Thread by @TeachingCodex

Now it’s time for our #teachingcodex round table feat ⁦@HLaehnemann⁩ ⁦@olde_bookes⁩ ⁦@MatthewHolford⁩, Andrew Honey, and chaired by our co-founder Tristan Franklinos

First up @olde_bookes is showcasing Trinity College MS 29 #teachingcodex, a universal history of the world in Middle English and Latin, compiled in C15

@olde_bookes #teachingcodex Hybridity is relevant in that it's compiled from MS and print sources. Transition from MS to print culture is not one-directional.

@olde_bookes #teachingcodex there's no distinction between how the print vs MS sources are used

@olde_bookes #teachingcodex there's also material hybridity: it's a paper manuscript but features a parchment image pasted in; we have linguistic hybridity; we have hybridity of genre and form (eg a section from Confessio Amantis inserted into the chronicle).

@olde_bookes #teachingcodex This hybridity isn't unusual; we see it often in miscellanies – but this isn't a traditional miscellany. Ideals of hybridity relate to ideas of consistency, wholeness.

@olde_bookes #teachingcodex Helps students think outside the categories they're taught: modern/medieval, print/manuscript etc

@olde_bookes #teachingcodex It appeals to students to compare hybridity in modern age (e.g. print vs digital) but also how hybridity used in this particular manuscript. Does it become something different from its source texts because of its hybrid nature?

@olde_bookes #teachingcodex Students work with modern editions rather than physical MSS. These might smooth over OR bring to fore hybridity. Encourage students to see how it's constituted.

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