Scholarly Editing in Perspective offers a critical reflection on the theory and methods of textual editing, as a contribution to a wider, comparative understanding of editorial practice. The analysis, written in a cogent, concise and accessible manner, offers an insight into the textual-philosophical principles and foundations of scholarly editing from the beginning of the twentieth century to the new opportunities offered by digital technologies in the twenty-first. Scholarly editing is presented as a process that makes an intervention in the text whereby the editor mediates between competing versions of textuality, authorship, and authority. In analysing the assumptions, beliefs, and critical underpinnings of scholarly editing, this Element provides a new perspective on the standard editorial models within the English tradition, how they have evolved, and how they are adapted for the digital age.

Editing Archipelagic Shakespeare is a study of the power of names; more specifically, it is about the power of naming, asking who gets to choose names, for what reason, and to what effect. Shakespeare assigns names to over 1,200 characters and countless more sites and places, and these names, or versions of these names, have become familiar to generations of playgoers and play-readers. And because of their familiarity, Shakespeare's names, most frequently anglicized versions of non-English names, have been accepted and repeated without further consideration. Approaching names from an archipelagic perspective, and focusing upon how Irish, Scottish, and Welsh characters and places are written by Shakespeare and treated by editors, this Element offers an expansive, and far-reaching, case study for non-anglophone and global studies of Shakespeare, textual scholarship, and early modern drama.

A key challenge facing all educators working in practice-based subjects is the need to negotiate tensions between past and present and provide a training that prepares students for fast-changing conditions, while also conveying long-standing principles. This Element therefore investigates how effectively editing and publishing programmes prepare graduates for industry and how well these graduates translate this instruction to the workplace. Taking a global perspective to gauge the state of the discipline, the mixed-methods approach used for this Element comprised two online surveys for educators and graduates, three semi-structured interviews with industry practitioners (scholarly, education and trade) and ethnographic practice (author as educator and practitioner). Three key concepts also framed this Element's enquiry: being, learning and doing. The Element demonstrates how these transitioning but interdependent concepts have the potential to form a holistic practice-led pedagogy for students of editing and publishing programmes.