</ref>)</rs> and the <ptr type="software" xml:id="R34"
+ target="#Ediarum"/><rs type="soft.name" ref="#R34">Ediarum</rs> website:
+ <rs type="soft.url" ref="#R34"><ptr
+ target="https://www.bbaw.de/en/bbaw-digital/telota/research-and-software/ediarum"/></rs>.
+ The Caen team Pôle Document numérique has since published a <ptr type="software" xml:id="R36"
+ target="#unicaenapparat"/><rs type="soft.name" ref="#R36">framework for critical
+ editing in TEI Parallel Segmentation</rs> based on <ptr type="software" xml:id="R35"
+ target="#xmlmind"/><rs type="soft.name" ref="#R35">XMLmind XML Editor</rs> software: see <title
level="u">Éditer des sources avec apparat critique, accessed June 4, 2021,
- . The challenge is rather about ontology and modeling.I am taking part
+ . The challenge is rather about ontology and modeling.I am taking part
in a collective effort between scholarly editors and scientific publishing services
(in collaboration with IRHT’s publication team, the Caen team, and Ecole nationale des
Chartes) to collect and analyze editorial and encoding practices when it comes to
@@ -580,9 +610,10 @@
in the present paper is closer to Pierazzo’s view. The publication phase,
whether in print or in digital form, can be supported by existing tools which the
scholar can configure.See, for example, the Print an
- edition tool in the TEI Critical Apparatus Toolbox by M. Burghart,
- in which the sample XSLT stylesheet to transform TEI XML into
+ edition tool in the TEI Critical Apparatus Toolbox by M. Burghart,
+ in which the sample XSLT stylesheet to transform TEI XML into
LaTeX, to produce a printable PDF with a traditional critical apparatus, can be
downloaded and modified: .
Burghart (2016) provides a survey of
@@ -684,13 +715,15 @@
The framework is particularly helpful when encoding two files that must interlink.
- The working interface of the XMLmind framework. The central pane
+ The working interface of the XMLmind framework. The central pane
shows the CSS-customized view of the file containing the central text. The left pane
shows the—almost—raw code of the same file. The + command designed in
the CSS to be available on the lemma (element term type="lemme") opens a
transformed version of the glosses’ thesaurus and allows one to choose the
appropriate gloss archetype toward which the target attribute must point
- (XMLmind framework).
+ (XMLmind framework).
In the file containing the glosses (the glosses’ library or thesaurus), each
@@ -709,7 +742,8 @@
- Display of the glosses’ thesaurus (XMLmind framework).
+ Display of the glosses’ thesaurus (XMLmind framework).
lem elements are not used because there is no putative original text.
@@ -734,8 +768,9 @@
Display Possibilities
-
A publication prototype has been created using XSLT stylesheets and Javascript
+
A publication prototype has been created using XSLT stylesheets and Javascript
to produce interactive HTML pages. The current version allows one to read the reconstructed text of each manuscript;
diff --git a/data/JTEI/13_2020-22/jtei-cc-ra-parisse-182-source.xml b/data/JTEI/13_2020-22/jtei-cc-ra-parisse-182-source.xml
index 83d99c97..70d495b4 100644
--- a/data/JTEI/13_2020-22/jtei-cc-ra-parisse-182-source.xml
+++ b/data/JTEI/13_2020-22/jtei-cc-ra-parisse-182-source.xml
@@ -234,16 +234,16 @@
Many software packages dedicated to editing spoken language transcription contain
utilities that can convert many formats: for example,
- EXMARaLDA ( EXMARaLDA ( Schmidt 2004
- ; see ; see ),
- Anvil (
+ Anvil (Kipp 2001; see ), and ), and ELAN
- (Wittenburg et al. 2006; see
+ (Wittenburg et al. 2006; see ). However, in all cases, the
conversions are limited to the features implemented in the tool itself—for example, with
a limited set of metadata—and they cannot always be used to prepare data to be used by
@@ -260,9 +260,9 @@
tools missing in the TEICORPO approach are EXMARaLDA and
- FOLKER (Schmidt and Schütte
- 2010; see FOLKER (Schmidt and Schütte
+ 2010; see ), but this was only because the
conversion tools from and to EXMARaLDA, FOLKER software fit within the process chain of
TEICORPO. This demonstrates the usefulness of a well-known and
+ ref="#R26"> TEICORPO. This demonstrates the usefulness of a well-known and
efficient format such as TEI.
