Abstract
This chapter examines the renewed pedagogical practices for studying medieval literature implemented at the University of Otago, New Zealand. The chapter argues that using experiential learning processes showcases that there are new ways to teach medieval literature that are engaging for university students and the wider community. In addition, the change in pedagogy has resulted in important new research that otherwise would not have come to light via previous pedagogies with their focus on translation and grammar. Finally, the renewed curriculum integrates the local Dunedin medieval resources, engaging both university students and the wider public. The change in pedagogy has involved a shift to combine experiential learning with lectures and tutorial discussions, in which students are engaged in hands-on projects that recreate medieval scribal processes.