Literary scholars’ expertise is founded on knowledge of a small collection of texts, below which lies the vast realm of archived but long-forgotten literature that Margaret Cohen has called the “Great Unread.” Cohen’s account frames the Great Unread as the exclusive domain of highly trained specialists, while students are, for pragmatic reasons, taught to close-read the established canonical texts. This article argues that there is great value in facilitating the engagement of newcomers with the Great Unread, and in particular, the Global Great Unread. Within a course I created and taught at the Massachusetts Institute of Technology, I guided undergraduates through exploring the Great Unread of nineteenth-century global periodicals, selecting a short story of interest and creating a digital edition to reintroduce the story to a present-day audience. In crafting editorial materials of various kinds, students independently studied and wrote about global contexts ranging from the linguistic to the cultural to the geopolitical. After the course was complete, students could choose to have their edition published on a website and thus actually become available to a public readership beyond the classroom. Through such initiatives, we can expand our understanding of the ways in which literary scholars and literary study can be valuable to publics on a global scale.