There are, however, differences between the two projects that make them nonredundant
but complementary, each project having specificities that can be useful or damaging
depending on the user’s needs. One minor difference is that the
- TEICORPO project is not a functionality of an
+ xml:id="R27" target="#teicorpo"/>
+ TEICORPO project is not a functionality of an
editing tool, but is a standalone tool for converting data between one format and
another. This had certain effects on the user interface and explains some of the choices
made in the development of the two tools.
There are two major differences between
- TEICORPO and Schmidt’s approach, which affected
+ TEICORPO and Schmidt’s approach, which affected
both the design of the tools and how they can be used. The first difference is that in
- developing TEICORPO, it was decided that the conversion between the original
+ developing TEICORPO, it was decided that the conversion between the original
formats and TEI had to be lossless (or as lossless as possible) because we wanted to
offer a means to store the research data for long-term conservation and dissemination in
a standard XML format instead of in proprietary formats such as those used by TEICONVERT makes spoken language data available
for TXM (Heiden 2010; see Heiden 2010; see ), Le Trameur (TEICORPO includes the ability to use any
syntactic model. For French data, we used the PERCEO model (Benzitoun, Fort, and Sagot 2012).
-
The command line to be used is: java -cp The command line to be used is:
+ java -cp TEICORPO.jar fr.ortolang.
- TEICORPO.TeiTreeTagger filenames...
+ TEICORPO.
+ Tei TreeTagger filenames...
with additional parameters:
@@ -1329,7 +1331,10 @@
TreeTagger . The -model and -syntaxformat
parameters can be used in a similar way to specify the grammatical model to be used
and the output format. A command line example is:
-
The directory_for_SNLP is the name of the location on a computer where
all the
@@ -1392,7 +1397,7 @@
Export can be done from TEI into a format used by textometric software (see ). This is the case for TXM,
-
See the Textométrie website, last updated June 29, 2020, See the Textométrie website, last updated June 29, 2020, .
a textometric software application. In this case, instead of using a partition
representation, the information from the grammatical analysis is inserted at the word
@@ -1591,7 +1596,7 @@
target="https://www.fon.hum.uva.nl/paul/papers/speakUnspeakPraat_glot2001.pdf"
/>.
-
+ Etienne,
Carole, Loïc
diff --git a/data/JTEI/13_2020-22/jtei-cc-ra-winslow-186-source.xml b/data/JTEI/13_2020-22/jtei-cc-ra-winslow-186-source.xml
index d3a469d1..9c572624 100644
--- a/data/JTEI/13_2020-22/jtei-cc-ra-winslow-186-source.xml
+++ b/data/JTEI/13_2020-22/jtei-cc-ra-winslow-186-source.xml
@@ -530,8 +530,8 @@
favoring one period or type of document over another, a generic element seems both
desirable and advisable. The proposed element, as implemented in the TEI_CEI
ODD,See the CEI2TEI GitHub repository, accessed June 25,
+ >CEI2TEI GitHub repository, accessed June 25,
2021, .
is simple (attList items suppressed for brevity: they follow the
@@ -576,8 +576,8 @@
proposed vocabulary, provided in SKOS (Simple Knowledge Organization System) format
(as part of the project’s
- GitHub repository,Accessed July 13, 2021, GitHub repository,Accessed July 13, 2021, . at
The edition will be published online using a specifically tailored version of EVT (Edition Visualization TechnologyA
light-weight, open source tool specifically designed to create digital
editions from XML-encoded texts
- ((Rosselli Del Turco et al. 2013).) and
will present, on the one hand, each witness in its continuum from facsimile to
multiple levels of normalization and, on the other hand, the three main witnesses
@@ -790,7 +790,7 @@
with no manual intervention on the resulting files.
The generated editions files will conform to the TEI subset understood by
EVT.
+ ref="#R30">EVT
.
Some of these desiderata clash with each other. For instance, the desire to
directly edit the XML file makes it hard and error-prone to keep in a single
@@ -855,7 +855,7 @@
target="#delturcond">Roberto Rosselli Del Turco (n.d.): here two
levels of edition are offered, a diplomatic and a more interpretative one. The
user can compare the two editions visualizing them synoptically in the EVT software used for the edition.
@@ -1474,10 +1474,10 @@
version. Accessed October 22, 2021. .Rosselli Del Turco,
- Roberto, et al.
+ />Rosselli Del Turco,
+ Roberto, et al. 2013. Edition Visualization Technology.
- Accessed April 19, 2021. Accessed April 19, 2021..Stella, Francesco, ed. 2020.
Corpus Rhythmorum Musicum. Last modified July
diff --git a/data/JTEI/14_2021-23/jtei-cc-pn-erjavec-195-source.xml b/data/JTEI/14_2021-23/jtei-cc-pn-erjavec-195-source.xml
index 4236f95a..dc286a41 100644
--- a/data/JTEI/14_2021-23/jtei-cc-pn-erjavec-195-source.xml
+++ b/data/JTEI/14_2021-23/jtei-cc-pn-erjavec-195-source.xml
@@ -326,9 +326,9 @@
Presentation of Parla-CLARIN
Like the TEI Guidelines, the Parla-CLARIN recommendations are available on GitHub, as a
+ target="#github"/>GitHub, as a
projectTomaž Erjavec and Andrej Pančur, Parla-CLARIN project GitHub site, last updated March 17, 2021, . of the CLARIN
@@ -581,7 +581,7 @@
and into developing the conversion from Akoma Ntoso to Parla-CLARIN. We
have not included examples of the encoding, as these are readily available on the GitHub
+ type="software" xml:id="R3" target="#github"/>GitHub
documentation page of the project, and large Parla-CLARIN encoded corpora are openly
available.
Apart from the siParl 2.0 corpus mentioned above (
Second, as we have already done for ParlaMint, we plan to add to the GitHub Parla-CLARIN
+ xml:id="R4" target="#github"/>GitHub Parla-CLARIN
project more down-conversion scripts with which we would increase the usability of the
Parla-CLARIN corpora. As mentioned, work also needs to be done to develop a conversion to
RDF.
@@ -803,7 +803,8 @@
Kilgarriff, Adam, Vít Baisa,
Jan Bušta, Miloš Jakubíček, Vojtěch
Kovář, Jan Michelfeit, Pavel Rychlý, and
- Vít Suchomel. 2014.
+ Vít Suchomel. 2014.
The Sketch Engine: Ten Years On.Lexicography: Journal of ASIALEX1 (1):
diff --git a/data/JTEI/8_2014-15/jtei-8-boschetti-source.xml b/data/JTEI/8_2014-15/jtei-8-boschetti-source.xml
index d055f705..9855a9c7 100644
--- a/data/JTEI/8_2014-15/jtei-8-boschetti-source.xml
+++ b/data/JTEI/8_2014-15/jtei-8-boschetti-source.xml
@@ -240,7 +240,7 @@
. The continuous integration and release are supported by open source Integrated
Development Environments (IDEs) like Eclipse or NetBeans and by a software
+ target="#netbeans"/> NetBeans and by a software
configuration management tool such as SVN or
@@ -722,7 +722,7 @@
Environment: Metadata, Vocabularies and Techniques in the Digital Humanities,
article no. 11. New York: ACM. doi:10.1145/2517978.2517990.
-
+ Bozzi,
Andrea. 2013. G2A: A Web Application to
diff --git a/data/JTEI/8_2014-15/jtei-8-iglesia-source.xml b/data/JTEI/8_2014-15/jtei-8-iglesia-source.xml
index bbbc6d1a..2d15cd04 100644
--- a/data/JTEI/8_2014-15/jtei-8-iglesia-source.xml
+++ b/data/JTEI/8_2014-15/jtei-8-iglesia-source.xml
@@ -481,7 +481,7 @@
type="bibl" xml:id="quoteref1" target="#bingenheimer11">p. 271</ref>) consisting of
biographic data. The interface is realized with a proprietary plug-in built upon the
<ref target="http://prefuse.org/"><ptr type="software" xml:id="R20" target="#prefuse"
- /><rs type="soft.name" ref="#R20">Prefus</rs>e</ref><note>UC Berkeley Visualization
+ /><rs type="soft.name" ref="#R20">Prefuse</rs></ref><note>UC Berkeley Visualization
Lab, <rs type="soft.url" ref="#R20"><ptr target="http://prefuse.org/"/></rs>.</note>
software library. One of our goals is to implement the aggregations within the digital
edition, and for this we would like to use web technologies only. The <ref
@@ -675,9 +675,7 @@
type="doi">10.1093/llc/fqr020</idno>.</bibl>
<bibl xml:id="leboeuf13"><author>Le Boeuf, Patrick</author>, <author>Martin
Doerr</author>, <author>Christian Emil Ore</author>, and <author>Stephen Stead</author>.
- <date>2013</date>. <title level="m">Definition of the CIDOC Conceptual <ptr
- type="software" xml:id="Reference" target="#Reference"/><rs type="soft.name"
- ref="#Reference">Reference</rs> Model, version 5.1.2 (October). 2013
. Definition of the CIDOC Conceptual Reference Model, version 5.1.2 (October). .Myers, Victoria, David
O’Shaughnessy, and Mark Philp, eds. 2010.
diff --git a/data/JTEI/8_2014-15/jtei-8-intro-source.xml b/data/JTEI/8_2014-15/jtei-8-intro-source.xml
index a62c0970..edbfa8e7 100644
--- a/data/JTEI/8_2014-15/jtei-8-intro-source.xml
+++ b/data/JTEI/8_2014-15/jtei-8-intro-source.xml
@@ -190,7 +190,7 @@
Similarly, Boschetti and Del Grosso describe the design and development of <ptr type="software" xml:id="R3" target="#teicophilib"/><rs type="soft.name"
ref="#R3">TeiCoPhiLib</rs>, a library of Java software components devoted
+ target="#java"/>Java software components devoted
to editing, processing, and visualising TEI documents in the domain of philological
studies. This tool is particularly suited to fostering collaborative philological work.
This cluster is closed by Dalmau and Hawkins’s article, the focus of which is not on
diff --git a/data/JTEI/8_2014-15/jtei-8-moerth-source.xml b/data/JTEI/8_2014-15/jtei-8-moerth-source.xml
index c20fb5f9..08e26d65 100644
--- a/data/JTEI/8_2014-15/jtei-8-moerth-source.xml
+++ b/data/JTEI/8_2014-15/jtei-8-moerth-source.xml
@@ -806,7 +806,7 @@
The query element contains the query string. It should also have a
type attribute indicating the applied query language. In the example
- above, CQP (Corpus Query Processor) refers to the query language of the IMS
Institut für Maschinelle Sprachverarbeitung, Stuttgart.Corpus
diff --git a/data/JTEI/8_2014-15/jtei-8-munoz-source.xml b/data/JTEI/8_2014-15/jtei-8-munoz-source.xml
index 9843b981..d3f4d36c 100644
--- a/data/JTEI/8_2014-15/jtei-8-munoz-source.xml
+++ b/data/JTEI/8_2014-15/jtei-8-munoz-source.xml
@@ -344,8 +344,8 @@
decreases the reusability of the textual data produced. The project relies on an automatic
process to convert the document-focused encoding into a text-focused one. This process
consists of
- a set of XSLT
- transformations authored by Wendell Piez, who
+ a set of XSLT
+ transformations authored by Wendell Piez, who
served as a consultant to the S-GA project in 2013. These transformations are structured
as a pipeline—progressively remodeling the document-focused TEI data to a more familiar
text-focused TEI.The automated transformation workflow was originally managed using
diff --git a/data/JTEI/8_2014-15/jtei-8-rosselli-source.xml b/data/JTEI/8_2014-15/jtei-8-rosselli-source.xml
index f46dba55..6af07b9a 100644
--- a/data/JTEI/8_2014-15/jtei-8-rosselli-source.xml
+++ b/data/JTEI/8_2014-15/jtei-8-rosselli-source.xml
@@ -246,7 +246,7 @@
starting point means that the editor can focus on his work, marking up the transcription
text, with very little configuration needed to create the edition. This approach also
allowed us to quickly test XML files belonging to other edition projects, to check if
- EVT could go beyond being a project-specific tool. The inspiration for these
changes came from work done in similar projects developed within the TEI community,
namely
diff --git a/data/JTEI/rolling_2022/jtei-teilex-207-source.xml b/data/JTEI/rolling_2022/jtei-teilex-207-source.xml
index f3d301a9..5d46756b 100644
--- a/data/JTEI/rolling_2022/jtei-teilex-207-source.xml
+++ b/data/JTEI/rolling_2022/jtei-teilex-207-source.xml
@@ -183,8 +183,8 @@
2018), an initiative launched in 2016 under the auspices of the DARIAH
Working Group on Lexical Resources, which aims to define a pivot format for the
integration and querying of heterogeneous TEI-based lexical resources.See the
- project’s GitHub repository, accessed June 17, 2022,
+ project’s GitHub repository, accessed June 17, 2022,
.
The scope of our proposal covers the usage of the following concepts central to
@@ -1179,8 +1179,8 @@
In the following examples, we have tried to illustrate interesting cases of
etymological processes that show how TEI Lex-0 Etym can seamlessly take into account
a variety of situations. All examples have been validated and included in the TEI
- Lex-0 GitHub environment.